AccessEngineering

Collaboration Struggles in an Engineering Lab: A Case Study About a Student with Autism

Background

My name is Daniel. As an undergraduate mechanical engineering student, I am required to take a design and manufacturing laboratory course. In this course, students work in teams to build devices using mills, lathes, and other manufacturing equipment. I have high-functioning autism spectrum disorder. At the beginning of the term, I spoke with the instructor about my disability and accommodations.

Debra's Conference Experience: A Case Study on Challenges Faced by Conference Participants Who Are Deaf

Background

My name is Debra. I am a college student who is deaf. Over the summer, I participated in a Research Experience for Undergraduates summer program where I helped develop an open-source 3D-printed wrist orthosis for individuals who have had a spinal cord injury. I attended and presented the results of this research at a national conference focused on prosthetics and orthotics.

How can I include people with disabilities in the broader impacts statement of my NSF grant proposal?

National Science Foundation grant proposals must include a description of the broader impacts of the proposed work. One consideration is how project activities will promote the full participation of people with disabilities in science, technology, engineering, and math (STEM). There are many ways to include people with disabilities in your work and to otherwise address access issues for people with disabilities. This might include:

Inaccessibility in a Calculus Course: A Case Study on Educating Faculty and Staff about Learning Disabilities

Background

My name is Brandon. I am a first-year undergraduate engineering student enrolled in a required calculus course. Because of my learning disability, I have accommodations including extra-time and using a four-function calculator on exams. I also use text-to-speech software that allows my computer to read aloud text presented on the screen.

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