S1 E7: How do we Support Mental Health and Create Access?
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About our Guest:
Luis Pérez is a technical assistance specialist at CAST, but the views shared on this podcast episode are all his own. He holds a doctorate in special education and a master’s degree in instructional technology from the University of South Florida. Luis was recognized with an International Society for Technology in Education (ISTE) Making It Happen! Award in 2020. Other recognitions include Apple Distinguished Educator (2009) and Google Certified Innovator (2014). Luis has published three books on accessibility, mobile learning and UDL: Mobile Learning for All (Corwin Press), Dive into UDL (ISTE) and Learning on the Go (CAST Publishing). He currently serves as an Education and Learning strand advisor for the Assistive Technology Industry Association (ATIA).
https://luisperezonline.com/presentations/
Other Resources:
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When we proactively design to create safe and welcoming spaces, especially for individuals "in the edges", we design for everyone.
Identity-first vs. Person-first Language: When unsure of how to address someone with a disability the answer is simple, ask what they prefer- See this article and linked guide for additional learning.
Digital accessibility is not just about web design or creating access, it is about providing opportunities to empower people with disabilities learn, explore, and navigate through different environments with fewer barriers or limitations
We can shift our mindsets and narratives from "can we do this?" to "how do we do this?" to promote the exploration of options that allow for what is possible - Luis Perez
"Access creates Empowerment" -Luis Perez
Sharing our stories can open the world in a new way for those who may not realize what is possible
We can proactively plan to help individuals feel comfortable, safe, and included in different environments- Universal Design for Learning (UDL) is a framework to help us to do this in learning environments- technology allows for UDL to create access for many
"Designing for the edge cases, designs for everyone in between" -Luis Perez
It may not just be the tools or skills that are empowering, but the fact that options exist can transform an experience and lifetime
Low tech tools (like the white cane, large print, labeling things, etc.) can be powerful- small tweaks can make a big impact
Sometimes physical space is a good starting point to begin with when creating greater access
Trauma-informed design considers the mental health as well as physical and emotional safety of each individuals to create access through an emotional perspective
Cognitive load is when too much information is presented at once- we need to be mindful of how much information we are sharing at once and aim to chunk it out into smaller parts, using headings, reduce the amount of text, create a summary (3 big ideas nd 1 action to take), and consider "mobile-first functionality" so information can be accessed whenever it is needed
Therapists don't typically get the training to support individuals with disabilities- considering the aspects related to learning during therapy can transform the experience and establish a safe space
"Compassion in a moment of care" -Alexis Reid
Understanding yourself, asking for help, adjusting amidst changes, and reinventing yourself within the context of change can be difficult
Resiliency becomes a skill as you adapt and adjust to different changes that come up in life AND reminders of how far you have come, experiences you have had and gotten through, can transform a moment of challenge
It can be helpful to consider how we integrate all the parts of ourselves and experiences we have had
"In life we are more than little boxes, we are more like a Venn Diagram" -Luis Perez
The tools can be helpful, but the acceptance that the tools exist and can be helpful is often the greatest barrier to break down
What can we do? Share options, establish a toolbox, and recognize that we can help to create more inclusive and flexible environments- sometimes the smallest tweak can create the greatest impact
UDL proactively guides the design of learning environments and approaches to teaching that assumes individual differences (e.g., biology, neurodevelopment, experiences, interests, etc.) exist among and between learners rather than assuming that one way will work for everyone.
Dr. David Rose is the co-founder of the Center for Applied Special Technology (CAST), which formulated and advocates for the UDL approach in classrooms around the country and abroad.
Dr. Rose has recently been looking into the issues of equity in the classroom that go beyond ability vs. disability, as it pertains to the UDL guidelines, looking at intersectionality in a way that allows us to look at individuals in a more nuanced and complicated way.
Dr. Rose has also been looking into the way in which musicians process information in a unique way that may relate to teaching and learning.
Music can provide a unique way for individuals to express themselves. Much like how therapy provides a unique context and way in which individuals can express themselves in a deeper way.
It is important to consider all the different aspects that make an individual who they are and how they are showing up in a learning environment.
Dr. Rose was inspired to develop UDL by reflecting on how to diagnose what might not be working within classrooms and making changes, rather than diagnosing problems within the students and trying to change the students. The goal was to redesign how classrooms are functioning in order to support all students’ learning, regardless of their differences.
There is a parallel between teachers creating the environment for students to learn in a classroom with how therapists create the environment for individuals in therapy to learn about themselves and their life. There may not be a one-size-fits-all approach that works for everyone because there are so many factors that influence how someone accesses and utilizes learning.
There are examples from neuroscience showing that there are so many factors that influence how a person reacts to stimuli they are exposed to. For example, nuanced experiments have shown that making slight alterations with the subject of the experiment (e.g., what they’re feeling, what they value in the moment, the context, whether or not you are stressed, what you are told, what you care about, neurodevelopmental profiles) alters how a person responds to a stimulus.
As Dr. Ned Hollowell states, we can identify “mirror traits,” such that a trait that is considered a ‘weakness’ may actually be a ‘strength’ in a different context.
Bias can be so ingrained in us we may not think about it as bias. Our brains are actually evolved to want to learn about the environment we are in, which is why we are so adaptive as a species, but mostly this happens so long as the individual is curious, open, and engaged. So - we all have an inherent desire to learn, and so there are factors that interfere with that desire. Designing to learn is about finding how to facilitate engagement in learning environments between student and teacher.
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In this episode Alexis Reid and Dr. Gerald Reid are joined by Dr. Luis Perez. Dr. Perez discusses his work and personal experience in creating access, breaking down barriers, and navigating the world as a disabled person.
Be curious. Be Open. Be well.
The ReidConnect-Ed Podcast is hosted by Siblings Alexis Reid and Dr. Gerald Reid.
*Please note that different practitioners may have different opinions- this is our perspective and is intended to educate you on what may be possible.
