Science Teacher Association: Access to Science: Accommodations and Universal Design Capacity Building Institutes (2006)

Location: Husky Union Building (HUB) 145, UW Seattle Campus

Hosted by Accessible Technology Services (ATS), UW-IT

Moderator: Sheryl Burgstahler, Director ATS

8:30 – 9:00 am
Pastries, Fruit, Coffee, Tea, Informal Networking

9:00 – 10:00 am
Welcome, Introductions, Goals, Objectives, Overview, Sheryl Burgstahler
Meeting Goal: Improve the accessibility of IT developed, procured, & used by public postsecondary institutions in Washington State
Objectives: Increase understanding of requirements of Policy #188, share & develop plans for implementing Policy, and build relationships between those implementing Policy state-wide.

10:00 – 11:00 am
Evolving WCAG Guidelines, Terrill Thompson, UW ATS Accessible Technology Specialist

11:00 – 11:15 am
Break

11:15 – 11:45 am
Update on Policy #188, Ryan Leisinger, WATech

11:45 – 12:45 pm
Small Group Discussion & Lunch: What is (1) helping and (2) holding back your progress on implementing Policy #188?
Write responses on post-its & place on poster sheet under two columns.

12:45 – 1:15 pm
Report Out From Small Group Discussions

1:15 – 2:45 pm
Panel of Participants Sharing Promising Practices for Implementing Policy #188
Each will speak up to 15 minutes about overall progress or a specific successful practice. Q&A for all will be at the very end.

• Carly Gerard, Western Washington University
• Bridget Irish, The Evergreen State College
• Ana Thompson, University of Washington, Bothell
• Joetta Sieglock, Eastern Washington University

2:45 – 3:00 pm
Break

3:00 – 3:30 pm
Small Group Discussions: What are key steps you are planning to take to implement Policy #188, short term and long term?
Write responses on post-its & organize on poster sheet in categories.

3:30 – 4:00 pm
Report Out From Small Group Discussions

4:00 – 4:30 pm
Conclusion, Comments, Future Plans & Evaluation

Sixty-seven people attended the event online and in-person. Attendees in-person on the University of Washington campus included the following:

Kathryn Abrams
Director, WSU ROAR, Washington State University

Scott Bellman
Project Manager, Neuroscience for Neurodiverse Learners

Kayla Brown
Program Coordinator, Neuroscience for Neurodiverse Learners

Sheryl Burgstahler
PI, Neuroscience for Neurodiverse Learners

Gaby de Jongh
Assistive Technology Specialist, University of Washington

Jane Dolliver
Executive Assistant to the Associate Dean for Teaching and Learning, College of the Environment, University of Washington

Tam'ra-Kay Francis
Postdoctoral Fellow, Department of Chemistry, University of Washington

Rachel Goodwin
Coordinator, Student Accessibility Services College of Alameda

Melissa Graham
Senior Lecturer in Mathematics, Eastern Washington University

Mike Graham
Senior Lecturer in Mathematics, Eastern Washington University

Overtoun M Jenda
Assistant Provost for Special Projects and Initiatives, Professor of Mathematics, Auburn University

Ronda Jenson
Associate Professor, Department of Psychological Sciences and Research Director, Arizona University Center on Disabilities, Northern Arizona University

Genna Kieper    
Employment Services Coordinator, WSU ROAR, Washington State University

Earl Lattimore
Instructor & MPH Program Coordinator, Meharry Medical College

Qingxia Li
Associate Professor of Mathematics, Fisk University

Helen Maiko Luckow
Instruction & Classroom Support Technician, Cascadia College

Andrea Mano
Technology Specialist, Neuroscience for Neurodiverse Learners

Heidi Schnebly
Associate Dean of Students, Eastern Washington University

Kim Thompson
Senior Director, Disability Services, Seattle University

Eric Trekell,
Project Coordinator, Neuroscience for Neurodiverse Learners

Sisavath Virasak
Instructor, Computer Science, Linn-Benton College

Norah Wang
Instructor, Computer Science, Linn-Benton College

Participants were asked to share what individual stakeholders (e.g., students with disabilities, teachers, parents) can do to promote the success of students with disabilities in STEM studies and careers. Following are their responses:

