Tuesday, September 4, 2007

Universal design

The September/October issue of Handy magazine features a cover story on home accessibility, including information on wide doorways, natural light, lower work surfaces, hard flooring, and adjustable height sinks. The entire issue includes 83 "family-friendly improvements."

Check out the article online and if you're interested in other resources about home accessibility, check out these materials from our library.

  • Dobkin, I., & Peterson, M.J. (1999). Gracious spaces: Universal interiors by design. New York: McGraw-Hill.
  • Hauss, S.E. (2003). Welcome to our house: One family's story on accessibility. Bloomington, IN: Indiana Institute on Disability and Community.
  • Leibrock, C.A., & Terry, J.E. (1999). Beautiful universal design: A visual guide. New York: John Wiley and Sons, Inc.
  • Ochoa, T. (2002). Welcome home: Designing for universal access [videorecording]. Bloomington, IN: Indiana Institute on Disability and Community.
  • Olsen, R.V., Hutchings, B.L., & Ehrenkrantz, E. (2000). A house for all children: Planning a supportive home environmnet for children with disabilities [videorecording]. Newark, NJ: New Jersey Institute of Technology Press.
  • Steven Winter Associates. (1997). Accessible housing by design: Universal design principles in practice. New York: McGraw-Hill.
If you live in Indiana, contact CeDIR by phone at 800-437-7924 or via e-mail at cedir (at) indiana.edu to borrow these items.

1 comment:

Susan Clayton-Randolph said...

Hi,

I need some strategies and tactics. I am a licensed teacher who works for Sylvan.

On several occasions I have run into students who have problems paying attention.

One little girl in particular is a conniver. Keeping her focused is a problem.

At one point I went back into my memory and used a tactic of ignoring her when she was not listening or paying attention. I would then ask her if she was ready to learn. When she stopped paying attention, I would turn away again. This worked miracles.

Another teacher, started out with an arrow that goes from 5 to 1. Every hour she starts with a five and the arrow goes down as she misbehaves. As she receives token for work completed, she is rewarded in two ways. This also works.

While she still tests, and tires me out, the present problem is trying to teach two other students at the same time.

Whenever I turn to another student to help them, etc. She has the tendency to stretch, roll off chair, and do other disrupting behaviours.

She is not the only student with attention problems. However, we, as teachers, do not know diagnoses of students. Therefore, I do not know if I'm working with someone with learning deficits or inappropriate behaviours.

Do you have some suggestions that can be used to improve her behaviour? According to her report card, this is also a problem in school. She would be very disturbing to have in a classroom.

HOWEVER, she HAS improved greatly. This is now intermittent behaviour. It IS still a problem for her. I've agreed with parents to help curb this hehaviour and determine a way to transfer it to in-school behaviour. It will probably come down to having the parents contact the teacher and tell them what we are doing.

HELP!

Susan Clayton-Randolph
MS, IST Bloomington
aday4flowers@yahoo.com