For example, history texts provided in standard print formats are inaccessible to students who are blind and present barriers to students who are dyslexic, or to students for whom English is a second language. Universal Design for Learning Access to materials is necessary but not sufficient to achieve universal design for learning. Depending upon the goal of a lesson or activity, increasing access can actually destroy the learning opportunity. For example, if the goal is to teach word decoding to a student with dyslexia, having the computer read all of the words aloud would probably be counter-productive. On the other hand, if the goal is to convey science concepts, having the computer read the text aloud could enhance the learning opportunity for a student with dyslexia.
Most schools offer many resources for teachers and some of the resources are under utilized.
Try The Alliance for Technology Access . Here you can find many resources and links to AT centers and AT venders. Or check out AbleData , but be careful one can spend hours on these sites. Universal design for learning will not eliminate the need for personal assistive devices. Exclusive emphasis on assistive technologies places the burden of adaptation on the learner, not the curriculum.