The document discusses strategies for making astronomy accessible to people with disabilities. It begins by providing statistics on the number of people worldwide living with disabilities, including visual and hearing impairments. It then introduces the concept of Universal Design for Learning (UDL) as a framework for creating inclusive educational materials and activities. The key principles of UDL are to provide multiple means of representation, action/expression, and engagement. The rest of the document provides examples of strategies in line with UDL principles for developing inclusive astronomy education resources, such as tactile models and exhibits, adapted planetarium shows, and real-time telescope observations.

1. Making Astronomy Accessible for All
Amelia Ortiz
Lina Canas
Thilina Heenatigala
UNAWE 2015, Leiden, The Netherlands.

2. Some numbers (WHO, 2010)
• Over a billion people are estimated to live with some
form of disability. This corresponds to about 15% of
the world's population. Between 110 million and 190
million people 15 years and older have significant
difficulties in functioning.
• About 100 million need a wheelchair.
• 360 million people worldwide have disabling hearing
loss (5.3% of the world’s population)
• People with cognitive impairment 1% of the total
population in high income countries and 2% in low
and middle income (LAMI) countries

6. A couple about deafness:

8. Are we ready for a diverse audience?

9. Universal D esign for Learning
(UD L)
Activities Materials
Results for all kinds of public
Proposed strategy: UDL

10. What is UDL?
Framework for integrating flexible, usable, and accessible teaching and
learning technologies with inquiry – and standards-based science,
technology, engineering, and mathematics (STEM) curricula
We no longer consider persons with special needs but disabling environments

11. UDL Principles
The key concept is MULTIPLICITY: provide multiple means of
representation, provide multiple means of action and expression and
provide multiple means of engagement

12. Provide multiple means of representation
Learners differ in the ways that they perceive and comprehend
information that is presented to them. For example, those with sensory
disabilities (e.g., blindness or deafness); learning disabilities (e.g.,
dyslexia); language or cultural differences, and so forth may all require
different ways of approaching content.

13. Provide multiple means of action and expression
Learners differ in the ways that they can navigate a learning
environment and express what they know. For example, some may be
able to express themselves well in written text but not speech, and vice
versa. Therefore the materials should be accessible for all and there
should be different options for expression.

14. Provide multiple means of engagement
To care is crucial for the final success in the learning process. Learners
can have very different interests or reasons to be interested in
learning. The lecturer needs to know which are his/her public's
interests or which they might be, and use different ways to motivate
the audience.

15. Strategies to develop educational materials and activities in the frame of UDL
Inclusiveness
Physical Access
Delivery Methods
Information Resources
Interaction
Feedback
Assessment
Accommodation

16. Strategies to develop educational materials and activities in the frame of UDL
Inclusiveness
UDL should use methods that make learning easy and accessible for
everyone.

