What Do Truly Accessible and Inclusive Playgrounds Look Like?
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The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","status":"publish","parent":0,"modified":1711426216,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1368},"headData":{"title":"What Do Truly Accessible and Inclusive Playgrounds Look Like? | KQED","description":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63415","twTitle":"","twDescription":"","twImgId":"mindshift_63415","socialDescription":"Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Truly Accessible and Inclusive Playgrounds Look Like?","datePublished":"2024-03-26T03:50:05.000Z","dateModified":"2024-03-26T04:10:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When Natalie Mackay toured her son’s elementary school, she asked how he might be included on the playground. The school suggested that her son, who used a wheelchair, could lay down a blanket on a graveled area to play. This kind of “solution,” in which children with disabilities are left to watch other children play in schools, tells all students that excluding some peers is OK, said Mackay. As a mom, she wanted to see her son and all children have exciting opportunities for \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">play\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63184/when-parents-know-these-4-phases-of-friendship-they-can-help-their-child-make-friends-more-easily\">socialization\u003c/a>. So she founded \u003ca href=\"https://unlimitedplay.org/\">Unlimited Play\u003c/a>, a nonprofit dedicated to accessible and \u003ca href=\"https://www.kqed.org/mindshift/61143/playground\">inclusive playground design\u003c/a>. Inclusive playgrounds “were the vehicle that I thought would allow kids to get to know my son,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Playgrounds are a child’s “first outdoor classroom,” and where “they learn they belong to the community,” said Olenka Villarreal, CEO and founder of \u003ca href=\"https://www.magicalbridge.org/\">Magical Bridge Foundation\u003c/a>, a nonprofit dedicated to universal, community and inclusive design. Playgrounds set the foundation for belonging and social inclusion for kids and adults of all abilities. But according to both Mackay and Villareal, accessibility standards for playgrounds laid out by the Americans with Disabilities Act (ADA) alone don’t encompass the specificities and expansiveness needed to create true inclusion on the playground. Mackay and Villarreal have made it their mission to redefine what it means for a playground to be truly accessible and inclusive of the full spectrum of ability and disability in the communities that the playgrounds serve. To them, playgrounds that are inclusive to all types of play can help to create a sense of belonging for everyone.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63412\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63412\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/LT_2018_MO_JakesFieldOfDreams_198-UnlimitedPlay-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Unlimited Play’s Jake’s Field of Dreams Playground in Wentzville, Missouri opened in 2018. \u003ccite>(Unlimited Play)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>What does full accessibility look like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Villarreal, Magical Bridge Foundation was born organically to meet her own family’s needs. “I had one daughter with disabilities and one without, and I was looking for a place to take them both,” she said. Villarreal also acknowledged that abilities may change over time. “I want to be included in the body I live in today and the one I’m going to live in in 30 years,” she said. “When our spaces aren’t welcoming to us in whatever way we show up, it really creates divisions among everyone.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mackay, accessibility on playgrounds means removing barriers to play. She said that one of the first suggestions from parents that influenced her understanding of inclusion was to include fencing around play spaces for the safety of children who might \u003c/span>\u003ca href=\"https://www.kennedykrieger.org/patient-care/conditions/elopement\">\u003cspan style=\"font-weight: 400\">elope\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Inclusivity on the playground doesn’t begin and end with ramp access to the lower level of a structure or accessible pathways to a gated entrance. There are many more abilities to consider, like vision and hearing loss, sensory needs, and mobility and physical support needs. Social inclusion is also a big part of accessibility on a playground, said Mackay.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make playgrounds accessible and inclusive for children and adults with visual impairments, Unlimited Play has used high contrasting colors in their designs. Mackay also emphasized the importance of situating public playgrounds in an area that has visual and auditory landmarks and direct access to public transportation. Villarreal said that it is important for “typically” developing children to play in these inclusive spaces because it exposes them to many different types of people and abilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63415\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63415\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Carosuel-Wheelchairs_MBF.jpeg 1280w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to safety on accessible playgrounds, Mackay suggested taking into consideration children who have difficulty with balance. For these children, inclusivity might take the form of tunnel slides instead of open ones, or choosing well thought out handholds throughout a structure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making sure that playgrounds are accessible and inclusive to parents and caregivers who have disabilities is also important. Children might miss out on opportunities to play if a playground or play space is not accessible to a parent with disabilities.