By Jana Nicol
Traditionally, accommodations, assistive tech, and sensory tools were in the realm of special education. For the sake of clarity, as terminology may differ from place to place, I'll give a brief definition of each along with examples:
Traditionally, accommodations, assistive tech, and sensory tools were in the realm of special education. For the sake of clarity, as terminology may differ from place to place, I'll give a brief definition of each along with examples:
| Accommodations - Accommodations are designed to help students meet the same curricular outcomes as their peers. They may require additional assistance to do so due a number of factors, such as difficulties with fine motor skills, learning disabilities, difficulties with memory, etc. Accommodations can come in the form of tools (e.g. calculators, dark lined paper, multiplication tables, pencil grips, etc.), or processes (e.g. giving students extra time to complete tasks, reducing the number of questions, reading questions aloud to students, etc.). |  Some students can complete the same tasks as their peers, but simply need more time to do it. Image obtained from http://www.missiontolearn.com/find-extra-time/ |
Assistive tech - Assistive technologies are tools that promote accessibility in the classroom. For example, an FM system can amplify sounds for students who are hearing-impaired. Computers, along with specialized software (such as word-predicting software) can help increase written output for students who have dysgraphia. PECS (picture exchange communication system) can help increase communication and literacy for students who have Autism Spectrum Disorders. Coloured overlays can help struggling readers more easily read texts.
 Screenshot of WordQ - has word-predictor and speech-to-text to provide auditory feedback to students. Image obtained from www.synapseadaptive.com |  Reading pen - highlight a word with the pen, and it will read it aloud. Image obtained from http://331430208646003171.weebly.com/reading-supports.html |
Sensory tools - Sensory tools help students who have difficulties with attention, and/or processing sensory input, and helps them function more successfully in the classroom. Some students need sensory tools or breaks in order to stay calm, focused, and attentive throughout the school day. For example, noise-cancelling headphones or earbuds can help students who are hyper-sensitive to noise. Access to fidgets can help improve focus for some students. Wedge seats or hokki stools can help students sit and attend for longer periods of time.
 Koosh balls can be used as fidgets in the classroom. Image obtained from http://www.autismempowerment.org/may-15th-sensory-play-time-autism-empowerment-fundraiser-burgerville/ |  Wedge seats can help students who need additional movement stay seated. Image obtained from http://www.physioroom.com/product/Gymnic_Movin_39_Sit_Seat_Wedge/3209/38381.html |
In a universally designed learning environment, accommodations, assistive tech, and sensory tools are available to anyone who needs it. Unfortunately, some school systems require diagnoses and documentation in order to provide these things to students. In systems such as these, funding for assistive technology and sensory tools are withheld until diagnoses are given, and policies forbid the use of accommodations in the name of 'fairness.'
I would argue that fairness does not mean that we treat everyone exactly the same. Rather, fairness means that we give all students the tools they need to meet their fullest potential.
Image obtained from http://jimmyhartington.dk/2014/09/21/fair-vs-equal/
The picture above illustrates the idea perfectly. We are doing our students a disservice if we pretend they all need the same things in order to succeed. Our students, and their needs and abilities, are diverse.
One benefit to getting out of the mindset that we must have diagnoses and documentation to justify the need for additional supports is that we can destigmatize these supports. Students may be hesitant to use fidgets and wedge seats, or may refuse to take extra time to complete tasks if they feel that these supports are only available to those who have special needs. However, if these supports are made available to everyone, then more students would be willing to take advantage of them.
And who couldn't benefit from extra help, or from taking advantage of things that make our lives easier? Adults do it all of the time. This may explain why there's an app for practically everything, or why many people use the escalator instead of the stairs, even though they do not have difficulties with mobility. Why deny these conveniences to our students?
For some students, accommodations may be just convenient, but for other students they are essential. In a universally designed learning environment, such supports are made available to everyone, not only to destigmatize the use of accommodations for those who need them, but also to increase everyone's potential for success.
One benefit to getting out of the mindset that we must have diagnoses and documentation to justify the need for additional supports is that we can destigmatize these supports. Students may be hesitant to use fidgets and wedge seats, or may refuse to take extra time to complete tasks if they feel that these supports are only available to those who have special needs. However, if these supports are made available to everyone, then more students would be willing to take advantage of them.
And who couldn't benefit from extra help, or from taking advantage of things that make our lives easier? Adults do it all of the time. This may explain why there's an app for practically everything, or why many people use the escalator instead of the stairs, even though they do not have difficulties with mobility. Why deny these conveniences to our students?
For some students, accommodations may be just convenient, but for other students they are essential. In a universally designed learning environment, such supports are made available to everyone, not only to destigmatize the use of accommodations for those who need them, but also to increase everyone's potential for success.