17. Strategies to develop educational materials and activities in the frame of UDL
Physical Access
Ensure that activities, materials, and equipment are physically
accessible to and usable by all students.
T H E C R A B – a n im a g e in c o m b in e d X - R a y a n d v is ib le lig h t, ta k e n b y t h e H u b b le
S p a c e T e le s c o p e a n d t h e C h a n d r a X - R a y O b s e r v a t o r y .
A s y o u t o u c h t h is im a g e , y o u c a n f e e l t h e o u t lin e o f t h e v is ib le C r a b f r o m t h e p r e v io u s im a g e .
N o w m o v e y o u r f in g e r t o w a r d s t h e c e n t e r o f t h e im a g e to f e e l t h e X - r a y e m is s io n , a t ilt e d r in g o f
h ig h - e n e r g y p a r t ic le s s u r r o u n d in g a t in y p o in t s o u r c e . T w o je ts o f h ig h e n e r g y p a r t ic le s a r e s h o o t in g
o u t w a r d s t o w a r d s a t t w o a n d e ig h t o ’c lo c k . T h e s o u r c e is c a lle d a p u ls a r , a r a p id ly s p in n in g n e u tr o n
s t a r n o la r g e r t h a n a n a v e r a g e c it y , b u t s p in n in g o n it s a x is 3 0 t im e s a s e c o n d . A s t h e n e u t r o n s t a r
s p in s it f la s h e s it s je t s t o w a r d s t h e E a r t h . T h is p u ls a r is t h e le f t o v e r c o r e o f t h e o r ig in a l s u p e r g ia n t
s t a r t h a t e x p lo d e d .
T H E C R A B – a n im a g e in v is ib le lig h t ta k e n b y th e H u b b le S p a c e T e le s c o p e .
T h e C r a b N e b u la is t h e r e m n a n t o f a s u p e r n o v a e x p lo s io n w h ic h w a s v is ib le f r o m E a r t h in t h e
y e a r 1 0 5 4 . O r ig in a lly c a lle d a n o v a b e c a u s e it s e e m e d to b e a n e w s ta r , a s u p e r n o v a is a c t u a lly
t h e d e a t h o f a n o ld s t a r . A s y o u t o u c h t h e im a g e , y o u c a n f e e l t h e ja g g e d o u t e r e d g e o f t h e n e b u la
r e v e a lin g th e c h a o t ic a n d v io le n t n a t u r e o f t h e e x p lo s io n t h a t r ip p e d o ff t h e o u t e r la y e r s o f a o n c e
m a je s t ic s t a r . T h e n e b u la is s t ill e x p a n d in g o u t w a r d s a t 1 5 0 0 k ilo m e t e r s p e r s e c o n d , a lm o s t
a t h o u s a n d y e a r s a f t e r t h e e x p lo s io n o c c u r r e d !
F ila m e n ts o f g a s
N e b u la 's p e r im e t e r
N e b u la 's p e r im e te r
J e t s o f X - r a y e m is s io n
P u ls a r ’s lo c a tio n
T a c t ile k e y
A d a p t e d fr o m th e b o o k T o u c h t h e In v is ib le S k y p u b lis h e d b y O z o n e P u b lis h in g C o r p . w w w .o z o n e p u b lis h in g .n e t
T a c tile k e y

18. Strategies to develop educational materials and activities in the frame of UDL
Delivery Methods
Use multiple accessible instructional methods addressing the four basic
styles of learning
tactile
visual
kinesthetic
auditory

19. Strategies to develop educational materials and activities in the frame of UDL
Information Resources
Ensure that course materials, notes, and other information resources
are flexible and accessible to all students.
T H E C R A B – a n im a g e in c o m b in e d X - R a y a n d v is ib le lig h t , ta k e n b y th e H u b b le
S p a c e T e le s c o p e a n d th e C h a n d r a X - R a y O b s e r v a to r y .
A s y o u t o u c h t h is im a g e , y o u c a n fe e l t h e o u t lin e o f t h e v is ib le C r a b f r o m t h e p r e v io u s im a g e .
N o w m o v e y o u r f in g e r to w a r d s t h e c e n te r o f t h e im a g e t o f e e l t h e X - r a y e m is s io n , a t ilt e d r in g o f
h ig h - e n e r g y p a r t ic le s s u r r o u n d in g a t in y p o in t s o u r c e . T w o je t s o f h ig h e n e r g y p a r t ic le s a r e s h o o t in g
o u tw a r d s t o w a r d s a t t w o a n d e ig h t o ’c lo c k . T h e s o u r c e is c a lle d a p u ls a r , a r a p id ly s p in n in g n e u t r o n
s t a r n o la r g e r t h a n a n a v e r a g e c it y , b u t s p in n in g o n it s a x is 3 0 t im e s a s e c o n d . A s t h e n e u t r o n s t a r
s p in s it fla s h e s it s je t s t o w a r d s t h e E a r t h . T h is p u ls a r is t h e le ft o v e r c o r e o f th e o r ig in a l s u p e r g ia n t
s t a r t h a t e x p lo d e d .
T H E C R A B – a n im a g e in v is ib le lig h t ta k e n b y th e H u b b le S p a c e T e le s c o p e .
T h e C r a b N e b u la is t h e r e m n a n t o f a s u p e r n o v a e x p lo s io n w h ic h w a s v is ib le fr o m E a r t h in t h e
y e a r 1 0 5 4 . O r ig in a lly c a lle d a n o v a b e c a u s e it s e e m e d t o b e a n e w s t a r , a s u p e r n o v a is a c t u a lly
t h e d e a t h o f a n o ld s t a r . A s y o u t o u c h t h e im a g e , y o u c a n f e e l t h e ja g g e d o u t e r e d g e o f t h e n e b u la
r e v e a lin g t h e c h a o t ic a n d v io le n t n a t u r e o f t h e e x p lo s io n t h a t r ip p e d o f f th e o u t e r la y e r s o f a o n c e
m a je s t ic s t a r . T h e n e b u la is s t ill e x p a n d in g o u t w a r d s a t 1 5 0 0 k ilo m e t e r s p e r s e c o n d , a lm o s t
a t h o u s a n d y e a r s a f t e r t h e e x p lo s io n o c c u r r e d !
F ila m e n ts o f g a s
N e b u la 's p e r im e te r
N e b u la 's p e r im e te r
J e ts o f X - r a y e m is s io n
P u ls a r ’s lo c a tio n
T a c tile k e y
A d a p te d fr o m t h e b o o k T o u c h th e I n v is ib le S k y p u b lis h e d b y O z o n e P u b lis h in g C o rp . w w w .o z o n e p u b lis h in g .n e t
T a c tile k e y

