Making Your Classroom Smart: Universal Design for Learning and Technology
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Tools such as tracking, font changer, or text-to-speech can let lecturers present their learning materials in different formats.
“Tools such as tracking, font changer, or text-to-speech can let lecturers present their learning materials in different formats (Courtad, 2019).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Courtad, 2019
Lecturers can use technologies to account for the three UDL principles: Multiple Means of Engagement, Action and Expression, and Representation.
“Along with training and top-down strategies (Hills et al., 2022), lecturers can use technologies to account for the three UDL principles: Multiple Means of Engagement, Action and Expression, and Representation (Courtad, 2019).”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Courtad, 2019
Flexibility is a central element in UDL.
“Flexibility is a central element in UDL (Courtad, 2019), but it comes with challenges too.”
From Exploring the role of generative AI in higher education: Semi-structured interviews with students with disabilities (2025) · cites this paper as Courtad, 2019
Cited by
Sorted by citations
Pierrès, O., Darvishy, A., & Christen, M. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13134-8 · Cited by 48 · see citing works
“For the second UDL principle, which aims to let students express their knowledge in a way that meets their needs, lecturers can use platforms where students can upload answers or work through other media than text, such as video or online port-folio, or using speech-to-text technologies (Courtad, 2019).”
Influential
- Authors
- Courtad, C. A.
- Affiliations
- Illinois State University (US)
- Corresponding author
- Courtad, Carrie Anna
- Venue
- Smart Innovation, Systems and Technologies
- Publisher
- Springer Singapore
- Published
- 2019
- Pages
- 501-510
- ISSN
- 2190-3018 (ISSN-L)
- 2190-3026
- OpenAlex
- W2947975723
- Cited by
- 22
- References
- 0
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 4 · 2023: 1 · 2022: 5 · 2021: 2 · 2020: 5
- FWCI
- 15.55
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Smart innovation, systems and technologies (publishedVersion)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- Universal Design for Learning, smart classroom, students with disabilities, inclusive education, educational technology, curriculum development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
