Universal Design and Communication Rights: Meeting the Challenge of Linguistic and Communicative Diversity

This essay discusses Universal Design (UD) with respect to language and communication rights. Because Universal Design approaches aim at meeting human variability from the get-go, they must be able to address linguistic and communicative variability. Variability must individual variation in language functions and communication activities in the absence of disability and variability when speech, language or communicative disorders are present. Current conceptualizations of speech, language and communication disabilities take a person-centered approach and a bio-psycho-social framework of health and disease (WHO-ICF) that encompass three ontological domains: body functions and structures, activities, and participation. The framework crucially lists environmental factors that interact with each domain. I illustrate how UD can successfully be integrated with an ICF framework in the domain of speech, language and communication impairments; I then propose that the ICF model can be extended beyond disability to non-clinical populations and settings, to meet the communication rights for all

Transforming our World through Universal Design for Human Development

An environment, or any building product or service in it, should ideally be designed to meet the needs of all those who wish to use it. Universal Design is the design and composition of environments, products, and services so that they can be accessed, understood and used to the greatest extent possible by all people, regardless of their age, size, ability or disability. It creates products, services and environments that meet people’s needs. In short, Universal Design is good design. This book presents the proceedings of UD2022, the 6th International Conference on Universal Design, held from 7 - 9 September 2022 in Brescia, Italy.The conference is targeted at professionals and academics interested in the theme of universal design as related to the built environment and the wellbeing of users, but also covers mobility and urban environments, knowledge, and information transfer, bringing together research knowledge and best practice from all over the world. The book contains 72 papers from 13 countries, grouped into 8 sections and covering topics including the design of inclusive natural environments and urban spaces, communities, neighborhoods and cities; housing; healthcare; mobility and transport systems; and universally- designed learning environments, work places, cultural and recreational spaces. One section is devoted to universal design and cultural heritage, which had a particular focus at this edition of the conference. The book reflects the professional and disciplinary diversity represented in the UD movement, and will be of interest to all those whose work involves inclusive design

Speech Errors as a Window on Language and Thought: A Cognitive Science Perspective

We are so used to speaking in our native language that we take this ability for granted. We think that speaking is easy and thinking is hard. From the perspective of cognitive science, this view is wrong. Utterances are complex things, and generating them is an act of linguistic creativity, in the face of the computational complexity of the task. On occasion, utterance generation goes awry and the speaker’s output is different from the planned utterance, such as a speaker who says “Fancy getting your model renosed!” when “fancy getting your nose remodeled” was intended. With some notable exceptions (e.g. Fromkin 1971) linguists have not taken speech error data to be informative about speakers’ linguistic knowledge or mental grammars. The paper strives to put language production errors back onto the linguistic data map. If errors involve units such as phonemes, syllables, morphemes and phrases, which may be exchanged, moved around or stranded during spoken production, this shows that they are both representational and processing units. If similar units are converged upon via multiple methods (e.g. native speaker judgments, language corpora, speech error corpora, psycholinguistic experiments) those units have stronger empirical support. All other things being equal, theories of language that can account for both representation and processing are to be preferred

Towards a More Inclusive Learning Environment: The Importance of Providing Captions That Are Suited to Learners' Language Proficiency in the UDL Classroom

Captions have been found to benefit diverse learners, supporting comprehension, memory for content, vocabulary acquisition, and literacy. Captions may, thus, be one feature of universally designed learning (UDL) environments [1, 4]. The primary aim of this study was to examine whether captions are always useful, or whether their utility depends on individual differences, specifically proficiency in the language of the audio. To study this, we presented non-native speakers of English with an audio-visual recording of an unscripted seminar-style lesson in English retrieved from a University website. We assessed English language proficiency with an objective test. To test comprehension, we administered a ten-item comprehension test on the content of the lecture. Our secondary aim was to compare the effects of different types of captions on viewer comprehension. We, therefore, created three viewing conditions: video with no captions (NC), video with premade captions (downloaded from the university website) (UC) and video with automatically generated captions (AC). Our results showed an overall strong effect of proficiency on lecture comprehension, as expected. Interestingly, we also found that whether captions helped or not depended on proficiency and caption type. The captions provided by the University website benefited our learners only if their English language proficiency was high enough. When their proficiency was lower, however, the captions provided by the university were detrimental and performance was worse than having no captions. For the lower proficiency levels, automatic captions (AC) provided the best advantage. We attribute this finding to pre-existing characteristics of the captions provided by the university website. Taken together, these findings caution institutions with a commitment to UDL against thinking that one type of caption suits all. The study highlights the need for testing captioning systems with diverse learners, under different conditions, to better understand what factors are beneficial for whom and when

