5/19/2021 Addressing Neurodiversity Through Universal Design

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Addressing Neurodiversity Through Universal

Design
 April 11, 2019  David Banes  Neurodiversity

By David Banes

Defining neurodiversity as individual difference

When we discuss neurodiversity we are recognizing that the way we all process
and perceive information, think, and learn can be different from person to person.
This diversity may be mild, or can be significant and we have learned that

traditional approaches to education and accommodations have not been
successful in recognizing that diversity. Technology has had a crucial role to play in
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supporting those across a continuum, but the setting within which that technology
is implemented is equally critical.

Accommodating individual difference through technology

Traditionally technology has been used to accommodate needs by addressing the

mechanics of perceiving, creating and organizing ideas. Some of the best known
examples include:

Text to speech – allowing text to spoken out by technology as an alternative

way to present information
Word Prediction – As we type, our technology predicts the word we are typing
and even the next word we want to type, making it easier to transfer thoughts
to text
Spell and grammar checkers – that apply rules of spelling and grammar to our
written work to help us correct any mistakes
Mind-mapping or graphic thought organizers – that help us to organize our
thoughts visually, rather than just as lists or script
Voice recognition – translates our speech into the written word, making it easier
to produce large amounts of text, especially when combined with other tools.

Increasingly these tools are incorporated into the technologies that we carry with us
for use at work, in the classroom or as part of our daily lives. These technologies
reflect an understanding that the ways in which we interact with information and
communicate are varied. They may change as a result of our setting (voice control
and hands free when driving) a need or disability (large text or high contrast in low
light) or as a result of the ways our minds process that information. Neurodiversity
is one of the reasons why universal design is valued and reflects the principle that
we are all different and one size does not fit all.

The framework for Universal Design for Learning (UDL) adopts these tools and
techniques and places them within a paradigm and setting based upon meeting
that diversity of needs through fluidity of access

Core principles of UDL

Universal Design for Learning is an approach to providing instruction aimed at

meeting the needs of all participants in a learning environment. It is based on three

primary principles of providing:

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multiple means of engagement,

action/expression and
representation.

These principles lay the foundation to approaches that address all learner’s needs.
It is vital in that it that seeks to accommodate not just those who are neurodiverse,
but anyone to help achieve their potential and aspirations.

The role of accessible technology within Universal Design involves the

implementation of digital tools that support these three main principles. Whilst
accessible and assistive technologies are not essential to a universally designed
classroom or environment, there is little doubt that those environments are more
responsive to difference and diversity than those which do not embrace the
opportunity that technology offers. Examples of the integration of technology into
environments have included the use of screen reader technologies for those with
visual impairments or literacy challenges or magnification/zoom features in
operating systems and smart phones.

How do we apply UD and UDL to Neurodiversity

Recognising that diversity is important, but in the Universal environment we

anticipate and plan for diversity offering a range of ways for people to interact with
the environment, with information and to communicate. It empowers people to
engage with these in their preferred manner, that allows them to demonstrate their
capability and potential in a form that is most effective. It doesn’t require teachers
or employers to accommodate needs on the basis of having identified a disability
but instead understands that a breadth of ways of interacting provides a the
greatest foundation to accommodate diversity.

There will always be those who have clearly identified needs, who will need
individual accommodations and technology solutions, tailored to that need and
designed to provide the greatest level of support. We need to ensure that those
needs are never ignored. But for many a fluidity of approach to three principles will
ensure that they can fully participate in the classroom, workplace or social setting.
Because those settings are truly inclusive, not only of variations in the ways we
think, but also because of other differences we can embrace – culture, language,
context age and capacity.


Actions and recommendations

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Rethinking our environments on a universal design basis is not simple. It takes time
and consideration and needs to be based upon a broader definition of inclusion.
Some things to consider would include

The setting focuses on both what is to be achieved and how.

We seek to find ways to engage with tasks and resources in a range of ways
that reflect diversity and choice. We don’t assume that we are dealing with
someone who we consider to be “typical”.
We present materials in a variety of ways. A meeting or discussion, a video
with captions, a written summary with action points.
We understand that these accommodations are for all.
We use tools that allow text to be made available in multiple formats, including
text-to-speech, Braille, digital text and large print.
We support our teams or learners to understand and choose how they want to
engage productively.
We set goals and targets that are owned by all.
The environment has a flexible setup, where space and noise can be controlled
and privacy respected. Rooms are configured different for different kinds of
work, quiet, individual, small and large groups.
There are multiple ways to complete a task.
There are many options to demonstrate what we know, and that those options
are helpful to the recipient as well as the producer.
Everyone gets continuous feedback on how they’re doing and are all
encouraged to reflect on achievements and the extent to which we achieved
our goals, personal and within teams. Such reflection is given time and space
to be undertaken in a setting that feels “safe”. This might involve peers rather
than those seen as being in authority.

Conclusion

Recognizing that creating classrooms, workspaces and social settings that can be
configured, reconfigured and used in many ways is at the heart of engaging with
universal design. Understanding that those that use those spaces to learn, work or
relax are all different helps us consider those that are neurodiverse, helping us
achieve greater access for all, to the benefit of all.

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David Banes
David Banes is Director of his company David Banes Access and Inclusion
Services having previously led assistive technology services in Europe and
the Middle East He now works across the globe building access infrastructure
from policy to practice, based upon a detailed model of the ecosystem that
supports implementation. Recent projects include the development of a
response to disruptive innovation in the access industry, identifying solutions to meeting the
needs of refugees with a disability, and building a business case for public investment in assistive
technology, whilst supporting entrepreneurs to bring products and services to market. He has a
special interest in emerging technologies and the impact upon the daily lives of people with a
disability. He is currently exploring issues around literacy and disability for students in low and
medium income countries. David supports those working in assistive technology through a series
of publications and resources, all under open license and free. These include the weekly Access
and Inclusion through technology and monthly Global Symbols newsletters, the recently launched
Three Minute thoughts on AT and “Voices” a magazine format dedicated to the thoughts and
opinions of disabled people and those that support them.

http://davebanesaccess.org/

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