WEBVTT 00:00:00.000 --> 00:00:07.760 align:middle line:90% 00:00:07.760 --> 00:00:08.570 align:middle line:90% OK, well, great. 00:00:08.570 --> 00:00:10.880 align:middle line:84% I'm glad to see we have folks online. 00:00:10.880 --> 00:00:12.150 align:middle line:90% Thanks for joining us today. 00:00:12.150 --> 00:00:14.330 align:middle line:90% My name's Brianna Blaser. 00:00:14.330 --> 00:00:18.090 align:middle line:84% I work with the DO-IT Center at the University of Washington, 00:00:18.090 --> 00:00:20.810 align:middle line:84% and this webinar today on teaching 00:00:20.810 --> 00:00:22.670 align:middle line:84% about universal design in engineering 00:00:22.670 --> 00:00:28.045 align:middle line:84% is part of our Access Engineering Project. 00:00:28.045 --> 00:00:30.170 align:middle line:84% This is brought to you with funding from the United 00:00:30.170 --> 00:00:34.970 align:middle line:84% Engineering Foundation to think about how we are teaching 00:00:34.970 --> 00:00:38.000 align:middle line:84% about disability, accessibility, and universal design 00:00:38.000 --> 00:00:41.360 align:middle line:84% in engineering, so through that project, 00:00:41.360 --> 00:00:44.600 align:middle line:84% we're doing a series of webinars like this. 00:00:44.600 --> 00:00:46.960 align:middle line:84% Throughout this year, we will also 00:00:46.960 --> 00:00:49.460 align:middle line:84% have a community of practice online 00:00:49.460 --> 00:00:53.030 align:middle line:84% where we'll discuss these topics and share resources, 00:00:53.030 --> 00:00:55.790 align:middle line:84% and we're developing some design briefs 00:00:55.790 --> 00:00:59.450 align:middle line:84% that we will host on our website on topics related 00:00:59.450 --> 00:01:03.830 align:middle line:84% to disability and accessibility, universal design 00:01:03.830 --> 00:01:04.970 align:middle line:90% in engineering. 00:01:04.970 --> 00:01:07.100 align:middle line:84% So it should be a great collection of resources 00:01:07.100 --> 00:01:10.940 align:middle line:84% that folks can utilize, so if you're 00:01:10.940 --> 00:01:12.970 align:middle line:84% interested in joining our community practice 00:01:12.970 --> 00:01:14.720 align:middle line:84% or finding out more information about some 00:01:14.720 --> 00:01:19.130 align:middle line:84% of those later events, feel free to shoot me a message via chat 00:01:19.130 --> 00:01:22.910 align:middle line:90% or email us at doit@uw.edu. 00:01:22.910 --> 00:01:25.610 align:middle line:90% 00:01:25.610 --> 00:01:29.580 align:middle line:84% And I'll put that in the chat as well. 00:01:29.580 --> 00:01:32.670 align:middle line:84% So that's a little bit about our project. 00:01:32.670 --> 00:01:37.560 align:middle line:84% I'm also going to put a link to the evaluation for today's 00:01:37.560 --> 00:01:41.940 align:middle line:84% webinar in the chat, and I'll send it via an email 00:01:41.940 --> 00:01:43.420 align:middle line:84% afterwards to folks who registered. 00:01:43.420 --> 00:01:45.600 align:middle line:90% So thanks for joining us. 00:01:45.600 --> 00:01:48.390 align:middle line:84% We're happy to have Sheryl Burgstahler with us here today. 00:01:48.390 --> 00:01:52.410 align:middle line:84% Sheryl founded and directs the DO-IT Center and the Access 00:01:52.410 --> 00:01:55.770 align:middle line:84% Technology Center here at the University of Washington 00:01:55.770 --> 00:01:58.020 align:middle line:84% where she promotes the use of mainstream and assistive 00:01:58.020 --> 00:02:00.600 align:middle line:84% technology to support the success of students 00:02:00.600 --> 00:02:02.890 align:middle line:84% with disabilities in post-secondary education 00:02:02.890 --> 00:02:05.820 align:middle line:84% and careers and the development of facilities, computer 00:02:05.820 --> 00:02:08.187 align:middle line:84% labs, software, websites, multimedia, 00:02:08.187 --> 00:02:10.229 align:middle line:84% and distance-learning programs that are welcoming 00:02:10.229 --> 00:02:13.890 align:middle line:84% and accessible to individuals with disabilities. 