WEBVTT 00:00:08.480 --> 00:00:09.680 align:middle line:90% BRIANNA BLASER: Hi, folks. 00:00:09.680 --> 00:00:12.283 align:middle line:84% We're glad to have you with us today. 00:00:12.283 --> 00:00:13.700 align:middle line:84% For those of you who I don't know, 00:00:13.700 --> 00:00:16.129 align:middle line:84% my name is Brianna Blaser, the University of Washington, 00:00:16.129 --> 00:00:19.040 align:middle line:90% with the AccessADVANCE project. 00:00:19.040 --> 00:00:20.900 align:middle line:84% Just a little housekeeping, if you 00:00:20.900 --> 00:00:23.038 align:middle line:84% would like to turn on the captions, 00:00:23.038 --> 00:00:24.830 align:middle line:84% you can do so at the bottom of your screen. 00:00:24.830 --> 00:00:28.100 align:middle line:84% Look for where it says "Live Transcript, " 00:00:28.100 --> 00:00:29.540 align:middle line:84% and you can turn on the captions. 00:00:29.540 --> 00:00:33.990 align:middle line:84% And we just have the automatic captions on today. 00:00:33.990 --> 00:00:37.220 align:middle line:84% So I'm going to go ahead and get started. 00:00:37.220 --> 00:00:39.670 align:middle line:84% Thanks for joining us here today. 00:00:39.670 --> 00:00:42.700 align:middle line:84% Our AccessADVANCE project at the University of Washington 00:00:42.700 --> 00:00:45.160 align:middle line:84% has recently come out with a new publication 00:00:45.160 --> 00:00:48.190 align:middle line:84% about making STEM departments more accessible for faculty 00:00:48.190 --> 00:00:49.340 align:middle line:90% with disabilities. 00:00:49.340 --> 00:00:52.570 align:middle line:84% And so we want to share more about that publication 00:00:52.570 --> 00:00:55.330 align:middle line:84% and have a chance to dialogue with folks 00:00:55.330 --> 00:00:58.480 align:middle line:90% about some of these strategies. 00:00:58.480 --> 00:01:00.880 align:middle line:84% So my name is Brianna Blaser, and Sheryl Burgstahler, 00:01:00.880 --> 00:01:03.100 align:middle line:84% our Director, is here with us as well. 00:01:06.320 --> 00:01:09.928 align:middle line:84% You want to go to the next slide show, Sheryl? 00:01:09.928 --> 00:01:10.970 align:middle line:90% SHERYL BURGSTAHLER: Sure. 00:01:14.530 --> 00:01:15.530 align:middle line:90% BRIANNA BLASER: Awesome. 00:01:15.530 --> 00:01:17.840 align:middle line:84% So AccessADVANCE is a newer project 00:01:17.840 --> 00:01:20.960 align:middle line:84% that we have at the University of Washington, that 00:01:20.960 --> 00:01:24.320 align:middle line:84% aims to help institutions and organizations implement 00:01:24.320 --> 00:01:27.080 align:middle line:84% systemic changes within STEM departments 00:01:27.080 --> 00:01:28.820 align:middle line:84% and broadening participation activities. 00:01:28.820 --> 00:01:31.700 align:middle line:84% So that women with disabilities in academic positions 00:01:31.700 --> 00:01:33.500 align:middle line:84% are welcome and fully included, so 00:01:33.500 --> 00:01:35.690 align:middle line:90% that they can achieve success. 00:01:35.690 --> 00:01:38.120 align:middle line:84% And we're working to develop resources regarding 00:01:38.120 --> 00:01:41.270 align:middle line:84% institutional practices to help increase 00:01:41.270 --> 00:01:42.890 align:middle line:84% the successful participation of women 00:01:42.890 --> 00:01:46.580 align:middle line:84% with disabilities in academic STEM careers. 00:01:46.580 --> 00:01:47.853 align:middle line:90% And our URL is on the slide. 00:01:47.853 --> 00:01:49.520 align:middle line:84% And I'll put it in the chat in a minute, 00:01:49.520 --> 00:01:55.550 align:middle line:84% but it's uw.edu/doit/programs/advance. 00:01:55.550 --> 00:01:57.800 align:middle line:84% So AccessADVANCE is a partnership between us 00:01:57.800 --> 00:01:59.810 align:middle line:84% here at the University of Washington with Sheryl 00:01:59.810 --> 00:02:03.170 align:middle line:84% and myself and our Co-PI Cecilia Aragon, 00:02:03.170 --> 00:02:05.600 align:middle line:84% and North Dakota State University 00:02:05.600 --> 00:02:10.490 align:middle line:84% with Canan Bilen-Green, Cali Anischa, and Mark Coppin. 00:02:13.373 --> 00:02:15.540 align:middle line:84% So today we're going to talk a little bit about some 00:02:15.540 --> 00:02:17.850 align:middle line:84% of the experiences women with disabilities have 00:02:17.850 --> 00:02:20.160 align:middle line:90% had in academic STEM positions. 00:02:20.160 --> 00:02:24.810 align:middle line:84% We'll talk about universal design as a framework for this. 00:02:24.810 --> 00:02:26.700 align:middle line:84% And then, Sheryl is going to talk 00:02:26.700 --> 00:02:29.730 align:middle line:84% about some promising practices and things that 00:02:29.730 --> 00:02:34.080 align:middle line:84% can be done with regard to recruitment policies, culture, 00:02:34.080 --> 00:02:36.870 align:middle line:84% information technology, and the environment 00:02:36.870 --> 00:02:39.030 align:middle line:84% in a department or an institution, 00:02:39.030 --> 00:02:40.950 align:middle line:84% to make them more welcoming and accessible. 00:02:40.950 --> 00:02:43.242 align:middle line:84% And then we'll have some time for questions and answers 00:02:43.242 --> 00:02:45.770 align:middle line:90% at the end. 00:02:45.770 --> 00:02:47.550 align:middle line:84% So you know, we'd like to encourage you, 00:02:47.550 --> 00:02:50.780 align:middle line:84% if you to share some examples in the chat of challenges 00:02:50.780 --> 00:02:53.420 align:middle line:84% that women faculty in STEM fields-- 00:02:53.420 --> 00:02:55.550 align:middle line:84% women faculty with disabilities, it should say-- 00:02:55.550 --> 00:02:56.930 align:middle line:90% in STEM fields encounter. 00:02:56.930 --> 00:03:00.260 align:middle line:84% I encourage you to share some of those in the chat. 00:03:00.260 --> 00:03:01.940 align:middle line:84% And we can share some of the things 00:03:01.940 --> 00:03:03.425 align:middle line:90% that we have seen as well. 00:03:13.167 --> 00:03:15.000 align:middle line:84% Sheryl, do you want to go to the next slide? 00:03:15.000 --> 00:03:16.952 align:middle line:84% I'll share some that we have seen. 00:03:16.952 --> 00:03:19.160 align:middle line:84% And, again, I encourage you to share some of the chat 00:03:19.160 --> 00:03:21.750 align:middle line:84% and have some discussion about this. 00:03:21.750 --> 00:03:23.670 align:middle line:84% We've seen disability related issues 00:03:23.670 --> 00:03:25.290 align:middle line:90% that impact productivity. 00:03:25.290 --> 00:03:27.630 align:middle line:84% This might be because of a difficulty 00:03:27.630 --> 00:03:29.760 align:middle line:84% with traveling to conferences to attend. 00:03:29.760 --> 00:03:33.750 align:middle line:84% It might be for other reasons, as well. 00:03:33.750 --> 00:03:36.430 align:middle line:84% We see problems with inaccessible tools. 00:03:36.430 --> 00:03:38.280 align:middle line:84% So some of these might be internal tools 00:03:38.280 --> 00:03:41.460 align:middle line:84% used at a University for things like HR and benefits. 00:03:41.460 --> 00:03:44.025 align:middle line:84% They might be tools used for meetings and collaboration, 00:03:44.025 --> 00:03:45.900 align:middle line:84% that make it hard for somebody to collaborate 00:03:45.900 --> 00:03:47.790 align:middle line:84% with other faculty to join a meeting 00:03:47.790 --> 00:03:50.950 align:middle line:90% and actively participate. 00:03:50.950 --> 00:03:52.800 align:middle line:84% There are things like un-captioned videos 00:03:52.800 --> 00:03:54.420 align:middle line:90% shown at meetings and events. 00:03:57.870 --> 00:04:01.230 align:middle line:84% Another thing that we've seen is inaccessible grant portals, 00:04:01.230 --> 00:04:03.090 align:middle line:84% journal articles, and review processes. 00:04:03.090 --> 00:04:07.410 align:middle line:84% So a former student we worked with graduated. 00:04:07.410 --> 00:04:09.090 align:middle line:84% She went on to work on a postdoc. 00:04:09.090 --> 00:04:11.370 align:middle line:84% And as she was going to get involved 00:04:11.370 --> 00:04:13.320 align:middle line:84% in some of these other things, as she progress 00:04:13.320 --> 00:04:15.600 align:middle line:84% through her career, she found them to be inaccessible 00:04:15.600 --> 00:04:18.959 align:middle line:84% because she used a screen reader to access a computer. 00:04:18.959 --> 00:04:21.880 align:middle line:84% We know that there are reasons that faculty with disabilities, 00:04:21.880 --> 00:04:24.210 align:middle line:84% particularly some non-apparent disabilities, 00:04:24.210 --> 00:04:27.150 align:middle line:84% don't want to disclose to their department 00:04:27.150 --> 00:04:32.230 align:middle line:84% or to their institution, because they're worried about bias. 00:04:32.230 --> 00:04:34.230 align:middle line:84% We also know that there are folks 00:04:34.230 --> 00:04:37.170 align:middle line:84% that are concerned about requesting accommodations 00:04:37.170 --> 00:04:43.640 align:middle line:84% because of the ways in which it impacts budgets. 00:04:43.640 --> 00:04:45.390 align:middle line:84% Does their department have to pay for that 00:04:45.390 --> 00:04:47.670 align:middle line:84% and does that impact their department's willingness 00:04:47.670 --> 00:04:51.810 align:middle line:84% to, perhaps, hire them if they're still interviewing. 00:04:51.810 --> 00:04:55.470 align:middle line:84% We've also seen folks talk about disability-related issues 00:04:55.470 --> 00:04:56.995 align:middle line:90% regarding scheduling courses. 00:04:56.995 --> 00:04:59.370 align:middle line:84% So in particular, I was talking with a faculty member who 00:04:59.370 --> 00:05:03.060 align:middle line:84% relies upon public transportation for disability 00:05:03.060 --> 00:05:04.030 align:middle line:90% related reasons. 00:05:04.030 --> 00:05:06.840 align:middle line:84% And so teaching a night course was really difficult for her 00:05:06.840 --> 00:05:09.120 align:middle line:84% because the buses ran much less frequently 00:05:09.120 --> 00:05:12.330 align:middle line:84% in the evening for her to get to and from campus. 00:05:12.330 --> 00:05:14.700 align:middle line:84% And we hear all the time about a lack of mentors 00:05:14.700 --> 00:05:16.020 align:middle line:90% with disabilities, right? 00:05:16.020 --> 00:05:18.360 align:middle line:84% We don't see a lot of faculty members 00:05:18.360 --> 00:05:20.490 align:middle line:90% with visible disabilities. 00:05:20.490 --> 00:05:24.870 align:middle line:84% And even for a faculty member who might know another faculty 00:05:24.870 --> 00:05:26.370 align:middle line:84% member with a disability, there's 00:05:26.370 --> 00:05:28.037 align:middle line:84% a question of whether they know somebody 00:05:28.037 --> 00:05:30.900 align:middle line:84% with a similar disability within their field 00:05:30.900 --> 00:05:33.270 align:middle line:84% or within other fields and how much they 00:05:33.270 --> 00:05:35.890 align:middle line:84% are able to learn from those experiences. 00:05:35.890 --> 00:05:39.940 align:middle line:84% So those are some of the sorts of things that we see. 00:05:39.940 --> 00:05:42.280 align:middle line:84% And I'm going to turn it over to Sheryl now. 00:05:42.280 --> 00:05:44.280 align:middle line:84% SHERYL BURGSTAHLER: So what are we shooting for? 00:05:44.280 --> 00:05:48.150 align:middle line:84% Well, if we're looking at an inclusive environment, 00:05:48.150 --> 00:05:48.870 align:middle line:90% just in general. 00:05:48.870 --> 00:05:50.578 align:middle line:84% Then everyone should be able to that they 00:05:50.578 --> 00:05:53.400 align:middle line:84% meet the requirements, with or without accommodations, 00:05:53.400 --> 00:05:55.025 align:middle line:90% is encouraged to participate. 00:05:55.025 --> 00:05:56.400 align:middle line:84% That might be applying for a job, 00:05:56.400 --> 00:05:58.830 align:middle line:84% for example, a woman with a disability trying 00:05:58.830 --> 00:06:00.240 align:middle line:90% to apply for a job. 00:06:00.240 --> 00:06:04.200 align:middle line:84% We hired a person on our staff who is-- 00:06:04.200 --> 00:06:05.257 align:middle line:90% he is blind. 00:06:05.257 --> 00:06:07.590 align:middle line:84% And when he applied for the job, I was quite embarrassed 00:06:07.590 --> 00:06:11.280 align:middle line:84% that our procedure for him going through the whole application 00:06:11.280 --> 00:06:14.190 align:middle line:84% process, was not fully accessible to him. 00:06:14.190 --> 00:06:17.700 align:middle line:84% And he's a highly skilled software engineer 00:06:17.700 --> 00:06:21.630 align:middle line:84% and we were not able to not have to give him some special help 00:06:21.630 --> 00:06:22.565 align:middle line:90% to get through that. 00:06:22.565 --> 00:06:23.940 align:middle line:84% Of course, after I hired him then 00:06:23.940 --> 00:06:25.398 align:middle line:84% I made him in charge of making sure 00:06:25.398 --> 00:06:27.420 align:middle line:90% that we improved that process. 00:06:27.420 --> 00:06:28.650 align:middle line:90% Everyone feels welcome. 00:06:28.650 --> 00:06:34.170 align:middle line:84% Everybody is being fully engaged in accessible and inclusive 00:06:34.170 --> 00:06:35.400 align:middle line:90% activities. 00:06:35.400 --> 00:06:36.685 align:middle line:90% So it's pretty simple, really. 00:06:36.685 --> 00:06:38.310 align:middle line:84% And so we're asking for that, for women 00:06:38.310 --> 00:06:39.560 align:middle line:90% who have disabilities. 00:06:39.560 --> 00:06:42.270 align:middle line:84% There's a legal basis for all this. 00:06:42.270 --> 00:06:45.900 align:middle line:84% The primary legislation is Section 504 00:06:45.900 --> 00:06:48.480 align:middle line:84% of the Rehabilitation Act of 1973, 00:06:48.480 --> 00:06:51.000 align:middle line:84% and the Americans with Disabilities Act of 1990, 00:06:51.000 --> 00:06:52.950 align:middle line:90% and its 2008 amendments. 00:06:52.950 --> 00:06:54.540 align:middle line:90% These are civil rights laws. 00:06:54.540 --> 00:06:56.820 align:middle line:84% And so you don't find in those laws, 00:06:56.820 --> 00:06:59.850 align:middle line:84% the width of a door opening you should have 00:06:59.850 --> 00:07:01.300 align:middle line:90% so it's wheelchair accessible. 00:07:01.300 --> 00:07:03.600 align:middle line:84% Those are in standards that came from those laws. 00:07:03.600 --> 00:07:05.130 align:middle line:84% But the Civil Right Laws just say 00:07:05.130 --> 00:07:07.410 align:middle line:84% that people with disabilities have a right 00:07:07.410 --> 00:07:10.740 align:middle line:84% to participate like everyone else in programs for which they 00:07:10.740 --> 00:07:11.520 align:middle line:90% qualify. 00:07:11.520 --> 00:07:13.770 align:middle line:84% And then there are state and local laws and even 00:07:13.770 --> 00:07:15.480 align:middle line:84% University policies that might even 00:07:15.480 --> 00:07:18.792 align:middle line:84% be stricter than what we find in federal legislation. 00:07:18.792 --> 00:07:20.250 align:middle line:84% I think it's helpful for most of us 00:07:20.250 --> 00:07:22.380 align:middle line:84% to not think about disability so much, 00:07:22.380 --> 00:07:26.130 align:middle line:84% but to think about ability and ability on a continuum. 00:07:26.130 --> 00:07:28.170 align:middle line:84% After all, some people may have disabilities, 00:07:28.170 --> 00:07:30.690 align:middle line:90% but we all have abilities. 00:07:30.690 --> 00:07:32.910 align:middle line:84% And in this group here today, each of us 00:07:32.910 --> 00:07:36.630 align:middle line:84% could rate ourselves on the scale from not able to able. 00:07:36.630 --> 00:07:39.120 align:middle line:84% And you might rate yourself, maybe lower 00:07:39.120 --> 00:07:41.370 align:middle line:84% on the understand English scale, the ability 00:07:41.370 --> 00:07:42.450 align:middle line:90% to understand English. 00:07:42.450 --> 00:07:43.170 align:middle line:90% Why? 00:07:43.170 --> 00:07:45.810 align:middle line:84% Well maybe English is not your first language. 