Industrial Design Thesis: Designing Sensory Spaces in the Inclusive Classroom by talleylarkindesign

Designing Sensory Spaces in the Inclusive Classroom

Talley Larkin 1

Designing Sensory Spaces in the Inclusive Classroom

Talley Larkin Industrial & Interaction Design Thesis Syracuse University Fall 2017 3

Table of Contents

Abstract 5 Introduction 7 Design Intention 11 Section 1: Proactive Design Approaches to Inclusion 13 Section 2: Diversity in Ability 19 Childhood Disability 21 Considering Ability on a Continuum 22 Meeting with Leo 25 Section 3: Sensory Needs and Sensory Solutions 35 Sensory Processing 37 Sensory Processing Disorder 39 Existing Sensory Solutions 41 Fit-In Conference 43 Section 4: Inclusion in the Classroom 51 What is Inclusive Education? 53 Essential Elements for Inclusive Learning 55 Class Sit-in: Assistive Technology in the Inclusive Classroom 59 Section 5: The Learning Environment 63 Design of the Classroom 65 Classroom Visit #1 71 Classroom Visit #2 79 Classroom Visit #3 85 Classroom Visit #4 97 Section 6: Learning Through Play 109 The Importance of Play 111 The Different Types of Play 113 Sensory Play 115 Visit to Morganâ&#x20AC;&#x2122;s Wonderland 117 Conclusion 135 Sources 136 5

“When a flower doesn’t bloom, you fix the environment in which it 1 grows, not the flower. ”

-Alexander den Heijer

ABSTRACT This industrial and interaction design thesis explores the ways in which design can facilitate inclusion and social interaction in the classroom. Throughout the research process, I visited multiple early education classrooms, attended a conference, visited an inclusive amusement park, as well as spoke with early education teachers, disability advocates,

designers, students with disabilities, and other related professionals. As I developed my research and gathered insights, I started to focus on how a designated sensory space in the classroom could encourage peer interaction for children who normally struggle to form friendships due to the sensory overload of the classroom.

â&#x20AC;&#x153;The most important things in life are the connections you make 1 with others â&#x20AC;? -Tom Ford

INTRODUCTION How can design facilitate inclusion and social interaction in the classroom? Human connection is primal. Connection is about understanding others and having them understand you in return. Itâ&#x20AC;&#x2122;s about feeling included and accepted. The word connection even implies â&#x20AC;&#x153;joining, meshing, interlocking, and fitting together.2â&#x20AC;? It is important to help children facilitate the making of these connections early in their development. Although forming meaningful relationships may come easily for some children, it is not so simple for others.

Developing personal connections involves being attuned to the emotional needs of others in order to form appropriate reactions. However, some children have more trouble processing the world around them and this affects their ability to react to their surroundings accordingly. How are children supposed to become attuned to others and form connections when they are unable to manage the constant flow of sensory messages given from everyday activities?

F.1 A depiction of a child with Sensory Processing Disorder (SPD) who is experiencing sensory overload.

One of the major causes for such afflictions is sensory processing disorder (SPD). This is a condition that affects at least 1 in 20 children2 and exists when the nervous system is not capable of managing and organizing sensory signals into appropriate responses.2 As a result, children with SPD may have problems with motor abilities and organization, as well as issues with social participation, self-regulation, and self-esteem.2 Many times, sensory processing issues occur in children with attention deficit/hyperactivity disorder as well as children who are on the autism spectrum. However, other learning disabilities, physical disabilities, and conditions such as traumatic brain injuries, epilepsy, and migraines may also inhibit a child’s sensory processing abilities. The difficulties associated with sensory processing disorder are “chronic and disrupt everyday

life.2” Because children with SPD process information differently, they don’t behave in the same ways as the other children. Activities that come naturally to most people, such as “dressing, eating, making friends, taking a spelling test, going to the movies, responding to a hug, and a thousand other everyday activities,2” are a struggle for children with sensory needs. Although the symptoms of SPD are manifested in a variety of ways and the severity falls on a spectrum, this disorder will always have an impact on experiences that are needed in order to learn and develop. If children are not provided with the correct support and resources to adapt to and/or overcome the disorder, their “social, emotional, motor, and academic development can be impaired.2” As a result, children may also start to feel stupid, awkward, or just plain different.

Target Design Attributes Inviting Creative

Inclusive

Educational

Safe

Empowering

Flexible

Adaptive

Usable

Agile

Adjustable

Accessible

Personalized Integrated

Diverse

Inspiring

Collaborative

Different

Accommodating

Design Intention From the beginning of my research, I have been asking myself how can design facilitate inclusion and social interaction in the classroom?

My design will help facilitate the creation of meaningful connections and rich interactions in a safe sensory environment. Through sensory-based activities that On my journey to find some answers promote relationship-building, this to that question, I gathered insights design will provide a way for children throughout the research process to interact with each other in a that have led to my plan to design positive way that also meets their a designated space within the sensory needs. classroom for one-on-one peer interaction sensory experiences. There are a variety of existing solutions out there that are designed to create spaces that meet the Why in the classroom? sensory needs of children with SPD. Many students with sensory needs However, most of these existing struggle to interact and engage products are made for individual use with peers in the typical classroom. and promote sensory exploration Especially in early education in isolation. In addition, most classrooms, all of the commotion and sensory solutions are implemented hubbub associated with groups of in occupational and physical young children can be overwhelming therapy facilities or specialized for some students. When children sensory gyms. Currently, designated are overwhelmed by environments sensory spaces are not normally that do not meet their sensory integrated into the classroom. My needs, it becomes very difficult for goal is to fill this gap and design a them to focus on interacting with flexible sensory solution that will other children. help facilitate inclusion and social interaction in the classroom. 13

â&#x20AC;&#x153;We spend a lot of time designing the bridge, but not enough time thinking about the 1 people who are crossing it. â&#x20AC;? -Dr. Prahbjot Singh, Director of Systems Design at the Earth Institute

Section 1

Proactive Design Approaches to Inclusion

F.1 A line of icons representing the diverse array of people that Microsoft considers into their designs. Microsoftâ&#x20AC;&#x2122;s mission statement is to â&#x20AC;&#x153;empower every person on the planet to achieve more. Designing for inclusivity opens up our experiences and reflects how people adapt to the world around them.2â&#x20AC;?

In order to have a better understanding of how to approach a design solution that would facilitate inclusion and social interaction in the classroom, it is important to be familiar with some design methodologies and the differences between them. Universal design, accessibility design, adaptive design, and inclusive design are all design approaches that can result in

products and spaces that are easier for all people to use, including those with disabilities. The concepts apply to “design of the built environment, of customer services, and the other products and environments, including information technologies.3” Each of these methodologies practices empathy, which is critical to the design process.

Universal design

Accessibility design

This is a design approach that refers to the designing products or services to meet the needs of “people with a broad range of abilities, ages, reading levels, learning styles, languages, cultures, and other characteristics.4” Rather than designing for the average user, those who design with universal design principles consider all people, with disabilities or not, whose ability to access physical spaces of information may be limited. The purpose of universal design is to make products and spaces more usable and accessible by everyone and minimize the need for special accommodations. Although universal design is a concept with good intentions, it can sometimes be thought of as too broad and trying to meet the needs of too many people.

This approach refers to the design process in which “the needs of people with disabilities are specifically considered.3” Since the passage of the Americans with Disabilities ACT (ADA) legislation that mandates that public facilities and services need to be fully accessible to people with disabilities, there has been a lot more public awareness about accessibility. However, many times accessibility design is seen as just adding a wheelchair ramp to a building, and doesn’t fully consider the experience of someone with a disability. Although a place or product might technically be accessible according to ADA regulations, it doesn’t mean that everyone is having a good user experience or feels included. In fact, sometimes features that are added for accessibility for only those with disabilities can make those people feel singled out.

Adaptive design

Inclusive design

This is a principle that ensures that “people with disabilities receive the custom adaptations they need to live healthy lives and fulfill their developmental, academic, and vocational potential, and …[promotes] education, inclusion, widespread replication, and social justice.5” Adaptive design is a term coined by the Adaptive Design Association (ADA, not to be confused with the Americans with Disabilities Act). Since 2001, the Adaptive Design Association has been challenging assumptions about disability and generating “awareness that the vast majority of children and adults with disabilities need more adaptations than they currently receive.5” To learn more about the work of the Adaptive Design Association, including the Syracuse chapter of the ADA, visit page 49.

This approach refers to the design principle that “considers the full range of human diversity with respect to ability, language, culture, gender, age, and other forms of human difference.6” Instead of viewing disability as a personal characteristic or a binary state, those who follow inclusive design principles view disability as a “mismatch between the needs of the individual and the design of the product, system or service. With this framing, disability can be experience by anyone excluded by the design.6” Unlike universal design which takes a one-size-fits-all approach, inclusive design recognizes that a mass solution does not always work well, and instead takes a one-size-fits-one approach. Although segregated, specialized design would not be sustainable, inclusive design focuses on creating “common specialization that comes as an integrated part of the system whether you have a disability or not” and design systems “that can adapt, morph, or stretch to address the design need presented by each individual.6”

Although there are important aspects to all of these approaches, the one that aligns the most closely to my values as a designer is inclusive design. However, before being about to enact on inclusive design principles, one must first recognize exclusion. Exclusion exists when we solve problems and design the world around us using our own biases. As a designer, one must seek out those exclusions, and in turn use them as opportunities to create new ideas for inclusive designs.

Inclusive design also focuses on learning from diversity. Because human beings are experts in adapting to diversity, it is crucial to have the human experience be at the center of the design process from the start. Truly listening to and analyzing the abundance of diverse perspectives is the key to gaining true actionable insights.

F.2 A designer considering all of the potential users for her design.

â&#x20AC;&#x153;A child is only as disabled as their environment and the beliefs 1 of the people around them. â&#x20AC;? -Bala Pillai DPT, PCS

Section 2

Diversity in Ability

Disability Type Specific Learning Disability Speech or Language Impairment Other Health Impairment Autism Intellectual Disability Developmental Delay Emotional Disturbance Multiple Disabilities Hearing Impairment Orthopedic Impairment Percent

F.1 Percentage distribution of children and youth ages 3â&#x20AC;&#x201C;21 served under the Individuals with Disabilities Education Act (IDEA) by disability type: School year 2014â&#x20AC;&#x201C;15. Provided by the National Center for Education Statistics.

Childhood Disability The term “disabled student” covers a wide range of limitations (as seen in F.1). However, the similarity that all the limitations have is that they affect a child’s capacity to fully benefit in general education classrooms without any adaptations or special attention. In 2012, it was reported that 8% of all American children have some type of disability.2 Here are some descriptions of the most common disabilities that are found in children in American classrooms:

Cerebral Palsy Cerebral palsy “occurs when the brain’s development is slowed or damaged and a person can no longer function well physically. It usually develops in kids when they are 2 or 3 years old, and affects more than 10,000 infants every year.2”

Down Syndrome

The National Down Syndrome Society reported that “Down syndrome affects one in every 691 Autism kids (about 6,000) every year.5” A few of the common physical traits of down syndrome are “In America, 1 in 68 kids has autism,3” according “low muscle tone, small stature, an upward slant to the Centers for Disease Control and to the eyes, and a single deep crease across Prevention. Most kids are diagnosed with autism the center of the palm – although each person between 2 and 6 months old, studies have found, with Down syndrome is a unique individual and and it “tends to impact boys more than girls. But may possess these characteristics to different some potential signs of autism are sometimes degrees, or not at all.5” 3 hidden in plain sight. ”

Attention Deficit Hyperactivity Disorder Kids who are “unfocused and lack undivided attention skills are sometimes diagnosed with ADHD4” according to the National Institute of Mental Health. In fact, “9 percent of American children between the ages of 13 and 18 suffer from ADHD.4”

Epilepsy

Across the world, “65 million people have been diagnosed with epilepsy, including 2 million in the United States” according to the Epilepsy Foundation. “Epilepsy is a brain development disability that causes people to have seizures.6”

Considering Ability on a Continuum Not Able

Able

Seeing Hearing Walking Reading print Writing Communicating verbally Tuning out distraction Learning Managing physical/mental health F.2 Disability is not a binary state. Instead, ability exists on a continuum. Information based on an existing graphic.

