Multimodality as Accessibility: A Critical Perspective on Universal Design in Theory, Research, and Practice

• In Event: Toward Critical Multimodality: Exploring Theory, Research, and Practice in Transformative Educational Spaces

Abstract

The purpose of this session is to describe the role of multimodality as accessibility and provide a critical multimodal view of universal design that expands the capacity for universal design to be applied in theory, research, and practice. Disability studies provides a framework to understand accessibility within educational contexts and the role of multimodal accommodations in creating equitable spaces (Evans et al., 2017). Accessibility often centers individual accommodations to support students with different ability statuses, namely students with disabilities. However, the onus to be adaptable and inquire about accommodations regularly falls on individual students and fails to critique the environment which creates the conditions that require accommodations. The capaciousness of multimodality diverts the responsibility to the educational system to provide multiple modalities including text, visual, audio, and sensory within learning environments and in the development of physical and online spaces. The presence of multiple modalities, despite differing needs by ability status, would create a structure that leads to increased student agency and the opportunity of different perspectives and interpretations within educational spaces.

Universal design is “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Connell et al., 1997). The seven principles of design include equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. A critical approach requires recognition of both environmental conditions that create inaccessible educational spaces and internal beliefs and attitudes that exclude and demean marginalized students. Universal Design for Learning takes this approach a step further by applying it in the academic environment and limiting the need for accommodations by providing multiple means of engagement, representation, and action and expression and thus providing students ample opportunities to learn and demonstrate their learning regardless of their learning preference and needs.

Critical Disability Studies offers a method for questioning how systems of power operate and critiques social norms and social structures that stigmatize certain populations (Minich, 2016). It allows us to shift how accessibility and universal design is conceptualized and practiced by centering students on margins of identity, namely ability status. Through a critical review of current literature and practices, this session will provide a critical lens for universal design and outline examples of modalities that can be applied in theory, research, and practice through an accessible lens. We will have an open discussion and make space for our own meaning-making through our experiences as we work towards criticality in this group session and challenge the dominant structures of our own educational and work environments.

Authors

• Kyesha Isadore, The Pennsylvania State University - University Park

• Angelica Galvan, Tennessee Technological University