00:07:45.810 --> 00:07:49.530 align:middle line:84% Or maybe it's because of a disability like dyslexia 00:07:49.530 --> 00:07:53.095 align:middle line:84% that makes English more difficult to understand. 00:07:53.095 --> 00:07:54.720 align:middle line:84% In other words, you can have an ability 00:07:54.720 --> 00:07:55.720 align:middle line:90% that is a certain level. 00:07:55.720 --> 00:07:57.510 align:middle line:84% It's not necessarily a disability, 00:07:57.510 --> 00:08:00.340 align:middle line:84% but it's caused by other reasons as well. 00:08:00.340 --> 00:08:02.880 align:middle line:84% And social norms, the ability to understand social norms, 00:08:02.880 --> 00:08:05.970 align:middle line:84% could be related to the culture you grew up in, could 00:08:05.970 --> 00:08:07.650 align:middle line:90% be related to a disability. 00:08:07.650 --> 00:08:11.820 align:middle line:84% Similarly, the ability to see or hear or walk, reprint, 00:08:11.820 --> 00:08:14.640 align:middle line:84% write with a pen or pencil, communicate verbally, tune out 00:08:14.640 --> 00:08:17.340 align:middle line:84% distraction, learn, manage physical and mental health-- 00:08:17.340 --> 00:08:19.650 align:middle line:84% all of these things are abilities 00:08:19.650 --> 00:08:21.630 align:middle line:90% that we all can rate ourselves. 00:08:21.630 --> 00:08:23.910 align:middle line:84% One of the points here in this image 00:08:23.910 --> 00:08:27.690 align:middle line:84% is that if we all went through a little checklist 00:08:27.690 --> 00:08:30.210 align:middle line:84% and marked ourself on this scale, 00:08:30.210 --> 00:08:33.120 align:middle line:84% there would not be, I'm sure, two of us in our group that 00:08:33.120 --> 00:08:34.470 align:middle line:90% are identical. 00:08:34.470 --> 00:08:40.140 align:middle line:84% So ability, it's very diverse, and it's actually 00:08:40.140 --> 00:08:44.220 align:middle line:84% a normal part of the experience of being a human being. 00:08:44.220 --> 00:08:47.310 align:middle line:84% And so often, disability is treated differently. 00:08:47.310 --> 00:08:49.410 align:middle line:84% Speaking of how disability is treated, 00:08:49.410 --> 00:08:51.390 align:middle line:84% I'm just going to give a one minute history 00:08:51.390 --> 00:08:53.940 align:middle line:84% lesson, as far as the evolution of responses 00:08:53.940 --> 00:08:56.880 align:middle line:84% to human differences, including disability. 00:08:56.880 --> 00:08:59.790 align:middle line:84% In our, hopefully, way back in history, but not necessarily 00:08:59.790 --> 00:09:02.220 align:middle line:84% around the world, we eliminate, exclude, 00:09:02.220 --> 00:09:04.770 align:middle line:84% or segregate, people with disabilities 00:09:04.770 --> 00:09:07.325 align:middle line:84% and other underrepresented groups, in some cases. 00:09:07.325 --> 00:09:08.950 align:middle line:84% And then in the middle of last century, 00:09:08.950 --> 00:09:11.940 align:middle line:84% particularly, there was a focus on curing people 00:09:11.940 --> 00:09:12.990 align:middle line:90% with disabilities. 00:09:12.990 --> 00:09:14.460 align:middle line:84% And then if we couldn't absolutely 00:09:14.460 --> 00:09:16.650 align:middle line:84% cure them with medical improvements, 00:09:16.650 --> 00:09:19.740 align:middle line:84% then rehabilitating them, or accommodating them. 00:09:19.740 --> 00:09:22.602 align:middle line:84% Notice all three of these approaches-- 00:09:22.602 --> 00:09:24.060 align:middle line:84% first of all, there's nothing wrong 00:09:24.060 --> 00:09:25.768 align:middle line:84% with trying to cure people of something-- 00:09:25.768 --> 00:09:29.220 align:middle line:84% but all three approaches focus on the individual, 00:09:29.220 --> 00:09:32.040 align:middle line:84% as if there's some flaw in the individual we need to fix, 00:09:32.040 --> 00:09:33.240 align:middle line:90% that it requires fixing. 00:09:33.240 --> 00:09:35.590 align:middle line:84% And we have ways to try to fix that. 00:09:35.590 --> 00:09:37.140 align:middle line:84% I have a broken leg, yes I would like 00:09:37.140 --> 00:09:41.280 align:middle line:84% to have someone that set that broken leg 00:09:41.280 --> 00:09:43.470 align:middle line:84% and help me through rehabilitation. 00:09:43.470 --> 00:09:46.050 align:middle line:84% But in most cases, we're not in that kind of an experience. 00:09:46.050 --> 00:09:48.850 align:middle line:84% We're in a post-secondary institution. 00:09:48.850 --> 00:09:52.920 align:middle line:84% And so in the middle of that century, though, 00:09:52.920 --> 00:09:55.020 align:middle line:84% we had World War II, of course, and veterans 00:09:55.020 --> 00:09:56.640 align:middle line:84% returned from that war, many of them 00:09:56.640 --> 00:09:58.312 align:middle line:90% with multiple disabilities. 00:09:58.312 --> 00:10:00.270 align:middle line:84% They would not have survived on the battlefield 00:10:00.270 --> 00:10:01.323 align:middle line:90% in earlier wars. 00:10:01.323 --> 00:10:02.490 align:middle line:90% And what else did they have? 00:10:02.490 --> 00:10:04.050 align:middle line:90% Wow, they had the GI Bill. 00:10:04.050 --> 00:10:05.470 align:middle line:84% And so their college is paid for. 00:10:05.470 --> 00:10:07.260 align:middle line:84% And so our campuses had an influx 00:10:07.260 --> 00:10:09.990 align:middle line:84% of lots of people who had disabilities, 00:10:09.990 --> 00:10:12.930 align:middle line:84% sometimes multiple disabilities, and who were war heroes. 00:10:12.930 --> 00:10:15.780 align:middle line:84% And so we quickly accommodated them, 00:10:15.780 --> 00:10:17.760 align:middle line:84% by building ramps and moving classes, 00:10:17.760 --> 00:10:19.050 align:middle line:90% and all sorts of things. 00:10:19.050 --> 00:10:20.940 align:middle line:84% But still the focus was on that individual. 00:10:20.940 --> 00:10:22.690 align:middle line:84% If a person presented themselves and there 00:10:22.690 --> 00:10:24.540 align:middle line:84% was a barrier to something, then we 00:10:24.540 --> 00:10:26.500 align:middle line:90% tried to fix it for that person. 00:10:26.500 --> 00:10:30.040 align:middle line:84% Now we're in a stage of social justice in so many ways. 00:10:30.040 --> 00:10:34.980 align:middle line:84% And if we think of having access as a civil right 00:10:34.980 --> 00:10:39.690 align:middle line:84% aspect of approach to providing access, 00:10:39.690 --> 00:10:41.820 align:middle line:84% then we should assume that people with disabilities 00:10:41.820 --> 00:10:44.240 align:middle line:84% will show up on our institutions. 00:10:44.240 --> 00:10:47.360 align:middle line:84% And so why is it that we still are providing, 00:10:47.360 --> 00:10:49.610 align:middle line:90% namely the accommodation model? 00:10:49.610 --> 00:10:51.810 align:middle line:84% Why aren't we just assuming people would be there? 00:10:51.810 --> 00:10:54.110 align:middle line:84% And so why don't we just get prepared? 00:10:54.110 --> 00:10:56.960 align:middle line:84% And so that leads to this whole idea of inclusion, 00:10:56.960 --> 00:11:00.300 align:middle line:84% of including disability as a diversity issue. 00:11:00.300 --> 00:11:04.520 align:middle line:84% And one of the approaches to dealing with those approaches 00:11:04.520 --> 00:11:06.030 align:middle line:90% is universal design. 00:11:06.030 --> 00:11:09.270 align:middle line:84% And so I'll talk for a minute about universal design. 00:11:09.270 --> 00:11:12.020 align:middle line:84% One thing to keep in mind is that most disabilities are not 00:11:12.020 --> 00:11:13.200 align:middle line:90% obvious to other people. 00:11:13.200 --> 00:11:15.450 align:middle line:84% So you don't know if you have a person with disability 00:11:15.450 --> 00:11:17.265 align:middle line:84% in your class or even if you have a person 00:11:17.265 --> 00:11:19.640 align:middle line:84% with a disability as a faculty member in your department, 00:11:19.640 --> 00:11:21.920 align:middle line:90% necessarily. 00:11:21.920 --> 00:11:23.900 align:middle line:84% Also, most people with disabilities 00:11:23.900 --> 00:11:26.180 align:middle line:84% do not report them, whether they're an employee 00:11:26.180 --> 00:11:27.890 align:middle line:90% or whether they're a student. 00:11:27.890 --> 00:11:28.580 align:middle line:90% Why? 00:11:28.580 --> 00:11:30.290 align:middle line:84% Well you'd have to ask them, frankly. 00:11:30.290 --> 00:11:31.790 align:middle line:84% But some of the things that we hear 00:11:31.790 --> 00:11:34.040 align:middle line:84% is, they're worried about being discriminated against. 00:11:34.040 --> 00:11:35.600 align:middle line:84% In the case of a faculty member, they 00:11:35.600 --> 00:11:38.540 align:middle line:84% want to be recognized as an equal player 00:11:38.540 --> 00:11:41.000 align:middle line:84% and producer in that department, and may not 00:11:41.000 --> 00:11:44.310 align:middle line:90% disclose their disability. 00:11:44.310 --> 00:11:47.910 align:middle line:84% And campus disability services offices primarily 00:11:47.910 --> 00:11:50.850 align:middle line:84% offer accommodations to individuals, 00:11:50.850 --> 00:11:53.310 align:middle line:84% and that's after some inaccessibility is discovered, 00:11:53.310 --> 00:11:57.040 align:middle line:84% like a computer system that's not accessible to someone. 00:11:57.040 --> 00:12:00.240 align:middle line:84% So when you look at an accommodations-focused approach 00:12:00.240 --> 00:12:02.730 align:middle line:84% to access, that again is adjusting 00:12:02.730 --> 00:12:06.490 align:middle line:84% a product or environment for a particular person. 00:12:06.490 --> 00:12:09.930 align:middle line:84% So it might be recreating documents that 00:12:09.930 --> 00:12:12.120 align:middle line:90% are in an inaccessible form. 00:12:12.120 --> 00:12:14.440 align:middle line:84% Primarily these days it's PDF documents, 00:12:14.440 --> 00:12:16.980 align:middle line:84% so they are mostly not accessible to some people 00:12:16.980 --> 00:12:18.130 align:middle line:90% with disabilities. 00:12:18.130 --> 00:12:19.470 align:middle line:90% So we remediate those. 00:12:19.470 --> 00:12:22.320 align:middle line:84% We reformat those to make them accessible to someone 00:12:22.320 --> 00:12:26.580 align:middle line:84% who is blind or someone who has a reading-related disability. 00:12:26.580 --> 00:12:28.680 align:middle line:84% Those two populations use technology 00:12:28.680 --> 00:12:30.630 align:middle line:84% that reads the content on the screen. 00:12:30.630 --> 00:12:34.440 align:middle line:84% And often PDFs prevent barriers for doing so, sometimes 00:12:34.440 --> 00:12:36.910 align:middle line:84% not even allowing access to the text 00:12:36.910 --> 00:12:39.390 align:middle line:84% so those screen readers can read that aloud 00:12:39.390 --> 00:12:41.700 align:middle line:84% to the person who would like that to happen. 00:12:41.700 --> 00:12:43.020 align:middle line:90% Captioning videos. 00:12:43.020 --> 00:12:45.702 align:middle line:84% Some people are surprised that this is an accommodation. 00:12:45.702 --> 00:12:47.910 align:middle line:84% When you look at YouTube, for example, all the videos 00:12:47.910 --> 00:12:49.200 align:middle line:90% are captioned, right? 00:12:49.200 --> 00:12:51.120 align:middle line:84% Well they're captioned by computers. 00:12:51.120 --> 00:12:53.040 align:middle line:84% And so even in this day and age, when 00:12:53.040 --> 00:12:56.790 align:middle line:84% we can create drafts of captions when we post a YouTube video, 00:12:56.790 --> 00:12:59.490 align:middle line:84% many people do not realize the feature within YouTube 00:12:59.490 --> 00:13:03.420 align:middle line:84% to go in and edit those videos, to give proper punctuation 00:13:03.420 --> 00:13:05.370 align:middle line:84% and spelling of words, which seems 00:13:05.370 --> 00:13:08.400 align:middle line:84% like that's a part of a minimum standard in the case of video. 00:13:08.400 --> 00:13:10.570 align:middle line:84% When you think about it for a minute, 00:13:10.570 --> 00:13:12.120 align:middle line:84% if you're working with someone who 00:13:12.120 --> 00:13:15.450 align:middle line:84% relies on those captions, which could be a student who's deaf 00:13:15.450 --> 00:13:17.820 align:middle line:84% or a student who is an English language learner, 00:13:17.820 --> 00:13:21.540 align:middle line:84% it's kind of a mean trick to give them misspelled words 00:13:21.540 --> 00:13:23.970 align:middle line:84% and sentences without punctuation 00:13:23.970 --> 00:13:27.600 align:middle line:84% when it's so easy to reformat those and edit those videos 00:13:27.600 --> 00:13:30.210 align:middle line:90% to make them caption correctly. 00:13:30.210 --> 00:13:31.470 align:middle line:90% Sign language interpreters. 00:13:31.470 --> 00:13:33.960 align:middle line:84% Again, we usually use that as an accommodation 00:13:33.960 --> 00:13:36.420 align:middle line:84% because it seems reasonable to most people 00:13:36.420 --> 00:13:38.610 align:middle line:84% to not provide a sign language interpreter 00:13:38.610 --> 00:13:40.650 align:middle line:90% in every single class. 00:13:40.650 --> 00:13:42.810 align:middle line:84% For instance, in our presentation today, 00:13:42.810 --> 00:13:45.270 align:middle line:84% a person could request a sign language interpreter 00:13:45.270 --> 00:13:47.730 align:middle line:90% and we would provide it. 00:13:47.730 --> 00:13:49.410 align:middle line:84% We do provide captions automatically 00:13:49.410 --> 00:13:51.420 align:middle line:90% as a universal design feature. 00:13:51.420 --> 00:13:53.700 align:middle line:84% But then the sign language interpreter, 00:13:53.700 --> 00:13:55.710 align:middle line:84% if we provide it in all of our classes, 00:13:55.710 --> 00:13:57.317 align:middle line:84% it would be very expensive, of course. 00:13:57.317 --> 00:13:59.400 align:middle line:84% And there aren't enough sign language interpreters 00:13:59.400 --> 00:14:01.540 align:middle line:84% to even make that humanly possible. 00:14:01.540 --> 00:14:03.180 align:middle line:90% So what's universal design? 00:14:03.180 --> 00:14:05.310 align:middle line:84% Well the basic definition is the design 00:14:05.310 --> 00:14:08.730 align:middle line:84% of products and environments to be usable by all people, 00:14:08.730 --> 00:14:12.150 align:middle line:84% to the greatest extent possible without the need for adaptation 00:14:12.150 --> 00:14:13.710 align:middle line:90% or specialized design. 00:14:13.710 --> 00:14:17.173 align:middle line:84% And universal design is not just about disability. 00:14:17.173 --> 00:14:18.840 align:middle line:84% There's an image on the screen right now 00:14:18.840 --> 00:14:19.757 align:middle line:90% that shows a name tag. 00:14:19.757 --> 00:14:21.480 align:middle line:90% It actually has my name on it. 00:14:21.480 --> 00:14:24.430 align:middle line:84% It's a Do It standard name tag that we use in conferences. 00:14:24.430 --> 00:14:26.680 align:middle line:84% Remember those conferences we used to go to in person? 00:14:26.680 --> 00:14:28.170 align:middle line:84% Well we're going to be back there using 00:14:28.170 --> 00:14:29.010 align:middle line:90% this name tag again. 00:14:29.010 --> 00:14:30.450 align:middle line:90% We'll have to dust them off. 00:14:30.450 --> 00:14:32.970 align:middle line:84% But we take a plastic name tag-- and I've 00:14:32.970 --> 00:14:35.310 align:middle line:84% learned from talking to people that run conferences-- 00:14:35.310 --> 00:14:37.793 align:middle line:84% that people tend to like a lanyard. 00:14:37.793 --> 00:14:39.210 align:middle line:84% It's easy to wear on your clothes. 