DO-IT News December 2020

Published by Harvard Education Press, releasing on December 8, 2020, we announce Sheryl Burgstahler's new book, Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit.

Sheryl Burgstahler delivers a step-by-step guide for putting the principles of universal design (UD) into action for all aspects of a postsecondary campus. She offers top-down, bottom-up, and middle-out strategies for transforming a higher education environment into one where physical spaces, learning materials and activities, technology and digital resources, and campus services are welcoming and accessible to all students, while minimizing the need for accommodations for individuals with disabilities.

Complementing her edited book Universal Design in Higher Education: From Principles to Practice, this volume lays out how faculty, service providers, high level administrators, and other stakeholders can contribute to a barrier-free environment for all students, including those with disabilities. Along with principles, guidelines, practices, and processes that underpin a framework in which to conceptualize and apply UD, Dr. Burgstahler shares the implementation model to tailor to any campus exploring ways to meet broad goals with respect to diversity and inclusivity.

Details about the book can be found in Harvard’s sales flyer. It can be ordered online from Amazon or Harvard Education Press!

This year, Richard Ladner, Principal Investigator (PI) for our AccessComputing and AccessCSforAll projects, is the recipient of the National Science Board’s 2020 Public Service Award, which honors individuals and groups that have made substantial contributions to increasing public understanding of science and engineering in the United States. World-renowned scientists including Jane Goodall and Bill Nye are previous recipients of the award. Richard received this award for demonstrating exemplary science communication and diversity advocacy throughout his career. 

The award and his work were featured both by the National Science Board in their award announcement, as well as by the University of Washington Allen School in a feature on their website.

“We cannot exclude anyone when it comes to the important pursuit of scientific advancement. Richard Ladner’s work has significantly enlarged the circle of perspectives at the bench, and by welcoming and empowering those with disabilities to fully contribute he has greatly enhanced and advanced our nation’s global leadership in science, engineering, and technology,” stated Victor McCrary, the National Science Board vice chair.

Richard responded to receiving the award by saying  “I am honored to receive this recognition from the National Science Board and heartened that the scientific community is rising to the important challenge of supporting students with disabilities.”

Congratulations, Richard!

When making a transition from high school to postsecondary education, there are a lot of things to accomplish before the start of the year. To help with the overwhelming change you are about to embark on, this is a guide of possible accommodations targeted at those who have learning disabilities. When advocating for accommodations with your campus disability services case manager, they might ask you to explain why these accommodations might be beneficial for your academic success. Be prepared to think about why each accommodation could help you reach your full potential. 

Below I have provided examples of accommodations for people who are neurodiverse, many benefit other people as well.

In-Class Accommodations

To understand which accommodations might be useful for you, make a list of challenges you might encounter in a class environment. 

• Captions and transcriptions 
• Priority registration 
• Recording lectures
• A computer for in-class assignments and note taking 
• Extra time for in-class or quick turnaround assignments 
• Access to professors’ notes and PowerPoints 24 hours in advance  
• All PDFs and in-class material are accessible via a screen reader or other forms of accessible technology
• Textbooks in audio formats 
• Note taker 
• Credit reduction
• Loaned accessible technology 

Testing Accommodations

Think of past testing experiences and consider which style of tests you received higher grades on. Was it the environment, the content, the style, or the professor’s grading style? 

• Extended testing time 
• Testing in a quiet or isolated environment
• The ability to type your test answers onto a computer and use grammar checking software
• Foreign language or culture course substitution
• A reader or transcriber 
• Not being marked down for grammar errors 
• Use of a fidget tool 

Housing Accommodations

Dorms are your home away from home and should feel like a safe place. Think about what aspects are important and needed for you to feel relaxed and succeed.

• Single room request
• A quiet-specific dorm or hall
• Priority choice in roommates
• Transparency with dietary restrictions (including smell or texture)

OurCS@AccessComputing+CREATE is a research-focused workshop for undergraduates with disabilities in computing fields to be held virtually on Wednesday, January 13 through Friday, January 15, 2021.

Students with disabilities nationwide in computing fields are eligible to apply. Students will participate in research explorations designed to inspire participants to consider research careers and meet mentors with disabilities.

Students who participate in the entire program will receive a $50 stipend. Funding for this workshop is provided by Google Explore CSR with additional support from AccessComputing and the Center for Research and Education on Accessible Technology and Experiences (CREATE).

Applications are accepted on a space-available basis. Apply now!

DO‑IT Trailblazer awards highlight DO‑IT community members who forge new pathways that benefit others. Through their hard work, they have changed the way the world views people with disabilities and have increased the potential of people with disabilities to succeed in college, careers, and community life. Congratulations to this year’s honorees!

Ather Sharif, a team member of the AccessComputing project that DO-IT co-directs, has served as a leader and mentor dedicated to increasing the accessibility of information technology and the full participation of people with disabilities in computing. Ather is a Ph.D. student in the Paul G. Allen School of Computer Science and Engineering at the University of Washington, a software engineer at Comcast on the Core Application Platforms Team, and founder of EvoXLabs, an initiative dedicated to bridging the gap between technology and people with disabilities. Through EvoXLabs, Ather has mentored multiple AccessComputing team members in internships focused on accessibility. He has also partnered with DO‑IT to organize hackathons and conferences focused on accessibility.

