Occupational therapists work with just about every human condition you can think of. Their clientele is diverse, but are their professional teaching methods suited to a diverse population? This question is the subject of a new article from the United States.The article reports on a survey of occupational therapy (OT) educators. They found that while most respondents knew about Universal Design for Learning (UDL), less than half could define it. The article discusses how the respondents fared with the three tenets of UDL: multiple means of engagement, representation, and expression. They found that OT assistant education used some UDL techniques such as games, feedback and incentives. These strategies were not evident at higher education levels. OT educators focus is on ensuring all content is delivered. That’s because the content covers such a broad spectrum and is subject to accreditation standards. However, the American Occupational Therapy Association has identified research priorities to find teaching methods that maximise learning for practitioners.The authors sum up that with the recent pandemic the “need for a greater understanding and implementation of UDL tenets is more important than ever.” It will ensure today’s students become competent practitioners.The title of the article is,Implementation of UDL in Occupational Therapy Education. It is open access.
Abstract:
This exploratory research surveyed educators’ use of universal design for learning (UDL) in occupational therapy education. Most common methods of engagement were displaying enthusiasm, providing examples, and offering learner feedback; representation was primarily offered through class discussion, lab experiences, and images; methods of action or expression were most frequently class discussion, projects, practicums and tests. The type of program, years of educators’ clinical experience and faculty rank influenced some factors of UDL implementation. Further use of UDL principles that could facilitate improved learning outcomes of diverse learners within occupational therapy education is discussed.A short article by Bethan Collins looks at both sides of UDL – for OTs and for clients.
A caring city is one that understands the dynamic relationship between individuals and their surroundings. But are our cities caring or careless in their design? Carelessness makes cities uncomfortable, ugly and dull, with traffic movement taking priority over pedestrians. This extends to a multitude of steps and stairways making access difficult or impossible for some. Charlotte Bates argues that we need more caring in our cities. Her book chapter is a discussion based on three case studies that illustrate ways to configure care in the design of urban environments. The examples are of an open space, a hospital complex, and a housing estate.In each example, people are have the opportunity to come together or to retreat into private space. Intimacy and spontaneity are encouraged so that “caring spaces enable connections to be made”. As Bates says, the notion of caring design challenges the designs based on property-led narratives.The title of the chapter by Bates, Imrie and Kullman available on ResearchGate is, “Configuring the Caring City: Ownership, Healing, Openness”. Or you can directly download a PDF of the document.A second chapter titled Designing with Care and Caring with Design looks at designers as carers. The authors examine the intersection of design and care and how it is expressed in design practice. Understanding care from this broader perspective is another way of understanding universal design. It shows how universal deign is an attitudinal concept rather than resolving inclusion issues in the design process. The book is published by Wiley.
Book contents
Designing with care and caring with design. Rob Imrie and Kim Kullman
Age-inclusive design: a challenge for kitchen living. Sheila Peace
Curating space, choreographing care: the efficacy of the everyday. Daryl Martin
‘I don’t care about places’: the whereabouts of design in mental health care. Ola Söderström
The sensory city: autism, design and care. Joyce Davidson and Victoria L. Henderson
Configuring the caring city: ownership, healing, openness. Charlotte Bates, Rob Imrie, and Kim Kullman
‘Looking after things’: caring for sites of trauma in post-earthquake Christchurch, New Zealand. Jacky Bowring
Empathy, design and care – intention, knowledge and intuition: the example of Alvar Aalto. Juhani Pallasmaa
Architecture, place and the ‘care-full’ design of everyday life. Jos Boys
Ageing, Care and the Practice of Urban Curating. Sophie Handler
Caring through design: En torno a la silla and the ‘joint problem-making’ of technical aids. Tomás Sánchez Criado and Israel Rodriguez-Giralt
Design and the art of care: engaging the more than human and less than inhuman. Michael Schillmeier
Afterword: Caring urban futures. Charlotte Bates and Kim Kullman
Inclusive environments and universal design
Rob Imrie and Rachael Luck provide a philosophical essay on inclusive environments, rehabilitating the body and universal design. In this essay they bring the discipline of occupational therapy to the discussion. The essay published in 2014 still has relevance today as changes in housing design are still slow to come. The title is, Designing inclusive environments: rehabilitating the body and the relevance of universal design. The essay is an introduction to the chapters that follow in this special issue of Disability and Rehabilitation.
There’s a growing realisation that accessibility does not equal inclusion. Getting in and out of somewhere is only the beginning. Being able to participate on an equal basis requires inclusive thinking and design. This includes the tourism sector. Being accessible is not the same as being inclusive.
Martin Heng, formerly of Lonely Planet, has an article in New Mobility that addresses this issue from a tourism perspective. He argues that the term “Accessible Tourism” is unhelpful. It has helped identify a market segment in economic terms, and some operators are on board. But it only goes so far. Change is slow and piecemeal.
Heng’s article is titled, “It’s Time to Move Beyond Access to Inclusion“. He concludes his article by saying we need to go beyond market segment ideas. We need to encourage the tourism industry to adopt an inclusive mindset.
Language and labelling is important. Choosing the right terms can make a big difference. “Accessible” is strongly linked with disability – particularly wheelchair users. “Inclusive” makes us think more broadly – families, people from diverse backgrounds, children and older people.
In a previous post, we explored the use of UDL in migrant and refugee education. The focus of this post is on functional maths for refugees and the role of UDL. Everyday maths is needed for things such as recipes and bus timetables.
In her paper, Joana Caniglia, highlights both the necessity for and complexity of mathematics for everyday functions for refugees establishing themselves in a new country. She writes in the American context, but the maths skills noted are, of course, relevant in Australia. Think public transport timetables, buying groceries with a different monetary system, and applying for social services.
These activities require mathematics and pose significant barriers. This is especially the case for adult refugees with limited English and interrupted education,
Caniglia‘s paper reports on a year-long project teaching maths skills for small groups of refugee women. The project uncovered assumptions a maths education brings to teaching. One of these assumptions is that maths is a universal language.
Some mathematical calculations and strategies may be used universally. But difficulties in academic language arise for refugee learners. Maths words and symbols have double meanings, and English expressions can be confusing.
In addition to a range of myths, Canigla also discusses a number of cultural themes that arise. One of the themes is that A Picture Is Worth a Thousand Words, But An Object and Gestures Are Worth More. She discusses how the UDL tenet of multiple means of representation supported refugee women in acquiring mathematics vocabulary. Using UDL, Canigla was able to guide the women’s development of vocabulary for measurement and cooking by using pictures, utensils, recipes, bus schedules, and newspaper advertisements.
Further reading
For further reading on maths for English language learners, see the following references:
This 2009 brief issued by the National Council of Teachers of Mathematics in the USA provides a general summary of research on bilingual mathematics learners
The papers above were written by Judit Moschkovich, who is a founding partner of Understanding Language. This is a workgroup of the Stanford University Graduate School of Education.
There are more practical suggestions on reducing barriers to learning on the CUDA website.
People with disability are often stereotyped and considered “the others” in plans, policies and products. This means we haven’t found the right terminology to cover this diverse group. So we have gradually invented words and phrases as we go. Some terms are OK such as universal access. Others are demeaning or patronising, for example, “differently abled”. Making something accessible also has many variations. It could be a building complying to government regulations. Or it could be something designed with the broadest range of potential users in mind. But saying universal access or something is fully accessible is vague.Carrie-Ann Lightley discusses this issue in a blog post. When a website or brochure says “fully accessible” – fully accessible to whom? “Wheelchair Friendly” doesn’t help either. As Carrie-Ann says, “you just really like wheelchairs?” In the context of travel and tourism she repeats the message about information. That is, information that helps everyone decide if they can visit and get around in a place. Sweeping statements and wheelchair icons don’t cut it. Similarly, websites that ask people to call to confirm their needs. Information is power. Carrie-Ann also has a useful short video on her Twitterpage.From the editor – other terms to avoid are “all abilities” or any word where “ability” has been captured in a way to make it sound inclusive. It doesn’t. Special words are still special and segregating and label the group you are thinking of as separate. One could argue terms such as “employability” meaning “recruiting people with disability” is required at this point in time. That’s because employment and recruitment practices are yet to be inclusive.
Getting out and about on public transport can be daunting, especially when travelling a route for the first time. With no control over the system it can give rise to worries about arriving at the right place and at the right time. This stress is just one of the worries people with autism experience when using public transport. Stress can impact on their ability to access employment, education and leisure activities. So what to do about public transport for people with autism?An in-depth study of young adults with autism found there were three main factors affecting participants. Dealing with uncertainty, a general level of anxiety, and the impact of sensory processing, such as crowds and noise. The research report is based on a qualitative study and the voices of the participants are included. People with and without autism will relate to many of their concerns about using public transport.
Smartphone App
The researchers suggest a smart phone app that gives information to help reduce anxiety during trip planning and on the trip itself. Knowing about service disruptions and getting guidance at other times of uncertainty is important. However, no app can overcome worries about getting close to other passengers or the level of noise at train stations. But if can reduce anxiety.As is often the case with solutions for people with specific conditions, this kind of app would be good for many other people. We all like to avoid travel stress if we can. The title of the report by the Australian Autism CRC is, The experiences of young autistic adults in using metropolitan public transport. A similar study was carried out in Los Angeles. The aim was to measure the accessibility of the bus system. The title of the article is, Understanding Public Transportation Accessibility for Adults with Autism Spectrum Disorders: A Six Feelings Approach.
Participation of older people in the workforce is the topic of ongoing policy debate. Working longer seems a simple answer to population ageing. However, stories abound about employers discriminating against people over the age of 50 years. But is this the only group to face workplace discrimination and exclusion?
Rethinking Advocacy on Ageing and Workchallenges the notion that only older people experience discrimination in the workplace. Philip Taylor highlights the policy contradictions about work across the age spectrum. He asks whether working longer is a reasonable proposition for both employees and employers. He also critiques the Human Rights Commission’s Willing to Work report as too narrowly focused. After all, ageism doesn’t just apply to older Australians. A longer version of this paperwas published by Per Capita.
Taylor’s paper is one from a set of conference papers focused on discrimination and employment. They include:
From jobless to job ready outlines a collaborative model of preparing people for work. Case studies illustrate that tailored education programs and collaborating with local industries achieves productive outcomes. This is especially important where poverty is a factor.
Breaking Through Barriers to Assist Young People who are Blind or have Low vision has micro case studies to illustrate Vision Australia’s project. It gives an overview of how employment barriers were overcome so that participants achieved their goals.
Enhancing Inclusivity at Work Through Mindfulness takes the discussion beyond gender, culture, age or sexual preference. It asks us to think about the every day judgements we make about other people. It’s these judgements that make true inclusion a huge challenge.
This week, we take a look at using Universal Design for Learning to support migrants and refugees in English language learning in higher education.
A reader recently requested more information and references for using UDL on this topic. A great request! It is one that helps to highlight the flexibility and possibilities of UDL for making learning accessible to all.
All learners bring their own unique variability to their learning. Migrants and refugees may bring a learning profile with additional complexities. This may be due to their history, or priorities and experiences in becoming established in a new country. UDL principles provide a particularly appropriate design model, with their emphasis on design practices that cater for diversity. There’s more on this in a previous post.
An article by Katherine Danaherexplores how to meet the learning needs of refugees and migrants. Her specific focus is in tertiary blended online English courses. With many tertiary providers moving to online courses during the coronavirus pandemic, this is of particular relevance.
A key feature of UDL is to consider barriers to learning prior to designing the course or lesson. Danaher explains the potential barriers of refugees and migrants in her paper. She highlights some of these barriers as being literacy, lack of prior experience, cultural factors and age.
Perhaps the most useful information in the paper is gleaned from the ‘Course Design’ section in the article. Specific pedagogies and frameworks are highlighted as being beneficial in teaching these learner groups in higher education. Flexible design, individualisation, a constructivist inquiry approach and UDL are all recommended.
Danaher quotes the National Center on Universal Design for Learning in explaining that the research-based principles of UDL are particularly appropriate for refugee and migrant learners, providing “. . . a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” She argues that by using UDL the diverse needs of refugees and migrants with differing educational backgrounds, expectations and goals, can be catered for.
Other links to UDL for migrant and refugee learners include:
Education, Immigration and Migration is a book by Arar, Brooks and Bogotch that explores how educational leaders face the issue of refugees, immigrant and migrants in educational institutions.
Refugee Background Students Transitioning Into Higher Education Navigating Complex Spaces “untangles the complex nature of transition for students of refugee background in higher education, locating it within broader social trends of increasing social and cultural diversity, as well as government practices and policies concerning the educational resettlement of refugees”.
And stay tuned for an upcoming post on UDL in mathematics teaching and learning for refugees and migrants.
A guide to taking a universal design approach to urban planning covers just about everything. The aim of the guide is to deliver sustainable solutions and to create inclusive places. Here are some of the reasons planners should take a universal design approach:
avoids the need for wasteful and inefficient retro-fitting of solutions
informs genuinely integrated strategies for land-use, transportation and urban design
creates greater efficiencies for public infrastructure investment
widens the audience and market for development projects enhancing commercial viability
helps provide an environment in which people can age and retain their independence
Although this guide is based on planning laws in Ireland, there are many similarities to other jurisdictions. It covers, consultation, neighbourhoods, community facilities, lifetime homes, travel chain analysis, street design, car parking, economic development, wayfinding, heritage and more. There are also sample policy statements for each section.
Courts and justice systems across the world are going through a digital transformation. It’s happening behind the scenes and up front. But are these systems and processes inclusive? A survey in 2018 revealed that court administrators don’t know about the advances in inclusive solutions. With the current pandemic, reliance on technology has increased. So this matter is more urgent now.
Technology is making it easier for court staff. For example, their payment and filing processes. But we run the risk of making it more difficult for people who find themselves the subject of court processes. The survey by G3ict and International Disability Alliance revealed that people with disability face significant barriers in the justice system – digital and non-digital. As a result of this survey, G3ict has come up with an Inclusive Courts Checklist. It lists 10 Core Capabilities and related Enabling Activities.
The ten core capabilities include, a digital inclusion strategy, leadership, budgeting, and a culture of inclusive engagement, diversity and transparency. The checklist provides a short overview of the issues and the survey, and the checklist is presented as a table. The checklist is on the G3ict website where you can find more useful publications.
Elements of this checklist apply to other organisations that are moving to digital processes and practices. This checklist has a focus on people with disability, but could equally apply to people from diverse backgrounds and to people who have little or no experience of digital applications.
Occupational therapists work with just about every human condition you can think of. Their clientele is diverse, but are their professional teaching methods suited to a diverse population? This question is the subject of a new article from the United States.
The article reports on a survey of occupational therapy (OT) educators. They found that while most respondents knew about Universal Design for Learning (UDL), less than half could define it.
The article discusses how the respondents fared with the three tenets of UDL: multiple means of engagement, representation, and expression. They found that OT assistant education used some UDL techniques such as games, feedback and incentives. These strategies were not evident at higher education levels.
OT educators focus is on ensuring all content is delivered. That’s because the content covers such a broad spectrum and is subject to accreditation standards. However, the American Occupational Therapy Association has identified research priorities to find teaching methods that maximise learning for practitioners.
The authors sum up that with the recent pandemic the “need for a greater understanding and implementation of UDL tenets is more important than ever.” It will ensure today’s students become competent practitioners.
The title of the article is, Implementation of UDL in Occupational Therapy Education. It is open access.
A caring city is one that understands the dynamic relationship between individuals and their surroundings. But are our cities caring or careless in their design? Carelessness makes cities uncomfortable, ugly and dull, with traffic movement taking priority over pedestrians. This extends to a multitude of steps and stairways making access difficult or impossible for some. 
The title of the chapter by Bates, Imrie and Kullman available on ResearchGate is, “
There’s a growing realisation that accessibility does not equal inclusion. Getting in and out of somewhere is only the beginning. Being able to participate on an equal basis requires inclusive thinking and design. This includes the tourism sector. Being accessible is not the same as being inclusive.
In a previous post, we explored the use of 
People with disability are often stereotyped and considered “the others” in plans, policies and products. This means we haven’t found the right terminology to cover this diverse group. So we have gradually invented words and phrases as we go. Some terms are OK such as universal access. Others are demeaning or patronising, for example, “differently abled”. Making something accessible also has many variations. It could be a building complying to government regulations. Or it could be something designed with the broadest range of potential users in mind. But saying universal access or something is fully accessible is vague.
Getting out and about on public transport can be daunting, especially when travelling a route for the first time. With no control over the system it can give rise to worries about arriving at the right place and at the right time. This stress is just one of the worries people with autism experience when using public transport. Stress can impact on their ability to access employment, education and leisure activities. So what to do about public transport for people with autism?
Participation of older people in the workforce is the topic of ongoing policy debate. Working longer seems a simple answer to population ageing. However, stories abound about employers discriminating against people over the age of 50 years. But is this the only group to face workplace discrimination and exclusion?
This week, we take a look at using Universal Design for Learning to support migrants and refugees in English language learning in higher education.
A guide to taking a universal design approach to urban planning covers just about everything. The aim of the guide is to deliver sustainable solutions and to create inclusive places. Here are some of the 
Courts and justice systems across the world are going through a digital transformation. It’s happening behind the scenes and up front. But are these systems and processes inclusive? A survey in 2018 revealed that court administrators don’t know about the advances in inclusive solutions. With the current pandemic, reliance on technology has increased. So this matter is more urgent now.