"IF YOU BUILD IT, THEY WILL COME"

_,

SPED 6401 - Spring 2010 Monday, March 15, 2010

Katherine Cartwright Karen Jordan-Jarrett

Part A: What arcocrsoedives?

Definition: Perspectives are a dynamic, flexible thing that can change and grow with a person as he or she continues to make connections to others in the world. It is a person's ability tn make judgments re: a situation or thing through the "lens" of their experiences. According to Lucas (1999), (he .A Re's of attitudes have Affective (feelings or emotions), .!2.ehavioral (intentions and actual reactions), and Cognitive components (thoughts, Ideas, and perceptions). These components affect individuals' perspectives; how they view themselves and those around them. Many individuals have preconceived misconceptions about what a person with a disability can or cannot do. In a study done by Fichten and Amsel in 1986, 21 traits were found to be attributed to disabled students by their non-disabled peers; mostly negative. They referred to their disabled peers as unsociable, insecure, helpless, different, incompetent, undemanding, and inferior to themselves. Additionally, non-disabled peers think their accomplishments are mostly attributable to effort and luck instead of ability. These negative attitudes of peers have a tremendous impact on the opportunities given to an individual with a handicap. These perceptions affect their educational, social, community and work environment

(Lucas, 1999).

Part B: How is the concept ofpersDectives depicted by your subtopic'!

Our subtopic paints a picture of how those of us without physical limitations are blind to the needs and abilities of our disabled peers. Our perspective limits us from seeing the talents and abilities of others when they come in an imperfect package. Our unit will show the students the everyday challenges that are faced by our disabled peers by having them design housing that incorporates the needs of disabled and non-disabled individuals: thus allowing them to live independent and comfortable simultaneously.

Referenc.es

LUCAS, K. M. (1999). Non-handicapped Students' Attitudes Toward Physically Handicapped Individuals. National Undergraduate Research Clearinghouse, 2. Available online at hllp:!iwww.webclearinghouse.netivolum !. Retrieved January 10,2010.

Our Unit "If You Build It, They Will Come" addresses the real life problem of how preconceived misconceptions many individuals possess about what a person with a disability can or cannot do affects their available housing, In a study done by Fichten and Amsel in 1986, 21 traits were found to be attributed to disabled students by their non-disabled peers; mostly negative, They referred to their disabled peers as unsociable, insecure, helpless, different, incompetent, undemanding, and inferior to themselves, Additionally, non-disabled peers think the accomplishments of the disabled are mostly attributable to effort and luck instead of ability, These negative attitudes affect their educational, social, community, housing and work environments (Lucas

1999),

According to Woodard (1995), "When an individual is not accepted by his or her peers, their educational environment and social opportunities in the school, community, work, and home may greatly suffer," While this experience will not change the existing problem of how preconceived misconceptions of the physically handicapped affects their housing; the knowledge gained from this unit will affect their perspectives as they mature and consider the needs of others,

Our unit specifically addresses how the negative attitudes affect the available housing for the physically disabled. On Day One of the unit students will have the opportunity to examine their own perceptions of those who are disabled and record their thoughts on a Glogster poster, Students will also utilize Skype to interview a middle school student with cerebral palsy to learn about the obstacles a home can present to a person in a wheelchair. Skype is an online software application that allows users to communicate by voice or video, It was Originally designed for business use, but quickly

worked itself into the mainstream of public domain. Experience with Skype will be provided when we video conference with a middle school student with cerebral palsy, Tristan. Skype will provide them with the experience of how it is possible to communicate "face to face" in spite of physical distance and to gain insight of Tristan's perspective on the world and his needs. Students will also be introduced to Google SketchUp through a series of self paced tutorials that will get them familiar with the major "tools"

Day Two will be a hands on exploration of what it is like to be In a wheelchair as students test their estimates of the space needed to maneuver in a wheelchair in an "obstacle course" that they create. Students will compare this to actual ADA recommendations for housing and be9'in learning SketchUp in more detail. Students

will select one of two home designs to remodel and will begin using SketchUp to plan and design their homes based on Universal Design Google SketchUp is a software download. It enables users to design anything that their imaginations can dream up in a three dimensional format. Students will learn through modeling how to cut through 3D walls. use the tape measure tool to create gUidelines for drawing. and Insert components. Students will also learn vocabulary key to operating Sketch Up like face. edge, plane, and midpoint.

Days Three and Four will have students completing their home designs in SketchUp and creating a document in MS Word to highlight its features. The supporting document created In Word will convey to those who view the design, the elements of Universal Design that were included in the Sketch Up models. These elements will make the home accessible to all regardless of physical ability.

References

Esch, J. & Schell, B. (2000). SketehUp (Version 7) [Software]. Available from

http://sketchup.google.coml

Heinla. A., Kasesalu, P., & Taliin, J. (2003). Skype (Version 4.1) [Software]

Available from http://www.skype.com

Lucas, K.M. (1999). Non-handicapped Students' Attitudes Toward Physically

Handicapped Individuals. National Undergraduate Research

Clearinghouse, 2. Available online at http://www.webclearinghouse.net/volumel.

Retrieved January 10, 2010.

Santorel, Martin. (2009). Glogster EDU (Version 1.0) [Software]

Residential BuHding for Accessibility

The 2006 American Community Survey conducted by the American Census Bureau

revealed that approximately one-sixth of the American population (26 million citizens) had a type of

physical disability "that substantially limits one or more basic activities such as walking, climbing

stairs, reaching, lifting or carrying." This is a strong indicator that there is a need for homes to be

built that are either immediately accessible for a handicapped individual or adaptable to the future

needs of the occupant. Builders and, designers are increasingly responding to that need.

While there is still a desire for large, multistory homes for some buyers, this seems to be

waning as the 2009 third quarter survey of the American Institute of Architects (AIA) stated that

smaller, single story homes are becoming more popular. The AIA attribute this to lower construction

and maintenance costs, as well as "the growing trend toward accessibility" (2009). Earlier the same

year, A[A reported that buyers have a greater interest in open space layouts as well. This has been

attributed to the aging population considering ease of moving about the home and the desire for

flexible, bright, and functional space as opposed to hallways. Additionally, 49 percent of architects

surveyed reported an increase of interest in entrance ramps or on-grade entrances. A 2007 AlA

Home Trend Design Survey also revealed a stronger desire for accessibility with architects reporting

an increase from 66 to 74 percent in activity for that home feature. The survey also reflected an

increase of more than ten percent in interest in doorless and curbless showers with hand-held

fixtures. This has lead home bullders to look for ways to meet the needs of clients in the most

functional, yet unobtrusive way possible.

Many individuals have preconceived misconceptions about what a person with a disability

can or cannot do. In a study done by Fichten and Amsel in 1986, 21 traits were found to be

attributed to disabled students by their non-disabled peers; mostly negative. They referred to their

disabled peers as unsociable, insecure, helpless, different, incompetent, undemanding, and inferior to

themselves. Additionally, non-disabled peers think their accomplishments are mostly attributable to

effort and luck instead of ability. These negative attitudes of peers have a tremendous impact on the opportunities given to an individual with a handicap. These perceptions affect their educational, social, community and. work environment (Lucas, 1999).. For the physically handicapped, the ability to live independently can be hampered by the design of their home.

Accessible entrances, grab bars, room to maneuver 'In the bathroom, and turninq areas of at least 60 square inches in every room are some of the suggested guidelines for accessible living given by the Americans with Disabilities Act. Unlike public building such as hospitals, government bu'ldlnqs and even public accommodations such as hotels, private residences are not required to meet ADA accessibility standards. Homes that are considered accessible often have obvious features for the disabled and some residents and designers view that as a disadvantage because it visually marks the resident as being handicapped. To solve this problem, designers have recently begun trying to meld accessible functionality with aesthencanv pleasing design. This "Universal Design" helps remove the clinical feeling that "classic" accessible features can lend to a home .