Brett Humphrey has helped host the annual DO-IT Summer Study Microsoft visit for over a decade. Over the years, Brett has met with many DO-IT participants for mock interviews, collaborated with DO-IT participants at major assistive technology conferences, and spent time with students during Microsoft’s annual Ability Summit. While at Microsoft, he has worked on game development tools and university partnerships, as well as worked on the Windows Accessibility Team. Brett’s work has helped create a more accessible digital world.

Kat M. Steele, a collaborator in DO-IT’s AccessEngineering project, has worked to ensure that information about disability, accessibility, and universal design is included in the engineering curriculum at the University of Washington (UW) and beyond. Kat is the Albert S. Kobayashi Endowed Professor in Mechanical Engineering and Associate Director of Center for Research and Education on Accessible Technology and Experiences (CREATE) at the UW. Her research focuses on integrating dynamic simulation, motion analysis, medical imaging, and device design to improve quality of life for individuals with neurologic disorders. Kat has actively participated in DO-IT Summer Study by hosting DO-IT participants in activities where they have learned about makerspace accessibility, engineering principles, and universal design. She has also developed resources and published articles with DO-IT staff on topics related to makerspace accessibility and teaching about accessibility in engineering.

Ryan Fox, 2009 DO-IT Scholar and now DO-IT Ambassador, is a remarkable and effective advocate. In high school, Ryan made a film about taking the train from Everett to King Street Station to educate people with disabilities about the experience. While an undergraduate student, Ryan shared his “Different Doesn’t Mean Dumb” message with countless high school students. It is believed Ryan was the first student with autism to participate in Washington State’s Senate Page Program. He also helped SeaTac airport staff in their quest to become the world’s “most accessible airport” and helped them launch and build their “Wings for Autism” program. Ryan hosted a booth for many years at the Snohomish County Transition Fair and facilitated “Person Centered Planning” in a team setting. He has presented at the Washington State Youth Leadership Forum, encouraging students with disabilities to set challenging goals for themselves. Ryan’s speeches to Special Education PTA groups in K-12 schools inspired many students to plan ahead for college. Ryan is currently communicating with the League of American Orchestras and the Auburn Symphony to promote sensory friendly offerings and enhance the accessibility of concerts. His accomplishments in symphonic percussion, music, aviation management, advocacy, and mentoring are spectacular!

To read about previous DO-IT Trailblazers, visit the DO-IT website.

Over the past two years, AccessCyberlearning 2.0 Synthesis and Design Workshop has conducted exploratory research to inform the design of the next generation of digital learning environments for science, technology, engineering, and mathematics (STEM) content. AccessCyberlearning 2.0 (NSF # #DRL-1824540) was the second grant in the AccessCyberlearning initiative led by the DO-IT Center. Together, they have developed synergistic and lasting relationships among researchers, technology developers, and instructors to promote more inclusive online learning. 

AccessCyberlearning 2.0 culminated in a white paper about what research and practice is needed to ensure that current and future learning technologies and pedagogy are inclusive of everyone. Collaborators in the effort identified that three sets of principles and respective guidelines and promising practices already exist for guiding researchers and practitioners interested in access for everyone: principles that underpin Universal Design (UD), Universal Design for Learning (UDL), and the Web Content Accessibility Guidelines (WCAG). Applied together, they ensure that physical spaces (e.g., makerspace facilities), teaching and learning curricula and pedagogy (e.g., practices for and design of small group discussions), and IT (e.g., a learning management system) that are used to deliver digital learning opportunities are fully accessible, usable, and inclusive for everyone.

To learn more, check out our white paper, Accessible Cyberlearning: A Community Report of the Current State and Recommendations for the Future.

AccessComputing can lead online presentations and discussions for your department, institution, organization, or another group of colleagues. Time could be set aside during the session to discuss specific strategies that your department or organization could utilize to move towards becoming more welcoming and accessible to students with disabilities or how you could include accessibility topics in your instruction or research.

Below is a short list of some of the presentations that we can offer. 

• Integrating Disability-Related Topics in a Computing Course
• Accessibility is Becoming Mainstream
• Introduction to Ability-Based Design
• Panel of Students with Disabilities in Computing
• Perspectives of People with Disabilities Regarding Accessibility
• Teaching an Accessible Online Course
• Accessible Online Meetings and Presentations
• Designing Accessible Documents, Videos, and/or Websites
• Accessibility and Third-Party Products and Services
• Universal Design of Teaching and Learning
• Why is Data on Disability so Hard to Collect and Understand?
• U.S. Laws about Accessibility
• Tailor-Made Talk, Panel, or Discussion

See Host a Webinar for more information about webinars and to request one for your organization.

This year, DO‑IT Phase I Scholars participated in a three-week Summer Study session. They learned about college life; explored online resources; interacted with peers, staff, and mentors; and had fun. The DO‑IT Scholars program started in 1993 as an experimental project for teens with disabilities nationwide. While it is usually held on campus at the University of Washington, this year it was held online. It is currently open to Washington State teens and is supported by the State of Washington. The DO-IT Scholars program is supported by all DO-IT staff and led by Tami Tidwell, Kayla Brown, and Andrea Mano.

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers, such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

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