Kokemuksia esteettömyydestä ja saavutettavuudesta (viittomakielelle tulkattu)

Key accessibility, inclusion, and self-care strategies mentioned

1) Make education/testing more sensory- and communication-friendly

• Use assessment formats that allow clarification (e.g., not only narrow question types).
• Provide accommodations when a student can’t handle certain formats (e.g., replacing a difficult written exam with an oral option when indicated).
• Ensure teachers follow through on curriculum accommodations rather than dismissing them.

2) Improve physical accessibility based on actual needs (not cost-saving logic)

• Elevator access should be considered part of inclusive learning access, not “only for one person.”
• Adapt participation in activities so wheelchair users can take part (not just watch).

3) Reduce sensory overload (especially for autistic students/children)

• Adjust environmental stimuli:
  • Turn off or reduce overhead lights when light is overwhelming.
  • Reduce/monitor noise and hums (projectors, radiators, hallway sounds).
  • Consider clothing comfort (dry/clean clothes to avoid texture discomfort).
• Use practical coping behaviors:
  • Take off shoes right away if foot sensitivity is high.
• Be mindful of “social-by-default” settings:
  • Cafeterias can be especially overwhelming due to noise, smells, close contact, and lighting.
  • In high sensory load, social interaction may become impossible—structure environments accordingly.

4) Support processing and navigation in open-plan spaces

• Provide perceptual structure for people who “can’t see the big picture”:
  • Use clear visual cues (e.g., lines on stairs to indicate step boundaries).
• Recognize that open spaces can paralyze someone—offer guidance on where to move and what to do next.

5) Prevent bullying and address its long-term impact

• Treat bullying as a serious inclusion/safety issue.
• Encourage talking about bullying—continued study may become emotionally unsafe without support.

6) Adapt group work and assignments

• Group assignments can be difficult when social/group skills are required.
• Recommended approach:
  • Allow students to choose whether they want group work.
  • Prefer splitting work into independent parts.
  • Let autistic students complete specific sections alone, then bring them to the group (or present/lead alone if preferred).

7) Manage cognitive control challenges with step-by-step scaffolding

• Break complex tasks into smaller parts.
• Provide clear, concise instructions.
• Example workflow approach:
  • One task per step (e.g., separate “pour water” from “measure coffee”).
• Use repetition/practice for demanding skills (e.g., clinical tasks) until they become smoother.

8) Use visual supports to boost focus and reduce overload

• Pictures/visuals help with planning and remembering steps.
• Mental visualization can support goal orientation (aim, start-to-finish steps, and perseverance).

9) Encourage autonomy, perseverance, and individualized pathways

• Don’t assume “you’re not meant for this” based on diagnoses.
• Overcome barriers one step at a time.
• Emphasize determination and professional/staff support when needed.

Message to teachers / inclusive mindset

• Be open-minded; don’t make assumptions.
• Ask the student how they perceive the situation (it often prevents problems).
• Don’t focus on diagnoses or “special features” as limitations.
• Encourage trying things and help students back up if they struggle.
• See the person—not the aids or movement differences.
• Use the principle: “Let’s be human to humans.”
• Recognize the student is the best expert on their own life; you don’t have to know everything—ask.

Presenters / sources

• Anna-Reeta Pakarinen
• Piia Jolla