Chalkboard Presentation

CLT #8

Ableism in Makerspaces

"Wherever making happens is a makerspace" Burke, 2014

"ism"

The Relationship Between The Isms. Racism, Sexism, Ableism, and Ageism are linked because "all involve a negative prejudgement whose purpose is to maintain control and power"¹.

Ableism in maker spaces marginalizes individuals with disabilities through inaccessible tools, environments, and attitudes (Gravett & Ajjawi, 2022). Inclusive maker spaces prioritize adaptive tools, responsive pedagogy, and sustainable practices, ensuring accessibility for all. Globally, students with disabilities are often excluded from education, and inclusive design addresses this by adapting learning materials to individual needs, benefiting all learners (Saebones et al., 2015). Empowering students with disabilities and equipping educators with inclusive strategies can create equitable maker spaces that challenge ableism and foster diverse learning opportunities (Watkins et al., 2020).

Understanding Ableism & its Political Implications: Challenging Exclusion and Promoting Inclusivity

This critical learning task focuses on creating an accessible makerspace.

Setting the Stage for Classroom Transformation

It’s important to note that children with CP are often wheelchair-bound due to challenges with movement and posture (Jansheski, 2024).

This analysis will specifically focus on the physical mobility of a child in a wheelchair within a dynamic, inquiry-based kindergarten class.

I will approach this by reviewing scholarly content, conducting personal research, and reflecting on my experience as a kindergarten teacher during a school year when a child with cerebral palsy (CP) was in my classroom.

observe on the next slide

Identifying the barriers

Converted storage room into a sensory space for the CP child’s flexibility and comfort.

Classroom designed for 26 children, including storage, carpet areas, and organized shelving.

Social exposure not social interaction was the primary inclusion strategy.

Challenges with the child’s wheelchair access, especially near the carpet and table areas.

Later reflection revealed the need for a more holistic, ableism-aware approach to inclusivity.

inaccessible classroom layout

Using Liberatory Design, this task aims to redesign a kindergarten maker space that centers on physical accessibility and assistive technology. This process will involve adopting equity-centered mindsets to ensure inclusivity and using design modes that foster self-awareness and collaborative agency. Key steps include assessing accessibility needs, selecting adaptive tools, and designing layouts to support all abilities. This approach will empower both educators and students, transforming the classroom into an equitable environment where diverse learners can thrive and participate fully in creative learning experiences (Stanford d.school & National Equity Project, 2001).

Kindergarten classroom as a maker space

"Wherever making happens is a makerspace" Burke, 2014

A kindergarten classroom can indeed be viewed as a makerspace, even though the technology is primarily used for passive purposes, such as documenting learning for communication (e.g., report cards) or conducting quick research during inquiry-based activities. While digital platforms may support active movement or provide videos to provoke extended learning, the essence of the classroom remains hands-on and inquiry-driven. Children engage in creative experimentation, problem-solving, and exploration in this space, much like they would in a traditional makerspace. The materials and tools such as art supplies, wooden blocks, and stations like the home center or sensory areas with sand and water, empower children to create, build, and tinker, encouraging deep engagement through play and exploration.

(Recite Me, n.d.)

Assistive devices

Research shows that assistive devices and technology are essential for individuals with CP, enhancing communication, mobility, and daily function. Devices like computers, voice synthesizers, and picture books support communication, while orthotic devices such as braces and splints correct muscle imbalances and improve mobility functions like sitting and walking. For individuals with limited mobility, wheelchairs, walkers, and scooters provide support, while vision aids such as glasses and magnifiers improve sight, with surgery available for some. Hearing aids and phone amplifiers assist with hearing (National Institute of Neurological Disorders and Stroke, n.d.; Jansheski, 2024).

(Jansheski, 2024; National Institute of Neurological Disorders and Stroke, n.d.; Palisano & Lally, 2007)

Assistive technology provides children with physical disabilities, including those with CP, the opportunity to engage in daily activities and gain independence. Successfully using assistive technology requires a comprehensive process that includes needs assessment, selection, implementation, and follow-up. It is essential that the child and all individuals involved in their care participate in the decision-making process. For children with CP, assistive devices and adaptive equipment play a crucial role in supporting learning, participation, and independence, facilitating their transition into adulthood and enhancing their quality of life.

KEY TAKEAWAY

Liberatory Design Thinking Model

Research and User Needs Analysis for Inclusive Makerspace

OBJECTIVE: Design an inclusive makerspace for kindergarten, supporting all children, including those with cerebral palsy (CP). Key Research Insights:

• Children with CP benefit from assistive devices for communication, mobility, and daily function (National Institute of Neurological Disorders and Stroke; Jansheski, 2024).
• Understanding mobility limitations, accessibility needs, and social engagement is crucial for inclusion.

Classroom Design Considerations:

• Focus on physical layout and adaptive tools to support diverse needs.
• Incorporate flexible spaces that encourage movement and exploration for all children.

