Assistive Technology and Universal Design

When I was in high school I worked with a special education program through the local park district. It was an experience that has influenced my entire life as an educator. I worked in the sports program, specifically swimming and softball. The kids ranged in age from 5 to 15, and had a variety of either physically or developmental challenges. My group of friends worked to get a fully accessible playground in our town. Our initial presentation to the village board was not well received. We were told that, “Those kids don’t use our parks.” Our second presentation included 100 parents with the children that would use the park, and was better received. At the time, the park was state of the art. Now the park is very similar to any park renovation, with a universal design that children of all abilities can use.
As an educator, I have encountered a variety of assistive technology. Text books have been enlarged, digital textbooks incorporated, and the voice recognition software that Kim displayed last week was a great example of this adaptation. I think that some assistive technology can be modified for all students. Students are finding digital versions of their textbooks easier to use at home. The online modifications also includes and audio component where mathematical examples are explained verbally, in both English and Spanish. These adaptations work well for every student, but were rooted in assistive technology.
Our school had three major expansion programs and it was interesting to see where universal design was implemented and where it was missing. Our field house and theater had very little universal design. Each had handicap accessible entrances, but this is where the universal design stops. Neither area has seating that would be useful for students with physical challenges. Our theater has a dressing room and stage area that is not wheelchair accessible. Our pool has a much better level design and access. There is a zero depth access, a bulk head that can be adjusted in the pool and a chair that help raise and lower students into the pool. These changes in design can also be seen in the frequency of use. Our special needs students use the pool three times a week, while rarely enter the theater and field house.
Students have the right to have an equal opportunity. Assistive technology helps on an individual basis. Universal design has a wider reach for its benefits and will always exist in a project.