Spina Bifida

When reflecting on this list of common childhood disabilities, it is important to remember that According to the Spina Bifida Association, “spina disability is not a binary state. Instead, ability exists on a continuum. bifida is one of the most common disabilities for children in the United States as eight babies every day are born with the split-spine disability. Regardless of a child’s ability level, they are This requires kids to use wheelchairs, crutches or guaranteed the right to have access to the general curriculum in a free public school even braces to move around.2” education. In 1975, the Individuals with Disabilities Education Act (IDEA) enacted a Dyslexia law mandating that all children and youth with disabilities who are ages 3-21 must be provided Dyslexia is an issue that “causes kids and with a free and appropriate public school adults to have trouble processing language,7” education.8 Because of this enactment, the according to the National Center for Learning percentage of total public school enrollment of Disabilities. The disease can “impact how a children who are served by federally supported kid reads and writes in school, thus making it a special education programs has increased from major issue for parents across America.7” 8.3% in 1977 to 13.8% in 2005.8 This 13.8% accounts for about 6.7 million students in the Intellectual Disability United States. This is a broad term to describe those who “may have some mental limitations in what they can learn and understand. According to the National Dissemination Center for Children with Disabilities, intellectual disabilities can impact the way kids think, talk and walk.2”

Depression Depression is something that “impacts more than 50 percent of adults, and it can also have an impact on kids. Psychology expert Michael Watson cited a case study that found people can be less productive in school or work if they have depression. One way to combat depression, Watson said, is to have people around to support them.2”

Meeting with Leo 45 minute phone call 30 minute meeting 10.24.17, 10.25.17 Like other nine-year-olds, Leo is incredibly curious about the world around him and is learning to think critically about his surroundings as well as how the rest of the world works. However, unlike most other nine-year-olds, Leo has Cerebral Palsy (CP), which “affects body movement, muscle control, muscle coordination, muscle tone, reflex, posture and balance. It can also impact fine motor skills, gross motor skills and oral motor functioning.9” Because Leo has CP, he uses a motorized wheelchair to get around and assistive augmentative technologies to communicate. I was introduced to Leo and his family by one of the people helping me plan my trip to Morgan’s Inspiration Island (the world’s first fully handicap accessible water park in San Antonio) who told me that Leo was one of his favorite children to ever visit the park. I decided to reach out to Leo’s parents to inquire more about Leo’s experiences within the education system. They responded right away, thanking me for my interest in Leo, and immediately set up a date and time for me to meet with Leo.

Phone conversation with Leo’s dad: The night before I met with Leo, I had a 45-minute phone conversation with his father so that we could talk more about Leo and his educational experiences in order to be able to focus on talking to Leo himself when meeting with him. His father expressed that very few things are designed for Leo in mind, and because of that, they had actually recently reached out to the coordinator of Syracuse’s collaborative design graduate program, to have him and his students design solutions to help Leo get around their house more easily. The professor took his students to visit their home, and they are currently in the midst of ideating solutions for Leo. During the phone call, I also learned more about Leo. He is nine years old, goes to Tecumseh Elementary School in Syracuse, NY, and is currently in third grade. I asked about Leo’s experiences at school with accessibility. His father said that over all, Leo has a pretty set routine at school in terms of getting off the 27

371 Students 25 Full-time teachers 15:1 Student-teacher ratio

Tecumseh Elementary School

bus, getting into the school, and going to the classroom. However, the front door to the school isnâ&#x20AC;&#x2122;t automatic, so he always has to rely on someone to open it for him.

school does make adaptations for his learning needs, they do not consider the adaptations that should be made for his social interaction needs.

Nonetheless, the bigger issues for Leo are inclusion in the classroom.

His father communicated that he wished they would do things such as have smalls groups of other students rotate being Leoâ&#x20AC;&#x2122;s communication buddies, so that he can have opportunities to have meaningful interactions with his peers beyond just having them say hi to him in the hallway. Leo is a very clever boy and has so much to say, however, other students donâ&#x20AC;&#x2122;t always know how to communicate with him because they have to wait for him to type out what he wants to communicate with them. He does have some peers that he considers friends, so he is not devoid of a social life entirely. In spite of that, there are still many moments such as when the children hang up their coats each day where he is missing out on having those

The school, as many others do, thinks inclusion just means having kids like Leo in the same classroom. Despite their perception, there is much more to inclusion than just having these children in the same room. Because Leo has to use an assistive augmentative communication (AAC) device to communicate with others, it is difficult for him to interact with other children in the same way. Currently, his father estimated that Leo only communicates with his peers about a tenth as much as they do with each other. Although the

quick bursts of interaction with others because he canâ&#x20AC;&#x2122;t communicate with them fast enough. His father mentioned that it is crucial for Leo to have communication and to get the opportunity to learn and grow along with others. The next day, I went to their house to meet with Leo to get the chance to talk to him about his experiences. When I got there, he had just gotten back from school, and was tired from a long day. Because of that, he wasnâ&#x20AC;&#x2122;t really interested in talking about school at first, and instead was showing off how he could spin

around in circles by controlling the wheelchair with his head. This was very amusing to him and he was full of smiles and laughter. There were multiple times throughout my visit that Leo would flail himself into the back of his wheelchair. It was a little scary at first, but his parents reassured me that he was fine, and was doing that to remind his body of the space he is in. Although Leo does not necessarily has sensory processing disorder per se, Cerebral Palsy along with a variety of other disabilties can cause a variety of sensory needs.

Leo spinning in circles using his head to control the wheelchair.

He then told me that he was turning ten this upcoming Tuesday on Halloween, and that he was having a birthday party on Saturday. His mom told me that because his birthday is on Halloween, they call the day â&#x20AC;&#x153;Hal-LEO-weenâ&#x20AC;? and she then asked him about the types of

activities he wanted to have at his birthday party. They talked about a bingo game that they would play at the party, and his mother asked Leo to think about how to get his friends not to cheat. After the birthday party discussion, his parents got Leo to concentrate on talking

F.3-6 Images of four different classrooms for Leo to compare to his own.

with me about his school experience. To help facilitate the conversation, I printed out four different images of classrooms (pictured below) and asked him about which one reminded him most of his own classroom. To my surprise, he chose the one on bottom left, but I am curious as to how similar the classrooms actually are.

Leo had a little trouble picking up the tiny pieces of paper, so his father helped him arranged them as he described the layout.

To get a better sense of Leo’s classroom’s setup, I also printed out a rectangle to represent Leo’s classrooms, as well as shapes that I cut out labeled Leo, teacher, friend, chair, desk, etc. so that he could give me a visual sense of where everything and everyone is located. He seemed excited about this activity and was very willing to show me where things are.

From this exercise, I learned that the desks are in clusters of four, the main teacher sits in the front of the room right by the door, Leo sits in a cluster in the front of the room, there is a different teacher that sits next to him, there is a smart board in the front of the room, and his friends sit at other clusters around the room.

Completed classroom layout activity.

Leo showing me how he gets into the car.

Before I could ask Leo too much more about his school experiences, his father had to take him to meet with his tutor, but we discussed meeting again shortly. I walked out with them, and Leo wanted to show me how he gets into the car. I watched him back up the ramp and then got to see how the wheelchair clips into a mechanism on the floor of the car. Although I chose to do a thesis project involving children with disabilities and education, I actually have had very little exposure to and interaction with both children and people with disabilities, so meeting with Leo was a very beneficial experience in terms of learning how to interact with a child with disabilities. It was also really helpful to learn from his father that Leo’s main issues in school were not about getting around, but more about the lack of communication with other peers within the classroom setting. Since attending the AAC class a few weeks ago and then again this past week, I have been interested in assistive augmentative communication technologies and how they could be used to better promote social interaction between students in the classroom. Getting to know Leo and hear about his experiences has made me even more interested in designing ways to facilitate communication and social interaction between all students, regardless of their ability.

Insights from meeting with Leo: • It is important to have activities in the classroom that facilitate social interaction, collaboration, and teamwork so that all children have a chance to interact with their peers. • • Teachers should present information in a variety of ways, as well as let students show their work in a variety of methods in order to tend to the different learning abilities and skills of the children. • Most children and people in general are not accustomed to communicating with someone who uses an AAC device, so they have trouble interacting with those who do.

â&#x20AC;&#x153;Every second of every day, our senses bring in way too much data than we can possibly process in our brains.1â&#x20AC;? -Peter Diamandis

Section 3

Sensory Needs and Sensory Solutions

The Eight Senses Touch

Sight

Smell

Taste

Hearing

Interoception

Vestibular

Proprioception

Sensory Processing Before being able to comprehend what sensory processing disorders are, one must first understand sensory processing as a cognitive function. Sensory processing is tasked with organizing, processing, and eliciting responses through the central nervous system. The nervous system receives messages about internal and external stimuli, analyzes and organizes the messages, and then forms a response. Humans are constantly bombarded with sensory input through touch, taste, sight, smell, and sound, as well as

through vestibular, proprioceptive, and interoceptive senses. Everyone knows the five main senses, but the last three are less known by the general public. “Vestibular and proprioceptive senses provide awareness of speed, movement, pressure on joints and muscles, and the position of our bodies.2” When you run, your vestibular and

proprioceptive senses work to maintain balance and spacial awareness, as well as keep a steady pace. Interoceptive senses refer to “the sensations you feel within your body.2” It is your interoceptive senses that let you know when you have to go to the bathroom or have a headache or stomachache.

The Sensory Needs and Preferences of a Child with SPD

I hate having my hair cut, washed, or brushed I can be very selective with food and resist to certain textures or smell

I shield my eyes from bright lights or stare at them I can be oversensitive to loud sounds such as blenders or car horns I like to smell people, food, or objects

I cannot tolerate specific textiles or tags on my clothing

I can detest being tickled and cuddled or I can adore being squeezed and massaged I can touch others too soft or too hard

I can be clumsy and stumble over things

I like to wear the same shoes regardless of the weather or I always want to walk barefoot

I like to chew on different materials and textiles

I have difficulty dressing myself

I have poor fine motor skills such as hand writing, cutting, or fastening buttons I have poor gross motor skills such as riding a bike or climbing stairs

I can walk on my tiptoes

F.1 A depiction of a child with Sensory Processing Disorder (SPD) and his or her many needs and preferences. This diagram accounts for both children with hypo-sensitive deficits (the “sensory seekers”) and those with hyper-sensitive deficits (the “sensory avoiders”). The graphic is based off of an existing image. 40

Sensory Processing Disorder Most humans are born with the ability to receive and organize “sensory messages into appropriate behavioral and physiological responses.2” However, some humans lack this ability. These people have sensory processing disorder (SPD).

There are two main types of sensory deficits, which categorizes the “sensory seekers” and the “sensory avoiders.” Some children may have hypo-sensitive deficits, while others may have hyper-sensitive deficits.

