Universal Design on a Budget

Universal Design of Learning (UDL) is often associated with extensive use of technology. Although this is one way to increase accessibility, there are many low tech low cost options as well. Schools are constantly faced with budget shortfalls and are required to make difficult decisions around cuts. We need to consider the best way to continue to improve upon how we make learning accessible regardless of budgetary constraints. One of these ways is through low tech options. Here are some resources you may find helpful.

UDL Unplugged | National Center On Universal Design for Learning

 

Universal Design for Learning in the Classroom: Practical Applications by Tracey E. Hall | 9781462506316 | Paperback | Barnes & Noble

 

Technology-Less Classroom

 

A No-Tech/Low-Tech Integration of UDL–”Fantastic!” | EGUSD EL Blog-Supporting English Learners

 

https://pantherfile.uwm.edu/edyburn/www/UDL2ndDecade.pdf

 

Students with Low Vision: Classroom Tools

 

Office of Institutional Equity names Web Accessibility Award recipients

Purdue University announced the 2013 Web Accessibility recipients. Please take a look at these great sites that won! The Institute for Accessible Science Hub is an outstanding website full of resources. This particular site offers ideas for students with both moderate and more complex challenges. I think you will find the information helpful.

Free Communication Displays and Other Resources

Here are some additional resources for you which offer many free AAC communication displays as well as some guidance on symbol sets. You will also find this information permanently listed under the Free Symbol Project.
Free adult and child communication boards: Amy Speech & Language Therapy .
Speaking of Speech is another resource with free boards.

This is an outstanding resource and overview of symbol sets: Symbol WHAT

Freedom in your home & Freedom on vacation

It is always a great time to think about making small or large renovations which will provide better long term accessibility. Considering various aspects of universal design when renovating or building will support you, a person who may be aging or who may have a disability. it can be simple changes or a total redesign. Be creative! Here is a link with some great ideas to look at: Accessible Rooms. It is also a great time to take a vacation. The preparation involved in making sure it is easily accessible will be key. Enable Holidays has some wonderful packages. Other resources you may find helpful are:

Disability Travel & Recreation

Travel Resources

Accessible Journeys

Emerging Horizons

Sage Traveling

Autism Travel

Most countries have lists of resources for accessible travel.

Universal Access for Beaches & Parks

The Massachusetts Department of Conservation & Recreation (DCR) offers a list of accessible beaches and activities. Outdoor Adventures has some wonderful accessible programs they offer on a regular basis. Northeast Passage also provides many recreational opportunities through a variety of sports.  The New England INDEX is another wonderful resource to local activities and services to support full participation in recreational interests. The Access Board has some guidelines for making sports and recreational facilities accessible.

There are many opportunities to participate in sports and recreational activities. Things have improved but still need our support to make more events easily accessible. The ease in which we access activities still does not compare to the ease of access experienced by people with different abilities. The world was designed for those with typical access needs. Continuing to look at ways to engage in universal design which supports all of us needs to be considered and actively addressed when purchasing equipment, expanding facilities and designing new programs. This does not mean looking at modifications as an add-on, but rather as inclusive design from the beginning. It is a different way of thinking and making decisions which considers everyone and does not look at individuals in terms of categories to comply with a law.

Is Coding an Extension of Writing?

As we consider the impact technology has had on our lives, the new generation thinking around universal design across architecture and learning, we must consider Mitchel Resnick’s thoughts on coding. We know there are many students and adults with print related disabilities which may include language based challenges, physical challenges and sensory based barriers. Composing one’s thoughts can take on many forms and for the most part, society has realized that print and typical written word is just one mode to convey ideas.  Could coding also be seen as a form of composing one’s ideas? Mitchel Resnick proposes this and I agree. In his article Learn To Code, Code To Learn, he discusses the success students and others have had using code to support creative endeavors.  He includes a number of helpful resources as well. Writing code is another form of sharing ideas, conveying thoughts and being creative.  We want to harness higher order skills, potential vocations and develops talents. Learning to write code and including this as part of typical education seems more than appropriate.  The Scratch Software which he refers to was developed in the MIT Media Lab which has been mentioned on this blog before.  They have more recently released a new version 2.0 with some updated features.  As pointed out in the article and the media release, many people have a limited view on what coding is. It can be much more and is a very unique for of composition.  The considerable benefits of approaching coding in this manner are enormous and only limited by your own creativity. Can you imagine all that students could do? This has the potential to open doors for people who may find engagement with traditional print filled with barriers or less engaging.  This is certainly not a substitute for literacy but it another avenue to support literacy in a unique manner which can enhance long term outcomes for our students.  

Coding links directly to discussion around universal design. It is another learning and access method which should become a part of what we do and teach to all students and adult learners.  The Newly Released Universal Design Studio by CAST is another free tool you can access to support your learning projects and collaborative content creation.  There are examples of projects for you to take a look at.

It continues to amaze me how much high quality free tools are out there to help us support students in a manner which will potentially engage them for life!

