Some of the general adaptations and innovations that education has available to it, with varying levels of uptake, include multi-sensory delivery (visual, auditory, and kinesthetic), using assistive technologies such as text-to-speech and speech-to-text.  Some students require accommodations such as the use of a calculator or a quiet testing environment.  Modified teaching methods and personalized adaptive learning strategies to adjust learning plans, pace, media, and style of instruction to student’s needs are required (for example, some students thrive with gamified digital math learning, while others thrive with problem-based and/or narrative-based math learning, while still others benefit from role-playing, tactile learning, or cooperative learning).  Similarly, some students require a highly structured learning environment while others require the exact opposite.  An investment in visual aids (maps, charts, graphs, videos, etc.) beyond text-based learning is also critical. Certain mind-mapping software also exists to help with reading, writing and organizing learning.  Psycho-social supports that build self-awareness, self-esteem and whole-person learning are also important (indeed, one of the great benefits of public schooling is socialization, but this can also come with many negative experiences if not paid attention to specifically).

Such adaptations should be universally available – not just to “coded” students – and public resources and investments must be made to enable this, again recognizing the positive long-term ROI.

In a similar vein, professors and other post-secondary instructors must make their teaching and scholarly materials “multi-modal”: Produced in multiple formats that work for people with different physical and cognitive barriers, who have different ways (and rates) of reading, writing, communicating, collaborating, and participating.  The paradigm needs to shift from “accommodation” to multi-modality (i.e. universal design applied to accessing learning).  Multi-modality actions the universal design principle of “flexibility in use” – providing a wide range of choices in methods of use, so people can customize their experience to fit their needs.

Well designed classrooms and student exam spaces are a costlier, but nonetheless essential, part of the mix.  A simple example is providing Word or Google documents alongside PDFs, as PDFs can be difficult for screen readers to interpret.  Incidentally, universal design principles are not just in relation to accommodation for people with disabilities – they are a framework to address other forms of classroom (or workplace) inequity, including embedding anti-racist practices.^[1]  The application of universal design to learning results in enhanced student sense of belonging, motivation, engagement, and self-esteem.^[2]

It is also prudent to assess the academic standards by which a student may be barred from entry to a program or course to open up access to education.  These standards often include physical requirements based on the expected skills a student needs to eventually be successful in the workplace,^[3] but there are many opportunities for campuses to determine access by more than just perceived physical expectations.  Not only are there many professions where future careers are more knowledge-based than skills-based,^[4] but also there are creative solutions and accommodations that would address barriers.^[5]

SPOTLIGHT: Eye to Eye