Resources on everyday digital accessibility framed for teachers? Looking for stuff that covers ground such as: using Cmd|Ctl+a within your weekly newsletter to find un-selectable (and thus screen reader inaccessible) text, enabling and invoking Speak Screen to test classroom materials.
The moment schools decide they – and not the students – must choose the personal technology the young will use in the classroom they forgo any hope of assisting grow the nation’s young being digital, having the digital invisibly underpin all school learning, of moving the school from an analogue to digital operational mode, and having it join and assist grow a networked society.
The decision relegates the school to the digital backwater.
In announcing its unilateral control of the technology, the school is proclaiming that it intends to maintain its traditional ‘control over’ ways, and that any use of the digital must fit within those ways. It is saying to the students and their families that not only do we know best, but we distrust you, are not willing to empower you, and we don’t value or recognise the lead role you have played – and are playing – in learning with the digital.
It is saying being digital is unimportant, and that a digitally empowered young – working with their teachers – are incapable of using the digital astutely and creatively in enhancing their learning in all areas of the curriculum, at all stages of learning.
Schools and governments worldwide seemingly don’t appreciate the very powerful messages they send when they make seemingly innocuous management decisions about the control of the digital technology.
Digitally empowered young are never going to going to embrace a highly structured ‘control over’ approach to learning with the digital where they are disempowered, devalued and subservient.
- SpeEdChange: Toolbelt Theory for Everyone
- The right to learn differently should be a universal human right that’s not mediated by a diagnosis. – Ryan Boren
No child within the Albemarle County Public Schools should need a label or prescription in order to access the tools of learning or environments they need. Within the constraints of other laws (in particular, copyright) we will offer alternative representations of information, multiple tools, and a variety of instructional strategies to provide access for all learners to acquire lifelong learning competencies and the knowledge and skills specified in curricular standards. We will create classroom cultures that fully embrace differentiation of instruction, student work, and assessment based upon individual learners’ needs and capabilities. We will apply contemporary learning science to create accessible entry points for all students in our learning environments; and which support students in learning how to make technology choices to overcome disabilities and inabilities, and to leverage preferences and capabilities.
Source: Seven Pathways
Accessibility isn’t optional. “The right to learn differently should be a universal human right that’s not mediated by a diagnosis.”
Educators, using images as text in your documents is an a11y road block. Use iOS “Speak Screen” (Settings > General > Accessibility > Speech > Speak Screen) on your docs. Is all content spoken? Is all text selectable? Unselectable text is usually inaccessible text.
I updated “Wanted: hospitals and doctors’ offices that…” with selections on access intimacy from “The Doctor and Nurse Who “Got It” | Health as a Human Right” and “Access Intimacy: The Missing Link | Leaving Evidence”.
I also added the selection from “The Doctor and Nurse Who “Got It” | Health as a Human Right” to “Accessibility, Access Intimacy, and Forced Intimacy”.
This is the story about a doctor and nurse I once had and how they “got it.”
“Getting it” isn’t necessarily something that you can define. It’s ineffable. It’s more of a feeling than a specific action. For me, it’s a connection that runs deeper than the diagnosis, the medical terminology, the treatments proposed. It’s a sense of being listened to and really heard. It’s feeling of being truly cared for. It’s a sense of empathy or at least a willingness to immerse oneself in my world as a patient, to feel and see what I face. When I think of my doctor and nurse who “got it”, I remember the sense of safety and calm they offered me and knowing that I would be okay. To each patient surely it may mean something different. But for me “getting it” gives me the ability as a patient to breathe, and perchance even to live.
Access intimacy is that elusive, hard to describe feeling when someone else “gets” your access needs. The kind of eerie comfort that your disabled self feels with someone on a purely access level. Sometimes it can happen with complete strangers, disabled or not, or sometimes it can be built over years. It could also be the way your body relaxes and opens up with someone when all your access needs are being met. It is not dependent on someone having a political understanding of disability, ableism or access. Some of the people I have experienced the deepest access intimacy with (especially able bodied people) have had no education or exposure to a political understanding of disability.
Access intimacy is also the intimacy I feel with many other disabled and sick people who have an automatic understanding of access needs out of our shared similar lived experience of the many different ways ableism manifests in our lives. Together, we share a kind of access intimacy that is ground-level, with no need for explanations. Instantly, we can hold the weight, emotion, logistics, isolation, trauma, fear, anxiety and pain of access. I don’t have to justify and we are able to start from a place of steel vulnerability. It doesn’t mean that our access looks the same, or that we even know what each other’s access needs are. It has taken the form of long talks into the night upon our first meeting; knowing glances shared across a room or in a group of able bodied people; or the feeling of instant familiarity to be able to ask for help or support.
Sadly though, the social, political, and economic narrative of schooling in the past has been grounded in a “soft eugenics” belief that while some children have the capacity to become whatever they choose to be in life, others do not. This plays out in the decisions that educators make, often based on decontextualized data and confirmation biases that stem from immersion in traditions of education that did the same to us. Even if lip service is given to words such as equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships, schooling today is still far more likely to support practices from the past that have created school cultures in which none of those words define who educators really are, no matter what they aspire to be.
