Access to Informal STEM Learning Capacity Building Institute (2022)

The AccessISL Knowledge Base contains Case Studies, Promising Practices, and Q&As regarding accessible informal STEM Learning. Examples of articles include the following.

• How can informal STEM learning programs support individuals with vision impairments?
• How can informal STEM learning programs support individuals with mobility impairments?
• Autism Ontario: Making museums accessible to individuals on the autism spectrum
• Visitor Voices: Sharing perspectives of museum visitors with disabilities
• Intrepid Museum: A promising practice in providing accessibility information
• Where can I learn more about accessibility and UD of informal STEM learning programs?
• ALT-text as Poetry: A promising practice in reimagining ALT text
• California Academy of Sciences: A promising practice in planning for visitors who are neurodiverse
• Zenith Mentorship Program: A promising practice in making informal science accessible
• How do I include deaf students in informal learning conversations?
• Riverside Art Museum: A promising practice in improving access for natural science education
• Where can I find accessible downloadable museum exhibits?

About AccessISL

The AccessISL project supports efforts to develop a capacity building model for making Informal STEM Learning (ISL) opportunities more welcoming and accessible to individuals with disabilities. Project staff collaborate with practitioners to develop and test model interventions, fully develop replication steps, and gain insights from both people with disabilities and those in the field.

About the University of Washington (UW) Museology Graduate Program

Grounded in research-based best practices, the UW Museology Graduate Program values innovation, critical thinking, and leadership. It is a two-year interdisciplinary course of study designed to cultivate the tools and knowledge for students to advance the work of museums, informal learning environments, and other valuable cultural institutions. The program incorporates accessibility and inclusion through specific training within classes and deeper dives through internships.

About the NSF INCLUDES TAPDINTO-STEM Alliance

TAPDINTO-STEM is a nationwide collaborative effort involving 28 colleges and universities in 16 states, Washington D.C., and the Mariana Islands. The NSF INCLUDES Alliance: The Alliance of Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM (TAPDINTO-STEM), employs a collective impact approach with dozens of partnering organizations to increase the number of students with disabilities who complete associate, baccalaureate and graduate STEM degrees and enter the STEM workforce. 

About the UW Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center

DO-IT at the University of Washington promotes the success of people with disabilities using technology as an empowering tool to increase independence, productivity, and participation in education and employment. DO-IT secures grant funding for statewide, national, and international projects and programs. Its largest contributors are the National Science Foundation and U.S. Department of Education.

Wednesday, March 2, 2022
 

9:00 - 9:30am Welcome and Introductions

• Overtoun Jenda, Professor of Math and Assistant Provost, Auburn University
• Sheryl Burgstahler, Accessible Technology Services, University of Washington
• Meena Selvakumar, Museology Graduate Program, University of Washington
• Scott Bellman, DO-IT Center & College of Engineering, University of Washington

9:30 - 10:20am Round Table: Access to ISL Programs and Museums for Everyone

Leaders from across the United States will participate in a round table discussion on making access and equity a priority in terms of securing funding and support, identifying best practices, facilitating community involvement, and developing policies and guidelines.

• Katy Menne (moderator), North Carolina Maritime Museum at Southport
• Ryan Saglio, Attleboro Enterprises
• Meredith Peruzzi, National Deaf Life Museum, Gallaudet University
• Christine Reich, Museum of Science, Boston

10:20am Accessible Information Technology and Digital Engagement

We will explore accessible digital design, documents, and information technology with thought leaders who are excited to share their experiences. Challenges unique to ISL programs, such as best practices for digitizing collections and archiving materials, will also be discussed.

• Accessible Websites and Online Content: Terrill Thompson, University of Washington
• Tips for Accessible Online Learning: Sheryl Burgstahler, University of Washington
• Accessibility for Cultural Content: Susan Chun, Independent Consultant, Museums and the Web

11:05am Pre-Engagement, Neurodiversity, and Social Narrative

This session will feature 10-minute presentations from programs that have developed best practices for social narrative development, staff training, communicating options for access and accommodation, engaging neurodiverse individuals, and more.

• Serving Neurodiverse Learners: Strategies from a STEM Summer Camp: Eric Chudler, Neuroscience for Neurodiverse Learners, University of Washington & Tami Tidwell, Neuroscience for Neurodiverse Learners, University of Washington
• Everyone is Welcome: Social Narratives for all Ages at the Minneapolis Institute of Art: Amanda McMahon, Minneapolis Institute of Art
• When STEM Learning Opportunities Match with How Neurodiverse Students Learn: Perspectives from the Field: Ronda Jenson, Northern Arizona University

11:35am Small Group Discussions and Report Out

What factors promote or inhibit museums and ISL programs’ efforts for making access and equity a high priority? What can be done to address these factors?