. . As the "Baby boomers" began entering retirement (Felix, 2008), the idea of adaptable housing entered the market. More homes are being built or remodeled to meet the current and future needs of the occupants The Census Bureau has predicted that by the year 2030, the population over 65 will double to 72 million (Cozier, 2009). The AARP survey conducted in 2000 revealed many individuals over 45 have physical difficulties as a result of age related conditionslike arthritis, joint replacements and back problems; all of which make mobility difficult. Architects and builders are responding by creating adaptable housing. Adaptable housing refers to structurally preparing a dwelling to be accessible; but more visible signs of accessibility for the physically disabled are not present. For example, an adaptable house would already have invisible modifications like low thresholds and wide doorways. It would also have reinforced walls ready to accept grab bars and hand rails when needed,

Even higher on the scale of "invisible accessibility" is the concept of Universal Design (UD).

As stated by the Center for Universal Design at North Carolina State University, U D revolves around designing items and homes that can be used equally by disabled and non-disabled inoividuats (2006). Universal design strives to take away the clinical appearance that can accompany accessible design and create a more neutral appearance; thus reducing some of the social stigma associated with physical disabllities

The concept of Universal design begins with the path to the front door of a home. A traditional ramp to the door can label the occupant as vulnerable and make him or her easy target for crime (Young, 2006). In order to meet the accessibility needs of the physically disabled, while still creating an aesthetically pleasing landscape free of such obvious accommodations, an earthen berm can be used in combination with a retaining wall.. The berm creates a safe, gentle slope that is easy for a person with mobility issues to navigate and blends in with the surrounding landscape. ldeallv, the entryway would be a covered space with a minimum of 5' by 5' in order to afford adequate room for maneuvering. As part of the universal design concept, both features provide protection from the elements and are convenient regardless of the ability level of the individual. The doorway itself should have a low threshold of less than one half of an inch and the door should have peep holes at two heights (42' and 60' above the floor). This gives the person of average height the ability to view out the door safely, but also allows wheelchair bound individuals and children the ability to see people and objects outside as well.

Inside the home there are general recommendations such as short hallways that are a minimum of 42 inches wide for maneuverability, and door openings of at least 32 inches. Doors should be either pocket doors with a loop handle or a swing away door with a lever handle. Furniture should be arranged in an open plan that allows room for traffic and maneuvering in a wheelchair, and ttoor coverings should be a dense low pile carpet or a flat, durable and nonskid surface that can be easily maintained. There should be a bathroom and living space on the first accessible floor for those with mobility issues. Electrical outlets are recommended to be at a minimum of 18 inches from the

floor and the light switches should be at a maximum of 44 inches from the floor. Windows should have a maximum sill height of 36 Inches from the floor and be large enough to allow a person to escape in an emergency. Again, all of these features are equally convenient regardless of a person's ability level and do not create a clinical look in the home.

Two rooms that present a lot of safety issues in the home are the bathroom and kitchen.

There are many accommodations recommended by the Center for Universal Design for these active spaces that ultimately benefit all occupants of the home. Both rooms can be made more accessible by having counter tops and sinks at least 32 inches from the floor. This would permit a knee space below the cabinet to be 29 inches minimum from the floor and allow a person in a wheelchair to completely roll up to the counter to work in a more safe and comfortable posture. The spaces can be concealed With cabinet doors that swing out of the way when the space is in use, and when closed they blend lin with the other cabinet storage spaces. If Ihe space is not required for a wheelchair bound occupant, the space can still be utilized for storage for items such as recycling bins or other removable storage. Care must be taken to cover pipes under sinks to prevent injury from sharp edges or hal pipes in these spaces. Fixtures for plumbing and appliances should be offset from the center or placed in the front to allow the user to easily reach them; thus reducing the potential dianger of falling or a burn injury. There must be plenty of room for a wheelchair to maneuver and turn around; inc'luding at least one 5' by 5' space.

The bathroom should have a curb less trench shower with seating, and reinforced walls with grab bars, or a bathtub with integral seating and a clear approach. The grab bars can also be used as towel racks provided they are of a sturdy design meant to bear a person's weight. The toilet should be placed a minimum of 18 inches fromlhe wall, sink or tub and be convenient to grab bars and the maneuvering space to allow for safe transfers.

In the kitchen stove tops should have staggered burners to reduce the chance of a burning accident; and it is recommended that the refrigerator be a side by side model for ease of use. A knee space beside the oven is suggested or newer models with retractable doors to safely slide the hot

oven door out of possible contact for the user or children in the home, Pullout cutting boards are

another universal convenience.

Universal design, the newest concept in home design, aims to make the home a safer

more comfortable place for all residents regardless of ability level or mobility, The accommodations

that are made to suit those with a disability are easily adapted to the average person and often add

greater convenience for all. As Adolf D, Ratzka, Ph.D" the director of the Independent Living

Institute states, 'The best way of ensuring access is through Universal Design: that is, planning,

building and maintaining our environment for the needs of all citizens, thus making them feel welcome

as integral parts of the whole and encouraging them to participate in all of society on equal terms

( Ratzka, 2000),

References

Baker, K, (2009), Neighborhood and community design moves toward accessibility, simplicity.

Retrieved from http://info,aia.orglaiarchitecUthisweek09/1204t1204b hdtq3,cfm

Baker, K, (2009), Home sizes shrink as downturn continues, Retrieved from http://info,aia.org/aiarchitecUthisweek09/0731/0731 b housinqtrend ,cfrn

Baker, K. (2007). Kitchens and baths continue as focus of design activity in homes, Retrieved from http:{{info,aia, 0 rg/aia rch ftect/thi sweek08/0208{020 8b hdts, cfrn

Bayer, A, & Harper, L (2000), Fixing to stay: A national survey of housing and home modification issues, Washington DC: AARP Independent Living Program,

Center for Universal Design (1999), Home modifications and products for safety and ease of use.

Raleigh, NC' North Carolina State University, College of Design,

Center for Universal Design, (2006), Definitions: Accessible, adaptable and universal design.

Raleigh, NC: North Carolina State University, College of Design,

Center for Universal Design, (2006), Residential rehabilitation, remodeling and universal design, Raleigh, NC: North Carolina State University, College of Design,

Center for Universal Design, (2006), Universal design in housing. Raleigh, NC: North Carolina State University, College of Design.

Crozier, Brad. Safe, sound and solo: Baby boomers who are aging into disabilities update their

homes to live on their own. Exceptional Parent, 39 (7), 36.

Felix, Lisa. (2008). Collection development universal design design for everyone.

Library Jouma/, 133(16), 38-40.

Lucas, K.M. (1999). Non-handicapped Students' Attitudes Toward Physically Handicapped Individuals. National Undergraduate Research

Clearinghouse, 2. Available online at http://www.webclearinghouse.net/volumef. Retrieved January 10, 2010

Ratzka, AD. (2000). 2000-01: universal design for human rights, diversity, enrichment and independent living. Retrieved from http://www.independentliving.org/newsletter/newsltrinfo.html

US Census Bureau. American Community Survey [Data file]. Retrieved from http.llfactfinder.census.gov/servlet/NPTable? bm=y&-geo id=01000US&qr _name=ACS_2008_3YR_ GOO_NP01 &-ds_name=&-redoLog=false

US Census Bureau. American Community Sutvev 2006 Survey Oefinitions [Data file]. Retrieved from http://www.census.gov/acsfwww/Downloads/2006/usedata/2006%2OACS% 20Subject%20Definltions.pdf

United States Department of Justice. (2005). A guide 10 disability rights laws.

Washington DC U.S. Government Printing Office.

Points to Ponder

• Being disabled gives you an advantage .

• Universal design meets the needs of all individuals.

• Disabled people are dependent on others.

• The needs of the young and the elderly are the same.

Ci;utwrightlJordan-Jarrett SPED 6402 Spring 2010

"IF YOU BUILD IT, THEY WILL COME" CARTWRIGHT AND JORDAN-.JARRETI MONDAY: SEEING THINGS DIFFERENTLY

I. DEFINE THE CONTENT

LESSON OBJECTIVE: Students will identify and examine their own beliefs and perspectives of people with physical disabilities. Students will also develop an understanding of the residential design needs of a person in a wheelchair through a personal interview and begin self-paced tutorials about the design program Google SketchUp.

