Reflection on Universal Design

Universal Design seems to be the common thread in all of the special education classes that I am taking right now. I keep hearing in all of my classes that  both high and low technology are the factors that make UDL possible,  and I am excited to be actually learning these technologies. I find it empowering that knowing these technologies will help me enable my students with exceptionalities to access  the curriculum. 


When Discussing UDL, the point is sometimes made that UDL is only achievable in a classroom with great financial resources. I am interested in finding ways to implement the principles of UDL in classrooms that don't have the same budget for technology, and I hope we will learn online resources to access that will help me make my classroom accessible, both physically and intellectually,  to all of my students.


I think I have a much easier time envisioning ways to make my classroom physically accessible for students with limited mobility, or for students who learn through different modalities (i.e. kinesthetic) than I do for students with sensory deficits or intellectual disabilities, and am interested to learn how other teachers make their lessons accessible for these populations. 

An Everyday Object that Doesn't meet the Principles of Universal Design

I chose to take a picture of one of the library shelves in the Teachers College library as a representation of a space that does not offer full and inclusive access for all people. I believe that this bookshelf does not meet the standards of Universal Design because it serves as a potential  barrier for people who are visually impaired, people of short stature, people with limited use of arms or hands, or people with limited cognitive abilities. I believe that library bookshelves do not meet six of the seven principles of Universal Design. One, Bookshelves, and especially bookshelves within libraries which are organized in Dewey Decimal Systems, do not provide equitable use, as they cannot be used by people of different physical abilities. Two, they are not flexible in usage, as there are not multiple ways to access books other than grabbing them with your outstretched hands. Three, the  organizational system may not be simple or intuitive enough for people with diverse cognitive abilities who may want to access books. Four, the organizational system of the books does not have perceptible organization as the essential information of how to find books is not provided in multiple modes. Five,  there is quite a bit of physical effort needed by people to reach books on high shelves. Lastly, six, there is not a clear line of sight for people who are in wheelchairs or who are of short stature to books on higher shelves.

first post

• My name is Ariella Epel. I am from Denver, Colorado,and received my undergraduate degree from Colorado College. I moved to NYC last year for the masters program in Applied Behavior Analysis at Teachers College. After a year in that program, I transferred to the ID/Autism program because I thought that it would better prepare me for my future goals  working with individuals with intellectual disabilities and because the ID/Autism was more aligned with my teaching philosophies. I am very excited to learn in this class about technologies that I will be able to utilize with my students, especially communication technologies. 
• My background is in special education. I taught as a teacher assistant for four years at a middle school for boys with profound autism and self injurious behaviors, and for one year at a preschool for toddlers diagnosed with autism and global delays. I have also worked as a respite care giver for children with autism, Down Syndrome,  Williams Syndrome, and emotional disturbances. 
• I am very nervous with new technology, I like to  joke that I was a Luddite in a past life. I am a slow learner, and new technology does not come easily to me. I look forward to learning techniques and tricks that will enable me to learn more independently and teach myself, as I currently require a lot of help to learn new programs or equiptment. Last year, my classroom received an IPAD with ProloquoToGo, and I was utterly stumped by it. My students had to show me how to use it.  I think that I learn best through repetition and through steps being broken down into even smaller steps. I like to watch something be demonstrated, try it myself with guidance, and then try it myself independently. 
• I think my main reaction to Martinez's article about problem solving was relief stemming from the idea that errors are a natural part of learning, and that one should feel free to make errors. I appreciated his suggested heuristic strategies as a way of staving off the anxiety that arises from the  uncertainty  inherent in problem solving. I must admit, I am very anxious about this course. When it comes to technology, my problem-solving skills are very undeveloped, and I am worried about failure. I am relieved to know that this course rewards risk-taking, and will develop our independence in solving technological problems without punishing the mistakes that we make.