A great example of how to check that you are accommodating diverse learners was shared in the Panel at the end of the conference: Walk through your learning environment as different personas (think different ethnicities, students in wheelchairs, someone with ASD etc.) and see how inclusive it is. Do the spaces allow for you to move easily through, have a sense of belonging, provoke great thinking?

Source: Learning Spaces Aotearoa – Steve Mouldey

Even better, instead of just adopting a persona, find neurodivergent and disabled people to patrol flow.

Even better than designing for is designing with. Neurodivergent & disabled students are great flow testers. They’ll thoroughly dogfood your school UX. There are great opportunities for project & passion-based learning in giving students agency to audit their context and design something better.

Source: Classroom UX: Designing for Pluralism – Ryan Boren

Parallel to the topic of who designs for children lies a bigger question: Do children need design at all? Or, rather, how might they be enabled to design the toys they need and experiences they desire for themselves? The act of making that designers find so satisfying is built into early childhood education, but as they grow, many children lose opportunities to create their own environment, bounded by a text-centric view of education and concerns for safety. Despite adults’ desire to create a safer, softer child-centric world, something got lost in translation. Jane Jacobs said, of the child in the designed-for-childhood environment: “Their homes and playgrounds, so orderly looking, so buffered from the muddled, messy intrusions of the great world, may accidentally be ideally planned for children to concentrate on television, but for too little else their hungry brains require.” Our built environment is making kids less healthy, less independent, and less imaginative. What those hungry brains require is freedom. Treating children as citizens, rather than as consumers, can break that pattern, creating a shared spatial economy centered on public education, recreation, and transportation safe and open for all. Tracing the design of childhood back to its nineteenth-century origins shows how we came to this place, but it also reveals the building blocks of resistance to fenced-in fun.

Source: Lange, Alexandra (2018-06-11T23:58:59). The Design of Childhood: How the Material World Shapes Independent Kids (Kindle Locations 185-196). Bloomsbury Publishing. Kindle Edition.

We cannot build an effective, an empathetic, a working User Experience unless we build a User Interface that kids won’t turn away from. And our schools are User Interfaces. Our schools are the “how” our children interact with education. Every door, wall, room, teacher, rule, chair, desk, window, digital device, book, hall pass are part of the User Interface, and that User Interface defines the User Experience.

And we cannot begin to understand the User Experience we need until we get fully into the heads of our users. That’s true in web and programming design, its true in retail and restaurant design, and its absolutely true as we design our schools. This understanding can have complex analytical paths – and those are important, and it has a committed caring component – but it also has an essential empathetic underpinning, and maybe you can begin working on that underpinning in a serious way before this next school year begins.

Source: SpeEdChange: Writing for Empathy

I updated “Classroom UX: Designing for Pluralism” with a selection from “The Design of Childhood: How the Material World Shapes Independent Kids”.

Parallel to the topic of who designs for children lies a bigger question: Do children need design at all? Or, rather, how might they be enabled to design the toys they need and experiences they desire for themselves? The act of making that designers find so satisfying is built into early childhood education, but as they grow, many children lose opportunities to create their own environment, bounded by a text-centric view of education and concerns for safety. Despite adults’ desire to create a safer, softer child-centric world, something got lost in translation. Jane Jacobs said, of the child in the designed-for-childhood environment: “Their homes and playgrounds, so orderly looking, so buffered from the muddled, messy intrusions of the great world, may accidentally be ideally planned for children to concentrate on television, but for too little else their hungry brains require.” Our built environment is making kids less healthy, less independent, and less imaginative. What those hungry brains require is freedom. Treating children as citizens, rather than as consumers, can break that pattern, creating a shared spatial economy centered on public education, recreation, and transportation safe and open for all. Tracing the design of childhood back to its nineteenth-century origins shows how we came to this place, but it also reveals the building blocks of resistance to fenced-in fun.

Source: Lange, Alexandra (2018-06-11T23:58:59). The Design of Childhood: How the Material World Shapes Independent Kids (Kindle Locations 185-196). Bloomsbury Publishing. Kindle Edition. 

I updated “Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life” and “Compassion is not coddling. Design for real life.” with a selection on stress and trauma from “Psychiatric Retraumatization: A Conversation About Trauma and Madness in Mental Health Services – Mad In America”.

People who enter services are frequently society’s most vulnerable-people who have experienced extensive trauma, adversity, abuse, and oppression throughout their lives. At the same time, I struggle with the word “trauma” because it signifies some huge, overt event that needs to pass some arbitrary line of “bad enough” to count. I prefer the terms “stress” and “adversity.” In the book, I speak to the problem of language and how this insinuates differences that are not there, judgments, and assumptions that are untrue. Our brains and bodies don’t know the difference between “trauma” and “adversity”-a stressed fight/flight state is the same regardless of what words you use to describe the external environment. I’m tired of people saying “nothing bad ever happened to me” because they did not experience “trauma.” People suffer, and when they do, it’s for a reason.

Source: Psychiatric Retraumatization: A Conversation About Trauma and Madness in Mental Health Services – Mad In America