Jane Bringolf, Author at - Page 51 of 102

Zoom for people with vision loss

The inventors of Zoom could not have predicted the level of use during COVID lockdowns. It is one of the easiest to use and one reason it is popular with business and families. It also has provision for live captioning for people who have difficulty hearing. However, the purpose of video platforms is to see who you are talking to. But what if they are a fuzzy block of faces? Here are some tips on Zoom for people with vision loss.

Sheri Byrne-Haber’s has some tips to make Zoom meetings more equitable for people with vision loss.

- - If you send out presentation materials in advance, people using screen readers can download and magnify them. That way, they don’t have to ask the presenter “can you make that bigger?”
  - If you embed text in images they just pixelate when they are magnified. That is, all you can see are pixels – dots.
  - Use good contrast. Low contrast is still difficult to read with a screen reader. Larger does not make it clearer. Neon colours are difficult for some autistic people. Best is off white with charcoal or navy blue. Stark black and white is not best.
  - No fancy fonts and make them a decent size. No Italics. Bold or colour change is better for emphasis.

Byrne-Haber has more detail in her blog post and it is worth a read. As she says: Don’t be the barrier. Be the solution.

Universal design is a thinking process. Once you start incorporating these ideas into presentations it starts to become second nature.

Older adults lead universal design processes

Three soda cans showing the ring pull opener. Older adults lead universal design. — Ring pulls need more space for fingers

If you design for the extremes of the population, you include the middle. That’s one way, among many, of describing the universal design process. So asking people at the older end of the age spectrum to engage in design process could bring good outcomes for all. A recent study tested this idea to see if older adults could take a lead in universal design processes. They found that they could. “Lead users” are people who have the potential to identify needs that could be present in the general population. The concept is based on the premise that what is good for lead users is good for many others. A group of researchers decided to test this idea with older adults. In the process they found additional things they weren’t expecting. The researchers discovered that many everyday products do not comply with universal design principles. This leads to older adults ignoring tasks due to design complexity. For example, wearing slippers to avoid shoes that demand bending for socks or laces. The researchers found no real difference between the needs of the older population and the general population. They also found that products redesigned for older adults were preferred by others, on average, 89% of the time. One of the redesigns was the ring pull tab on soda cans. A deeper dent under the tab makes more space for all fingers. The title of the paper is, A Lead User Approach to Universal Design – Involving Older Adults in the Design Process. It is open access. The paper provides the method and results in detail.

From the Abstract

Previous work has shown promising results on involving users with physical challenges as lead users – users who have the potential to identify needs that could be latent among the general population. It has also been shown that older adults can act as such lead users. They can help design universal product ideas that satisfy both older adults and the general population. In this paper we build on this and examine if involving older adults in the design phase can result in universal products, products preferred by both older adults and the general population over a current option. Products were redesigned and prototyped based on the needs of older adults and tested among both populations. Although the needs differed between the populations, on average 89% of the general population participants preferred products designed based on design needs expressed by older adults over the current option. This provides further evidence supporting the use of older adults in designing products for all.

UDL and education resources in online learning

Title slide of the presentation UDL for education resources for online learning. — Title slide of presentation

People have worked and studied from home for several years. It is not a new concept, but it has evolved. e-commerce has become online shopping, and e-learning has become online learning. Living life online during COVID times has become the new normal. It’s likely that online learning will continue to evolve and that means open education resources need to keep up.

Most people were not taught digital accessibility in school. Consequently, it likely it comes as an afterthought to designing open education resources. Similarly to a building, it takes far more effort to make it accessible after it is built. This point is made by Josie Gray from BCcampus in Canada.

Gray’s presentation slides and speaking notes explains how to create inclusive open education resources (OER). First she takes you through the basics of UDL and some digital information. Subsequent slides explain the best ways to make links, data tables, audio, and video. Colour contrast, images, text descriptions and displaying image captions are also covered.

The last part of the presentation discusses the “average” student, social model of disability, and other factors affecting accessibility. This is a useful document for anyone producing online educational material.

