Great work finishing up the first week of tasks! This week, you'll do more work learning about the many areas where assistive technology can meet the needs of learners in formal and informal educational settings while applying what you learned during the first week. There's a good bit of reading/video viewing this week but that's just the nature of a condensed semester. You'll make it, I promise.
I don't give zeros for work (technically, anyway) It would be really unusual (and awfully cruel) to give someone a zero for a task that they've submitted, as that means that it was so poorly done, no credit can be given. My 17 year old son probably thinks I'm that cruel but I usually reserve any cruelty for family members in the form of taking away phones and driving privileges. If you have a zero for something you've submitted for our class - it just means I couldn't find it on your page or on whatever form, video tool, etc. where it should have been submitted. This happens to everyone at least once. So if you see a zero for a grade - and you've completed the assignment - don't panic. Just send me an email or text letting me know where it is and we'll get it fixed.
It would also be rare to give someone a zero for an assignment that was submitted. So if you have a 0 but you are certain you've completed it (and you can probably even see it on your website) you probably just forgot to publish your page and I'll note that in the task feedback in eLC. If you earn a 0 for work you have submitted- fix the error and then send me an email that it's been done.
A sort of short video about Unit 2 tasks - and also some random stuff about squirrels and paper straws? Also - I mention a task related to communication and I've decided to move that to Unit 3. So this Unit has 5 tasks - not 6 as mentioned in the video.
Grade value: 5% of total grade Time Estimate - 1-2 hours
You read a good bit and thought/wrote about the 3 principles of Universal Design for Learning when you were completing Unit 1. But do you know where the concept of UDL comes from? It comes from a concept in architecture called universal design.
Since this unit is about mobility and accessibility, it makes sense to spend some time thinking about universal design and how it can support people with disabilities. Some of the information included is general while other information is specific to K12 settings.
Before you learn more about universal design and its impact on mobility and accessibility, read a bit more about the Americans with Disabilities Act from the US Department of Justice: Civil Rights Division - specifically some information that relates to mobility and accessibility. Should you take notes? Maybe. It will likely help you complete the task for this assignment (it's at the bottom of this section) and it will definitely help you with Task 4 "Putting it all Together." I won't take up those notes but I highly recommend you keep track of what you're learning, especially since the information comes from so many different sources.
Read about apps that can support mobility from the Institute on Disability at Temple University. Here's the link . While you're there - it might be helpful for you to know that each state has an AT resource organization like this one. You can find Georgia's at Tools for Life. These organizations serve as a resource for residents of each of the 50 states - to learn more about assistive technology, to learn how to use various assistive technology tools, and to help direct residents to locate funding for assistive technology. While the state of Georgia's Tools for Life has good resources - if you're really wanting to learn more about AT - I'd recommend following Temple University's @techowlpa Instagram account. It's a low friction way to learn a bit more about AT every day, whenever you check Instagram.
3. Watch this short video: Space to Sign to see an example of Universal Design in architecture at Gallaudet University which supports Universal Design principles.
4. Here's a link to an article that gives more details about the information in the video. (Did you know that the Gallaudet University football team invented the huddle?!)
5. Want to read a short article that kind of pulls it all together? Try this one about universal design for physical spaces..
6. Think back through what you read at the start of this unit. How do the videos/articles about universal design, positioning and mobility, and Gallaudet University align with what you read? Now, think about what you see around the UGA campus and other places you frequent (especially if you're not on campus this semester). Is attention given to mobility and accessibility? Take a few days to capture (through picture or video) examples of universal design for mobility and accessibility that you see around campus (or wherever you spend large amounts of time).
What to submit for this task (choose one):
Option 1: On your Mobility and Accessibility webpage - Insert a 5-7 picture collage/slideshow of examples of universal design to support mobility and accessibility that you've seen (NOT pictures you've downloaded from Google images). You'll probably want to create this with Google Slides as it will be easier to add to your webpage. Write 2-3 paragraphs about how these pictures support what you learned from the readings and from the Gallaudet University video. This can be typed directly on your Mobility and Accessibility webpage. Don't forget to change the sharing settings on your slideshow so that anyone can view it.
Option 2: On your Mobility and Accessibility webpage - Insert a 1-2 minute video of examples of universal design to support mobility and accessibility that you've soon. Either narrate the video or write 2-3 paragraphs about how the video supports what you've learned from the readings and from the Gallaudet University video. This can be typed directly on your Mobility and Accessibility webpage.
