Throughout this study on accessible classrooms, Galileo researchers examined and described what was currently working well, and conversed with teachers about ways they felt accessibility for all learners could be improved. There was one sure claim: Educators must break out of the mold of traditional classroom practices and invent new learning environments, addressing findings from the learning sciences that encompasses the emerging digital world.
Study Findings:
- Accessible Classrooms are media-rich: That is, when students and teachers have access to a full range of assistive technologies and were connected to a variety of networks, resources and information, learning becomes more accessible for all students, even for those with disabilities. Because most classrooms are almost totally print-based, this sense of variety in taking different routes towards learning is lacking.
- Accessible Classrooms follow the principles of Universal Design for Learning: Using elements from the learning sciences, assistive technologies, and differentiated instruction, UDL learning environments share the characteristics of providing students with multiple means of representation, expression and engagement in their learning.
- Teachers of accessible classrooms make the curriculum accessible to all learners: When teachers have access to appropriate computer technologies, their students were presented with a considerable degree of choice in the ways that they could acquire knowledge, and how they could demonstrate what they’ve learned. Teachers were able to design richer, differentiated, authentic and more accessible tasks when they had appropriate media that could support UDL principles.
- Accessible Classrooms require learning-focused networks: Teachers in this study faced significant challenges when it comes to using technology in the classroom, and it imposed severe limitations on their ability to meet the learning needs of their students. Centrally-controlled and administered computer access did not allow teachers to make the necessary learning modifications for their students, nor did it allow student to make decisions based on their own educational needs. It should be noted the government of Alberta has invested significant resources in creating broadband access through the SuperNet project. In addition, in the fall of 2006, Alberta Education issued a request for proposals for One-to-One Mobile Computing Initiatives in Alberta Schools. These are strong and worthy initiatives.
Study Recommendations:
- Establish a network of teachers and researchers willing to work out the principles of Universal Design for Learning in Alberta: Videotaped classroom ‘lessons’ for broadly taught, common curriculum topics could be developed and evaluated, with teachers seen as design research partners in the creation of accessible, universally-designed classrooms. Additionally, school districts should be able to demonstrate ways in which network design, security and other policies can increase, rather than stifle, efforts of educators to move to wireless, mobile, fully accessible learning environments. Government officials could use the network of teachers and researchers to create a vision for learning in Alberta.
- Align the goals of special education programs, the Alberta Initiative for School Improvement (AISI), and technology initiatives, including digital resources: Separate pieces are currently in place for creating a classroom where every child succeeds, but that’s the problem – they’re in pieces, and a coherent package is needed to ensure each student is working in the most enabling environment possible. Developing a group of people to systematically study ways in which the AISI, special education programs and technology initiatives can be effectively aligned, is therefore required.
