Accessible Instructional Practices

As you design your instructional materials and practices, consider the following three domains that shape individual experiences and perceptions of the world (cognitive, sensorimotor, and communicative).

Cognitive functioning: Cognitive functioning relates to how individuals process information — how we regulate emotions, organize thoughts, and receive and retain new information.

To empower various forms of cognitive functioning, you can:

• Support emotional regulation and focus: Provide tools to help regulate emotions and maintain focus, such as fidget tools or social narratives that reduce anxiety about new experiences.
• Present information in multiple formats: Use visual, written, and oral methods to present information, including visual schedules, definitions of important vocabulary with pictures and words, or graphic organizers to help individuals organize information.
• Scaffold new information: Break down content into manageable chunks. Use simple, step-by-step instructions and offer choices rather than asking open-ended questions, since this allows individuals to engage independently without feeling overwhelmed. Consider a level of challenge that is respectful of each individual’s unique needs and abilities — rather than simplifying content.

Sensorimotor functioning: Sensorimotor functioning encompasses how people move their bodies, as well as how they react to environmental stimuli, such as sights, sounds, and textures.

To empower various forms of sensorimotor functioning, you can:

• Ensure physical accessibility: Design accessible spaces with wide aisles for mobility devices and ensure materials are at appropriate heights and easily accessible. (Visit the Hub pages on Physical Features and Classrooms, Meeting Rooms, and Studios to learn more.)
• Provide adaptive tools and materials: Offer writing utensils, brushes, or other materials with thicker grips; ergonomic tools for sculpting or painting; and adaptive grips for scissors or utensils. Provide alternatives such as tearing paper instead of cutting, using stencils or stamps, etc.
• Accommodate sensory preferences: Create environments that support a range of sensory processing styles and needs, including offering quiet spaces, ensuring adjustable lighting, maintaining fragrance-free spaces, and providing sensory tools like noise-cancelling headphones. (Visit the Hub pages on Sensory Features and Sensory Services to learn more.)
• Foster a sensory-friendly culture: Normalize sensory-seeking behaviors, understanding that some individuals may need to move or use sensory tools and that these behaviors do not indicate disrespect or disinterest. Be flexible in addressing diverse sensory preferences and needs.
• Acknowledge diverse sensory needs: In sensory-friendly spaces, recognize that what works for one person might not work for another, and could even create barriers for someone else (e.g., bright lights might help one person but be overwhelming to another). There is no one-size-fits-all solution; open communication and collaborative problem-solving are key to finding solutions.

Communication and behavior: Communication and behavior references how we express our wants, needs, or opinions to others, as well as how we take in the information others are sharing with us. It includes spoken or sign language, gestures, behaviors, and communication through alternative communication methods like Augmentative and Alternative Communication (AAC) devices.

To empower various forms of communication and behavior, you can:

• Offer access services: Offer services such as ASL, audio description, communication boards, and CART, and materials in alternative formats like large print, braille, etc.
• Use plain language and wait time: Communicate using simple language and allow extra time for processing and responding. Offer multiple ways for participants to communicate their thoughts (e.g., multiple-choice questions instead of open-ended ones).
• Challenge dominant behavior norms: Understand that common expectations of “respectful” behavior, like sitting still and staying silent, are rooted in culturally constructed, white, middle-class, nondisabled norms. These norms may not be accessible to many disabled individuals and can overlook cultural norms or practices where, for example, more physical or vocal engagement during a performance is considered appropriate or respectful.

When designing your instructional materials and practices, also keep these ideas in mind to enhance accessibility:

• Consider cultural perspectives on disability: Disability is both culturally constructed and a cultural identity. Its perception, value, and understanding vary across cultures, so it’s essential to avoid assuming how individuals relate to their disabilities based on a specific cultural frame. Disability is also a cultural identity, with a rich history in the arts. Providing examples of disability art, artists with disabilities, and diverse representations of disability honors and communicates the value of disability culture.
• Familiarize yourself with Universal Design for Learning (UDL) and Differentiated Instruction: These frameworks promote inclusive design from the outset, ensuring that your programming can support a wide range of learners without needing to retrofit (see Resources section for more information).
  • UDL encourages flexible methods for presenting information, engaging participants, and allowing different forms of expression.
  • Differentiated Instruction helps adapt teaching methods to diverse learning styles and abilities.
• Normalize accessibility supports: Accessibility should be seen as a standard part of any learning experience — not as an “extra” for those who need it. Offer a range of accessible tools for participants to choose from. This approach supports diverse cognitive and sensorimotor needs and encourages self-advocacy among participants, particularly youth.
• Collaborate with school/community partners: If working with school or other institutional groups (e.g., adult day programs), invite educators or support staff to share insights into practices that benefit their participants, while valuing the expertise of your own team, recognizing that arts and cultural experiences can unlock new opportunities for learning.
• Understand relevant laws and best practices: While arts and cultural organizations are not legally bound by the same educational laws that schools must follow, understanding educational laws and practices can help foster better partnerships with schools.