Technology Tools for Disabled Online Learners

Technology tools for disabled online learning have been considered in Vietnam to improve four skills for disabled learners at the elementary level. The paper discusses, examines, and analyzes the two research questions: Why is universal design for learning (UDL) a framework for disabled online learning environments? Why is creating accessible education materials (AEMs) easier for disabled online learners when they use them? Data was collected from two class reviews conducted on courses A and B through naturalistic observation and participant observation qualitative methodology, and the author observed students through two tests: a pre-test and a post-test in one month using Universal Design for Learning (UDL) and accessible educational materials (AEMs). The results indicate multiple means of engagement, including students being active and fond of learning English (using UDL) and students creating accessible videos in order to find the students’ treatment. Therefore, it is suggested that Vietnam promotes technological tools for disabled online learners.