12:00pm   Adjourn and optional continued discussion
 

Thursday, March 3, 2022
 

9:00 - 9:10am   Welcome and Overview

• Overtoun Jenda, Professor of Math and Assistant Provost, Auburn University
• Sheryl Burgstahler, Accessible Technology Services, University of Washington
• Meena Selvakumar, Museology Graduate Program, University of Washington
• Scott Bellman, DO-IT Center & College of Engineering, University of Washington

9:10am   Informal STEM Learning Access Stories

Through ten-minute flash talks, presenters will share specific activities at their institution that have improved access for everyone.

• Expanding Access at the Riverside Art Museum: Caryn Marsella, Riverside Art Museum & Clara Dawson, University of Washington Museology Program
• Making PacSci’s Tide Pool Exhibit Accessible to Everyone: Diana Johns, Pacific Science Center
• Accessibility Features at the Intrepid Sea, Air, and Space Museum: Margaret Gambaro; Intrepid Sea, Air, and Space Museum & Ellen Pieser; Intrepid Sea, Air, and Space Museum
• Blinded by Science: STEM Programs for Blind and Visually Impaired Students: Isaac Beavers, Alabama Institute for Deaf and Blind

10:00 - 10:40am   Small Group Discussions & Report Out

What new (undeveloped) or existing resources might help ISL programs who are interested in increasing accessibility features of on-site programming? What can be done to further develop and promote these resources?

10:40am   Direct Engagement of the Disability Community

We’ll explore specific activities undertaken by ISL programs that center the voices of individuals with disabilities and allow for more robust engagement with the disability community.

• Presuming Competence to Build a Community of Supports: Tany Holzworth, Content Designer for Inclusive Classroom Tools at Microsoft
• Engaging Interns to Promote Accessible Informal STEM Learning: Scott Bellman, University of Washington; Anisa Proda, Student at University of Washington; Dawn Dailey, Burke Museum
• Building Relationships with Disability Communities: Elizabeth Ralston, Accessibility Consultant and Founder, Seattle Cultural Accessibility Consortium
• A Lived Experience of Problem Solving: Anil Lewis, National Federation of the Blind
• Transcending Boundaries and Supporting STEM Futures for Deaf/Hard of Hearing Students: Bedarius Bell Jr., Director of Special Programs Alabama Dept. of Rehabilitation Services

11:30am   Small Group Discussions & Report Out

What are other ways that disability communities are engaged in ensuring access to informal science education? What do museums, science centers, summer camps, and other informal STEM learning programs need to do and what resources would be helpful?

11:50am   Highlighted Resources

We’ll further explore helpful resources recommended by CBI participants.

11:55am   Evaluation and Final Thoughts

12:00pm   Adjourn and optional informal discussion

Leaders from across the United States participated in a round table discussion on making access and equity a priority in terms of securing funding and support, identifying best practices, facilitating community involvement, and developing policies and guidelines.

Participants:

• Katy Menne (moderator), North Carolina Maritime Museum at Southport
• Ryan Saglio, Attleboro Enterprises
• Meredith Peruzzi, National Deaf Life Museum, Gallaudet University
• Christine Reich, Museum of Science, Boston

What got you started with inclusion and accessibility in museology?

• Katy: "Working in formal classrooms to get my master's degree, I worked with students who needed extra assistance, and in working with them one-on-one, I realized that we weren’t approaching teaching the best way. When I got into museum work, I wanted to look at different ways we could offer educational experiences, which helped bring about the Certified Autism Center certification. From there, we launched options for tours using American Sign Language (ASL) and tactile maps for visually-impaired patrons."
• Ryan: "I originally wanted to be an English teacher, but I stumbled into a job in human services working with students with disabilities who come from a diverse background. In graduate school, I realized from a community integration standpoint that there was such a need for community spaces to learn more about being accessible, inclusive, and equitable—grad school was an opportunity for me to kind of hone that."
• Meredith: "I was more focused on history, but so many people wanted me to teach about making museums accessible to the Deaf community. I realized so many of the resources were written by able-bodied people and not by the Deaf--so I started studying accessibility in museums so that I could help provide some of that perspective."
• Christine: "My first job in a museum field was as an intern for a woman who used a wheelchair, and she was a strong advocate for inclusion for all; she taught me the importance of museums as places that can send a message of belonging; Belonging not just to the organization, but to the community as a whole. At this time, I was also leading our party program, and I was asked to throw a party for a deaf student, and I worked hard creating an experience that was accessible for all party participants, including staff and volunteers that gave directions in ASL–including some that were Deaf themselves–with translations to English and graphic signs and instructions created for activities. I learned this event was one of the first times the student had interacted with deaf adults. I quickly realized from these experiences the difference we can make when we do things right and make sure things are inclusive."

What are some barriers that have come up during the pandemic, and how have you overcome them?

