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>> (laughing) MY NAME IS LENNIE SCOTT-WEBBER.
I'M THE DIRECTOR OF EDUCATION SOLUTIONS FOR STEELCASE EDUCATION,
AND WE'RE HAPPY TO BE HERE AS A GUEST OF THIS SYMPOSIUM
THAT YOU ALL ARE DOING TODAY.
WE'RE USING EQUIPMENT AND THAT FROM VAN ANDEL, TOO,
AND WE'VE BEEN CHALLENGED A LITTLE BIT BY WHERE THINGS
ARE BEING PRESENTED TODAY.
BUT ON YOUR TABLE TOPS, HOPEFULLY,
YOU'LL SEE A NEW TYPE OF TABLE DECORATION.
THERE'S A FEW GREEN AND YELLOW ITEMS ON YOUR TABLE TOPS,
SO WE'LL BE USING THAT,
BECAUSE I DO AN INTERACTIVE SESSION FOR EVERYONE.
I TRY TO PRACTICE WHAT I PREACH, IN TERMS OF TEACHING.
I'M A LONGTIME EDUCATOR, AS WELL AS A DIRECTOR
OF A COUPLE OF DIFFERENT DESIGN SCHOOLS,
MOSTLY IN CANADA AND THE U.S.,
AND CURRENTLY AT STEELCASE,
I'M IN CHARGE OF OUR EDUCATION RESEARCH,
AS WELL AS DESIGNS FOR OUR PRODUCTS AND APPLICATIONS.
SO, I'M HERE TO SHARE A LITTLE BIT
ABOUT NOT ONLY HOW WE HAVE TO THINK ABOUT,
AS DESIGNERS, THE PHYSICALITY OF SPACE,
THINGS THAT RE-- BLE-- BLUH-LUH-LUH--
THINGS THAT RELATE TO ACCESSIBILITY,
BUT ALSO TO MAYBE INTRODUCE YOU TO A CONCEPT
OF UNIVERSAL DESIGN.
SO, JUST BEFORE WE BEGIN,
I'D LIKE YOU TO KINDA TURN AROUND
AND SAY HELLO TO THE PEOPLE THAT ARE NEXT TO YOU,
JUST IN CASE YOU DON'T KNOW THEM,
BECAUSE I THINK IT'S ALWAYS REALLY IMPORTANT
TO INTRODUCE YOURSELVES FOR A MOMENT.
(general chatter)
ONE OF THE THINGS WE DON'T ALWAYS GET AN OPPORTUNITY TO DO
IS SORT OF MEET NEW PEOPLE.
YOU KNOW, WE JUST KIND OF HANG OUT WITH THE SAME FOLKS
THAT WE'RE FAMILIAR WITH.
THERE'S A NUMBER UP ON THE SCREEN.
IT'S 6,419,405.
WHAT DO YOU THINK THAT REFERS TO?
ANY IDEAS?
WELL, WE'RE HERE AND WE'RE TALKING ABOUT WHAT TODAY?
>> DISABILITIES. >> DISABILITY.
>> (indistinct speaking). >> THE NUMBER OF CHILDREN,
AGES 3 TO 21,
THAT HAVE HAD TO USE DISABILITY SERVICES
IN THE LAST TEN YEARS.
THIS IS A PHENOMENON, FOLKS, THAT IS NOT GOING AWAY,
AND EVERY DAY PEOPLE ARE STRUGGLING PRIMARILY
WITH THE BUILT ENVIRONMENT,
AND THAT'S THE PIECE I'M GONNA SHARE WITH YOU TODAY.
THE ENVIRONMENT IS THE BARRIER.
IF YOU'VE SEEN SOME SPECIAL OLYMPICS,
YOU CAN TELL THAT THOSE PEOPLE CAN DO ANYTHING THEY WANT TO DO.
IT'S JUST AMAZING TO WATCH THEIR TENACITY AND THEIR ENDURANCE,
AND WHAT THEY'RE ABLE TO DO WITH WHAT WE WOULD CONSIDER
SO MANY LIMITATIONS,
AND THEY JUST DON'T THINK OF THEM THAT WAY.
HOW MANY OF YOU ARE FAMILIAR WITH THE OLYMPIAN
THAT WAS ABLE TO RACE THIS YEAR?
WHAT DID HIS MOTHER TELL HIM?
IT SOUNDED REALLY HARSH WHEN YOU HEARD IT.
WHAT DID HIS MOTHER TELL HIM WHEN HE WAS ABOUT TWO OR THREE?
DOES ANYBODY REMEMBER THAT?
>> (indistinct speaking). >> PARDON?
>> HE WILL BE ABLE TO DO IT? >> NO, SHE ACTUALLY SAID--
SO, HELP ME IF YOU CAN'T HEAR SOMEONE SAY WHAT THEY'RE RESPONDING TO--
JUST HOLD YOUR HAND UP AND I'LL TRY TO--
SO SHE SAID, "YOU'RE NOT GOING TO BE ABLE TO DO THINGS,"
BECAUSE IF YOU RECALL, HE HAD TO HAVE HIS LEGS REMOVED
BELOW THE KNEE, RIGHT?
SHE SAID, "THAT'S AN ISSUE YOU'RE GOING TO HAVE TO LIVE WITH.
"FIGURE IT OUT."
AND I THOUGHT, "THAT'S REALLY HARSH,"
BUT THEN IT SORT OF SAID LIKE THAT'S GONNA BE--
"THAT'S YOUR NEW NORMAL."
AND HE DID.
SO, WHAT'S THE LESSON LEARNED WITH THAT ONE?
YOU KNOW, HOW MANY TIMES DO WE ACTUALLY IMPLANT MORE OF A DISABILITY ONTO SOMEONE
THAN MAYBE THERE ACTUALLY IS, RIGHT?
SO, IT'S JUST SOMETHING TO KIND OF THINK ABOUT.
AS OUR KEYNOTE SPEAKER SAID TODAY,
THERE'S A LOT OF DIFFERENT TYPES OF DISABILITIES THAT WE UNDERSTAND.
TWO MAIN AREAS THAT I-- IN MY SIMPLE MIND I PUT TOGETHER...
ONE OF THE PHYSICALITY OF SPACE AND ONE IS COGNITIVELY.
AND AGAIN, I'M GOING TO TALK
PRIMARILY ABOUT PHYSICALITY OF SPACE.
BUT I GREW UP DYSLEXIC.
NOBODY KNEW WHAT DYSLEXIA WAS WHEN I WAS GROWING UP.
A REAL CHALLENGE FOR ME, BECAUSE I DON'T SEE THE WORLD
THE WAY MANY PEOPLE SEE THE WORLD,
OR THE WAY I WAS TOLD TO SEE THE WORLD.
I HAVE TWO CHILDREN THAT HAVE DYSLEXIA.
I HAVE A GRANDSON WHO HAS A.D.H.D.,
I HAVE A GRANDSON WHO HAS AUTISM,
AND I HAVE A GRANDSON WHO HAS TOURETTE'S.
THAT'S MY FAMILY.
IT'S LIKE, "HOLY COW-- HOW DID THAT HAPPEN?"
AND THESE ARE INVISIBLE THINGS.
TOURETTE'S, NOT SO MUCH.
AUTISM, NOT SO MUCH.
BUT DYSLEXIA...
I ALWAYS TELL MY STUDENTS, "I TURN THE MIDDLE WORDS AROUND.
"IT'S NOT THAT I'M STUPID.
"IT'S NOT THAT I CAN'T SPELL.
"I CAN'T DO IT.
"IT JUST WON'T GO THERE."
SO, HOW DO YOU HELP PEOPLE TO SAY,
"YOU'RE CHALLENGED,
"BUT IT DOESN'T MEAN THAT YOU'RE INTELLECTUALLY STUPID.
