1 Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

From  enthusiasm  to  prac0ce  Antti Raike Aalto University & Kjetil Knarlag Universell

The  rela0onal  model:  People  with  disabilites  (PwD)  meet  enabling  environment  •  The  rela0onal  model  comprises  individual  student  and  environmental  factors  •  disability  is  seen  as  a  “gap”  or  a  misfit  in  the  interac0on  between  a  student  and  the  environment      

Presentation by Kjetil Knarlag at LINK-conference in 2014. Edited and modified for Aalto University by Antti Raike. 2

Demands from the environment

Individual capabilities

Strenghtening the student through training and individual assistive technology and aids

Change the environment through Universal design and reasonable adjustments

DISABILITY

Understanding  DfA  principle  

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Level 4: Personal assistance where adjustments, assistive technology and inclusive solutions are not sufficient. (HOKS)

Level 1: Inclusive/Universal design, DfA: Including most students in the ordinary solutions (HOPS)

Level 2: Adaptions to groups with similar needs, i.e. Accessible Literature for student with reading difficulties, translations etc. (tehostettu HOPS)

Level 3: Reasonable adjustments to the individual. E.g.: Assistive technology compatible with the level 1 solutions

Levels  of  decision  1.  Macro level – the board, president, provost, PMT,

deans •  Policies,  ownership,  ac0on  plan,  economy,  delega0on  and  demands  from  above,  reports,  quality  system  –  the  overall  framework  (level  1)  

2.  Meso level – service providors, programme coordinators •  Course  planning  (flexibility),  accessible  services  and  systems  

3.  Micro level – faculty, staff, students, counsellors •  Individual  educa0on  plans  (HOPS-­‐HOKS),  access  to  technology,  usability  of  technology,  UDL,  individual  accommoda0on  (level  4)  

4 Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

Inclusive  design  in  Aalto  University  

•  Adapted as an action plan based on strategy in creating an inclusive and enabling learning environment for all Aalto students

•  Ministry demand: Action plan for equality •  Aalto University: Assignment from the Ministry

of Education and Culture (OKM) about DfA in higher education •  Barrier-­‐free  buildings  and  campus  environment  •  Accessible  ICT  and  blended  learning  environment    •  Accessible  teaching  and  learning  

•  DfA will affect important areas of everyday student life at the campus

•  Enhanced focus on diversity

•  Easier to sell the UD concept to management, faculty and staff since it gains all students

•  Legislation and standards of buildings, campus area and ICT

•  Improvement in Aalto buildings

•  Accessible websites

•  Inclusive education

•  Anti-discrimination and good relations

6 Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

The  pros  and  the  cons  of  DfA  in  Aalto  University  

•  Disability questions seem to disappear

•  The human perspective might be neglected when the focus is on standards and regulations

•  Too much focus on ramps and elevators (high expenses), thus areas like UDL and DfA of ICT in learning are left out in the “official” understanding of UD

•  (Minimum) standards are rarely questioned - lack of ambition!

•  A common misunderstanding that “everyone is taken care of” by DfA – remember levels 3 & 4!

What do we gain? What do we loose?

The  main  challenge  –  Our  strategy,  mission  and  values!    

•  The  quality  of  services  offered  to  the  students  is  a  big  issue  and  ques0oned  by  people  with  disabili0es    

•  When  0mes  get  rough  (lack  of  resources),  there’s  a  tendency  of  going  back  to  buried  aStudes  of  blaming  the  individual  •  “We  can’t  change  the  system  because  of  a  few  blind  students”  •  Even  student  unions  and  others  are  ques0oning  if  DfA  is  necessary  –  

especially  when  it  comes  to  student  housing  and  learning  management  systems  (LMS).    

•  Someone  starts  to  count  students  with  disabili0es  and  the  cost  of  DfA  

•  Is  the  medical  model  of  disability  s0ll  alive  at  Aalto  University?  •  Do  we  s0ll  have  to  depend  on  the  enthusiasts  and  champions  

when  it  comes  to  an  inclusive  learning  environment  and  “educa0on  for  all”?  

7 Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

Credits  and  contact  informa0on  

Original  presenta0on  by  Kje0l  Knarlag/Universell  

Norwegian  University  of  Science  and  Technology  

E-­‐mail:  kje0l.knarlag@ntnu.no        www.universell.no    

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Edited by Antti Raike for Aalto University (2014)