Five Things EdTech Leaders Need to Know About Inclusive Technology Systems

Maggie Pickett
UDL Center
Published in
6 min readFeb 25, 2021
Young blind person with headset using computer with assistive device discussing with an adult

The COVID-19 pandemic has highlighted inequities in our education system, especially regarding technology. Districts have witnessed certain students not being able to access and use technologies or applications because of accessibility or operability challenges. Even districts that focus on diversity, equity, and inclusion continue to ponder the “how” of building inclusive technology ecosystems that allow all learners to thrive.

In recent years, educators have seen the benefits of accessible, inclusive, and integrated technology systems for all learners, including those with disabilities. Students with disabilities often require technology to be active, participative learners to acquire the same information, engage in the same interactions and enjoy the same services (Equal Access to Learning, National Center on Accessible Educational Materials, 2020). Ultimately, providing equal opportunities is more than an education issue — it’s a civil right.

The Center on Inclusive Technology & Education Systems (CITES) at CAST, working closely with seven partner districts across the nation, has set out to discover what it takes to create and sustain inclusive technology systems that help districts provide rich learning opportunities for all students.

In this first part of a three-part series, CITES spoke with district professionals in the areas of assistive technology (AT), educational technology (EdTech), and informational technology (InfoTech) who offered their insights into five things EdTech leaders and implementers need to know about inclusive technology systems.

Synergy: 1 + 1 = 3

“Synergy” refers to the impact of two or more organizations working together in which the collective outcome is greater than their individual efforts could produce. Bijul Dalal, an Assistive Technology Program Coach, and Tiffani Brown, Director of Instructional Technology, in Grossmont Union High School District in El Cajon, CA, shared their team’s journey to include special education, assistive technology, and digital learning professionals in a collaborative team. “Expanding the stakeholders allowed us to hotwire the way we work together,” says Brown as she described the team’s creation of a shared vision for the work in Grossmont. This simple collaboration, says Brown, allowed them to hit the ground running when staff moved to emergency remote learning.

As an AT team member, Dalal appreciated each individual bringing their own vision, skills, and perspectives. Ultimately, the team has synergized its technology infrastructure to support the broadest range of learners and support teachers. As AT professionals, Dalal and her team offer a unique perspective on digital learning by considering individual skills and matching learners with tools. At the same time, the digital learning folks consider how to broadly and effectively instruct on the use of those tools.

Digital Does NOT Mean Accessible

Whether using the latest app or learning management system, or creating and revising open education resources, ensuring accessibility of these tools and resources is essential to providing an inclusive technology infrastructure. Brown, who was new to her role as Director of Instructional Technology, asked her team to conduct an accessibility review of each tool the district was using. Brown was upfront with her team: “I’ll be vulnerable and admit, I had no idea what a VPAT [Voluntary Product Accessibility Template] was and that vendors and products needed to have this approach to assistive technology.” Brown certainly is not alone in her knowledge of accessibility criteria and considerations when purchasing digital materials.

As educators, knowledge of complex web design isn’t part of teacher-training programs. However, as digital and remote learning opportunities grow, knowledge of accessibility is a necessary feature of inclusive systems. Understanding how to find, purchase, or create accessible materials and resources is essential. The National Center on Accessible Educational Materials (AEM) offers a central location where educators and district leaders can start the process.

“Essential for Some, Good for All” (And All Means All)

Accessible materials and technologies benefit everyone. One CITES district, Florence 1 Schools in Florence, SC, embraced the axiom fully. Rachell Johnson, the AT team lead, and Kyle Jones, Chief Technology Officer, head a group that is committed to ensuring that everyone, especially those with disabilities, can access technology tools and learning environments.

At Florence 1, this conversation moved beyond mere compliance with the American’s with Disabilities Act (ADA) to transform the very culture of teaching and learning in the district. “All means all” rolled off the tongues of both Johnson and Jones, and also manifests itself in their work. Their district strategic plan offers support not only to the “majority” of learners but also those learners that require the most individualized technology support.

Rachell and her AT team are part of the larger conversations in the district technology planning and work across district departments to ensure students and families receive access to what they need to be successful learners. This includes children with complex learning needs to English learners, with and without disabilities. All means all and students are first in Florence 1 Schools.

Leverage Empathy as Part of Design (Thinking)

Leveraging empathy early in the design (thinking) process allows educators to be proactive in establishing a coordinated system of inclusive learning opportunities. As part of a district plan, empathy provides leaders a glimpse at the potential barriers of end-users (students and families) in order to build a cohesive system that addresses the variability of those end-users. Nichole Krier, Assistive Technology Consultant for the Fridley (MN) Public Schools, explains: “We branch off universal design to empathize with specific students, which ultimately helps them advocate for themselves.”

1:1 doesn’t necessarily mean providing the same device for each and every learner. For example, a preschooler with complex communication needs should be provided the Tobii Eye Gaze device to communicate both at home and school; the learner that requires magnification is provided an additional large monitor to view materials; and the English learner taking Advanced Physics is offered just-in-time translation software on a mobile device to communicate successfully with his instructor. Empathy in the design process leads to proactive planning for these situations.

Teachers can use design thinking, too. By utilizing a 5-step process and leveraging UDL principles, teachers can systematically and proactively plan for classroom instruction. The key is to empathize with the end users (learners) and allow the variability of learners in the classroom to drive the design process. Educators can even use design thinking to consider individual learner needs, again using empathy and knowledge of individuals to drive what strategies or tools are provided.

Today’s AT, Tomorrow’s Ubiquity

Assistive technology is commonly defined as any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities. “Whatever is [considered] assistive technology today is probably going to be ubiquitous technology in our future,” Dalal suggests. A quick review of current built-in features across various platforms reveals this insider’s secret is accurate. We see these technologies embedded across our day. Dictation software now “speak to type.” Environmental control systems now respond to Alexa and Google Home. And word prediction is now “predictive type feature.” These technologies are everywhere.

As part of a larger instructional foundation, these assistive technologies (turned ubiquitous technology) can help any student access their learning. Universal Design for Learning (UDL) suggests that by layering these assistive technologies, educators can increase opportunities for any learner by offering multiple ways to perceive, interact with, and respond to the information. What will today’s AT bring for tomorrow’s ubiquity?

Thank you to those interviewed at Florence One Schools, Grossmont Union High School District, and Fridley Public Schools for providing reflection and clarity on inclusive technology systems. Be sure to check back for the next article in this three-part series, “Five Things AT Leaders Need to Know About Inclusive Technology Systems.”

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Maggie Pickett
UDL Center

Maggie’s passion in education resides in creating engaging and accessible learning opportunities for all learners.