As these are speaking notes together with presentation slides, it makes for easy reading and understanding. A good example of document presentation style for others to follow.

The title of the presentation is Accessible and Universal Design for Learning in OER. The presentation slides are available separately. The slides are free to use, modify, or distribute with attribution.

What an accessible home looks like

Good examples of universal design are difficult to find. Because universal design is invisible until pointed out, home viewers might not spot it either. Thanks to Taylor’d Distinction Building Design, here are some pictures to show what an accessible home looks like.

Looking forward to the day when there is no need to have a separate section for “accessible housing”. It should be considered mainstream. After all, how many of us can invite a wheelchair basketballer into our home? See more posts on the quest for mainstream universally designed housing.

Basic access features are now in the 2022 National Construction Code. However, we are still waiting for states and territories to adopt the Livable Housing Standard. Queensland will lead off in October 2023.

Contrast between floor and benches

Kitchen island bench with timber finish giving colour contrast. — Timber finish contrast with kitchen bench

Bathroom design with dark tiles and floor and white bath and vanity bench. — Vanity bench has easy access

A white Labrador dog lays at the opening to the level access alfresco. — Level access alfresco – less trip hazards for all ages

A stainless steel level handle. — Lever handles good for poor dexterity and when hands are full

Shower recess with half screen and hand held shower. — Shower recess with half screen which can be removed later if necessary

View into the bathroom through a wide door. — Spacious bathroom and wide doors througout.

Level access to the outdoors. — Level access to the outdoors for seamless transitions

Light switches with large rockers. — Larger rocker switches easy to use with fingers, wrist or elbow.

Laundry with white fittings. Washer and Dryer raised up. — Raised washer and dryer good for all backs

Circulation space and bench height oven

Timber staircase with handrails both sides. — Handrails on both sides for safety and no see-through risers to cause visual distortion

A person with a four-wheeled walker rolls over the level threshold. — Level threshold gives access for all occupants, visitors, paramedics, and furniture deliverers

Teachers’ perceptions of UD for Learning

Teachers who have embraced UDL are great advocates for the process of designing learning programs that include diverse learners. However, not all teachers like the ideas – resistance to change being a major factor. This was one of the findings from research on teachers’ perceptions of UDL (Universal Design for Learning).

Perceptions are unlikely to change by mandating instructional changes and consequently other methods need to be found. That is one of the findings from a research project on UDL.

Students benefit socially, emotionally and academically with UDL. However, the successful implementation of UDL is based on teachers’ perceptions. Consequently, promoting equitable instruction requires a positive perception of the UDL model.

Teachers need to see evidence of student success. Real systemic change requires time for teachers to properly learn and implement UDL strategies. That includes professional collaboration, and peer and administrative support.

Mary E. Jordan Anstead investigated the issues and presents them in her doctoral dissertation Teachers Perceptions of Barriers to Universal Design for Learning.

From the abstract

This qualitative case study was designed to understand teachers’ knowledge and perceptions of UDL and to identify the barriers to implementation and how to overcome them.

Participants were teachers who had implemented UDL from a public charter school serving only students in Grades 3-11 with low incidence disabilities. Twenty participated in an online survey, seven participated in an individual interview, and three participated in a group interview. Data were coded and analyzed for common themes.

Participants expressed resistance to change, negative impressions of UDL, and disability bias.

Recommendations for administrators included strategies for implementation of UDL, periodic collection of teachers’ perceptions of UDL for formative purposes, modeling UDL for teachers, monitoring teachers’ lesson plans, and classroom observations.

This study contributes to social change by identifying teachers’ perceptions of their own knowledge, needs, and barriers to implementation of UDL in order assist administrators in effectively preparing them for delivery of instructional services to enhance learning for all diverse and struggling students.

Cities for People with Hearing Loss

Technology has improved the sizing of hearing aids, but people still refuse to get them and if they do, they often abandon them. But hearing aids don’t solve all hearing issues. Difficulty hearing causes people to isolate. So how can we create cities for people with hearing loss?

Janice Lintz’s article reminds us how many people live with hearing loss. She argues that cities need to update their perceptions of people with hearing loss and to think beyond just wheelchair access. She also makes a good point about the assumed access knowledge of people with disability.

