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VE-EDU-02: Revisiting Ways to Enhance Literacy/Learning Using UDL as Our Guide


Engage students and set the stage for meaningful learning, enabling them to use alternative ways to organize, display, interact, and respond to information with easily found and implemented resources. Scaffolds created or displayed with everyday technologies such as mobile technology, commonly used software, web-based tools, and classroom manipulatives provide a multitude of creative opportunities in which learners can thrive. This workshop will present an overview of resources to meet diverse student needs and provide participants with a digital toolkit to begin or continue that process.

Learning Objectives

First Learning Objective: Describe five or more “everyday technologies” that can be implemented to produce or scaffold information for diverse learners.
Second Learning Objective: Identify five or more electronic resources that can be accessed immediately to begin or continue to enhance literacy and learning experiences for all.
Third Learning Objective: Define the two terms "scaffold" and “cognitive rescaling” and how they relate to supporting diverse learners.

Primary Strand

Education & Learning: Early Intervention – 12/Higher Education

Secondary Strand

Secondary same as primary

Target Audience

  • Accessibility Professional
  • AT Specialists
  • Alternative Media Specialist
  • Consultants/Trainers
  • Curriculum and Instruction
  • Educators
  • Instructional Technologist
  • Media Specialist
  • Occupational Therapists
  • Paraprofessionals
  • Speech-Language Pathologists
  • Special Education Educators

Experience Level


Primary Life Cycle Addressed

Birth - PreK; Elementary - Secondary (K-12)

Session Delivery Format

In-person presentation with live-stream

Course Schedule

This course was given at the ATIA 2022 Conference on Friday, Jan 28: 1:00 PM - 2:00 PM (EST)

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Learning Center CEUs

ASHA CE Information:
Recorded Session
Start date of ASHA CEUs offering: May 16, 2022
ASHA CE Approved Provider. ATIA. Intermediate Level. 0.10 ASHA CEUs

This course is also offered for the following CE Provider Credits:
For: 0.10 CEU Units or 1.0 CEU Hours.


Sally Norton-Darr, MS, CCC-SLP

SND Solutions, LLC, Education/Assistive Tech Consultant


Sally Norton-Darr, MS, CCC-SLP, is currently an independent consultant for educational and assistive technology solutions who served for many years as an assistive technology trainer for Loudoun County Public Schools in Virginia and is also a nationally certified speech-language pathologist. Sally has worked in a variety of venues across the USA and abroad. She has presented internationally, regionally, and virtually to diverse audiences on a wide range of everyday to high-tech strategies, interventions, and solutions. Sally is a lifelong learner committed to the full spectrum of educational and assistive technology to provide practical solutions readily accessible to all learners. She is the co-author of several articles and the ISTE publication: The Practical (and Fun) Guide to Assistive Technology in Public Schools. 

Relevant Financial Relationship: Yes
Sally Norton-Darr receives honoraria for presentations and workshops. Sally Norton-Darr is co-author of an ISTE publication: The Practical and Fun Guide to Assistive Technology in the Public Schools, for which she receives royalties. 

Relevant Non-Financial Relationship: No

Judith Schoonover, MEd, OTR/L, ATP, FAOTA

Adaptations and Tools for Participation LLC, Retired and Independent Consultant


Judith Schoonover, MEd, OTR/L, ATP, FAOTA is an occupational therapist and former elementary school teacher. She is certified as an assistive technology professional (ATP) by RESNA and was a founding member of the Loudoun County Public Schools Assistive Technology Team. Judith has provided direct services in schools for more than 44 years and is a nationally and internationally recognized speaker presenting on the topics of school-based occupational therapy, transition, literacy, and assistive technology. She has authored numerous articles, and chapters in Early Childhood: Occupational Therapy Services for Children Birth to Five, Occupational Therapy for Children (6th-8th eds.), Best Practices in School Occupational Therapy, Assistive Technologies, and Occupational Therapy and Transitions: A Cross-System Perspective. She participated in National Association of State Directors of Special Education (NASDSE) workgroups addressing response to intervention (RTI), transition, and virtual schools. Currently, Judith represents AOTA on the National Joint Committee (NJC) for the Communication Needs of Persons with Severe Disabilities and serves on the editorial board of the Assistive Technology Outcomes and Benefits (ATOB) Journal.

Relevant Financial Relationship: Yes
Judith Schoonover receives fees from speaking, teaching, and writing. Judith Schoonover receives an honorarium for continuing education courses and seminars, and financial compensation for authoring chapters for AOTA and other publishers. She is a strand advisor for ATIA, and receives complimentary registration for the ATIA Conference. 

Relevant Non-Financial Relationship: Yes
Judith Schoonover is a strand advisor for ATIA and is on the editorial board of ATOB. She is a member of the National Joint Committee (NJC) for the Communication Needs of Persons with Severe Disabilities, representing AOTA.