• Christine: "We had audio labels that were delivered through a phone device on the exhibit. When the pandemic hit, we realized that the system was problematic, and would need to be sterilized after each use. We commissioned a service, Aira, which provides audio description for people when they're walking through any public space. Simultaneous to that, we're working on a new app that will be using specific location-based awareness through Bluetooth triangulation, provide an auditory description of each individual exhibit component that you're standing in front of and also provide navigational aids. We did maintain our tactile models by showcasing they were not a primary carrier for COVID, and we implemented more cleaning protocols."
• Ryan: "There is often thought to be a right or wrong way to experience something. I often push back on this idea, and I think the pandemic has really opened up people to this idea that there are a lot of different ways people take in information. I do also think people have gone too far during the pandemic as well–I recently went to a museum where they had removed all of the benches and places to sit in the name of safety. For anyone who needs to take frequent breaks, this took away their opportunity to enjoy the whole museum, since they would have to leave as soon as they needed to sit down."
• Meredith: "We quickly had to learn how to pivot our museum to be online. This was severely difficult for our Deaf-Blind community. It was completely inaccessible to deaf-blind people; they lost the entire tactile experience. We had to figure out how to provide an alternative experience. So our museum focused on health and safety, but we also highly prioritized how to make our museum as accessible as possible and inclusive by creating an equitable experience for those who are deaf-blind and rely on a tactile learning experience."
• Katy: "We became the first certified Autism Center a week before we got sent to work from home due to the pandemic. While this was hard, this also gave us the time to evaluate how to make sure everything was accessible for all."

Is there any movement to get more deaf artists included in mainstream exhibits?

• Meredith: "I have seen some deaf artists who have done solo shows, and I have seen some deaf artistry in museums. I’ve also seen a lot of mainstream examples, including a show of deaf artists in 'hearing' museums. I think there is still a lot of space to grow in this area though–there are some grassroots movements to grow this space."

How do you move from personal passion to institutional priority? How do you build that into every aspect of your strategic plan and departments?

• Christine: "I’ve done some studies looking at museums that have continued accessible practices–what is it that helps them to integrate accessibility into all that they do? When universal design is framed as being better for everyone (instead of just for people with disabilities), it often sticks better. Also, the more often people with disabilities are actually included in the work, especially hiring people with disabilities, it helps everyone see how the work impacts more than just a theoretical community–it is already helping their friends and colleagues.  It is also important to recognize that the work is never done. It is not just a one-time initiative that you get a grant for and you’re done. It has to be something that you keep at the forefront in every single project that you do."
• Ryan: "There is a real strength in actually knowing and defining the words you’re striving for. There is a big difference in just getting people in the building–just following basic ADA protocols–compared to getting people actually engaged in the exhibits. I am a firm believer in the idea that you can start small and give yourself the permission to not get everything right the first time or even the second or third time. People’s needs are always changing, so focusing on the community and continuing to ask for feedback provides an ongoing opportunity to grow and be more inclusive."
• Meredith: Just a reminder for disability rights: “Nothing about us without us.” 

How does your work intersect in other diversity, equity, and inclusion (DEI) work or efforts?

• Ryan: "I don’t see any distinction between other DEI work and the work I’m doing. We talk about all of these intersectionalities while we plan, write grants, and create spaces. We are always trying to create a united front for inclusion for all." 
• Christine: "As we are trying to do more DEI work, so many of the lessons we’ve learned from disability do cover other groups, but some of the lessons don’t. It’s good to recognize that disability brings with it its own culture, its own backgrounds. I will say that from a universal design standpoint, many of the strategies we use for inclusion of one group ends up working for many other groups as well."
• Meredith: "A lot of my research is based on disability learning theory, and my research focus isn’t on other demographics. However, it is important to remember this work is always intersectional, and it is important to think about intersectionality as we do any DEI work. There will always be people of color with disabilities–people from a variety of backgrounds and demographics with disabilities."

What is a final piece of advice you have for those here?

• Christine: "I’m at a point in my career where I’m recognizing where we generally need less research and more doing. I spent 15 years as a researcher, and I’m realizing there is so much we already know about making museums welcoming and accessible to people with disabilities. A bulk of the work of what we don't know can come from involving people with disabilities in our work. I think the time for action is now (well, really, it was years ago)—we have what we need to make our environments more inclusive, we just need to get working."
• Meredith: "My big message is always that we need to include people with disabilities throughout the entire process, from the very beginning."
• Ryan: "There becomes a point where we can’t just keep talking about it, we have to be brave enough to do it. It is worth asking the questions and just jumping in and trying, because it’s better to be trying to make a difference and learn from that."

What is meant by Neurodiversity and what do Neurodiverse students want?

Ronda Jenson, Northern Arizona University and Scott Bellman, NNL Project Director

Video Link (Length: 1:03:05)

As shared by Scott Bellman, DO-IT’s Neuroscience for Neurodiverse Learners (NNL) project provides hands-on experiences in neuroscience disciplines, networking opportunities, and resources to high school and early post secondary students. The project also provides resources for educators and stakeholders such as a website and online knowledge base, workshops, video productions, and publications.

Neurodiverse learners we work with in the NNL project face academic challenges related to specific learning disabilities (e.g., dyspraxia, dyslexia, dyscalculia), attention deficit disorders (ADD, ADHD), autism spectrum disorder (ASD), Tourette syndrome, and other conditions impacting cognitive processing.