We should not assume that a person with a particular disability understands all disabilities. And, they are unlikely to be an expert on that disability. Similarly, a person with a cochlear implant is not an expert on all hearing devices. Consequently, we should refer to experts as well as people with lived experience.

Lintz briefly explains the different types of hearing systems for the built environment. Hearing aid users prefer the induction loop system that transmits directly to their hearing aids. FM systems that require them to wear a receiver around their neck are stigmatising. It has to be borrowed from the venue and batteries are not always charged.

Hearing loss is common

AUSLAN interpreters are a solution for far fewer people with hearing loss, but must be considered in access solutions. Around 6500 people use AUSLAN in Australia. The total number of people with hearing loss is 3.6 million. That makes one in six people. DeafSpace architecture shows how the design of the environment can support people who use AUSLAN or have hearing loss.

Captioning and transcripts are another important access strategy and are usable by everyone who can read. This makes it a universal design strategy.

Newer mobile phones can link directly to some types of hearing aids via Bluetooth. This should encourage more people to wear their aids.

The title of the article is, Rethinking Cities for People with Hearing Loss. It includes a link to an overview of the different types of hearing systems including the different types of captioning.

Universal design through a disability lens

a series of black icons on white background depicting people of all shapes and sizes, including a baby in a stroller, a person with a can and a wheelchair user.

The term ‘universal design’ means different things to different people depending on their experiences. It emerged from the barrier-free movement in the United States. Once it was realised that barrier-free was good for everyone, it was seen as a universal good. Hence the term universal design. A look at universal design through a disability lens reminds us of our obligations. In Access Insight magazine, Dr Ben Gauntlett reminds us of Australia’s obligations to implement universal design. As the past Disability Discrimination Commissioner he knows Australia’s obligations under the UN Convention on the Rights of Persons with Disabilities. That is to,

“undertake or promote research and development of universally designed goods, services, equipment and facilities, which should require the minimum possible adaptation and the least cost to meet the specific needs of a person with disabilities, to promote their availability and use, and to promote universal design in the development of standards and guidelines”.

Disability policy

Dr Gauntlett argues that adopting universal design principles is a critical aspect of disability policy in Australia. But it’s often thought that the NDIS is the only disability policy that exists. Of course, this is incorrect, but shows the poor level of knowledge about Australia’s disability policy. Key aspects of policy from a human rights framework for people with disability are lack of appropriate accessible housing, exercising legal capacity, indefinite detention in the justice system, and sterilisation of women without consent. But housing is the most pressing policy issue. Dr Gauntlett expresses his concern that some states have indicated a reluctance to follow through with the agreement to adopt the Livable Housing Design Standard in all new housing. This could mean a breach of Australia’s obligations under the UN Convention. The article concludes that, “We must develop a culture of universal design in all aspects of our society…” and that “every one of us has the obligation to raise awareness of the responsibility of governments to promote and legislate for universal design approaches.” The article is titled, Recognising the need for universal design approaches through engagement with the United Nations. It is on page 10 of Access Insight – Winter 2021. View on issuu or download as a PDF. The Sustainable Development Goals also incorporate universal design and the inclusion of people with disability.

Universal Design for Yellowstone

Similarly to museums, a visit to a national park is an experience. So, applying universal design principles is more than just being accessible. It it has to offer enrichment, be multi-sensory, and engage participation. An in depth study by landscape architect Rachel Cross showcases the application universal design in Yellowstone National Park.

Mammoth Hot Springs at Yellowstone National Park is a great place for a case study. Rachel Cross includes international examples and illustrations of national parks. They show how universal design strategies were applied using the four elements: accessibility, enrichment, engagement and multi-sensory experiences.

The report features the planning and thinking behind the Yellowstone project and includes design drawings. The last part of the report has the universal design guide for national parks.

Page from the report showing the four pillars of universal design for Yellowstone National Park. — 4 Pillars of Universal Design: accessibility, enrichment, multi-sensory, engagement.