Sensory processing disorder exists “when sensory input and signals are not organized into the appropriate responses, resulting in disruption of one’s ability to participate in daily routines and activities.2”

Hypo-Sensitive Deficits: For children with hypo-sensitive deficits, it takes a great deal of proprioceptive input for them to feel what their bodies are doing. These children are known as the “sensory seekers” and because of this, they may be:

The symptoms and associated behaviors of SPD are different in each individual who is affected. Children with SPD normally display a wide range of symptoms such as “hypersensitivity to sound, sight, and touch, as well as poor fine motor skills, difficulties with emotional regulation, and challenges with attention.3” When a child’s sensory processing system doesn’t function correctly, their reaction to the sensory overload that a they experience may just appear to others as bad behavior. Sensory processing issues often occur in children with attention deficit/hyperactivity disorder (ADHD) as well as children who are on the autism spectrum. However, other learning disabilities, physical disabilities, and conditions such as traumatic brain injuries, epilepsy, and migraines may also inhibit a child’s sensory processing abilities.

• “Constantly touching people and objects to the point of being disruptive • Constantly be in motion- no stop button • Constantly humming or making noises for no apparent reason • Very impulsive and easily distracted • Unable to organize their lives, keep their rooms clean, or keep up with homework.4” Hyper-Sensitive Deficits: Children with hyper-sensitive deficits are overly sensitive to sensory input. These are the “sensory avoiders” and because of this they: • “May shy away from your touch • May not like to be hugged or to cuddle • Do not enjoy playing on playground equipment • Do not enjoy art because they prefer not to touch materials like glue or glitter • Are very sensitive to light touch • Cannot tolerate unexpected touch.4”

The “Secret Garden” at Jowonio, which is a sensory gym used for both occupational therapy and physical therapy (see Classroom Visit #3).

F.2 Swings are great for vestibular and proprioceptive seekers.

F.3 Noise-cancelling headphones can be a very important tool for those who are overly sensitive to noise.

F.4 Weighted blankets are very helpful for calming and comforting proprioceptive seekers.

F.5 “Brushing” is a therapeutic sensory technique that helps a child’s body to relax and focus.

Existing Sensory Solutions There is not any specific cure for sensory processing disorder, however, there are a variety of treatments that can help children overcome SPD. Many times, parents, teachers, and doctors miss the red flags associated with SPD because they dismiss them as bad behavior. However, because children’s brains are still developing, if SPD is detected early on, an intervention can be implemented that will give them the chance to overcome the symptoms and behaviors. The most common intervention is occupational therapy (OT). Through personalized playdriven exercises and activities, children can expand their tolerance to the sensitivities that irregularities in their sensory systems are causing. OT’s commonly refer to the term “sensory diet” to refer to the series of activities that are developed by the OT to cater to a child’s sensory needs. Many times this type of therapy takes place in sensory gyms.

There are also a variety of tools out there that can be used to meet a child’s sensory needs such as swing pods, noise-cancelling headphones, weighted blankets, and soft-bristled brushes. Although I mentioned in my introduction that sensory spaces are not normally directly integrated into the classroom, I did find a British company called Safespaces that designs structures that provide a “calm, low stimulation environment much needed in busy classrooms.5” These spaces can be used as a ‘chill out’ room, a crisis management area, or a therapy and sensory space. The Safespace design is the solution that is most similar to the design ideas that I have. However, I plan on creating a smaller space for one-on-one engagement and providing more structure for sensory activities such as a sensory table or an interactive wall.

F.6-8 The Safespace design in the classroom.

Fit-In Conference Sensational Inspiration Movement Seminar Cortland, NY 10.6.17 In October, I attended the fifth annual Fit-In Conference at the State University of New York (SUNY) Cortland. Fit-In stands for the Fitness Inclusion Network, which is a collaborative initiative across institutions consisting of “athletes, students, families, and professionals in adapted physical education, medicine, physical therapy, occupational therapy, engineering, therapeutic recreation, special education, social work, and disability policy and law.6” Their mission is to “develop innovative ways to promote and support inclusive fitness for children, adolescents, and adults with disabilities in Central New York.6” The conference was specifically held at SUNY Cortland because that is the location of the Sensory Integration and Motor Sensory (SIMS) Exploration Lab. Tim Davis, the director of the SIMS Lab, is also the coordinator of the Skill Builders/Challenger Sports Program. He facilitated the collaboration between Fit-In and the SIMS Lab, and together they held the Sensational Inspiration Movement Seminar for this Fit-In Conference. The purpose of

the seminar was to focus on the sensory needs of children with multiple disabilities by engaging “participants, speakers, families, and children in meaningful discussion while sharing, designing, and creating sensory based solutions that promote independence, enhance physical activity, and celebrate inclusion.7” The participants included:

• “Children with multiple disabilities and their families • Students from local high schools • Students and professionals with expertise in: -Music Therapy -Occupational Therapy -Therapeutic Recreation -Special Education -Adapted Physical Education -Adaptive Design -Community Health • Anyone committed to inclusion through physical activity and play.7”

F.9 â&#x20AC;&#x153;Learning Triangle.â&#x20AC;? Integrated Learning Strategies Learning Corner, 15 June 2016.

The conference began with multiple different talks by national leaders in the field of inclusive play. One of the first speakers showed the diagram on the left (F. 9) and discussed how crucial it is that every child not only exercises their auditory and visual skills, but also their vestibular skills. It is more difficult to find ways to provide vestibular stimulation for children with disabilities, but there are many adaptations that can be used to do so. Because so much of a child’s development involves their vestibular system, teachers, physical education teachers, and parents need to find ways to exercise the vestibular senses of children with disabilities so that they can develop their gravitational security in the way that other children are. If children are not hitting their important developmental milestones, their “vestibular system becomes weak and cause a disconnection in the brain for future learning.8” If the vestibular system of a child becomes underdeveloped, they may develop “delays in their motor skills, balance and coordination” as well as “attention issues, learning challenges, emotional grounding problems, and language disorders.8” Therefore, it is important to facilitate movement-based activities for children, especially those with disabilities, in order to help develop their motor skills and activate their vestibular systems. After the morning speakers presented about a variety of topics surrounding inclusive play and the importance of movement, there was a lunch break. During the lunch break, there were different companies that set up booths around the room to display their inclusive play related products as well as other tools for children with a variety of special needs.

Sensory Integration and Motor Sensory (SIMS) Exploration Lab After lunch, we were given a tour of the SIMS Exploration Lab. The SIMS Lab is part of the Physical Education Department at SUNY Cortland and the purpose of the lab is to “provide cross-disciplinary Sensory Integration/ Sensory Motor activities and research opportunities to address the needs of children with Sensory Processing Disorder (SPD).9” The strategies that the SIMS lab uses are based on Sensory Integration Theory which explains the “relationships between the sensory system of the body, the brains ability to process that information, and behavior.9” Each session held at the SIMS Lab is facilitated by a sensory motor activity protocol. As explained earlier, Sensory Processing Disorder (SPD) is the condition that exists when sensory signals are not responding appropriately. SPD can be “described as a

neurological ‘traffic jam’ that prevents certain parts of the brain from receiving the information needed to interpret sensory information needed to interpret sensory information correctly.9” When children have an impaired sensory processing system, their posture and motor skills can be negatively affected. Evidence based research suggests that one of the best tactics for helping children overcome SPD is to immerse them in sensory rich play environments, such as the SIMS Lab. The Sensory Integration and Motor Sensory Lab at SUNY Cortland has an array of sensory equipment that is used to address and convey the wide spectrum of sensory integration needs that children have. During the conference, we were able to take a first-hand look at children interacting with the equipment and the space.

One of the children that the Adaptive Design Association created designs for

Presentation given by members of the Adaptive Design Association of Syracuse

Following the tour of the SIMS Lab, we reconvened in the exhibition room where more presentations were given. One of the presentations was given by a music therapist who works with children with special needs. Music therapy is another tactic used to help children with disabilities and special needs address physical, cognitive, emotional, and social needs. Music therapy has also proven to be an excellent way to provide opportunities for communication for those who have difficulty expressing themselves with words. After this presentation, the music therapist handed out some instruments to the audience such as maracas and tambourines. A local musician took the stage and played the fiddle for multiple songs, having the audience participate with the other instruments. It was amazing to see some of the children who have disabilities that affect movement and communication participate in this. Even the children who were not capable of playing one of the instruments were engaged by the music and were having a positive reaction. Once the music session was over, the Adaptive Design Association of Syracuse gave a presentation on the work they have been doing to “identify solutions to provide access and full participation in a wide range of activities and settings.10” The Adaptive Design Association is a volunteer collective of designers, makers, and clinicians, as well as people with disabilities and their families. When the Adaptive Design Association creates these custom adaptations, the people with disabilities and their families are involved in the process and are equal members of the design team. The association aims for everyone involved to be positively impacted from the experience including “those inspiring and receiving adaptations (the ‘users’), those who imagine and request adaptations (the ‘dreamers’), and those who design and build adaptations (the ‘makers’).10” Before the

adaptive device is actually used, the team must insure that the adaptation is: • • • • • •

“Safe Needed Wanted by the user and the team Attractive Durable Made with materials that are ecoresponsible, locally available, and at low or no cost.10”

One of the people who gave the presentation and is heavily involved with the Adaptive Design Association of Syracuse is Connor McGough. Connor also happens to be an Industrial Design Professor at Syracuse University and is the one who introduced me to adaptive design and told me about this conference. I plan of speaking more to him because I am interested in getting more involved with the Adaptive Design Association and would love to participate in upcoming design builds.

Fit-In Conference Insights: • Play is a very important part of learning, so it is important to provide ways for children of all abilities to be included in play • It is critical to facilitate movementbased activities for children with disabilities to activate and exercise their vestibular system • Adaptive design is a great way to provide low-cost and custom equipment to people with disabilities to support inclusion at home, school, and in the community

â&#x20AC;&#x153;Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone.1â&#x20AC;? - Diane Richler, President, Inclusion International

Section 4

Inclusion in the Classroom

â&#x20AC;&#x153;Inclusion is being a part of what everyone else is, being welcomed and embraced as a member who belongs.2â&#x20AC;?

What is inclusive education? When it comes to inclusivity in school settings, inclusive education is still not a widely practiced concept in the U.S. There are actually many common misconceptions about the meaning of an inclusive environment. Before getting to those misconceptions, it is important to note what inclusive education actually entails: • • “Children, regardless of ability, are taught in general education classrooms with same-age peers. • • Inclusion allows all students equal access to the curriculum through differentiated, adapted and/or modified lessons. • • The majority of learning needs are met in the classroom where support and services are brought to the child. • • Children of all abilities are included in all activities throughout the school, such as class activities, recess, lunchtimes, assemblies and field trips.3”

There are many misunderstandings about inclusive education out there that either somewhat miss the mark of what inclusion really is or are just flat-out wrong. Some of these false ideas and definitions about inclusive education include: • “Only mild to moderate students are included in the general education classroom while students with severe needs receive their education in a selfcontained special education classroom. • • Students with special needs are excluded in activities that can easily accommodate the child. For example, the child has to fit the activity; the activity does not have to fit the child. • • Students with special needs are included in enrichment activities only such as Music, Physical Education, and Art. • • Students with special needs are considered included when they are ‘mainstreamed’ into classrooms. This means a student with special needs must be able to keep up with grade-level work of the other students without any extra support.3”

â&#x20AC;&#x153;Inclusive, goodquality education is a foundation for dynamic and equitable societies.4â&#x20AC;? -Desmond Tutu

Essential Elements for Inclusive Learning Although there is proof about how important the physical setup of classrooms is to the students’ academic success, “there is a gap between what studies say is a successful classroom and what teachers are actually able to do within their walls.5” There have been a number of references written about inclusive practice, strategies, and solutions that are allowing teachers to become more proficient at including children with special needs into general education classrooms. However, “while teachers and schools gradually move to more inclusive programming, it is also necessary for them to pay close attention to the physical space and design of the classroom. In fact, the physical arrangement of the classroom environment will largely determine if and how inclusion will happen.3” In order for teachers to facilitate inclusion in a classroom, experts have given suggestions about appropriately arranging the physical environment in order to help. These suggestions include placing student desks in groups to

enable cooperative learning, collaboration, and discussion, as well as providing accessible and open center that appeal to various learning styles. The layout of the room should be “prearranged so it is conducive for paired work and small group discussions” in order to “lessen loss of time due to student movements in rearranging chairs for small group work.6”There needs to be adequate space for all of the students to move around safely around the room, where teachers are able to “help students quickly and [provide] them with an environment that feels both safe and inviting.6” There should also be a meeting spot that has enough room for ALL the students to gather in order to “have discussions, develop social skills, and participate in large group activities.3” The physical environment needs to have the ability to affect the “feelings of belonging, success, and selfesteem3” for all children, especially those with special needs.