Students can:

• Learn to articulate specific accommodations
• Self-advocate
• Communicate with others about their disabilities and be proactive
• Promote the cooperation of others
• Develop strategies for self-promotion
• Ask questions and express individual needs
• Take responsibility for their learning
• Meet grade level expectations
• Know their strengths and limitations
• Participate in their Individual Education Programs (IEPs)

Teachers can:

• Know about resources for students with disabilities
• Require framed (step-by-step) note taking
• Highlight or bold requirements on assignments
• Simplify handouts
• Be flexible
• Have a positive attitude towards students
• Use technology in presentations
• Use email as a communication option
• Require that all group participants are actively engaged
• Encourage students to participate
• Make the classroom environment/arrangement accessible to all students
• Teach to a variety of student strengths
• Have large print materials as an option
• Help students be proactive. Help them become their own advocates
• Encourage communication between special education and regular education departments
• Encourage parent involvement
• Recognize abilities of students with disabilities
• Apply universal design in preparing lessons
• Offer different modes of assessment (e.g., tests in multiple formats, presentations, projects)

Parents can:

• Encourage and support the student
• Coordinate with the teacher and student regarding accessibility and accommodations
• Locate mentors and role models for the student
• Avoid being an enabler
• Learn to let go
• Help the student set up a study group
• Go to IEP meetings and give feedback
• Encourage the student to participate in IEP meetings
• Recognize the "abilities" within the disability
• Tap into special talents of the student
• Ask questions and be flexible
• Be an advocate for the student
• Provide the student with needed school materials at home
• Allow students to increase in independence

Participants were asked what steps that institutional stakeholders (e.g., schools, districts, service agencies) can take to increase the successful participation of people with disabilities in STEM studies and careers. Their responses included the following items:

Schools can:

• Make the school physically accessible
• Provide teachers with opportunities for professional development
• Apply for grants to increase accessibility
• Build a library of resources for the teachers
• Provide students with disabilities with technical support needed for hardware and software
• Include students with disabilities in general education classes
• Make environments (e.g., the playground, classrooms, buses) safe
• Have meetings with parents about the availability of programs and resources
• Teach teachers to address students holistically
• Provide reasonable accommodations for standardized tests
• Facilitate communication and collaboration between the different grades
• Increase the number of business partners
• Encourage the application of universal design throughout the school

Districts can:

• Help schools with writing and applying for grants
• Make all schools physically accessible
• Provide funding to schools for equipment
• Increase the number of business partners
• Outfit libraries with assistive technology to help kids with visual impairments and/or slow reading skills
• Give priority to publishers with universally designed textbooks and products
• Encourage district-wide universal design practices

States can:

• Increase the number of business partners
• Increase funding for special programs
• Make standardized test accommodations easier to obtain
• Have statewide clearinghouse for adaptive technologies and programs
• Encourage statewide adoption of universal design

When participants were asked to list things they would take back and use in their classes, programs, and/or schools, responses included the following:

• Encourage parents and students and other teachers to empower students with disabilities to learn about STEM and gain confidence in getting the help they need
• Use the great resources and materials distributed at the CBI
• Apply the universal design concept to instruction for all students

When asked how they will use the materials, responses included:

• Prepare my own presentation on this for Oregon Museum of Science of Industry (OMSI) volunteers and staff. Pass on the information to our technology staff to ensure our website and computer lab is accessible. I'll review our education programs to see if they can be upgraded to universal design, and reproduce the worksheets and information to be available for all OMSI staff and volunteers
• Increase the amount of visual, tactile, and auditory stimuli I use
• Write better instructions for labs
• Improve the format of my website
• Use the list of resources
• Increase inclusiveness in labs
• Implement new ideas in our labs
• Use the materials given by the Institute
• Share what I learned with my department
• Write a grant for technology
• Use technology options
• Use tactile ideas such as fabric, paint, and wikki sticks
• Make lab accommodations and use examples
• Apply for a minigrant
• Encourage students to advocate for themselves
• Invite some special education graduates to come back and talk to current students.
• Take back ideas to help a specific student.
• Share the materials with my school
• Use my new knowledge of grant options
• Use resources of AccessSTEM and DO-IT
• Give the resources to students
• Use the checklist of best practices for my own teaching
• Have groups check on another's progress before handing in work
• Use the Gak experiment
• Use the CSI fingerprinting assignment
• Make activities address multiple learning styles and capacities
• Do a presentation at the National Aeronautics and Space Administration, and Aerospace Education Services Program
• Help teachers who I work with implement practices described when using NASA materials

Example: Making Gak!