00:02:13.890 --> 00:02:15.390 align:middle line:84% Sheryl has a long history of working 00:02:15.390 --> 00:02:17.815 align:middle line:84% in the area of universal design and education, 00:02:17.815 --> 00:02:20.190 align:middle line:84% thinking not only about the universal design of learning, 00:02:20.190 --> 00:02:23.670 align:middle line:84% but also thinking about how we teach about these topics, 00:02:23.670 --> 00:02:25.740 align:middle line:84% universal design and accessibility in computing 00:02:25.740 --> 00:02:26.780 align:middle line:90% and engineering fields. 00:02:26.780 --> 00:02:31.400 align:middle line:84% So I'll let Sheryl take it from there. 00:02:31.400 --> 00:02:31.900 align:middle line:90% OK. 00:02:31.900 --> 00:02:35.230 align:middle line:84% Well, thanks for that introduction and sharing 00:02:35.230 --> 00:02:41.110 align:middle line:84% information about our projects that this is supporting, 00:02:41.110 --> 00:02:43.630 align:middle line:90% this webinar. 00:02:43.630 --> 00:02:46.450 align:middle line:90% And I'll get my screen up here. 00:02:46.450 --> 00:02:49.050 align:middle line:90% Is that showing? 00:02:49.050 --> 00:02:51.710 align:middle line:90% How is that working? 00:02:51.710 --> 00:02:53.120 align:middle line:84% I think you might need to confirm 00:02:53.120 --> 00:02:55.100 align:middle line:90% first window you want to share. 00:02:55.100 --> 00:02:57.140 align:middle line:90% Oh, I see. 00:02:57.140 --> 00:02:58.550 align:middle line:90% I've got another button to push. 00:02:58.550 --> 00:02:59.370 align:middle line:90% There you go. 00:02:59.370 --> 00:02:59.870 align:middle line:90% Thanks. 00:02:59.870 --> 00:03:00.590 align:middle line:90% Oh, here I am. 00:03:00.590 --> 00:03:01.567 align:middle line:90% Thank you. 00:03:01.567 --> 00:03:02.900 align:middle line:90% Thank you, thank you, thank you. 00:03:02.900 --> 00:03:05.780 align:middle line:84% OK, so I love to talk about universal design, 00:03:05.780 --> 00:03:08.780 align:middle line:84% but as you'll see, I'm also very comfortable with other 00:03:08.780 --> 00:03:12.770 align:middle line:84% terminology people use, "inclusive design" 00:03:12.770 --> 00:03:16.220 align:middle line:84% or "user-centered design" that essentially mean the same thing 00:03:16.220 --> 00:03:19.680 align:middle line:84% as they're used by different people. 00:03:19.680 --> 00:03:22.580 align:middle line:84% I will share some of those, the terminology 00:03:22.580 --> 00:03:26.150 align:middle line:84% and how I see the difference, so it must be right, right? 00:03:26.150 --> 00:03:27.800 align:middle line:84% So I use the terms in different ways, 00:03:27.800 --> 00:03:29.420 align:middle line:84% but other people think otherwise. 00:03:29.420 --> 00:03:31.580 align:middle line:84% So anyway, it's not about universal design as much 00:03:31.580 --> 00:03:35.180 align:middle line:84% as it's about all those types of practices where we're proactive 00:03:35.180 --> 00:03:38.030 align:middle line:84% about creating-- in this case, in this class, 00:03:38.030 --> 00:03:39.470 align:middle line:90% our presentation-- 00:03:39.470 --> 00:03:42.925 align:middle line:84% accessible products that reach a diverse audience. 00:03:42.925 --> 00:03:46.401 align:middle line:90% 00:03:46.401 --> 00:03:48.700 align:middle line:84% I don't know why my slide isn't moving. 00:03:48.700 --> 00:03:51.685 align:middle line:84% Oh, I don't know why it did that. 00:03:51.685 --> 00:03:54.060 align:middle line:84% The centers that I direct at the University of Washington 00:03:54.060 --> 00:03:55.980 align:middle line:84% are the Access Technology Center, 00:03:55.980 --> 00:03:59.490 align:middle line:84% which I started in 1984, and it's 00:03:59.490 --> 00:04:01.590 align:middle line:84% funded totally by the University of Washington. 