â&#x20AC;&#x153;For most of us, technology makes things easier. For a person with a disability, it makes things possible.5â&#x20AC;?

-Judy Heumann, American Disability Rights Activist and Former Assistant Secretary, U.S. Department of Education, Office of Special Programs

F.1 Student using assistive technology that facilitates communication, also known as an assistive augmentative communication (AAC) device.

Assistive Technology in the Inclusive Classroom Assistive technology can be defined as: “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.6” Participating in daily routines such as going to school and playing are important opportunities for children to learn about their environment. However, if a young child is “restricted from seeing, listening, vocalizing, reaching, grasping, and fully participating in daily activities,6” his or her experiences will be compromised, which will further inhibit overall development and growth. By providing children with more ways to

gain access to people and places and exposure to typical developmental activities, assistive technology increases opportunities for learning. There has been legislation passed by the Individuals with Disabilities Education Act to ensure that students with disabilities are receiving equal access to the curriculum and are participating to the maximum extent possible. Because students of all abilities are now required to be provided access to general curriculum activities, there is a growing need to develop appropriate adaptations for those students who do rely on assistive augmentative communication (AAC).

Attending the "Assistive Technology in the Inclusive Classroom" Class.

Class Sit-in Assistive technology in the inclusive classroom 9.26.17 In September, I sat in on my roommate’s grad school class on Assistive Augmentative Communications (AAC). My roommate is getting her Master’s in Inclusive Special Education here at Syracuse, and this class, Assistive Technology in the Inclusive Classroom, is part of her curriculum. The class is taught by Beth Tollar, M.S. CCC-SLP, who is a speech-language pathologist and specializes in the area of assistive technologies. She only teachers this one class once a week because her full-time job consists of consulting with school districts across

• • • • • • • •

Central New York and assisting children with a wide variety of technology needs. On the particular night that I attended class, Professor Tollar was teaching her students about AAC tools on the iPad. She spent the first part of the class giving an overview of the settings on the iPad that can be changed to enhance accessibility. For the rest of the class, she introduced a variety of AAC applications, and gave demonstrations of each one. The AAC applications that she presented included:

Proloquo2Go (http://www.assistiveware.com/product/proloquo2go) Dynavox Compass (https://www.tobiidynavox.com/en-US/software/ windows-software/compass-1/) Go Talk Now (https://www.attainmentcompany.com/technology/apps/ gotalk-now-plus) iTalker (https://prmac.com/release-id-22102.htm) Tap Speak Sequence (http://tapspeak.com/drupal/Sequence) Answers: YesNo HD (https://prmac.com/release-id-26644.htm) LAMP Words for Life (https://aacapps.com/lamp/) Touch Chat (https://touchchatapp.com/

Trying out Proloquo2Go, a symbol-based communication app to promote language development and grow communication skills, from beginning to advanced communicators.

Using some of the simpler symbols on Proloquo2Go to communicate different colors and shapes. It was very interesting to see the capabilities of each of the assistive augmentative communication softwares, as well as the differences between them. For each one, Professor Tollar discussed the different children that she works with that use the program. Each of the children she works with range in their communication capabilities, but most of the apps have ways to adjust to the communication level of the user. The majority of the apps use a combination of symbols with the associated word, but can be switched to just symbols or just words. For users who cannot see the options, some of the softwares are able to switch to a "scan" mode, where the options are read aloud in a list, and the user chooses the word they are looking for by pressing a switch.

After the class was over, I had a chance to talk to Professor Tollar about what she does and about my thesis project. She seemed very enthusiastic and thought that there was a lot of opportunity to better incorporate AAC devices and softwares into classrooms. She brought up an interesting point and said that students with disabilities involving speech impairment don't need to be the only ones using such technologies. Professor Tollar expressed that if all the students in the class were presented with these communication softwares, then all the students could have the ability to speak in the same method to each other, and everyone would be included. This definitely sparked some ideas about potentially designing a communication system for the classroom that would facilitate collaboration and social interaction between children of all abilities.

“Classrooms are small universes. In those universes, we learn to accept and appreciate one another’s variances—or we learn to resent and be suspicious of differences. We learn to celebrate one another’s victories and support one another’s efforts—or we learn to compete in ways that undermine rather than dignify those 1 with whom we share time and space. ”

Section 5

The Learning Environment

F.1 An elementary school classroom in 1937.

Design of the Classroom Although there have been major changes in lifestyle and technology, “if you look at a classroom today and compare it to one of in the early 20th century, you won’t notice many significant changes.2” Just like the last one hundred or so years, the average classroom still has the same basic setup where a teacher lectures at the front of the room and students sit in neatly aligned desks for most of the day. In terms of thinking about the places where learning happens, “we are woefully behind and it’s stifling our progress in all other areas of education.3” However, there are some professionals that are breaking out of the traditional mold by designing classrooms that “aim to create an environment that fosters students’ personal growth in communication, collaboration, creativity, and leadership skills.2” There are many factors of the classroom environment that can impact student learning. There is evidence that “classrooms that are painted with color, lighted with full-spectrum lighting, and devoid of visual noise result

in improved academic performance and decreased disruptive, off-task behavior.4” Even if a classroom is not specifically designed to be inclusive, “we need to be sure that we’re not just catering to one type of learner. Be mindful of your introverts, extroverts, collaborators, solo thinkers, writers, dreamers, and fidgeters and design a flexible environment that can meet everyone’s needs.5” When thinking of modern classrooms, there are some perceived staples of 21st-century learning such as “problem-cased learning, maker spaces, flipped learning, (and) student blogging.5” However, although these are ambitious practices, there are other ways to make positive changes in the classroom learning environment that are more easily obtainable. Making changes such as creating different zones can make a space more flexible instead of making students do all of their learning, working, and thinking in one place. There should be a designated whole-group gathering zone, but there should also be some workspace zones that provide spaces to suite the needs of those working as individuals, pairs, and groups.

F.2 Steelcase’s example of a flexible learning space. F.3 Verb is Steelcase’s integrated system of classroom furniture designed to support a variety of learning and teaching styles on demand

F.4 This classroom features Steelcase’s Node chair with personal worksurfaces, and a height-adjustable instructor table for maximum flexibility and comfort.

Flexibility is the driving concept behind 21st century classroom design, which goes hand-inhand with the push for personalized learning. Flexibility is so important because students need an environment that supports and empowers them to decide how they learn best, and “an agile space also gives teachers the ability to respond to different students’ needs.2” Classrooms should be driven by the interests of the students and have open, flexible spaces that allow for them to “share, collaborate, and create.2” Traditional classrooms are structured so that children are sitting at standard desks for up to ten hours in a day. However, this does not accommodate for their natural need

for movement. Instead children should be presented with options that “allow them to rock, bounce and rotate while they are sitting” in order to provide children with the opportunity for “enhanced circulation and concentration throughout the day and all the learning benefits that come with.2” As what is being teach and how it is being taught continues updating, “we’re going to need physical environments that reflect a rapidly changing landscape where learning can be collaborative, personalized or adaptive.3” Leaders in education world wide need to come together to rethink how schools are being designed, and now is the time it needs to happen.

Current Solutions for Flexible Learning Spaces There are already some leaders who have started rethinking how classrooms are designed, and who have already produced some solutions for flexible learning spaces. The first is Steelcase, which is a furniture design company whose goal is to offer “architecture, furniture and technology products and services designed to unlock human promise and support social, economic and environmental sustainability.6” They also extend their services into the realm of the healthcare and education markets. Steelcase believes in “active learning, active minds, [and] active spaces” and focuses on “helping schools, colleges, and universities create the most effective, rewarding and inspiring active learning environments to meet the evolving needs of the students and educators.6” As many of the sources in the previous category talked about, Steelcase believes that “movement is key to active learning. When students can move about easily, they are more interactive, collaborative, comfortable and engaged in class.6” In response to this belief, Steelcase designed a collection of furniture (F.2-4) that facilitates easy movement between lecture-based and team-based modes,

as well as provides the tools that are needed for collaboration and group engagement. Before designing furniture collections, Steelcase conducts intensive research. The following are some insights that impacted design decisions: • “The majority of classrooms in use today were built for traditional, ‘stand-anddeliver, sit-and-listen’ pedagogies in a passive learning setting. • • Inflexible layouts and furniture with limited mobility hamper interaction among students, instructors and content; in fact, the environment is the barrier. • • Technology access is highly variable from classroom to classroom and often poorly integrated. • • Many schools are reconsidering how pedagogy, technology and space can be better integrated for a greater impact on teaching and learning.6” 69

F.5 (All above) The Collaboratory at High Tech Elementary, designed by Kurani.

The next leader that is rethinking classroom design is Kurani, an architecture firm that specializes in designing and constructing learning spaces. Although Kurani is technically an architecture firm, Danish Kurani and his team take a multidisciplinary approach that combines architecture, design, spatial thinking, and anthropological research. One of the projects that Kurani worked on was developing a prototype classroom that would support 21st century learning. They were asked to do this by the Denver Public Schools during a city-wide campaign to personalize learning. With the help of teachers and students at a school called high tech elementary, “Kurani re-designed a generic square classroom to demonstrate how schools with limited resources can create empowering environments.7” The firm developed a new space that would support collaboration in High Tech Elementary with their project-based curriculum. The team designed “reconfigurable furniture, interactive learning tools, and even branding (teachers named the room “The Collaboratory)

[that] all encourage students to collaborate and learn from their peers.7” The classroom features that they designed include: • “5 unique learning spaces, each supporting different learning and teaching styles • • Ability to reconfigure layout for fluid group sized, from individual work up to group of 30 students • • Multimedia panels for interactive collaboration, engagement, and learning • • Skype setup to connect students with experts from around the world • • Messy zone for students who learn by making and doing • • Locally fabricated furniture and learning tools.7”

Both of these companies, along with other teachers and professionals, have made strides to design and create furniture and spaces to facilitate collaboration and 21st century learning. However, there have not been enough efforts made to design classroom spaces that are not only flexible and personalized, but also inclusive and accessible.

646 Students 42 Full-time teachers 15:1 Student-teacher ratio

Webster Elementary School

Classroom Visit #1 Webster Elementary School Syracuse, NY 9.22.17 To familiarize myself with the subject matter of inclusive classrooms, I decided to do a series of classroom visits in different schools with various learning environments in order to be able to compare the different spaces and gain insights. I went on my first classroom visit on September 22 at Webster Elementary School in Syracuse,

NY. My friend Keri, who graduated this May, is now a first-grade special education teacher at Webster, so she let me come see the classroom after school. I observed the physical space, took some pictures, and asked my friend and her co-teacher about what was working and not working in the classroom for them.

Poster that the first-graders and their teachers made 73

The children’s assigned seats.

The tables turn into “centers” where the children do different activities to work on various skills.