Within the NNL project, high school and early postsecondary students learn about and engage in scientific communication, social skills and teamwork, college preparation, leadership building, self-advocacy, neuroscience and neural engineering, and ethics related to emerging technologies.

NNL uses principles of universal design (UD) by proactively designing materials and activities that are accessible and inclusive for individuals with a broad range of characteristics, including disabilities. Below are examples of how we implement these principles:

• Offerings are available both on-site and online.
• All activities provide dedicated spaces for reflection and quiet.
• Materials are provided in a variety of formats, and captions are provided for videos and video conferencing activities.
• Students are offered multiple ways to engage in learning.
• Project staff prepare “social narratives” to describe what students can expect before an activity occurs, or before coming to campus. For example, prior to NNL's annual summer camp, students are sent images of the campus, buildings, and classrooms where they will be conducting work. The images are supplemented with descriptions of each space.

The project offers hands-on learning and student-guided learning. For example, during summer camp activities, students are asked about topics they would like to explore, and then the topics are added to the camp curriculum. Such student-driven topics have included the effect of meditation on the brain, the impact of music on the brain, and neuroscience in movies. 

The project promotes near-peer leaders, defined as neurodiverse STEM students who are slightly older than our main project participants. Near-peer leaders are very effective at helping students navigate the learning content, participate in discussions, and engage in activities.

Another project that focuses on neurodiverse students is the Discover Your Unique Advantage in STEM (DYNA STEM) project. DYNA STEM has gathered information to elevate the voices of 21 neurodiverse undergraduate students in STEM across three states: Arizona, Missouri, and Ohio. The project encourages developing an understanding of universal design, adult learning principles, trauma-informed approaches, and embracing intersectionality. It offers the following suggestions for STEM educators:

• Acknowledge undergraduate students as adult learners who bring diverse learning histories to the classroom.
• Acknowledge that learning histories may be positive, negative, or indifferent.
• Acknowledge the intersectionality of cultural backgrounds, identities, and personal histories.
• Acknowledge differences in the ways undergraduate students perceive, approach, and interact with new information and skills.

The students who engaged with DYNA STEM shared what they want in education settings:

1. Specific, clear instructions
2. Flexibility for self-guided learning
3. Balance of peer learning, hands-on, and direct instructions (aka-not just lecture or not just group project)
4. Choice: Options to choose and not choose activities or steps
5. Visuals and graphics, not just text-based
6. Opportunities to be creative
7. Clear, logical applications to real-world STEM work
8. Sensory stimuli focused on specific tasks
9. Physical space options for standing and sitting, with options for orientation in the space
10. Clear social expectations

Through interactions with neurodiverse students, educators are encouraged to explore the following questions:

• What does intersectionality mean to undergraduate neurodiverse students?
• In what ways do we acknowledge neurodiverse undergraduate students as adult learners?
• What can we do to show respect for the trauma-histories neurodiverse undergraduate students may have?

How Can Universal Design Impact Neurodiverse Learners?

Sheryl Burgstahler, NNL PI 

Video Link (Length: 1:00:52)

An inclusive environment embraces all potential participants who meet requirements with or without accommodations and makes sure everyone feels respected and engaged. Ability exists on a continuum, where all individuals are more or less able to see, hear, walk, read printed material, communicate verbally, tune out distractions, learn, or manage their health. This is also true of abilities related to neurodivergence, such as learning differences and differences in cognitive processing–such differences exist on a continuum.

Most disabilities of neurodiverse learners have invisible disabilities—meaning they aren't obvious to most people—and many students don’t report their disabilities to postsecondary disability service offices. Regardless, we want to ensure that students have access to the classes and labs we teach, as well as the learning resources we share. 

Students’ identities are also multi-faceted, which means we must take an intersectional approach that acknowledges that some students are from more than one underrepresented group. Students who are neurodiverse may also identify as black or African American, a woman, or other minority identities. It is important to listen to students and to be sensitive to their identities and ways they have been discriminated against.

How society views disability has changed throughout the years. People with disabilities historically have been eliminated or excluded from society, segregated from the general population, aimed to be cured, rehabilitated, accommodated, and finally, accepted and included as they are. The modern approach has its roots in social justice and aims to allow all people to feel included, including those with disabilities.

There are two approaches for making college and university campuses accessible: accommodations and universal design (UD). Accommodations are reactive and address the inaccessible features of a product or environment to make it more accessible to a particular individual (e.g., captioning a video when a student with a hearing impairment requests it). Universal design is a proactive approach for creating a product or environment accessible to the most diverse group possible (e.g., captioning all videos by default). A building with stairs at the entrance and a separate ramp for people with wheelchairs is technically accessible, while a building with a single entrance that everyone can use is universally designed.

Universal design doesn’t just help people with disabilities—sloped entrances help people moving carts, and captions help those learning English or in noisy environments, as just a few examples. Universally designed technology should have built-in accessibility features and ensure compatibility with assistive technology.