"IT MEANS THAT YOU HAVE TO DO THINGS A LITTLE DIFFERENTLY
"TO GET TO WHERE YOU WANT TO BE,
"OR TO GET THE ANSWER THAT YOU ALL ARE EXPECTING
"AS EDUCATORS, RIGHT?"
MY EARLY RESEARCH INDICATED THAT....
WE HAVE TO SEE, WE HAVE TO HEAR,
WE HAVE TO BE COMFORTABLE, AND WE HAVE TO BE CONNECTED...
OR LEARNING SHUTS DOWN.
SO, IF WE HAVE TOO MUCH NOISE GOING ON,
EVEN FOR FOLKS THAT ARE NOT CHALLENGED WITH HEARING,
WHAT HAPPENS? >> (indistinct speaking).
>> THERE'S A LOT OF DISTRACTION.
WHAT HAPPENS WHEN-- AND WE'LL GO INTO A COUPLE OF DIFFERENT SCENARIOS--
WHEN YOU CAN'T SEE THINGS?
IF MY FONT IS TOO SMALL?
AND MAYBE YOU CAN READ THAT BOTTOM LINE...
(chuckling) WE HAVE TO THINK ABOUT
WHAT'S THE PROJECTION,
WHERE'S THAT SCREEN GONNA BE TO THE AUDIENCE THAT MIGHT--
WHEN I CAME IN THIS ROOM AND SOMEBODY SAID I WAS GOING TO BE PRESENTING HERE,
I SAID, "ARE YOU SERIOUS?
"AND THAT'S MY SCREEN?"
ALREADY A RED FLAG, RIGHT?
WHY-- BECAUSE THE VIEWING DISTANCE,
AND OVER PEOPLE'S HEADS, AND THIS ISN'T HIGH ENOUGH,
AND YOU KNOW-- ALL OF THOSE THINGS MATTER, RIGHT?
YOU HAVE TO THINK ABOUT THAT.
THIS IS THE FIRST TIME IN HISTORY WHERE FIVE GENERATIONS
ARE AT WORK AT THE SAME TIME.
TRADITIONALISTS, BOOMERS, GEN XERS, GEN YS,
AND WHOEVER ELSE THE OTHER GENS THERE ARE--
(chuckling) I FORGET HOW MANY GENS
WE'RE GOING THROUGH.
SO, THINK ABOUT THAT.
WE GOT SOMEONE WHO IS A TRADITIONALIST,
THEY WENT TO SCHOOL IN A VERY DIFFERENT WAY PERHAPS THAN I DID,
OR SOMEONE WHO'S YOUNGER,
AND THEY'RE ALREADY AGING AND HAVING ISSUES
WITH WHAT THAT PROCESS OF LIFE BRINGS ON.
RIGHT?
SO, NOW, WE HAVE TO THINK ABOUT HOW DO WE ACCOMMODATE THAT?
NOT JUST IN THE CLASSROOM, BUT ALSO IN THE WORKPLACE.
SO, THE WORKPLACE IN YOUR STAFF AREAS,
IN THE AREAS WHERE THERE MIGHT NOT BE A FACULTY TEACHING,
BUT IT'S STILL ON THE CAMPUS,
IT'S STILL IN THE INSTITUTIONAL ARENA, RIGHT?
SO, IT MEANS WE HAVE TO THINK ABOUT MULTIPLE NEEDS
AT THE SAME TIME, AND AT DIFFERENT TIMES.
HOW MANY OF YOU SUPPORT--
ARE YOU ALL TEACHERS IN HERE?
IS EVERYONE AN EDUCATOR?
AND YOU ARE, MA'AM? >> ADMINISTRATION.
>> ADMINISTRATION-- OKAY, SO SOME STAFF.
HOW MANY TIMES DO WE HAVE TO LOOK AT EMAILS IN A DAY?
TOO MANY-- I KNOW THAT. (audience chuckling)
TOO MANY.
WHEN YOU HAVE A VISION IMPAIRMENT,
OR YOU HAVE A HEARING IMPAIRMENT,
WHEN YOU'RE LOOKING AT A SCREEN FOR A LONG TIME DURING THE DAY,
WHAT HAPPENS TO YOUR EYES?
WHAT HAPPENS TO YOUR POSTURE?
WHAT HAPPENS TO HAVING A PRESENTATION AFTER LUNCH?
(audience laughing) SEE, THAT'S WHY I MAKE YOU MOVE.
I KEEP YOU GOING.
WHAT I WANT YOU TO UNDERSTAND IS...
THESE ISSUES ARE NOT JUST THIS SYMBOL,
WHICH IS ALL ABOUT,
"CAN WE MOVE THROUGH SPACE?"
YOU KNOW, THE WHEELCHAIR
HAS BECOME SORT OF THE ICONIC SYMBOL OF DISABILITY...
BUT AS WE HEARD EARLIER TODAY,
THAT'S NOT THE ONLY THING, RIGHT?
HOW MANY OF YOU HAVE SEEN A PARENT PUSHING A BABY CARRIAGE
AND TRYING TO GET THROUGH A BUNCH OF DOORS?
IS THAT ANY DIFFERENT THAN SOMEONE WHO'S SITTING IN A WHEELCHAIR
AND TRYING TO GET THROUGH THOSE SAME DOORS?
NO, IT'S NOT.
HOW MANY OF YOU HAVE HAD TO HAVE YOUR...
YOUR DOMINANT ARM IN A SLING FOR ANY TIME?
AND THEN, YOU'RE HAVING TO WORK WITH THIS OTHER THING, YOU KNOW,
THAT YOU NEVER HAVE SORT OF THINK ABOUT UNLESS YOU REALLY HAVE TO.
(chuckling) IF YOU SEE SOMEONE LIKE THAT,
YOU KNOW, IS IT OKAY FOR SOMEBODY ELSE
TO TAKE NOTES FOR THEM?
IS IT OKAY FOR SOMEBODY ELSE TO HELP THEM PREPARE FOR THINGS?
IT'S A LIFE ISSUE, FOLKS.
IT'S NOT JUST ABOUT THAT PERSON IN THE WHEELCHAIR,
OR THAT PERSON THAT WE CAN SEE THE DISABILITIES, RIGHT?
SO, WE'RE GOING TO TALK A LITTLE BIT TODAY
ABOUT THREE COMPONENTS-- VISION IMPAIRMENT,
MOBILITY, AND DEXTERITY.
SO...
WE'VE GOT A BLACK SCREEN UP ON MY SCREEN RIGHT NOW,
AND WHAT I'D LIKE YOU TO DO IS WE'RE GOING TO DO SOME PAIRING UP.
SO, IF YOU'RE AT A TABLE THAT DOESN'T HAVE
THIS WONDERFUL DECORATION IN THE MIDDLE,
I'D LIKE YOU TO CONNECT WITH ANOTHER TABLE THAT DOES,
BECAUSE WE'RE GOING TO PAIR TOGETHER AS A DYADIC TEAM,
SO JUST CHOOSE YOUR TEAM MEMBERS.
AND ONE PERSON IS GOING TO PUT THE GREEN--
SO, WE'RE GOING TO WORK WITH THE GREEN STRIPS OF CLOTH--
IS GOING TO BE BLINDFOLDED,
AND SO THE OTHER PERSON IS GOING TO BE--
HELP THEM LEAD THEM AROUND.
SO, CHOOSE YOUR METHODOLOGY,
BECAUSE WE'RE GOING TO SWITCH OUT IN A MINUTE ALSO.
SO, ONE PERSON BECOME THE BLIND PERSON...
WE NEED ANOTHER PERSON AT THIS TABLE, IF WE CAN.
IS THERE ANOTHER...
