Accessibility By Design

The 2nd-grade social studies unit on accessibility, ability, and disability has been eye-opening for our students. They learned new terms (wonderings, definitions, and observations line the classroom walls), read first-hand accounts and biographies, and visited the Kennedy Center to see an international breakdance crew of differently-abled dancers. In addition, students are now putting their knowledge to practical use by conceiving inventions, spaces, or systems to remove barriers and improve accessibility. With this project-based learning, 2nd-grade students are using design thinking, research skills, and cooperation to improve their community for others. 

Students recently enjoyed a virtual visit from Falynn Schmidt, an architect at OTJ Architects, who talked about her considerations when designing accessible buildings, such as the newly modernized Martin Luther King Jr. Memorial Library. A few weeks later, they were excited to show her their prototypes when she came to the classroom. As she circulated around the room, she challenged students to answer questions about who the invention serves and how. For example, one friend shared a new wheelchair design to assist people with mobility issues. Another demonstrated Pokemon cards made with braille to allow those with visual impairments to enjoy the beloved characters. 

Part of the prototype process has included giving feedback and making design improvements based on suggestions from peers and experts. Second graders followed the “TAG” model as they practiced constructive comments: Tell something that impressed you, Ask a question, and Give a suggestion. One inventor showed off her new and improved braille design made from colorful pipe cleaners, to which she recently added tiny felt balls. “I got the suggestion that the ends of the pipe cleaners were too sharp and they could hurt someone’s fingers. I’m adding these so the braille will be soft,” she says of her second iteration. The classroom’s special guest also complimented the versatility of the prototype, suggesting that the bright colors and pleasant tactile experience might make it a useful learning tool for young people of any ability who want to learn to read braille. 

To conclude the unit, students thought about how to turn prototypes into reality and recorded virtual presentations using the Seesaw app. They described the problem the prototype solves, its component parts, and what materials could be used to replicate a working product. The presentations and prototypes were on display during last week’s conferences for families (or potential investors!) to enjoy. “I hope it will help people with disabilities be a bit more happy in their life,” said one inventor of her creation. Ask your student about their invention and who it serves!