The whole-group meeting space. The tape lines serve to keep the kids sitting in rows in an organized fashion.

Keri has 25 children in her classroom, 13 of whom are receiving special education. Although she plans separate lessons that meet the needs of her 13 special education students, she and the co-teacher have all of the students doing most of the activities in the classroom together and the classroom is aims to be a space for inclusive learning. All 13 children have cognitive disabilities rather than physical disabilities, and they all have the same physical abilities as the general education children. Keri told me that the kids are blended together and that if I saw them, I probably wouldn’t even be able to tell who the special education students were versus the general education students. I asked Keri and her co-teacher about how they used the space throughout the day. They said that they usually have the children start the morning in their assigned seats, and then they gather as a whole group. They also have different tables that they use as “centers” where they have the children do different activities to work on various skills.

When I asked Keri and her co-teacher about the issues that they have in the classroom, most of their answers were regarding the children themselves rather than the physical classroom. They told me that they have issues with children keeping their bodies to themselves and understanding the concept of personal space. They also mentioned that a lot of children have trouble sitting still. To mitigate this, they try to give their children frequent movement breaks throughout the day where they’ll get up and do a dance, stretching, or an activity. This was interesting to me because I read about the importance of movement for children in classrooms and how classrooms can be designed using furniture that allows for movement. Keri and her co-teacher also told me that they have issues with children cooperating and knowing where to go and what to do during transition periods.

For children that are having trouble with cooperating, they have a cool-down area in the room where children are sent to take a break and reflect.

While I was there, Keri quickly showed me another firstgrade classroom. The room is rearranged differently and has more wide-open space, but otherwise the classrooms are pretty similar. In this classroom, there is one student who uses a wheelchair.

Layout of one of the Webster Elementary first grade classrooms.

Classroom Visit #1 Insights: • Center based learning is a good tactic for inclusive classrooms because it helps students learn in various ways and can tend to the different skill levels of the children. • Allowing breaks for movement or providing activities for movement is essential for keeping students focused and ready to learn throughout the day. • It is important to have a flexible classroom that allows for easy and quick transitioning because otherwise kids have trouble cooperating if there is too long of a transition period. • • It was necessary for there to be a cool-down area in the classroom for children who were not able to cooperate. However, their version of a cool-down area was a chair facing a wall and two pillows underneath the desk. There is an opportunity here to design a cool-down space that will be more conducive to calming children down.

939 Students 77 Full-time teachers 12:1 Student-teacher ratio

Jamesville-Dewitt Middle School 80

Classroom Visit #2 Jamesville-Dewitt Middle School Jamesville, NY 9.26.17 This was not a planned classroom visit, but because Assistive Technology in the Inclusive Classroom class I attended (Class Sit-In, page 59) took place in a 7th grade classroom, I decided to take the opportunity to observe the space. However, because this was not a planned classroom visit and it took place in the evening, I was not able to speak to any teachers

or faculty about the space and how it is used. I was only able to see one classroom and then the cafeteria. This was not particularly an inclusive classroom and didnâ&#x20AC;&#x2122;t host any students with disabilities to my knowledge, but it is still interesting to see as many classrooms as possible in order to be able to compare them.

At a glance, this classroom seemed like a boring old classroom to me that didn’t have much to it. I noticed that the desks were formed in clusters. This can be good for facilitating small group work, but because of this set-up, there is no whole group gathering area. I discussed the classroom layout with my roommate who is getting her Master’s in Inclusive Special Education (the one who invited me to sit in on her AAC class), and she mentioned to me that because the room is so segmented, there really isn’t a good method for whole group communication. Because she attends class in the room every week, she was able to express to me that the set-up of the desks in clusters makes it difficult for everyone to have an equal vantage point of the Smart Board at the front. Also, because of the bulky and inflexible nature of the

furniture, it is difficult to rearrange the room into different configurations for different purposes. There also isn’t much room between the desk clusters, and it would definitely be difficult for a student in a wheelchair to maneuver around the classroom. The only benefit of the way that the classroom is set up is that the teacher is able to see every student from both their desk in the back and when standing in the front. The AAC professor who teaches once a week in the classroom suggested that I also take a peak at the cafeteria because she believed that it would be difficult for a student in a wheelchair to be included at the lunch table. Because she works with students with disabilities on a regular basis, it was frustrating to her that a student in a wheelchair would have to be stuck at the end of the table in order to eat lunch with everyone.

I was able to peak in the cafeteria and view lunch table set-up.

Layout of one of the Jamesville-DeWitt seventh grade classrooms.

Classroom Visit #2 Insights: • The set-up of the classroom should ensure that all students are able to view the subject matter that is being presented to them. • The classroom should have a natural flow to it and not feel so segmented. • Although it is important to have a classroom set-up that facilitates individual and small group work, it is also important to have a gathering space for the whole group to meet and communicate.

170 Students 34 Full-time teachers 5:1 Student-teacher ratio

Jowonio School

Classroom Visit #3 Jowonio School (Pre-school) Syracuse, NY 10.6.17 Besides pursuing her Master’s in Inclusive Special Education, my roommate is also a preschool teacher at Jowonio and arranged for me to take a tour of the school and observe each of the classrooms. Jowonio is a public charter school that focuses on inclusive early education. Their mission is “to provide model inclusive programs for young children, where diversity is celebrated and all are free to learn and grow.8” At Jowonio, they emphasize the importance of being comfortable with differences as well as approaching and treating others with respect, kindness, and empathy. They encourage having an openness towards and interest in others who may speak, look, and act in different ways.

Jowonio is dedicated to: • “Creating innovative educational settings where children of all abilities are full participants, encouraged to reach their full potential. • Offering a wide range of therapeutic and family support services. • Advocating for the inclusion of all children in schools and in society. • Providing training and development for teacher, therapists and parents in collaboration with educational institutions and community agencies.8”

1 of the 11 classrooms at Jowonio.

On a Friday morning in October, I met with one of the support teachers at Jowonio who gave me a tour of the school and all of the classrooms. There are 11 different classrooms at Jowonio, and there are about 170 students who range from ages 2 through 5. Out of the 170 students, around 80 of them have Individual Education Plans (IEP). At Jowonio, the students with IEPs have a wide range of disabilities. Some students have minor learning disabilities, while others have severe cognitive and/or physical disabilities. Regardless of ability, every student is equally

included in the classroom. Additionally, every student who has an IEP has access to Special Education Teacher Services (SETS) and most of the students who have an IEP meet with an occupational therapist (OT) and/or a physical therapists (PT). In most of the classrooms, there are around 12 children and usually 6 of those 12 have IEPs. When there are 12 children and under, there are at least 4 teachers in the classroom. If there are over 12 children in the classroom, it is required to have at least 5 teachers. Some students attend Jowonio for a half-day (until 11 a.m.) and some students attend Jowonio for a full day (until 2 p.m.).

A pre-school student showing me her toy dinosaur.

Images from a variety of the classrooms at Jowonio. 90

Although all of the classrooms have similar elements, they each have their own unique theme and ambiance. The classrooms all have a variety of play areas and nooks and activity tables. Many of the classrooms also have loft structures in the classroom. Because the children are still so young, it is difficult to engage them all in organized activity, so the majority of the day is spent playing and doing activities of choice in small groups. The teachers split up and make sure that all of the children are being tended to and are engaged in play and activities. Because Jowonio recognizes the “importance of pro-active social skills in determining a child’s success in school and in life, 8” a large part of the curriculum is based on teaching social skills. They have developed their own curriculum that “uses puppets, role play, and songs to directly teach children to recognize and manage emotions as well as to constructively interact with peers and negotiate and problem-solve when conflicts arise. 8” The teachers spend a lot of time trying to facilitate social interaction between students and helping them create meaningful

interactions. However, even in an inclusive school with a very attentive and knowledgeable faculty, they cannot force children into forming these relationships. My roommate told me about one specific child in her classroom who has sensory processing disorder and is on the autism spectrum. He gets overwhelmed by all of the noises, commotion, and sensory overload of his classroom. He struggles to talk and engage with his peers because the volume of the classroom is too much for him. Because of this, he spends most of the day playing by himself. Learning about this student is one of the major pieces of information that influenced me to want to design a safe sensory space for peer interaction and engagement. According to my roommate, this student is actually very clever and funny, but the over-stimulating environment around him inhibits him from showing his true personality to his peers. If he was provided with an enclosed, quiet, and sensorially pleasing space within the classroom, he would likely feel more comfortable engaging with the other children.

A sensory exploration tub in one of the classrooms. 91

The Secret Garden Jowonio provides speech/language therapy, occupational therapy, physical therapy, and play therapy to students with IEPs. Although some therapy services are provided in the classroom, there are also a variety of dedicated spaced for providing therapy throughout the school. The Secret Garden is a space for “individual and small group occupational and physical therapy sessions, and for children’s sensory breaks.8” The individual needs and goals of the children are addressed with child friendly, play-based activities. The goals of these activities are to improve children’s: • “Strength and endurance • Balance and coordination • Motor learning and problem-solving • Sensory integration skills8” • This space has a wide variety of equipment and tools that can help facilitate these activities and create a safe, fun, and sensorially pleasing environment. The Secret Garden is very similar

to other sensory gyms and sensory labs (see SIMS Exploration Lab on page 47). Spaces such as the Secret Garden can really make a positive impact of children who have sensory processing disorder and well as children who are on the autism spectrum or who have ADHD. These types of sensory environments can also be beneficial to children with other cognitive or physical disabilities, but could also be a valuable experience for typical children. However, the Secret Garden is mainly used for the children with IEPs, and these children are taken away from the classroom to go engage in this playbased activities. My roommate mentioned that she would really love to incorporate a sensory space on a smaller scale within the physical classroom so that all children have an opportunity to benefit from it. If this kind of space was integrated into the classroom, children who actually need such spaces will be able to fulfill their sensory needs while also having the opportunity to interact and engage with their peers.

Assistive Technology and Adaptive Design at Jowonio Jowonio has an assistive technology team that consists of an occupational therapist, a speechlanguage pathologist, and a special education teacher. They work together to â&#x20AC;&#x153;triage, assess, and support children who need additional assistance in accessing means for functional mobility, communication, and/or participation in the classroom.8â&#x20AC;? Many of the children at Jowonio that have trouble with communicating use assistive augmentative communication (AAC) devices or AAC apps on the iPad to express themselves through selecting symbols. Beyond AAC tools, Jowonio has a full array of adaptive equipment

that was purchased through grant money. These pieces of equipment, such as standing wheelchairs, can either be used just during the school day or can be loaned to the students for an extended period of time. Many of the assistive pieces of equipment that Jowonio has were bought, but many of them were made and adapted for specific students by creative faculty members with available materials. This is exactly the kind of work that the Adaptive Design Association (ADA) does. Whether it is through buying or making these assistive tools, the faculty at Jowonio will not stop until they make sure that every student is provided with an equal opportunity to play and learn.

I visited all 11 of the classrooms at Jowonio, each of which had a pretty different configuration. This is the layout of one of those classrooms. 96

Classroom Visit #3 Insights: • Inclusion is very beneficial for everyone, especially early on when children are just starting to develop their own views of the world and the people around them. • All play translates to learning. • • Before teaching subjects such as math and science, it is important to first teach social skills such as recognizing and managing emotions • Sensory spaces are beneficial for all children with or without special needs. However, most sensory space solutions are limited to students with special needs and take place outside of the classroom, so these children are being separated from their peers. •

• The classrooms at Jowonio are much different than the other classrooms I have visited. It may be because it is a preschool and most of the curriculum is based in play and developing social skills. The classrooms at Jowonio each have their own unique configuration, but they all have a variety of different play areas, tables, and seating. Because of this, these rooms are much more dynamic that the classrooms at other schools. Students also have much more of a choice of where in the room they spend their time during the day. • • Children who have sensory processing disorder as well as other disabilities and special needs often have trouble playing with others and forming relationships because the classroom environment can be overwhelming sensorially and may not be meeting their sensory needs.

746 Students 51 Full-time teachers 15:1 Student-teacher ratio

Pine Grove Middle School

Classroom Visit #4 Pine Grove Middle School East Syracuse, NY 11.9.17 One of my former professors is the design manager at King + King Architects, an architecture firm in Syracuse that has designed a variety of education, health care, and community facilities. To inquire more about what goes into the design of school facilities, I met with my professor to have a discussion. He then got me in touch with Kevin Michaud, an eighth grade social studies teacher at Pine Grove Middle School. Pine Grove was recently remodeled in the last two years, and King +

King Architects is the firm that designed the renovation. I met up with Kevin Michaud at Pine Grove Middle School in November towards the end of the school day. He was kind enough to give me a tour of the entire school, giving lots of information along the way. He was very excited to show me all of their new amenities. As Michaud introduced me to different faculty and students throughout the tour, it became clear that there was a lot of school pride and a communal sense of appreciation of the space.

The values of the school presented on the wall when you first walk in.

The â&#x20AC;&#x153;Community Cafe,â&#x20AC;? which serves as the cafeteria and auditorium.

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Michaud expressed to me that the renovation changed much more than just the appearance of the school. Instead, it changed the values and goals, as well as approaches to education, of the school. With help from the renovation, the school transitioned to new 21st century learning models, such as project-based education. Right when you walk in the school, there is a wall that emphasizes the school’s values of collaboration, innovation, and creativity. There is also a seating area in the lobby that makes the atmosphere feel more welcoming than the typical middle school. One of the things the school chose to do was change the typical names of the different rooms and facilities. They now call the cafeteria the “community cafe” and they call the gyms the “fitness center” and “sports court.” Although these are seemingly minor changes, they actually have a big impact on the way the students perceive these spaces. Michaud explained that for a lot of children, there can be a negative connotation with spaces such as the cafeteria and gym, but changing the names makes them view the spaces differently and in a more positive light. There are also a variety of spaces throughout the school dedicated to facilitating collaboration, such as the “Collaboration Launch Pad.” There is a major emphasis on having students and faculty working together, which helps form connections with one another and allows students to exercise and highlight their strengths. It also teaches the important skill of being able to work cooperatively in a team. Such spaces also allow students to do work in different environments outside of the classroom. Throughout the school, there are many different nooks and areas that students are allowed to utilize to do work throughout the day. Pine Grove has seen positive results from allowing students to do work in spaces other than the classroom during class time.

The Pine Grove lobby.

Collaboration Launch Pad.

One of the collaboration spaces.

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The Library Since the renovation, the library has become one of the most utilized and appreciated spaces in the school. Michaud communicated that the students love the wide variety of seating options, especially the nooks with the booths. He said that his own favorite place to sit in the entire school is in one of the comfy blue

chairs next to the window in the library. He then expressed the importance of natural light, especially in learning environments. The library is also a very functional space because of the flexibility. The majority of the furniture can be easily rearranged in order to form different configurations for a variety of purposes.

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104 The breakout spaces/nooks, the hallway, and some examples of the flexible furniture in the classrooms.

Some of the technology provided to students in the classrooms in addition to their personal Chromebooks. Pine Grove Middle School is for students in 6th grade through 8th grade. Although there are currently no students with severe physical disabilities, there are some students with cognitive disabilities. These students are included with the rest of the students in every class and activity besides math and English. For these subjects, they have a specific special education classroom. In the 7/8th grade section of the building, there are four “learning commons”; one orange learning common and one blue learning common for each grade level. Each of these learning commons consists of around 100 students. The students switch classrooms for each subject, but all of their classes are within their assigned learning common. There are also many nooks and break-out spaces in the hallways of each of the learning commons. Each of the teachers is assigned to a learning common. There is one teacher per subject in each learning common team. The teams in each learning commons work together as a team to make sure that they are providing students with a cohesive experience. The teachers open up the walls between the classrooms three times a week to gather all 100 students in the learning commons. They do this because it creates a sense of community and they are also able to relay information to everyone at once. On Monday mornings, they have the entire learning commons groups meet to work on team building, share their work, and facilitate social

interactions between the students. The flexible design of the classrooms and furniture allows them to do this. The group of 8th grade teachers within Michaud’s learning commons call themselves the STEAM Team. This name spins off of the STEM (science, technology, engineering, and math). However, the STEAM Team has also been incorporating English language arts and social studies into the mix. This trans-disciplinary team is “focused on creating 21st century learning opportunities by integrating technology and engineering principles into Science, Math, English Language Arts and Social Studies.9” The STEAM Team recognizes “students’ interaction with technology as an opportunity to for them to appropriately participate in a society that increasingly relies on digital literacy.9” They work to enhance student communications and to assist students with problem solving activities by incorporating various technologies. Pine Grove has a 1:1 ratio for students to technology. All students are given a Chromebook laptop that they are allowed to hold onto for the entirety of their middle school careers. The teachers have the students use technology as research, communication, and organization tools. Using technology also enhances the efficiency of the delivery of information from teachers to students as well as the transfer of deliverables from students to teachers.

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Some of the equipment provided in the digital fabrication lab.

Part of the wood shop work space. 106

The 3D printers in the digital fabrication lab.

The teachers are also incorporating the use of 3D modeling and digital fabrication into the curriculum. Michaud was telling me about one of the projects he has his students working on. In his social studies classes, the students are learning about the industrial revolution and advanced manufacturing. Through the use of 3D modeling and 3D printed, as well as other tools, they have to simulate production during this time. One of the learning outcomes of this project is to learn about the impact of big business and large industries on economies. Pine Grove has a digital fabrication lab that is equipped with 5 Makerbot 3D printers, multiple laser cutters, a vinyl printer, a vinyl press, a CNC machine, and various other pieces of equipment. They also have a variety of drones and some other gadgets. In addition to all of that, they have a fully equipped wood shop. Students

can take enrichment courses in the digital fabrication lab and in the wood shop, but many of the teachers, including Michaud, also have their students using these facilities to support their specific curriculum. The technology integration initiatives of the STEAM team and Pine Grove as a whole has created an environment that â&#x20AC;&#x153;produces a more engaged student who sees their learning connected to a purpose and wider audience. Students exit the team better prepared to work in collaborative groups, solve problems, communicate their understandings, and demonstrate the ability to adapt to many environments.9â&#x20AC;? There is no doubt that students are benefiting from this framework.

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Layout of one of the Pine Grove eighth grade classrooms. This classroom is connected to another one and has a collapsible wall in between. 108

Classroom Visit #4 Insights: • The physical learning environment has an large impact on students’ perception of their education. Pine Grove has seen amazing results since their renovation in the students’ attitudes towards being at school. • The way spaces are named can affect how the spaces are perceived. Names like the cafeteria and the gym can have a negative connotation for some students. It made a big difference in students’ attitudes towards these spaces when Pine Grove made changes in their naming such as calling the cafeteria the “community cafe” and calling the gym the “fitness center” and “sports court.” •

• Project-based learning is likely the future of education. At Pine Grove, they focus on having the students work collaboratively on projects that aim to solve problems. Students become much more engaged in projects than when they are just given lectures, mundane homework assignments, and quizzes and tests. • • Integrating technology into the curriculum helps prepare students to function in a world where digital literacy is crucial. • • Having a flexible classroom set-up as well as flexible furniture really does enhance the learning experiences. With this flexibility, the environment can adapt to the needs of the students and teachers throughout the day.

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â&#x20AC;&#x153;Play is the universal language of childhood. It is through play that children understand each other and make sense of the world around them.1â&#x20AC;? -Play Scotland

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Section 6

Learning Through Play

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The Importance of Play One of the biggest re-occurring themes throughout my research process is the importance of play and the relationship between play and learning. Play is “so important to optimal child development that is has been recognized by the United Nations High Commision for Human Rights as a right of every child.2” Play is crucial because it contributes to the “cognitive, physical, social, and emotional well-being of children and youth.2”

Through play, children learn to engage and interact in the world around them from a very young age. Play allows children to think creatively, explore spatial relationships, practice social skills and language, hone motor capabilities, and gather information about the world through a mix of senses. As children are playing, they are learning. For young children, “there is no distinction between play and learning; they are one and the same.3”

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The Different Types of Play • Creative play: painting, molding, solving problems, making music, telling stories, or any activity that involves a child’s “Active play: running, jumping, climbing, imagination. riding, and other use of large muscles. • • Dramatic play: dress-up, make-believe, or Quiet play: reading, stringing, coloring, etc any play that involves pretending.3” • Cooperative or social play: games and The types of play overlap and most activities will activities that involve more than one. generally fall into more than one category.

Most experts agree that child play can be divided into these seven categories: • • • • •

• • Solitary play: drawing, dreaming, or any activity that involves only one. • • Manipulative play: putting together puzzles, building with blocks, cutting and pasting, or any activity that involves eyehand coordination or fine motor skills. •

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F.3 Children engaging in sensory play.

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Sensory Play From the day children are born, they are designed to explore the world through their senses. To make sense of the world around them, they touch, taste, smell, see, hear, and move around their surroundings. Providing children with opportunities “to actively use their senses as they explore the world through sensory play is crucial to brain development — it helps build nerve connections in the brain’s pathways.4” Sensory play includes any activity that stimulates a child’s senses of touch, taste, smell, sight, hearing, movement and balance. Sensory play helps children develop trust and understanding of their surroundings. All seven types of play mentioned before may involve sensory play.

All children can benefit from sensory play, not just children who have difficulty with sensory integration. It is important for all children to be provided with a range of sensory activities. In my design of a designated space within the classroom for one-on-one peer interaction sensory experiences, I plan on incorporating a variety of sensory play activities that will not only help with sensory integration, but also with forming meaningful interactions between students. Many times, sensory play is set-up as an individual exploration activity, but it is important to help children engage in this type of play with others so that they can learn to explore their surrounding together.

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“Our goal is to provide a safe, clean and beautiful environment free of physical and economic barriers that all individuals – regardless of age, special need 5 or disability – can come to and enjoy. ”

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Visit to Morgan’s Wonderland 2 hour interview, 4 hour visit San Antonio, TX 11.3.17 Morgan’s Wonderland is the world’s first ultraaccessible and fully inclusive theme park. Located in an old quarry in San Antonio, Texas, Morgan’s Wonderland is a 25-acre park for both people with and without disabilities and special needs. Through the common element of play, Morgan’s Wonderland creates an atmosphere of inclusion where people are encouraged to gain a better understanding of one another without any preconceived notions or judgment. I found out about Morgan’s Wonderland this summer when a friend tagged me in a video on Facebook about the new addition to Morgan’s Wonderland called Morgan’s Inspiration Island. Morgan’s Inspiration Island is the world’s first ultra-accessible and fully inclusive water park, which is a major accomplishment. Already knowing that I wanted to do my thesis on something regarding accessibility design, I reached out to Morgan’s Wonderland and inquired about being able to visit and speak with the founder, Gordon Hartman. Hartman’s assistant got back to me right away, and set up

a time for me to meet with Hartman on a Friday in November. While planning the trip to Morgan’s Wonderland, the general manager, Ron Morander, reached out to meet and made the introduction to Leo and his family because they live in Syracuse (Meeting with Leo, page 25). Leo was one of Morander’s favorite children to visit Morgan’s Wonderland, and because of their instant connection, Morander is now friends with Leo’s family. Morander also expressed his interest in meeting me, so he arranged to give me a tour of the park. When I arrived at Morgan’s Wonderland on November 3rd, I was greeted by Morander. Hartman was still in a prior meeting, so Morander started to give me and tour, letting me know that Hartman would catch up with us later. Morander started by explaining to me that Morgan’s Wonderland opened in 2010 and Morgan’s Inspiration Island opened 7 years later in June 2017.