OKAY.
(general chatter) OKAY, WE CAN SHARE.
WE CAN DO THINGS-- DO YOU WANT TO WE NEEDED EXTRA HELPER--
THERE WE GO. >> IT FEELS GOOD TO BE NEEDED.
>> OH, THAT'S GOOD.
OKAY.
SO BLINDFOLD YOUR PARTNER, OKAY?
AND THEN, WHAT I WOULD LIKE YOU TO DO--
(general chatter) OKAY, I NEED A LISTENING TIME.
I WOULD LIKE YOU TO BE ABLE TO TAKE THAT PERSON
AND WALK THEM AROUND THE TABLE.
OKAY, WALK THEM AROUND THE TABLE.
>> CAN WE TOUCH THEM, OR JUST-- >> ANY WAY YOU FIGURE IT OUT.
>> WE'RE GOING TO SWITCH AFTER? >> WE'RE GOING TO SWITCH, OKAY?
(general chatter)
TRY NOT TO RUN INTO ANYBODY ELSE.
(general chatter)
AS SOON AS YOU GET AROUND,
WHAT I'D LIKE YOU TO DO IS GO AHEAD AND SIT DOWN.
DON'T MISS THE CHAIR.
(general chatter)
>> I HAVE TO BE NICE BECAUSE WE'RE SWITCHING, RIGHT?
>> RIGHT, YOU HAVE TO BE NICE.
YOU HAVE TO MAKE NICE.
(general chatter)
NO, THEY CAN SIT DOWN FIRST.
(general chatter)
OKAY...
WHAT I'D LIKE YOU TO DO IS REMOVE THE BLINDFOLD...
AND NOW, I JUST WANT YOU TO JUST SHARE FOR A MOMENT,
FROM THE PERSON WHO IS BLINDFOLDED,
WHAT WAS THAT EXPERIENCE LIKE?
>> REALLY DISORIENTING. >> DISORIENTING, OKAY.
YES, MA'AM?
>> I VOLUNTEERED BECAUSE MY MOM HAS A TWIN BROTHER WHO'S BLIND,
AND MY MOM ALWAYS TALKS TO HIM,
SO I JUST WANTED TO KIND OF EXPERIENCE,
SO I FOUND MYSELF MOVING MY HANDS LIKE HE DOES.
HE ALWAYS DOES THIS, YOU KNOW? >> OKAY, ALL RIGHT.
OKAY, SO YOU HAVE THAT EMPATHY TO UNDERSTAND.
ANYONE ELSE, WHAT WAS THAT LIKE?
YES, MA'AM? >> I FELT CONFIDENT
THAT MY LEADER WOULD KNOW TO GET EVERYTHING OUT OF MY WAY.
>> OKAY, SO THERE WAS A TRUST THAT WAS BUILDING UP, OKAY.
>> (indistinct speaking).
>> OKAY, OKAY, BUT THE SIGNALING WAS VERBAL?
OR PULLING... OR BOTH? >> BOTH.
>> OKAY, SO THERE WAS SOME KINESTHETIC SIGNALING.
>> (indistinct speaking). >> INSTRUCTIONS, OKAY.
>> I WAS BLINDFOLDED BUT HE-- AS SOON AS IT WAS DARK,
I ALL OF A SUDDEN REALIZED THAT OTHER SENSORIES
WERE GOING TO HAVE TO TAKE OVER,
SO YOU START PUTTING YOUR HANDS OUT,
AND YOU KNOW WHAT I MEAN?
>> THERE'S A PROTECTION MODE THAT IS IN--
>> YOU KIND OF JUST TURN UP YOUR AUDITORY.
>> OKAY, TURN UP YOUR AUDITORY, OKAY, GREAT.
>> THOSE, LIKE, TURN ON. >> OKAY, IT'S LIKE--
OKAY, SO IT'S KIND OF INTERESTING SOMETIMES
IS WE GET SO RELIANT ON ONE SENSE,
AND RESEARCH WILL SHOW THAT A BLIND PERSON'S SENSE OF TOUCH
IS HIGHLY ENHANCED, AS WELL AS THE EARS.
SO, IT'S INTERESTING FROM TIME TO TIME
TO PUT YOURSELF IN SOMEONE ELSE'S SHOES,
AND SORT OF EXPERIENCE THAT.
WHAT ABOUT THE PERSON THAT WAS TAKING THE BLINDFOLDED PERSON AROUND?
WHAT WAS THAT EXPERIENCE LIKE?
>> (indistinct speaking).
>> YOU WANTED TO KEEP HER SAFE-- OKAY, REALLY IMPORTANT.
SO YOU HAD A BIG RESPONSIBILITY, DIDN'T YOU?
>> (indistinct speaking). >> CAUTIOUS, OKAY.
BEING VERY CAREFUL WITH THEM.
ANYONE ELSE WANT TO SHARE WHAT THEIR FEELINGS WERE ABOUT--
YES, MA'AM?
>> I WANTED THEM TO FEEL SAFE, NOT JUST BE SAFE.
>> OKAY, WHAT DOES THAT MEAN? >> THAT HE WOULDN'T BE WORRIED.
LIKE, WHEN WE WERE HERE, I SAID, "IT'S OKAY.
"THERE'S NOTHING HERE-- IT'S JUST FLAT CARPET."
>> SO, YOU'RE SORT OF TELLING THEM WHAT THEY...
WHAT THE PANORAMA IS LIKE, RIGHT?
OKAY.
>> I WAS MAYBE HALFWAY AROUND BEFORE I REALIZED,
"MAYBE I SHOULD ASK HER IF I'M GOING TOO FAST."
I WAS JUST-- WE'RE GOING! >> JUST DRAGGING HER ALONG...
(laughing) COME ON, HERE WE GO!
YES, MA'AM?
>> (indistinct speaking).
>> OKAY... >> (indistinct speaking).
>> ALL OF A SUDDEN, YOU'RE LOOKING AND MUCH MORE ATTUNED
AT WHAT'S IN THE WAY, RIGHT?
WHAT'S IN THE WAY.
OKAY, WE'RE GOING TO SWITCH OUT NOW.
THOSE THAT WERE BLINDFOLDED,
I WOULD LIKE YOU TO BE THE LEADER,
AND SWITCH THIS OUT, OKAY?
EVERYBODY GETS EQUAL OPPORTUNITY HERE.
(audience laughing) THIS TIME-- THIS TIME,
WE'RE NOT GOING TO GO AROUND THE TABLES.
YOU CHOOSE THE PATH.
OKAY, SO A LITTLE DIFFERENT SCENARIOS.
I DON'T WANT YOU TO GO TO TIMBUKTU.
THIS IS JUST A LITTLE SCENARIO, SO...
WE'RE GOING TO GO A LITTLE WAYS AND THEN COME BACK.
JUST TO EXPERIENCE IT.
(general chatter)
DON'T GO OUTSIDE, PLEASE!
DON'T GO OUTSIDE!
DON'T-- OH-- NO--
YOU CAN'T-- SIR, YOU CAN GET BACK IN,
SO YOU'RE GOING TO HAVE TO-- SO DON'T GO BACK THERE.
THANK YOU.
>> (indistinct speaking)... STEP OVER THE CORD.
>> DON'T GO OUT THERE, OKAY.
(general chatter)
OH, OKAY.
OKAY, AS SOON AS YOU GET SEATED, YOU CAN TAKE YOUR BLINDFOLD OFF,
AND THEN THE SAME QUESTIONS APPLY.
THIS TIME FOR THE BLINDFOLDED PERSON,
WHAT WAS THIS EXPERIENCE?
>> I KNEW I WAS ON A FLAT SURFACE,
BUT I DIDN'T TRUST THAT I WAS ON A FLAT SURFACE.