20. Strategies to develop educational materials and activities in the frame of UDL
Interaction
Encourage effective interactions between students and the instructor.
Ensure that communication methods are accessible to all participants.
Work in groups where each one supports
the other with his/her particular strengths

21. Strategies to develop educational materials and activities in the frame of UDL
Feedback
Provide specific feedback to the students/ audience on a regular basis.

22. Strategies to develop educational materials and activities in the frame of UDL
Assessment
Regularly assess student progress using
many accessible methods and tools, then
adjust instruction accordingly

23. Strategies to develop educational materials and activities in the frame of UDL
Accommodation
Plan for accommodations for students for whom the instructional
design does not meet their needs.

24. A general protocol
Teach to the four styles of learning: communication is more effectivie
in this way
tactile
visual
kinesthetic
auditory

25. A general protocol
Teach to strengths: Take advantage of the audience's strengths and natural talents
to engage them in the activity. Emphasize what they can do rather than what they
cannot. This improves their self-steem and gives them more chances to learn.

26. A general protocol
Use many different ways to obtain feedback from the public to check if they are
grasping the main ideas and contents.

27. Intellectual disabilities
Be direct and specific in the communication
Ask to be sure the student is understanding
Give him enoughtime to answer

28. Blindness
Refer to the person using his name and introduce yourself with your name too
Be very explicit when giving instructions and avoid using pronouns
Let the blind person know when you are leaving the room
Use different methods to access texts (Braille transcription, audible file)

29. Deafness
Ask which is his preferred method of communication
Get his attention before you start speaking
To shout or exaggerate does not improve the communication
Rephrasing instead of repeating is more effective to make sure the message has been
correctly understood

30. Some resources:
Space Science is for Everyone
(NASA)
http://www.washington.edu/doit/programs/a
ccessstem/overview

31. Examples
Meet Our neighbours
A Touch of the Universe

32. Astronomy is a very visual
science.

33. What resources available?

34. THE SKY IN YOUR HANDS – PLANETARIUM SHOW
Takes the audience on a journey
through different constellations:
- Visual projection;
- Special soundtrack;
- Tactile support.

35. TACTILE EXIHIBITIONS
An Exhibition was designed with more than 20
tactile pictures about astronomy dealing with
the most diverse and fascinating objects that
we find in the night sky.

36. TACTILE MOON MODEL & TELESCOPE OBSERVATIONS
The exhibition also included a model of the Moon with features in
high relief of craters and maria that dazzled the audiences.
We have since then expanded this activities into observations
through telescope of our natural satellite and exploring the main
features of the telescope through touch.

