[ Music ]
Narrator: On campus, computers are a fact of life.
Good education today requires access to technology.
In planning a computer lab, universal design is crucial.
That means thinking about every potential visitor's abilities
and disabilities.
Dan Comden: It's important to think about universal design early
in the design process if that's possible.
The Americans with Disabilities Act
makes it clear that equitable access is a requirement.
Narrator: Visitors to your lab may have obvious disabilities
such as blindness, hearing impairments,
or mobility impairments.
Or they might have disabilities that are not apparent,
such as low vision, or learning disabilities.
Karalee Woody: As we look at all of the things we're going to need
for a lab, we need to everybody that's going to be using it,
or everybody that's potentially going to be using it.
Narrator: By planning ahead, you can make sure everyone
has a positive experience in your lab.
The first step is getting there.
If they can't find the lab, they can't use the lab.
Eliminate those external barriers.
Consider these examples:
Parking areas with spaces for wheelchair users;
Clear paths to the building, with ramps if necessary;
Building entrances at least 32 inches wide, with thresholds no higher than 1/2 inch;
Ramps or elevators inside;
Elevator controls marked in Braille and accessible from a sitting position;
Clear entrances and hallways, with protruding obstacles removed;
Wheelchair-accessible restrooms near the lab, with high-visibility signs.
Now for the lab itself.
Look at the physical details for users.
Remember that people with various abilities
will be using the room.
For example:
Large print, high-contrast signs for those with visual impairments
Braille labels on computers for blind users
Wide, clear aisles for wheelchair users
Damien Koemans: We really try to focus
on making wide and open pathways from our access points,
particularly for students that have physical disabilities.
Lab worker: Hi, may I help you?
Student: Do you have any computers on adjustable tables?
Lab worker: Yes, we do.
Damien: We try to make sure there is a lot of clearance
on desk heights so that students can get underneath things
and that there's generally kind of a large workspace.
Narrator: Some adjustable tables, with wheelchair-accessible adjustment controls;
Document holders for ease in reading printed material;
Controls on computers, printers, scanners, and other technology
that can be reached from a seated position.
Another thing to consider
is the accessibility of your lab handouts or documents.
Be prepared to provide lab documents
in large print and Braille.
Put them in an accessible format on your website.
Internet access will make those documents
available to all lab users, including students who are blind
and using speech output systems to read the text.
Dan: Put it under the screen, and you can change the size
with the center knob.
Narrator: If you provide a magnifying system,
a visitor with low vision can read your printed material.
A large magnifying glass is a lower-cost option.
Design the documents themselves in a clear and consistent format.
This is especially helpful to people
with learning disabilities.
Finally, be sure that printed materials are within easy reach
from a variety of heights.
And that furniture doesn't block access.
Once everything is in place, think about people
actually using the computers.
Screen reader: Another place to begin is C&C's computer training.
Narrator: Plan on having adaptive technology available,
but don't worry about trying to anticipate every possible request.
Stuart Olsen: People mostly are interested in
the adjustable table, on our special keyboards,
and on Braille production.
Dan: The main thing is to have the basics
that most people are going to need.
You don't have to have every little thing that's out there.
Dan: Can you find the message area?
Student: Yeah, it's right here.
Dan: It's important for staff to know about the basics
and to be able to talk to the clients about what those basics are,
and if a student is in need of a more involved accommodation,
then those staff need to know where to go
to make those additional arrangements.
Narrator: Keep it simple at first, adding new technology as requested.
For people with visual impairments,
you might want to start with:
Large print key labels;
Software to enlarge screen images, and large monitors;
Speech output systems;
Braille conversion software and embosser.
For people with mobility impairments, you could provide:
A trackball;
Wrist and forearm rests;
An adjustable table.
Narrator: For all users,
but especially those with learning disabilities,
grammar and spell checkers should be available.
And finally, be sure that Web pages
and other electronic resources offered in your lab
are designed to be accessible to people
with a variety of disabilities.
For example, provide text alternatives to graphic images.
Sheryl: Almost every unit on campus
now has a website to document their services
and provide electronic resources.
And most of these people who are developing these websites don't
have the expertise on how to make them accessible.
And so in most cases it's useful for that person to work with
the central computing organization staff to develop
strategies for making an accessible website.
Narrator: The key to all of this is simply equal access.
Everyone who needs to use your lab
should be able to do so comfortably.
As you plan services in your computing facility,
consider all of your potential users,
including those with disabilities.
Make sure everyone feels welcome.
Ask yourself if visitors can:
get to the facility;
access lab information and other printed materials;
and access equipment and software.
Make sure also that staff are trained to support people with disabilities.
And have a plan in place to respond to specific requests
in a timely manner.
With those key issues in mind, you'll be able to make your lab
accessible to everyone.
To get started:
Develop policies and procedures that assure access to lab facilities,
computers, and electronic resources for people with disabilities.
Consider accessibility in the procurement process.
Include students with disabilities in planning and evaluating
lab products and services.
In key lab documents, include pictures that show lab users with
diverse characteristics with respect to race, gender, age, and disability.
Also in lab documents, state your commitment to universal access
and include procedures for requesting disability-related accommodations.
Make signs with high contrast and large print.
Make all information resources available in accessible formats.
Have frequently-requested assistive technology on hand,
and add products when students with disabilities request them.
Train staff on accessible products in the lab,
appropriate communication,
and procedures for addressing requests for accommodations.
To help you in your plans,
there are many resources for locating and selecting
assistive technology, for designing accessible Web pages,
and for dealing with other lab accessibility issues.