This Page is a Work in Progress. Summer 2018.
Universal Design Lab (ULAB)
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The Universal Design Lab is focused on design and intervention work that makes the world a more universally accessible place. Our work centers on accessibility, specifically in the areas of: 01 | Augmentative and Alternative Communication 02 | Assistive Technology 03 | Universal Design for Learning Focus Areas A | Research and Development B | Design Intervention C | Educational Content D | Community Service |
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History
The Universal Design Lab (uLab) was founded by Samuel Sennott, Ph.D. Dr. Sennott co-created the popular Augmentative and Alternative Communication (AAC) app, the original Proloquo2Go for the iPhone, iPod Touch, and iPad. This AAC system has helped tens of thousands of individuals gain access to communication. The experience provided him with executive leadership, design, technology, and advocacy experience that he now brings to the ulab. Dr. Sennott sold his share in the Proloquo2Go Project to his co-creator at AssistiveWare as an early stage startup and then worked to complete his Ph.D from The Pennsylvania State University and focused on AAC, assistive technology, and special education. He recently founded the Universal Design Lab to create a collaborative entity originated to innovate in the areas of AAC, assistive technology, and Universal Design.
We believe in the unique potential of all people. We believe in using human centered design to make important parts of life more accessible.” -Samuel Sennott
What is Augmentative and alternative Communication?
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Augmentative and Alternative Communication
A term used to describe methods of communication that aid or replace speech. Methods include sign language, gesture, writing, picture symbols, and use of a speech generating device. Assistive Technology According to the United States Assistive Technology Act of 1998, assistive technology (also called adaptive technology ) refers to any "product, device, or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase, or improve the functional capabilities of individuals with disabilities." UNIVERSAL DESIGN FOR LEARNING A scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. - From the Higher Education Opportunity Act of 2008 |
© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org
APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wake eld, MA: Author.
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"We hear the voices only if we create the spaces to listen."
- Margaret Wheatley and Deborah Frieze, Walk Out Walk On
- Margaret Wheatley and Deborah Frieze, Walk Out Walk On
Community Needs
1. Research on AAC Methods to guide intervention
2. Communication Partners with AAC knowledge and skills
3. Rich communication environments to foster language acquisition
2. Communication Partners with AAC knowledge and skills
3. Rich communication environments to foster language acquisition
Plan of action
3T Project
Combining Teaching, Technolgy, and Theory to support implementation of assistive technologies for students with complex communication needs.
AAC Immersion Project: Angelman Syndrome
Evaluating the impact of communication partner coaching in Augmentative and Alternative Communication (AAC) intervention.
Combining Teaching, Technolgy, and Theory to support implementation of assistive technologies for students with complex communication needs.
AAC Immersion Project: Angelman Syndrome
Evaluating the impact of communication partner coaching in Augmentative and Alternative Communication (AAC) intervention.
- Communication Partner Training, coaching, and person centered planning
- Create a rich communication environment
- Teach children to communicate using AAC
- Encourage Teachers, Parents, and Educational Assistants to use AAC to speak.
- Teach communication partners how to integrate the students communication system into ordinary activities, reading, and play.
- Help individuals connect with all of their communication partners at home, school, and the in the community.
Actions
- Communication Parner Training Coarching and Person Centered Planning
- Mentorship and Coaching
- Assessment and Language Samples
- Planning
- Baseline Data and Rapport Building
- Design Meetings
- Project Coordination
- AAC Modeling/Input for child who uses AAC
Reflections
My Learning Journey
I have worked with individuals with disabilities for the past 10 years in a variety of settings and situations. Currently, I serve as a support care for a child with CLIFF-AHDD syndrome and a Research Assistant with the Universal Design Lab where my focus is on Augmentative and Alternative Communication. On occasion I teach community classes and tutor individuals in American Sign Language. I graduated from Portland State University with a degree in Speech and Hearing Sciences and hold a Certificate in American Sign Language Interpreting.
Personal Mission
I strive to advocate for individuals with disabilities and differences, increase awareness and acceptance of nonverbal language methods, and improve access to communication tools for those who don't speak.
I have worked with individuals with disabilities for the past 10 years in a variety of settings and situations. Currently, I serve as a support care for a child with CLIFF-AHDD syndrome and a Research Assistant with the Universal Design Lab where my focus is on Augmentative and Alternative Communication. On occasion I teach community classes and tutor individuals in American Sign Language. I graduated from Portland State University with a degree in Speech and Hearing Sciences and hold a Certificate in American Sign Language Interpreting.
Personal Mission
I strive to advocate for individuals with disabilities and differences, increase awareness and acceptance of nonverbal language methods, and improve access to communication tools for those who don't speak.
Support Work
My role in Personal Support Care
and how it led to my current work
I work as personal support for a 6 year old with CLIFF-AHDD Syndrome. She has low muscle tone which affects the muscles used in spoken language as well as those used for sign language. Because of this, it is not easy for her to learn to talk or sign.
When I first met her, she used her eyes and indiscriminate sounds to connect with the people in her life. Through participating with her during her weekly sessions with a Speech Language Pathologist and working on communication and switch work at home, I had the opportunity to be a part of her language learning journey, communication discoveries, and developmental growth.
My involvement in such an intimate process led me to apply and enroll to PSU to continue my education in Speech and Hearing Sciences with the goal of learning all I could about Alternative and Augmentative Communication. After a few semesters of study, I pursued an intern position at the Universal Design Lab.
While taking classes and working in the lab, I continue my work with her. She is now using a complex language system on a speech generating device. She uses it by pushing switches at the sides of her head to scroll through words and phrases displayed on a computer tablet, locating what she wants to say, and activating the synthesized voice to say the words she selects.
She able to say what she wants and needs, express how she feels, and expand her connections with her world and the people in it. One of the first things she expressed to me, using her device, is that her favorite color is rainbow.
My role in Personal Support Care
and how it led to my current work
I work as personal support for a 6 year old with CLIFF-AHDD Syndrome. She has low muscle tone which affects the muscles used in spoken language as well as those used for sign language. Because of this, it is not easy for her to learn to talk or sign.
When I first met her, she used her eyes and indiscriminate sounds to connect with the people in her life. Through participating with her during her weekly sessions with a Speech Language Pathologist and working on communication and switch work at home, I had the opportunity to be a part of her language learning journey, communication discoveries, and developmental growth.
My involvement in such an intimate process led me to apply and enroll to PSU to continue my education in Speech and Hearing Sciences with the goal of learning all I could about Alternative and Augmentative Communication. After a few semesters of study, I pursued an intern position at the Universal Design Lab.
While taking classes and working in the lab, I continue my work with her. She is now using a complex language system on a speech generating device. She uses it by pushing switches at the sides of her head to scroll through words and phrases displayed on a computer tablet, locating what she wants to say, and activating the synthesized voice to say the words she selects.
She able to say what she wants and needs, express how she feels, and expand her connections with her world and the people in it. One of the first things she expressed to me, using her device, is that her favorite color is rainbow.
If we are creative and courageous, the world becomes accessible.” -Kevan Chandler