Consider how the “habitable world” concept developed by Rosemarie Garland‐Thomson, Emory University researcher and professor, sits at the core of the philosophy of educators who developed and now sustain the structures and processes of schooling that impact young people such as Kolion (Garland‐Thomson 2017b). Garland‐Thomson views public, political, and organizational philosophy as representative of one of “two forms of world‐building, inclusive and eugenic” (Garland‐Thomson 2017a). Unfortunately, often it’s the soft educational eugenics philosophy that is most often expressed in practice, if not in words, across the nation’s schools rather than the creation of habitable worlds that are inclusive of all learners.
If we want our schools to be learning spaces that reveal the strengths of children to us, we have to create a bandwidth of opportunities that do so. That means making decisions differently, decisions driven from values that support equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships inside the ecosystem. Those are the words representative of habitable worlds, not words such as sort, select, remediate, suspend, or fail.
The solution, the way decisions are best made, lies in empowering teachers and students to make choices. Any systemic or institutional decision made for “all kids” or “most kids” or based on quantitative research will – guaranteed – be the wrong decision. Any decision based in “miracle narratives” will be at least as bad. We are not discussing “the average child” or “the average dyslexic” (neither of which exists), nor are we going to base policy on the exceptional case. Instead, we will “solve this” by making individual decisions with individual students. (Socol 2008)
Toolbelt theory says the most important thing students can learn is how to make the world work for them.
Every single one of the laptops me gave to every child from third through twelfth grade had every single tool we could put on it, on it.
We will never create a digital environment that doesn’t have at least three different ways available to do anything.
We made sure every student was the administrator of their own computer so if they found something better online, they could add it.
We’re not gonna screen your choices. We’re just gonna help you make those choices.
Web sites of restaurants, doctor’s offices, other businesses that share useful accessibility information? Who’s doing it right?
I updated “Straws, Neurodiversity, and Disability” with selections from “Starbucks’ Plan to Ban Straws Will Harm Disabled People | Bitch Media”.
Mentioning the effect that banning straws might have on disabled people has become a dangerous proposition. On social media, the anti-straw brigade lectures about alternatives disabled people are already aware of or shames disabled people for needing to drink. “Quit harming the environment because you can’t take care of your own needs,” said one helpful commenter. “Sorry, the trouble cleaning and inconvenience still doesn’t trump the damage caused by plastics,” said another.
Picking a fight over straws may seem nonsensical, but the larger low-waste and zero-waste movements, which tend to be overwhelmingly white and nondisabled, frequently single out products that benefit the disability community, like straws or pre-cut fruits and veggies, as a wasteful use of natural resources. It’s a two-part logic: One, the planet’s resources are limited and growing scarcer, and two, the way to control that is by cutting back on the use of nonrenewables. This does little to explore _which humans_are using the majority of resources on Earth and where the real choke points of waste lie. And it feeds insidious attitudes about who should be “allowed” to use the resources that are available.
The “green lifestyle” can come at the expense of disabled people who are often already living low-impact lifestyles by default. (After all, disabled people can be twice as likely to live in poverty as nondisabled people.) When environmentalists promote cutting certain products out of our lives, things that are useful for disabled people are often first on the chopping block.
The idea that disabled people are taking up space and resources they don’t deserve feeds the vitriol aimed at those who voice concerns about inclusivity and zero/low-waste causes. It also contributes to rhetoric around physician-assisted suicide, abortion for disability, healthcare rationing, and other fraught topics.Embedded in all of them is the belief that disabled lives are not worth living, and accommodating disabled people is not worth the resources. The devaluation of disabled people deprives the environmental movement of allies, including those who agree that the planet is in a state of crisis and urgent action is needed. Disabled people, particularly disabled people of color, are in many ways canaries in the coal mine because environmental injustice hits their communities first.
Rather than being considered burdens, disabled people should be viewed as incredibly valuable resources for conversations about leading better lives. A lifetime of having to hack, adapt, and subvert a society that says you don’t belong provides a considerable array of skills for rethinking the way we use natural resources.
I updated “Straws, Neurodiversity, and Disability” with a selection from “Forced Intimacy: An Ableist Norm | Leaving Evidence”.
Forced intimacy is a cornerstone of how ableism functions in an able bodied supremacist world. Disabled people are expected to “strip down” and “show all our cards” metaphorically in order to get the basic access we need in order to survive. We are the ones who must be vulnerable-whether we want to or not-about ourselves, our bodyminds and our abilities. Forced intimacy was one of the many ways I learned that consent does not exist for my disabled asian girl bodymind. People are allowed to ask me intrusive questions about my body, make me “prove” my disability or expect me to share with them every aspect of my accessibility needs. I learned how to simultaneously shrink myself and nonconsensually open myself up as a disabled girl of color every damn day.
I also embedded a video from a disabled straw user.