To practice applying universal design and developing accommodation strategies, CBI participants participated in a hands-on science activity, Making Gak! The goals of the activity were to increase student understanding of chemical reactions, observe the polymerization of chemical elements, and gain experience following step-by-step directions. Directions included measuring the ingredients (glue, Borax, and water); mixing, measuring and pouring the Borax solution; and combining the Borax solution with glue to create the putty-like substance called Gak. Each group developed ideas for making the activity more accessible to students with a type of specific disability (e.g., learning disability, mobility impairment, sensory impairment). Participants made the following suggestions for accommodating specific students:

Visual Impairments

• Use black measuring device with white glue to create contrast
• Provide Braille and/or large print instructions
• Use tactile measuring spoons and cylinders
• Use measuring devices with large print

Hearing Impairments

• Speak facing students so they are able to read lips
• Include all steps in clear written instructions
• Periodically check the pace of speaking with students to determine if you need to slow down

Learning Disabilities/Attention Deficit and Hyperactivity Disorder

• Model the activity for the students
• Minimize distractions
• Have someone in each group read aloud directions to students
• Use a consistent system (metric/English measurements), unless teaching conversions
• Use clear, step-by-step instructions, including telling students what to do with products when done
• Use figures within directions
• Use name tags with individual roles indicated
• Delegate jobs and find accessible roles for each person
• Have students write down what they are going to do
• Provide a vocabulary list

Mobility Impairments

• Hold equipment for a student (if necessary)
• Use zip-lock bags
• Measure ingredients ahead of time
• Have a person with a mobility impairment contribute by reading the directions
• Use an automatic stirrer

Participants were asked to suggest ideas that teachers could employ that would make the activity more accessible to all students, regardless of abilities and disabilities. This approach is called universal design. Following are suggestions made by participants:

• Provide clear, step-by-step directions
• Model the activity for the students
• Encourage cooperation between group members and delegate tasks to everyone
• Allow students extra time, assuring that students who are finished have something to do (e.g., answer open-ended questions). This way (1) some students can have more time to finish the required activity and (2) students who complete the activity quickly will have something productive to do
• Minimize distractions
• Provide a vocabulary list
• Use figures as well as printed directions (multi-modal)
• Periodically, check with students to assure that you are presenting material at the right pace

Most of the handouts and videos used in the Institutes are freely available on DO-IT's AccessSTEM website. They include the comprehensive publication entitled Making Math, Science and Technology Instruction Accessible to Students with Disabilities-A Resource for Teachers and Teacher Educators.

AccessSTEM is one of several regional alliances funded by the National Science Foundation (NSF) to increase the successful participation of people with disabilities in academic studies and careers. Each Regional Alliance for Persons with Disabilities in Science, Technology, Engineering, and Mathematics Education (RAD) sponsors STEM activities, transition to college/careers programs, mentors, summer programs, and other activities for youth with disabilities. They also provide training and support that can help teachers, postsecondary faculty, employers, and project directors make their STEM courses and resources accessible to students with disabilities. In summary, RAD activities:

• prepare students through transition workshops, summer programs, online mentoring, peer support, internships, etc.
• improve accessibility and acceptance in courses, employment, technology, programs, etc.

Regional Alliances

The following is contact information for each RAD. A map of their locations can be found above and on the back cover of this publication.