Liberatory Design Thinking:

• Aligns with liberatory design by removing barriers and promoting equity and participation.
• Creates an accessible, supportive environment where all learners can fully engage in learning and social activities.

Concept Development for Inclusive Makerspace

Objective: Create a flexible, accessible makerspace supporting children with diverse needs, especially those with cerebral palsy (CP). Key Features:

• Accessible seating (adjustable table heights).
• Adaptive workstations for wheelchair access and group interaction.
• Flexible sensory areas for exploration and engagement.
• Clear pathways for easy mobility and safe navigation.

Goals:

• Facilitate independent and group activities to promote creative problem-solving and play-based learning.
• Remove physical barriers, enabling full participation for children with CP.

Liberatory Design Thinking:

• Promote equity and inclusivity by prioritizing the needs of all learners.
• Support agency and collaboration by integrating assistive devices and accessible features.
• Align with liberatory design principles to create an environment that supports well-being and participation for all.

Prototype Design for Inclusive Makerspace

Clear Mobility-Friendly Layout: Defined areas to support mobility and hands-on exploration. Adaptive Tables and Seating: Adjustable height tables and chairs for diverse physical needs. Sufficient space for group activities and mealtime. Accessible Sensory Stations: Sensory area with toys, sand, and water, designed for easy access. Flexible Floor Space: Open carpet area for circle time and group activities, wheelchair-friendly for free movement. Assistive Technology Integration: Devices such as voice synthesizers, computers, and communication boards for enhanced learning and interaction. Liberatory Design Thinking: Prioritizes accessibility and equity, addressing varied needs with flexible, inclusive features. Supports agency and autonomy through adaptable space and tools. Reflects a responsive approach, ready to adapt classroom options as needed to ensure thriving environments for all.

Prototype Development for Inclusive Makerspace

Objective: Design an inclusive makerspace for kindergarten, supporting all children, including those with Cerebral Palsy (CP). Key Research Insights:

• Children with CP benefit from assistive devices for communication, mobility, and daily function (National Institute of Neurological Disorders and Stroke; Jansheski, 2024).
• Understanding mobility limitations, accessibility needs, and social engagement is crucial for inclusion.

Classroom Design Considerations:

• Focus on physical layout and adaptive tools to support diverse needs.
• Incorporate flexible spaces that encourage movement and exploration for all children.

Liberatory Design Thinking:

• Aligns with liberatory design by removing barriers and promoting equity and participation.
• Creates an accessible, supportive environment where all learners can fully engage in learning and social activities.

Testing and Evaluation using a Democratic Participatory Approach and Action Research:

Collaborative Testing Process:

• Uses a democratic, participatory approach with input from children, families, educators, and therapists.
• Emphasizes action research principles: observation, reflection, and feedback loops for continuous improvement (Kemmis & McTaggart, 2005).

FOCUS Child Interaction:

• Observing how children, including those with CP, engage with the space.
• Accessibility & Comfort: Assessing layout, sensory stations, and furniture suitability for all abilities.
• Feedback Collection: Through interviews, surveys, and observations, gathering insights from families, educators, and children.

Outcome Goals:

• Ensure the space supports independent and group activities and fosters inclusivity.
• Implement an iterative process for ongoing adjustments based on feedback, evolving to meet user needs.

Liberatory Design Alignment:

• Prioritizes equity and empowerment by involving those directly affected, especially children with disabilities.
• Reflects liberatory design’s commitment to shared responsibility and inclusive improvement.

Documentation & Presentation

Comprehensive Documentation:

• Captures the iterative design process, improvements, and outcomes (Kemmis & McTaggart, 2005).
• Detailed descriptions of the classroom layout, design rationale, and testing results for future reference.

Visual Presentation:

• Before-and-after photos, layout diagrams, and feedback summaries illustrate the evolution of the space.
• Provides a practical guide for educators, designers, and administrators aiming to create inclusive, makerspace-based classrooms.

Liberatory Design Alignment:

• Ensures transparency and accountability by sharing design processes and outcomes openly.
• Empower stakeholders to implement inclusive, accessible environments that support all children, especially those with physical disabilities.

This design solution aims to ensure that children, regardless of physical ability, can participate meaningfully in play-based learning and exploration, fostering creativity, independence, and engagement. This process can also serve as an inquiry-based learning opportunity, sparking further exploration and providing valuable, evidence-based material for communicating learning and supporting academic reporting.

Expanded Perspective: Shifted understanding of deficit thinking in inclusive spaces Privilege and Empathy: A recognized empathy-driven approach is often based on assumptions rather than lived experiences Liberatory Design over Deficit Models: Commitment to responsive, inclusive pedagogy Avoiding “One Size Fits All”: Balance between high expectations and individual differences Key Areas to Address Deficit Thinking Pity-based Approaches Lowered Expectations for Marginalized Groups Systemic Biases (ableism, stereotypes, ableist language) Ongoing Learning: Inspired to dismantle ableist norms through critical reflection and continuous education Sustainable Pedagogy: Building practices rooted in listening to marginalized voices and challenging inequity