>> ME, TOO!
>> IT WAS A WEIRD FEELING. >> YOU KEPT DOING THIS?
YUP, OKAY, DEPTH PERCEPTION-- >> TAKING THE BABY STEPS,
BECAUSE I DIDN'T KNOW WHAT I WAS GOING TO WALK INTO.
>> SO, ALL OF A SUDDEN, THERE'S THIS HUGE SELF-PROTECTION
THAT COMES UP, RIGHT?
SO, NOW WE'RE JUST DOING THIS BECAUSE WE KNOW IF WE GO SLOW,
WE CAN'T TRIP TO FAR...
(chuckling) RIGHT?
ANYONE ELSE?
YES, SIR?
>> (indistinct speaking).
>> TOTAL DISORIENT-- NO IDEA WHERE YOU WERE.
>> (indistinct speaking)...
>> OKAY, NO IDEA.
HOW ABOUT THE PEOPLE THAT WERE IN THE--
HOW ABOUT THE FIRST TIME YOU DID THIS WITH THE FOLKS
THAT WERE BLINDFOLDED BEFORE?
>> WELL ONE OF THE THINGS WAS I FELT EMPATHY FOR THE PERSON.
SO, AS YOU WERE WALKING, I WANTED TO MAKE SURE
TO TELL THEM WHERE THE WALL WAS, WHERE THERE WERE CHAIRS,
HOW MUCH FREE SPACE DO WE HAVE-- "TEN FEET, WE'RE CLEAR."
>> OKAY.
>> TO MAKE THEM FEEL MORE COMFORTABLE.
>> OKAY, GOOD, SO YOU ARE TRYING TO PROVIDE THE EMPATHY,
AND SORT OF BE THE VISUAL DIRECTOR OF WHAT YOU'RE SEEING
AND THEY'RE NOT, RIGHT? >> THROUGH THE AUDITORY.
>> THROUGH THE AUDITORY MEANS.
ONE OF THE PEOPLE IN THE LAST SESSION SAID,
FROM THESE TWO DISTINCT WAYS OF GETTING AROUND,
WAS-- "IN THE FIRST ONE, I KNEW I WAS GOING AROUND A TABLE,
"AND WHEN I CAME IN, I HAD A VISUAL CONTEXT
"OF WHAT THIS SETTING WAS.
"SO, I COULD KINDA SORTA STILL VISUALIZE."
BUT WHEN I DISORIENTED YOU ALL AND YOUR DRIVER HAD THE CHOICE
OF WHERE YOU ARE GOING, NOW THERE WAS NO RELATIVITY, RIGHT?
SO, THINK ABOUT THIS--
WHY DO YOU THINK IN A BLIND PERSON'S HOME,
EVERYTHING STAYS EXACTLY THE SAME?
>> (indistinct speaking).
>> THEY KNOW THE NUMBER OF STEPS,
THEY KNOW EXACTLY WHERE THINGS-- THEY COGNITIVELY MAPPED--
IT'S NOT GOING TO BE THE SAME VISUAL THAT WE HAVE,
BUT THEY'VE COGNITIVELY MAPPED WHERE ALL THESE PIECES ARE.
WHAT HAPPENS TO THEM WHEN THEY COME IN YOUR CLASSROOM?
>> (indistinct speaking).
>> AND THEN, IN THAT CLASSROOM?
AND THEN, IN THAT CLASSROOM?
AND THEN, IN THAT CLASSROOM...
YES, MA'AM?
>> I THINK, MORE IMPORTANTLY, WHEN THEY GO IN THAT CLASSROOM,
THEY DON'T HAVE A PARTNER LIKE WE ALL HAD
TO TELL US WHERE TO GO.
IN FACT, I WAS SANDWICHED-- I HAD TWO PARTNERS!
(audience laughing) THEY FELT LIKE I NEEDED THAT.
>> EXACTLY.
>> YOU DON'T SEE VISUALLY IMPAIRED PEOPLE
WALKING AROUND WITH--
THEY'RE ON THEIR OWN. >> THEIR INDEPENDENT.
>> YEAH!
>> SO, WHAT WE HAVE TO THINK ABOUT IS HOW COURAGEOUS IS THAT?
IF THAT DOESN'T TAKE ONE HECK OF A LOT OF COURAGE,
I DON'T KNOW WHAT DOES.
TO ME, THEY'RE MY HEROES.
WE LOOK FOR HEROES EVERYDAY--
THOSE ARE FOLKS THAT LIVE IN A VISUAL-BUILT WORLD,
AND NAVIGATE IN DARKNESS.
THAT'S A LOT.
AND NOW, THEY'RE NAVIGATING AS STUDENTS,
AND TRYING TO LEARN AND UNDERSTAND
AND TAKE ON A WHOLE LOT OF OTHER STUFF--
HOW CAN WE HELP THEM?
THOSE KIND OF THINGS I WANT TO SORT OF HAVE US ALL--
WE ARE ALL RESPONSIBLE ON ONE LEVEL FOR THAT SUPPORT.
OKAY...
NOW, THE YELLOW SCREEN.
WHAT I'D LIKE YOU TO DO AT YOUR TABLETOPS--
YOU CAN JUST PASS THESE AROUND--
BUT I WOULD LIKE YOU TO PUT THIS OVER YOUR EYES,
AND JUST KIND OF LOOK AROUND FOR A MINUTE,
AND JUST REFLECT ON THAT, AND THEN WE'LL DO A SHARE.
SO, THERE'S A COUPLE OF DIFFERENT ONES--
IF WE NEED MORE, I HAVE MORE.
I MIGHT NEED SOME MORE AT THIS TABLE.
(general chatter)
I'VE GOT LOTS HERE,
SO WE CAN-- ANY TABLETOP NEED SOME MORE?
(general chatter)
SO, REMEMBER, I SAID EARLIER
THAT WE'VE GOT FIVE DIFFERENT GENERATIONS OF PEOPLE
WORKING IN THE SAME ENVIRONMENT.
WHAT HAPPENS WHEN WE AGE?
CATARACTS.
A LOT OF FOLKS NEED GLASSES.
THERE'S A PROSTHETIC-- GLASSES ARE A PROSTHETIC, RIGHT?
OUR EYES BEGIN TO YELLOW.
WE DON'T SEE COLOR THE SAME WAY.
SO, THINK ABOUT YOUR SLIDES AND PRESENTATIONS,
AND IF YOU HAVE FOLKS THAT ARE IN THE UPPER VINTAGE,
WHAT SHOULD THAT LOOK LIKE?
WHEN I-- ONE OF MY DEGREES IS IN GERONTOLOGY, AND SO,
I WANTED TO MAKE SURE I UNDERSTOOD HOW DO I DESIGN
FOR PEOPLE THAT HAVE--
THAT ARE SO VULNERABLE IN OUR SOCIETY?
AND ONE OF THEM IS TO MAKE SURE THAT THE FLOOR AND THE WALL
ARE COMPLETELY DIFFERENT, IN TERMS OF CONTRAST.
THAT'S SO YOU DON'T WALK INTO IT,
BECAUSE YOU DON'T KNOW WHERE THAT CLIFF IS.
THERE WAS ACTUALLY A STUDY DONE--
SOMEBODY PULLED UP A WHOLE BUNCH OF CARPET
THAT WAS IN THIS LONG CORRIDOR IN AN ASSISTED FACILITIES AREA,
BECAUSE THE SUN IN THE AFTERNOON
WOULD COME THROUGH THE DOOR,
AND THE WAY THE CARPET PATTERN WAS DESIGNED
FOR THE AGED WITH THE YELLOWING SYNDROME,
IT LOOKS LIKE THERE WAS RIPPLES IN THE CARPET
AND THEY WERE DOING THIS...