AccessSTEM
University of Washington
Box 355670
Seattle, WA 98195-5670
206-685-3648
206-221-4171 (FAX)
https://doit.uw.edu/
doit@uw.edu

Key Staff:
Scott Bellman, Director of DO-IT Center
Mary Mulvihill, Executive Director of Accessible Technology Services
Lyla Crawford
Michael Richardson
Valerie Sundby

EAST
University of Southern Maine
37 College Avenue
Gorham, ME 04038
207-780-5449
207-780-5129 (FAX)
llovewell@usm.maine.edu

Key Staff:
Lynn Lovewell, Director
Libby Cohen
Samantha Langley-Turnbaugh

MIDWEST Alliance
University of Wisconsin - Madison
338 Goodnight Hall
1975 Willow Drive
Madison, WI 53706
608-262-6467
608-262-6466 (FAX)
www.stemmidwest.org 
midwest@mailplus.wisc.edu

Key Staff:
Alice Anderson, Director
Alicia Blegen
Amy Fruchtman
Jay Martin
Josh Morrill
Greg Stefanich

RASEM² 
New Mexico State University
PO Box 30001/Dept 3CE
Las Cruces, NM 88003
888-646-6051
505-646-3367 (FAX)
belowery@nmsu.edu

Key Staff:
William McCarthy, Director
Randy Larry
Belen Lowery
Ed Misquez
Jackie Sanders
Richard Turietta

RDE
Contact information for RDE is listed below.

Research in Disabilities Education
National Science Foundation
Mark Leddy, Program Director
703-292-4655
703-292-9018 (FAX)
www.nsf.gov/funding/pgm_summ.jsp?pims_id=5482&org=NSF&sel_org=N
mleddy@nsf.gov

When asked what was best about the CBI, participant responses were:

• The resources. Everything was so clearly laid out and explained. Tons of resources so I can go out and share my knowledge
• Multiple ideas for improving existing experiments that would benefit all students
• Learning about all the different abilities and resources to aid people with the different abilities
• The thing I liked best about this CBI was the opportunity to break into small groups and discuss ways that we, as teachers, could help make things more accessible for our students. I also loved the fact that the session was specific to science
• Learning about what resources are available
• It was easy to learn a lot, even though we were tired. Different activities, lots of information and ideas to take back to school
• The wonderful handouts. Also the PowerPoint handouts, so that we didn't have to take any notes. The hands-on group activities thinking specifically in terms of different groups (ADD vs. mobility vs. sensory issues) helped put me in the right frame of mind
• I think it was great!
• Students with disabilities empowered to train the adults in their educational environment, and the videos showing these students. Also, the activities Thinking with other teachers about the accessibility of the tasks
• I felt both Sheryl and Val were very prepared and thoroughly knowledgeable about this topic. I have not thought very much about what accommodations must be made for students in the science lab. Most of my concerns have been about classroom adaptations
• Learn useful information and practices (some which were new) to best facilitate the learning experiences of students with disabilities in the classroom
• The group activities, videos, and doing a science lab while considering the different types of disabilities

For more information about promoting the success of people with disabilities in STEM fields, consult AccessStem.

As higher education institutions begin to utilize rich media technologies (Web 2.0), accessibility is simply one of many issues to consider in ensuring that content and services are deliverable to the full range of audience members. There is considerable promise for accessible rich media, but there is also much work to be done. Methods are currently being developed to allow assistive technology to work well with Web applications, and assistive technology is being improved to utilize and support these new methods. Full support by all players (operating systems, browsers and other user agents, authoring tools, and assistive technologies) is critical. Web designers and developers also play a critical role, and in order to develop accessible applications, they need training and support, authoring tools and reusable code libraries that support accessibility, and objective methods for evaluating the accessibility of rich media. Improved standardization among assistive technology products would also make full accessibility more attainable.

This CBI is an example of the kind of "bringing together" of perspectives that will be needed to orchestrate the many aspects of this challenge into effective, reliable, accessible Web applications we can all use.

The AccessADVANCE Capacity Building Institute was funded by the National Science Foundation (NSF Award HRD-2017017, HRD-2017054) . 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 National Science Foundation or the University of Washington.

AccessADVANCE
University of Washington
Box 354842
Seattle, WA 98195-4842
https://doit.uw.edu/programs/accessadvance/
https://doit.uw.edu/
206-685-3648 (voice/TTY)
888-972-3648 (toll free voice/TTY)

© 2021 University of Washington. Permission is granted to copy this publication for educational, noncommercial purposes, provided the source is acknowledged.