UD is an attitude that values diversity, equity, and inclusion. It can be implemented incrementally, focuses on benefits to all students, promotes good teaching practice, does not lower academic standards, and minimizes the need for accommodations. UD can be applied to all aspects of learning, including class culture and climate, physical environments, delivery methods, products, and information resources, delivery of feedback, and assessments. 

To review an easy to use checklist, visit Equal Access: Universal Design of Instruction. For more tips, you can follow the 20 Tips for Teaching an Accessible Online Course.

Disability Representation in the Media

Kayla Brown, DO-IT Project Coordinator

Video Link (Length: 0:30:32)

Media representation is the way in which the media portrays particular groups, communities, and experiences. This includes the accuracy of portrayals, the diversity of perspectives, and whether those portrayals perpetuate negative stereotypes. It's not just about quantity—it's about quality. This session explored common tropes in the media about disability and examined examples of neurodivergent characters.

Examining the media is important because television and movies influence the way people think. If portrayals exhibit negative stereotypes, this will affect how we see groups of people as a whole. One unique aspect of many neurodiverse characters is that they are coded as having a disability. Coding characters means that they are written in a way to imply something about them, such as having a disability. A character may have the behavior of someone with autism, but it is not confirmed explicitly through dialogue or from the writers. 

If we can increase the number and quality of media representation of people with disabilities, we can begin to introduce the world to more accurate depictions of people with disabilities. We can start a real conversation about disabilities and establish points of reference for it. In this way, fictional characters in television and movies have the power to alter prevailing ideologies and attitudes in society.

Accessible Technology for Neurodiverse Learners

Gaby de Jongh, University of Washington

Video Link (Length: 0:52:09)

Accessible electronic and information technology can be used by people with a wide variety of abilities and disabilities and incorporate the principles of universal design. Assistive technology can maintain or improve functionality and provide numerous benefits to neurodiverse learners by addressing specific learning needs, supporting strengths, and promoting independence. Assistive technology helps remove barriers to learning by providing accessible alternatives to traditional methods. It can accommodate various learning styles, sensory sensitivities, and physical challenges, ensuring equal access to educational materials and opportunities.

Assistive technology should be selected based on individual needs and preferences, and it should be accompanied by appropriate guidance and support from professionals and educators to ensure effective training and implementation. There are many examples of assistive technology that may benefit neurodiverse learners:

• Social communication aids, such as social skill training apps, video modeling tools, or augmentative and alternative communication (AAC) devices
• Social engagement opportunities and classes or discussions on communication skills
• Text-to-speech software that reads text aloud, making it easier to comprehend and process information--text-to-speech software can adapt to the specific needs, preferences, and pace of neurodiverse learners, which allows for individualized instruction, customization of learning experiences, and easier engagement
• Visual schedules, reminders, task managers, and digital planners that help learners stay organized, manage time effectively, and improve executive functioning abilities
• Noise-canceling headphones, ambient sound generators, or apps that block distractions, enhance concentration, and create a more conducive learning environment
• Sensory-friendly interfaces, adjustable lighting, and/or noise reduction options create a more comfortable and inclusive learning environment

The following questions were answered in small groups. Answers were recorded and are shared below. Responses are individual opinions and may not necessarily reflect those of the entire community or other attendees.

What factors promote or inhibit museums and ISL programs’ efforts for making access and equity a high priority? What can be done to address these factors?

• Some museums and programs can be extra stimulating or overwhelming; offer quiet rooms and safe spaces for students to rest or reset for the experience.
• As we come out of the pandemic, we should spend time rebuilding our programs back with accessibility and equity in mind–we should set realistic goals and invite people with disabilities and accessibility experts to weigh in.
• Teachers and professionals often need support, but don’t know where to turn. Organizations should consider creating a portal or online network to build community and share resources.
• Regarding access, staff may have no idea where to even start or how to make change. We need to find ways to encourage knowledge, understanding, and compassion.
• Host intentional conversations on these topics, including bringing together diverse groups of people to discuss and explore how to address needs.
• Apply for grants to develop new collaborations that will expand knowledge and build upon each others’ work.
• One barrier to creating access is the lack of disabled and other underrepresented representation in leadership. Also, people from one group or one disability are often thought to speak for their entire community, forgetting that each person with a disability has unique experiences, perceptions, and preferences.
• Funders don’t always require project leaders to record and report disability data, which hinders tracking how different options help or erect barriers to people with disabilities. funders often do not require that efforts to ensure access and equity be built into budgets and deliverables.
• Programs can sometimes forget to look at intersectionality to include all people, including those with a variety of backgrounds and abilities.
• There has been research done on disability and learning—we should utilize the knowledge we have and bring it together instead of try to reinvent the wheel.
• Budgeting and funding can sometimes be messy when it comes to accommodations or accessibility, and many programs or centers don’t allocate any funds for this purpose. Programs that do have accommodation budgets can still often be limited in resources.
• It’s often assumed that change needs to be made incrementally over time, which leaves out people with disabilities in the present time.
• Development offices may not have the networks or knowledge for access related grants. There needs to be education around organizational and institutional buy-in and commitment. We need to include these efforts in the fabric of what we do, rather than address these issues piecemeal..
• Accessibility and inclusion aren’t an individual task. Promoting champions of accessibility at all levels can help bring about change faster. Informal leaders at the top, middle, and bottom can help stop the “this is how we’ve always done it” mentality.