Grade value: 3% of total grade Time Estimate - 45 minutes-1 hour
Note: There are a number of short news articles linked in this task. Please don't skip over them. The current events they discuss are relevant to each of us - regardless of our major. Reading these articles will help you with your task for this topic - finding an example of an accessibility-related current event (the task is explained in the last part of this section)
Plastic Straw Ban: How do certain decisions impact day-to-day accessibility for people with disabilities? You've probably seen things in the news about reducing and even banning the use of plastic straws because of the potential for marine pollution. "Skip a straw, save a turtle." Most of us could go the rest of our lives without needing a plastic straw and it wouldn't change our daily existence at all. But what does it mean to accessibility for all? Read this short article about the planned Starbucks ban on plastic straws. But what about straws made of alternative materials? Read this.
Scooter Rentals: Now read this article that mentions other small and large accessibility issues that many people might not have considered. We don't see these scooters around much anymore - but it's still a current topic in large cities.
Voting: Voting accessibility is a big story in the news as I finish writing up this unit. There have been issues reported all over the state of Georgia related to long lines, access to mail-in ballots, etc. But what about accessibility for people with disabilities? How did the long lines and reduced number of polling places impact people with disabilities and their ability to cast their ballots? How will new voter laws impact people with disabilities? You learned a good bit about the Americans with Disabilities Act already, but it's important to know what the ADA requirements are for voting sites. You can read more about them here. (Note that there are numerous examples of temporary, inexpensive changes that can be made to polling places to make them accessible for all).
Accessibility after the pandemic: Ok - so maybe it seems like sometimes making changes to structures, systems, and processes so that they are accessible for all can be expensive, inconvenient, and not a good fit for the majority of the population. But is that really the case? Read more about how changes that have been made since COVID-19 have actually improved accessibility in some situations for all of us - including people with disabilities. And make sure you really understand the Americans with Disabilities Act - you'll hear more about it in the news as schools and businesses continue to open back up.
Resources for mobility and accessibility: Each state has a resource for assistive technology as required by the Assistive Technology Act (you can read more about the AT Act of 1998 and its reauthorization in 2004 here) - most are housed at public universities in the state. Georgia's is housed at Georgia Tech and is called Tools for Life. Several of these programs have robust social media accounts that allow constituents to learn more about AT that is available. The one I follow (and learn the most from) is Pennsylvania's program housed at Temple University. You can follow them on instagram to learn a lot about accessibility tools: @techowlpa
Many times people believe that accessibility is just about convenience - but it's really about access, wellness, and civil rights. These readings, videos, and assignments aren't just designed to prepare you for tasks in our course - it's my hope that they'll help you to see the world from a broader perspective and to think about how decisions can impact all people - not just ourselves. You've done most of the work of this task by taking the time to read the links I've provided - the last thing you need to do for this task is to do some exploring on your own about everyday accessibility issues and current events. Think about what you've read so far in this task and in your textbook - what's an everyday accessibility challenge that is of special interest to you?
Look for a current event about this challenge - once you find something, add it to this form. You'll be asked to write a brief summary of what you find. For instance, you might find a news article about accessibility issues and voting that's a bit more up-to-date than the one you read about in this task. Or you might find a video news report related to an accessibility issue that wasn't mentioned in this task. **Remember the link and summary you submit because you'll refer to it in your Flip video in the last task.
Grade value: 5% of total grade Time Estimate - 45 minutes-1 hour
While universal design seems to focus on physical space - there's a second part of the definition of universal design that focuses on accessibility via electronic devices, websites, etc. You'd be amazed at the accessibility features available on your favorite device. In this task, you'll watch several (very) short videos that showcase a number of accessibility features of various Apple and Microsoft products. Then, you'll spend some time exploring the accessibility features of a device of your choosing.
Watch a few of these videos from Microsoft that demonstrate accessibility features for a number of technology tools. Then, take a few minutes to look around at the accessibility features that support vision, hearing, mobility, and cognitive needs on the Apple site (use the tabs across the top of the page to navigate to a topic that interests you. Don't move on to the next step yet - take a minute or two to watch this video about adaptive video game controllers. The video included to the right of this task is a longer version of a 2019 Super Bowl commercial that many of you may have seen titled "We All Win."