I U. P,REPLA'NN[NG: BEGIN WITH THE END IN Mt,ND
A. WHAT IS WORTH It is important for students to understand that everyone has a personal
KNOWING? perspective based on their own knowledge and life experiences and that
I (THINK ABOtlt THE CONTENT this perspective can influence their beliefs and decisions. It is important
, YOU ,HAVE SELE'CTE'D. WiMAT for the students to know that many wheelchair bound persons "adapt" to
IS n",PORTANT FOR STUDENTS their environments; however, many doorways, counters, cabinets,
TO KNOW?) appliances, etc. are not "accessible."
It important the students can identify their own beliefs about the
B. WtI'AT 1.S IMPORTANT FOR physically disabled and that they can analyze those beliefs to determine
how they were formed and if they reflect an open minded perspective.
STUDEN.TS TO KNOW AND DO? The students will know that the needs of a person in a wheelchair are
(OlEFINE WHAT STUDENTS different from the average individual. The students will be able to create
SHOULD BE AULE TO DO AS A
IRESULT OF YOUR LESSON.) a basic external house structure using Google Sk.etchUp using a self-
paced tutorial online. The tutorial will prepare students to create their
own designs based on a rubric later in the week.
C. WHAT ARE. THE ENDUR.IN<i The enduring understandings that the students should take away are
UNDERSTANDJIIIGS THAT that the perspective and needs of a person with mobility difficulties are
STUDENTS SHOULD TAKE different from the average person. Students should also understand
I AWAY FROM T'HE LESSON? that a person's knowledge, life experiences and person needs have an
(IDEFINE THE 'BIG ID.EAS.) effect on his or her perspective ,
, III. PLANNING :
,
iB. ESSENTUt. QUESTIONS: What are the needs of a person in a wheelchair in relation to home
(ONE OVERARCHING AND ONE design and how can these needs be met?
OR MORE'fOPICAL) How do we develop our individual beliefs and attitudes about others?
Students will identify and describe their bel'iefs and opinions about the
C. ASSESSMENT: physically disabled and post them on a Glogster poster online to be
(PERFORMANCE TASK} connected to our project web site, Students will create the exterior of a
home in Google SketchUp.
I. Physical Disability
A. What is a physicai disability?
D. CDNTENT: 1. definition - a disability "that substantially
(OUTLINE THE CON'JENT YOU limits one or more basic activities
: WILL TEACH) such as walking, climbing stairs, reaching,
littingor carrying."
2. types of physical disability
a. sense of touch and dexterity 1

Cartwright/Jordan-Jarrett SPED 6402 Sprinq 2010

1.) makes it difficult for people to discriminate textures and shapes, sensing hot and cold temperatures, changes in pressure, to manipulate, twist, grab, push or pinch objects and handles

b. strength and range of motion

1.) people may have di,fficultylifting, pushing, and pulling objects or raising or lowering themselves and those with decreased range of motion may

have trouble reaching,

bending, stooping, kneeling, and crouching

c. mobility and agility

1.) decreased mobility and agility may have difficulty

walking or may not be able to walk at all and may perform activities of daily living from a sittingl position

d. balance and coordination

1.) unstable when standing or walking, and be at risk of falling and they may also have difficulty raising or lowering themselves from chairs, beds, and similar furniture

B. Who are the physically disabled?

1. 26 million Americans as of 2006

2. perceived as unsociable, insecure, helpless, different, incompetent, undemanding, and inferior to themselves by nondisabled peers

3. all ages and races, both genders II. Technology

A. Glogster

1. http://www.glogster.com

2. Users can create posters with text and images (visual way to blog)

3. Posters can be linked to a site, kept private, shared with select viewers or printed.

B. Skype

1. http://www.skype.com

2. Users can communicate with video and sound online.

C. Google SketchUp

1. http://www.sketchup.qoogle.com

2. Users can design objects in a 3D format

3. Toolbar

a. Line - use to draw free form straight lines

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Cartwriqht/Jordan-Iarrett SPED 6402 Spring 2010

E. HOOK:

(DESCRIBE HOW YOU WILL GRAB STUDENTS' ATTENTlON.)

b. Rectangle - use to draw rectangles - you can enter in specific measurements in the measurement box in bottom left of screen

c. Circle - use to draw circles

d. Arc - use to draw an arc. Click once where you want it to begin - then again where you want it to end, then the last click should be the height

e. Eraser - click to erase lines or guide lines created by the tapemeasure.

f. Tape Measure - use to measure distances or to set guidelines for drawing

g. Paint - use to add effects and textures to planes

h. Push/Pull- used to manipulate a plane into 3D format.

You cannot push a plane through another edge, but you can push through itself to make a hole.

i. Move - move an object within a plane

j. Offset - create a copy of an object either smaller or larger than the original.

k. Orbit - move around the design in 3D

L Pan - move the design around the screen in a 20 manner.

m. Zoom - move closer or farther away from your design. 4. 3D Ware house

a. http://sketchup.google.com/3dwarehouse/

b. Allows you to download extra components for your model.

Show students a few slides on PowerPoint of different optical illusions. Discuss how we see different things until we really stop and examine the picture. That it is a matter of perspective. Students will then move to laptops that have already been set to a prepared Glogster poster and they will fill in their ideas of physical disabil.ities based on paints to ponders throughout the week. Students will save their work to come back and examine at the end of the week to determine if their perspective has changed.

Point to ponder for Glogster reflection: Disabled people are dependent on others.

Student1

Nickname: sygr5vf http://syqr5vf.edu.glogster.com/dashboard/

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CartwriQhtfJordan-Jarrett SPED 6402 Spring 2010

Student2

Nickname: stpgcjw http://stpgcjw,edu,glogster,com/dashboard/

Student3

Nickname: s5rtfap http://s5rtfap,edu,glogster.com/dashboard/

Student4

Nickname: szqevvb

http://szgevvb,edu,g logster. Gom/da sh boa rdl

Password: Glogster

F. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT 'Discuss the modifications that the students noticed and how they think '

YOU WILL DO.) that these modifications met the needs of the father, Discuss any emotional reactions they noted from the family and any emotional reactions they felt themselves. (Students should note that the family is grateful, happy, and overwhelmed, There awn emotional reaction may vary.)

-Check to see if students are familiar with the television show Extreme Makeover.: Home Edition, If students are not familiar with the it, explain the general concept of the show, then introduce video clip of Extreme Makeover: Home Edition and explain the background of the family (Father a Gulf War vet with Gulf War syndrome and multiple sclerosis who is now in a wheelchair. Family also includes mother, and teenage daughter and son.)

'Explain that the home was built to meet the father's physical needs and to support his activities helping other US veterans. Students should look for ways the home was designed to meet his unique needs.

'Show students a brief segment of Extreme Makeover: Home Edition from the Cooper family remodel in Martin County. Clip (from approx. 32:50 - 38 min) will show the home reveal.

HTTP:/tv.YOUKU.COMlV SHDWflD XODKzNDU5MDG=.HTML

'Lead discussion

Ask: How does a home meet the needs of an average person?

After brief discussion ask: What if you aren't average? What are some ways that people may not be "average" Again. discuss briefly,

'Introduce that they will be meeting Tristan, a middle school student with cerebral palsy through Skype. Briefly explain that they will have the chance to discuss with him the challenges that he faces on a daily

basis. Explain that they will be designing a home to meet the needs of kids like Tristan and others who have a mobility disability. This will be

4

Cartwright/Jordan-Jarrett SPED 6402 Sorlno 2010

their opportunity to speak with a peer who can help them make the best home design possible.

-Have students brainstorm questions that they may want to ask and write them on graphic organizer. Students can then interview Tristan and write his responses in the graphic organizer. If necessary, guide students toward asking about moving around the home, getting objects out of the refrigerator, closets, or cabinets, etc.