Universal Design: A Plan for Participation & Action

Universal Design of Learning (UDL) and more historically, Universal Design as it relates to architecture and environmental barriers have been around for decades. There has been ongoing research in this area with a need for much more completed by those who are enacting these principles on a daily basis.  The National Center on Universal Design and the Center for Applied Special Technology (CAST) have a number of research articles and resource to review. The provide some clarification on what universal design is, how it is applied by teachers and the impact it has on students, learning and effective practice.  There are some free resources that are available to help with the design of materials and instruction. The CAST online learning tools are ready to use for teachers and families. They provide examples of lessons which can be used, adapted books and many other ideas. They are actively trying to compile UDL lesson plans and other examples of UDL. Please visit their site and consider adding to the resources as well as taking advantage of what is already available. Everything is free and can be created in multiple languages. For some of the adapted stories, it would be wonderful to have students be a part of their creation. In addition there are some higher education lesson plans for those of you who teach at the university level.

DSM 5 (Diagnostic & Statistical Manual) Released

The American Psychiatric Association has released the long awaited and controversial DSM V. There have been a number of significant changes to the categories. Some things to call your attention to is the removal of the term Mental Retardation. Intellectual Disability or Intellectual Developmental Disability is now noted along with degree of severity. The language affords greater dignity based on current semantics to those who are vulnerable to additional marginalization based on our words. That being said, any reference to impaired intellect can lead to miscalculation of ability and relevance as seen through participation in the broader society. It is equally important to recognize that receiving the classification of mild, moderate, severe or profound must be looked at as temporary and not a permanent state of being. We must consider this for a number of reasons;

1. The research in the fields of neuroscience and education provide ample proof that those who would have been thought not "trainable" in the not so distant past are able to learn far beyond expectations when provided with effective treatment and intervention. It should be expected, that individuals in these categories will make substantial progress and may move within them or find themselves ineligible altogether. This should be what we expect and move towards, constantly re-evaluating our interventions, their effectiveness and the current research which will continue to guide our actions.

2. We must continue to advocate and teach advocacy as this category holds with it ongoing stigmatization. Our students need to be challenged with a rich curriculum which makes meaningful connections and builds on skills and knowledge. Access alone is insufficient. The curriculum itself must be made inclusive, engage in dynamic exchanges and act as a living conduit to a common ground where all have the opportunity for full participation.

The second classification area which has received a lot of attention is Autism Spectrum Disorder. The American Psychiatric Association considers this one of their most important updates. The category of ASD has gone through many changes over the course of the past century. Children's Hospital Boston has put together an overview of the history and changes to the current diagnostic categories. These new changes are based on current research and what we have learned in practice. It is very concerning for parents when a change like this occurs as it will have both intended and unintended consequences. As parents of a child with Aspergers, we find ourselves updating reports and assessments to transition into adult services, college and the world in general. It is a scary time. We must also consider that many children who have received these types of diagnosis are also categorized as having an intellectual disability as well. For people with ASD, many times the power of their intellect is masked by issues related to access and organization of their world. Caution must be taken in making judgments regarding cognitive powers without first addressing all of the other barriers we have so carefully noted through research and practice over the course of the last century.

Children are treasures and must be treated as such. A diagnosis can be helpful and a barrier at the same time. We must work together to focus on making each category an evolving stance, where research informs and guides in the most respectful and dignified manner. We are talking about human beings with a future not yet written in stone. We must never lose sight of this, and our vision must be barrier free.  

I have included some additional links which provide some other perspectives on these changes.

Is Criticism of DSM-5 'Anti-psychiatry'? by Allen Frances

Autism Speaks: DSM V News & Updates

Temple Grandin on the DSM V

Real People, Real Impact Report by ODEP

The Office of Disability Employment Policy (ODEP) has released a new report. Real People, Real Impact discusses the current successes and challenges facing people with disabilities in the workforce. It covers the years 2009-2012. From May 13th-May 27th there is an online dialogue on transition for youth with disabilities. Please take a look at the website if you are interested in registering. We need to begin thinking about the future early on and not wait for what is legally considered the transition years. College, employment and other post secondary options can only be made accessible through extensive education, training, partnerships and planning. Please take the time to be a part of this important conversation. You can also sign-up to receive monthly alerts on the Disability Outreach calls made by the White House.

First Author Writing Software

 

First Author Writing Software produced by Don Johnston has tremendous potential. This is a newer piece of software they have produced which focuses on developing writing skills for students with more significant disabilities. Writing and composition is often overlooked and never adequately addressed for many students. For those with more significant disabilities, they may not come to school with the same density of experiences in scribbling, interactions with writing tools and general exploration of using their hands or using other access methods such as switches to engage in beginning composition. This particular software walks you through the stages of writing in a very systematic yet exploratory manner for the student. It is very adaptable and can be used in combination with many other programs. We need to give students regular extended opportunities to develop these skills. This includes ample "scribble" time for written language (letters, words, pictures) to develop. Take a look at this program. They provide a thorough overview on the website.