Presentation by Kjetil Knarlag at LINK-conference in 2014. Edited and modified for Aalto University by Antti Raike.

1. 1Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike
From enthusiasm to practice
Antti Raike
Aalto University &
Kjetil Knarlag
Universell

2. The relational model: People with disabilites
(PwD) meet enabling environment
• The relational model comprises individual student and environmental factors
• disability is seen as a “gap” or a misfit in the interaction between a student and the environment
Presentation by Kjetil Knarlag at LINK-conference in 2014.
Edited and modified for Aalto University by Antti Raike.
2
Demands from the environment
Individual capabilities
Strenghtening the student
through training and
individual assistive
technology and aids
Change the
environment through
Universal design and
reasonable adjustments
D
I
S
A
B
I
L
I
T
Y

3. Understanding DfA principle in education
3
Level 4:
Personal assistance where adjustments,
assistive technology and inclusive
solutions are not sufficient.
Level 1:
Inclusive/Universal design, DfA:
Including most students in the ordinary
solutions
Level 2:
Adaptions to groups with similar needs,
i.e. Accessible Literature for student
with reading difficulties, translations
etc.
Level 3:
Reasonable adjustments to the
individual. E.g.: Assistive technology
compatible with the level 1 solutions

4. Levels of decision
1. Macro level – the board, president, provost, PMT,
deans
• Policies, ownership, action plan, economy, delegation and
demands from above, reports, quality system – the overall
framework (level 1)
2. Meso level – service providors, programme
coordinators
• Course planning (flexibility), accessible services and systems
3. Micro level – faculty, staff, students, counsellors
• Individual education plans, access to technology, usability of
technology, UDL, individual accommodation (level 4)
4Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

5. Inclusive design in Aalto University
• Adapted as an action plan based on strategy
in creating an inclusive and enabling learning
environment for all Aalto students
• Ministry demand: Action plan for equality
• Aalto University: Assignment from the Ministry
of Education and Culture (OKM) about DfA in
higher education
• Barrier-free buildings and campus environment
• Accessible ICT and blended learning environment
• Accessible teaching and learning

6. • DfA will affect important areas of
everyday student life at the campus
• Enhanced focus on diversity
• Easier to sell the UD concept to
management, faculty and staff
since it gains all students
• Legislation and standards of
buildings, campus area and ICT
• Improvement in Aalto buildings
• Accessible websites
• Inclusive education
• Anti-discrimination and good
relations
6Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike
The pros and the cons of DfA in Aalto University
• Disability questions seem to
disappear
• The human perspective might be
neglected when the focus is on
standards and regulations
• Too much focus on ramps and
elevators (high expenses), thus
areas like UDL and DfA of ICT in
learning are left out in the “official”
understanding of UD
• (Minimum) standards are rarely
questioned - lack of ambition!
• A common misunderstanding that
“everyone is taken care of” by DfA –
remember levels 3 & 4!
What do we gain? What do we loose?

7. The main challenge – Our strategy, mission and values!
• The quality of services offered to the students is a big issue
and questioned by people with disabilities
• When times get rough (lack of resources), there’s a tendency
of going back to buried attitudes of blaming the individual
• “We can’t change the system because of a few blind students”
• Even student unions and others are questioning if DfA is necessary –
especially when it comes to student housing and learning
management systems (LMS).
• Someone starts to count students with disabilities and the cost of DfA
• Is the medical model of disability still alive at Aalto University?
• Do we still have to depend on the enthusiasts and champions
when it comes to an inclusive learning environment and
“education for all”?
7Presentation by Kjetil Knarlag at LINK-conference, edited for Aalto University by Antti Raike

8. Credits and contact information
Original presentation by Kjetil Knarlag/Universell
Norwegian University of Science and Technology
E-mail: kjetil.knarlag@ntnu.no
www.universell.no
8
Edited by Antti Raike
for Aalto University (2014 & 2020)