00:14:39.210 --> 00:14:41.970 align:middle line:84% Some people like a pin to pin it to a sweater or whatever, 00:14:41.970 --> 00:14:44.670 align:middle line:84% or a clip if they have a collar, they can clip it on. 00:14:44.670 --> 00:14:47.760 align:middle line:84% Usually a conference will choose one of those three 00:14:47.760 --> 00:14:48.360 align:middle line:90% and offer it. 00:14:48.360 --> 00:14:50.152 align:middle line:84% Once in a while, they'll give you an option 00:14:50.152 --> 00:14:53.085 align:middle line:84% and have three different things that you can use for your name 00:14:53.085 --> 00:14:55.380 align:middle line:90% tag, to wear it. 00:14:55.380 --> 00:14:58.140 align:middle line:84% But in the Do It program, we offer a name that 00:14:58.140 --> 00:14:59.910 align:middle line:90% includes all three options. 00:14:59.910 --> 00:15:02.190 align:middle line:84% And so this name tag, there is a lanyard. 00:15:02.190 --> 00:15:06.720 align:middle line:84% But the lanyard is clipped to the lanyard with your plastic 00:15:06.720 --> 00:15:10.110 align:middle line:90% name holder with a clip. 00:15:10.110 --> 00:15:11.850 align:middle line:84% That if you unclip it from the lanyard, 00:15:11.850 --> 00:15:13.890 align:middle line:84% you could clip on your collar and just 00:15:13.890 --> 00:15:15.630 align:middle line:90% avoid using a lanyard at all. 00:15:15.630 --> 00:15:18.370 align:middle line:84% And if you look closely, there's actually a large safety pin 00:15:18.370 --> 00:15:20.377 align:middle line:90% that goes through that clip. 00:15:20.377 --> 00:15:22.710 align:middle line:84% And so if you want to clip it to a sweater or something, 00:15:22.710 --> 00:15:24.810 align:middle line:84% if you don't have a collar, you can do that, too. 00:15:24.810 --> 00:15:26.520 align:middle line:90% Also the name is very large. 00:15:26.520 --> 00:15:27.660 align:middle line:90% Sheryl is very large. 00:15:27.660 --> 00:15:31.650 align:middle line:84% It has my second name, very small. 00:15:31.650 --> 00:15:33.800 align:middle line:84% There, we've made a decision in our conference 00:15:33.800 --> 00:15:35.680 align:middle line:90% that we're on first name basis. 00:15:35.680 --> 00:15:36.900 align:middle line:90% And so we made that clear. 00:15:36.900 --> 00:15:38.820 align:middle line:84% Many times it's the name of the organization 00:15:38.820 --> 00:15:40.350 align:middle line:90% that is largest on a name tag. 00:15:40.350 --> 00:15:42.360 align:middle line:84% And really, I think most people at conferences 00:15:42.360 --> 00:15:43.800 align:middle line:90% know what conference they're at. 00:15:43.800 --> 00:15:45.030 align:middle line:90% They want to know your name. 00:15:45.030 --> 00:15:48.390 align:middle line:84% So that kind of represents the process of universal design, 00:15:48.390 --> 00:15:50.550 align:middle line:84% where you try to make something usable 00:15:50.550 --> 00:15:54.360 align:middle line:84% and comfortable and desirable by a broad audience, 00:15:54.360 --> 00:15:56.820 align:middle line:84% rather than looking at the average person and saying, 00:15:56.820 --> 00:15:59.620 align:middle line:84% well most people like lanyards, let's do that. 00:15:59.620 --> 00:16:01.680 align:middle line:84% So if we take a look at the three characteristics 00:16:01.680 --> 00:16:03.690 align:middle line:84% of a universal design practice, it's 00:16:03.690 --> 00:16:05.340 align:middle line:84% accessible, that means technically 00:16:05.340 --> 00:16:07.350 align:middle line:84% accessible to a person with a disability. 00:16:07.350 --> 00:16:11.850 align:middle line:84% Back to that PDF, that they can technically access that content 00:16:11.850 --> 00:16:13.770 align:middle line:90% with their screen reader. 00:16:13.770 --> 00:16:15.490 align:middle line:90% It's usable, as well. 00:16:15.490 --> 00:16:17.400 align:middle line:84% And so in the case of that PDF, if you just 00:16:17.400 --> 00:16:20.520 align:middle line:84% make access to the text, but not to the formatting 00:16:20.520 --> 00:16:22.140 align:middle line:84% by using a screen reader, then it's 00:16:22.140 --> 00:16:24.330 align:middle line:90% like reading one long sentence. 00:16:24.330 --> 00:16:27.750 align:middle line:84% You can imagine trying to read a paper that way. 00:16:27.750 --> 00:16:33.100 align:middle line:84% But you can format the headings and the list and so forth, 00:16:33.100 --> 00:16:35.820 align:middle line:84% so someone can actually, who is using a screen reader 00:16:35.820 --> 00:16:38.250 align:middle line:84% and doesn't have sight, can actually 00:16:38.250 --> 00:16:40.710 align:middle line:84% find out what that organization of that paper 00:16:40.710 --> 00:16:42.490 align:middle line:84% is, the heading structure and so forth. 00:16:42.490 --> 00:16:44.540 align:middle line:90% And then it's inclusive. 00:16:44.540 --> 00:16:47.960 align:middle line:84% And there we just mean that, as much as is possible, 00:16:47.960 --> 00:16:49.950 align:middle line:84% that everyone's using the same product, 00:16:49.950 --> 00:16:52.520 align:middle line:84% but flexibility is built into the product itself, 00:16:52.520 --> 00:16:53.930 align:middle line:90% as the name tag. 00:16:53.930 --> 00:16:55.187 align:middle line:90% This is a real quick review. 00:16:55.187 --> 00:16:57.770 align:middle line:84% And so I'm just going to mention the scope of universal design 00:16:57.770 --> 00:16:59.720 align:middle line:90% and post-secondary education. 00:16:59.720 --> 00:17:03.500 align:middle line:84% The primary applications can be divided into instruction, 00:17:03.500 --> 00:17:06.920 align:middle line:84% to services like a teaching and learning center, 00:17:06.920 --> 00:17:09.589 align:middle line:84% to information technology and its design, 00:17:09.589 --> 00:17:11.339 align:middle line:84% and to the physical spaces that we use, 00:17:11.339 --> 00:17:14.780 align:middle line:84% including classrooms and maker spaces and places like that. 00:17:14.780 --> 00:17:19.130 align:middle line:84% All these practices can apply to faculty, staff, students. 00:17:19.130 --> 00:17:20.569 align:middle line:84% If we took a look at instruction, 00:17:20.569 --> 00:17:23.060 align:middle line:84% if we're concerned about the students being involved, 00:17:23.060 --> 00:17:25.190 align:middle line:84% we take a look at the class climate, 00:17:25.190 --> 00:17:27.650 align:middle line:84% the interaction of class, the physical aspects 00:17:27.650 --> 00:17:31.010 align:middle line:84% of a class, delivery methods, information resources 00:17:31.010 --> 00:17:33.980 align:middle line:84% and the technology you use, feedback, assessment, 00:17:33.980 --> 00:17:35.180 align:middle line:90% and accommodation. 00:17:35.180 --> 00:17:38.150 align:middle line:84% If we're looking from a faculty perspective, 00:17:38.150 --> 00:17:40.550 align:middle line:84% for a faculty member who's teaching a, class then 00:17:40.550 --> 00:17:41.790 align:middle line:90% we have different categories. 00:17:41.790 --> 00:17:44.550 align:middle line:84% And that's what our new checklist is all about. 00:17:44.550 --> 00:17:47.900 align:middle line:84% So there are basically three sets of universal design 00:17:47.900 --> 00:17:49.610 align:middle line:84% principles that can provide us guidance 00:17:49.610 --> 00:17:51.230 align:middle line:84% in post-secondary education, so we 00:17:51.230 --> 00:17:54.380 align:middle line:84% can deal with all of these different applications, 00:17:54.380 --> 00:17:56.690 align:middle line:84% as well as things like professional conferences, 00:17:56.690 --> 00:18:00.660 align:middle line:84% and presentations like today, and so forth. 00:18:00.660 --> 00:18:02.990 align:middle line:84% And so there are three sets of principles. 00:18:02.990 --> 00:18:05.330 align:middle line:84% The seven principles of universal design 00:18:05.330 --> 00:18:07.700 align:middle line:84% really talk about the physical environments and products 00:18:07.700 --> 00:18:09.350 align:middle line:84% we might use, but they can generally 00:18:09.350 --> 00:18:13.700 align:middle line:84% apply to everything that we design, 00:18:13.700 --> 00:18:18.000 align:middle line:84% including instruction, and services, and so forth. 00:18:18.000 --> 00:18:23.510 align:middle line:84% And so those were enacted at the same time as the definition 00:18:23.510 --> 00:18:24.890 align:middle line:90% of universal design. 00:18:24.890 --> 00:18:27.110 align:middle line:84% But what came along later are two sets 00:18:27.110 --> 00:18:29.360 align:middle line:84% of principles that really give some fine tuning 00:18:29.360 --> 00:18:32.750 align:middle line:84% to specific aspects of what we do on a post-secondary campus. 00:18:32.750 --> 00:18:34.700 align:middle line:84% The first set, the three principles 00:18:34.700 --> 00:18:37.190 align:middle line:84% of universal design for learning-- 00:18:37.190 --> 00:18:41.270 align:middle line:84% and those zero in on how we provide instruction, 00:18:41.270 --> 00:18:43.580 align:middle line:84% really focusing on instructional methods. 00:18:43.580 --> 00:18:47.180 align:middle line:84% And then there are four guidelines or principles 00:18:47.180 --> 00:18:50.120 align:middle line:84% that underpin the guidelines that we typically 00:18:50.120 --> 00:18:52.520 align:middle line:90% use for our design. 00:18:52.520 --> 00:18:55.580 align:middle line:84% The Web Content Accessibility Guidelines, for example, 00:18:55.580 --> 00:18:58.460 align:middle line:84% is underpinned by four general guidelines 00:18:58.460 --> 00:19:00.840 align:middle line:84% for making technology accessible, usable, 00:19:00.840 --> 00:19:03.200 align:middle line:90% and inclusive of everyone. 00:19:03.200 --> 00:19:05.150 align:middle line:84% And in the image here, we have a large circle 00:19:05.150 --> 00:19:08.240 align:middle line:84% with universal design and then the two smaller circles 00:19:08.240 --> 00:19:10.790 align:middle line:84% for the Web Content Accessibility Guidelines 00:19:10.790 --> 00:19:12.530 align:middle line:84% and the universal design for learning. 00:19:12.530 --> 00:19:15.590 align:middle line:84% They intersect, but there are two circles 00:19:15.590 --> 00:19:17.270 align:middle line:90% within universal design. 00:19:17.270 --> 00:19:21.570 align:middle line:84% So universal design gives us the broad guidance and so forth. 00:19:21.570 --> 00:19:22.980 align:middle line:90% So you can thank me very much. 00:19:22.980 --> 00:19:24.980 align:middle line:84% I'm not going to go through all these principles 00:19:24.980 --> 00:19:26.510 align:middle line:90% and guidelines. 00:19:26.510 --> 00:19:28.310 align:middle line:84% But in a nutshell, what it means to me-- 00:19:28.310 --> 00:19:30.020 align:middle line:84% this is my personal perspective here-- 00:19:30.020 --> 00:19:33.777 align:middle line:84% is if you do these things, that are appropriate for whatever 00:19:33.777 --> 00:19:35.360 align:middle line:84% you're offering, a course or a service 00:19:35.360 --> 00:19:39.020 align:middle line:84% or whatever, provide multiple ways for participants 00:19:39.020 --> 00:19:41.840 align:middle line:84% to do stuff, to learn, to demonstrate 00:19:41.840 --> 00:19:45.450 align:middle line:84% what they've learned, to engage with one another. 00:19:45.450 --> 00:19:48.260 align:middle line:84% For instance, if you have a student services or a faculty 00:19:48.260 --> 00:19:50.510 align:middle line:84% services organization, making sure people 00:19:50.510 --> 00:19:54.050 align:middle line:84% can contact you using email or telephone or Zoom or whatever, 00:19:54.050 --> 00:19:56.330 align:middle line:84% rather than just relying on one way. 00:19:56.330 --> 00:19:58.705 align:middle line:84% And the second one is to ensure that for all 00:19:58.705 --> 00:20:00.080 align:middle line:84% of these different methods you're 00:20:00.080 --> 00:20:03.050 align:middle line:84% using, that all the technologies and the facilities 00:20:03.050 --> 00:20:06.500 align:middle line:84% and the services and the resources and the strategies, 00:20:06.500 --> 00:20:09.200 align:middle line:84% are accessible to individuals with a wide variety 00:20:09.200 --> 00:20:10.220 align:middle line:90% of disabilities. 00:20:10.220 --> 00:20:12.920 align:middle line:84% Sometimes people practicing universal design, 00:20:12.920 --> 00:20:16.070 align:middle line:84% particularly of instruction, forget this second part. 00:20:16.070 --> 00:20:19.070 align:middle line:84% And so they might offer multiple ways for students to learn, 00:20:19.070 --> 00:20:21.650 align:middle line:90% using videos and documents. 00:20:21.650 --> 00:20:23.615 align:middle line:84% That's a universal design approach. 00:20:23.615 --> 00:20:25.490 align:middle line:84% But they don't make sure that those documents 00:20:25.490 --> 00:20:27.307 align:middle line:84% are accessible to people with disabilities. 00:20:27.307 --> 00:20:29.390 align:middle line:84% And similarly, they don't make sure those captions 00:20:29.390 --> 00:20:33.120 align:middle line:84% are available and are accurate for them as well. 00:20:33.120 --> 00:20:34.513 align:middle line:90% So that's the universal design. 00:20:34.513 --> 00:20:35.930 align:middle line:84% I think what we need is a paradigm 00:20:35.930 --> 00:20:40.070 align:middle line:84% shift from a reactive to a proactive design of products 00:20:40.070 --> 00:20:42.200 align:middle line:84% and environments on our campuses. 00:20:42.200 --> 00:20:44.990 align:middle line:84% Think about making things inclusive, 00:20:44.990 --> 00:20:46.790 align:middle line:84% make things more accessible rather than 00:20:46.790 --> 00:20:49.310 align:middle line:90% have to fix them later on. 00:20:49.310 --> 00:20:52.820 align:middle line:84% And from design for the average person to design for everyone. 00:20:52.820 --> 00:20:55.550 align:middle line:84% And this applies to our diversity, equity inclusion 00:20:55.550 --> 00:20:56.570 align:middle line:90% efforts, as well. 00:20:56.570 --> 00:21:00.440 align:middle line:84% The disability then, should just be one category of diversity 00:21:00.440 --> 00:21:02.990 align:middle line:84% that we address through those efforts. 00:21:02.990 --> 00:21:06.110 align:middle line:84% But once upon a time, we actually already did this. 00:21:06.110 --> 00:21:07.250 align:middle line:90% So let's look back at that. 00:21:07.250 --> 00:21:10.220 align:middle line:84% 1970, here's a picture that was on the front page 00:21:10.220 --> 00:21:12.410 align:middle line:84% of the University of Washington Daily, which 00:21:12.410 --> 00:21:13.952 align:middle line:90% is the student newspaper. 00:21:13.952 --> 00:21:15.410 align:middle line:84% There's a young man in a wheelchair 00:21:15.410 --> 00:21:18.110 align:middle line:84% and he has a sign on his back, or on the back 00:21:18.110 --> 00:21:20.360 align:middle line:84% of his chair, that says "Ramp the curbs, 00:21:20.360 --> 00:21:21.810 align:middle line:90% get me off the street." 00:21:21.810 --> 00:21:24.020 align:middle line:84% This was his little protest of one. 00:21:24.020 --> 00:21:26.810 align:middle line:84% But it grew into a big movement around the country 00:21:26.810 --> 00:21:30.620 align:middle line:84% to put ramps or little ramps, or curb cuts, we call them, 00:21:30.620 --> 00:21:31.760 align:middle line:90% in sidewalks. 00:21:31.760 --> 00:21:33.415 align:middle line:84% Back then, that was revolutionary. 00:21:33.415 --> 00:21:35.540 align:middle line:84% And the University of Washington and other campuses 00:21:35.540 --> 00:21:36.750 align:middle line:90% really pushed back on that. 00:21:36.750 --> 00:21:38.750 align:middle line:84% Wow, we only have a few students in wheelchairs. 00:21:38.750 --> 00:21:40.280 align:middle line:84% We're going to put ramps all over the place. 00:21:40.280 --> 00:21:42.155 align:middle line:84% Do you know how expensive that's going to be? 00:21:42.155 --> 00:21:42.930 align:middle line:90% And guess what? 00:21:42.930 --> 00:21:44.250 align:middle line:90% It was. 00:21:44.250 --> 00:21:46.290 align:middle line:84% Because they hadn't thought about accessibility 00:21:46.290 --> 00:21:47.280 align:middle line:90% in the design. 00:21:47.280 --> 00:21:51.510 align:middle line:84% Now we expect that sidewalks will have ramps and curb cuts. 00:21:51.510 --> 00:21:54.990 align:middle line:84% And we know those old ones now have cut in curb cuts. 00:21:54.990 --> 00:21:57.060 align:middle line:84% That was probably very expensive, but not 00:21:57.060 --> 00:21:58.710 align:middle line:84% when we're building the new sidewalk. 