Targeting Accessibility as the Targeting Accessibility as the Contributing Factor for Positive Contributing Factor for Positive

School Outcomes Among School Outcomes Among Students with Cognitive Students with Cognitive

DisabilitiesDisabilities

Julie A. Armentrout, Ph.D.Julie A. Armentrout, Ph.D.Donna M. Kelsch, Ed.D.Donna M. Kelsch, Ed.D.College of Education College of Education

University of Colorado at Colorado SpringsUniversity of Colorado at Colorado Springs

First Annual Coleman Institute for Cognitive First Annual Coleman Institute for Cognitive Disabilities WorkshopDisabilities Workshop

October, 2001October, 2001

IntroductionIntroduction One of the bedrock principles of special One of the bedrock principles of special

education is that all students with disabilities education is that all students with disabilities have the right to have the right to equally accessequally access a free, a free, appropriate education. With the passage of the appropriate education. With the passage of the Individuals with Disabilities Act (IDEA) Individuals with Disabilities Act (IDEA) Amendments of 1997, the standards-based Amendments of 1997, the standards-based reform movement has irrevocably changed the reform movement has irrevocably changed the definition of the term “accessibility” of general definition of the term “accessibility” of general education as it pertains to students with education as it pertains to students with significant cognitive disabilities.significant cognitive disabilities.

An expert panel, under the direction of the An expert panel, under the direction of the U.S. Department of Education, Office of U.S. Department of Education, Office of Special Education (OSEP), has identified Special Education (OSEP), has identified access toaccess to, , participationparticipation, and , and progressprogress in in the general education curriculum as a way the general education curriculum as a way to bridge the gaps that separate current to bridge the gaps that separate current practice from what is needed to achieve practice from what is needed to achieve better results for children and youth with better results for children and youth with significant cognitive disabilities significant cognitive disabilities (OSEP Expert (OSEP Expert Panel, 2001).Panel, 2001).

Our Philosophy – A Universal Our Philosophy – A Universal Design Approach to AccessibilityDesign Approach to Accessibility► Our current and prospective research Our current and prospective research

endeavors seek to respond to OSEP’s call for endeavors seek to respond to OSEP’s call for targeting accessibility as the contributing targeting accessibility as the contributing factor for positive school outcomes among factor for positive school outcomes among students with cognitive disabilities. We have students with cognitive disabilities. We have defined “access” in terms of the defined “access” in terms of the Universal Universal DesignDesign concept; that is, the design and concept; that is, the design and implementation of innovative and traditional implementation of innovative and traditional curricular materials which are curricular materials which are USER-USER-CENTEREDCENTERED, , EASILY ADAPTABLEEASILY ADAPTABLE, and based on , and based on EQUITABLE UTILIZATIONEQUITABLE UTILIZATION across across ALLALL users.users.

► Our goal is to translate our research into Our goal is to translate our research into practice, in terms of how improvements in practice, in terms of how improvements in

assistive technologyassistive technology, , professional professional

developmentdevelopment, and , and standards-based curriculastandards-based curricula can promote successful school, vocational, can promote successful school, vocational, and personal-social experiences across the and personal-social experiences across the

lifespan for individuals with significant lifespan for individuals with significant cognitive disabilities.cognitive disabilities.

The Focus of Our ResearchThe Focus of Our Research Our Beliefs, Goals, and Methodology

Our Four BeliefsOur Four Beliefs First, we believe that ensuring the First, we believe that ensuring the

implementation of easily adaptable implementation of easily adaptable environments requires a environments requires a Systems-Based Perspective. Partnerships with local, district, Partnerships with local, district, and state and state school personnel personnel; ; family members members of students with significant cognitive disabilities; of students with significant cognitive disabilities; students with and without disabilities; and the with and without disabilities; and the general general community is is criticalcritical to ensuring to ensuring adaptable environments and accessibility.adaptable environments and accessibility.

