UNIVERSAL DESIGN IN THE KINDERGARTEN CLASSROOM

Introduction & Research- Design Opportunity & Program

ARC 558 Designing Inclusive EnvironmentsAllysa Gozdziak

Universal Design for Learning (UDL) is a flexible structure of development that addresses diversity and variability amongst the student population (Dalton 2012). The goal of the UDL framework is to “synthesize best practices within the field of early childhood education and special education, providing a template to support access and equity for all children” (Darragh 2007). The framework optimizes the level of challenge and support to meet the needs of all learners (Center for Applied Special Technology, CAST 2006). This is important to the classroom setting, in order to create and sustain a healthy and enriching environment that will nurture the growth and development of all children and ensuring the inclusion of all children. It is important to remember that children often come into the school environment with a wide range of physical, social, and cognitive abilities. Although the varying degrees of these abilities are present in each child, it is the educator’s job to recognize that each child is looking for the same desire to feel safe, competent, and secure in their new environment (Stockall 2012). Early Childhood Education and Development (ECEd) is considered to be the most crucial point in which the physical development of the child comes into play. The holistic development of a child, such as one’s social (interacting with others), emotional (self-image and security), and cognitive skills (thinking and reasoning) are said to be established before the age of 8. By addressing the level of diversity among all students, the focus can be directed to the ability to create a child friendly environment, through the stages of curriculum development when applying UDL principles (Murtaza 2011).

The three principles to follow, include: Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement

The Physical environment- (1) What design features, colors, textures are most related to this age group? What features will allow the students to feel a sense of comfort? (2) How does the physical environment change the productivity of learning? Climate? Lighting? Level of Interaction-(3) How does the teacher interact with the children effectively to communicate the curriculum verbally, visually, audio to adapt to various learning styles; such as activity centers?

Curriculum Delivery- (4) How do you provide a service that can accommodate a variety of comprehension levels and learning styles?

Accommodation’s- (5) How does the UDL curriculum help to accommodate all children, therefore losing the definitive label of “disabled” for those students with learning disabilities.

Design Questions:

Focused Interview:

Relationship to Goals of Universal Design:

Interviewee 1: Educator, 46 yrs. old, 20+ yrs. experience

“You do not want a large open area. That is the first big rule. An open space discourages the child to focus on the task at hand and encourages running in the classroom”

“I like calm, serene type of colors to keep a calm physical environment. You can also add music and lighting to add your own drama to spice things up”

“I think seating needs to be looked at in the classroom. You know kids are expected to sit in wooden chairs or plastic chairs for an hour a day straight. Research has shown that so many sensory things are needed. If kids had balls to sit on or that sort of thing, it really helps. It really just takes the edge off for kids who are really identified as having behavioral problems but may be restless and helps to take that problem away”

“I would like these classrooms to incorporate a comfy cozy place for students to go and relax. More of a place where we can put bean bags, blankets and books, somewhere that a student has “me” time on those bad days”

“Space is the biggest concern for the classroom. From there you just design for what you are given.”

“If given more space, you could break apart the stations more. Stations need to become more segmented to be able to break off into smaller units”

“Classroom environments in which I have seen have been all over the place. Either they are over stimulating to the child where he/she is overwhelmed and loses focus or they are under-stimulated where there is not enough learning materials and visual cues to activate the various parts of the brain. There does not seem to be a good middle point at this time”

Interviewee 2: Kindergarten student, 5 yrs. old

“Purple and red make me happy because I like apples; Blue makes me feel sad; Yellow makes me feel excited; White makes me feel lonely; Orange makes me feel angry”

“I like the toys in my classroom because they’re so fun, espcecially the kitchen”

“We play on the carpet. We play duck duck goose, hopscotch, board games and even have story time with our friends”

Precedent Study: Hazelwood School- Glasgow, Scotland

Sensory Wall Nursery

CARPET CENTER:Circle time, Library, Quiet area

STUDENT CUBBIES

ACTIVITY CENTERS:Kitchenette, Arts and Crafts, Dolls, etc.

STUDENT TECH CENTER

TEACHER’S STATION

ACTIVITY CENTERS:Blocks, Board games, Puzzles, etc.

ALPHABET ACTIVITY WALL:Allows students to interact with colors, letters, braille, sign language, as well as matching games such as match the animal or food group item to it’s letter of the alphabet

SMART BOARD TECHNOLGY:Allows the students to inte-act with the teacher and that day’s lesson plans

COLOR WALL:Graphically displays colors with coordinating words

STUDENT DESKS

NUMBER FLOOR APPLIQUE:Graphically displays numbers with word association and number of dots to coordinate with each digit

SOFT PLAY AREA:Allows students to have an area within the classroom to unwind and release any tension built up throughout the day

Multiple Means of Representation: - Multiple means of repetition throughout the classroom when it comes to the basics. From there the alphabet and activity centers allow the students to be introduced to colors, alphabet (letters- uppercase and lowercase), wording, matching via animals and food groups, sign language, braille letters, as well as multi cultural letter recognition for all cultural backgrounds that match up to each letter of the alphabet. Again relating to each students needs. This includes multiple modes of audiotory means via computer translation to adapt to lanuguage barriers, teacher lesson plans, as well as music centers.

CULTURAL APPROPRIATENESS, PERSONALIZATION, SOCIAL INTEGRATION

Multiple Means of Expression: - Multiple means of expression through the way in which the student’s choose to use the space during “free time”. Student’s are able to use the smart board and computer technology as a way of individual exploration and learning. The classroom is also equipped with various learning stations focusing on all users by incorporating activities in which can be achieved both individually or in group like settings. This allows for the ability for the student to decide on what they want based on their mood. This includes tactile surface distinctions as a form of wayfinding and room distinction between learning and play centers.

AWARENESS, SOCIAL INTEGRATION

Multiple Means of Engagement: - Classroom seating options have been varied throughout the classroom as a need to address the limited attention spans at this age group. Each seating group shown maintains a different structure. This includes the difference between textures such as bean bags, traditional plastic chairs, stools, soft play sectional, as well as yoga balls. This has been done to address a student’s needs for change throughout the day. The main components of design have been incorporated strategically as way of repetition, therefore the next concern is the level of stimulation which can be a concern due to congnitive disabilities and level of distraction. In this case, the design has been level for minimal as far as wall decorations and student posters so these items can be incorporated at a later time as needed. Any further stimulation in the space is activated by the student and their individual needs/activities.BODY FIT, COMFORT, AWARENESS