What to Teach about Accessibility: ACM SIGCSE Pre-Symposium (2019)

What to Teach about Accessibility, sponsored by AccessComputing, was held in Minneapolis, MN on February 27, 2019, as a pre-symposium workshop of the annual Technical Symposium of the Association for Computing Machinery's (ACM) Special Interest Group on Computer Science Education (SIGCSE). Over 45 attendees participated in the workshop (See the Participant List). The goal of the workshop was to share ideas and strategies to integrate disability and accessibility into the computing curriculum. At the workshop, participants shared and learned about how accessibility topics can be integrated into computing/IT courses and how faculty in these fields can be encouraged to include accessibility topics in their courses. Promising practices and resources were shared by multiple presenters with diverse backgrounds. Teaching about accessibility in postsecondary computing education will result in a high-tech workforce able to design and develop technology usable for a wide audience, including individuals with disabilities. 

It is important to distinguish between teaching about accessibility and accessible teaching:

• Teaching accessibility. Helping computing students understand what disability and accessibility mean, and how these topics relate to the design and engineering of computing systems.
• Accessible teaching. Ensuring that the pedagogy and materials a teacher uses can be accessed regardless of a student’s abilities.

There is an entire research area focused on accessible computing design, that is discussed in a specific research conference, and produces profound ideas about how computing systems can and should be designed. However, this workshop instead engaged some of the most active higher education faculty members who teach about accessibility in their courses, as well as other faculty members who are passionate about learning how to do so. The speakers shared fascinating, thoughtful, and unique content. It was quite clear based on the experiences shared at this workshop that not only is accessibility easily integrated into many parts of computing courses, but that it actually enriches the understanding of other core computing topics.

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

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

After the talks, we had ample time for attendees to gather into groups focused on specific courses (intro, web development, capstone, and software engineering) to brainstorm about the various challenges in integrating accessibility into these subjects. Here are some of the many interesting insights from their notes:

• Many faculty members were interested in bringing discussions of disability and the law into introductory settings as a way to engage students.
• There was a strong belief that accessibility topics should be integrated throughout the curriculum.
• There was concern about accessible design as a constraint to building more flashy things like visualizations, animations, and other visual elements, because those flashy things are often not accessible.
• There was a lot of fear of not having enough expertise with accessibility and disability; faculty didn’t want to not have the answers to questions students might have.
• Many participants noted that teaching of accessibility early in a course increased student motivation throughout their course.
• Some faculty noted that in software engineering and HCI courses, it can be very difficult to find people with disabilities to help students experience the importance of testing.

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

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.