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Morander told me that Hartman and his wife really wanted to ensure that everyone in a wheelchair would have the same theme park experience as an ambulatory person. He informed me that there are 4 ultra-accessible rides, as well as over 25 fully inclusive attractions. The first ride he showed me was the carousel. Unlike a normal carousel that you step up onto, this one is countersunk into the ground so that if there is a wheelchair user, they go right from the concrete to the deck. There are two wheelchair chariots that can hold a wheelchair

user and a caregiver or family member. The wheelchair chariot goes up and down so that the user still has the same carousel experience. In addition, visitors who are able to transfer out of their wheelchair but do not have the core body strength to hold themselves up can sit on one of the animals equipped with a high back and harness for support. If visitors canâ&#x20AC;&#x2122;t or donâ&#x20AC;&#x2122;t want to get onto an animal but donâ&#x20AC;&#x2122;t need to use the wheelchair chariot, they can sit on one of the benches that also goes up and down.

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The wheelchair loading process for the off-road adventure ride. 122

Two of the fifty or so operations staff members. Next on the tour, Morander took me to their off-road adventure ride. On this ride, visitors can hop on an off-road vehicle and cruise on a twisting, turning track that goes around many of the other Morgan’s Wonderland attractions. For this ride, there is two loading zones. One of them is specifically designed to load wheelchair users onto the ride. There are two accessible cars that can each hold a wheelchair as well as caregivers, friends, or family members. For this secondary loading zone, there is a platform that the wheelchair uses roll onto and then the platform pivots to the back of the road. Then they just roll into the car. After the ride, they offload the same way that they on-load. In addition to this ride and the carousel, there is also an accessible Ferris wheel and a train ride. There is also an accessible boat adventure ride in Morgan’s Inspiration Island. It definitely takes longer to go through the process of loading someone with a wheelchair onto the rides, but at Morgan’s Wonderland, they always make sure to not make the user feel under pressure or waited on. Morander noted that although some major amusement parks may have adaptations to the ride for

accessibility, the wheelchair users usually feel like a burden by making the rest of the visitors wait on them. Also, at these other amusement parks, the handicap accessible adaptations are usually just stuck onto the back of the rides. At Morgan’s Wonderland, they make sure to put the adaptations for accessibility in the middle of and throughout the rides so that users with disabilities are included with everyone else and are right in the midst of the experience. They’ve also made sure to create large, wideopen spaces throughout the park so that it never feels too crowded or overwhelming to the visitors. Because of this, Morgan’s Wonderland has a much more relaxing atmosphere than the typical amusement park. At Morgan’s Wonderland and Morgan’s Inspiration Island, there are 70 full-time employees which also includes all of their maintenance staff and grounds staff. In addition, they have around 50 operations employees, all of whom are seasonal staff with a one-year contract. Morgan’s Wonderland is truly an equal opportunity employer, and over 30% of the operations staff has some form of a disability.

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Morander proceeded to show me a variety of the other attractions around the park. Here is just a handful of the large collection of inclusive attractions around the park.

Some elements of the Butterfly Playground. This inclusive playground is shaded and has a rubberized surface for comfort and safety. 124

They call this the “pizza oven” because users lay down on it and pull themselves through. It is a fun experience, but the alternative purpose it to build core body strength. When the park is closed, the children’s rehabilitation center (CRIT USA) has access to the park and brings the children to use equipment like this for physical therapy in a recreational setting.

This attraction, Water Works, provides visitors with a water-based sensory play experience. It has ten splashy play elements, including four 7 ft wide play pods at each corner of the attraction. Each pod also has a recessed base that allows for wheelchair accessibility.

The Sand Circle is place for visitors to make sandy masterpieces. There is an accessible play table, as well as diggers that have roll-up capabilities for wheelchair users.

Morgan’s Wonderland has over 30 traditional and adaptive swings, including wheelchair swings. Wheelchair users are hooked into the swing platform and can then swing freely. They make sure that everyone has the opportunity to swing and play together.

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Sensory Village As Morander led me to the Sensory Village, the founder, Gordon Hartman, met up with us. Together they showed me all of the different elements of the Sensory Village, a community built on making imaginations run wild and encouraging creative play through various sensory activities and interactions.

The features:

“The Paramount Theater intrigues with interactive videos. The Saddle-Up Stable houses two Equicizer horses that mimic the real thing. The auto Fix-It Shop lets you design a custom car or go for a simulated test drive. The Village Market grocery store enables younger guests to go on imaginary shopping trips, and KMWL-TV

(Channel 7) lets you do a weather forecast and see yourself on TV.” Morander told me about one of his favorite children, Alan, who used to come to Morgan’s Wonderland on a regular basis when he was very sick and sit in front of the interactive wall for hours on end. He especially loved the video with the falling candy, which he claimed as his candy wall. Unfortunately, Alan died 70 days after his 5th birthday. However, it means a lot to Morander that Morgan’s Wonderland could provide him with such positive experiences during the end of his life time. He would come there and forget that he was sick. For a few hours, everything would be okay and he could just be a kid. This is just one example of the powerful influence that his place has on visitors.

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Images of the Waterproof Wheelchair valet system including a wheelchair change-over room, the wheelchair storage and maintenance area, and grab and go padding and cushioning.

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Morgan’s Inspiration Island Hartman and Morander next brought me to Morgan’s Inspiration Island, which just opened this past spring. It is the World’s first ultraaccessible and fully inclusive water park. Upon entering Morgan’s Inspiration Island, there is a Waterproof wheelchair valet so that wheelchair bound visitors can swap into a waterproof wheelchair to be able to splash and play with everyone else. Hartman noted that 95% of wheelchair users who come to the water park choose to swap into the waterproof chair because of their quick-drying nature. Users are not so worried about the physical wheelchair frame getting wet, but many people have expensive custom wheelchair padding that can take hours to days to dry.

The first typed of waterproof wheelchair is in the form of a push stroller. Caregivers can guide users throughout the water park.

Hartman told me that “some people do not have the muscular ability to get out of their chair and into another chair on their own, so if we can’t help them do that, then they have lost the ability to be part of the experience.” Because Hartman and the Morgan’s Wonderland and Inspiration Island team do everything they can to ensure that everyone is able to participate, they have special wheelchair change-over rooms that are equipped with equipment to assist with the transfer. In these private rooms, there is enough room for two wheelchairs and multiple family members. Morgan’s Inspiration Island provides users with three different types of waterproof wheelchairs that fit a variety of heights and sizes. The water wheelchairs that they have were specially designed for Morgan’s Inspiration Island and are unique to this park. The first two types were developed by a team of doctors and therapists. The third type is a pneumatic chair called the PneuChair that was designed, developed, and constructed by the Human Engineering Research Laboratories (HERL) at the University of Pittsburgh.

The second type is a self-propelled rigid frame chair for users who are able to navigate themselves.

The third type is the patent-pending PneuChair that uses high-pressured air as the energy source instead of heavy batteries and electronics. It only weighs 80 pounds and take only 10 minutes to recharge. 129

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After showing me the waterproof wheelchair valet system, they brought me through Morgan’s Inspiration Island. Even though it was closed for the season and the water was off, it was still very interesting to see. The In this water park, or “splash park,” there are five different splash pads that each have their own theme. One of the splash pads, Rainbow reef, is a warmed-water splash pad that is designed for guests that are not able to tolerate regular water temperatures. For some individuals with certain medical conditions, being subjected to non-heated water can cause muscle pain or contractions. Another one of the splash pads called Calypso Cove is a music garden splash

pad that combines the fun of water play with musical creativity. There are chime-like musical instruments, drums, and xylophones, as well as interactive pools, falls, and geysers that are all rain forest themed. Some of the splash pads, such as Shipwreck Island and Harvey’s Hideaway Bay have giant buckets of water that dump onto visitors every few minutes. In addition to the five massive splash pads, there is a River Boat Adventure ride. This ride is fully accessible and has boats that can hold users in wheelchairs. During this ride, users go through twist and turns in the boat through a jungle setting for over five minutes.

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A sign describing how Hartmanâ&#x20AC;&#x2122;s daughter, Morgan, is the inspiration for this inclusive park.

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Throughout the personal tour, I had a chance to ask Hartman about the motivation behind this park and then experience of creating this place. Hartman’s daughter, Morgan, who has both physical and cognitive disabilities, is the inspiration for the inclusive park. Hartman told me that the catalyst for creating Morgan’s Wonderland was a negative experience Morgan had on a family vacation in 2005 when she was around 10 years old. Some kids were playing in the hotel swimming pool, and Morgan was drawn to play with them. However, when she approached them to play, the other kids didn’t want to interact with her and immediately got out of the pool. Hartman was heart-broken to watch this interaction, and in that moment, he decided to dedicate himself to creating places and opportunities for everyone, with or without disabilities, to come together to play and gain a better understanding of each other. Because many people with disabilities don’t often have the opportunity to be included in recreation areas and theme parks and many also have very expensive medical bills, everyone with special needs is admitted the park free of charge with no questions asked. I also asked Hartman about the how they decided what rides and attractions to put in the park. His answer was, “well, we didn’t. What we did was reach out to caregivers, doctors, therapists, parents, grandparents, and we had numerous meetings where we said, ‘we are building this ultra-accessible, fully inclusive park. What should we put in it?” As the team developed ideas, they kept going back to these stakeholders to make sure that they were on the right track. I then asked about who Hartman reached out to to help him with this project. He told me, “I went

out and found people who are first passionate about what we do. And second, they had to have the talent to design or engineer or develop the plan. You have to have the heart and the passion in what we’re doing. We gathered a talented group who had never done a park before, but had a passion for special needs.” He explained that it was actually benefical that no one on the team had worked on a theme park before because they didn’t have any preconceived notions of how a park should be, which enabled them to go outside the box. Gordon explained that although the park was a success from the beginning, they have come a long way in the eight seasons they have been open. He noted that when the park opened eight seasons ago, there was about 27% special needs guests and the park attendance was only about 49,000 for the year. That percentage has now gone down to about 17% because there are a lot more typical families that visit solely because it is a cool and fun place to play. In fact, when their park first opened, they were meeting all of their special needs goals but none of their inclusion goals. Hartman expressed, “now we have a much more healthy balance.” Even though the percentage of special needs guests has dropped, the annual attendance continues to rise. Gordon speculated that this year they will probably have a total of 16,000 special needs guests and about 115,000 total visitors.” Before Hartman had to run off to a meeting, I asked if there was anything else he wanted to express to me. This was what he told me: “With everything that we do here, even though it’s in play, there is education going on. This is because when we play, we learn.”

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“With everything that we do here, even though it’s in play, there is education going on. This is because when we play, we learn.”

-Gordon Hartman

Because the butterfly is the symbol of Morgan’s Wonderland, there are many butterfly motifs throughout the park. 134

Visit to Morgan’s Wonderland Insights: • When we play, we learn. • It is one thing to make a place accessible. It is another thing to make a place inclusive. All inclusive places are accessible, but not all accessible places are inclusive. • • Playing is not only for children. • • If places are made to be fully accessible and inclusive in the first place, then less adaptations will have to be made later on. It would be very difficult to make an existing theme park accessible and inclusive in the same way as Morgan’s Wonderland because such places need to be developed with a framework of inclusion.