Google SketchUp Tutorial Drawing 1 http://tinyurl.com fyfbhsgr

·Skype with Tristan and monitor conversation to keep it focused, but friendly. The aim of this conversation is to develop ideas for a client who has a physical disability that requires them to use a wheelchair, but who wants to live independently.

·After Skype session with Tristan introduce that tomorrow they will be designing two of four rooms in the floor plan of a home to make it suitable for a person with a physical disability. To do that, they will be assuming the role of an architect and will need to be able to use too.ls that architects use to create designs.

·Introduce Google SketchUp to the students. Walk students through the basic toolbar functions.

·Students will complete the self paced tutorial for Drawing in SketchUp in three stages. Completing the tutorial will teach the students basic skills like drawing a rectangle and an arch, the push/pull feature, orbit, pan, move as well as customizing finishes and adding components.

Hotels and Homes Samples http://tinyurl.com/yipd3dj

Google SketchUp Tutorial Drawing 2 http://tinyurl.com lyzQpdtf

Google SketchUp Tutorial Drawing 3 http://tinyurl.com/ygYasj~

Paint and Materials Finishes .httD: Iltjnyurl.,com/ykg,c!3a

·At the end of the twenty minutes set aside for the tutorial of SketchUp. -stucents will return to their Glogster Posters and update based on their reflections and point to ponder for the day.

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Cartwright/Jordan-Jarrett SPED 6402 Sprinq 2010

• Point to ponder for Glogster reflection: Disabled people are dependent on others ..

• Conclusion discussion: What are your first impressions of Google SketchUp?ls it easy or ditficult to use? Do you think working: in a 3D format is easier or more difficult that drawing sketches?

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Cartwright/Jordan-Jarrett SPED 6402 Spring 2010 Sllde 1

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Slide 3

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Slide 5

Slide 6

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Slide 8

Slide 9

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Cartwright/Jordan-Jarrett SPED 6402 Spring 2010 Slide 10

Slide 11

Slide 12

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Cartwriqht/Jordan-Jarrett SPED 6402 Spring 2010

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__ c_o_u,_ •• _Th_,_ee -, ~ [)a:,r On .. A _ Mle,u,",Of .. J .~ p"",t< I., PO<1de" R" ... II. d ..... I>i.1.""11 G1"9S1'-. ..., U ... I·~!€d • _ ~M!A!<T N_ ..

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Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Extreme Makeover' Home Edition

Father's Need

How It Was Met

Questions for Tristan:
Q: A:
Q: A: 12

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

SketchUp Rubric

Evaluation Inex.perlenced - a Beginner- 1

F~~'_____:_:_:_:~

3D view Doesn't Beginning to

manipulation remember to use I use Orbit or the

the Orbit Pan Command

command or the

Pan Command

Model items

House Dimensions

Exterior siding

Bonus Features

House has a few items (models) in a the layout

No items (models) have been inserted

House has House has

many items items (models)

I (models) in all in all areas and

areas but they . they are lined aren't lined up in up in sensible

sensible proportions and

proportions locations

!_and~~locations

!Most components of I House layout

meet required dimensions

f

I Intermediate - 2

I Understands and can

I intentionally use Orbit or the Pan [Command

I Expert - 3 Understands both methods and can instruct

others in using one or both methods

L----t-

Components of Some

House layout do components of not meet required House layout

dimensions meet required

I dimensions

I No paint or siding Some surfaces

I have paint and/or siding

t Do not exist

I

Few exist

All Components of House layout meet required dimensions

Most surfaces have paint and siding and only somewhat aesthetically pleasing

Some exist and I Wow! Amazing! are interesting

IAII surfaces have paint and siding and they are aesthetically

pleasinq

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Cartwriqht/Jordan-Jarrett SPED 6402 Spring 2.010

"IF YOU BUILD IT, THEY WILL COME" CARTWRIGHIT AND JORDAN-JARRETI TUESDAY: FROM PLAN TO PRACTICE

I. DEFINE THE CONTENT

LESSON OBJECTIVE: The students will understand the difference between conventional home design and a home that is Universally Designed to be accessible for a person in a wheelchair. The student will identify areas in a home that need to be modified to make is accessible and will use Google SketchUp to begin redesigning the hams.

A. WIII'ATIS

II. PREPLANNING:BEG1N WITIII TillE END IN MIND

WOR11t

KNOWING? (THINK ABOUT THE CONTENT

YOU HAVE

SELECTED. WHAT IS lMPORTANT FOR STUDENTS TO KNOW?)

B. WHAT IS IMPORTANT FOR STUDENTS; TO KNOW AND DO? (DEFINE WHAT STUDENTS SHOULD IBE ABLE T'O 'DO AS A RESUILTOF YOUR LESSON.)

C. WHAT ARE THE ENDURING UNDERSTANDING 5 THAT STUDENTS SHOUILD TAKE AWAY FROM THE LESSON? (DEFtNIE T;HE BIG IDEAS.)

It is important for students to understand that a home can be uni,versally designed to meet the needs of a wide range of people including those with mobility difficulties. It is important that they are able to experience what it is like to be in a wheelchair in order to compare what it is like to be an able bodied person moving through the world to the experiences and challenges that a person in a wheelchair may face.

The students will connect the needs of a person in a wheelchair to building standards outlined by the Americans with Disabilities Act (ADA). The students will be able to explain why an architect considers the needs of his or her clients when creating a design. The students will be able to evaluate a home floor plan for features that will need to be modified in order for the home to be universally adaptable.

The students will understand that a person with mobility issues can encounter many trials doing everyday activities due to poor design

and a lack of knowledge of his or her needs. The students will understand that an architect can design a home that meets the needs i of those with and without mobility issues by applying universal design concepts into the plans for a residence.

III. PLANNING
B. ESSENTIAL How can a home be designed to meet the needs of a person with
QUESTIONS: mobility di.fficulties? How can a home be designed to universally meet
(ONE the needs of all people?
OVERA.RCHING
AND ONE ,O.R
IMOR,E TOP.ICAL)
C. ASSESSMENT: Students will identify and analyze challenges presented in average homes 'I 14

Cartwright/Jordan~Jarrett SPED 6402 Spring 2010

(PERFORMANCE TASK)

by comparing measurement data of the average home to the measurements recommended by the ADA standards. Students will identify ways a home does not meet the needs of wheelchair bound individuals and plan a remodel applying concepts related to Universal Design to a residential design.

D. CONTENT: (OUTLINE THE CONTENT YOU WILL TEACH)

I. Housing needs of the physically disabled

A. Accessibility - homes that meet the standards and guidelines determined by the Americans with Disabilities Act

B. Adaptability - homes that may not currently meet the ADA standards and guidelines but can be easily modified

1.) example - reinforced walls ready to accept grab bars already exist

2.) often considered by "baby boomers" who plan to remain in their homes as they age.

3.) prevents costly remodeling and clinical appearance in the home

C. Universal Design - homes and items that can be used equally by people of all ability levels

1 .. ) removes the appearance of "special needs" that can add social stigma and label a person 2.) latest development in accessibility

3.) blends ADA standards and

guidelines into everyday living

II. ADA Guidelines and Recommendations A. Residential Construction

1. 50% of entrances are accessible with at least one on ground level with threshold of less than % inch

2. Hallways are at least 42 inches wide with doorways that are at least 32 inches wide. Doorways must swing out and away or be pocket doors

3. Floor coverings should be a dense low pile carpet or flat, durable and nonskid surface

4 Bathroom and living space on ground floor

5. Electrical outlets should be a minimum of 18 inches from the floor, window sills should be a maximum of 36 inches and light switches should be a maximum of 44 inches from the floor

