Downloadable reference materials
Length of Lesson
Prior knowledge (what should the teacher have already covered)
- Understanding of the concept of an inclusive community.
- Digital camera.
- Measurement tools.
- Handout for activity 2 and clip board.
- Electronic whiteboard to project examples of universal design.
- Props (blindfold, wheelchair) and ICT devices for activity 2.
- If we use principles of Universal Design, everyone benefits from an accessible environment that creates opportunities for participation for all community members.
- Thoughtful and considered changes in the built environment can help everyone to have a more attractive, safer and accessible environment.
LO1: Students apply their knowledge of of Universal Design to give examples of its application in the real world.
LO2: Student use investigation skills to draw conclusions and make recommendations about accessibility at their school.
By the end of year 6 (level 4)
L: Compose spoken, written and multimodal learning area texts: compose and edit learning area texts.
L: Express and opinion and point of view: use subjective, objective and evaluative language, and identify bias
CCT: Seek solutions and put ideas into action: assess and test option to identify the most effective solution and to put ideas into action.
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier:
LO (insert number)
|Format||Lesson Plan: Suggested sequence of learning experiences|
State the learning intention: To create inclusive communities, all people need access to places in which they learn, work and play. Today, we are going to look at accessibility and learn about what Universal Design is. We will then use a checklist to determine how accessible our school is.
Activity 1: Universal Design.
Establish context: When architects and town planners design buildings and spaces (inside or outside spaces) for people to move around, an important factor to consider is accessibility – that is – how easy is it for people to move around to get from one place to another.
When people design products that make everyday tasks easier, an important consideration is to design the product so it can be used by everyone. When people provide services to the community, an important consideration is how the service can be used by everyone. When the design of products, environments, programs and services makes it usable by all people, to the greatest extent possible, without the need for adaptation or specialized design, this is called “UNIVERSAL DESIGN”.
Teacher’s notes: You may like to talk about Universal Design for Learning (UDL) – an approach to teaching that consists of designing course instruction, materials, and content to benefit a broad range of learners, including students with disabilities.
Show cartoon to demonstrate the concept of universal design – A very simple example of universal design can be demonstrated in this cartoon (ie building a ramp instead of (or as well as) steps to enter a building). Everyone can use a ramp!
Further examples: There are many examples of universal design.
Show picture of kitchen, desk and chairs provided.
LO1 Class discussion: What adaptations do these chairs have to make them useable for most people?
LO1 Go through the following points and ask students to describe why these are examples of Universal Design
LO1 Class discussion: Can you think of any other examples of Universal Design?
Main point to highlight:
Activity 2: Accessibility report of our school
One element of Universal Design is accessibility in the built environment. To investigate the accessibility of our school, we are going to use an investigation framework that determines the why, when, where, what, and how of accessibility.
Teacher’s notes: You have the option of two different approaches to this lesson. Option 1 will relate to the handout for option 1, and option 2 will relate to the handout for option 2. Option 2 will require more time – up to 30 minutes longer than option 1. Option 2 requires students to experience access problems when they are either unable to use vision, or have lost mobility – either use of legs – using a wheelchair, or loss of use of arms. Make the point that there are accessibility issues for all other categories of disability (eg. when a person has a hearing disability and cannot hear instructions, school bells or warning signals, or when a person has an intellectual disability and has difficulty understanding written words on signage).
LO2 Handout investigation sheet (option 1 or option 2): Students work together in small groups of 3 or 4 to evaluate accessibility of spaces in their school . Refer to handout and discuss the activity using the WHY? WHERE? WHEN? WHAT? and HOW? framework. Groups identify examples of good accessibility and poor accessibility, and take a photo record to use in the report. Students will take measurements of doorways, passageways, gate width, car parking spaces (if in a controlled safe environment).
Option 1: (this table is included on the students handout)
Option 2: (this table is included on the students handout)
Students use their presentation skills to present their findings to the class.
Main points to highlight:
Conclusion and reflection
LO1, LO2 Class discussion
What did you learn today?
LO2 Additional Activity 3: Advocating for change
Students present their findings from the accessibility activity and write a report to the school leadership team (or P&C) highlighting what they found, and provide recommendations for improvements.