Each of the four pillars are explained in further detail for designers, an lists what is required and what is recommended. The final part of the report has concept drawings with design objectives.

The title of the report is, Yellowstone For All: Creating an immersive, universal design experience at Mammoth Hot Springs. It is a great resource for experienced landscape architects and students alike. The reference list at the end adds value. You can also download the full PDF document.

Project summary

“Universal design is an important, emerging practice that strives to create inclusive experiences for every person who visits a place, no matter their abilities. This report examined acts and guidelines currently used to inform the design of inclusive spaces, finding key gaps. The new guidelines were then applied to the projective design for Mammoth Hot Springs in Yellowstone National Park.

The projective design illustrated new possibilities for amenities to support accessibility, enrichment, engagement, and multi-sensory elements, thus creating a more inclusive and immersive site experience. Although many aspects of universal design can be achieved in a site design, there are unique challenges that designers must address for each project.”

Cross makes an important point about incorporating universal design features into the concept design and not leaving to a later stage. The value of universal design is better understood when it is part of the whole design process.

Builders ignored disability access

External view of Sunshine Coast University Hospital. Builders ignore disability access. — Sunshine Coast University Hospital

The court ruling in Queensland is a reminder to designers and builders not to ignore disability access. But many do, and that is probably because they are unlikely to be called to account. Complaints under the Disability Discrimination Act that go to court are rare. That’s because the person who experiences the discrimination has to make the complaint. And that’s tough. Court cases are very stressful for complainants who often have fewer resources to cope.

The Sunshine Coast University Hospital (SSCU) was the subject of Peter Ryan’s complaint. He is legally blind and claimed disadvantage in the way access was provided for him. The SSCU supposedly complied with the National Construction Code and the Access to Premises Standard. However this was not the case and calls into question the issue of building certification.

This case highlights conflicts of interest could be more common than we know. Both the building certification firm and the access consultants are owned by the same group. Conflicts of interest can lead to builders ignoring disability access.

The building won numerous awards for Architecture. So this raises questions about what is judged as a good building. Time to start including accessibility for all in the judging criteria for these awards.

The bottom line is that the hospital must rectify the breaches of the the National Construction Code and Access to Premises Standard. And it is a long and expensive list that reaches into the millions of dollars.

Unfortunately Peter Ryan passed away before the Judge handed down his decision. A Sourceable article written by Bryce Tolliday has more detail. The title of the article is Non-Compliant Hospital Costs Queensland Taxpayers Millions.

UDL gaining momentum

Is Universal Design for Learning (UDL) gaining momentum? Answer – it looks like it. UDL has been around for some time, but not all educators have the opportunity to develop UDL skills. A UDL approach values diversity and supports all students to learn. The NSW Education Department has a UDL planning tool for educators. It covers the basics and has links to other resources and videos. It mentions obligations under the Disability Standards for Education. There is a specific section for Aboriginal and Torres Straight Islander students with disability. However, UDL is for all learners – they are just good teaching and learning strategies. The University of New South Wales has additional resources for higher education. Most resources link to CAST whose work is considered the gold standard in UDL. While these resources focus on school and university education, it is also applicable to continuing professional education and staff training.

UDL in early childhood education

An article from New Zealand outlines the three UDL principles and provides examples in early childhood environments. The title is, The beauty of universal design for learning (UDL) and why everyone early childhood education should be using it. It’s open access in PDF.

An Irish study

The Centre for Excellence in Universal Design has been promoting UDL for more than ten years. It has strong links to the School of Education at Trinity College Dublin. This has lead to UDL gains in higher education. But they wanted to find out if UDL is gaining momentum in school education. They found that curriculum development is shifting towards a UDL framework in Irish schools. It was most established in the middle years, and increasing in primary years. Teachers who engaged in professional UDL learning were more likely to embed UDL into practice. However, learning opportunities for UDL are limited. This lack is not a personal teacher one – there is a lack of policy support. The title of the article is, Universal Design for Learning: Is It Gaining Momentum in Irish Education?

Abstract

Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda

Author: Jane Bringolf

Zoom for people with vision loss

Like this: