Universal Access

Universal AccessRenee LeBlanc, Krista Power, Matt WallaceED 6076: Role & Function of the Resource TeacherProf. D. LagacyAgendaDefinition HistoryEnvironment outside buildingEnvironment inside buildingIn the classroomUniversal Design for LearningActivity Case studies

We are going to take you on a journeyfrom your front door, to an inclusive classroom. A universal access world is not just about making every day life activities possible for those with disabilities, but making things more efficient & easy for everyone.

Universal access is not merely an educational strategy. It is a perspective or a paradigm. It includes architecture and urban planning, as well as classroom accommodations and strategies. Universal access isbased on the idea that what is good for people with disabilities is helpful for all.

We see this every day with universal accommodations.

Universal access is bigger than universal accommodations, however. It goes beyond the classroom.

Our journey begins with the beginning of the day- leaving the house to get to school

How did we get here?According to the Institute for Human Centered Design, the evolution toward Universal Design began in the 1950s with a new attention to design for people with disabilities.

Barrier-free design was developed to remove obstacles in the built environment for people with physical disabilities.

By the 1970s, some countries were moving towards the idea of normalization and integration. Disability rights movements were taking shape and were built upon the vision of the 1964 Civil Rights Act for racial minorities.

In 1975, the United Nations Declaration of the Rights of Disabled Persons and in 1977 the Canadian Human Rights Act were developed. http://humancentereddesign.org/universal-design/history-universal-design5In the 1970s, an American architect, Michael Bednar, introduced the idea that everyones functional capacity is enhanced when environmental barriers are removed.

The United States, led by the disability community, established the most expansive legal requirements with the passage of The Americans with Disability Act in 1990. Requirements were set for accessible design.

It also defined responsibilities for public and private entities on which accommodations were to be followed. http://humancentereddesign.org/universal-design/history-universal-design6Universal access in the community

Access Dips Access dips in the sidewalk are not only beneficial for those in wheelchairs, but they are also beneficial forthose with baby strollersthose carrying things who might not be able to see the curbpeople on bicyclespeople with visual impairmentspeople with cerebral palsy The elderly

Playgrounds Accessible playgrounds will help other students include children with physical disabilities be socially included.

Rubber surfaces in playgrounds make it possible for wheelchairs to turn around, whereas pea gravel does not.

Accessible crosswalk signals (APS)Audible crosswalk signals are beneficial to those with visual impairments.The benefit to all? Sun glare an be an impediment to correctly seeing visual pedestrian signals.Different sounds signify different directions

Visual countdowns can alert those with hearing impairments how much time they have left to cross. These are obviously beneficial to those that take longer to cross for any reason.

Saint John Inside ConnectionThis pedway system connects many major buildings in Saint Johns uptown core. Winter can be tough on those with mobility issues and to be able to navigate these buildings (including Harbour Station, City Hall, 2 hotels, 2 malls, Canada Games Aquatic Centre, the City Market, NB Museum, Trade & Convention Centre, and 2 office buildings)The added bonus? The Inside Connection is beneficial for all in winter weather, as well as year-round rainy weather.

Universal Access in the SchoolInstallations comply with the National Building Code of Canada and the latest edition of CAN/CSA-B651.2-07 (R2012).

Simple circulation: The design incorporates simple and direct traffic areas that can move easily.

Lit, bright colors and clear: Brightly lit areas with bright colors and without projections or obstacles that may affect the movement of people living with vision loss.

Contrasting tones: The contrasting tones incorporated into the design to help people with vision loss. Make sure you have tone opposite in the stairs. Use contrasting colors to distinguish certain areas.

Appropriate signs: Accessible traffic areas and indicated by means of appropriate signs.

Easy access: The entrances and hallways are at ground level and should be without stairs. Ramps are installed if they are needed, but should be avoided whenever possible.

The spaces below are easily accessible: Students washroomsWashrooms for kindergarten studentsWashrooms for students with special needsStaff washroomsLearning spacesAll staff areasPublic entrancesGymnasium locker rooms and showers Elevator for multi-level buildingsStagesPlaygroundDrinking fountainsParking (accessible parking 1 for every 25)* It should be noted that a rough surface is provided at the top of the stairs for people with visual impairment to avoid falls.Universal Design of LearningThe term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficientNational Center of Universal Design of Learning

ClassroomEntrance to room is accessible to all studentsDesks arranged in a circle, U shape or horseshoe designAll students have a choice of multiple areas to sit in classWhiteboard can be seen from every seat in classroomPaths around the room are free from obstructionsClassroom has adequate lightingAmplification systems used (FM systems)Closed captioning on audiovisual

ClassroomMarkers used to write on board are thick and bright enough to be seenTemperature is at comfortable settingComfortable meeting spotsAll materials are accessibleRoom for groups to work in comfortably

Universal Design of LearningMultiple Means of presentationEnlarged printInternet links to various websites to provide background informationTutorials onlineSmartboardsAudio text support ex: KurzweilVisual PresentationsClosed CaptioningPod Casting

Multiple means of expressionMaking a modelDrawingsGraphic organizersPostersMultimedia tools ex: PowerPointsVideos

Multiple means of engagementPeer tutoringSmall groupsInteractive computer softwareProject based inquiryHands onAudio VisualConsolidation: Where do we come in?Remember that inclusion is not just about education, but social as well.For people with disabilities to be fully engaged in society, our parks, streets, sidewalks and community facilities must be as accessible as possible.

As resource teachers, we arent making blueprints for schools and communities. We educate & advocate. For inclusion to we widespread.References http://www.playworks.ca/playground-design/playgrounds/wheelchair-accessibility/https://www.access-board.gov/guidelines-and-standards/recreation-facilities/guides/swimming-pools,-wading-pools,-and-spashttp://www.color-blindness.com/2007/02/06/colorblind-at-the-traffic-light/http://www.cbc.ca/news/canada/new-brunswick/saint-john-city-hall-accessibility-not-priority-say-disabled-1.781337http://www.cbc.ca/news/canada/new-brunswick/saint-john-city-hall-accessibility-not-priority-say-disabled-1.781337http://discoversaintjohn.com/cms/wp-content/uploads/2012/06/Saint-John-City-Maps.pdfhttp://ottawa.ca/en/residents/transportation-and-parking/traffic/audible-pedestrian-signals-apshttp://humancentereddesign.org/universal-design/history-universal-design