00:21:58.710 --> 00:21:59.940 align:middle line:90% And so we just expect it. 00:21:59.940 --> 00:22:01.350 align:middle line:84% That's that paradigm shift, where 00:22:01.350 --> 00:22:04.008 align:middle line:84% that's an expectation in sidewalk design. 00:22:04.008 --> 00:22:05.550 align:middle line:84% If you notice, some of the newer ones 00:22:05.550 --> 00:22:08.700 align:middle line:90% also have little bumps on them. 00:22:08.700 --> 00:22:13.740 align:middle line:84% That's for people who are blind and using a white cane 00:22:13.740 --> 00:22:15.900 align:middle line:84% and want to know that they're just 00:22:15.900 --> 00:22:17.970 align:middle line:84% about to step into a street, which is actually 00:22:17.970 --> 00:22:21.510 align:middle line:90% kind of a nice thing to know. 00:22:21.510 --> 00:22:23.430 align:middle line:84% I'd like to emphasize the inclusiveness 00:22:23.430 --> 00:22:25.170 align:middle line:90% of universal design. 00:22:25.170 --> 00:22:26.820 align:middle line:84% In the picture on the screen right now, 00:22:26.820 --> 00:22:28.728 align:middle line:84% we have a typical entrance to a building. 00:22:28.728 --> 00:22:30.270 align:middle line:84% At our University of Washington, this 00:22:30.270 --> 00:22:31.545 align:middle line:90% is one rather modern building. 00:22:31.545 --> 00:22:32.940 align:middle line:90% It has two steps in. 00:22:32.940 --> 00:22:35.760 align:middle line:84% And on the left, there's a nice, gently sloping ramp 00:22:35.760 --> 00:22:39.750 align:middle line:84% with handrails, perfectly ADA compliant. 00:22:39.750 --> 00:22:41.170 align:middle line:90% It is accessible. 00:22:41.170 --> 00:22:43.440 align:middle line:90% It is usable, sort of. 00:22:43.440 --> 00:22:45.810 align:middle line:84% But when I'm walking up to the door with my colleague 00:22:45.810 --> 00:22:48.150 align:middle line:84% who's using a wheelchair, what happens then 00:22:48.150 --> 00:22:50.430 align:middle line:84% at this point when we're trying to enter the building. 00:22:50.430 --> 00:22:52.420 align:middle line:84% They go one way and I go the other way. 00:22:52.420 --> 00:22:55.210 align:middle line:84% So we interrupt our conversation and we go up the ramp. 00:22:55.210 --> 00:22:59.820 align:middle line:84% So it's accessible, it's usable, it is not inclusive. 00:22:59.820 --> 00:23:02.010 align:middle line:84% The second picture shows another building 00:23:02.010 --> 00:23:05.190 align:middle line:84% that's actually much older, that has a gradually sloping ramp 00:23:05.190 --> 00:23:07.410 align:middle line:84% into the building for the main entrance. 00:23:07.410 --> 00:23:11.760 align:middle line:84% And the entrance is quite wide, that ramp. 00:23:11.760 --> 00:23:13.230 align:middle line:84% Again, if I'm walking down there, 00:23:13.230 --> 00:23:15.250 align:middle line:84% I have an extra person in a wheelchair. 00:23:15.250 --> 00:23:17.520 align:middle line:90% We continue our conversation. 00:23:17.520 --> 00:23:20.490 align:middle line:84% And the ramp is wide enough that people can pass us 00:23:20.490 --> 00:23:22.110 align:middle line:90% as they go the other direction. 00:23:22.110 --> 00:23:26.550 align:middle line:84% And we are going in to the entrance the same way. 00:23:26.550 --> 00:23:27.570 align:middle line:90% Trust me. 00:23:27.570 --> 00:23:29.153 align:middle line:84% There are many steps in that building. 00:23:29.153 --> 00:23:31.237 align:middle line:84% If you want to go up the steps and down the steps, 00:23:31.237 --> 00:23:32.460 align:middle line:90% you have many opportunities. 00:23:32.460 --> 00:23:35.340 align:middle line:84% But the main entrance is the one that's fully inclusive. 00:23:35.340 --> 00:23:37.290 align:middle line:84% And that's what we're trying to accomplish 00:23:37.290 --> 00:23:38.760 align:middle line:84% in what we're doing in our project 00:23:38.760 --> 00:23:41.070 align:middle line:84% here, for women with disabilities 00:23:41.070 --> 00:23:44.280 align:middle line:84% to have inclusive practices to minimize the need that they 00:23:44.280 --> 00:23:48.690 align:middle line:84% need any special considerations between what's built in, 00:23:48.690 --> 00:23:50.537 align:middle line:90% to what we're offering. 00:23:50.537 --> 00:23:52.620 align:middle line:84% We look at technology, you need to look no further 00:23:52.620 --> 00:23:53.670 align:middle line:90% than your smartphone. 00:23:53.670 --> 00:23:55.560 align:middle line:84% We've gotten used to being able to enlarge 00:23:55.560 --> 00:23:58.140 align:middle line:84% the characters on the screen, change the background color 00:23:58.140 --> 00:23:58.920 align:middle line:90% and so forth. 00:23:58.920 --> 00:24:00.420 align:middle line:90% That's a universal design. 00:24:00.420 --> 00:24:03.300 align:middle line:84% Those features used to be assistive technology. 00:24:03.300 --> 00:24:04.890 align:middle line:84% They would be add-ons to computers. 00:24:04.890 --> 00:24:07.890 align:middle line:84% Back in the days of the Apple two and the old PCs, 00:24:07.890 --> 00:24:11.170 align:middle line:84% you would add those on just for people who had disabilities. 00:24:11.170 --> 00:24:13.690 align:middle line:84% Now we all use them, so it's universal design. 00:24:13.690 --> 00:24:17.040 align:middle line:84% We also need to be sure that we ensure compatibility 00:24:17.040 --> 00:24:18.510 align:middle line:90% with assistive technology. 00:24:18.510 --> 00:24:21.000 align:middle line:84% For instance, a blind person might use a Braille embosser 00:24:21.000 --> 00:24:22.500 align:middle line:90% to produce their own Braille. 00:24:22.500 --> 00:24:24.540 align:middle line:90% And yes, that is possible. 00:24:24.540 --> 00:24:27.570 align:middle line:84% Braille translation software can be connected 00:24:27.570 --> 00:24:28.980 align:middle line:90% to a Braille embosser. 00:24:28.980 --> 00:24:30.900 align:middle line:84% But it requires then the technology 00:24:30.900 --> 00:24:35.700 align:middle line:84% that we use can interface with that Brailler. 00:24:35.700 --> 00:24:39.180 align:middle line:84% So who's the beneficiary of all these inclusive practices? 00:24:39.180 --> 00:24:40.810 align:middle line:90% I'll just give you one example. 00:24:40.810 --> 00:24:43.320 align:middle line:84% Those videos I've been talking about, who benefits? 00:24:43.320 --> 00:24:46.080 align:middle line:84% Well certainly people who don't hear, 00:24:46.080 --> 00:24:48.780 align:middle line:84% people who are English language learners, but many more-- 00:24:48.780 --> 00:24:50.700 align:middle line:84% people who are in noisy environments 00:24:50.700 --> 00:24:53.490 align:middle line:84% or a noiseless environment like a baby's room 00:24:53.490 --> 00:24:56.670 align:middle line:84% when the baby is sleeping, those who have slow internet 00:24:56.670 --> 00:24:59.170 align:middle line:84% connections-- so they want to turn off the visuals 00:24:59.170 --> 00:25:02.700 align:middle line:84% and so they can just see what is being spoken, 00:25:02.700 --> 00:25:06.330 align:middle line:84% those who want to know the words because it's a chemistry video 00:25:06.330 --> 00:25:08.862 align:middle line:84% and that will make sure you're getting them spelled right, 00:25:08.862 --> 00:25:11.070 align:middle line:84% and people that want to search through those captions 00:25:11.070 --> 00:25:15.370 align:middle line:84% and find content that they're looking for. 00:25:15.370 --> 00:25:18.870 align:middle line:84% So a lot of people benefit from those captions 00:25:18.870 --> 00:25:21.810 align:middle line:84% as other universal design features. 00:25:21.810 --> 00:25:24.090 align:middle line:84% I'm being careful today to describe visuals 00:25:24.090 --> 00:25:26.820 align:middle line:84% that are of importance for you to understand 00:25:26.820 --> 00:25:28.540 align:middle line:90% what I'm talking about. 00:25:28.540 --> 00:25:30.420 align:middle line:90% But I don't over describe them. 00:25:30.420 --> 00:25:33.630 align:middle line:84% There's a visual on right now that's more decorative. 00:25:33.630 --> 00:25:36.090 align:middle line:84% And so I'm not going to describe that, 00:25:36.090 --> 00:25:38.100 align:middle line:84% but that's a universal design feature. 00:25:38.100 --> 00:25:40.680 align:middle line:84% I always assume that there's at least one person 00:25:40.680 --> 00:25:44.210 align:middle line:84% in this audience today that can't see the screen. 00:25:44.210 --> 00:25:46.830 align:middle line:84% Could be because they're blind, but more likely 00:25:46.830 --> 00:25:49.365 align:middle line:84% it's because they've turned the visuals off 00:25:49.365 --> 00:25:51.240 align:middle line:84% because they have a slow internet connection. 00:25:51.240 --> 00:25:53.730 align:middle line:84% They're worried about their connection or whatever. 00:25:53.730 --> 00:25:54.450 align:middle line:90% I don't know. 00:25:54.450 --> 00:25:56.610 align:middle line:84% But if I just make that a practice, 00:25:56.610 --> 00:25:59.118 align:middle line:84% then I don't have to provide an accommodation as far 00:25:59.118 --> 00:25:59.910 align:middle line:90% as the description. 00:25:59.910 --> 00:26:03.090 align:middle line:90% It's already available. 00:26:03.090 --> 00:26:06.900 align:middle line:84% We can have access to these visuals, these PowerPoints 00:26:06.900 --> 00:26:08.170 align:middle line:90% after the presentation. 00:26:08.170 --> 00:26:10.500 align:middle line:84% And you'll see that all of those images, if you 00:26:10.500 --> 00:26:13.230 align:middle line:84% look in the accessibility features of PowerPoint, 00:26:13.230 --> 00:26:16.840 align:middle line:84% they are also described, every one of them in that case. 00:26:16.840 --> 00:26:18.510 align:middle line:84% And so a person who has a screen reader, 00:26:18.510 --> 00:26:22.930 align:middle line:84% that screen reader will read that content aloud to them. 00:26:22.930 --> 00:26:25.470 align:middle line:84% And so let's just summarize this universal design 00:26:25.470 --> 00:26:30.000 align:middle line:84% aspect of our presentation here, that as an attitude, 00:26:30.000 --> 00:26:31.260 align:middle line:90% that we want to be inclusive. 00:26:31.260 --> 00:26:32.680 align:middle line:90% It's an attitude. 00:26:32.680 --> 00:26:33.420 align:middle line:90% It's a framework. 00:26:33.420 --> 00:26:35.725 align:middle line:84% And I've just given you some enough for you 00:26:35.725 --> 00:26:37.350 align:middle line:84% to be interested in maybe learning more 00:26:37.350 --> 00:26:40.662 align:middle line:84% about that framework, which you can find on our website. 00:26:40.662 --> 00:26:42.870 align:middle line:84% It's actually a goal that we'll probably never reach. 00:26:42.870 --> 00:26:44.287 align:middle line:84% That nametag, there'll be somebody 00:26:44.287 --> 00:26:47.490 align:middle line:84% that, that isn't exactly the way they want to have a nametag. 00:26:47.490 --> 00:26:49.590 align:middle line:84% Maybe they want to one stick on or something. 00:26:49.590 --> 00:26:50.190 align:middle line:90% I don't know. 00:26:50.190 --> 00:26:53.370 align:middle line:84% But we'd make an effort to be more inclusive. 00:26:53.370 --> 00:26:56.730 align:middle line:84% And by making that effort, going through that process, 00:26:56.730 --> 00:26:59.940 align:middle line:84% you make the product satisfactory and accessible 00:26:59.940 --> 00:27:01.420 align:middle line:90% to more people. 00:27:01.420 --> 00:27:04.200 align:middle line:84% So what is universal design about? 00:27:04.200 --> 00:27:06.840 align:middle line:84% Well it values diversity, equity, inclusion. 00:27:06.840 --> 00:27:09.450 align:middle line:84% Can be even part of your model for designing 00:27:09.450 --> 00:27:13.230 align:middle line:84% all of your DEI efforts because it's not just about disability. 00:27:13.230 --> 00:27:17.195 align:middle line:84% It promotes best practices and it does not lower standards. 00:27:17.195 --> 00:27:18.570 align:middle line:84% If you're lowering your standards 00:27:18.570 --> 00:27:22.780 align:middle line:84% in a class because of universal design or accommodations, 00:27:22.780 --> 00:27:23.800 align:middle line:90% something's wrong there. 00:27:23.800 --> 00:27:25.770 align:middle line:90% It may provide alternatives. 00:27:25.770 --> 00:27:27.130 align:middle line:90% It's not to lower standards. 00:27:27.130 --> 00:27:28.090 align:middle line:90% It's proactive. 00:27:28.090 --> 00:27:29.860 align:middle line:84% Can be implemented incrementally. 00:27:29.860 --> 00:27:32.950 align:middle line:84% Benefits everyone, or that's their goal anyway. 00:27:32.950 --> 00:27:35.090 align:middle line:84% And minimizes the need for accommodation. 00:27:35.090 --> 00:27:37.240 align:middle line:84% So what can we build into our environments 00:27:37.240 --> 00:27:43.030 align:middle line:84% on post-secondary campuses so that courses and services 00:27:43.030 --> 00:27:45.620 align:middle line:84% and everything else will be inclusive? 00:27:45.620 --> 00:27:49.420 align:middle line:84% And so as you're thinking about these things in chat, 00:27:49.420 --> 00:27:52.570 align:middle line:84% again, you can share some steps that you've taken. 00:27:52.570 --> 00:27:55.780 align:middle line:84% Can you think of anything right now that you are doing 00:27:55.780 --> 00:27:56.810 align:middle line:90% or have done? 00:27:56.810 --> 00:27:58.378 align:middle line:84% Think of one thing that you've done 00:27:58.378 --> 00:28:00.670 align:middle line:84% and you all of a sudden maybe you think about that way? 00:28:00.670 --> 00:28:03.340 align:middle line:84% But it's like, oh yeah, that's an inclusive practice 00:28:03.340 --> 00:28:05.470 align:middle line:90% and universal design practice. 00:28:05.470 --> 00:28:08.650 align:middle line:84% And maybe think of something that you could do now 00:28:08.650 --> 00:28:13.600 align:middle line:84% or very soon that would make your faculty more inclusive 00:28:13.600 --> 00:28:16.150 align:middle line:90% of faculty with disabilities. 00:28:16.150 --> 00:28:18.580 align:middle line:90% I'll share one of my own. 00:28:18.580 --> 00:28:21.160 align:middle line:90% I work in the IT organization. 00:28:21.160 --> 00:28:25.120 align:middle line:84% And within that organization, we have our own DEI efforts. 00:28:25.120 --> 00:28:27.010 align:middle line:84% And one of the things that we did 00:28:27.010 --> 00:28:29.600 align:middle line:84% is, we decided to go through all-- 00:28:29.600 --> 00:28:31.060 align:middle line:84% I'm talking about all the websites 00:28:31.060 --> 00:28:36.040 align:middle line:84% to support people with IT on our campus, not just disability, 00:28:36.040 --> 00:28:40.420 align:middle line:84% and look for language that stigmatizes people 00:28:40.420 --> 00:28:43.240 align:middle line:84% from various groups-- women, racial ethnic minorities. 00:28:43.240 --> 00:28:45.790 align:middle line:84% And in contrast to most I believe, 00:28:45.790 --> 00:28:49.640 align:middle line:84% but certainly many, DEI efforts, disability was included there. 00:28:49.640 --> 00:28:51.020 align:middle line:90% And so I was on the team. 00:28:51.020 --> 00:28:52.330 align:middle line:84% And so I could look through those words. 00:28:52.330 --> 00:28:54.538 align:middle line:84% And we made up a list of words that we were no longer 00:28:54.538 --> 00:28:58.850 align:middle line:84% going to use when we described the services we provide 00:28:58.850 --> 00:29:01.100 align:middle line:90% and technology and so forth. 