00:04:01.590 --> 00:04:03.930 align:middle line:84% In that center, we make sure that all faculty, students, 00:04:03.930 --> 00:04:06.900 align:middle line:84% and staff have access to technology on our campus, which 00:04:06.900 --> 00:04:10.050 align:middle line:84% includes assistive technology, specialized technology used 00:04:10.050 --> 00:04:12.930 align:middle line:84% by people with disabilities, and accessible technology 00:04:12.930 --> 00:04:15.540 align:middle line:84% design, where we work on websites and with computer 00:04:15.540 --> 00:04:18.630 align:middle line:84% companies to make their products more accessible to people 00:04:18.630 --> 00:04:21.269 align:middle line:84% with disabilities and other individuals, 00:04:21.269 --> 00:04:23.430 align:middle line:90% a diverse population. 00:04:23.430 --> 00:04:25.620 align:middle line:84% Then we have the DO-IT Center, and this project 00:04:25.620 --> 00:04:27.360 align:middle line:84% is funded under the DO-IT Center. 00:04:27.360 --> 00:04:29.520 align:middle line:84% The basic differences between those two centers 00:04:29.520 --> 00:04:32.140 align:middle line:84% is the first one's funded by the University of Washington. 00:04:32.140 --> 00:04:34.205 align:middle line:84% The DO-IT Center is funded by external funds, 00:04:34.205 --> 00:04:35.580 align:middle line:84% like the grant that has supported 00:04:35.580 --> 00:04:37.200 align:middle line:90% this particular project. 00:04:37.200 --> 00:04:40.182 align:middle line:84% And so we started the DO-IT Center in 1992, 00:04:40.182 --> 00:04:42.390 align:middle line:84% and it's been supported by federal, state, corporate, 00:04:42.390 --> 00:04:47.250 align:middle line:84% and private funds since then, though the largest donor is 00:04:47.250 --> 00:04:51.295 align:middle line:84% the National Science Foundation, where they fund grants for us 00:04:51.295 --> 00:04:52.920 align:middle line:84% to do a variety of things, all centered 00:04:52.920 --> 00:04:56.520 align:middle line:84% around improving the lives of people with disabilities. 00:04:56.520 --> 00:05:00.300 align:middle line:84% We even have a DO-IT Japan Center, started in 2007, 00:05:00.300 --> 00:05:02.940 align:middle line:84% and the US Department of Education 00:05:02.940 --> 00:05:05.280 align:middle line:84% funded a center on universal design and education 00:05:05.280 --> 00:05:06.660 align:middle line:90% starting in 1999. 00:05:06.660 --> 00:05:09.600 align:middle line:90% It's an online center. 00:05:09.600 --> 00:05:11.280 align:middle line:84% There is a reference book, and there 00:05:11.280 --> 00:05:16.740 align:middle line:84% is a whole chapter on how to include accessibility 00:05:16.740 --> 00:05:18.780 align:middle line:84% and disability and universal design topics 00:05:18.780 --> 00:05:22.080 align:middle line:90% within an engineering course. 00:05:22.080 --> 00:05:24.090 align:middle line:84% My claim to fame is not that I edited the book, 00:05:24.090 --> 00:05:26.820 align:middle line:84% but that I recruited 40 authors and co-authors 00:05:26.820 --> 00:05:29.190 align:middle line:84% to write articles in the book about all sorts 00:05:29.190 --> 00:05:33.120 align:middle line:84% of different angles where you can approach universal design 00:05:33.120 --> 00:05:35.550 align:middle line:84% to benefit students with disabilities and other students 00:05:35.550 --> 00:05:39.750 align:middle line:84% on campus, but just to make a better world for everyone. 00:05:39.750 --> 00:05:43.290 align:middle line:84% So you can join our email community of practice related 00:05:43.290 --> 00:05:46.710 align:middle line:84% to universal design, but I just sent an email 00:05:46.710 --> 00:05:51.360 align:middle line:84% to our DO-IT list, which is doit@uw.edu. 00:05:51.360 --> 00:05:54.480 align:middle line:84% And you can join this UDHE online community of practice. 00:05:54.480 --> 00:05:56.790 align:middle line:84% It is not a high-traffic group, but you find out 00:05:56.790 --> 00:05:59.550 align:middle line:84% about conferences and other things around the world, 00:05:59.550 --> 00:06:03.180 align:middle line:84% actually, in the area of universal design applications. 