VIDBE-Q Volume 69 Issue 4
ignores the broad nature of the educational AT definition; therefore, we should
recognize the value of low-tech tools alongside high-tech ones.
UDL emphasizes flexibility and inclusivity in education. UDL principles
address the "why," "what," and "how" of learning (CAST, 2004). The UDL
principle of multimodal representation recognizes that learners have diverse needs.
By combining various sensory channels (visual, auditory, and kinesthetic),
educators create richer learning experiences. For children with sensory
impairments, multimodal representation is essential. As part of the UDL
framework, AT enhances multimodal representation. For example, a student
listening to a teacher read a story can simultaneously access the same story in
braille. Additionally, the student can explore the story's pictures using a video
magnifier. AT bridges sensory gaps, allowing students to engage with content
through different channels.
In the assistive technology field, we consider the consumer, the activity/task,
the technology, the environment, and the context (which includes the social
element) (Cook & Polgar, 2015). For the purposes of this article, the consumer is a
student who is blind or visually impaired with or without additional disabilities,
and the activity/ task is participation in a universally designed Educational Escape
Room (EER) utilizing their AT. The environment is the general education
classroom on a team with same-age peers who are not blind or visually impaired.
