disability and accessibility
Music for All: Using Universal Design to Build a Ramp for Learning Terry Little, WMEA State Chair, Disability and Accessibility
Prelude: Language Matters
Before I dive into this article’s topic, I first need to ad- dress the language that we use when talking about stu- dents with disabili-
ties. Although I have been working with and speaking about music students with disabilities for a long time, I still struggle choosing words to describe them. Dr. Rho- da Bernard, managing director of Berklee School of Music’s Institute for Accessible Arts Education, shares that language about disability is ever-changing. She offers these guidelines:
Should we use person-first (person with a disability) or identity-first (disabled person) language? Dr. Bernard advises that when- ever possible, ASK the person or group which they prefer, and respect their wishes. Other advice she provides about language?
Do Not Use:
• Functioning language: high- functioning, low functioning
• Medical language: mild, moderate, severe
• Labeling language: low end, high end of the spectrum
• Euphemistic language: handicapable, differently abled, special needs
Do Use:
• Support language: needs minimal support, high support needs
• Factual language: disabled, disability
Accessibility in Music Classes
The U.S. Department of Education defines “accessibility” as follows:
“Accessible” means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a dis- ability in an equally effective and equally integrated manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally and independently as a person without a disability.
Are our classrooms and instructional prac- tices accessible to all learners?
The term “universal design” was first used in reference to the planning of public buildings and spaces that are accessible to all persons regardless of age, size or dis- ability status. For instance, someone using a wheelchair cannot use stairs to enter a building; however, if the building entrance has a ramp, all persons may enter. We know our buildings and classrooms must be physically accessible, but when we think about students with learning disabilities, what ramps to learning do we provide? Do all students have access to learning and success, or are they staring at a long steep flight of stairs? One approach to improv- ing accessibility to instruction is through Universal Design for Learning (UDL).
Three Principles of Universal Design
Universal design is not differentiated instruction. It is an approach to planning instruction that makes learning and success within reach for all learners. Implementing learning supports and addressing multiple modalities help all students. Planning with UDL allows students to have choice: choice in how they engage with learning, choice
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in how new learning is presented and per- ceived, and choice in how students show what they have learned.
1) Multiple Means of Engagement
In 2024, engaging students in learning may be the biggest challenge for teachers. Stu- dents want to know “the why” of learning. They want learning to be interesting and relevant, and it needs to be in their zone of proximal development, not too easy or difficult to understand. UDL meets students where they are in their learning, implement- ing a “ramp” to help them meet their goals.
Strategies for student engagement:
• Develop specific learning targets by level that provide multiple ac- cess points to learning. Separating and scaffolding skills help students who struggle show growth and gain confidence as they learn.
• Optimize student choice as much as possible. Develop a learning target choice chart that guides students without giving them complete au- tonomy.
• Utilize authentic assessment practic- es which ensure that students under- stand the “why” of the learning.
2) Multiple Means of Representing New Learning
All students benefit from variation in the way that new learning is communicated, perceived and comprehended. This means teaching with multiple modalities and implementing accommodations and modifi- cations. If a student struggles with music lit- eracy, try adaptive notation, learning by rote or playing by ear. Universal design means all students have access to and can benefit from those supports. Those who can climb stairs might still appreciate using a ramp.
April 2024
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