00:29:01.100 --> 00:29:03.760 align:middle line:84% So Brianna, do you want to add something to that chat 00:29:03.760 --> 00:29:09.800 align:middle line:90% or have your own 00:29:09.800 --> 00:29:11.180 align:middle line:84% BRIANNA BLASER: You know, I think 00:29:11.180 --> 00:29:14.090 align:middle line:84% we've talked a lot about just making sure 00:29:14.090 --> 00:29:15.590 align:middle line:84% that you are checking in with people 00:29:15.590 --> 00:29:19.340 align:middle line:84% who you know need accommodation and that they are getting it. 00:29:19.340 --> 00:29:23.420 align:middle line:84% There's a lot of discussion in the chat, too, about looking 00:29:23.420 --> 00:29:25.950 align:middle line:84% at policies and making sure that those are changed, 00:29:25.950 --> 00:29:31.775 align:middle line:84% in addition to some of these kind of smaller changes. 00:29:31.775 --> 00:29:33.900 align:middle line:84% And I think we're going to get to that in a minute. 00:29:33.900 --> 00:29:35.150 align:middle line:84% But yeah, I'd love to hear more about what 00:29:35.150 --> 00:29:36.278 align:middle line:90% other folks are doing. 00:29:36.278 --> 00:29:38.570 align:middle line:84% SHERYL BURGSTAHLER: Yeah, and I like that first example 00:29:38.570 --> 00:29:39.987 align:middle line:84% you gave-- checking in with people 00:29:39.987 --> 00:29:41.810 align:middle line:90% that might need accommodations. 00:29:41.810 --> 00:29:45.170 align:middle line:84% The accommodation is an accommodation, after the fact. 00:29:45.170 --> 00:29:48.500 align:middle line:84% The checking in part is universal design, 00:29:48.500 --> 00:29:50.010 align:middle line:84% that you thought about those things 00:29:50.010 --> 00:29:53.000 align:middle line:84% and you're proactively addressing issues 00:29:53.000 --> 00:29:57.230 align:middle line:90% that you might see. 00:29:57.230 --> 00:29:58.180 align:middle line:90% So here we are. 00:29:58.180 --> 00:30:00.610 align:middle line:84% We work through a very long process 00:30:00.610 --> 00:30:03.340 align:middle line:84% actually, several months, with people meeting in person. 00:30:03.340 --> 00:30:06.550 align:middle line:84% Some of you were probably in that group and communication 00:30:06.550 --> 00:30:09.250 align:middle line:84% on our online community of practice some of you 00:30:09.250 --> 00:30:12.070 align:middle line:84% have been seeing those messages as well, 00:30:12.070 --> 00:30:14.950 align:middle line:84% and we developed a initial checklist. 00:30:14.950 --> 00:30:17.950 align:middle line:84% We used our past experiences in developing 00:30:17.950 --> 00:30:20.350 align:middle line:84% such things in the Do It Center, started 00:30:20.350 --> 00:30:21.910 align:middle line:90% adding to and modifying. 00:30:21.910 --> 00:30:25.260 align:middle line:84% And I sent out different sections of content 00:30:25.260 --> 00:30:27.760 align:middle line:84% we were working with, and people could give feedback on that 00:30:27.760 --> 00:30:29.800 align:middle line:90% or recommend new sections. 00:30:29.800 --> 00:30:31.750 align:middle line:84% Then we share the whole Google document, which 00:30:31.750 --> 00:30:35.350 align:middle line:84% is a little bit more in place, and let people give back 00:30:35.350 --> 00:30:38.710 align:middle line:84% in their input on that as well Brianna 00:30:38.710 --> 00:30:42.130 align:middle line:84% will put the URL in the chat, so you can look it up. 00:30:42.130 --> 00:30:43.930 align:middle line:84% But the name of our publication now 00:30:43.930 --> 00:30:46.660 align:middle line:84% is Equal Access: Making STEM Departments More 00:30:46.660 --> 00:30:50.932 align:middle line:84% Accessible to an Inclusive of Faculty with Disabilities. 00:30:50.932 --> 00:30:53.140 align:middle line:84% Originally we were going to have female faculty here, 00:30:53.140 --> 00:30:57.080 align:middle line:84% but we decided that list is really mostly about disability. 00:30:57.080 --> 00:31:00.100 align:middle line:84% And so we decided to just leave it about faculty 00:31:00.100 --> 00:31:01.155 align:middle line:90% with disabilities. 00:31:01.155 --> 00:31:02.530 align:middle line:84% And so here I'm going to give you 00:31:02.530 --> 00:31:04.180 align:middle line:90% some examples of the checklist. 00:31:04.180 --> 00:31:05.710 align:middle line:84% And I'll warn you here, I'm going 00:31:05.710 --> 00:31:07.240 align:middle line:84% to fly through some of these things. 00:31:07.240 --> 00:31:12.250 align:middle line:84% I cut them down some, but I think sharing most of them-- 00:31:12.250 --> 00:31:14.710 align:middle line:84% not all of them, but most of them, kind of 00:31:14.710 --> 00:31:17.720 align:middle line:84% gives you a flavor of what we're doing. 00:31:17.720 --> 00:31:19.780 align:middle line:84% And we've talked internally about-- we still 00:31:19.780 --> 00:31:21.790 align:middle line:90% feel it's a little bit drafty. 00:31:21.790 --> 00:31:25.330 align:middle line:84% But the way we create documents and do it, particularly 00:31:25.330 --> 00:31:27.700 align:middle line:90% checklists like this, is we-- 00:31:27.700 --> 00:31:30.580 align:middle line:84% and you'll see it noted in the publication itself, 00:31:30.580 --> 00:31:31.300 align:middle line:90% at the end-- 00:31:31.300 --> 00:31:33.370 align:middle line:84% that we consider this to be a working document. 00:31:33.370 --> 00:31:38.830 align:middle line:84% And so we're still asking for your input on improving this. 00:31:38.830 --> 00:31:40.990 align:middle line:84% In some cases, that's improving the wording 00:31:40.990 --> 00:31:42.340 align:middle line:90% to make it more clear. 00:31:42.340 --> 00:31:45.190 align:middle line:84% Or making sure that the wording we've used 00:31:45.190 --> 00:31:47.620 align:middle line:84% is not offensive to some people, and we haven't really 00:31:47.620 --> 00:31:49.550 align:middle line:90% even thought about it that way. 00:31:49.550 --> 00:31:53.350 align:middle line:84% And then, we think and think how we could make this more 00:31:53.350 --> 00:31:55.250 align:middle line:90% inclusive itself. 00:31:55.250 --> 00:31:57.190 align:middle line:84% And so we also made a decision not 00:31:57.190 --> 00:32:00.220 align:middle line:84% to just list things you should consider that you should do. 00:32:00.220 --> 00:32:03.340 align:middle line:84% But to list them as questions because a lot of these things 00:32:03.340 --> 00:32:05.620 align:middle line:84% wouldn't apply to certain institutions. 00:32:05.620 --> 00:32:08.170 align:middle line:84% And so we're not saying that you should do any of this. 00:32:08.170 --> 00:32:09.490 align:middle line:84% What we're saying is, here are some things 00:32:09.490 --> 00:32:10.540 align:middle line:90% you should think about. 00:32:10.540 --> 00:32:12.123 align:middle line:84% And there are things that other people 00:32:12.123 --> 00:32:15.760 align:middle line:84% have thought about, and perhaps done, at their institutions. 00:32:15.760 --> 00:32:17.420 align:middle line:90% And so here we go. 00:32:17.420 --> 00:32:19.580 align:middle line:84% So our first category was recruitment. 00:32:19.580 --> 00:32:22.390 align:middle line:84% You know, what can we think about as far as recruitment? 00:32:22.390 --> 00:32:25.000 align:middle line:84% The person on my staff, Heidi, who couldn't even 00:32:25.000 --> 00:32:28.790 align:middle line:84% apply for a job with me, wasn't very inclusive. 00:32:28.790 --> 00:32:31.040 align:middle line:84% So what could we do in that process? 00:32:31.040 --> 00:32:34.360 align:middle line:84% What are the things that we think about recruitment? 00:32:34.360 --> 00:32:37.990 align:middle line:84% So do you ensure that the faculty recruitment materials 00:32:37.990 --> 00:32:42.440 align:middle line:84% and application forms are accessible to everyone? 00:32:42.440 --> 00:32:44.710 align:middle line:84% So there we get into a lot of accessibility stuff, 00:32:44.710 --> 00:32:47.182 align:middle line:84% accessible for people with disabilities. 00:32:47.182 --> 00:32:48.640 align:middle line:84% A lot of the forms that we're using 00:32:48.640 --> 00:32:52.120 align:middle line:84% are not designed to be accessible to a person using 00:32:52.120 --> 00:32:53.570 align:middle line:90% a screen reader. 00:32:53.570 --> 00:32:55.990 align:middle line:84% And so right off the bat, to apply for the job 00:32:55.990 --> 00:32:58.463 align:middle line:84% just think about it they have to disclose their disability. 00:32:58.463 --> 00:33:00.130 align:middle line:84% Maybe they didn't want to at that point. 00:33:00.130 --> 00:33:02.578 align:middle line:84% Shouldn't that be a free choice at that point? 00:33:02.578 --> 00:33:04.870 align:middle line:84% But when they find out, I can't even apply for this job 00:33:04.870 --> 00:33:06.970 align:middle line:90% unless I disclose my disability. 00:33:06.970 --> 00:33:09.895 align:middle line:84% So making sure those are accessible, 00:33:09.895 --> 00:33:11.270 align:middle line:84% and how are you going to do that? 00:33:11.270 --> 00:33:13.180 align:middle line:84% Well, you can involve maybe some people with disabilities 00:33:13.180 --> 00:33:14.050 align:middle line:90% on your campus. 00:33:14.050 --> 00:33:16.690 align:middle line:84% But you probably have in your IT organizations, 00:33:16.690 --> 00:33:19.572 align:middle line:84% a group like my group, the IT Accessibility team 00:33:19.572 --> 00:33:21.280 align:middle line:84% that knows how to make things accessible. 00:33:21.280 --> 00:33:23.260 align:middle line:90% And so get them on it. 00:33:23.260 --> 00:33:25.930 align:middle line:84% Or sometimes working with your compliance officer, 00:33:25.930 --> 00:33:29.440 align:middle line:84% they might be interested in this whole issue. 00:33:29.440 --> 00:33:31.940 align:middle line:84% Do you omit irrelevant physical requirements? 00:33:31.940 --> 00:33:34.360 align:middle line:84% We don't see a lot of these, but sometimes things 00:33:34.360 --> 00:33:36.910 align:middle line:84% like, particularly for an employee, 00:33:36.910 --> 00:33:38.800 align:middle line:84% perhaps not a faculty member, but must 00:33:38.800 --> 00:33:42.820 align:middle line:84% be able to lift 10 pounds or something like that. 00:33:42.820 --> 00:33:48.610 align:middle line:84% Leave that stuff out from that faculty position announcement 00:33:48.610 --> 00:33:51.700 align:middle line:84% or in other employee announcement. 00:33:51.700 --> 00:33:54.040 align:middle line:84% In this day and age, there are very few jobs 00:33:54.040 --> 00:33:55.330 align:middle line:90% where that would be required. 00:33:55.330 --> 00:33:57.497 align:middle line:84% I mean, there's some that it would be, but make sure 00:33:57.497 --> 00:33:59.260 align:middle line:90% that it's really required. 00:33:59.260 --> 00:34:01.960 align:middle line:84% We had a person who worked for us who was quadriplegic. 00:34:01.960 --> 00:34:04.750 align:middle line:84% And certainly, he couldn't do some 00:34:04.750 --> 00:34:08.500 align:middle line:84% of the things you would expect a person to do in that job-- 00:34:08.500 --> 00:34:10.600 align:middle line:84% keeping files organized and so forth. 00:34:10.600 --> 00:34:12.159 align:middle line:90% But that's a student helper job. 00:34:12.159 --> 00:34:16.300 align:middle line:84% And so absolutely, we could provide assistance when needed. 00:34:16.300 --> 00:34:18.100 align:middle line:84% Do you share how to request disability 00:34:18.100 --> 00:34:19.100 align:middle line:90% related accommodations? 00:34:19.100 --> 00:34:20.620 align:middle line:90% This is a really important one. 00:34:20.620 --> 00:34:23.778 align:middle line:84% In your application, sometimes it says, 00:34:23.778 --> 00:34:25.570 align:middle line:84% or in your announcement, sometimes it says, 00:34:25.570 --> 00:34:28.445 align:middle line:84% we welcome people from all diverse groups, 00:34:28.445 --> 00:34:29.570 align:middle line:90% including blah, blah, blah. 00:34:29.570 --> 00:34:31.280 align:middle line:84% Maybe it even includes people with disabilities. 00:34:31.280 --> 00:34:33.940 align:middle line:84% And it doesn't say how to get an accommodation in the interview 00:34:33.940 --> 00:34:36.310 align:middle line:84% process or the application process. 00:34:36.310 --> 00:34:38.860 align:middle line:84% And that person shouldn't be going to the Department 00:34:38.860 --> 00:34:40.730 align:middle line:90% to get those accommodations. 00:34:40.730 --> 00:34:42.610 align:middle line:90% It should be centrally funded. 00:34:42.610 --> 00:34:45.942 align:middle line:84% So their first communication with someone in the Department 00:34:45.942 --> 00:34:48.400 align:middle line:84% they're applying for isn't with someone in that department, 00:34:48.400 --> 00:34:49.570 align:middle line:84% saying, oh, by the way, I have a disability. 00:34:49.570 --> 00:34:51.010 align:middle line:84% I need this, this, this, and this. 00:34:51.010 --> 00:34:53.385 align:middle line:84% Because you don't know how that person might react to it. 00:34:53.385 --> 00:34:57.850 align:middle line:84% We would hope positively, but we know that that's not the case. 00:34:57.850 --> 00:35:00.780 align:middle line:84% And then if you look at policies and evaluation, 00:35:00.780 --> 00:35:03.720 align:middle line:84% are new hires and other faculty made aware of the workplace 00:35:03.720 --> 00:35:06.000 align:middle line:90% accommodation process? 00:35:06.000 --> 00:35:09.720 align:middle line:84% A lot of them are not or it's just so obscure somewhere. 00:35:09.720 --> 00:35:12.480 align:middle line:84% It's not really on the departmental web page. 00:35:12.480 --> 00:35:15.000 align:middle line:84% It's somewhere else, that there's a disability services 00:35:15.000 --> 00:35:15.650 align:middle line:90% office. 00:35:15.650 --> 00:35:18.150 align:middle line:84% We talk to faculty that don't think there are accommodations 00:35:18.150 --> 00:35:19.770 align:middle line:90% for faculty and staff. 00:35:19.770 --> 00:35:21.030 align:middle line:90% It's just for students. 00:35:21.030 --> 00:35:23.160 align:middle line:84% I think that's because the disability services 00:35:23.160 --> 00:35:25.230 align:middle line:84% office is so prominent on our campuses, 00:35:25.230 --> 00:35:26.610 align:middle line:90% particularly for students. 00:35:26.610 --> 00:35:27.870 align:middle line:90% They know that exists. 00:35:27.870 --> 00:35:30.630 align:middle line:84% But that might not be the office that provides accommodations 00:35:30.630 --> 00:35:31.740 align:middle line:90% for faculty. 00:35:31.740 --> 00:35:33.780 align:middle line:84% For faculty and staff, the accommodations 00:35:33.780 --> 00:35:36.660 align:middle line:84% are often provided, not through student service type 00:35:36.660 --> 00:35:41.070 align:middle line:84% organization, but through the HR organization. 00:35:41.070 --> 00:35:43.620 align:middle line:84% And so, anyway, make that real clear. 00:35:43.620 --> 00:35:47.310 align:middle line:84% Is the process clearly explained on faculty and public websites 00:35:47.310 --> 00:35:49.770 align:middle line:84% with examples of accommodations provided? 00:35:49.770 --> 00:35:52.018 align:middle line:84% Some faculty members say, too, I don't 00:35:52.018 --> 00:35:53.310 align:middle line:90% think they'd help me with this. 00:35:53.310 --> 00:35:55.290 align:middle line:84% I don't think they'd help me with that. 00:35:55.290 --> 00:35:57.990 align:middle line:84% I don't think you should ever list the accommodations 00:35:57.990 --> 00:36:01.230 align:middle line:84% as a definite list that these are the only accommodations we 00:36:01.230 --> 00:36:03.420 align:middle line:84% provide, but providing examples that 00:36:03.420 --> 00:36:06.270 align:middle line:84% make it clear that accommodations are provided 00:36:06.270 --> 00:36:08.310 align:middle line:84% for people with physical disabilities, 00:36:08.310 --> 00:36:13.200 align:middle line:84% sensory impairments, for people who have learning disabilities, 00:36:13.200 --> 00:36:16.710 align:middle line:84% health impairments, other types of invisible disabilities, 00:36:16.710 --> 00:36:19.680 align:middle line:84% are provided as well, as is required by the Americans 00:36:19.680 --> 00:36:22.860 align:middle line:84% with Disabilities Act and Section 504. 