AND COMING DOWN REALLY HARD AND FALLING SOMETIMES,
BECAUSE THE DEPTH PERCEPTION OF WHAT WAS GOING ON WAS JUST--
IT GOT LOST.
IT GOT LOST DUE TO COLOR.
OKAY, SO I JUST WANT YOU TO-- WE KIND OF DID THIS, SO...
(chuckling) WHAT DO YOU THINK THIS MEANS
TO YOU AT YOUR PARTICULAR INSTITUTION?
WHY DID I GIVE YOU THE YELLOW BAND?
HOW DOES THIS IMPACT OR AFFECT YOU?
>> IT CONNECTS WITH ANY VISUALS THAT YOU'RE GOING TO USE IN THE CLASSROOM--
POWERPOINT SLIDES, ETCETERA--
YOU MAY NEED TO HAVE THAT MAJOR CONTRAST.
>> RIGHT, A MAJOR CONTRAST.
WE TALKED ON THE EARLIER ONE ABOUT SIZE AND FONT SIZE
AND THAT KIND OF THING, AND I CAN TELL YOU,
I REMEMBER-- YOU KNOW, I'VE BEEN AROUND WITH DEATH BY POWERPOINT
FOR A LONG TIME... (chuckling)
BUT WE WERE PUTTING SPREADSHEETS UP THERE,
TRYING TO GET EVERYBODY TO READ AT BACK THERE.
SO, PUT YOURSELF IN SOMEONE ELSE'S SITUATION.
WHEN YOU'RE PRESENTING INFORMATION,
WHO ARE YOU PRESENTING IT TO?
IF YOU HAVE A GUEST SPEAKER THAT COMES...
YOU KNOW, YOU MAY NOT KNOW WHAT THEIR SITUATION IS,
PARTICULARLY IF THERE IS SOMEONE THAT IS A TRADITIONAL,
SOMEONE WHO'S IN A HIGHER VINTAGE...
JUST RECOGNIZE THAT THESE ARE RECOGNIZED POSSIBILITIES
THAT YOU MAY HAVE TO ADDRESS.
NOT EVERY DAY, NECESSARILY,
BUT THINGS THAT HAPPEN ON A REGULAR BASIS.
EVERYONE CLOSE YOUR FIST FOR A MINUTE.
OKAY, NOW SEE IF YOU COULD PRETEND THAT YOU'RE TEXTING
ON YOUR PHONE.
HOW DO YOU DO THAT?
OR TYPING ON A KEYBOARD.
HOW DO YOU DO THAT?
HOW DO YOU OPEN A DOOR...
THAT HAS A ***?
ONE OF THE THINGS THAT A.D.A. COMPLIANCE MEANS
IN ALL PUBLIC SPACES, WE HAVE TO HAVE A LEVER.
WE DON'T OFTEN HAVE THAT IN OUR HOMES.
WE HAVE LOTS OF KNOBS.
SO, PEOPLE THAT MIGHT'VE HAD AN INJURY,
THAT MIGHT HAVE ARTHRITIS,
MIGHT HAVE OTHER KINDS OF PROBLEMS WITH THEIR HANDS--
WHEN WE BEGIN TO THINK ABOUT ALL THE TECHNOLOGY
THAT'S BEING DEVELOPED,
THERE'S NOT A LOT THAT SUPPORTS THIS-- THE-- THE TOUCH--
UH, THE IPODS AND THE KINDLES, THOSE KIND OF THINGS.
BECAUSE THE NUMBERS ARE BIGGER,
YOU CAN ACTUALLY DO THIS WITH YOUR KNUCKLE...
A WHOLE LOT EASIER THAN YOU CAN TRY TO DO IT ON A KEYBOARD,
BECAUSE THE KEYS ARE SMALLER--
OR CERTAINLY, WHEN YOU GET DOWN TO YOUR--
YOU KNOW, THE THUMBS HAVE TO GO ANYWAY, TO TEXT,
ON ANY OF OUR SMARTPHONES.
BUT THESE ARE SOME OF THE THINGS YOU HAVE TO THINK ABOUT.
YOU'RE TALKING A LOT TODAY ABOUT A.D.A.--
AMERICANS WITH DISABILITIES ACT--
BUT THAT IS A U.S.-BASED GUIDELINE.
NOBODY ELSE IN THE WORLD HAS THAT.
PREDOMINANT FUNCTION, WHEN WE'RE WORKING INTERNATIONALLY,
IS UNIVERSAL DESIGN...
AND IT'S A LITTLE BIT DIFFERENT PERSPECTIVE,
SO I JUST WANT TO SHARE THAT WITH YOU.
SO, IF YOU ARE HAVING-- IF YOU'RE WORKING ABROAD,
IF YOU'RE WORKING WITH STUDENTS THAT ARE ABROAD,
A LITTLE BIT DIFFERENT NUANCES THAT COME TO MIND
ARE PEOPLE THAT ARE COMING HERE.
SO, WHEN WE'RE THINKING ABOUT AMERICANS WITH DISABILITY ACT,
IT JUST STATES THAT ALL THE PUBLIC FACILITIES
IN THE UNITED STATES HAVE TO FOLLOW THESE GUIDELINES.
BUT IN ESSENCE-- JUST MY PERSPECTIVE,
FROM MY RESEARCH-- IS THAT IT'S A QUOTA SYSTEM.
HOW MANY-- IF YOU HAVE TABLET ARMCHAIRS,
HOW MANY LEFT-HANDED CHAIRS DO YOU HAVE TO HAVE IN A CLASSROOM?
TEN PERCENT, EXACTLY.
AND ARE THEY WHERE THE LEFT-HANDERS NEED THEM?
WHAT IF THEY COME INTO THE CLASS EARLY,
IF THEY COME INTO THE CLASS PREPARED TO DO THAT?
BUT IT'S A QUOTA SYSTEM.
COMEDY PARKING PLACES DO WE HAVE TO HAVE TO ENTER A BUILDING?
IT'S NOT EVERY PARKING PLACE.
IT'S ONLY A CERTAIN NUMBER OF PARKING PLACES.
SO, IT'S A PERCENTAGE TO EVERY BUILT FACILITY.
IT'S IMPORTANT TO HAVE THEM-- DON'T MISUNDERSTAND ME.
BUT AT THE SAME TIME, IT'S NOT HOLISTIC,
IT'S NOT THINKING ABOUT IT FOR EVERY SINGLE SITUATION.
WHEN YOU LOOK AT UNIVERSAL DESIGN,
IT'S THE DESIGN OF PRODUCTS AND ENVIRONMENTS TO BE USABLE
BY ALL PEOPLE TO THE GREATEST EXTENT POSSIBLE,
BASICALLY, AT ALL TIMES.
SO, WHAT'S A SCENARIO THAT WE COULD THINK ABOUT HERE?
YOU ARE IN YOUR HOME...
YOU HAVE FRIENDS, AND THEY HAPPEN TO BE IN A WHEELCHAIR.
AND THEY'RE COMING TO VISIT YOU.
HOW DO THEY GET IN YOUR HOUSE?
AND WHEN THEY CAN'T, WHAT DOES THAT MAKE THEM FEEL LIKE?
OR BECAUSE YOU KNOW THAT THEY'RE IN A WHEELCHAIR,
WHERE DO YOU SUGGEST THAT YOU MEET?
BECAUSE YOU KNOW YOU CAN'T INVITE THEM TO YOUR HOME.
WHEN THEY COME TO PARTICULARLY OLDER BUILDINGS IN ANY COUNTRY--
IN THE U.S., HOW DO YOU ACCOMMODATE?
YOU MIGHT GET THROUGH THE MAIN DOORS,
BUT CAN THEY GET THROUGH ANYTHING ELSE?