37. A PLANETARIUM IN YOUR CLASSROOM!
Give visually impaired
children a sense of
what we experience in
terms of shape when
we’re at a planetarium
and showing the
constellations as well.

38. A PLANETARIUM IN YOUR CLASSROOM!

39. WHERE ARE YOU? - DISTANCES IN THE SOLAR SYSTEM
Using low cost materials we build a tactile models so
that the students can learn about the distances
within the solar system.

40. REAL TIME TELESCOPE OBSERVATIONS
Moimenta da Beira hosted the 4th
Telescope Gathering, the largest gathering of
telescopes in Portugal. The event had a record of nearly sixty telescopes from around the
country, taking advantage of the uniqueness of the night sky.
Three telescopes dedicated to a pioneering experience in Portugal: to have real time
telescope observations for visually impaired audiences.

41. REAL TIME TELESCOPE OBSERVATIONS
Faulkes Telescope offers a database of astronomy images as well as the
opportunity for students to remotely operate the telescope and to take their own
pictures of the cosmos.
Since Astronomy is a very visual science most often visually impaired sudents are
cast aside from these activities, so the question is: how can we engage visually
impaired students in such activities while promoting collaborative work with their
peers?

42. A Touch of the Universe kit

43. A TOUCH OF THE UNIVERSE KIT
The kit contains:
-Planetarium program “The Sky in Your Hands”
-Tactile Moon
-A set of 3 3D constellation models
-Activity book
-“From the Earth to the Universe (FETTU)”
-“The Little Moon Phase Book”, by Noreen Grice
-Guides about the planetarium show, the tactile Moon and the FETTU prints.

44. A Touch of the Universe

45. A Touch of the Universe
Non-profit project to build and send 30 kits of
tactile astronomy materials to be distributed
among educators and teachers in
underdeveloped countries in the Americas,
Asia and Africa

46. A Touch of the Universe
Amelia Ortiz-Gil (coordinator) (Observatorio Astronomico - Universidad
de Valencia)
Kimberly Arcand (NASA-CXO)
Caterina Boccato (Osservatorio Astronomico di Padova / INAF)
Lina Canas (Nuclio / AWB / Galileo Mobile)
Rosa Doran (Nuclio / Galileo Teachers Training Program)
Héctor Espinós (IPL - Universidad de Valencia)
Thilina Heenatigala (AWB/UNAWE)
Mariana Lanzara (Observatorio Astronomico - Universidad de Valencia)
Maria Jesus Moya (Observatorio Astronomico - Universidad de Valencia)
Javier Navarro (IPL - Universidad de Valencia)
Pedro Russo (UNAWE)
Stefano Sandrelli (Osservatorio Astronomico di Brera / INAF)

47. A Touch of the Universe
IAU’s Office of Astronomy for Development Project

48. A Touch of the Universe
India, Chile, South Africa, Argentina, Brazil, Colombia, Venezuela, República
Dominicana, Nepal, Tanzania, Colombia, Costa Rica, Zambia, Iran, Ethiopia,
Cuba (almost) and Bolivia (Galileo Mobile)

49. A Touch of the Universe
Nepal
A ST R O N O M Y C LA SSE S FO R T H E B LIN D A N D V ISU A LLY IM P A IR ED
CH ILD R EN
A d a y p r o g r a m o n
A T O U CH O F T H E U N IV ER SE
V e n u e : Sh re e A m a r Sin g h H ig h e r Se co n d a ry
Sch o o l
A m a rSin g h , P o k h a ra ,N e p a l.
P r o g r a m Sch e d u le :
1 . IN T R O D U C T IO N O F A T O U C H O F U N IV E R S E .
2 . D E M O N S T R A T IO N O F M O O N M O D E L .
3 . D E M O N S T R A T IO N O F H A L F S P H E R E M O D E L .
4 . D E M O N S T R A T IO N O F 3 D C O N S T E L L A T IO N M O D E L .
5 . D E M O N S T R A T IO N O F P L A N E T A R IU M A C T IV IT Y .
Su m a n G a u t a m
P r o g r a m Co o r d in a t o r
V ic e - Ch a ir m a n : G H o U - N e p a l
St u d e n t A m b a ssa d o r : EU -U N A W E N e p a l
f r e n zsu m a n @ g m a il.c o m
C e ll: 0 0 9 7 7 -9 8 4 6 1 -4 2 6 3 2
T im e : 1 :0 0 t o 4 :0 0 P M
D a t e : 7 t h
A u g u st 2 0 1 4

