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Equal Access: Universal Design of Libraries | DO-IT
A checklist for making libraries welcoming, accessible, and usable Libraries play an important role in ensuring that everyone has access to information in printed and electronic forms. In making these resources accessible and useful to everyone, principles of universal design (UD) can be employed. Legal Issues Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, and the Americans with Disabilities Act Amendments of 2008 prohibit discrimination against individuals with disabilities. According to these laws, no otherwise qualified person with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity. Universal Design Guidelines and Examples The following questions can guide you in making your library accessible to everyone. Planning, Policies, and Evaluation Physical Environments and Products Events
Sibling's Voice - VOR
It was a matinee showing of the Broadway play “The King and I” and the excited audience members took their seats. One mother that was attending, however, decided to bring her autistic son with her and hoped that he wouldn’t be a distraction to the other members of the audience. When the play started, however, things. didn’t go as expected. The mother’s son started making a fuss and members of the audience became frustrated. How the crowd reacted, however, shocked Kelvin Loh, one of the actors in the Broadway play. After the play was over, Kelvin went on Facebook in order to collect his thoughts. “I am angry and sad. That being said – this post won’t go the way you think it will. You think I will admonish that mother for bringing a child who yelped during a quiet moment in the show. No. Instead, I ask you- when did we as theater people, performers and audience members become so concerned with our own experience that we lose compassion for others? Kelvin Loh His voice pierced the theater.
UDL in the ESSA
Date: Wednesday, February 17, 2016 This past December, Congress passed the Every Student Succeeds Act (ESSA), which replaces No Child Left Behind. And for the first time, the nation’s general K-12 education law defines and endorses Universal Design for Learning. As CAST’s friends at the National Down Syndrome Society (NDSS) point out— UDL is referenced numerous times throughout the ESSA bill, and states are encouraged to design assessments using UDL principles, to award grants to local education agencies who use UDL, and to adopt technology that aligns with UDL. NDSS and the 45+ fellow members of the National UDL Task Force, which was formed in 2006, have played a critical role in raising awareness on Capitol Hill of UDL’s potential to support better teaching and learning with high expectations for all students, including those with disabilities. What follows are references to UDL in the ESSA and other federal policy documents. UDL in the Every Student Succeeds Act (ESSA) of 2015
One Place for Special Needs
About Us Dawn Villarreal has two special needs children. When she learned of her children’s disabilities she found it difficult to find answers. “In many cases, physicians give parents the devastating news that their child has a lifelong disability and then send them on their way,” Villarreal said. Villarreal made it her mission to help families find the resources and services they need. Villarreal became parent leader and moderator of the statewide disability group Autism Community Connection in 2002. Frustrated that there was not a better system in place, Villarreal created her own called One Place for Special Needs. In December, 2007, the City of Naperville (IL) Mayor’s Advisory Commission on Disabilities honored Dawn with their RAMP-Art Award, given to residents that improve the lives of community members with disabilities. Thanks to Our Sponsors
The Learning Styles of Children with Autism Spectrum Disorder | The Arc’s Autism Now Center
By Bethany McCabe, MS, OTR/L Both children on the autism spectrum and their neurotypical peers learn best when they are exposed to various learning styles and teaching methods. Studies have shown that uncovering and supporting children’s favored learning styles can improve performance in all areas. First, there is visual style learning. A second type of learning is Auditory Style. The third type of learning is considered Tactile or Kinesthetic in nature. A wonderful way to better understand how information is absorbed is to look at the “Cone of Learning,” developed by Edgar Dale. While many children learn through multiple means of input, most children on the Autism Spectrum have one preferred primary learning style. That being said, those with strong visual learning tendencies would benefit most greatly from reading from books, notes, screens or the board for absorption of knowledge and materials. At times, it is more difficult to assess a child’s true learning style.
