First there was closed captioning and then live captioning. Audio describing came along soon afterwards. Now we have the possibility of “simultaneous simplification”. Two researchers wanted to ensure people with various cognitive conditions could participate in a conference. Using audio transcribing facilities, interpreters simplified the language of the speakers in real time.
After the conference they interviewed participants and found people with significant cognitive conditions were able to fully participate in a professional conference. Participants also retained the information a few weeks later. Of course, people who don’t speak the language of the speaker also benefit. The title of the short paper is, Simultaneous Simplification: Stretching the Boundaries of UDL.
Editor’s note: I’d like to see academics writing for the general population instead of writing in academic code for the benefit of other academics. Useful knowledge on many things would become more readily available to everyone. It’s time to have universally designed academic papers.
We need a diversity blueprint to help students learn whether it’s a webinar, lecture, or e-learning course. According to Keith Edyburn that means taking an engineering approach to universal design for learning (UDL). He reports on nine case studies and introduces the Design for More Types model. The aim is to turn design concepts into practical “active ingredients that can be carefully defined, measured and evaluated”. Edyburn claims personal commitment to the principles of UDL is not sufficient to enhance student engagement. The table below is from the paper, where Edyburn looks at both targeted learners and others who also benefit.
The thrust of this paper Universal Design Engineering, is that theory is all very well but doesn’t actually make it happen. If you take a practical engineering approach, you are more likely to engage students and increase their success rate. There is more detail about turning information into digital text, testing designs, and determining cost-benefit.
The paper is from the proceedings of the UDHEIT 2018 conference held in Dublin, Ireland, an open access publication.
For anyone who has not encountered the term Universal Design for Learning, this is an instructive 4 minute video. It links the concepts of an inclusive built environment with inclusive learning programs and practices. Good for teachers, trainers, lecturers and anyone interested in inclusive practice. There are three key aspects to UDL:
Multiple means of representation to give learners various ways of acquiring information and knowledge,
Multiple means of expression to provide learners alternatives for demonstrating what they know, and
Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn
It’s often assumed that music education programs are not something for people who a deaf. An article in the Journal of American Sign Languages & Literatures says this is not so. Using a Universal Design for Learning (UDL) approach, the authors challenge these preconceptions. The article begins, ” Music is not bound to a single modality, language, or culture, but few music education programs represent a multimodal spectrum of music…” and overlook the contribution of Deaf culture. There is no one way of engaging with music, so different ways of experiencing the sensory, linguistic and cultural diversity of music is something music education practitioner might like to look at. The title of the article is Universal Design for Music: Exploring the Intersection of Deaf Education and Music Education.
An Auslan interpretation of Handel’s Messiah was performed by a Deaf choir in 2015 at the Sydney Opera House. The video below is of the complete two hour concert where there is interpreting throughout by individuals and groups. If you just want the Hallelujah Chorus where all interpreters get involved, go to 1hour 38 minutes into the video.
What’s involved in training actors with disability? This is one topic that needs a lot more exploration now that people with disability are being included in productions. One place to start is the material that’s been developed for Universal Design for Learning (UDL). Deric McNish’s book chapter, Training Actors with Disabilities, provides an interesting perspective on the issues and discusses various approaches to theatre courses. You will need institutional access for a free read. The chapter can be purchased from SpringerLink.
Abstract: This essay presents accessible training methods for students with disabilities in college acting, voice, and movement courses. It presents teaching strategies selected from a survey of prominent professors, as well as from actors with disabilities that have worked professionally and completed an actor training program. This paper presents some valuable perspectives on a largely unexplored topic and offers multiple approaches, including ways to adapt popular acting, voice, speech, and movement pedagogies for the greatest variety of students, ways to effectively communicate with college students with disabilities, ways to apply Universal Design for Learning in practice-based theatre courses, and responsible strategies for portraying disability identity during in-class scene work.
Going out of your way to find a solution for one group of people doesn’t always work. That’s what they found when they tried to find the best solutions for helping people with dyslexia. It turned out that the best solutions were those that made reading easier for everyone – the universal design approach. The special reading and writing solutions set them apart and made people “feel stupid”. The conclusion of this study therefore advises that it is better to work within the universal design paradigm than try to develop separate materials for people with dyslexia. The title of the paper is, “I’m not Stupid” – Attitudes Towards Adaptation Among People with Dyslexia. It is available from SpringerLink but you will need institutional access for a free read. It is also a book chapter in International Conference on Human-Computer Interaction.