2. Find a tutorial about accessibility for your device and spend 30 minutes exploring the various features. Here are some suggested starting points - but it really depends on what device you're exploring: Android, iPhone, Mac OS, Windows , Chromebook, Apple Watch, Xbox, PS4 Apple also has a youtube playlist with short videos on accessibility on various devices. If you don't see what you need on this list, just search "Accessibility + whatever device/operating system you use" I'd suggest jotting down some notes, even taking a few screenshots. It will help you with the next part.
3. Open a new Google Doc, and write 4-5 paragraphs about your exploration - what you tried, what you learned, how it might be useful, etc. Insert this Google Doc onto the Mobility and Accessibility webpage. Please make sure to title the Google Doc: Accessibility Investigation
A quick reminder of how to embed that Google Doc onto your Mobility and Accessibility Page:
Before you leave your Google Doc, click on the blue Share button in the top right corner and make sure it says "anyone with the link can view" and click Done
Go to your Mobility and Accessibility page and click the Insert tab on the top right.
Scroll down the Insert menu and select Docs
Choose your Accessibility Investigation document
And then . . . nothing happens! Or, at least, it looks like nothing happened. Just hit that blue Publish button again. And then . . . nothing happens! But I promise your document is there - click that eyeball icon to the left of the Publish button. Look! It's a Google miracle. (But if miracles aren't happening on your screen - let me know and I'll help you.)
Just remember, if you need to edit your document - you'll do that in Google Docs, NOT on your website.
Don't forget to click the PUBLISH button!
Grade value: 6% of total grade Time Estimate - 1-2 hours
During the previous unit you read: Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker & B. McGraw (Eds.), International encyclopedia of education (pp. 48-56). Oxford: Elsevier. You'll continue to refer to this chapter as you complete this task.
Another resource that might help you with this next task (and with other tasks for our course) is the document about Person First language published by the Georgia Council on Developmental Disabilities which you read in Unit 1. Please reference this resource as you complete this task to ensure you are using appropriate language.
For your first "how it all fits together" task in Unit 1, you wrote about your understanding of UDL and how it applies to your own learning. Open that same Google Doc and begin a 2nd entry at the TOP of the document. Please label this entry as "2nd entry" ** Your course instructor is old and sometimes I needs prompts to help me know what I am looking at.
This time, you've learned more about how AT can support mobility and accessibility. I don't expect you to connect your understanding of UDL to both (you could - it would just be way longer than 3-4 paragraphs). Choose one: mobility or accessibility- and think about how one of the principles of UDL connects. For example, I might choose to write about mobility and how the UDL principle of providing multiple means of action and expression can be addressed through a better understanding of AT-supported mobility in a classroom. Or maybe I want to talk about how the resources I learned about in the readings can provide multiple means of representation through AT-supported accessibility for a student with low vision.
You'll probably want to read back over the UDL article from last time (that's why I linked it again for you) and then skim the notes you took for the topic that you've selected (mobility or accessibility) and then simply talk about the connections you see. You can refer to the videos you've watched for this unit, the accessibility investigation you completed, or the mobility tools you explored while exploring this unit's resources. I'm looking for 3-4 paragraphs (written at the college level) that demonstrate that you can identify connections between AT-supported learning and universal design for learning principles.
Once you've completed your writing, make sure to insert it on your Mobility and Accessibility page, and don't forget to hit the Publish button!
Grade value: 2% of total grade Time Estimate - 5-10 minutes
Go to our new Padlet and talk about the current event you found for Task 2. You can tell us why you chose that topic, how you found more information about it, and/or why it interests you. Just make sure we learn something new and how it relates to what you learned in Unit 2.
Take a few minutes to view your classmates' responses using the same link.
You're not required to read/view any of these resources but as I plan each unit, I run across related articles and resources that I think you might find interesting. So if you'd like to learn more about accessibility - here are a few additional resources:
Curb Free with Cory Lee - a travel blog written from a wheelchair user's (and West Georgia graduate!) perspective
Delta Airlines New Seat Design
Mercer Students Design a 3D Yearbook for Georgia Academy for the Blind Students
That's it for Unit 2! Please make sure to email, text, or call me if you have questions or concerns at any point in these tasks. Please remember that all tasks are due no later than the end of the day Monday, July 22nd. No need to email once you're finished. Unit 3 will be posted by Monday, July 22nd at 8 am.