What new (undeveloped) or existing resources might help ISL programs that are interested in increasing accessibility features of on-site programming? What can be done to further develop and promote these resources?

• Potential new online technology in the future may change or improve navigation and also extend the wayfinding experience. Some examples may include phone usage near field communication tags or QR codes with audible/verbal descriptions. A question to consider: How can we network and share what cutting edge organizations are doing in this field?
• Only some people with vision loss use braille; therefore, additional modes are needed such as audio interfaces or electronic versions of print materials.
• How do we find and vet interpreters to ensure that their interpreting is correct and accurate, especially when they are new to the field and not already having existing and trusted vendors? Resources in this area would be helpful for programs that are just getting started.
• The community should encourage the National Informal STEM Education Network (NISE) to help develop and share tools that can make programs more inclusive and accessible.
• Organizations should consider building community through disability consumer groups, such as the National Association of the Deaf, American Council of the Blind, and the deaf-blind community, to help develop accessibility resources.
• From a technology and STEM perspective, it would be interesting to be able to share a broader understanding with youth about how many different types of pathways and career opportunities exist in the tech field, not just limited to coding. There are many undiscovered opportunities for students who don’t believe code is for them.
• We can train researchers to interact and engage with the public. The NSF Portal to the Public training could be more accessible. The content, activities, and how they’re disseminated is predicated on ability. The content is excellent but it needs improvement by addressing  accessibility and other disability issues.
• In volunteer programs, there is a lack of awareness of accessibility; an improved training experience that embeds access issues would help.
• Encourage more peer mentoring between participants from different sized institutions because there is much that participants from different size institutions can offer each other.
• It would be desirable to develop some sort of clearinghouse of resources and financial resources for organizations that want to improve accessibility.
• Further develop language expectations around disability to help organizations create guides and use preferred terms—disability is not a bad word.
• Programs should explore the use of haptic technology to create more engaging STEM experiences for blind individuals.
• Programs may benefit from the development and dissemination of templates for accessible websites.
• Planetariums should explore the use of 3D printing technology and tactile models.
• It is important to teach both “hard science” and “soft science,” which includes socio-emotional learning, team building, personal connections, and self-advocacy.
• Establish more frameworks for collaborating with peers, such as the AccessISL Community of Practice, and additional workshops and conferences dedicated to increasing access.
• Further identify and promote tools that help specific populations, such as options for visual schedules, digital social narratives, etc.
• Create space and allowing for community voices to “be in the room” as we develop ISL, as well as creating a framework for how to create community advisory committees that can share strategies and lessons learned.
• Programs can create sensory kits to pass out to guests—with fidgets, headphones, and other options as needed.

What are other ways that disability communities are engaged in ensuring access to informal science education? What do museums, science centers, summer camps, and other informal STEM learning programs need to do and what resources would be helpful?

• Informal STEM learning programs need to offer multiple program options in diverse settings. These programs should also serve a wide variety of needs. A lot of STEM learning programs only cater to a few communities and don’t consider that different people need different accommodations to truly experience a program’s full potential.
• Develop the ability to seamlessly transition from virtual programming back to in-person. However, accessible online programs should still be kept open and operable. These online programs could be used as a complementary or primary method of engagement for different individuals.
• Include targeted marketing to specific communities. Certain communities may never know an opportunity to access certain informal science education exists because marketing did not include their community.
• Add more assistive technology vendors that offer a wide variety of products and services.
• Further enhance opportunities to connect to disabled mentors and other individuals who have a similar disability. This fosters a sense of inclusion and confidence. Meet with respective colleagues in different fields and learn what others are doing. Observe different programs and opportunities to network.
• Implement interactive models that provide people with a way to engage in order toy promote learning and excitement. Some examples would be sensory tables, 3D printed objects, hands-on materials, etc. A key aspect would be customizable programming or features to attract people with disabilities, adapt to their requests, etc. The key is being flexible.
• Remember to include black, indigenous, and people of color (BIPOC) in intended marketing and program implementation.
• Find ways to infuse disability justice into their work. This would shed a light on the injustices that occur in the disabled communities and help raise a lot of awareness about the people working on helping solve these problems.
• Set aside some days and events for specific disability-related organizations and schools, as this would help ensure that the disabled communities have equal access and promotions. The addition of autism awareness days would be a great start.
• Presume competence and integrate that presumption into a part of your culture.
• Promote consistent engagement with disability communities. Many people with disabilities are not involved for a long time due to many organizations not reaching out. This begins by starting a two-way relationship where the disable community shows up for an organization’s event. Likewise, organizations put an effort to market and create an event that caters to the respective communities. The ability to secure funding. This would be conducted by having relationships ahead of time, building into every grant, and piloting things through demonstration.
• A good resource is the National Federation of the Blind (NFB), which is underutilized in helping get access to folks who can advise.
• When developing programs, keep in mind how disabled people view themselves. Stress the importance of being proactive rather than being reactive. Answer the question of how we develop our programming to take into consideration all our different users and their respective needs: POC, type of disability, type of interactions. The key is to ensure that the disability community knows you thought of them in the planning and design process of program development.

