Center for Assistive Technology
A Space for Thinking, Exploring, and Problem Solving.
This map shows an aerial view of an ideal "maker space" which I have named the Center for Assistive Technology. The CAT is modeled on the Classroom of the Future at Chimo Elementary (UpperCanada DSB, 2015). The purpose of such a classroom or center is to find out what students know rather than what they do not know by utilizing standing desks, collaborative work stations and technology to engage learners. According to Dousay (2017) there are 4 key elements in a successful "maker space":
- Location
- Staffing
- Funding (see grant proposal)
- Equipment.
In considering location, Dousay (2017) states that quality wifi access is paramount whilst also paying attention to the accessibility and placement of the classroom within the school. The CAT is placed centrally in the campus, which communicates to all community members that UDL and creative problem solving are integral to our school mission and vision. With wide windows inviting a view into the classroom, this obliterates the old-fashioned stigma of disability services. At the CAT, the concept of disability is replaced by accessibility. Dousay (2017) describes the importance of a "thinking chair" at the University of Wyoming as a focal point of the room; in the CAT this has evolved into a "thinking space" (or corner couch) for collaborative brainstorming.
The CAT is optimally staffed by two specialized technicians consisting of an accessible-design facilitator (Bugaj, 2018) and a student volunteer or intern (Dousay, 2017). The role of the accessible-design facilitator is to brainstorm and collaborate with other school personelle and to stay knowledgeable of available assistive technology (Bugaj, 2018). The center is large enough to accommodate a maximum of 14 students and is a flexible space that can be booked by teachers throughout the school for a specific purpose or group lesson. The staff oversee and maintain the technology and resources and coach their colleagues on the design of inclusive and accessible lessons, communicating to our teachers that learning is life-long.
Equipment may be the most important feature of the CAT. Along with collaborative workspaces, there are both standing and seated desks (at the approved ADA height) and a cubicle work-station. The surface of the standing desks can be raised and lowered or angled. The seating desks have a whiteboard surface to encourage students to generate ideas (UpperCanada DSB, 2015). The cubicle work station may be preferred by students with autism or ADHD but can be used by any students who prefer to work without distractions. Additional equipment in the CAT consists of the 3D printer and finishing station, an assistive technology library, and desktops hooked up to adaptive hardware. In the CAT, students with physical disabilities and/or visual impairments have the freedom to explore a range of adaptive hardware (some printed by our own 3D printer!) and will be able to borrow equipment to use within their general education classrooms.
Most importantly, the CAT is not intended to be a space for students with exceptionalities to work segrated from their peers like a traditional resource room or Special Ed classroom, but is a collaborative space where community members come together to think, explore and problem solve.