6. Countertops should be at least 32 inches from the floor with a knee space at 29 inches minimum

7. Sinks and stove tops should have offset controls and knee spaces

8. Each room should have a minimum of 5 feet by 5 feet in order to maneuver a tum in a wheelchair

9. Grab bars should be installed in the bathroom by the toilet and shower/tub

15

Cartwr!ght/Jordan-Jarrett SPED 6402 Spring. 2010

10. Finishes should include lever faucets and D or hook
shaped handles to open cabinets and doors.
II. Technology
D. Google SketchUp I
5. Open a file
6. Toolbar
n. Line - use to draw free form straight lines
o. Rectangle - use to draw rectangles - you can enter
in specific measurements in the measurement box in
bottom left of screen
p. Circle - use to draw circles
q. Arc - use to draw an arc. Click once where you want
it to begin - then again where you want it to end,
then the last click should be the heIght
L Eraser - click to erase lines or guide lines created by
the tape measure.
s. Tape Measure - use to measure distances or to set
guidelines for drawing
t. Paint - use to add effects and textures to planes
u. PushlPull- used to manipulate a plane into 3D
format. You cannot push a plane through another
edge, but you can push through itself to make a hole.
v. Move - move an object within a plane
w. Offset - create a copy of an object either smaller or
larger than the original.
x. Orbit - move around the design in 3D
y. Pan - move the design around the screen in a 20
manner.
z. Zoom - move closer or farther away from your
design.
7. Vocabulary
a. Face
b. Edge
c. Plane
d. Midpoint
e. Perspective
f. Parallel
8. 3D Ware house
c. httR:/Jsketchug.google.comf3dwarehousel
d. Allows you to download extra components for your ,
model. I
9. Saving your model.
E. HOOK: • Students will watch a two minute clip of Aimee Mullins (a woman
(DESCRIBE HOW who had a double below the knee amputation at age 1 and has
YOU WILL BRAB become a sprinter settinc world records, a model and an actress). In 16

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

STUDENTS' ATTENUON.}

the clip Mullins discusses an interaction she had with a group of children that completely changed the way they viewed her as well as her experiences with adults' impressions of disability. Students will view the video through 4:02 min. http://www.youtube.com/watch?v=JQOiMulicgg

(Students will view the video downloaded through, KickYouTube.) ·Ask students: Do you think her legs are a DISability, or have they provided her with SUPEHability?

Point to Ponder wi,1I be highlighted to reflect on throughout the day:

Being disabled gives you an advantage.

F. INSTRUCTION: (TELL, STEP-B\'STEP, W,HAT YOU WILL 'DO.)

·Students will set up a course that will simulate the width of a hallway in a home that would be suitable for a person in a wheelchair. ·Students will also estimate how much room a person in a wheelchair would need to turn around and set up an area equal to the estimated space using chairs and mason twine.

·Students willi take measurements of their course and test their estimates by trying to navigate the courses t'hey set up in a wheelchair.

·After testing their course, students will be provided with actual ADA suggested measurements and will reform the course. Students will test the new course made to ADA standards and compare their experiences and the actual measurements.

·Students will also have the opportunity to try to retrieve items from high and low locations as well. as reaching across a counter w/ and wlo knee spaces.

-Discuss: How can measurements as small as 6 inches make a differenoe to a person in a wheelchair? Can those 6 inches have an psychological impact?

·Students will be provided with two different homes to choose to remodel as a team. Each home will be split into two main sections to consider for remodel: kitchen/living area and bedroom/bathroom. (Students will be working with stripped down versions of these models.)

htt.p :lIti nyu rl.c omlykxlg9'li http://tinyurl.com/sketchuphouse2

·Working in pairs, the students wiHidentify changes that they want to make to the floor plan to make it conform to the concepts of universal I design and ADA suggested guidelines and develop a plan for I remodel.

• Students will receive a brief tutorial on how to use Google Sketch Up to remodel the homes according to their plans. The tutorial will focus on the push/pull, paint, tape measure, and drawing tools.

17

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

'Using Google SketchUp, the students will begin redesigning the homes and teachers will be available to help with technical hang-ups. Students will have a handout of the ADA guidelines to use as a reference with the home redesi.gn.

'Students will return to their Glogster Posters and update based on their reflections and point to ponder for the day .

• Point to ponder for Glogster reftection: Being disabled gives you an advantage.

Student1

Nickname: sygr5vf

http://sygr5vf.edu.glogsier . com/das h bo ard/

Student2

Nickname: stpgcjw hUp:f/stpgcjw.edu.glogster.com/dashboardl

Student3

Nickname: s5rtfap http://s5rtfap.edu.glogster.com/dashboard/

Student4

Nickname.: szqevvb

http://szqewb.ed u. 9 logster.com/d ash boa rdl

Password: Glogster

• Conclusion discussion: Which room in a home is the most important to make accessible and why?

18

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

c

y

M

U ?

an au easure Ip.
Estimate Actual
Hanway
Maneuvering Space Plans for SketcbUp Model

Rooms To Focus On: ~

Using the Suggested ADA Guidelines on your handout, beg:in planning with your partner the adjustments you are gOing to make to your model. Remember to col'laborate with the other team so that your home has a unified, cohesive feel. Make your notes below.

19

CartwrightjJordan-Jarrett SPED 6402 Spring 2010

ADA Suggested Residential Guidelines

Traditional Residential Average Guidelines

• 50% of entrances are accessible with at least one on ground level with threshold of less than % inch,

• Hallways are at least 42 inches wide with doorways that are at least 32 inches wide, Doorways must swing out and away or be pocket doors,

• Floor coverings should be a dense low pile carpet or flat, durable and nonskid surface,

• Bathroom and living space on ground floor,

• Electrical outlets should be a minimum of 18 inches from the floor, window sills should be a maximum of 36 inches and light switches should be a maximum of 44 inches from the floor,

• Countertops should be at least 32 inches from the floor with a knee space at 29 inches minimum,

• Sinks and stove tops should have offset controls and knee spaces,

• Each room should have a minimum of 5 feet by 5 feet in order to maneuver a turn in a wheelchair,

• Grab bars should be installed in the bathroom by the toilet and shower/tub,

• Finishes should include lever faucets and D or hook shaped handles to open cabinets and doors,

• Entrances to homes are often accessed by stairs leading. to a raised porch or deck or a raised stoop,

• Hallways are 36 inches wide with doorways that are between 28 and 32 inches wide, Installed doors are standard,

• Floor coverings have changed according to popular trend, but have included hard wood and laminate materials as well as carpet with deep padding.

• Full baths and bedrooms are often placed on the top floor of a multifloor home,

• Electrical outlets are ten to twelve inches from the floor, Window sill heights have varied greatly over the years with no real standard, light switches have varied between 47 and 52 inches from the floor,

• Sinks have closed cabinet spaces and stoves have ovens with lift down doors below,

• Furniture placement may not allow for a S' by 5' space,

• Grab bars are not installed and walls are not reinforced to accept them,

• Finishes include knobs that require grasping and/or twisting are commonly used,

20

Cartwright/Jordan-Jarrett SPED 6402. Spring 2010

"IF YOU BUILD IT,THEY WILL COME" CARTWRIGHT AND JORDAN-JARRETT WEDNESDAY: DESIGN AND DECORATE

I. DEHNE THE CONTENT

LESSON OBJECTIVE: Students will design two rooms incorporating the ideas of universal design using Google sketchup. Students will create a brochure or one page flyer highlighting the benefits of universal design.

