When writing a course syllabus, faculty members can take explicit steps that take into account the abilities of the students that will be in their class, encourage students to discuss their disability with their instructor, and make the syllabus more accessible to students with disabilities. Faculty should:
Companies benefit from having interns and employees with disabilities. These individuals enrich companies in ways that include the following.
There are a variety of strategies that companies can use to support employees with disabilities. Taking such actions may help to ensure that employees with disabilities have the same opportunities for advancement and professional development as all employees. Some of these strategies may be similar to strategies used to support other underrepresented groups, such as women and racial/ethnic minorities. To support employees with disabilities companies can:
Students with disabilities interested in studying abroad may need to consider how they will secure academic and housing accommodations, deal with health conditions, and ensure accessibility to facilities, technology, and activities. They may find the following resources useful.
Many programs, institutions and departments have strategies that they use to recruit individuals from underrepresented groups such as women and racial/ethnic minorities. Many of these strategies can be adapted for recruiting individuals with disabilities. For example:
Refer to a person's disability only if it is relevant to the conversation. Avoid negative descriptions of a person's disability. For example, "a person who uses a wheelchair" is more appropriate than "a person confined to a wheelchair," which is both inaccurate and negative in tone; people who use wheelchairs are not “confined” to them, they are empowered by them with the gift of mobility.
Many people with disabilities prefer language that mentions the person first and then the disability. They consider, for example "A man who is blind" preferable to "a blind man.”
Held on on April 19–21, 2017, the CBI's purpose was to encourage efforts to make engineering more welcoming and accessible to students with disabilities and enhance engineering curricula with disability-related and universal design topics.
The Neurodiversity in the Engineering Classroom project brought together an interdisciplinary group from across the Purdue University campus and at a partner school in order to:
As part of a design project in a sophomore Industrial Design studio class at the Georgia Institute of Technology, students completed a project on assistive design. The objective of the project was to apply user-centered design strategies to design a product to meet a specific need for a user with a disability. Each student was required to identify potential barriers in a given scenario and then to design and fabricate a working product prototype to address the barrier.
The 2016 Engineering Experience for High School Students with Visual Impairments or Blindness at North Carolina State University (NCSU) aimed to prepare students with visual impairments or blindness for college by engaging them in engineering activities, identifying assistive technology that may help them navigate college life, and introducing them to mentors.