The following individuals participated in the Access to Informal STEM Learning Capacity Building Institute (CBI).

Anquida Adams
Founder/CEO
A.L.A. Consulting Firm

Isaac Beavers
Regional Director
Alabama Institute for Deaf and Blind

Cynthia Beckmann
TAPDINTO-STEM Mountain Hub
Northern Arizona University

Bedarius Bell Jr.
Director of Special Programs
Alabama Dept of Rehabilitation Services

Scott Bellman
DO-IT Manager
TAPDINTO-STEM West Coast Hub
University of Washington

Sarah Bleiler-Baxter
Associate Professor
Middle Tennessee State University

Kayla Brown
Program Coordinator, DO-IT
University of Washington

Andrew Buck
Learning and Development Consultant
The Ohio State University

Sheryl Burgstahler
Accessible Technology Services Director
University of Washington

Eric Chudler
Research Associate Professor
University of Washington

Susan Chun
Principal Consultant
Museum Operations

Herve Collin
Physics Professor / STEM Director
Kapiolani Community College

Lyla Crawford
Program Operations Specialist / Evaluator, DO-IT
University of Washington

Dawn Dailey
Cultural Outreach Assistant
Burke Museum of Natural History and Culture

Clara Dawson
Community Engagement Intern
Riverside Art Museum

Holly Duskin
Digital Learning Manager
Pacific Science Center

Samantha Frigerio
Outreach Specialist
North Carolina Museum of Natural Sciences

Margaret Gambaro
Manager of Access Initiative
Intrepid Sea, Air & Space Museum

Sara Sanders Gardner
Director, Neurodiversity Navigators
Bellevue College

Marisa Hackett
Director, Disability Resource Center / Faculty
Bellevue College

Nils Hakansson
Faculty
Wichita State University

Marie Hayashi  
Education Specialist
Wing Luke Museum of the Asian Pacific American Experience

Keri Hesson
Academic Programs Administrator
Auburn University

Tany Holzworth
Lead learning facilitator for inclusion
Woodland Park Zoo

Carmen Hurtado
Sr. Manager of Product Development
Cade Museum for Creativity and Invention

Overtoun Jenda
Assistant Provost and Professor of Mathematics
TAPDINTO-STEM PI
Auburn University

Ronda Jenson
Associate Professor/IHD Research Director
TAPDINTO-STEM Mountain Hub
Northern Arizona University

Diana Johns
VP Exhibits, Education & Outreach
Pacific Science Center

Lydia Jones
Virtual Education Specialist
North Carolina Museum of Natural Sciences

Cheri Leach
CEO and Director of Programming
Raven Hill Discovery Center

Michele Lee
Research Associate
Northern Arizona University

Anil Lewis
Executive Director of Blindness Initiatives
National Federation of the Blind

Teresa MacDonald
Associate Director, Informal Science Education
University of Kansas Natural History Museum

Emily Mahon
Education Director
Discovery Center of Idaho

Andrea Mano
Access Technology Specialist
University of Washington

Jadre Marks
Science Communication Manager
University of Michigan Museum of Natural History

Caryn Marsella
Director of Art Education and Community Engagement
Riverside Art Museum

Charlotte Martin
Director of Access Initiatives
Intrepid Sea, Air & Space Museum

Tamara Massey
Project Manager
Auburn University

Amanda McMahon
Student and Teacher Learning Coordinator
Minneapolis Institute of Art

Caitlin McQuinn
Guest Services Coordinator
Pacific Science Center

Katy Menne
Curator of Education,
NC Maritime Museum at Southport

Christine Michael
Co-Curator of Learning
The Bishop Museum of Science and Nature

Cecilia Nguyen
Senior Exhibit Developer
Oregon Museum of Science and Industry

Deb Novak
Director of Education
New Mexico Museum of Natural History & Science

Hunter Oliver
Operations Manager
Cade Museum

Jadre Marks
Science Communication Manager
University of Michigan Museum of Natural History

Thaddeus Papke
Director of Education
The Clay Center

Ellen Peiser
Museum Educator for Access Programs
The Intrepid Sea, Air & Space Museum

Meredith Peruzzi
Director, National Deaf Life Museum
Gallaudet University

Alexis Petri
Sr. Director of Faculty Support and Associate Research Professor
University of Missouri-Kansas City

Jennifer Pritchard
Science and Math Institute Program Manager
Bellevue College

Elizabeth Ralston
Consultant
Elizabeth Ralston Consulting

Christine A Reich
Chief Learning Officer
Museum of Science

Kelly Roberts
Executive Director
Northern Arizona University
Institute for Human Development