Second, we believe that the success of our research will Second, we believe that the success of our research will

depend upon a “joining of efforts” with specialists across depend upon a “joining of efforts” with specialists across

multiple disciplines (e.g., Engineering, Communication, multiple disciplines (e.g., Engineering, Communication,

Psychology, General Teacher Education, Business, Psychology, General Teacher Education, Business,

Marketing) within the four University of Colorado Marketing) within the four University of Colorado

campuses campuses ANDAND state- and nation-wide government state- and nation-wide government

agencies, assistive technology specialists, and human agencies, assistive technology specialists, and human

service providers. service providers.

Third, we believe that while Universal Design is Third, we believe that while Universal Design is

predominately based on accessible technological design, predominately based on accessible technological design,

it is applicable to the entire range of educational services it is applicable to the entire range of educational services

offered to all children, youth, and adults. We will extend offered to all children, youth, and adults. We will extend

the Universal Design principles beyond accessible the Universal Design principles beyond accessible

technological components to promote technological components to promote Academic, ,

Vocational, and , and Personal-Social development of development of

school-age children, their family, and school personnel. school-age children, their family, and school personnel.

Student

Family School

Finally, we believe that Universal Design isFinally, we believe that Universal Design is

a a MINDSETMINDSET….….an an ATTITUDEATTITUDE….….

a a BELIEF SYSTEMBELIEF SYSTEM..

Universal Design should be the ultimate, motivating force behind supporting ALL children and youth, especially

those with significant cognitive disabilities.

Our Goal…..Our Goal…..• We look forward to the opportunity to We look forward to the opportunity to

share our work with parents, share our work with parents, professionals, and, most especially, professionals, and, most especially, students across the state of Colorado students across the state of Colorado and, ultimately, nationwide. Through and, ultimately, nationwide. Through a mutual exchange of experiences, a mutual exchange of experiences, knowledge, and skills, we can better knowledge, and skills, we can better promote the quality of life among promote the quality of life among children, youth, and adults with children, youth, and adults with significant cognitive disabilities.significant cognitive disabilities.

Our Research Methodology Six Guiding Principles…..

We propose 6 methodological strategies to accomplish our goal of

meeting the needs of children with significant cognitive disabilities,

their family, and school personnel. The foundation of each of these 6

principles is based on the Universal Design philosophy (Center for

Universal Design, 2001). We have adopted these principles and have

provided our interpretation of each principle’s application in serving

children, families, and school personnel. Our primary emphasis is

placed on children and youth with significant cognitive disabilities –

although we believe that each principle is applicable to ALL children.

Principle of Equitable Principle of Equitable UseUse

Ensuring that the classroom and school Ensuring that the classroom and school environments are usable for all students, environments are usable for all students, families, and school personnel, while families, and school personnel, while recognizing each person’s uniqueness recognizing each person’s uniqueness and individuality (e.g., show the use of and individuality (e.g., show the use of technology in the classroom as a means technology in the classroom as a means to facilitate successful, shared activities to facilitate successful, shared activities between general and special education between general and special education students in inclusive K-12 classrooms). students in inclusive K-12 classrooms).

Principle of Flexibility in Principle of Flexibility in UseUse

Providing accommodations that Providing accommodations that recognize diverse skills, abilities, recognize diverse skills, abilities, experiences, and preferences (e.g., experiences, and preferences (e.g., utilizing technology that provides the utilizing technology that provides the teacher with easily adaptable materials teacher with easily adaptable materials in order to deliver differentiated in order to deliver differentiated instruction and a “goodness of fit” instruction and a “goodness of fit” between a student’s current needs and between a student’s current needs and future expectation of progress).future expectation of progress).

Principle of Simple and Principle of Simple and IntuitiveIntuitive

Arranging information in an Arranging information in an understandable format which understandable format which accentuates skills, abilities, experiences, accentuates skills, abilities, experiences, and preferences (e.g., using technology and preferences (e.g., using technology that allows for feasible adaptation of the that allows for feasible adaptation of the Colorado state standards and the Colorado state standards and the Colorado State Assessment Program Colorado State Assessment Program [CSAP and CSAP-A]). [CSAP and CSAP-A]).