Different Antioxidant Efficacy of Two MnII-Containing Superoxide Anion Scavengers on Hypoxia/Reoxygenation-Exposed Cardiac Muscle Cells

Oxidative stress due to excess superoxide anion ([Formula: see text]) produced by dysfunctional mitochondria is a key pathogenic event of aging and ischemia-reperfusion diseases. Here, a new [Formula: see text]-scavenging MnII complex with a new polyamino-polycarboxylate macrocycle (4,10-dimethyl-1,4,7,10-tetraazacyclododecane-1,7-diacetate) containing 2 quinoline units (MnQ2), designed to improve complex stability and cell permeability, was compared to parental MnII complex with methyls replacing quinolines (MnM2). MnQ2 was more stable than MnM2 (log K = 19.56(8) vs. 14.73(2) for the equilibrium Mn2+ + L2-, where L = Q2 and M2) due to the involvement of quinoline in metal binding and to the hydrophobic features of the ligand which improve metal desolvation upon complexation. As oxidative stress model, H9c2 rat cardiomyoblasts were subjected to hypoxia-reoxygenation. MnQ2 and MnM2 (10 μmol L-1) were added at reoxygenation for 1 or 2 h. The more lipophilic MnQ2 showed more rapid cell and mitochondrial penetration than MnM2. Both MnQ2 and MnM2 abated endogenous ROS and mitochondrial [Formula: see text], decreased cell lipid peroxidation, reduced mitochondrial dysfunction, in terms of efficiency of the respiratory chain and preservation of membrane potential (Δψ) and permeability, decreased the activation of pro-apoptotic caspases 9 and 3, and increased cell viability. Of note, MnQ2 was more effective than MnM2 to exert cytoprotective anti-oxidant effects in the short term. Compounds with redox-inert ZnII replacing the functional MnII were ineffective. This study provides clues which further our understanding of the structure-activity relationships of MnII-chelates and suggests that MnII-polyamino-polycarboxylate macrocycles could be developed as new anti-oxidant drugs

Abstract sentence representations in 3-year-olds: Evidence from language production and comprehension

We use syntactic priming to test the abstractness of the sentence representations of young 3-year-olds (35-42 months). In describing pictures with inanimate participants, 18 children primed with passives produced more passives (11 with a strict scoring scheme, 16 with lax scoring) than did 18 children primed with actives (2 on either scheme) or 12 children who received no priming (0). Priming was comparable to that reported for older children and adults. Comprehension of reversible passives with animate participants before and after priming was above chance but did not improve as a result of priming. Young 3-year-olds represent sentences abstractly, have syntactic representations for noun, verb, "surface subject", and "surface object", have semantic representations for "agent" and "patient", and flexibly map the relation between syntax and semantics. Taken together with research on syntactic categories in 2-year-olds, our results provide empirical support for continuity in language acquisition

Covert reading of letters in a case of global alexia

This study describes the case of a global alexic patient with a severe reading deficit affecting words, letters and Arabic numbers, following a left posterior lesion. The patient (VA) could not match spoken letters to their graphic form. A preserved ability to recognize shape and canonical orientation of letters indicates intact access to the representation of letters and numbers as visual objects. A relatively preserved ability to match lowercase to uppercase letters suggests partially spared access to abstract letter identities independently of their visual forms. The patient was also unable to match spoken letters and numbers to their visual form, indicating that she could not access the graphemic representations of letters from their phonological representations. This pattern of performance suggests that the link between graphemic and phonological representations is disrupted in this patient. We hypothesize that VA\u2019 residual reading abilities are supported by the right hemisphere