II. PREPLANNING: 'BEGIN WITH THE END IN MIN:D
A. WHAT IS WORTH It is important for students to know the difference between
KNOWING? "adaptability" and "accessibility" when it comes to designing
(THINK ABOUT THE homes with the disabled in mind. It is important for them to
CONTENT YOU HAVE recognize how their view of people with physical disabilities
SELECTED. WHAT IS has potentially affected or will affect their relationship(s) with
IMPORTANT FOR
STUDENTS TO KNOW?) others.
B. WHAT IS IMPORTAN;T The students will be able to create and decorate rooms using
FOR STUDENTS TO KNOW Google Sketch Up. The students will be able to create a
AND DO? brochure or flyer using Microsoft Publisher.
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO
AS A RESULT OF YOUR
LESSON.)
The students will understand that they have the power to make
C. WHAT ARE THE changes in the lives of people who have physical disabilities.
ENDURING They will know that they should always question what they are
UNDERSTAND1NGS THAT thinking and feeling as it relates to anyone who has a
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON? disability. Additionally, the students will understand the
(DEFINE THE BIG IDEAS.) importance of being able to change the design of a given
space in a home to accommodate the needs of its occupants. III. PLANNING
How is the lack of universal design in private housing
B. ESSENTIAL affecting the lives of disabled individuals?
QUEST10NS:
(ONE OVERARCHING AND What are the common solutions of disabled individuals to
ONE OR M:ORE TOPICAL) the challenges they face in private housing?
C. ASSESSMENT: Students will complete their two selected room designs.
(PERFORMAN;CE TASK) Students will plan and create a brochure and/or flyer
highlighting the benefits of Universal design.
I. The Role of an Architect
D. CONTENT: A Plan, design and review the construction
(OUTLINE THE CONTENT of buildings and structures
YOU W[LL TEACH) B. Meet with client to determine needs and
creates drawings based on wants and needs 21

CartwrlghtfJordan-Jarrett SPED 6402 Spring. 2010

C. Goal is to combine durability, utility and beauty

II. Modern Architecture

A. Collaboration of different professionals

1. Architect

2. Builder/contractor

3. Interior designer

4. Landscaper B. Client specific

1. Reflects the client's special needs

2. Reflects the clients personal tastes and preferences

III. Technology

A. Microsoft Publisher

1. Users can create flyers

E. HOOK:

(DESCRIBE HOW YOU WILL GRAB STUDENTS' ATiENT10N.)

Students will enter the classroom listening to the song "Celebration" and a PowerPoint slide of balloons to congratulate them on the work they have done thus far in designing their rooms. To reinforce the message that you have to always keep the occupant(s) and their needs in mind; they will view the intra segment of "Design a house with Frank

Lloyd Wright" - Architect studio 3d; where they will learn to remember two things when building a house: (1) The needs of people, and (2) The particulars of place. Frank Lloyd Wright states "satisfy these needs and you're an architect". This will segue into an introduction of our guest builder, Brian Smith, of Taylor Custom Home Designs. http://www.architectstudi.o3d.org/AS3d/index.html

F. ·INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

• Students will enter the classroom and see a PowerPoint slide of a balloon and party favors while listening to the song "Celebration". They will be congratulated them on the work they have done thus far.

• Hook. activity - show them the intra segment of "Design a House with Frank Lloyd Wright" - Architect Studio 3d.

• Students will be asked if they have ever heard of the architect Frank Lloyd Wright. For those who have and have not, a brief overview will be given of his life and career. Emphasize will be given on how he was influenced by geometry, art and nature. Next they will be shown a picture of the "Fallingwaters" home as an example on Wright's greatest works.

http://www.architectstudio3d.org/AS3d/index.html

22

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

• Point to Ponder will be highlighted to reflect on throughout the day: The needs of the young and the elderly are the same.

• Students will be introduced to the President of Taylor Custom Homes, Mr. Brian Smith. Mr. Smith will do a presentation on the role of an architect and how an idea moves to a blueprint to a home. Additionally, Mr. Smith will view their designs and give feedback. (If he is not able to attend, we will Skype his presentation).

http://www.laylorcustomhomes.com/about.htm

• Students will: make a flyer advertising Universal Design. They will be provided a planning sheet to begin high:lighting the benefits for choosing universal design. (See handout)

• Students will be given a brief tutorial on how to make a one page flyer using Microsoft Publisher. (See handout) They will begin creating a one page flyer highlighting the benefits of universal design. The brochure or flyer will be given to future clients of Taylor Custom Homes to consider as an option.

http://www.brighthub.com/computing/windowsplatform/articles/22558.aspx

• Students will be shown a PowerPoint presentation showing them examples of Universal Design products being used in a home.

• Working in pairs, the students will continue to make the changes they identified on Tuesday that are needed for the floor plan(s) to conform to universal design and ADA suggested guidelines. Teachers wlll be available to help with technical hang-ups.

·Students will return to their Glogster Posters and update based on their reflections and point to ponder for the day .

• Point to ponder for Glogster reflection: The needs of the young and the elderly are the same.

23

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Student1

Nickname: sygrSvf http://sygr5vf.edu.glogster.com/dashboard/

Student2

Nickname: stpgcjw http://stpgcjw.edu.glogster.com/dashboard/

Student3

Nickname: s5rtfap http://s5rtfap.edu.glogster.com/dashboard/

Student4

Nickname: szqevvb http://szgevvb.edu.glogster.com/dashboard/

Password: Glogster

Conclusion discussion: What was their "aha" moment during Mr. Smith's presentation?

Hook Slide:

Slide 1

24

Cartwright/Jordan- Jarrett SPED 6402 Spring 2010

SUde 1

Slide 2

Slide 3

InlIISi11 1I1.'~.lle~

What do you notice?

25

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Slide 4

Slide 5

Slide 6

-'~ '"

• ·1

~ ... -, ~:~ ~

_-

)

"'i~:l'i\;iIU:tig~. ~~<-",-., .

26

Cartwriqht/Jordan-Jerrett SPED 6402 Spring 2010

Slide 7

Slide 8

Slide 9

27

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010 Slide 10

Slide 11

Slide 12

28

CartwrightjJordan-Jarrett SPED 6402 Spring 2010 Slide 13

29

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

How to Create a Flyer using Microsoft Publisher

Difficulty: Moderate Instructions

1. Step 1

Select one of the design templates. Click "File" and then "New" to open the Catalog Window, Ctick the "Flyers" option on the Wizards menu. Select the desired flyer style from the options and then click "Start Wizard." Click "Finish" at the bottom of the Wizards menu, Click "Golor Scheme" on the Flyer Wizard menu to change the color scheme.

2. Step.2

Create your own flyer design. On the main menu, click "File" and then "New." Select the "Blank Publications" tab from the Design Catalog Window. Enter text and insert images using the instructions in the steps below.

3. Step 3

Enter and edit text. Place the mouse inside the desired text box and click once. Type the text or cut and paste from a Word document. Format the font style, size and appearance by using the main menu at the top of the screen. Place the mouse over the border unti:1 the word "Resize" appears to change the size of a text box. Click and drag Ihe border to the desired size. Create an additional text box by clicking. the text frame tool (capitalized "A") on the menu on the left side of the screen. Place the mouse in the desired location, then dick and drag to create the desired box size.

4. Step4

Insert images. Go to the main menu. Click "lnsert'' and then "Picture." Se.lect your choice of clip art or a photo stored on your computer. Resize the image by placing the mouse on one of the corner boxes until the mouse says "Resize." Click and dra.g the mouse diagonally towards the center of the photo until the photo reaches the desired size.

5. Step 5

Edit the flyer layout as needed, Move a text box or image by placing the mouse over the item until the word "Move" appears. Click and hold down the mouse and drag to the desired location. Delete a text box by placinq the mouse inside the box and clicking once. On the main menu click "Edit" and then "Delete Object."

6. Slep 6

30

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Finalize the flyer. Proofread and spell check. Print a test document on plain white paper and do a final proofread. Send the flyer by email or post on a website. Convert the document to PDF format using Adobe software to allow people who don't have Publisher to open tile flyer.

How to Create a Flyer using Microsoft Word (2007)

, - --

.. :...!~:ll!:~!I!:iI.~U·'S~:-.:~·:;::· ~ I

- ....... m·

Dran Flyer

Flyers are very useful: and low cost advertising tools. Here are some tips on how to make an eye catching flyer in Microsoft Word 2007.

Difficulty: Easy

Instructions

Things You'll Need:

Computer

• Microsoft Word

• Paper & Pencil

• Printer

1. Step 1

Begin by designing and planning your new project on a sheet of paper. Write down what is being advertised. Think of a creative title for your flyer and add the advantages of building a home using Universal Design. Think of topic related images and layouts for the flyer.

2. Step 2

Open a new document in Microsoft Word and save your new project with an appropriate title heading. Creating a file document and folder will help you find your project easier.