00:36:22.860 --> 00:36:24.660 align:middle line:84% The policies and procedures require 00:36:24.660 --> 00:36:28.960 align:middle line:84% that accessibility be considered in the design, development, 00:36:28.960 --> 00:36:31.858 align:middle line:90% and in procurement. 00:36:31.858 --> 00:36:33.900 align:middle line:84% When you're procuring things for your department, 00:36:33.900 --> 00:36:38.610 align:middle line:84% could be tables for a maker space you're creating, 00:36:38.610 --> 00:36:40.650 align:middle line:90% do you consider accessibility? 00:36:40.650 --> 00:36:44.820 align:middle line:84% For instance, in a maker space, is there at least one table 00:36:44.820 --> 00:36:48.450 align:middle line:84% that has adjustable height, where someone, for example, who 00:36:48.450 --> 00:36:51.750 align:middle line:84% is very short in stature, very tall, or is using a wheelchair, 00:36:51.750 --> 00:36:55.440 align:middle line:84% that might not fit under that standard height of a table. 00:36:55.440 --> 00:36:56.780 align:middle line:90% And so is that included? 00:36:56.780 --> 00:36:59.820 align:middle line:84% And procuring technology, as well, 00:36:59.820 --> 00:37:02.100 align:middle line:84% do you ask that the product be accessible to people 00:37:02.100 --> 00:37:02.910 align:middle line:90% with disabilities? 00:37:02.910 --> 00:37:04.410 align:middle line:84% You might think, well, we don't have 00:37:04.410 --> 00:37:06.630 align:middle line:84% anyone with a disability in our department right now. 00:37:06.630 --> 00:37:10.230 align:middle line:84% Well you might be lucky and get one and have that diversity 00:37:10.230 --> 00:37:11.910 align:middle line:90% within your unit. 00:37:11.910 --> 00:37:13.980 align:middle line:84% Are disability-related access issues 00:37:13.980 --> 00:37:16.260 align:middle line:90% addressed in evaluations? 00:37:16.260 --> 00:37:20.070 align:middle line:84% And so do you specifically ask for feedback 00:37:20.070 --> 00:37:22.500 align:middle line:84% on the physical environment and if people 00:37:22.500 --> 00:37:25.380 align:middle line:90% find accessibility issues? 00:37:25.380 --> 00:37:28.920 align:middle line:84% And sometimes you can word it in a way, 00:37:28.920 --> 00:37:32.160 align:middle line:84% do they consider some facilities not 00:37:32.160 --> 00:37:33.940 align:middle line:84% being fully physically accessible. 00:37:33.940 --> 00:37:36.990 align:middle line:84% It doesn't need to be just about that individual person that 00:37:36.990 --> 00:37:40.260 align:middle line:84% noticed some accessibility issue. 00:37:40.260 --> 00:37:44.340 align:middle line:84% We have an auditorium, for example, that's very modern 00:37:44.340 --> 00:37:47.310 align:middle line:84% and is very accessible to students with disabilities. 00:37:47.310 --> 00:37:50.910 align:middle line:84% But the podium for the faculty member, that area 00:37:50.910 --> 00:37:52.230 align:middle line:90% is not accessible. 00:37:52.230 --> 00:37:55.140 align:middle line:84% Obviously, those architects thought about disability, 00:37:55.140 --> 00:37:57.780 align:middle line:84% but it didn't dawn on them that it might be the faculty 00:37:57.780 --> 00:37:59.250 align:middle line:90% member with a disability. 00:37:59.250 --> 00:38:01.350 align:middle line:90% So report those things. 00:38:01.350 --> 00:38:03.030 align:middle line:90% Department and campus culture. 00:38:03.030 --> 00:38:05.580 align:middle line:84% Do campus or departmental DEI initiatives 00:38:05.580 --> 00:38:07.860 align:middle line:84% address issues relevant to faculty members 00:38:07.860 --> 00:38:10.003 align:middle line:90% with disabilities? 00:38:10.003 --> 00:38:12.420 align:middle line:84% Do they address issues related to faculty is one question, 00:38:12.420 --> 00:38:14.960 align:middle line:90% because sometimes they don't. 00:38:14.960 --> 00:38:16.950 align:middle line:84% But what about people with disabilities? 00:38:16.950 --> 00:38:19.830 align:middle line:84% Often that is, disability is considered just kind of, 00:38:19.830 --> 00:38:21.780 align:middle line:84% oh that's kind of its own special thing. 00:38:21.780 --> 00:38:25.020 align:middle line:84% Even when a DEI effort is reaching out to say, 00:38:25.020 --> 00:38:27.990 align:middle line:84% Black students, often students with disabilities who 00:38:27.990 --> 00:38:31.500 align:middle line:90% are Black, do not feel welcome. 00:38:31.500 --> 00:38:34.290 align:middle line:84% And maybe it's because there's no mention of disability 00:38:34.290 --> 00:38:36.630 align:middle line:84% on the website or they don't make things accessible, 00:38:36.630 --> 00:38:37.620 align:middle line:90% and so forth. 00:38:37.620 --> 00:38:41.280 align:middle line:84% Do you include disability issues on campus climate surveys? 00:38:41.280 --> 00:38:43.200 align:middle line:84% Sometimes these surveys ask for demographics 00:38:43.200 --> 00:38:47.220 align:middle line:84% and they don't ask if the person who is filling out the form 00:38:47.220 --> 00:38:48.390 align:middle line:90% has a disability. 00:38:48.390 --> 00:38:52.620 align:middle line:84% And they don't ask questions relevant to disability access. 00:38:52.620 --> 00:38:54.960 align:middle line:84% Do policies and procedures move beyond compliance 00:38:54.960 --> 00:38:58.320 align:middle line:84% and accommodations for individuals 00:38:58.320 --> 00:39:02.190 align:middle line:84% and focus more broadly on universal or inclusive design? 00:39:02.190 --> 00:39:03.570 align:middle line:90% This is important, too. 00:39:03.570 --> 00:39:07.380 align:middle line:84% Being inclusive is not just a legal issue. 00:39:07.380 --> 00:39:10.470 align:middle line:84% And some campuses think the very bottom line, the minimum, 00:39:10.470 --> 00:39:13.650 align:middle line:84% that the ADA or 504 might require is accessible. 00:39:13.650 --> 00:39:14.370 align:middle line:90% But is that you? 00:39:14.370 --> 00:39:15.240 align:middle line:90% Is that your conference? 00:39:15.240 --> 00:39:16.920 align:middle line:84% Is that the way you treat other people? 00:39:16.920 --> 00:39:21.270 align:middle line:84% And Well, what's the minimum we can do to make this person 00:39:21.270 --> 00:39:22.920 align:middle line:84% feel comfortable in my department? 00:39:22.920 --> 00:39:24.360 align:middle line:90% So don't think about minimum. 00:39:24.360 --> 00:39:29.340 align:middle line:84% It's important to be compliance aware, 00:39:29.340 --> 00:39:32.850 align:middle line:84% but it's also important for that just to be the floor. 00:39:32.850 --> 00:39:36.810 align:middle line:84% I mean, we have to meet legal compliance issues, 00:39:36.810 --> 00:39:38.888 align:middle line:84% but that shouldn't be the end of it. 00:39:38.888 --> 00:39:40.430 align:middle line:84% And then physical environments, there 00:39:40.430 --> 00:39:42.138 align:middle line:84% are a lot of things to think about there. 00:39:42.138 --> 00:39:43.800 align:middle line:90% I just listed some off here. 00:39:43.800 --> 00:39:45.690 align:middle line:90% Are they easy to find? 00:39:45.690 --> 00:39:46.950 align:middle line:90% Accessible routes of travel? 00:39:46.950 --> 00:39:49.590 align:middle line:84% Do you have a sign that says where the elevator is? 00:39:49.590 --> 00:39:51.870 align:middle line:84% Some people don't like to put that on the wall. 00:39:51.870 --> 00:39:53.670 align:middle line:84% They think too many other people are going to use the elevators. 00:39:53.670 --> 00:39:56.350 align:middle line:84% Well what about the people who need to use the elevators? 00:39:56.350 --> 00:40:00.670 align:middle line:84% Doors with sensors, or opening buttons, if it's a main door, 00:40:00.670 --> 00:40:01.480 align:middle line:90% particularly. 00:40:01.480 --> 00:40:04.570 align:middle line:84% High contrast, large-print directional signs, 00:40:04.570 --> 00:40:06.577 align:middle line:90% Braille signage in some cases. 00:40:06.577 --> 00:40:08.410 align:middle line:84% I did go to a building one time and they had 00:40:08.410 --> 00:40:11.168 align:middle line:90% a Braille sign for the room. 00:40:11.168 --> 00:40:13.210 align:middle line:84% But it happened to be way at the top of the door. 00:40:13.210 --> 00:40:14.470 align:middle line:84% And you don't want to put them up there. 00:40:14.470 --> 00:40:17.110 align:middle line:84% But there are some places where Braille is appropriate, 00:40:17.110 --> 00:40:18.670 align:middle line:90% like in your elevators. 00:40:18.670 --> 00:40:21.460 align:middle line:84% Accessible elevator controls, keeping those 00:40:21.460 --> 00:40:24.880 align:middle line:84% controls low for example, and have those Braille markers. 00:40:24.880 --> 00:40:27.070 align:middle line:84% Well-marked wheelchair accessible restrooms. 00:40:27.070 --> 00:40:30.310 align:middle line:84% Accessible emergency evacuation equipment. 00:40:30.310 --> 00:40:33.850 align:middle line:84% Does your emergency evacuation have both an audio 00:40:33.850 --> 00:40:37.060 align:middle line:90% and a visual indication? 00:40:37.060 --> 00:40:40.300 align:middle line:84% Adjustable height tables, ergonomic chairs, 00:40:40.300 --> 00:40:42.153 align:middle line:84% adequate adjustable light available. 00:40:42.153 --> 00:40:44.320 align:middle line:84% And again, providing some of these things, maybe not 00:40:44.320 --> 00:40:45.862 align:middle line:84% all of them, but some of these things 00:40:45.862 --> 00:40:48.765 align:middle line:84% without having to request an accommodation. 00:40:48.765 --> 00:40:50.140 align:middle line:84% Are there policies and procedures 00:40:50.140 --> 00:40:52.570 align:middle line:84% to ensure that accessibility is considered 00:40:52.570 --> 00:40:56.150 align:middle line:84% when facilities are constructed or remodeled, furniture, 00:40:56.150 --> 00:40:57.880 align:middle line:90% equipment is procured. 00:40:57.880 --> 00:41:01.270 align:middle line:84% We will provide a group on our campus of students 00:41:01.270 --> 00:41:04.030 align:middle line:84% with disabilities, multiple disabilities, 00:41:04.030 --> 00:41:06.250 align:middle line:84% to architects who are designing buildings 00:41:06.250 --> 00:41:08.380 align:middle line:84% and stuff on our campus and give feedback, 00:41:08.380 --> 00:41:09.370 align:middle line:90% give some suggestions. 00:41:09.370 --> 00:41:11.350 align:middle line:84% And they always come up with something 00:41:11.350 --> 00:41:13.720 align:middle line:84% that the architects haven't thought of. 00:41:13.720 --> 00:41:16.420 align:middle line:84% Sometimes they put those buttons to open doors, 00:41:16.420 --> 00:41:18.860 align:middle line:84% for instance, too close to the door. 00:41:18.860 --> 00:41:21.370 align:middle line:84% And so once a student with a disability hits the button, 00:41:21.370 --> 00:41:23.890 align:middle line:84% they have to roll backwards really fast 00:41:23.890 --> 00:41:25.915 align:middle line:84% so the door doesn't hit them-- things like that, 00:41:25.915 --> 00:41:28.490 align:middle line:90% that you might not notice. 00:41:28.490 --> 00:41:31.780 align:middle line:84% And then support services, like teaching and learning centers, 00:41:31.780 --> 00:41:34.660 align:middle line:84% and all of the support services that faculty 00:41:34.660 --> 00:41:36.610 align:middle line:90% engage with on campus. 00:41:36.610 --> 00:41:38.350 align:middle line:84% Do the staff members know how to respond 00:41:38.350 --> 00:41:39.940 align:middle line:84% to requests for disability-related 00:41:39.940 --> 00:41:41.620 align:middle line:90% accommodations? 00:41:41.620 --> 00:41:44.660 align:middle line:84% It's really weird if you go in to a service and say, 00:41:44.660 --> 00:41:47.000 align:middle line:84% I would like to request a sign language interpreter. 00:41:47.000 --> 00:41:48.680 align:middle line:84% You send this on email and the person says, well, 00:41:48.680 --> 00:41:49.222 align:middle line:90% I don't know. 00:41:49.222 --> 00:41:50.500 align:middle line:90% I don't think we do that. 00:41:50.500 --> 00:41:51.670 align:middle line:90% We don't ever do that-- 00:41:51.670 --> 00:41:53.230 align:middle line:90% just because they don't know. 00:41:53.230 --> 00:41:55.180 align:middle line:84% When someone asks for an accommodation, 00:41:55.180 --> 00:41:56.920 align:middle line:90% the answer should never be no-- 00:41:56.920 --> 00:41:58.450 align:middle line:90% or almost never no. 00:41:58.450 --> 00:42:00.430 align:middle line:84% But it should be at least reflective, 00:42:00.430 --> 00:42:07.510 align:middle line:84% and if you're not in a position to make that decision, 00:42:07.510 --> 00:42:09.805 align:middle line:84% to at least pause and say I'm really not sure 00:42:09.805 --> 00:42:10.930 align:middle line:90% what the answer is to that. 00:42:10.930 --> 00:42:12.610 align:middle line:84% But I'll be sure to find out for you. 00:42:12.610 --> 00:42:15.430 align:middle line:84% And make sure that happens really quickly. 00:42:15.430 --> 00:42:18.520 align:middle line:84% Are staff members familiar with the availability 00:42:18.520 --> 00:42:20.470 align:middle line:90% of alternative document formats? 00:42:20.470 --> 00:42:22.660 align:middle line:90% I mentioned those PDFs. 00:42:22.660 --> 00:42:24.730 align:middle line:84% They can be made accessible, but you 00:42:24.730 --> 00:42:27.520 align:middle line:84% need to take a workshop or something to learn to do it. 00:42:27.520 --> 00:42:29.680 align:middle line:84% And there are major issues with PDFs, 00:42:29.680 --> 00:42:33.850 align:middle line:84% like things are different on the Macintosh and the PC. 00:42:33.850 --> 00:42:36.970 align:middle line:84% And if you want to edit a PDF, to make it more accessible, 00:42:36.970 --> 00:42:40.480 align:middle line:84% you need a special piece of software and so forth. 00:42:40.480 --> 00:42:44.470 align:middle line:84% Where Word, and actually PowerPoint, 00:42:44.470 --> 00:42:47.290 align:middle line:84% Microsoft products, but also just plain old HTML 00:42:47.290 --> 00:42:51.910 align:middle line:84% that you use on a website, is much more accessible. 00:42:51.910 --> 00:42:54.377 align:middle line:84% At least, it can be made more accessible easily. 00:42:54.377 --> 00:42:55.960 align:middle line:84% If you look at our Do It publications, 00:42:55.960 --> 00:42:57.970 align:middle line:84% including the one for this project, 00:42:57.970 --> 00:43:01.540 align:middle line:84% we present that document in HTML, 00:43:01.540 --> 00:43:03.670 align:middle line:84% very accessible to screen readers. 00:43:03.670 --> 00:43:06.910 align:middle line:84% But we also, you'll notice, have a link to a PDF. 00:43:06.910 --> 00:43:09.070 align:middle line:84% Because we know people want to use PDFs. 00:43:09.070 --> 00:43:09.570 align:middle line:90% I do. 00:43:09.570 --> 00:43:11.487 align:middle line:84% Back when we were doing conferences in person, 00:43:11.487 --> 00:43:13.210 align:middle line:84% I always like to have a handout with me. 00:43:13.210 --> 00:43:15.820 align:middle line:84% Even if I give the URL, I like to have a handout 00:43:15.820 --> 00:43:17.530 align:middle line:84% so people, people who can, can actually 00:43:17.530 --> 00:43:19.640 align:middle line:90% take notes in the margins. 00:43:19.640 --> 00:43:23.050 align:middle line:84% And so we want a PDF, but it's for the reason, 00:43:23.050 --> 00:43:25.660 align:middle line:84% for people who want to print the PDF. 00:43:25.660 --> 00:43:26.750 align:middle line:90% Others can use it as well. 00:43:26.750 --> 00:43:29.590 align:middle line:84% But just like in those entrances to the building, 00:43:29.590 --> 00:43:33.160 align:middle line:84% the main entrance, the main document, is in HTML. 00:43:33.160 --> 00:43:34.720 align:middle line:90% The link is to the PDF. 00:43:34.720 --> 00:43:36.340 align:middle line:84% Where, if there are two versions, 00:43:36.340 --> 00:43:40.810 align:middle line:84% most units that we run into will do the PDF first and say, oh 00:43:40.810 --> 00:43:44.830 align:middle line:84% by the way, here's a text based version of this document. 