YOU KNOW, CORRIDORS WERE DESIGNED PRETTY SMALL.
THEY WEREN'T DESIGNED FOR LARGER PEOPLE.
LOOK AT HOW MUCH SPACE WHEN THE TWO PEOPLE WERE WALKING
THAT YOU TOOK UP JUST TO GUIDE SOMEONE ELSE, RIGHT?
IF YOU ARE IN A WHEELCHAIR,
THIS IS A PRETTY WIDE LITTLE FELLA...
AND IF I'M GUIDING YOU, LOOK AT HOW MUCH SPACE WE TAKE UP.
NOW, IF I DECIDED, "OKAY, FOLKS, I'M GONNA COME
"AND VISIT YOU AT Y'ALL'S TABLE,"
WHAT ARE YOU GOING TO HAVE TO DO FOR ME?
MOVE CHAIRS, AND HOPEFULLY, I CAN COME UP UNDERNEATH HERE.
OH, PRETTY CLOSE.
BUT IT'S NOT DESIGNED FOR EVERY SINGLE SITUATION.
YOU KNOW, SOMETIMES, WE HAVE TO BE ABLE TO RAISE AND LOWER THINGS.
IN THE WORK I DID IN THE NORDIC COUNTRIES,
ONE OF THE THINGS THAT I THOUGHT WAS VERY FASCINATING--
THIS WAS ALMOST 20 YEARS AGO NOW--
WAS THE FACT THAT IN RESIDENTIAL AREAS,
THEY'VE ACTUALLY DESIGNED A SEGMENT OF THE CABINETRY
WHERE THE SINK IS THAT GOES UP AND DOWN
WITH THE PUSH OF A BUTTON.
THE UPPER CABINETS COME DOWN.
SO, WHAT DOES THAT DO?
IT ALLOWS A FAMILY TO COEXIST WITHOUT CREATING
A WHOLE LOT OF DIFFERENT THINGS GOING ON.
SOME OF THAT PLUMBING REQUIREMENTS WITH A FLEXIBLE HOSE
AND THAT HAVEN'T MADE IT YET TO THE U.S.,
BUT IT'S COMING A LITTLE BIT NOW, BUT I'VE--
AND I'VE SEEN SOME PROGRAMS THAT ARE SORT OF SHOWING
THAT THE CABINETRY IS MOVING DOWN.
BUT A LOT OF OTHER COUNTRIES ARE WAY AHEAD OF US,
IN TERMS OF SUPPORTING, BASICALLY, BIRTH TO DEATH...
SO THAT YOU CAN FEEL COMFORTABLE AND BE CONNECTED WITH THE PEOPLE
THAT YOU WANT TO BE CONNECTED WITH,
AND FEEL A PART OF THAT AND NOT FEEL DISCRIMINATED AGAINST.
BOTH DON'T FOCUS ON THE 95th PERCENTILE,
WHICH IS WHAT ALL PRODUCTS ARE PRETTY MUCH DESIGNED FOR.
AND THERE IS REALLY NO SUCH THING AS THE 95th PERCENTILE.
BUT FOR EXAMPLE, WE KNOW THROUGH ERGONOMICS,
THERE'S A CERTAIN (indistinct) LENGTH HERE,
THERE'S A CERTAIN LENGTH THAT HERE.
YOU KNOW, WE DESIGN THESE SEATING ARRANGEMENTS
FOR THOSE THINGS.
WE OFTEN UNDERSTAND IN THIS COUNTRY, ALSO,
THAT BECAUSE WE ARE GROWING LARGER AS PEOPLE,
NOT ONLY TALLER BUT WIDER, THAT IT BECOMES A REAL ISSUE
AS IT RELATES TO CLASSROOM DESIGN AND THE KINDS OF SPACES
THAT STUDENTS SIT IN WITHOUT HAVING THEM FEEL UNCOMFORTABLE
BECAUSE OF THE TYPE OF SEATING THAT'S THERE.
SO, WHAT ARE SOME OF THESE APPLICATIONS?
A.D.A. HAS DONE A TREMENDOUS JOB OF HELPING US UNDERSTAND
THE IMPORTANCE OF DESIGNING THE ENVIRONMENT
SO IT'S NOT THE BARRIER.
WHEN WE THINK ABOUT IT, YOU KNOW, 1990...
THAT'S NOT THAT LONG AGO THAT THAT LAW WAS PUT INTO PLACE.
AND BEFORE THAT, IT WAS REALLY UP TO Y'ALL
TO DO THAT,
WHETHER THAT WAS A GOOD THING OR NOT A GOOD THING.
NOW, IT IS MANDATORY.
YOU KNOW, YOU HAVE TO BE ABLE TO DO THESE THINGS,
AND IT'S REGULATED.
AS DESIGNERS, WE GET ALL OF THESE DIFFERENT
VERY HIGHLY DETAILED DRAWINGS
IN ORDER TO BE ABLE TO MAKE SURE THAT WE ARE IN COMPLIANCE
WITH WHAT WE'RE SUPPOSED TO DESIGNED FOR.
AND THESE ARE INTERNATIONAL SYMBOLS.
SO, WHENEVER YOU TRAVEL ABROAD, YOU'RE GOING TO KNOW,
AS SOMEONE WHO NEEDS THESE KINDS OF SUPPORTS,
WHAT'S THERE FOR YOU AND WHERE TO GO LOOK FOR IT.
SO, THAT'S AN IMPORTANT PIECE.
AND THESE COME FOR EVERYTHING.
I MEAN, THE RAMPS, THE DOORWAYS, YOU KNOW,
WHERE THINGS ARE PLACED ON THE DOOR.
ALL OF THAT INFORMATION IS DETAIL--
HIGHLY DETAILED IN THE A.D.A. GUIDELINES.
BUT WE THINK ABOUT UNIVERSAL DESIGN--
I JUST WANT TO CREATE AN AWARENESS OF WHAT THIS MEANS.
IT TALKS A LOT-- THERE ARE A LOT OF SIMILARITIES,
BUT THERE ARE SOME DIFFERENCES.
SO, WE LOOK AT EQUITABLE USE, WE LOOK AT FLEXIBILITY IN USE.
IT'S SIMPLE AND INTUITIVE, ALMOST LIKE A MAC-LIKE APPROACH.
YOU WANT TO KNOW-- I JUST WANT TO GET IN MY CAR
AND TURN THE KEY, AND MAKE IT WORK.
I DON'T WANT TO NECESSARILY UNDERSTAND WHAT GOES ON UNDER THE HOOD.
I PROBABLY SHOULD, BUT I DON'T WANT TO.
UH, PERCEPTIBLE INFORMATION, TOLERANCE FOR ERROR,
LOW PHYSICAL EFFORT, AND SIZE AND SPACE FOR APPROPRIATE USE.
SO, LET'S TALK ABOUT BLOOM'S TAXONOMY A LITTLE BIT FIRST,
FOR THOSE OF YOU THAT ARE IN THE EDUCATIONAL SIDE OF THE WORLD.
BLOOM'S GOT A NEW LIFT-- IT HAS A NEW VERSION.
BUT WE ARE TEACHING SOMEONE, AND IT MAY EVEN BE YOUR SUPERIOR,
IT MIGHT BE, YOU KNOW, SOMEONE ELSE THAT'S IN THE STAFF
THAT YOU HAVE TO SHARE INFORMATION WITH...
HOW DO WE TAKE THE INFORMATION ABOUT...
PHYSICAL AND LEARNING CHALLENGES INTO THE CLASSROOM?
HOW DO YOU DESIGN A SYLLABUS
TO SUPPORT ALL LEARNERS?
YOU KNOW, WE STAMP IT OUT PRETTY REGULARLY,
AND WE'VE GOT A FORMULA THAT PRETTY MUCH WORKS.
