AccessSTEM

Many engineering departments, libraries, and universities are launching new initiatives to create makerspaces to foster innovation. These facilities are physical spaces where students, faculty, and the broader community can gather and share resources and knowledge, work on projects, network, and build. 

It is important to ensure that individuals of all backgrounds and abilities can actively contribute to the design process. Makerspaces can be made accessible by considering the following questions:

Integrating disability, accessibility, and universal design content into engineering courses is important as it:

Although disability, accessibility, and universal design are not taught in every engineering department, there are a variety of courses across the country that address these topics. Examples include:

In courses related to assistive technology and accessibility, engineering students often design projects for individuals with disabilities.  You can prepare your students for working with clients with disabilities by:

There are over 35 million people in the United States who have disabilities, all of whom have different needs. A lot of the assistive technology they need is either unavailable, very expensive, or requires custom modification. Many people with disabilities cannot afford custom modifications. For the past twenty years the University of Toledo has been introducing students to assistive technology through senior design projects.

Program staff and partners in the AccessComputing project meet regularly throughout the year to discuss activities, collaborations, and more. Efforts are made to ensure that these meetings are accessible to all potential participants. They apply the principles of universal design.

The National Science Foundation's General & Age Related Disabilities Engineering (GARDE) program supported undergraduate engineering design projects that developed technology to support people with disabilities. Projects funded through this program had multiple benefits, including:

A learning disability is a neurological disorder resulting from a difference in the way a person’s brain (LD) is wired when compared to most people. Someone with a learning disability may have difficulty reading, writing, spelling, reasoning, recalling, or organizing. LDs cannot be cured or fixed. However, with the right support and intervention, people with LDs can succeed in school and go on to successful careers. People with learning disabilities often think outside of the box, seeing solutions to problems that someone else may not see.

Exploring Computer Science (ECS) and Computer Science Principles (CSP) are two different curricula for computer science that are used in K-12 settings. Both have the potential to be accessible to students with disabilities, but also present accessibility challenges. These challenges include

Accessibility experts in the AccessCSforAll project, funded by the National Science Foundation, can answer individual questions that computing instructors have about working with students with disabilities. Their specific expertise includes topics related to disability types, accessible design of technology, inclusive teaching, and computing education. For support, contact accesscsforall@uw.edu or 509-328-9331.