Jane Bringolf, Author at Centre for Universal Design Australia

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.

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

Can everybody hear me? Protocol for meetings and events

Front cover of the protocol for meetings and events. — Protocol for meetings and events

People who can’t hear well at meetings tend to avoid them. They also avoid events at restaurants and even family gatherings because it’s frustrating and tiring trying to concentrate on listening all the time. People with hearing loss tend not to disclose at meetings, which makes matters worse. When speakers announce, “Can everybody hear me?” few, if any will respond. Besides, without a microphone, nothing improves. The Ideas for Ears Protocol for meetings and events has some great tips.

Unless people with hearing loss are catered for, their voices will be left out of focus groups and community consultations. Their exclusion then becomes self-perpetuating. People with hearing loss should be able to participate in civic events and activities on the same basis as others.

Ideas for Ears in the UK actively advocates for people with hearing loss and has developed the Hearing Access Protocol for meetings and events. It provides guidance on how to run meetings so people with any hearing ability can hear and follow them. The Protocol was developed by people with hearing loss and it comes in PDF version and a short online Hearing Access booklet.

Also see the related post, “I don’t need a microphone”. But yes, you do.

Universal design in the kitchen

Picture shows a kitchen in timber tones. There is an island bench with an induction cooktop. Drawers replace cupboards. Universal design in the kitchen. — Universal design in the kitchen

The Center for Real Life Design at Virginia Tech renovated two kitchens to incorporate many universal design features. One was designed for a multi-generational family, including an older grandparent and a child with autism spectrum disorder. The other was planned as a multifamily kitchen. These examples show how to do universal design in the kitchen.

The Center’s webpage has an article that explains the design features, and several pictures illustrate the outcomes. The first part of the article is about the Centre, and the second part has detailed explanations.

Julia Beamish also published an academic article on this project that can be accessed from Ingenta Connect: Real Life Design: A Case Study in Universal Design. You can also access on ResearchGate and ask for a copy.

A related article by Sandra Hartje, also available through Ingenta Connect, is Universal Design Improves the Quality of Life for Individuals, Families and Communities. It’s about why it is important for families and communities to design universally rather than how to design.

Kitchen lighting

Lighting is of particular importance to anyone with low vision. And people who wear glasses also need good light to see what they are doing. And more light isn’t always better if it produces glare.

Doug Walter writes in ProRemodeller magazine about research in kitchen lighting. He says, “Most kitchens are woefully underlit. Lighting is often an afterthought, yet even when it’s carefully planned, designers and lighting experts often don’t agree on which lamps work best in particular fixtures and where those fixtures should be located.”

In the absence of any standards, the kitchen designer or the homeowner to have to work it out for themselves. The article offers practical and technical advice about lighting the kitchen.

The title of the article is Recessed Kitchen Lighting Reconsidered. Doug Walter also wrote The Right Way to Light a Kitchen.

Lack of accessible housing causing most problems

A new home showing the entry with six steps to the front door. It is not accessible. — Newly built home is not accessible

What are the social inclusion obstacles in the built environment, who do they affect, and how? There’s a good amount of research on accessibility in the built environment. There’s also a lot of research on accessible housing design. However, the two are rarely discussed in tandem. While identifying the obstacles in the built environment for people with disability, researchers found that it was a lack of accessible housing causing the most problems. Researchers at Deakin University were looking for social inclusion obstacles in the built environment. They wanted to know what aspects were key for people with disability. While many were found, most issues could be traced back to a lack of accessible and affordable housing. In short, they found that housing was at the centre of multiple issues creating obstacles for living meaningful lives. Several workshops were conducted in the regional city of Geelong. Stakeholders included people with disability. Access to appropriate and affordable housing was a key factor across all the workshops. It affected employment, connecting with family and friends, transport, services and facilities.

Not just your own home

While it is important for people with disability to have an accessible home, all homes must be accessible so they can visit neighbours and feel included in their community. This point is often lost on policy-makers. Another factor not often mentioned is the ability to engage with the community to influence attitudes. That is, unless people with disability could get out and about, get a job and get to the shops, they will remain invisible, and nothing changes. Consequently one of the recommendations was to raise awareness of attitudes towards access and inclusion across different professions. There is a lot to unpack in this article including a discussion on co-design and whether it has the desired result. Universal design is discussed in the context of built environment courses. Also available from SpringerLink with institutional access. The title of the article is, “Housing at the fulcrum: a systems approach to uncovering built environment obstacles to city scale accessibility and inclusion”. The research was conducted before the Australian Building Codes Board completed their cost benefit analysis on accessible housing.