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CONCLUSION In the beginning of my research process, my goal was to figure out how design could facilitate inclusion and social interaction, but I had no idea what design solution I would implement. These are some of the design directions I considered along the way: â&#x20AC;˘ Accessible play center incorporating different types of play that promote learning â&#x20AC;˘ Learning kits that present the curriculum in a variety of ways to approach every type of learner â&#x20AC;˘ Assistive technology communication tools that facilitate communication throughout the whole class However, through the research experience, I made multiple insights that led me towards a sensory-related solution. Because so many children are affected by sensory processing disorder, including children with a wide range of other disabilities, I saw an opportunity to design a sensory space within the classroom because it would be able to meet the sensory needs of multiple kinds of students. Unlike other sensory solutions where the primary motivation is sensory integration, this design will also have the goal of faciliting social interaction in a comfortable environment. Because it is so important to encourage child to form meaning

relationships from a very early age, I have decided to design this space for pre-school classrooms, where the curriculum is largely based on developing social skills.

NEXT STEPS As I delve into process of designing this solution, I will be working with Jowonio Pre-School to design and develop a safe, sensory space that facilitates peer interaction within the classroom. Early on, I will meet with faculty to discuss the specific needs of the students as well as the aspects that will need to be included in the design. As I produce sketches and preliminary prototypes, I will consult with the pre-school teachers throughout the process. I will also host user testing sessions of the designs with the pre-school students. Through testing, I will seek feedback on the elements that are desired and needed for the design of this sensory space so that it can provide real value to the students in the classroom. After multiple rounds of testing prototypes, I will finalize the materials, structural design, aesthetics, and coponents of the space and create a functional model.

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SOURCES

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ABSTRACT 1. Weber. “Tools To Help With Sensory Processing Disorder.” Mrs. Weber’s Neighborhood, 23 Feb. 2016, mrswebersneighborhood.com/2016/02/22/tools-to-help-with-sensory-processing-disorder/.

INTRODUCTION 1. Ford, Tom. “Reconnecting with Friends.” A Positive Force Emerging, 3 Feb. 2015, connectwithsteffanylee.wordpress.com/2015/02/04/reconnecting-with-friends/. 2. Miller, Lucy J., et al. Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (SPD). A Perigee Book, 2014.

INTRODUCTION IMAGES F.1 https://vimeo.com/52193530

SECTION 1:DESIGN APPROACHES 1. Singh, Prabhjot. “Design Thinking Methods: Turning Philosophy into Practice.” Ellis Jones, 31 May 2017, www.ellisjones.com.au/disciplines/research-disciplines/design-thinking-methods/. 2. “Inclusive Design at Microsoft.” Microsoft, www.microsoft.com/en-us/design/inclusive. 3. “What Is the Difference between Accessible, Usable, and Universal Design?” DO-IT: Disabilities, Opportunities, Internetworking, and Technology, www.washington.edu/doit/what-difference-between-accessible-usable-and-universal-design. 4. Burgstahler, Ph.D, Sheryl. “Equal Access: Universal Design of Physical Spaces.” DO-IT: Disabilities, Opportunities, Internetworking, and Technology, www.washington.edu/doit/equal-access-universal-design-physical-spaces. 5. “Vision, Mission, and Practices.” Adaptive Design Association, 2017, www.adaptivedesign.org/ourmission-and-vision. 6. “What Is Inclusive Design?” Inclusive Design Research Centre, OCAD University, idrc.ocadu.ca/ about-the-idrc/49-resources/online-resources/articles-and-papers/443-whatisinclusivedesign.

SECTION 1 IMAGES F.1 https://www.microsoft.com/en-us/design/inclusive F.2 https://uxmastery.com/15-inspiring-talks-on-inclusive-design/

SECTION 2: DIVERSITY IN ABILITY 1. Pillai, Bala. “Disability Quotes: Collection of Quotations Regarding Disabilities.” Disabled World, 17 Nov. 2017, www.disabled-world.com/disability/disability-quotes.php.

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2. Scribner, Herb. “10 Common Disabilities American Children Have.” DeeretNews.com, 22 Aug. 2014, www.deseretnews.com/article/865609389/10-common-disabilities-American-children-have.html. 3. “Autism.” Centers for Disease Control and Prevention, 26 Apr. 2017, www.cdc.gov/. 4. “Attention Deficit Hyperactivity Disorder.” National Institute of Mental Health, U.S. Department of Health and Human Services, www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml. 5. “Human Rights Organization for Individuals with Down Syndrome.” NDSS, www.ndss.org/. 6. “What Is Epilepsy?” Epilepsy Foundation, www.epilepsy.com/. 7. “NCLD.” National Center for Learning Disabilities, www.ncld.org/. 8. US. Department of Education. “Students with Disabilities.” National Center for Education Statistics (NCES), nces.ed.gov/fastfacts/display.asp?id=64. 9. Stern, Kenneth A. “Definition of Cerebral Palsy.” Cerebralpalsy.org, 2017, www.cerebralpalsy.org/ about-cerebral-palsy/definition.

SECTION 2 IMAGES F.1 https://nces.ed.gov/programs/coe/indicator_cgg.asp F.2 Original image: https://nces.ed.gov/programs/coe/indicator_cgg.asp F.3 Mitchell, Kaylen. “Social Anxiety: My Personal Experience.” The Odyssey Online, 30 Aug. 2017. F.4 Viyada. “Information and Tools for Educators.” Blue Orange Games Blog. F.5 Kurani, Danish. “Collaboratory at High Tech.” Kurani, 19 Mar. 2017. F.6 Crowley, Sarah. “Student Teaching.” Sweet South Carolina Teaching, 16 Oct. 2011.

SECTION 3: SENSORY NEEDS AND SENSORY SOLUTIONS 1. Diamandis, Peter. Refe99, refe99.com/quotes/senses/. 2. Klass, Charlotte. “An Overview of Sensory Processing Disorders and the Risk Factors for Preterm Infants.” Syracuse University, 2017. 3. Weber. “Tools To Help With Sensory Processing Disorder.” Mrs. Weber’s Neighborhood, 23 Feb. 2016, mrswebersneighborhood.com/2016/02/22/tools-to-help-with-sensory-processing-disorder/. 4. Logan, Darlene. “Is It Sensory Processing Disorder or ‘Bad Behavior?’” Encompass NW, 20 Jan. 2016, encompassnw.org/is-it-sensory-processing-disorder-or-bad-behavior/. 140

5. “Safespace in Schools.” Safespaces, www.safespaces.co.uk/safespace-in-schools/. 6. “Fitness Inclusion Network (Fit-In).” BBI: Burton Blatt Institute at Syracuse University, bbi.syr.edu/ projects/Fit-In/index.html. 7. Davis, Tim. Sensational Inspiration Movement Seminar, 2017. 8. “Learning Triangle: Without the Vestibular, Visual and Auditory Working Together, Learning Fails.” Integrated Learning Strategies, 10 Aug. 2017, ilslearningcorner.com/2016-06-learning-triangle-without-vestibular-visual-auditory-working-together-learning-fails/. 9. SIMS Exploration Lab, Physical Education Department at SUNY Cortland, 2017. 10. “Fabrication.” Adaptive Design Association, 2017, www.adaptivedesign.org/fabrication.

SECTION 3 IMAGES: F.1 Original graphic: http://encompassnw.org/is-it-sensory-processing-disorder-or-bad-behavior/ F.2-F.5 http://growupspd.blogspot.com/2015/05/the-seven-senses-and-sensory-diets.html F.6-F.8 http://www.safespaces.co.uk/safespace-in-schools/ F.9. http://ilslearningcorner.com/2016-06-learning-triangle-without-vestibular-visual-auditory-working-together-learning-fails/.

SECTION 4: INCLUSION IN THE CLASSROOM 1. Richler, Diane. “Inclusion.” Better World, www.betterworld.net/quotes/inclusion-quotes.htm\. 2. “What Is Inclusion?” Inclusion, www.kidstogether.org/inclusion.htm. 3. Eredics, Nicole. “11 Different Definitions of Inclusion:The Good, The Bad and The Ugly.” Friendship Circle, 25 Mar. 2014, www.friendshipcircle.org/blog/2014/03/25/11-different-definitions-of-inclusionthe-good-the-bad-and-the-ugly/. 4. Tutu, Desmund. “Desmond Tutu Quote.” Quote Fancy, quotefancy.com/quote/794160/Desmond-Tutu-Inclusive-good-quality-education-is-a-foundation-for-dynamic-and-equitable. 5. Patch, Gretel. “Assistive/Adaptive Technology.” Integrating Technology in the Classroom, 2012, integrating-tech.weebly.com/assistiveadaptive-technology.html. 6. Sadao, Kathleen C., and Nancy B. Robinson. Assistive Technology for Young Children. Brookes Publishing Co, 2011. 7. Soto, Gloria, and Carole Zangari. Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Brookes Publishing Co, 2009. 141

SECTION 4 IMAGES: F.1 https://www.prentrom.com/

SECTION 5: THE LEARNING ENVIRONMENT 1. Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction and Understanding by Design Connecting Content and Kids. Pearson College Div, 2013. 2. Wierman, McKenna. “4 Key Elements of 21st Century Classroom Design.” Getting Smart, 26 Jan. 2017, www.gettingsmart.com/2016/12/21st-century-classroom-design/. 3. Kurani, Danish. “Three Ways to Design Better Classrooms and Learning Spaces.” Getting Smart, 23 Dec. 2016, www.gettingsmart.com/2016/11/three-ways-design-better-classrooms-learning-spaces/. 4. “The Science of Classroom Design [Infographic].” USC Rossier Online, 5 Oct. 2015, rossieronline. usc.edu/science-of-classroom-design-infographic/. 5. Wade, Mary. “Visualizing 21st-Century Classroom Design.” Edutopia, 29 Mar. 2016, www.edutopia. org/blog/visualizing-21st-century-classroom-design-mary-wade. 6. “Classroom Furniture Solutions for Education.” Steelcase, 3 Nov. 2014, www.steelcase.com/discover/information/education/. 7. Kurani, Danish. “Collaboratory at High Tech.” Kurani, 19 Mar. 2017, kurani.us/2015/05/17/high-tech-elementary/. 8. Jowonio, jowonio.org/about-2/. 9. “Pine Grove STEAM Team.” CNYRIC, www.cnyric.org/teacherpage.cfm?teacher=1277.

SECTION 5 PHOTOS: F.1 http://www.1900s.org.uk/images-1937-raked-classroom.htm F.2 http://www.lbpa.com/portfolio/k-12-education/k-8-schools/salem-school-district/dr-lewis-f-soule-elementary F.2-4 https://www.steelcase.com/spaces-inspiration/active-learning-spaces-classrooms/#research-insights_observations F. 5 https://kurani.us/high-tech-elementary/

SECTION 6: LEARNING THROUGH PLAY 1 “What Is Play?” Play Scotland, www.playscotland.org/what-is-play-playwork/what-is-play/. 142

2. Ginsburg, Kenneth R. “The Importance of Play in Promoting Healthy Child Development.” Pediatrics, American Academy of Pediatrics, 1 Jan. 2007, pediatrics.aappublications.org/content/119/1/182. 3. Butler, Shelley. “Learning Through Play.” Earlychildhood News, www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=591. 4. “Exploring the Benefits of Sensory Play.” Goodstart Early Learning, www.goodstart.org.au/newsand-advice/october-2016/exploring-the-benefits-of-sensory-play. 5. “About Us.” Morgan’s Wonderland, www.morganswonderland.com/park-info/about-morgans-wonderland.

SECTION 6 IMAGES: F1. https://pablo.buffer.com/# F2. https://pablo.buffer.com/# F3. https://www.thespruce.com/why-sensory-play-is-important-2086510

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