Feb/110
Universal Design for Learning: An Office Application
The 1990s saw many developments to further the assimilation of those with disabilities into both classrooms and offices. While the Americans with Disabilities Act of 1990 barred employment discrimination based on disability, the Center for Applied Special Technology introduced the concept of Universal Design for Learning. Together, these two accomplishments make possible the employment and advancement of a range of individuals with a diverse range of abilities. While the ADA breaks down the workplace barriers faced by those with disabilities, UDL helps employers develop disability training programs with maximal effectiveness.
UDL Core Concepts
Specifically, UDL utilizes the following three core concepts to create a foundation for learning for those with disabilities:
1) Multiple means of representation: Gives the learner several ways to acquire the knowledge presented.
2) Multiple means of expression: Supplies the learner with alternatives to demonstrate what they have learned
3) Multiple means of engagement: Challenges teachers to gauge the learner’s interests, challenge them according to those interests, and motivate them to succeed.
UDL in the Workplace
Universal Design for Learning recognizes that each individual may have a unique way of assimilating and committing information to memory. This process is instrumental in creating knowledge, placing increased importance on the means in which information is presented to the learner. For workplaces rich in diversity, UDL fundamentals represent an effective way to present job related educational materials to individuals who may have drastically different learning abilities.
Disability education programs must be built to train employees with a range of mental and physical abilities. UDL can be applied to address this challenge in several ways. To illustrate, consider that an organization may create a training program for both visual and non-visual learners. In this example, non-visual learners represents both the visually impaired as well as those who have difficulty deducing information from illustrations. This organization can utilize the multiple means of representation to accommodate the learner differences by:
1) Creating texts and manuals that detail the information,
2) Creating texts and manuals written in brail for the visually impaired, or
3) Creating illustrations, Power Point presentations, flow charts, and other diagrams to communicate the very same information to those who prefer visual learning cues.
Implementing UDL concepts in developing training programs is a proactive way to implement Disability education programs in the workplace. UDL curricula are built with the special needs of a wide variety of employees in mind. Whether employees are mentally of physically impaired, or simply prefer one learning medium over anther, UDL ensures each individual has the opportunity to learn challenging concepts in the most effective way possible.
Aug/100
Modern Diversity Training: Assistive Technology
The desire to employ persons with disabilities is growing. In honor of the recent twentieth anniversary of the Americans with Disabilities Act, the Program Development Associates Disability Training Blog is proud to present a look towards the diversified businesses of the present. This coverage will be completed in two installments.
In this article, titled Modern Business Training: Assistive Technology Products, we will take a closer look at the assistive technology that is enabling persons with various mental and physical disabilities to gain employment. Next week, we will follow up with Modern Business Training Part II, a look at the Universal Design for Learning and its application in complementing assistive technology and broadening the scope of employment opportunity for those with disabilities.
Assistive technology can be considered any of a variety of instruments used by individuals with disabilities to perform functions that might otherwise be difficult or altogether impossible (i). This is a broad and somewhat conceptual definition that has many applications. For example, mobility devices including manual wheelchairs, power wheelchairs, power scooters, and walking aids are all consider assistive technology. In this example, the technology is somewhat primitive compared to digital gadgetry but nonetheless enables the mobility of an individual who would otherwise have some degree of difficulty moving about.
Assistive technology goes beyond mobility devices to also include hardware, software, and other information technologies. For example, consider that individuals with physically impaired hands or fingers can utilize custom designed keyboards and computer mice to operate computers. Individuals with moderate to severe visual impairments can likewise overcome their unique sensory deprivation with software that reads digitally displayed messages aloud, like emails and other lines of text on a computer. In both of these examples, individuals are able to overcome their unique disabilities and perform work specific tasks.
Without these kinds of enabling technologies, these individuals would be hard pressed to find work environments in which they could actively pursue objectives, contribute as team members, and develop into working professionals. The expanding application of assistive technology, however, provides the groundwork for individuals with disabilities to do just the opposite. Indeed, the proliferation of assistive technology establishes the opportunity for businesses to diversify their workforce and cultivate the talents of a range of individuals. Moreover, employers are better able to retain valuable human capital; individuals who spend years learning, training, and contributing within a specific company can more easily retain their position should unexpected, devastating accidents occur. This adds a tremendous value for businesses rich in human capital; unexpectedly losing capital for any period of time can be costly, derail growth strategies, and undermine core business objectives.
Disability employers must know, however, that assistive technology is just that: technology. The effective application of assistive technology hinges on the ability of a disability or diversity employer to consider access. Technology is of no use if it is not accessible to the users for which it is intended. This is particularly important when considering the application of assistive technology, as it is specifically designed for persons with unique mental and physical impairments. Nuances that make one piece of assistive technology accessible to one individual may not make that instrument equally accessible to another individual with a similar impairment.
Since effective application of diversity training depends largely on accessibility, it is of great importance for employers to consider the needs of each of their employees. In the second installment of Modern Business Training, we will investigate how employers can best identify the unique needs of each employee to make assistive technology, and the workplace in general, more accessible.
(i) http://www.washington.edu/accessit/articles?109