00:06:03.180 --> 00:06:07.260 align:middle line:84% So as Brianna mentioned, this is our AccessEngineering 00:06:07.260 --> 00:06:11.550 align:middle line:84% initiative that we've had funding for in various ways 00:06:11.550 --> 00:06:13.150 align:middle line:90% for quite a few years now. 00:06:13.150 --> 00:06:18.180 align:middle line:84% The National Science Foundation gave us a three-year grant 00:06:18.180 --> 00:06:21.660 align:middle line:84% to pursue this work, and some other funding as well 00:06:21.660 --> 00:06:23.250 align:middle line:84% from the National Science Foundation 00:06:23.250 --> 00:06:25.885 align:middle line:90% has pursued this initiative. 00:06:25.885 --> 00:06:28.260 align:middle line:84% But now, we have also funding from the United Engineering 00:06:28.260 --> 00:06:30.870 align:middle line:84% Foundation, and in that particular grant, 00:06:30.870 --> 00:06:32.880 align:middle line:84% it's "to advance the engineering arts 00:06:32.880 --> 00:06:35.520 align:middle line:84% and sciences for the welfare of humanity" 00:06:35.520 --> 00:06:38.760 align:middle line:84% is the broad statement from that funding source, which 00:06:38.760 --> 00:06:41.640 align:middle line:84% we can all get on board regarding that, I'm sure. 00:06:41.640 --> 00:06:42.960 align:middle line:90% So what are we looking for? 00:06:42.960 --> 00:06:47.020 align:middle line:84% Well, we're looking for people to get engaged in our project. 00:06:47.020 --> 00:06:50.310 align:middle line:84% We're looking for speakers for webinars on accessibility 00:06:50.310 --> 00:06:52.870 align:middle line:90% or disability engineering. 00:06:52.870 --> 00:06:55.410 align:middle line:84% So this is our kickoff webinar, but we're 00:06:55.410 --> 00:06:59.100 align:middle line:84% hoping that we get some of you to offer to give a webinar. 00:06:59.100 --> 00:07:02.040 align:middle line:84% If you don't want to give a whole one-hour webinar, 00:07:02.040 --> 00:07:05.370 align:middle line:84% feel free to offer to give a shorter one. 00:07:05.370 --> 00:07:07.380 align:middle line:84% Maybe we put maybe three speakers together 00:07:07.380 --> 00:07:09.360 align:middle line:84% or two speakers together in one webinar 00:07:09.360 --> 00:07:11.910 align:middle line:84% to share your practices or even your thoughts 00:07:11.910 --> 00:07:15.870 align:middle line:84% on how we can be more inclusive in engineering practices 00:07:15.870 --> 00:07:17.970 align:middle line:90% in post-secondary education. 00:07:17.970 --> 00:07:19.800 align:middle line:84% We're looking, as Brianna mentioned, 00:07:19.800 --> 00:07:23.693 align:middle line:84% for authors to write some design briefs on a related topic. 00:07:23.693 --> 00:07:25.360 align:middle line:84% Maybe you've done something in a course. 00:07:25.360 --> 00:07:26.860 align:middle line:84% It doesn't have to be entire course, 00:07:26.860 --> 00:07:28.830 align:middle line:84% but you've implemented an activity 00:07:28.830 --> 00:07:30.548 align:middle line:90% that's been successful. 00:07:30.548 --> 00:07:32.340 align:middle line:84% Then Brianna can help you write that brief, 00:07:32.340 --> 00:07:34.140 align:middle line:84% and we'll get it posted up on the internet 00:07:34.140 --> 00:07:36.160 align:middle line:90% so others can benefit from that. 00:07:36.160 --> 00:07:39.510 align:middle line:84% And as she mentioned, also, as we have a community of practice 00:07:39.510 --> 00:07:43.640 align:middle line:84% related to this topic, for all of those things, 00:07:43.640 --> 00:07:46.930 align:middle line:84% you can post a message to Brianna in the chat room, 00:07:46.930 --> 00:07:51.690 align:middle line:84% but also just send a message to doit@uw.edu and express 00:07:51.690 --> 00:07:54.020 align:middle line:90% your interest. 