00:43:44.830 --> 00:43:46.900 align:middle line:84% Are staff members familiar with the availability 00:43:46.900 --> 00:43:48.460 align:middle line:90% of alternative document formats? 00:43:48.460 --> 00:43:53.110 align:middle line:84% So that's, making sure that they're aware is the key there. 00:43:53.110 --> 00:43:55.690 align:middle line:84% Do they know that you can get them? 00:43:55.690 --> 00:43:59.200 align:middle line:84% We link to a lot of PDFs, perhaps, that are not our own 00:43:59.200 --> 00:44:00.470 align:middle line:90% and they're not accessible. 00:44:00.470 --> 00:44:02.500 align:middle line:84% Do you know what to do if someone 00:44:02.500 --> 00:44:05.110 align:middle line:84% can't link to that document you recommend they read, and it's 00:44:05.110 --> 00:44:06.330 align:middle line:90% not accessible? 00:44:06.330 --> 00:44:09.320 align:middle line:84% So find out how you do that on your own campus. 00:44:09.320 --> 00:44:11.320 align:middle line:84% Are staff members aware of issues 00:44:11.320 --> 00:44:13.240 align:middle line:84% related to communicating with individuals 00:44:13.240 --> 00:44:16.660 align:middle line:84% of different races, ethnicities, ages, and abilities? 00:44:16.660 --> 00:44:19.810 align:middle line:84% So communication for all of these various groups, 00:44:19.810 --> 00:44:22.390 align:middle line:84% there's terms for people with disabilities 00:44:22.390 --> 00:44:26.205 align:middle line:84% that are inaccurate or offensive, just like there 00:44:26.205 --> 00:44:27.080 align:middle line:90% are for other groups. 00:44:27.080 --> 00:44:28.810 align:middle line:90% So we should be aware of that. 00:44:28.810 --> 00:44:30.940 align:middle line:84% One example is talking about someone 00:44:30.940 --> 00:44:32.860 align:middle line:90% who's confined to a wheelchair. 00:44:32.860 --> 00:44:34.960 align:middle line:84% I have known a lot of people who use wheelchairs. 00:44:34.960 --> 00:44:37.540 align:middle line:84% I have never met one who's confined to a wheelchair. 00:44:37.540 --> 00:44:40.090 align:middle line:84% I'm not even sure exactly what that would mean. 00:44:40.090 --> 00:44:42.160 align:middle line:84% You mean they never get out of it? 00:44:42.160 --> 00:44:44.710 align:middle line:90% Of course, they don't. 00:44:44.710 --> 00:44:47.650 align:middle line:84% Or bound to a wheelchair, wheelchair bound, or whatever, 00:44:47.650 --> 00:44:50.140 align:middle line:90% these negative connotations. 00:44:50.140 --> 00:44:52.930 align:middle line:84% And given I'm a technology person myself, 00:44:52.930 --> 00:44:54.640 align:middle line:90% I'm kind of offended by that. 00:44:54.640 --> 00:44:57.500 align:middle line:90% A wheelchair is not confining. 00:44:57.500 --> 00:45:00.830 align:middle line:84% If you can't walk or you have difficulty walking, 00:45:00.830 --> 00:45:03.440 align:middle line:84% a wheelchair, the technology, is liberating. 00:45:03.440 --> 00:45:05.520 align:middle line:90% That's a very positive thing. 00:45:05.520 --> 00:45:08.420 align:middle line:84% And so now, we shouldn't be giving a bad rap 00:45:08.420 --> 00:45:10.970 align:middle line:90% to the technology people use. 00:45:10.970 --> 00:45:13.040 align:middle line:84% Anyway, so think about those things. 00:45:13.040 --> 00:45:15.380 align:middle line:84% Are staff responsible for designing and developing 00:45:15.380 --> 00:45:18.830 align:middle line:84% websites knowledgeable about accessible web design? 00:45:18.830 --> 00:45:21.590 align:middle line:90% They may not know to do that. 00:45:21.590 --> 00:45:23.150 align:middle line:84% But if they're designing websites, 00:45:23.150 --> 00:45:24.740 align:middle line:84% they have the technical expertise 00:45:24.740 --> 00:45:27.380 align:middle line:84% to learn the Web Content Accessibility Guidelines 00:45:27.380 --> 00:45:28.190 align:middle line:90% and apply them. 00:45:28.190 --> 00:45:28.690 align:middle line:90% Trust. 00:45:28.690 --> 00:45:32.320 align:middle line:84% Me Information resources and IT-- 00:45:32.320 --> 00:45:35.320 align:middle line:84% are important meetings captioned, recorded, 00:45:35.320 --> 00:45:37.180 align:middle line:90% posted online? 00:45:37.180 --> 00:45:39.760 align:middle line:84% Do web pages adhere to these Accessibility Guidelines 00:45:39.760 --> 00:45:41.740 align:middle line:90% mentioned in the last slide? 00:45:41.740 --> 00:45:43.540 align:middle line:84% Do publications include a statement 00:45:43.540 --> 00:45:46.200 align:middle line:84% about requesting disability related accommodations? 00:45:46.200 --> 00:45:48.400 align:middle line:90% So it'd be all publications. 00:45:48.400 --> 00:45:52.270 align:middle line:84% Is it clear how faculty can request guidance 00:45:52.270 --> 00:45:54.610 align:middle line:84% in choosing assistive technology? 00:45:54.610 --> 00:45:56.800 align:middle line:90% Are central funds available? 00:45:56.800 --> 00:45:59.140 align:middle line:84% Sometimes the departments on a campus 00:45:59.140 --> 00:46:02.620 align:middle line:84% are required to bear the burden of adaptive assistive 00:46:02.620 --> 00:46:04.030 align:middle line:90% technology. 00:46:04.030 --> 00:46:07.720 align:middle line:84% I personally, I don't think that's the way to go. 00:46:07.720 --> 00:46:10.330 align:middle line:84% Because sometimes, some people will look then 00:46:10.330 --> 00:46:12.190 align:middle line:84% at a person with a disability as being 00:46:12.190 --> 00:46:13.660 align:middle line:90% a burden to the Department. 00:46:13.660 --> 00:46:16.630 align:middle line:84% It's a central organization, the University itself, 00:46:16.630 --> 00:46:19.510 align:middle line:84% that should be providing that assistive technology, 00:46:19.510 --> 00:46:21.680 align:middle line:90% in my humble opinion. 00:46:21.680 --> 00:46:23.680 align:middle line:84% And that's what my group gets involved 00:46:23.680 --> 00:46:27.670 align:middle line:84% in, but also disability services for faculty and staff 00:46:27.670 --> 00:46:29.800 align:middle line:90% and for the students as well. 00:46:29.800 --> 00:46:31.660 align:middle line:84% And where can they get guidance in choosing 00:46:31.660 --> 00:46:32.770 align:middle line:90% that assistive technology? 00:46:32.770 --> 00:46:35.620 align:middle line:84% That happens to be my group on campus, 00:46:35.620 --> 00:46:39.820 align:middle line:84% making sure that those funds are available. 00:46:39.820 --> 00:46:42.822 align:middle line:84% And then accommodations-- notice I include a section 00:46:42.822 --> 00:46:43.780 align:middle line:90% here on accommodations. 00:46:43.780 --> 00:46:46.000 align:middle line:84% We do in all of our checklists of this type. 00:46:46.000 --> 00:46:49.000 align:middle line:84% Because accommodations are part of the universal design. 00:46:49.000 --> 00:46:50.710 align:middle line:84% Accommodations are what we provide 00:46:50.710 --> 00:46:54.820 align:middle line:84% when making the product fully accessible to everyone 00:46:54.820 --> 00:46:56.930 align:middle line:84% you can think about is not possible, 00:46:56.930 --> 00:46:58.840 align:middle line:90% which is pretty much always. 00:46:58.840 --> 00:47:00.700 align:middle line:84% So does a simple, transparent procedure 00:47:00.700 --> 00:47:02.650 align:middle line:84% to ensure a timely response to requests 00:47:02.650 --> 00:47:05.620 align:middle line:84% for disability-related accommodations exist? 00:47:05.620 --> 00:47:07.950 align:middle line:84% Are faculty made aware of these services? 00:47:07.950 --> 00:47:09.700 align:middle line:84% Make sure that's in the faculty resources. 00:47:09.700 --> 00:47:13.000 align:middle line:84% Not just when they're hired, because a disability may not 00:47:13.000 --> 00:47:14.740 align:middle line:84% be disclosed at that time, or someone 00:47:14.740 --> 00:47:17.380 align:middle line:84% might acquire one in the process of working there. 00:47:17.380 --> 00:47:20.590 align:middle line:84% Are all disabilities considered in disability accommodations-- 00:47:20.590 --> 00:47:24.400 align:middle line:84% emphasizing the inclusion of non-apparent disabilities. 00:47:24.400 --> 00:47:27.790 align:middle line:84% And are accommodations approved and funded centrally? 00:47:27.790 --> 00:47:32.140 align:middle line:84% And so again, it's not a burden on the Department financially. 00:47:32.140 --> 00:47:37.510 align:middle line:84% It's an obligation of the University or college. 00:47:37.510 --> 00:47:39.730 align:middle line:84% And so that's really a quick run through, 00:47:39.730 --> 00:47:42.880 align:middle line:90% as I said, on that checklist. 00:47:42.880 --> 00:47:44.467 align:middle line:90% And it's a work in progress. 00:47:44.467 --> 00:47:46.300 align:middle line:84% If you found something there that you didn't 00:47:46.300 --> 00:47:48.940 align:middle line:84% like the wording, or it made you think of something else 00:47:48.940 --> 00:47:50.540 align:middle line:84% you can throw it in chat right now. 00:47:50.540 --> 00:47:52.450 align:middle line:84% You can email us later and we will 00:47:52.450 --> 00:47:54.820 align:middle line:84% put that on our list of things for our team 00:47:54.820 --> 00:47:59.885 align:middle line:84% to review as we go to the next edition of this product. 00:47:59.885 --> 00:48:00.385 align:middle line:90% So Brianna. 00:48:02.940 --> 00:48:07.150 align:middle line:84% BRIANNA BLASER: Yeah so there was a great question in chat. 00:48:07.150 --> 00:48:09.150 align:middle line:84% Oh we wouldn't talk about ways to engage-- sorry 00:48:09.150 --> 00:48:13.130 align:middle line:84% I got excited about some of the discussion in the chat. 00:48:13.130 --> 00:48:15.590 align:middle line:84% So we just also wanted to share about ways that you 00:48:15.590 --> 00:48:17.540 align:middle line:90% can engage with AccessADVANCE. 00:48:17.540 --> 00:48:21.360 align:middle line:84% So through our project, we have a variety of activities. 00:48:21.360 --> 00:48:23.760 align:middle line:84% We are doing some trainings throughout the project 00:48:23.760 --> 00:48:25.620 align:middle line:84% that we call a capacity building institutes 00:48:25.620 --> 00:48:29.220 align:middle line:84% we held our first one this past spring 00:48:29.220 --> 00:48:31.830 align:middle line:84% and we will hold one again in the following year. 00:48:31.830 --> 00:48:33.600 align:middle line:84% We're holding a series of webinars 00:48:33.600 --> 00:48:37.560 align:middle line:84% like this, that we will continue to share information about. 00:48:37.560 --> 00:48:40.500 align:middle line:84% If you are interested in presenting something related 00:48:40.500 --> 00:48:43.500 align:middle line:84% to our goals in a webinar like this, please reach out to us 00:48:43.500 --> 00:48:47.050 align:middle line:84% and let us know more about your expertise. 00:48:47.050 --> 00:48:49.350 align:middle line:84% We have seed grants, mini grants, 00:48:49.350 --> 00:48:53.220 align:middle line:84% that you can apply for to support 00:48:53.220 --> 00:48:56.610 align:middle line:84% activities on your campus or in your organization related 00:48:56.610 --> 00:48:58.110 align:middle line:90% to our goals. 00:48:58.110 --> 00:49:00.210 align:middle line:84% And give feedback on our products, 00:49:00.210 --> 00:49:01.830 align:middle line:84% like Sheryl has talked about today, 00:49:01.830 --> 00:49:04.080 align:middle line:84% and suggesting updates to our list. 00:49:04.080 --> 00:49:07.290 align:middle line:84% We also have an online community of practice 00:49:07.290 --> 00:49:09.300 align:middle line:84% where we share resources and announcements 00:49:09.300 --> 00:49:10.390 align:middle line:90% for events like this. 00:49:10.390 --> 00:49:12.930 align:middle line:84% So if you're interested in joining that I'd encourage 00:49:12.930 --> 00:49:17.970 align:middle line:90% you to email us at doit@uw.edu. 00:49:17.970 --> 00:49:19.950 align:middle line:90% and we can share that. 00:49:19.950 --> 00:49:22.200 align:middle line:84% SHERYL BURGSTAHLER: And share it with your colleagues. 00:49:22.200 --> 00:49:25.680 align:middle line:84% Anybody could join anyone interested in this topic 00:49:25.680 --> 00:49:27.233 align:middle line:90% that we've been talking about. 00:49:27.233 --> 00:49:28.650 align:middle line:84% Well, we're going to have Q&A now. 00:49:28.650 --> 00:49:31.740 align:middle line:84% But let's just talk a bit about the resources which we'll leave 00:49:31.740 --> 00:49:35.370 align:middle line:84% on the screen and we are going to put in chat and so we have 00:49:35.370 --> 00:49:38.760 align:middle line:84% the URL for AccessADVANCE, for the DO IT Center-- 00:49:38.760 --> 00:49:42.060 align:middle line:84% which includes the Center on Universal Design and Education, 00:49:42.060 --> 00:49:48.450 align:middle line:84% and then our email addresses S-H-E-R-Y-L-B at uw.edu 00:49:48.450 --> 00:49:53.310 align:middle line:90% and B-L-A-S-E-R at uw.edu. 00:49:53.310 --> 00:49:54.540 align:middle line:90% Again, those will be in chat. 00:49:56.903 --> 00:49:59.320 align:middle line:84% BRIANNA BLASER: So one of the questions I saw in the chat. 00:49:59.320 --> 00:50:01.570 align:middle line:84% And, again I'd encourage folks to either put questions 00:50:01.570 --> 00:50:04.210 align:middle line:84% in the chat or raise their hand and we can call on folks. 00:50:04.210 --> 00:50:05.920 align:middle line:90% But one of the questions I saw-- 00:50:05.920 --> 00:50:09.190 align:middle line:84% a lot of the context when we're talking about disability 00:50:09.190 --> 00:50:12.310 align:middle line:84% in higher education and we talk about universal design, 00:50:12.310 --> 00:50:13.810 align:middle line:84% we're talking about universal design 00:50:13.810 --> 00:50:16.040 align:middle line:90% of learning for students. 00:50:16.040 --> 00:50:19.000 align:middle line:84% And Sheryl, I know you're a big proponent of universal design 00:50:19.000 --> 00:50:21.710 align:middle line:84% but what would you say about universal design of teaching. 00:50:21.710 --> 00:50:24.640 align:middle line:84% How can a faculty member think about ways to 00:50:24.640 --> 00:50:27.160 align:middle line:84% or how can an institution when they're talking to faculty 00:50:27.160 --> 00:50:29.440 align:middle line:84% talk about strategies that faculty 00:50:29.440 --> 00:50:31.300 align:middle line:84% can use in their teaching to make it more 00:50:31.300 --> 00:50:33.312 align:middle line:90% universally designed. 00:50:33.312 --> 00:50:34.770 align:middle line:84% SHERYL BURGSTAHLER: Yeah we do have 00:50:34.770 --> 00:50:37.770 align:middle line:84% in our Center for Universal Design and Education, 00:50:37.770 --> 00:50:38.820 align:middle line:90% we have checklists. 00:50:38.820 --> 00:50:40.080 align:middle line:90% Guess what! 00:50:40.080 --> 00:50:43.320 align:middle line:84% There's one, equal access universal design of instruction 00:50:43.320 --> 00:50:45.360 align:middle line:84% that is a checklist similar to the one we have 00:50:45.360 --> 00:50:48.300 align:middle line:84% here but focused on how you can make your courses fully 00:50:48.300 --> 00:50:49.410 align:middle line:90% accessible. 00:50:49.410 --> 00:50:51.210 align:middle line:84% So I'd encourage you to look at that center 00:50:51.210 --> 00:50:53.010 align:middle line:90% on universal design. 00:50:53.010 --> 00:50:59.370 align:middle line:84% And it's connected to the do it website uw.edu/doit. 00:50:59.370 --> 00:51:02.460 align:middle line:84% And then you'll see universal design and that's where you go. 00:51:02.460 --> 00:51:05.100 align:middle line:84% And so there are a lot of things to consider, like the class 00:51:05.100 --> 00:51:06.400 align:middle line:90% climate and so forth. 00:51:06.400 --> 00:51:08.410 align:middle line:84% And again, because it's universal design, 00:51:08.410 --> 00:51:10.050 align:middle line:90% it's not just about disability. 00:51:10.050 --> 00:51:12.940 align:middle line:84% But disability is included in everything on that checklist. 00:51:12.940 --> 00:51:15.330 align:middle line:84% We have a second checklist that is specifically 00:51:15.330 --> 00:51:18.000 align:middle line:90% designed for online learning. 