3. Step 3

31

Cattwright/Jordan-Jarrett SPED 6402 Spring 2010

Type the topic data from your paper layout into the new Microsoft Word document. Enter the title on the top followed by other related information. Changes such as font size, justification and styles could be done from the home menu tab in Microsoft Word 2007.

4. Step 4

Borders and backgrounds will enhance the look of your flyer. Go to the Page layout tab, click on page borders and select your border. You could choose your style, color, font size, coverage area or select from the different art patterns. To add a backglfOund color, go to page layout, select page color and fill effects ..

5. Step 5

Add any clip art, shapes or images that are related to the flyer topic from the insert menu tab.

6. Step 6

To add a row of contact numbers to the flyer, insert a table at the bottom of the page document. Select table from the insert menu tab and add! the text. Adjustments to the table border could be made by right clicking and selecting table properties. Change the direction of the text by right clicking within the table and selecting text direction. You could then cut the table line perforations to make it easier for pulling contact information.

7. Slep 7

Finailly, select print preview and save the updated changes to the final version of your new flyer.

32

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Planning Sheet for Flyer

Title (Banner Headline}

Pitfalls of Traditional Design:

Benefits of Universal Design:

Examples of Universal Design: (Pictures)

33

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Flyer Rubric
.-- - -I
CATEGORY Professional Apprentice Novice
Attractiveness & The flyer has The flyer has The flyer has
Organization exceptionally attractive well-organized
attractive formatting and information.
(Organization) 'forrnattlnq and well-organized
well-organized information.
information.
,
Content· Accuracy The flyer has all The flyer has aU The flyer has
of the required of the required most of the
(Ideas) information (see information (see required
planning sheet) checklist). information (see
and some planning sheet).
additional
information
r
'Writing .• All of the writing Most of the Some of the
Mechanics is done in writing is done writing is done
complete in complete in complete
(Conventions) sentences. sentences. Most sentences.
Ca pital izati on of the Some of the
and punctuation capitalization capitalization
are correct and punctuation and punctuation
throughout the are correct are correct
flyer. throughout the throughout the
flyer. flyer.
r r-r-:
Graphics/Pictures The graphics go The graphics go The graphics go
well with the text well with the well with the
and there is a text, but there text, but there
good mix of text are so many are too few.
and graphics. that they distract
from the text.
f'sources There are many There are some There are a few
citations from a citations from a citations
variety of variety of accurately listed
sources sources on the brochure.
accurately listed accurately listed
on the brochure. on the brochure. 34

Cartwright/Jordan-Jarrett SPED 6402 Spring 2.010

"IF YOU BUILD IT, THEY WILL COME" CARTWRIGHT AND JORDAN-JARRETT THURSDAY: CREATE, ADVERTISE AND EVALUATE!

I. DEFlN.E THE CONTENT

LESSON OBJECTIVE: Students will: complete two rooms incorporating the ideas of universal design using Google Sketchup. Students will finish their brochure or one page flyer highlighting the benefits of universal design. Students will write a brief cover letter to Mr. Brian Smith. Students wH'1 discuss and evaluate how the perceptions of the physically disabled and the non-physically disabled affect their perceptions of each other.

II.PREPLANNING: BEGIN WITH THE EN.D IN MIND
A. WHAT IS WORTH
kNOWING? It is important for the students to know that there are practical
(THINK ABOUT THE solutions for ensuring that physically disabled individuals live
CONTENT YOU HAVE comfortably in their homes. It is also important for them to know
SEL:ECTED.WHAT .15
IMPORTANT iFOR that they have the power to effectuate change through
STUDENTS TO :KNOW?J knowledge and technology.
B. WHAT IS l!I4PORTANT
FOR STUDENTS TO KNOW Asa result of this lesson students will be able to converse
AND DC? knowledgeably with an expert. about the importance of universal
(DEFINE WHAT design. Additionally, students will be able to write a business
STUDENTS SHOULD BE letter to. introduce themselves and express their
ABLE TO DO AS A RESULT
OF YOU.R LESSON.) ideas/suggestions.
C. WHAT ARE THE; Students will understand that preconceived ideas and
ENDURING perceptions can affect these who. are physically disabled and
I UNDERSTANDINGS THAT Ihose who are not physically disabled,
I STliJDENTS SMOUILD TAKE
AW.AY FROM THE
, L!ESSON? (!DEnNE THIE Students will understand the importance of a home being
BIG IDEAS.) accessible to all individuals; disabled and non-disabled, III. Planning
What additional federal regulations are needed to ensure equity I
B. ESSENTIAL between disabled and non-disabled individuals?
QU.ESl"IONS: How are the perceptions between disabled and non-disabled I
(ONE OVERARCHING individuals affecting the interactions between the two groups?
AND ON'E OR !MORE What are some common misconceptions disabled individuals
TOPI'CA.L) have about non-disabled individuals?
Students will complete their room and house designs.
C. ASSESSM'E'NT: Students will prepare their designs for the parent share.
(PERFORMANCE TASK) Students will complete their brochure or flyer. Students will
display their flyers for the parent share .. Students will write a 35

Cartwrig.htfJordan-Jarrett SPED 6402 Spring 2010

brief letter to Mr. Brian Smith, President of Taylor Custom Homes, to be entailed with their flyers attached.

D. CONTENT:

(OUTUNE THE CONTENT YOU WILL TEACH)

E. HOOK:

! (DESCRIBE HOW YOU

, WIll GRAB STUDENTS' ATTENnON.)

F. INSTRucnON: (T,ELL, STEP-BY-STEP, WHAT YOU WILL DO.)

I. Universal Design Products

A. Examples

1. Portable cabinets

2. Portable countertops

3. Portable microwaves

4. Portable appliances

5. Portable workspace

II. Five Parts of a Business Letter

A. Heading

B. Inside Address

C. Salutation

D. Body

E. Closing

III. Impact of Perceptions on the Physically Disabled

A. DISability or SUPERability

B. Impact on the Disabled

C. Impact on the Non-Disabled

Students will enter the classroom and a continuous PowerPoint will be running questioning if they are "In the box or out?" The students will see "cut of the box" examples of wheelchair designs. Students will be led in a brief discussion about the wheelchairs and asked if they saw someone in the wheelchairs depicted would they think they were disabled or that the individual had designed a "cool" chair. Are these examples of universal design? Why or why not?

Point to Ponder will be highlighted to reflect on throughout the day: Universal Design meets the needs of all individuals.

• Students will view a universal design product website.

They will observe how a pre-existing kitchen can be converted to a kitchen utilizing the principles of universal

design.. I

http://universal-design-woducts.comL

• Working in pairs, the students will continue to make the final changes that are needed for the floor plan(s) to conform to universal design and ADA suggested guidelines. Final touches on all projects will be completed to prepare for the parent share. Teachers wi.11 be

36

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

available to help with techni.cal hang-ups,

• Students will complete their one page flyer using Microsoft Publisher highHghting the benefits of universal d.esign. The flyer willi be given to future clients of Taylor Custom Homes to consider as an option. Teachers will be available for technical hang-ups.

• Students will be given a brief overview of the 5 parts of a letter. http://teacher,scholastic,com/lessonplans/Format.pdf

• Students will be given a brief tutorial on how to use MS Word using the Smart Board, Students will be instructed to use Arial - font size 12.

• Students will write a short business letter using MS Word to Mr. Brian Smith, President: Taylor Custom Homes; thanking him for his visit and describing their attached flyer to be distributed to future clients, Teachers will be available to assist.

• Students will prepare for the parent share. They will show their parents the rooms they designed; the Glogster poster; the cover letter and flyer that will be mailed to Mr, Brian Smith, President of Taylor Custom Homes,

·Students will return to their Glogster Posters and update based on their reflections and point to ponder for the day,

• Point to ponder for Glogster reflection: Universal Design meets the needs of al,1 individuals.

Conclusion discussion: Students will be led in a discussion about how their perspectives have changed over the week in how they view people with physical disabilities, Students will discuss and answer the following questions:

(1) DISability or SUPERability?