00:07:54.020 --> 00:07:56.970 align:middle line:84% So in access engineering, we have objectives 00:07:56.970 --> 00:07:59.190 align:middle line:84% for engineering courses to be that they'd better 00:07:59.190 --> 00:08:01.500 align:middle line:84% serve a diverse student body that includes students 00:08:01.500 --> 00:08:02.730 align:middle line:90% with disabilities. 00:08:02.730 --> 00:08:06.630 align:middle line:84% We do a lot of presentations on it making a course inclusive, 00:08:06.630 --> 00:08:09.360 align:middle line:84% and that's not the primary focus of this talk. 00:08:09.360 --> 00:08:11.070 align:middle line:90% But it certainly is related. 00:08:11.070 --> 00:08:12.900 align:middle line:84% And then integrate relevant disability- 00:08:12.900 --> 00:08:16.020 align:middle line:84% and accessibility-related content within engineering 00:08:16.020 --> 00:08:16.890 align:middle line:90% courses-- 00:08:16.890 --> 00:08:19.740 align:middle line:84% we have a broader initiative where 00:08:19.740 --> 00:08:21.540 align:middle line:84% we talk about all types of courses, 00:08:21.540 --> 00:08:25.800 align:middle line:84% and so how can universal design and other design approaches be 00:08:25.800 --> 00:08:29.970 align:middle line:84% included in IT courses or education courses 00:08:29.970 --> 00:08:33.320 align:middle line:84% or courses that are teaching you about how to design 00:08:33.320 --> 00:08:36.005 align:middle line:90% a museum and so forth? 00:08:36.005 --> 00:08:37.380 align:middle line:84% And then our community practice-- 00:08:37.380 --> 00:08:41.220 align:middle line:84% and then we have resources, and if you can't see the URL 00:08:41.220 --> 00:08:44.466 align:middle line:84% on there, it's uw.edu/doit/prog rams/accessengineering. 00:08:44.466 --> 00:08:49.257 align:middle line:90% 00:08:49.257 --> 00:08:51.090 align:middle line:84% And you can have access to these PowerPoints 00:08:51.090 --> 00:08:53.260 align:middle line:90% after the presentation. 00:08:53.260 --> 00:08:55.343 align:middle line:84% So I'm going to talk briefly about the evolution-- 00:08:55.343 --> 00:08:57.960 align:middle line:90% [INAUDIBLE] 00:08:57.960 --> 00:08:59.891 align:middle line:84% --the evolution of responses to diversity. 00:08:59.891 --> 00:09:04.677 align:middle line:90% 00:09:04.677 --> 00:09:06.260 align:middle line:84% I'm going to talk about accommodations 00:09:06.260 --> 00:09:09.410 align:middle line:84% and universal design as the primary approaches to making 00:09:09.410 --> 00:09:12.170 align:middle line:84% products and environments welcoming and accessible 00:09:12.170 --> 00:09:13.880 align:middle line:84% to a broad audience that includes people 00:09:13.880 --> 00:09:16.850 align:middle line:84% with disabilities, and then I'll talk about universal design 00:09:16.850 --> 00:09:18.620 align:middle line:90% in the engineering curriculum. 00:09:18.620 --> 00:09:21.080 align:middle line:84% And I'll be joined by a number of co-presenters 00:09:21.080 --> 00:09:23.420 align:middle line:84% that will come join us via a video 00:09:23.420 --> 00:09:26.790 align:middle line:84% at the end of this presentation, 10-minute video. 00:09:26.790 --> 00:09:31.190 align:middle line:84% So taking a look at kind of the origins of universal design, 00:09:31.190 --> 00:09:33.980 align:middle line:84% the whole idea is to be thinking about the diversity of students 00:09:33.980 --> 00:09:36.260 align:middle line:84% we have in our courses, students we're 00:09:36.260 --> 00:09:40.850 align:middle line:84% teaching, rather than looking at the average student 00:09:40.850 --> 00:09:43.790 align:middle line:84% that we have, looking at students in our classes 00:09:43.790 --> 00:09:46.280 align:middle line:84% that have a great variety as far as communication 00:09:46.280 --> 00:09:50.180 align:middle line:84% skills and marital status and culture and interests, 00:09:50.180 --> 00:09:54.350 align:middle line:84% learning styles, age, religious beliefs, race, and so on. 00:09:54.350 --> 00:09:57.110 align:middle line:84% And some of these things are related to disability, 00:09:57.110 --> 00:10:03.440 align:middle line:84% like their ability as far as visual abilities and learning 00:10:03.440 --> 00:10:06.740 align:middle line:84% abilities and so forth, but there are much more 00:10:06.740 --> 00:10:10.010 align:middle line:84% types of diversity besides disability. 