UDL and accessibility
Access to Literacy Using Universal Design for Learning and Assistive Technology through the Lifespan
Picture this scene: “Mary, a woman in her 60’s is driving her car to her doctor’s office. She pulls into the parking lot and parks her car. In the parking space she gets too close to the car in front of her and her car emits a beeping sound which gets progressively louder. She hears it and looks into the camera on the screen in front of her and sees the other car and stops. Then she gets out of the car and walks into the building, choosing to use the terra cotta colored curb cut with bumps (truncated domes to walk onto the sidewalk since the sidewalk is slippery from the recent rain. She then walks on the relatively flat, textured sidewalk into the building. As she gets close to the doors they automatically open. She walks to the elevator and pushes the button and as the doors open she enters the elevator. Inside the elevator she pushes the button for the 3rd floor noticing the Braille labeling on the button pad as the button lights up. In a few seconds she arrives at the 3rd floor, the elevator emits a ringing sound. Then she walks out of the elevator to the doctor’s office on her left side. Mary walks into the office and moves over from a lower counter where the receptionist is sitting to the counter that is waist high. The receptionist greets her, “Good Morning Mary!” as Mary hands the receptionist her insurance card to be scanned and entered into the computer…” The modifications to the built environment that Mary encountered are things we all take for granted, but are changes that have occurred over time due to universal design. Universal design is the design of products, buildings, or environments so they are usable for all people regardless of their physical, cogni-
tive, or communicative abilities. Without these adaptations there remain barriers to access to the built world by everyone. UNIVERSAL DESIGN FOR LEARNING An extension of universal design is universal design for learning. Universal design for learning (UDL) involves access to learning for all people no matter their diversity of abilities. UDL includes these three principles: • Multiple Means of Representation: the “What” of learning which emphasizes providing information in multiple formats. • Multiple Means of Action and Expression: the “How” of learning addresses the needs and abilities of the learner providing tools and options that support the learner. • Multiple Means of Engagement: the “Why” of learning including what stimulates, interests, and motivates learning (CAST, 2018). The “What” is how a person obtain information such as verbal, print, auditory/TTS etc. The “How” is the expression of information knowledge such as voice, switches or communica- tion apps or devices. The “Why” is more individual to the learner such as topics of interest ie; super heroes, trains, shopping that connect their interest with the learning to increase motivation. UDL influences the accessibility of knowledge transfer through presentation, instructional design and teaching techniques that support understanding and the ability to use
TAMMY BRUEGGER is a is an Assistant Professor in Occupational Therapy at Rockhurst University in Kansas City, Missouri. For over 25 years she has worked as an Assistive Technology Practitioner and Occupational Therapist at The Children’s Center for the Visually Impaired. She is a RESNA certified assistive technology practitioner, OT and special educator who has worked for over 40 years in a variety of settings with children and adults who have visual impairment and other neurological conditions. She has presented on and is conducting research with individuals with cortical/cerebral visual impairment, coping and resilience, sensory processing and participation of children with visual impairment. She has also researched and presented on literacy and learning/teaching practices using simulation, mindfulness and art. Tammy has authored a chapter in the book, “Best Practices for Occupational Therapy in Early Childhood” on children with visual impairments.
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