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63416\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Redwood-City-Laser-Harp-Wheelchair-Kids_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Red Morton Park in Redwood City, California opened in 2021. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At school playgrounds, most common structures like stairs, slides and swings aren’t designed with inclusion in mind, according to Villarreal. Regardless of ability, there need to be more movement options on playgrounds, she said. This could mean diversifying movement options to include more swinging and spinning elements, which can \u003c/span>\u003ca href=\"https://extension.psu.edu/programs/betterkidcare/news/spinning-rolling-and-swinging-oh-my#:~:text=These%20important%20movement%20experiences%20help,and%20swing%20indoors%20and%20outdoors.\">\u003cspan style=\"font-weight: 400\">help children develop and stimulate their nervous systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Villarreal also stressed the importance of removing the stigma around what may or may not be seen as age appropriate in a playground because developmental age is not always linked to physical age. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Funding barriers and low-cost solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Funding is one of the biggest hurdles for schools to create accessible playgrounds. For example, Mackay pointed to a recent school project that her organization designed that included three separate accessible and inclusive playgrounds for a total cost of about $900,000, paid for through a school bond. Each individual playground ranged in price from $150,000 to $450,000. Often, when schools have come up with funding to pay for more accessible playgrounds, it doesn’t cover the cost of a full design and installation, said Mackay. Often it means picking pieces that will contribute to more accessibility and inclusivity to an existing space, said Mackay. In Palo Alto, where The Magical Bridge Foundation is based, the Santa Clara County Board of Supervisors has \u003c/span>\u003ca href=\"https://d5.santaclaracounty.gov/press-releases/county-funds-more-all-inclusive-playgrounds#:~:text=Recognizing%20the%20high%20demand%20and,inclusive%20playgrounds%20throughout%20the%20County.\">\u003cspan style=\"font-weight: 400\">offered grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to public agencies and nonprofits seeking to build inclusive playgrounds.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63411\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63411\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/El-Carmelo-School-Slide-Swing_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at El Carmelo Elementary School in Palo Alto, California opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When looking for low-barrier and low-cost solutions to an otherwise inaccessible playground, Mackay recommended creating more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400\">shaded spaces\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “even if it’s a tree with a bench.” And “if it’s a bench, put a space where somebody in a wheelchair can be there,” she said. According to Mackay, vertical panels with open ended activities like spinning pieces or a steering wheel cost around $1,200 each and can provide an interactive and socially inviting play space for all children. She suggested placing panel pieces in creative ways around the playground to provide more opportunities for different types of play and movement. Adding an adaptive swing with a high back and harness, designed for children with a variety of disabilities, also contributes to a more inclusive environment on the playground.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The playground at school is one of the places where students can learn about inclusive practices, even when a total playground overhaul isn’t in the current plans. If educators “teach [students] about inclusion in their classroom and then take them out to the playground and let them experience what that looks like,” then students might have a better understanding of how they might be able to be more inclusive in their own play, said Mackay. Unlimited Play offers partnerships with educators and schools to develop classroom curriculum to encourage inclusive play, including lesson plans on social awareness and effective communication. The Magical Bridge Foundation also offers learning materials for \u003c/span>\u003ca href=\"https://www.magicalbridge.org/students\">\u003cspan style=\"font-weight: 400\">students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.magicalbridge.org/parents\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.magicalbridge.org/educators\">\u003cspan style=\"font-weight: 400\">educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> online.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63414\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63414\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/Palo-Alto-Sway-Boat_MBF-1920x1280.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Mitchell Park in Palo Alto, California opened in 2015. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connecting with community partners about providing services can help a project along, said Mackay, who is most often contacted by families looking for inclusive solutions to playgrounds in their areas. She works with those families to establish community connections who might want to be involved in the process of creating an inclusive playground. Some of Mackay’s most successful partnerships have been with other nonprofits that serve children with disabilities. The Magical Bridge Foundation also trains volunteers or \u003c/span>\u003ca href=\"https://www.magicalbridge.org/kindness-ambassadors\">\u003cspan style=\"font-weight: 400\">Kindness Ambassadors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who then offer read-aloud sessions, musical performances and art education at their playgrounds. These volunteers and employees also have varying abilities and disabilities, so that children can experience the diversity that already exists in their community.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63413\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63413\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg\" alt=\"\" width=\"800\" height=\"442\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-800x442.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1020x564.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-160x88.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-768x425.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1536x849.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-2048x1132.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-672x372.jpeg 672w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/New-Zealand-Aerial-Slide-Zone-Playhouse_MBF-1920x1062.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Magical Bridge Playground at Claudelands Park in Hamilton, New Zealand opened in 2023. \u003ccite>(Magical Bridge Foundation)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63406/what-do-truly-accessible-and-inclusive-playgrounds-look-like","authors":["11759"],"categories":["mindshift_194","mindshift_20523"],"tags":["mindshift_388","mindshift_21409","mindshift_21718","mindshift_21117","mindshift_498","mindshift_21565"],"featImg":"mindshift_63417","label":"mindshift"},"mindshift_57787":{"type":"posts","id":"mindshift_57787","meta":{"index":"posts_1591205157","site":"mindshift","id":"57787","score":null,"sort":[1628664054000]},"guestAuthors":[],"slug":"tools-that-help-english-language-learners-online-and-in-person","title":"Tools That Help English Language Learners Online and In Person","publishDate":1628664054,"format":"standard","headTitle":"Tools That Help English Language Learners Online and In Person | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","status":"publish","parent":0,"modified":1713642424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1463},"headData":{"title":"Tools That Help English Language Learners Online and In Person | KQED","description":"Teachers are making language more accessible by slowing down speaking rates in order to accurately caption and translate speech using Google Meet, along with several other strategies. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools That Help English Language Learners Online and In Person","datePublished":"2021-08-11T06:40:54.000Z","dateModified":"2024-04-20T19:47:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person","authors":["11603"],"categories":["mindshift_195"],"tags":["mindshift_388","mindshift_21343","mindshift_358","mindshift_962","mindshift_20851","mindshift_397","mindshift_21347","mindshift_21906"],"featImg":"mindshift_58269","label":"mindshift"},"mindshift_9441":{"type":"posts","id":"mindshift_9441","meta":{"index":"posts_1591205157","site":"mindshift","id":"9441","score":null,"sort":[1300453200000]},"guestAuthors":[],"slug":"ed-tech-weekly-roundup","title":"Weekly News Roundup","publishDate":1300453200,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Sesame Workshop and the Joan Ganz Cooney Center released its study on \u003ca href=\"http://joanganzcooneycenter.org/Press-Releases-52.html\">children's media usage\u003c/a>. Among its findings, television is still popular, but children are engaging in a variety of other media platforms. Almost 25 percent of young children under age 5 use the Internet at least once a week, and just under half of those under the age of 6 play video games.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The social learning platform \u003ca href=\"http://www.xplana.com\">Xplana\u003c/a> released its report on digital textbooks in higher education, calling the industry at \u003ca href=\"http://blog.xplana.com/reports/digital-textbooks-reach-the-tipping-point-in-the-u-s-higher-education-a-revised-5-year-projection/\">a tipping point\u003c/a> and contending that by 2015, one out of every four textbooks will be e-books.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google rolled out some changes to its \u003ca href=\"http://googleblog.blogspot.com/2011/03/great-documents-come-from-great.html\">Google Docs\u003c/a> enhancing its collaboration features. Google Docs has allowed comments for almost a year, something that makes the apps great for classroom - for teachers and for students giving feedback. This week, Google expanded those comments into \"discussions,\" making them editable, making them appear in threaded conversations, and letting collaborators use the @ symbol to refer to each other by name. Google Wave lives on!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A \u003ca href=\"http://chronicle.com/blogs/wiredcampus/colleges-discriminate-against-the-blind-with-google-apps-advocates-say/30394\">complaint was filed\u003c/a> against Northwestern and New York University, charging that the schools' use of \u003ca href=\"http://www.google.com/a/help/intl/en/edu/\">Google Apps for Education\u003c/a> violated the Americans with Disabilities Act. According to the National Federation of the Blind, Google's educational suite is not fully accessible. Google has responded saying it has \"a strong commitment to improving our products,\" but the company did not offer any details.