Beyond the Keyboard

Implementing Speech Recognition Technology for Writing Through a UDL Approach

Abstract

Universal Design for Learning (UDL) is a pedagogical framework that serves as a lens to view how technology can be used to address learner variability. It creates a compelling context for teachers to integrate technology into their lessons to reduce barriers that arise from the learner’s interaction with the curriculum or environment. This paper provides some general recommendations based on a case-study of three teachers who partnered with a technology integration specialist to use the UDL Design Cycle to make decisions about addressing learner variability and integrating Speech Recognition Technology (SR) into the writing curriculum. Implications for teacher implementation of technology through a UDL approach are discussed. This paper also describes how UDL case-study research was conducted in conjunction with the UDL Reporting Criteria (UDL RC), a set of guidelines for researchers and practitioners who are designing and reporting on UDL implementation.