00:10:10.010 --> 00:10:13.220 align:middle line:84% But then if we zero in on ability, rather than 00:10:13.220 --> 00:10:15.380 align:middle line:90% think of a diagnosis-- 00:10:15.380 --> 00:10:17.780 align:middle line:84% which we have very fine people on our campuses 00:10:17.780 --> 00:10:20.120 align:middle line:84% that deal with that every day, our disability 00:10:20.120 --> 00:10:23.210 align:middle line:84% services offices that need to know 00:10:23.210 --> 00:10:27.350 align:middle line:84% diagnoses, medical conditions of people with disabilities. 00:10:27.350 --> 00:10:29.300 align:middle line:84% So that's good that we do that and evaluating 00:10:29.300 --> 00:10:31.505 align:middle line:84% what appropriate accommodations are and so forth. 00:10:31.505 --> 00:10:32.880 align:middle line:84% But most of us, including myself, 00:10:32.880 --> 00:10:35.030 align:middle line:84% are not in that position, and so we do not 00:10:35.030 --> 00:10:37.880 align:middle line:84% have to memorize a lot of disability categories 00:10:37.880 --> 00:10:39.265 align:middle line:90% and so forth. 00:10:39.265 --> 00:10:40.640 align:middle line:84% I think it's better to just think 00:10:40.640 --> 00:10:44.510 align:middle line:84% about all abilities on a continuum, and every one of us 00:10:44.510 --> 00:10:47.445 align:middle line:84% is on a continuum for various characteristics we have, 00:10:47.445 --> 00:10:49.070 align:middle line:84% from all the way on the right-hand side 00:10:49.070 --> 00:10:53.360 align:middle line:84% of this double-edged arrow, which is able, very able, down 00:10:53.360 --> 00:10:55.160 align:middle line:90% to not so able. 00:10:55.160 --> 00:10:59.150 align:middle line:84% So most of us have greater ability 00:10:59.150 --> 00:11:01.190 align:middle line:84% to see when we're very young, for instance. 00:11:01.190 --> 00:11:04.370 align:middle line:84% Then we kind of slip toward left a little bit as we get older. 00:11:04.370 --> 00:11:07.140 align:middle line:84% Same with hearing, the ability to walk-- 00:11:07.140 --> 00:11:09.050 align:middle line:84% we have various capabilities as far as 00:11:09.050 --> 00:11:12.080 align:middle line:84% to manage our physical and mental health, to read print, 00:11:12.080 --> 00:11:14.330 align:middle line:84% to write with a pen or pencil, to communicate 00:11:14.330 --> 00:11:16.832 align:middle line:84% verbally, to tune out distraction, and to learn. 00:11:16.832 --> 00:11:18.290 align:middle line:84% And you might look at some of these 00:11:18.290 --> 00:11:21.560 align:middle line:84% and see a relationship between the item 00:11:21.560 --> 00:11:25.940 align:middle line:84% and a diagnosis of a disability, like tuning out distraction. 00:11:25.940 --> 00:11:28.590 align:middle line:84% We might think of attention deficit disorder, 00:11:28.590 --> 00:11:30.680 align:middle line:84% but really, the only thing that really matters 00:11:30.680 --> 00:11:35.640 align:middle line:84% is we all have some level of ability in paying attention. 00:11:35.640 --> 00:11:37.970 align:middle line:84% And we should just prepare for a continuum 00:11:37.970 --> 00:11:41.837 align:middle line:84% whether we're developing a class or we're developing a product. 