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Microsoft released an update to its video game development platform for kids, \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\">Kodu\u003c/a>. Kodu is an icon-based development environment, requiring no programming skills but teaching some of the basics of computational thinking and used to build games for PC and Xbox. Microsoft also announced \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">the Kodu Cup competition\u003c/a> for students age 9 to 17.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A new education-focused startup incubator launched this week. \u003ca href=\"http://www.imaginek12.com/imagine-launch-press-release.html\">ImagineK12\u003c/a> will provide a 3-month accelerator program, with funding and mentorship, for early stage ed-tech startups. Founded by startup veterans Geoff Ralston, Tim Brady andAlan Louie and modeled after the very successful \u003ca href=\"http://ycombinator.com\">Y Combinator\u003c/a> program, ImagineK12 aims “to effect positive change in the K-12 education space.”\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300422311,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":353},"headData":{"title":"Weekly News Roundup | KQED","description":"The Sesame Workshop and the Joan Ganz Cooney Center released its study on children's media usage. Among its findings, television is still popular, but children are engaging in a variety of other media platforms. Almost 25 percent of young children under age 5 use the Internet at least once a week, and just under half","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Weekly News Roundup","datePublished":"2011-03-18T13:00:00.000Z","dateModified":"2011-03-18T04:25:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"9441 http://blogs.kqed.org/mindshift/?p=9441","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/18/ed-tech-weekly-roundup/","disqusTitle":"Weekly News Roundup","path":"/mindshift/9441/ed-tech-weekly-roundup","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Sesame Workshop and the Joan Ganz Cooney Center released its study on \u003ca href=\"http://joanganzcooneycenter.org/Press-Releases-52.html\">children's media usage\u003c/a>. Among its findings, television is still popular, but children are engaging in a variety of other media platforms. Almost 25 percent of young children under age 5 use the Internet at least once a week, and just under half of those under the age of 6 play video games.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The social learning platform \u003ca href=\"http://www.xplana.com\">Xplana\u003c/a> released its report on digital textbooks in higher education, calling the industry at \u003ca href=\"http://blog.xplana.com/reports/digital-textbooks-reach-the-tipping-point-in-the-u-s-higher-education-a-revised-5-year-projection/\">a tipping point\u003c/a> and contending that by 2015, one out of every four textbooks will be e-books.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google rolled out some changes to its \u003ca href=\"http://googleblog.blogspot.com/2011/03/great-documents-come-from-great.html\">Google Docs\u003c/a> enhancing its collaboration features. Google Docs has allowed comments for almost a year, something that makes the apps great for classroom - for teachers and for students giving feedback. This week, Google expanded those comments into \"discussions,\" making them editable, making them appear in threaded conversations, and letting collaborators use the @ symbol to refer to each other by name. Google Wave lives on!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A \u003ca href=\"http://chronicle.com/blogs/wiredcampus/colleges-discriminate-against-the-blind-with-google-apps-advocates-say/30394\">complaint was filed\u003c/a> against Northwestern and New York University, charging that the schools' use of \u003ca href=\"http://www.google.com/a/help/intl/en/edu/\">Google Apps for Education\u003c/a> violated the Americans with Disabilities Act. According to the National Federation of the Blind, Google's educational suite is not fully accessible. Google has responded saying it has \"a strong commitment to improving our products,\" but the company did not offer any details.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Microsoft released an update to its video game development platform for kids, \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\">Kodu\u003c/a>. Kodu is an icon-based development environment, requiring no programming skills but teaching some of the basics of computational thinking and used to build games for PC and Xbox. Microsoft also announced \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">the Kodu Cup competition\u003c/a> for students age 9 to 17.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A new education-focused startup incubator launched this week. \u003ca href=\"http://www.imaginek12.com/imagine-launch-press-release.html\">ImagineK12\u003c/a> will provide a 3-month accelerator program, with funding and mentorship, for early stage ed-tech startups. Founded by startup veterans Geoff Ralston, Tim Brady andAlan Louie and modeled after the very successful \u003ca href=\"http://ycombinator.com\">Y Combinator\u003c/a> program, ImagineK12 aims “to effect positive change in the K-12 education space.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/9441/ed-tech-weekly-roundup","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_388","mindshift_386","mindshift_149","mindshift_387","mindshift_114"],"featImg":"mindshift_9447","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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