BUT NOW, IF WE LOOK AT THINKING ON AND JUST REALLY REMEMBER
THAT YOU HAD A BLINDFOLD ON...
NOW WHAT?
HOW DO I DEVELOP A PROJECT FOR MY STUDENTS SO THAT ANYONE
CAN LEARN FROM THIS?
HOW DO I DO THAT?
AT WHAT LEVEL OF BLOOM'S ARE WE TRYING TO REACH?
AND THEREFORE, WHAT DO I NEED TO INCORPORATE OR INCLUDE?
SO, THAT'S BASICALLY REMEMBERING, UNDERSTANDING,
APPLYING, ANALYZING, EVALUATING, CREATING--
SO, HIS THEORY IS THE HIGHER UP YOU GO,
THE MORE COGNITIVE YOUR--
THE MORE YOU OWN YOUR OWN KNOWLEDGE, BASICALLY.
SO, HOW DO WE DO THAT?
HERE'S SOME TIPS AND TRICKS TO TRY TO BE ABLE TO CONNECT THAT.
SO, HOW ABOUT IF WE JUST READ THIS TOGETHER?
YOU HAVE TO IDENTIFY THE APPLICATION, RIGHT?
SO, WHAT ARE WE TRYING TO ACHIEVE?
WE HAVE TO DEFINE THE UNIVERSE--
WHO ARE THE STUDENTS, WHO ARE THE PEOPLE THAT ARE GOING TO BE
IN MY PARTICULAR SETTING THAT I HAVE TO WORRY ABOUT?
EVERY COURSE IS GOING TO BE A LITTLE BIT DIFFERENT.
ANYBODY TEACH THE SAME COURSE ALL THE TIME?
FOR EVERMORE?
WELL, THERE MAY BE SOME THAT GET OUT A LOT,
BUT THERE'S OFTEN AN EVOLUTION OF WHAT WE DO.
INVOLVE THE CONSUMER.
IF YOU'RE NOT AN EXPERT IN HOW TO DESIGN OR HOW TO EVEN THINK
ABOUT WHAT THESE CHALLENGES ARE, WHO YOU KNOW THAT CAN HELP YOU?
WHO'S THE EXPERT, WHO'S THE PERSON THAT'S LIVING IT
THAT CAN HELP YOU UNDERSTAND THAT?
CERTAINLY D.S.S. DOES A GREAT JOB ON CAMPUS,
BUT YOU MIGHT HAVE SOME COLLEAGUES,
SOME FRIENDS, YOU MIGHT HAVE AN UNCLE THAT CAN SUPPORT THAT,
MAYBE GIVE YOU A DIFFERENT PERSPECTIVE.
ADOPT THOSE GUIDELINES AND STANDARDS.
AND THEN, PLAN FOR THE DIFFERENT ACCOMMODATIONS.
AND SOME OF YOU HAVE GONE TO DIFFERENT SESSIONS WILL TELL YOU
HOW TO DO THAT AS IT RELATES TO AN ONLINE COMPONENT
OR, YOU KNOW, MUCH MORE THAN I CAN, AS IT RELATES
TO THE MORE VIRTUAL COMPONENTS OF WHAT NEEDS TO HAPPEN THERE.
TRAIN AND SUPPORT AND EVALUATE.
SO, WHEN WE THINK ABOUT WORDS--
AND WE LIKE WORDS, EDUCATORS--
AMERICANS WITH DISABILITIES ACT
IS AN IMPORTANT...
PERSPECTIVE TO UNDERSTAND.
IT'S A GUIDELINE THAT IS...
THAT HAS TO BE MET IN THE U.S.,
BUT UNIVERSAL DESIGN IS IN MY PARTICULAR--
IS IN MY VIEW, ANYWAY, MORE UNIVERSAL,
MORE ACCEPTING, MORE--
IF YOU THINK ABOUT IT ALL THE WAY THROUGH,
IT'S NOT ABOUT "HOW MANY OF THESE DO WE HAVE,"
BUT "DO WE HAVE ENOUGH FOR ALL?"
IT'S A LITTLE BIT DIFFERENT PERSPECTIVE THAN JUST THINKING ABOUT IT
IN SORT OF, "WELL, I'VE GOT A HAVE SO MANY OF THIS--
"I'VE GOTTA HAVE A NUMBER."
SO, IT'S CREATING AN ENVIRONMENT FOR ALL LEARNERS.
SO, LET ME ASK YOU THIS-- YOU CAME INTO THIS SESSION TODAY.
WE'VE HAD A COUPLE OF LITTLE EXPERIENCES THAT WE'VE DONE.
WHAT HAVE YOU LEARNED TODAY IN THIS SESSION?
YOU DON'T HAVE TO BE SHY.
>> WELL, I THINK ONE OF THE THINGS THAT'S IMPORTANT
IS THAT WHEN WE CONCEPTUALIZE A.D.A.
AND WE HAVE THIS IDEA OF WHAT IT IS,
WE ALSO NEED TO LEARN AND EXPAND TODAY HOW TO EXPAND AN IDEA
TO UNIVERSAL DESIGN,
SO IT'S NOT JUST THINGS THAT ARE ACCOMMODATING,
BUT WAYS OF BEING IN THE WORLD-- NOT IN THE WHOLE WORLD,
AND NOT JUST THE U.S. >> OKAY, SO YOU'RE--
>> SO WE CAN ALL HAVE EQUAL ACCESS TO THE SAME THINGS.
>> SO, YOU'RE EXPANDING YOUR OWN UNIVERSE BY UNDERSTANDING THAT--
CAN I PARAPHRASE YOU THERE?
>> SURE. >> YOU'RE TRYING TO EXPAND
YOUR OWN UNIVERSE BY UNDERSTANDING IT'S NOT JUST ABOUT A.D.A.,
BUT IT'S ABOUT ALL PEOPLES LIVING IN THIS WORLD,
AND HOW DO WE SUPPORT THAT, NOT JUST ON THIS CAMPUS,
BUT ON WHERE EVER ELSE YOU MAY BE.
WAS THAT OKAY? >> UH-HUH.
>> OKAY, GOOD.
SOMEONE ELSE-- YES, MA'AM?
>> I'D SAY THAT QUOTAS ARE PROBABLY BASED ON AN INCORRECT ASSUMPTION,
THAT IS PROBABLY NOT THE BEST WAY TO APPROACH THE SOLUTION
FOR UNIVERSAL ACCOMMODATION
OR UNIVERSAL ACCESS.
>> SO, THE COMMENT IS THAT THE QUOTAS ARE
PROBABLY BASED ON AN INCORRECT ASSUMPTION.
IF YOU THINK ABOUT ANY KIND OF QUOTA, WHATEVER IT IS,
OUR WORLD IS CHANGING SO FAST--
AND WHEN WE LOOKED AT THAT NUMBER, OVER 6 MILLION--
ALMOST 6.5 MILLION CHILDREN IN TEN YEARS
HAVE TOLD SOMEONE.
IT'S NOT THE FOLKS THAT DON'T TELL PEOPLE, RIGHT?
OVER 6.5 MILLION PEOPLE HAVE SAID, "I NEED HELP,
"AND I'M COMING TO YOU, DISABILITY FOLKS,
"AND ACKNOWLEDGING THAT."
HOW MANY DON'T?
SO, THAT NUMBER IS JUST CHANGING SO MUCH-- HOW CAN WE EVEN--
YOU KNOW, HOW CAN WE SUSTAIN ANY KIND OF QUOTA?
WE CAN'T.
IT'S A GREAT PLACE, AS A STARTING POINT.
IT'S HUGE-- IT'S JUST INCREDIBLY IMPORTANT.