00:51:18.000 --> 00:51:23.550 align:middle line:84% And it is how to design an accessible online course. 00:51:23.550 --> 00:51:26.670 align:middle line:84% And that one is one of our most popular publications. 00:51:26.670 --> 00:51:27.880 align:middle line:90% It's 20 tips. 00:51:27.880 --> 00:51:30.780 align:middle line:84% So if you just Google "20 tips," you'll 00:51:30.780 --> 00:51:33.960 align:middle line:84% probably get it as the first or second thing you'll find. 00:51:33.960 --> 00:51:36.090 align:middle line:84% And that, we get a lot of traction 00:51:36.090 --> 00:51:38.940 align:middle line:84% on because of the pandemic, actually. 00:51:38.940 --> 00:51:43.510 align:middle line:84% And we've got a short list of what to consider. 00:51:43.510 --> 00:51:45.810 align:middle line:84% And so I think, in both cases, there 00:51:45.810 --> 00:51:48.450 align:middle line:84% are your instructional strategies 00:51:48.450 --> 00:51:51.730 align:middle line:84% and then there are the products that you use. 00:51:51.730 --> 00:51:56.250 align:middle line:84% And so in the case of a course, on-site or online, 00:51:56.250 --> 00:51:58.470 align:middle line:84% to offer students multiple ways to learn things, 00:51:58.470 --> 00:52:01.170 align:middle line:84% this really benefits students with some types 00:52:01.170 --> 00:52:04.920 align:middle line:84% of learning disabilities and other invisible disabilities, 00:52:04.920 --> 00:52:07.200 align:middle line:84% who might have learning preferences, 00:52:07.200 --> 00:52:11.340 align:middle line:84% might maybe learn more from a video or something in writing. 00:52:11.340 --> 00:52:12.870 align:middle line:84% I always like something in writing. 00:52:12.870 --> 00:52:14.460 align:middle line:90% But a lot of people like videos. 00:52:14.460 --> 00:52:16.860 align:middle line:84% And so offer both when you can,if not always. 00:52:16.860 --> 00:52:19.200 align:middle line:84% But multiple ways for students to learn things. 00:52:19.200 --> 00:52:20.880 align:middle line:84% I actually teach an online class. 00:52:20.880 --> 00:52:23.770 align:middle line:84% And we have short discussions on topics. 00:52:23.770 --> 00:52:25.410 align:middle line:90% And we have some assignments. 00:52:25.410 --> 00:52:28.050 align:middle line:84% We have big projects, a lot of different ways for them 00:52:28.050 --> 00:52:30.780 align:middle line:84% to learn things and then also to demonstrate 00:52:30.780 --> 00:52:32.500 align:middle line:90% what they have learned. 00:52:32.500 --> 00:52:34.410 align:middle line:84% And so you'll find students in a Project-- 00:52:34.410 --> 00:52:36.900 align:middle line:84% my project for this one class I'm teaching, 00:52:36.900 --> 00:52:40.110 align:middle line:84% is they have to design something that has related to the class. 00:52:40.110 --> 00:52:42.840 align:middle line:84% And I give them options on what they do. 00:52:42.840 --> 00:52:46.200 align:middle line:84% They might present a video or a PowerPoint presentation 00:52:46.200 --> 00:52:47.820 align:middle line:90% or write a paper, and so forth. 00:52:47.820 --> 00:52:50.220 align:middle line:84% And so, not necessarily for every assignment you give, 00:52:50.220 --> 00:52:53.230 align:middle line:84% but if it's appropriate to give people options. 00:52:53.230 --> 00:52:55.872 align:middle line:84% Making really clear instructions-- that's probably 00:52:55.872 --> 00:52:57.330 align:middle line:84% the biggest thing I heard from here 00:52:57.330 --> 00:53:00.540 align:middle line:84% from students with disabilities about inaccessibility 00:53:00.540 --> 00:53:03.030 align:middle line:84% or lack of inclusion, is they just 00:53:03.030 --> 00:53:06.780 align:middle line:84% get confused about what they're supposed to do. 00:53:06.780 --> 00:53:08.790 align:middle line:84% And you know, I wrestle with this 00:53:08.790 --> 00:53:12.120 align:middle line:84% because I put a lot of work into describing the projects 00:53:12.120 --> 00:53:12.970 align:middle line:90% and things. 00:53:12.970 --> 00:53:14.850 align:middle line:84% And so when I get a feedback like that, 00:53:14.850 --> 00:53:16.290 align:middle line:90% I'm always disappointed. 00:53:16.290 --> 00:53:18.910 align:middle line:84% But then after my disappointment and I might think, 00:53:18.910 --> 00:53:20.220 align:middle line:90% well I made that really clear. 00:53:20.220 --> 00:53:22.560 align:middle line:84% I always go back to that assignment. 00:53:22.560 --> 00:53:25.350 align:middle line:84% Why did that one person not understand 00:53:25.350 --> 00:53:26.520 align:middle line:90% what was going on here? 00:53:26.520 --> 00:53:29.400 align:middle line:84% I sometimes, I decide I really think I adequately described it 00:53:29.400 --> 00:53:31.740 align:middle line:84% and I just didn't read it clearly or something. 00:53:31.740 --> 00:53:34.950 align:middle line:84% But I always consider whether I can improve on that. 00:53:34.950 --> 00:53:36.870 align:middle line:84% I worked with a faculty member one time 00:53:36.870 --> 00:53:39.930 align:middle line:84% who was concerned because a student on the autism 00:53:39.930 --> 00:53:41.710 align:middle line:84% spectrum in his course, he was worried 00:53:41.710 --> 00:53:43.710 align:middle line:84% that she wouldn't be able to give a presentation 00:53:43.710 --> 00:53:45.250 align:middle line:90% in a computer science class. 00:53:45.250 --> 00:53:46.090 align:middle line:90% And I said, why? 00:53:46.090 --> 00:53:47.880 align:middle line:84% And he says, well you know, she never talked to anybody. 00:53:47.880 --> 00:53:49.088 align:middle line:90% She doesn't make eye contact. 00:53:49.088 --> 00:53:51.150 align:middle line:84% How could she possibly give a presentation? 00:53:51.150 --> 00:53:53.568 align:middle line:84% And I said, well I work with students 00:53:53.568 --> 00:53:55.110 align:middle line:84% with a lot of disabilities, including 00:53:55.110 --> 00:53:56.968 align:middle line:90% those on the spectrum. 00:53:56.968 --> 00:53:59.010 align:middle line:84% And I can't speak for this one person, of course, 00:53:59.010 --> 00:54:01.770 align:middle line:84% but what I find if you just make the instructions really 00:54:01.770 --> 00:54:04.740 align:middle line:84% clear, really concrete, they can often 00:54:04.740 --> 00:54:08.140 align:middle line:84% be successful or they aren't when it's just really unclear. 00:54:08.140 --> 00:54:10.440 align:middle line:84% And I said, what instructions do you give the students? 00:54:10.440 --> 00:54:11.790 align:middle line:84% He says, well I say they can have eight minutes 00:54:11.790 --> 00:54:13.630 align:middle line:84% and they can do whatever they want. 00:54:13.630 --> 00:54:15.410 align:middle line:84% And I said, well I think that could 00:54:15.410 --> 00:54:17.910 align:middle line:84% be a problem for that student, but maybe many other students 00:54:17.910 --> 00:54:18.812 align:middle line:90% as well. 00:54:18.812 --> 00:54:20.520 align:middle line:84% He says,well I like to give them freedom. 00:54:20.520 --> 00:54:21.580 align:middle line:90% I said, I get that. 00:54:21.580 --> 00:54:22.780 align:middle line:90% OK fine I said. 00:54:22.780 --> 00:54:25.080 align:middle line:84% How about if you say that they can do anything 00:54:25.080 --> 00:54:27.150 align:middle line:84% they want with their eight minutes, but here's 00:54:27.150 --> 00:54:30.150 align:middle line:84% an example of how you might want to organize your thoughts? 00:54:30.150 --> 00:54:32.340 align:middle line:84% One minute, describe your project. 00:54:32.340 --> 00:54:34.350 align:middle line:90% Two minutes, the objectives. 00:54:34.350 --> 00:54:36.150 align:middle line:84% Three, two minutes, the barriers you 00:54:36.150 --> 00:54:37.710 align:middle line:90% encounter, whatever you think. 00:54:37.710 --> 00:54:39.730 align:middle line:90% Conclusion at the end. 00:54:39.730 --> 00:54:42.420 align:middle line:84% And say, this is just an example, if you're interested. 00:54:42.420 --> 00:54:44.210 align:middle line:84% And after he gave the assignment, 00:54:44.210 --> 00:54:46.710 align:middle line:84% he came back to me later at a different conference and said, 00:54:46.710 --> 00:54:49.110 align:middle line:84% oh it really worked out great with that student. 00:54:49.110 --> 00:54:53.190 align:middle line:84% And he said, I was watching my watch and she was great. 00:54:53.190 --> 00:54:55.920 align:middle line:84% But she was like, within seconds of my little outline. 00:54:55.920 --> 00:55:01.140 align:middle line:84% And I was not surprised, given what he told me about her. 00:55:01.140 --> 00:55:04.650 align:middle line:84% But I said well Yeah and she said Yeah a lot of other people 00:55:04.650 --> 00:55:07.078 align:middle line:84% use it as well OK Brianna back to you 00:55:07.078 --> 00:55:09.120 align:middle line:84% BRIANNA BLASER: But so, Sheryl, what advice would 00:55:09.120 --> 00:55:12.852 align:middle line:84% you give, though, to support instructors with disabilities 00:55:12.852 --> 00:55:15.060 align:middle line:84% who are teaching or faculty members with disabilities 00:55:15.060 --> 00:55:16.500 align:middle line:90% who are teaching? 00:55:16.500 --> 00:55:18.800 align:middle line:90% We're actually just Yeah 00:55:18.800 --> 00:55:20.550 align:middle line:84% SHERYL BURGSTAHLER: Well I would make sure 00:55:20.550 --> 00:55:22.290 align:middle line:84% that the technology that you're using 00:55:22.290 --> 00:55:24.540 align:middle line:84% is accessible to yourself, certainly. 00:55:24.540 --> 00:55:26.100 align:middle line:84% And most learning management systems 00:55:26.100 --> 00:55:28.020 align:middle line:84% have made great strides in making 00:55:28.020 --> 00:55:30.120 align:middle line:90% that technology accessible. 00:55:30.120 --> 00:55:36.360 align:middle line:84% But also, look at technology that you might choose to use. 00:55:36.360 --> 00:55:38.730 align:middle line:84% But also consider other types of disabilities 00:55:38.730 --> 00:55:41.370 align:middle line:84% when you're actually doing the teaching as well. 00:55:41.370 --> 00:55:42.870 align:middle line:84% Heidi, the person I mentioned who's 00:55:42.870 --> 00:55:45.900 align:middle line:84% blind in our organization, teaches online. 00:55:45.900 --> 00:55:48.420 align:middle line:84% And I've co-taught with him and he does 00:55:48.420 --> 00:55:50.430 align:middle line:90% a lot of different strategies. 00:55:50.430 --> 00:55:53.800 align:middle line:84% He is careful about the technology that he chooses. 00:55:53.800 --> 00:55:56.380 align:middle line:84% So that first of all he can develop the resources. 00:55:56.380 --> 00:55:59.552 align:middle line:84% But then also deliver but it's very specific to the disability 00:55:59.552 --> 00:56:02.010 align:middle line:84% that a person with a disability might have with the faculty 00:56:02.010 --> 00:56:02.760 align:middle line:90% member might have. 00:56:05.860 --> 00:56:07.440 align:middle line:90% Thanks, Sheryl. 00:56:07.440 --> 00:56:09.120 align:middle line:90% Are there any other questions? 00:56:11.248 --> 00:56:12.790 align:middle line:84% SHERYL BURGSTAHLER: I think one thing 00:56:12.790 --> 00:56:17.530 align:middle line:84% I'd add to that, though, is make sure in your faculty materials 00:56:17.530 --> 00:56:21.910 align:middle line:84% for teaching we all have that you have a note on how 00:56:21.910 --> 00:56:26.080 align:middle line:84% a faculty member can request an accommodation for teaching 00:56:26.080 --> 00:56:28.930 align:middle line:84% a class there must be someone on campus 00:56:28.930 --> 00:56:31.270 align:middle line:84% I have someone on my team that I would refer them to 00:56:31.270 --> 00:56:35.380 align:middle line:84% and I sometimes do that but that I would know 00:56:35.380 --> 00:56:37.040 align:middle line:90% would have that expertise. 00:56:37.040 --> 00:56:39.550 align:middle line:84% And so make sure that there's a statement that 00:56:39.550 --> 00:56:41.560 align:middle line:84% says, if you need an accommodation, 00:56:41.560 --> 00:56:45.095 align:middle line:84% contact whatever office or whatever. 00:56:45.095 --> 00:56:47.530 align:middle line:84% BRIANNA BLASER: There was also a discussion 00:56:47.530 --> 00:56:51.760 align:middle line:84% in the chat about reliable data on the representation of people 00:56:51.760 --> 00:56:54.370 align:middle line:84% with disabilities among faculty members 00:56:54.370 --> 00:56:56.770 align:middle line:84% and I know I've seen various numbers for this 00:56:56.770 --> 00:56:59.650 align:middle line:84% but there's a lot of issues with the data in terms 00:56:59.650 --> 00:57:05.260 align:middle line:84% of how questions are asked but also in terms of disclosure 00:57:05.260 --> 00:57:11.750 align:middle line:84% right so institutional data may exist but it likely only has 00:57:11.750 --> 00:57:13.850 align:middle line:84% people who have disclosed to the institution 00:57:13.850 --> 00:57:16.520 align:middle line:84% to request accommodations right so that is necessarily going 00:57:16.520 --> 00:57:19.880 align:middle line:84% to undercount folks who have not disclosed for all the reasons 00:57:19.880 --> 00:57:22.230 align:middle line:90% that we've talked about today. 00:57:22.230 --> 00:57:25.250 align:middle line:84% There is a, like for example, the survey of earned 00:57:25.250 --> 00:57:28.028 align:middle line:84% doctorates, asks about disability 00:57:28.028 --> 00:57:29.570 align:middle line:84% and of course that's for folks who've 00:57:29.570 --> 00:57:33.110 align:middle line:84% just finished their PhD not necessarily faculty members. 00:57:33.110 --> 00:57:37.520 align:middle line:84% But if you look at the way they ask the question, about if you 00:57:37.520 --> 00:57:39.980 align:middle line:84% have a disability, it's asking about functional limitations 00:57:39.980 --> 00:57:41.383 align:middle line:90% that you might have. 00:57:41.383 --> 00:57:43.550 align:middle line:84% And there's reason to believe that that's not always 00:57:43.550 --> 00:57:47.270 align:middle line:84% the most reliable question to get at whether somebody 00:57:47.270 --> 00:57:48.860 align:middle line:90% has a disability. 00:57:48.860 --> 00:57:51.290 align:middle line:84% So I put a link to a paper I wrote 00:57:51.290 --> 00:57:53.690 align:middle line:84% about that last year in the chat, 00:57:53.690 --> 00:57:58.750 align:middle line:84% too, if folks are thinking more about that. 00:57:58.750 --> 00:58:02.230 align:middle line:84% Darla asked if the transcript can be sent to participants. 00:58:02.230 --> 00:58:06.910 align:middle line:84% And we do share our recordings afterwards, 00:58:06.910 --> 00:58:10.200 align:middle line:84% after we've gotten them captioned and in an accessible 00:58:10.200 --> 00:58:10.700 align:middle line:90% format. 00:58:10.700 --> 00:58:11.720 align:middle line:90% And up on our website. 00:58:11.720 --> 00:58:13.900 align:middle line:84% So we will share that with everybody that registered 00:58:13.900 --> 00:58:15.580 align:middle line:84% and on our community of practice. 00:58:20.090 --> 00:58:20.960 align:middle line:90% Well great. 00:58:20.960 --> 00:58:23.345 align:middle line:84% Thank you so much, everybody, for joining us today. 00:58:26.940 --> 00:58:28.587 align:middle line:84% We're so glad to have people come out 00:58:28.587 --> 00:58:29.920 align:middle line:90% and engage in this conversation. 00:58:29.920 --> 00:58:32.532 align:middle line:84% And I think every time we have one of these conversations, 00:58:32.532 --> 00:58:33.990 align:middle line:84% we learn a lot from those questions 00:58:33.990 --> 00:58:35.760 align:middle line:90% that folks are asking. 00:58:35.760 --> 00:58:38.520 align:middle line:84% And that helps us better form our resources 00:58:38.520 --> 00:58:40.020 align:middle line:90% and get back to folks. 00:58:40.020 --> 00:58:42.530 align:middle line:90% So thanks for joining us. 00:58:42.530 --> 00:58:43.030 align:middle line:90% So bye. 00:58:43.030 --> 00:58:44.790 align:middle line:90% SHERYL BURGSTAHLER: Bye.