Principle of Perceptible Principle of Perceptible InformationInformation

Communicating information in a manner Communicating information in a manner that is consistent with current skills, that is consistent with current skills, abilities, experiences, and preferences abilities, experiences, and preferences while, simultaneously, promoting growth while, simultaneously, promoting growth in each of these areas (e.g., fully in each of these areas (e.g., fully engaging a student in academic and engaging a student in academic and social experiences by utilizing their mode social experiences by utilizing their mode of communication and sensory needs).of communication and sensory needs).

Principle of Tolerance of Principle of Tolerance of ErrorError

Creating opportunities for success in Creating opportunities for success in academic, vocational, and personal-academic, vocational, and personal-social domains while recognizing that re-social domains while recognizing that re-learning and additional opportunities will learning and additional opportunities will be needed for skill acquisition (e.g., be needed for skill acquisition (e.g., implementing prompting hierarchies and implementing prompting hierarchies and time delay procedures as a way to time delay procedures as a way to gently, yet effectively, shape gently, yet effectively, shape performance).performance).

Principle of Low Physical Principle of Low Physical EffortEffort

Providing an environment that is Providing an environment that is comfortable and conducive to exploring comfortable and conducive to exploring new skills, abilities, experiences, and new skills, abilities, experiences, and preferences with minimal psychological preferences with minimal psychological risk (e.g., maintaining proper positioning risk (e.g., maintaining proper positioning for students with low physical control; for students with low physical control; providing proper placement of materials providing proper placement of materials that encourage easy access for that encourage easy access for students).students).

REFERENCES

Center for Universal Design (2001, June). Principles of universal design. Retrieved August 20, 2001, from http://www.design.ncsu.edu/cud/ Office of Special Education Programs (2001, April). Record of the expert strategy panel on students with disabilities’ access to, participation in, and progress in the general education curriculum. Paper presented at the meeting of the IDEA Part D National Program Planning Process, Washington, DC.

ADDITIONAL RESOURCES

Ability Hub http://www.abilityhub.com Center for Applied Special Technology http://www.cast.orgAdaptive Environments http://www.adaptenv.org Assistive Technology Project http://www.ici.umb.edu/ATTrace Center http://www.trace.wisc.edu

Berkowitz, M., & Greene, C. (1989). Disability expenditures. American Rehabilitation, 15(1), 7-29.

Educational Resources Information Center (1998). What is universal design for curriculum access? ERIC/OSEP topical brief. Flippo, K, Inge, K., & Barcus, J. (1995). Assistive technology: A resource for school, work, and community. Paul H. Brookes Publishers: Baltimore, MD.

McLeister, D. (1999). An open door for universal design. Professional Builder, March, 12-18.

Musslewhite, K. & King-DeBaum, P. (1997). Emergent literacy success: Merging technology and whole language for student with disabilities. Paul H. Brookes Publishers: Baltimore, MD.

Vanderheiden, G. C. (1988). Considerations in the design of computers and operating systems to increase their accessibility to persons with disabilities. Trace R & D Center: Madison, WI.

Vanderheiden, G. C. (1990). Thirty-something million: should they be exceptions? Human Factors, 32(4), 383-396.

We Welcome Your Feedback!

๙ We welcome your insights regarding our particular area of research

for helping students with significant cognitive disabilities.

๙ If you would like more information on this presentation, or if you

would like a copy of our detailed research agenda relative to each of

the six Universal Design principles, please contact us!

Contact Information…….Contact Information…….Julie A. Armentrout, Ph.D. Donna M. Kelsch, Ed.D.Assistant Professor Assistant ProfessorUniversity of Colorado at University of Colorado at

Colorado Springs Colorado SpringsCollege of Education College of EducationDepartment of Teacher Education, Department of Counseling and Special Education, and Curriculum Educational LeadershipColumbine Hall, Room 4053 Columbine Hall, Room 3019PO Box 7150, 1420 Austin Bluffs PKWY PO Box 7150, 1420 Austin Bluffs

PKWYColorado Springs, CO 80933-7150 Colorado Springs, CO 80933-7150(719) 262-4162 (voice) (719) 262-4133 (voice)(719) 262-4110 (fax) (719) 262-4110 (fax)jarmentr@mail.uccs.edu dkelsch@mail.uccs.edu