Abstract: A significant portion of the population have dyslexia, which is commonly associated with reading and writing difficulties. In the context of developing materials well-suited for users with reading disorders, one solution has been to develop materials especially targeted at dyslexic users. However, how are the attitudes among users with dyslexia towards adaptation? In this paper, we report the findings from qualitative interviews with 20 adults with dyslexia. The main finding was that they were sceptical towards adapted products, among others because it made them “feel stupid” and because the adapted format affected the reading experience negatively. In this paper we argue to instead work within the universal design paradigm, trying to develop products and services usable by all people, thus reducing the need for particular user groups to utilise “special solutions”.
The education system in Alaska is an interesting place to research the potential for applying the principles of universal design for learning (UDL) in a culturally diverse and indigenous context. The article by Krista James explores examples of implementation of the Alaska Cultural Standards for Educators within a UDL framework. Similarly to Australia, Alaska’s indigenous population has experienced loss of culture and forced assimilation with Western educational systems taking over the education of their children. James concludes that the Alaska Cultural Standards for Educators and the UDL framework are not just easy to connect, but many of the standards are already ingrained in the core principles of UDL. You don’t have to be an educator to appreciate this article.
The title of the article is: “Universal Design for Learning as a Structure for Culturally Responsive Practice”, in the Northwest Journal of Teacher Education. 2018. There is a link to a 30 minute video at the end of the article.
Three researchers from Monash University carried out a study to see if 3D printed models offered more information than tactile graphics such as maps. There were some interesting findings that were presented in a conference paper. The abstract gives a good overview:
Abstract: Tactile maps are widely used in Orientation and Mobility (O&M) training for people with blindness and severe vision impairment. Commodity 3D printers now offer an alternative way to present accessible graphics, however it is unclear if 3D models offer advantages over tactile equivalents for 2D graphics such as maps. In a controlled study with 16 touch readers, we found that 3D models were preferred, enabled the use of more easily understood icons, facilitated better short term recall and allowed relative height of map elements to be more easily understood. Analysis of hand movements revealed the use of novel strategies for systematic scanning of the 3D model and gaining an overview of the map. Finally, we explored how 3D printed maps can be augmented with interactive audio labels, replacing less practical braille labels. Our findings suggest that 3D printed maps do indeed offer advantages for O&M training.
Paradoxically, the freely available PDF versionis in two columns and in Times New Roman font – both aspects that are not recommended for people with low vision or for screen readers. The full title of the paper is, “Accessible Maps for the Blind: Comparing 3D Printed Models with Tactile Graphics”. You can see a related articlethat found 3D models helped everyone’s understanding.
When academics organise a conference on health and wellbeing of people, some of the people being discussed are likely to be in attendance and potentially on the speaking program. But how many academic conference organisers think about this? Not many it seems. Sarah Gordon has written a very readable article about her experience as a conference speaker, attendee and user of the health system. Conferences that have content relating to disability are generally considerate of the “nothing about us without us” approach. But when it comes to conferences on mental health, it seems the users are given little if any consideration. While the focus is on mental health in this paper, the comments can be applied more generally. The UN Convention on the Rights of Persons with Disability is referenced throughout and this makes it a long read. The point is made that conferences are part of the right to life-long learning and education, and the right to give and receive information. The application of universal design principles are discussed as a means to create greater inclusion for conferences. The paper is titled, What makes a ‘good’ conference from a service user perspective? by Sarah Gordon and Kris Gledhill, in the International Journal of Mental Health and Capacity Law (2017).
Editor’s note: This is one of the few academic papers available as a Word document with free access.
Abstract: This article explores pedagogical frameworks closely associated with d/Deaf and hard-of-hearing persons from the perspective of a disabled instructor to increase student awareness of the needs of diverse audiences they will encounter in the workforce. The author argues that students and instructors can use captioning theory to strategize one of the harder business communication genres, the presentation, for d/Deaf audiences to make communication more accessible. By raising critical awareness of the limits of technology, current trends in pedagogy, and disability, this article seeks to further the conversation about providing accessibility for disabled users in the classroom.