My exposure to early universal design

By: Carolyn Gardner

As John was exploring new technologies making it possible for blind people to "read" information, I was teaching adult basic education at Linn-Benton Community College.  Many of my students had previously been struggling students in high school and were now preparing to take the GED test to earn a high school equivalency.  The GED covers five subject tests (literature, social studies, science, math and language arts).    My students had to spend the most time studying to pass the math and the language arts tests. 

Luckily, my classroom was blessed with several computers.  I discovered fairly soon that students of all ages liked computers and found it easier to learn using computers rather than using printed books.  When I saw the technologies making books accessible to blind people, I realized how powerful a multi-modal approach to information could be.  I was fortunate to get a small grant to purchase some software such as the Kurzweil reading system, TextHelp to help with writing, and Inspiration with organization for writing.  I found many wonderful tools and activities on the web, but much was not so useful.  Much K-12 software was difficult for adults to use.  Most had complex interfaces that were more distracting than helpful.  Sometimes the game which was the reward for completing the assignment was harder for my adult learners than the actual activity. 

I could go on and on about useful software and, of course, today there is much more software available than there was 14 years ago.  The biggest problem then and still today is that software is designed to be accessed by people with good vision and hearing, often requiring good hand-eye coordination as well. This unfortunately leaves out many people. I would like to see all software designers use their software blindfolded, then with ear plugs.  Oh yes, for good measure perhaps they should try it using an alternative keyboard.  This might help to develop software that could be used by everybody.