(2) How do the perceptions of the physically disabled by their non-disabled peers affect their lives?

37

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

(3) How do the perceptions of the non-physically disabled by their disabled peers affect their lives?

Student1

Nickname: sygr5vf http://sygr5vf.edu.glogster.com/dashboard/

Student2

Nickname: stpgcjw http://stpgcjw.edu.glogster.com/dashboard/

Student3

Nickname: s5rtfap http://s5rtfap.edu.glogster.comfdashboard/

Student4

Nickname: szqewb http://szgevvb.edu.glogster.comJdashboard/

Password: Glogster

38

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010

Slide 2

Slide 3

Patio Bound!

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Nascar Here We Game!

Cartwright/Jordan-Jarrett SPED 6402 Spring 2010 SIide4

Slide 5

Slide 6

Power Wheelchair

All Terrain VVheels!

Big Fool Wheelchair by Wai Lim

40

Residential Building for Accessibility

The 2006 American Community Survey conducted by the American Census Bureau

revealed that approximately one-sixth of the American population (26 million citizens) had a type of

physical disability "that substantially limits one or more basic activities such as walking, climbing

stairs, reaching, lifting or carrying." This is a strong indicator that there is a need for homes to be

built that are either immediately accessible for a handicapped individual or adaptable to the future

needs of the occupant. Builders and designers are increasingly responding to that need.

While there is still a desire for large, multistory homes for some buyers, this seems to be

waning as the 2009 third quarter survey of the American Institute of Architects (AlA) stated that

smaller, single story homes are becoming more popular. The AlA attribute this to lower construction

and maintenance costs, as well as "the growing trend toward accessibility" (2009). Earlier the same

year, AlA reported that buyers have a greater interest in open space layouts as well. This has been

attributed to the aging population considering ease of moving about the home and the desire for

flexible, bright, and functional space as opposed to hallways. Additionally, 49 percent of architects

surveyed reported an increase of interest in entrance ramps or on-grade entrances. A 2007 AlA

Home Trend Design Survey also revealed a stronger desire for accessibility with architects reporting

an increase from 66 to 74 percent in activity for that home feature. The survey also reflected an

increase of more than ten percent in interest in doorless and curbless showers with hand-held

fixtures. This has lead home builders to look for ways to meet the needs of clients in the most

functional, yet unobtrusive way possible.

Many individuals have preconceived misconceptions about what a person with a disability

can or cannot do. In a study done by Fichten and Amsel in 1986, 21 traits were found to be

attributed to disabled students by their non-disabled peers; mostly negative. They referred to their

disabled peers as unsodable, insecure, helpless, different, incompetent, undemanding, and inferior to

themselves. Additionally, non-disabled peers think their accomplishments are mostly attributable to

effort and luck instead of ability. These negative attitudes of peers have a tremendous impact on the opportunities given to an individual with a handicap. These perceptions affect their educational, social, community and work environment (Lucas, 1999). For the physically handicapped, the ability to live independently can be hampered by the design of their home.

Accessible entrances, grab bars, room to maneuver in the bathroom, and turning areas of at least 60 square inches in every room are some of the suggested guidelines for accessible living given by the Americans with Disabilities Act. Unlike public building such, as hospitals, government buildings and even public accommodations such as hotels, private residences are not required to meet ADA accessibility standards. Homes that are consi.dered accessible often have obvious features for the disabled and some residents and designers view that as a disadvantage because it visually marks the resident as being handicapped. To solve this problem, designers have recently begun trying to meld accessible functionality with aesthetically pleasing design. This "Universal Design" helps remove the clinical feeling that "classic" accessible features can lend to a home .

. As the "Baby boomers" began entering retirement (Felix, 2008), the idea of adaptable housing entered the market. More homes are being built or remodeled to meet the current and future needs of the occupants The Census Bureau has predicted that by the year 2030, the population over 65 will double to 72 million (Cozier, 2009). The AARP survey conducted in 2000 revealed many individuals over 45 have physical difficulties as a result of age related conditions like arthritis, joint replacements and back problems; all of which make mobility difficult. Architects and builders are responding by creating adaptable housing. Adaptable housing refers to structurally preparing a dwelling to be accessible: but more visible signs of accessibility for the physically disabled are not present. For example,an adaptable house would already have invisible modifications like low thresholds and wide doorways. It would also have reinforced walls ready to accept gJab bars and hand rails when needed.

Even higher on the scale of "invisible accessibility" is the concept of Universal Design (UD).

As stated by the Center for Universal Design at North Carolina State University, UD revolves around designing items and homes that can be used equally by disabled and non-disabled individuals (2006). Universal design strives to take away the clinical appearance that can accompany accessible design and create a more neutral appearance; thus reducing some of the social stigma associated with physical disabilities.

The concept of Universal design begins with the path to the front door of a home. A traditional ramp to the door can label the occupant as vulnerable and make him or her easy target for crime (Young, 2006). In order to meet the accessibility needs of the physically disabled, while still creating an aesthetically pleasing landscape free of such obvious accommodations, an earthen berm can be used in combination with a retaining wall. The berm creates a safe, gentle slope that is easy for a person with mobility issues to navigate and blends in with the surrounding landscape. Ideally. the entryway would be a covered space with a minimum of 5' by 5' in order to afford adequate room for maneuvering. As part of the universal design concept, both features provide protection from the elements and are convenient regardless of the ability level of the individual. The doorway itself should have a low threshold of less than one half of an inch and the door should have peep holes at two heights (42' and 60' above the floor). This gives the person of average height the ability to view out the door safely, but also allows wheelchair bound individuals and children the ability to see people and objects outside as well.

Inside the home there are general recommendations such as short hallways that are a minimum of 42 inches wide for maneuverability, and door openings of at least 32 inches. Doors should be either pocket doors with a loop handle or a. swing away door with a lever handle. Furniture should be arranged in an open plan that allows room for traffic and maneuvering in a wheelchair, and floor coverings should be a dense low pile carpet or a flat, durable and nonskid surface that can be easily maintained. There should be a bathroom and living space on the first accessible floor for those with mobility issues. Electrical outlets are recommended to be at a minimum of 18 inches from the

floor and the light switches should be at a maximum of 44 inches from the floor. Windows should have a maximum sill height of 36 inches from the floor and be large enough to allow a person to escape in an emergency. Again, all of these features are equally convenient regardless of a person's ability level and do not create a clinical look in the home.

Two rooms that present a lot of safety issues in the home are the bathroom and kitchen.

There are many accommodations recommended by the Center for Universal Design for these active spaces that ultimately benefit all occupants of the home. Both rooms can be made more accessible by having counter tops and sinks at least 32 inches from the floor. This would permit a knee space below the cabinet to be 29 inches minimum from the floor and allow a person in a wheelchair to completely roll up to the counter to work in a more safe and comfortable posture. The spaces can be concealed with cabinet doors that swing out of the way when the space is in use, and when closed they blend in with the other cabinet storage spaces. If the space is not required for a wheelchair bound occupant, the space can still be utilized for storage for items such as recycling bins or other removable storage. Care must be taken to cover pipes under sinks to prevent injury from sharp edges or hot pipes in these spaces. Fixtures for plumbing and appliances should be offset from the center or placed in the front to allow the user to easily reach them; thus reducing the potential danger of falling or a burn injury. There must be plenty of room for a wheelchair to maneuver and turn around; including at least one 5' by 5' space.

The bathroom should have a curb less trench shower with seating, and reinforced walls with grab bars, or a bathtub with integral seating and a clear approach. The grab bars can also be used as towel racks provided they are of a sturdy design meant to bear a person's weight. The toilet should be placed a minimum of 18 inches from the wall, sink or tub and be convenient to grab bars and the maneuvering space to allow for safe transfers.

In the kitchen stove tops should have staggered burners to reduce the chance of a .burning accident; and it is recommended that the refrigerator be a side by side model for ease of use. A knee space beside the oven is suggested or newer models with retractable doors to safely slide the hot