50. A Touch of the Universe
India

51. A Touch of the Universe
Colombia

52. A Touch of the Universe
Bolivia - Galileo Mobile

53. A Touch of the Universe
What is in the kit? The Sky in Your Hands Planetarium show
The tactile Moon
Activity book
Chandra’s “From Earth to the Universe” tactile
prints
Noreen Grice’s “The Little Moon Phase Book”
Models of constellations in 3D
DVD with planetarium soundtrack (English,
Spanish, Portuguese)
Moon guide, Planetarium guide and feedback
form

54. A Touch of the Universe
The Sky in Your Hands Planetarium show

55. A Touch of the Universe
The tactile Moon
3D model of the Moon specially designed to
convey the visual information in a tactile way

56. A Touch of the Universe
Models of constellations in 3D
Tactile models of constellations showing the
real physical distance relation between the
stars in the constellation

57. A Touch of the Universe
Activity book
Activities that can be carried out with the half-
sphere, the Moon and the constellations.
Regular print and Braille.

58. A Touch of the Universe
Chandra’s “From Earth to the Universe” tactile
prints

59. A Touch of the Universe
Noreen Grice’s “The Little Moon Phase Book”

60. A Touch of the Universe
DVD with planetarium soundtrack (English,
Spanish, Portuguese)

61. A Touch of the Universe
Moon guide, Planetarium guide and feedback
form

62. A Touch of the Universe
http://astrokit.uv.es

63. Meet Our Neighbours

64. MEET OUR NEIGHBOURS!
13 tactile schematic images of
the main objects of the Solar
System;
Built with low cost materials
through hands-on activities;
For visually impaired children
and their non-visually
impaired peers;
Promote interactive activities
between all groups of children.

65. Visually impaired children and their sighted peers are
encouraged to explore the tactile images and do some
research on our celestial neighbours.
MEET OUR NEIGHBOURS!

66. The children choose from the
tactile images explored their
favorite object and then build
them with the help of the
educators.
They try to understand
which textures they’ll
need to build them.
MEET OUR NEIGHBOURS!

67. The children then choose from the different materials
available to build their favorite celestial object.
MEET OUR NEIGHBOURS!

68. The children explain the main
features of the celestial
object, guiding their friends
through the different tactile
features.
MEET OUR NEIGHBOURS!

69. Every day materials easily
available at a low cost.
MEET OUR NEIGHBOURS!

70. MEET OUR NEIGHBOURS!
All textures and materials were sent to educators and tactile
materials experts in various countries so that they could provide
feedback and suggestions regarding all resources produced to
increase the overall quality of the schematic tactile images.

71. MEET OUR NEIGHBOURS!

72. MEET OUR NEIGHBOURS!
Image Credit: NUCLIO,
Portugal; Albhashy
Lejkabre, Dominican
Republic; Katarzyna
Kowalska , Poland

73. MEET OUR NEIGHBOURS!

74. MEET OUR NEIGHBOURS!

75. CONHEÇA NOSSOS VIZINHOS CELESTES!

76. CONHEÇA NOSSOS VIZINHOS CELESTES!
SUSTAINABILITY &
INCLUSION
>> Use recycled materials and/or
other low cost textures, native to
each community,
>> To support educators, materials
such as "The scientist explains" are
available online,
>> A tutorial with content on how the
objects are built.
All materials are available for free at:http://nuclio.org/astroneighbours/

77. It’s a collaboration!

78. SHARE IDEAS & COLABORATE!!
• We find that are people doing and imagining amazing things!
• The world becomes a much more awesome place.
• Make many good friends along the way.