BUT IT NEEDS TO BE MORE, IT NEEDS TO BE BROADER--
BROADER THINKING.
ANYONE ELSE LIKE TO SHARE?
YES, MA'AM?
>> I THINK I UNDERSTAND BETTER WHY IT SEEMS
THAT WHEN I HEAR STUDENTS COMPLAIN
ABOUT COLLEGE WEBSITES,
IT'S ALMOST ALWAYS THE YOUNGER STUDENTS--
>> THE MORE MATURE STUDENTS?
>> WHO COMPLAINS ABOUT THE FACT THAT THERE'S NOT A LOT OF CONTRAST
ON THE COLORS CHOSEN FOR THE COLLEGE WEBSITE.
IT'S ALMOST ALWAYS SOMEBODY OVER THE AGE OF 35 OR 40.
>> SO, STUDENTS IN A PARTICULAR COHORT ARE COMPLAINING
ABOUT THE WEBSITE BECAUSE OF CONTRAST.
SO, YOU CAN START TO HEAR SOME OF THESE PATTERNS
THAT MIGHT BE COMING THROUGH, RIGHT?
ANYONE ELSE LIKE TO SHARE?
YES, SIR?
>> JUST THAT NEEDS CHANGE. >> OKAY, NEEDS CHANGE.
YEAH, AND WHAT ARE WE GOING TO DO TO HELP FACILITATE THAT?
ARE WE GOING TO GO AND SAY, "THIS IS MY CLASS, IT'S MY WAY,
"I'M GONNA PRESENT IT THIS WAY
"AND IT Y'ALL ARE GONNA JUST HAVE TO DEAL WITH IT,"
OR ARE WE GOING TO SAY,
"WE DON'T LEARN THE WAY WE USED TO LEARN."
I'M NOT SURE WE EVER REALLY DID.
BUT WE DO KNOW-- BRAIN SCIENTISTS WILL TELL US
THAT THIS LITTLE GIZMO THAT WE PLAY WITH A LOT
HAS LITERALLY CHANGED CHILDREN'S BRAINS.
SO, IF YOU THINK THAT FOLKS ARE COMING TO YOU
THAT AREN'T GOING TO BE DIFFERENT,
THAT'S A MISNOMER, THAT'S A MYTH,
BECAUSE THEY WILL BE.
THEIR BRAINS ARE PHYSICALLY CHANGED,
SO HOW ARE WE GOING TO ACCOMMODATE.
WE CAN CONTINUE TO STAND AND DELIVER, "SIT AND GET,"
IT'S PROBABLY NOT GOING TO WORK, RIGHT?
YOU HAD SOMETHING THAT YOU WANTED TO SHARE.
>> TOO, I MEAN, YOU DIDN'T EVEN HIT ON MANY OF THE DISABILITIES.
WHEN YOU HAD US PUT ON THE YELLOW,
IT MADE ME THINK OF MY SON WHO HAS A NEUROLOGICAL DISORDER
THAT HE HAS IN HIS NYSTAGMUS, AND HE'S EIGHT.
SO, NYSTAGMUS, FOR MANY OF YOU PROBABLY KNOW IT--
LIKE, IF YOU GET PULLED OVER BY A POLICE OFFICER
AND THAT'S WHAT THEY LOOK FOR,
IF YOUR EYES SHIFT BACK AND FORTH.
AND HE HAS IT ALL THE TIME.
AND IF HE GETS TOO VISUALLY--
LIKE, IF THERE'S TOO MUCH STUFF GOING ON,
HIS EYES GO BACK AND FORTH A LOT AND HE CAN'T CONCENTRATE.
>> RIGHT, RIGHT-- I HAVE A SON-IN-LAW--
>> A BRAIN THAT'S VERY COMPLICATED
AND HAS A LOT OF GRAPHICS, AND STUFF LIKE THAT,
OR IF THINGS ARE FLASHING AT HIM ALL THE TIME,
IT MAKES THE NYSTAGMUS WORSE. >> RIGHT, RIGHT.
AND SO, IT'S NOT A VISIBLE THING NECESSARILY, YOU KNOW?
>> SO, I MEAN, THEN HE HAS TO WORK EVEN HARDER TO FOCUS...
>> WELL, I'M GLAD YOU BROUGHT THAT UP,
BECAUSE ONE OF THE THINGS THAT WE ALSO SEE--
PARTICULARLY, WE'RE DOING AWAY WITH RECESS,
WE'RE DOING AWAY WITH ALL KINDS OF OPPORTUNITIES
FOR OUR CHILDREN TO MOVE.
IN THIS LITTLE SESSION, I HAD YOU MOVE.
YOU'VE NOT ONLY JUST HAD LUNCH,
BUT THESE AREN'T EXACTLY THE MOST ERGONOMIC SEATS TO SIT IN,
BUT IT'S ALSO ABOUT, "IF WE DON'T MOVE, WE DON'T LEARN."
I MEAN, IT TAKES ALL OF OUR SENSES FOR KNOWLEDGE TO COME IN THE DOOR.
THEN, WE HAVE TO DO THIS SORT OF REPETITIVE LITTLE MOTION
IN OUR HEAD, AND THEN WE HAVE TO COGNITIVE MAP--
COGNITIVELY MAP THAT IN ORDER TO BE ABLE TO FIND A PLACE
TO DRAW IT BACK OUT AND GET IT WHEN WE NEED IT.
BY ASKING YOU TO ACTUALLY PHYSICALLY ENGAGE
YOUR SENSES IN THIS,
MY HOPE IS THAT AS YOU GO AWAY, THAT THAT MEMORY,
THAT EMOTIONAL COGNITIVE MAP THAT YOU CREATED HERE
WILL COME BACK TO YOU WHEN YOU THINK ABOUT THIS.
SO, THAT KNOWLEDGE-- EVEN THOUGH IT'S TINY AND BRIEF
AND YOU DIDN'T HAVE TO SPEND THE WHOLE DAY--
IS VISCERAL.
YOU TOLD ME ALL OF YOUR SENSES HAD TO HEIGHTEN, RIGHT?
NOT ONLY FOR THE PERSON WHO IS BLINDFOLDED,
BUT FOR THE PERSON WHO'S LEADING THAT PERSON.
RIGHT, SO IT WAS BOTH SIDES OF THAT.
IF YOU CARED THAT YOU DIDN'T TRIP THAT PERSON
OR LOP THEM OFF OR WHATEVER,
THEN YOU TOOK THAT RESPONSIBILITY ON, RIGHT?
THAT WAS IMPORTANT TO YOU.
THAT'S IMPORTANT FOR ALL OF US,
BECAUSE WE'VE GOT AT LEAST 6.5 MILLION KIDS THAT HAVE SAID,
"I GOT SOMETHING WRONG AND I NEED YOUR HELP.
"DON'T IGNORE ME."
DON'T STAND AND DELIVER THE SAME WAY WE ALWAYS HAVE.
WE DON'T LEARN THAT WAY.
WE NEED THE ENVIRONMENT TO GET OUT OF THE WAY.
WE NEED IT TO NOT BE THE BARRIER, RIGHT?
THAT'S WHAT RESEARCH IS TEACHING US, HELPING US TO LEARN,
AND WE'RE TRYING TO HELP OTHERS TO KIND OF TAKE THAT KNOWLEDGE
AND JUST DO WHAT YOU CAN DO,
BECAUSE WE CAN ALL MAKE A DIFFERENCE
TO EVERY SINGLE ONE OF OUR STUDENT'S EXPERIENCES,
AND PART OF THAT IS PHYSICALITY AS WELL, RIGHT?
OKAY, THANK YOU.
I APPRECIATE YOUR TIME.
(applause)
OH, I THINK I'M RIGHT ON TIME.