Ryan Saglio
Supported Employment Program Manager
Attleboro Enterprises

Meghan Schiedel
Education Manager
The Discovery

Meena Selvakumar
Assistant Teaching Professor
UW Museology Graduate Program

Jessica Socorro
Education Associate
Cade Museum for Creativity and Invention

Zeta Strickland
Director of Prek-12 Engagement
Pacific Science Center

Ris Swank
Program Assistant
Bellevue College

Terrill Thompson
Information Technology Accessibility Team
University of Washington

Tamitha Tidwell
Program Coordinator
University of Washington

Jeff Traiger
Senior Research Associate
University of Missouri-Kansas City

Eric W Trekell
Program Operations Specialist, DO-IT
University of Washington

Katie Weber
Lead Educator
Turtle Bay Exploration Park

Jasmine Williams
Community Partner Program Coordinator
Seattle Aquarium

Jessica Williams
Outreach Coordinator
Discovery Center Museum

Elizabeth Woolner
Media and Publications, DO-IT
University of Washington

You can find the full text for Policy #188, information about waivers, and the minimum accessibility standard by visiting the following:

• Policy #188
• Standard #188.10 – Minimum Accessibility Standard
• Policy #103 – Technology Policy & Standards Waiver Request

The UW’s Accessible Technology website includes a variety of resources:

• the IT accessibility policy and guidelines for the UW
• legal issues and civil rights complaints and resolutions nationwide
• instructions and tips for making IT accessible
• more resources for creating and procuring accessible IT products

The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) website contains the following:

• information about DO-IT projects
• evidence-based practices that support project goals and objectives
• resources for students with disabilities
• educational materials for teachers and administration

DO-IT maintains a searchable database of frequently asked questions, case studies, and promising practices related to how educators and employers can fully include students with disabilities. The Knowledge Base is an excellent resource for ideas that can be implemented in programs in order to better serve students with disabilities. In particular, the promising practices articles serve to spread the word about practices that show evidence of improving the participation of people with disabilities in postsecondary education.

Examples of Knowledge Base questions include the following:

• Are electronic whiteboards accessible to people with disabilities?
• Are peer review tools accessible?
• Are there computer keyboards designed to be used with only one hand?
• Are touch screens accessible?
• Do postsecondary institutions have to provide assistive technology (for example, screen enlargement or voice recognition software) to students with disabilities who enroll in distance learning courses?
• Does a postsecondary institution have to provide specific hardware or software (known as assistive technology) that an individual with a disability requests so that they can access information technology used on campus?
• Does making our school web content accessible mean I cannot use multimedia on my site?
• How can educational entities determine if their websites are accessible?

Individuals and organizations are encouraged to propose questions and answers, case studies, and promising practices for the Knowledge Base. Contributions and suggestions can be sent to doit@uw.edu.

For more information on making your campus technology accessible and to learn more about accessible learning or universal design, review the following websites and brochures:

• The University of Washington’s hub for information on accessible technology, featuring how to create and develop accessible documents, videos, and websites, can be found at Accessible Technology.
• WCAG 2.0 are the expected guidelines to be followed for all websites.
• The Access Technology Center’s website.
• A list of thirty different web accessibility tips, and how to implement those tips.
• Accessibility training and certification.
• More information about accessibility standards and procurement.
• Cheat sheets for making accessible documents and content, as well as a plethora of other resources for accessible websites, can be found at the NCDAE.
• The AccessDL website shares resources for making distance learning and online courses accessible.
• Accessible University’s website featuring common web accessibility principles and solutions.
• A brochure on universally designing distance-learning programs.
• A brochure on what accessible distance learning is and how it helps students.
• A brochure on the top tips for creating an accessible distance-learning course can be found at the 20 Tips website.
• A brochure on why accessible web design matters, and some resources to make your website accessible, can be found at Accessible Web Design.
• Blindmath is a listserv for those who want to learn more about all issues around accessible mathematics.
• More information on universal design in education can be found at the Center for Universal Design in Education.

Conferences can be a great way to share resources, collaborate, and come up with new ideas. Consider attending the following:

• ATHEN (Accessing Higher Ground)
• CSUN
• ATIA
• Closing the Gap
• Smaller, local IT conferences, like TechConnect
• NW E-Learn
• EDUCAUSE
• Building Bridges
• Faculty Accessibility Retreat for 2-year colleges

The Washington State Accessible IT Capacity Building Institute on Policy #188 was funded by Access Technology Services at the University of Washington. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the CBI presenters, attendees, and publication authors and do not necessarily reflect the views of the University of Washington.

Accessible Technology Services
University of Washington
Box 354842
Seattle, WA 98195-4842
www.washington.edu/accessibility/
doit.uw.edu/
206-685-3648 (voice/TTY)
888-972-3648 (toll free voice/TTY)
206-221-4171 (FAX)
509-328-9331 (voice/TTY) Spokane

© 2018 University of Washington. Permission is granted to copy this publication for educational, noncommercial purposes, provided the source is acknowledged.