From Theory to Practice: Demystifying Assistive Technology through the Lens of UDL
- mzimlich
- 17 hours ago
- 4 min read
Updated: 11 minutes ago
Posted by: Mimi Zimlich, M.S., PPS, UDL/AT Content Lead, Open Access
When we talk about Universal Design for Learning (UDL), we might imagine a wide, smooth road that welcomes every learner, a road built with flexibility, options, and access in mind. But sometimes, even with a thoughtfully designed road, a few barriers remain. The path is clear for some learners but uneven for others.
This is where Assistive Technology (AT) comes in. AT can be the bridge that connects intention to access and the link between what we design and how each student can fully participate.
What We Mean by “Assistive Technology”
When some educators hear the term “assistive technology,” they may picture specialized devices used solely in special education classrooms, speech-generating devices, alternative keyboards, or text-to-speech software used only by a few students with Individualized Education Plans (IEP).
While those are important examples of AT, that narrow view misses the broader truth: assistive technology is for anyone who needs it to access learning.
According to the federal definition, AT is “any item, piece of equipment, or product system... that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” But in practice, especially when viewed through the UDL lens, AT simply means tools that remove barriers so students can engage, perceive, and express learning in ways that work best for them.
That could mean:
A student using captions to follow along with a video.
A learner using voice typing to get ideas onto the page.
A student using an audiobook app to comprehend complex text.
Or even a student using screen magnification to navigate online content.
In other words, Assistive Technology is about removing barriers.
UDL and AT: Different Paths, Same Destination
UDL and AT often get discussed as separate fields: one in general education, one in special education. But they share a common goal, creating learning environments where variability is expected, and every learner has what they need to succeed.
UDL is proactive: it’s the blueprint that designs flexible learning experiences from the start.
AT is responsive: it provides the personalized tools students may still need when barriers appear.
Think of it like building a bridge alongside a well-designed highway. UDL makes the highway as smooth and wide as possible, clear signage, multiple lanes, and accessible rest stops. But sometimes, a few travelers need a bridge that helps them cross a remaining gap. That bridge doesn’t replace the highway; it complements it.
When schools see AT as part of the UDL ecosystem, not a separate system, the conversation shifts from “Who qualifies for this tool?” to “Who could benefit from it?”
Bringing the Bridge to Life: Three Students, One Goal
To make this concrete, let’s imagine three students in the same middle school classroom.
Jordan is a bright thinker who struggles with spelling and handwriting. When asked to write an essay, the physical act of typing becomes a barrier. His teacher introduces speech-to-text, and suddenly, Jordan’s ideas flow freely. The tool doesn’t give him an advantage, it gives him access.
Amira is learning English and sometimes misses details when videos play in class. Turning on closed captions helps her connect words and meaning. That same support benefits other students too, including those who aren’t English learners.
Mateo loves science but has difficulty tracking long reading passages. Using a screen reader allows him to listen while following along visually, supporting both comprehension and stamina.
Each of these tools is considered assistive technology. And each aligns with the UDL principle of providing multiple means of representation and expression.
These bridges don’t just serve one traveler, they open the path for many.
Common Myths and the Truth Behind Them
Even with the best intentions, some persistent myths can prevent educators from embracing AT as a natural part of teaching and learning.
Let’s unpack a few:
Myth 1: AT is only for special education. Truth: AT benefits any learner who encounters a barrier. A captioned video, for example, helps students who are deaf or hard of hearing, but also those learning English or watching in a noisy environment.
Myth 2: AT is all high-tech. Truth: AT can be as simple as a pencil grip or as sophisticated as a dedicated speech-generating device. What matters isn’t the technology’s complexity, it’s the fit between the tool and the learner’s need.
Myth 3: AT replaces good teaching. Truth: AT amplifies good teaching. When combined with intentional UDL design, it empowers students to take ownership of how they learn and show what they know.
From Compliance to Culture
When AT is viewed through the lens of UDL, it becomes less about compliance and more about culture.
Instead of waiting for an IEP meeting to identify a need, educators start asking, “What barriers might this lesson present, and what tools could help students move past them?”
This shift encourages collaboration between general education, special education, and technology teams, aligning efforts around access, not labels.
It is our hope at Open Access, as part of the Statewide System of Support, that culture change can ripple outward, from classrooms to districts to the larger educational ecosystem. It’s about ensuring every learner has a pathway to success.
The Bridge Ahead
The future of inclusive learning depends on how we design the roads and build the bridges.
UDL gives us the framework to anticipate learner variability. Assistive technology gives us the means to respond to it when unique needs arise. Together, they form a complete, connected system of access.
So the next time you plan a lesson, explore a new digital tool, or design a learning space, ask yourself: “Is there a bridge missing here that could help a learner reach the other side?”
When we build those bridges intentionally, we move from theory to practice and from access to belonging.
References
CAST. (n.d.). AT Guidance Myths and Facts Graphics and Game. CITES – CAST. Retrieved October 2025, from https://cites.cast.org/get-started/myths-facts
CAST. (n.d.). Optimize access to accessible materials and assistive and accessible technologies and tools. UDL Guidelines. Retrieved October 2025, from https://udlguidelines.cast.org/action-expression/interaction/assistive-technologies
U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2024, January 22). Myths and facts surrounding assistive technology devices and services. Retrieved from October 2025, from https://sites.ed.gov/idea/idea-files/myths-and-facts-surrounding-assistive-technology-devices-and-services