00:11:41.837 --> 00:11:43.670 align:middle line:84% I'd like to have a little one-minute history 00:11:43.670 --> 00:11:46.250 align:middle line:84% lesson in case you don't think about all this stuff 00:11:46.250 --> 00:11:49.220 align:middle line:84% as much as we do, and it's about the evolution 00:11:49.220 --> 00:11:51.590 align:middle line:84% of the responses we have to human differences 00:11:51.590 --> 00:11:56.270 align:middle line:84% to see where universal design fits in this continuum here. 00:11:56.270 --> 00:11:59.470 align:middle line:90% So we have many horror stories-- 00:11:59.470 --> 00:12:01.910 align:middle line:84% mostly in the past, not exclusively-- 00:12:01.910 --> 00:12:04.670 align:middle line:84% but where people that were considered not worthy 00:12:04.670 --> 00:12:07.400 align:middle line:84% were just eliminated from the population, 00:12:07.400 --> 00:12:10.580 align:middle line:84% or if not eliminated, totally excluded because they 00:12:10.580 --> 00:12:12.512 align:middle line:90% didn't fit in in some way. 00:12:12.512 --> 00:12:13.970 align:middle line:84% Hopefully, at least in our country, 00:12:13.970 --> 00:12:16.430 align:middle line:90% we've gone beyond this. 00:12:16.430 --> 00:12:18.830 align:middle line:84% And the next stage was segregation, 00:12:18.830 --> 00:12:22.050 align:middle line:84% that, well, we should include a broader range of people, 00:12:22.050 --> 00:12:24.170 align:middle line:84% including disabilities, but it's really best 00:12:24.170 --> 00:12:26.030 align:middle line:84% that they stay with their own kind 00:12:26.030 --> 00:12:27.710 align:middle line:90% in a segregated environment. 00:12:27.710 --> 00:12:29.840 align:middle line:84% And we see this particularly in the early days 00:12:29.840 --> 00:12:32.300 align:middle line:84% of special education in our country. 00:12:32.300 --> 00:12:34.260 align:middle line:84% In the middle of the last century, 00:12:34.260 --> 00:12:37.760 align:middle line:84% there was a big push toward cure and rehabilitation, 00:12:37.760 --> 00:12:41.960 align:middle line:84% and that was because there were a lot of medical miracles 00:12:41.960 --> 00:12:46.940 align:middle line:84% that were taking place in the science of medicine. 00:12:46.940 --> 00:12:49.160 align:middle line:84% And so there were more things we could cure, 00:12:49.160 --> 00:12:51.320 align:middle line:84% and that if we could cure a condition, 00:12:51.320 --> 00:12:53.600 align:middle line:84% then we could rehabilitate that person 00:12:53.600 --> 00:12:56.330 align:middle line:84% so that they could be more functional in the environment 00:12:56.330 --> 00:13:01.250 align:middle line:84% that we have prepared for them or for all of society. 00:13:01.250 --> 00:13:05.210 align:middle line:84% And there was a big push in the area of rehabilitation 00:13:05.210 --> 00:13:08.150 align:middle line:84% and accommodation also the middle of the last century, 00:13:08.150 --> 00:13:11.840 align:middle line:84% after World War II, because for the first time, 00:13:11.840 --> 00:13:14.930 align:middle line:84% men were returning from battle with serious multiple 00:13:14.930 --> 00:13:20.600 align:middle line:84% disabilities that they didn't survive in earlier wars. 00:13:20.600 --> 00:13:23.780 align:middle line:84% Not only that, but they had the GI Bill, 00:13:23.780 --> 00:13:27.560 align:middle line:84% and so many of the veterans with multiple disabilities 00:13:27.560 --> 00:13:29.240 align:middle line:90% ended up on our campuses. 00:13:29.240 --> 00:13:31.920 align:middle line:84% And we more than welcomed them there. 00:13:31.920 --> 00:13:33.858 align:middle line:84% They were war heroes, but we needed 00:13:33.858 --> 00:13:35.900 align:middle line:84% to pay attention to how we could accommodate them 00:13:35.900 --> 00:13:40.490 align:middle line:84% on campuses that really weren't designed for them. 00:13:40.490 --> 00:13:43.250 align:middle line:84% And so there was a big push on accommodations. 00:13:43.250 --> 00:13:45.770 align:middle line:84% After civil rights movements of all efforts, 00:13:45.770 --> 00:13:48.980 align:middle line:84% and included in that was a civil rights movement for people 00:13:48.980 --> 00:13:52.850 align:middle line:84% with disabilities, we look more toward social justice, 00:13:52.850 --> 00:13:57.290 align:middle line:84% and in that view, people with different characteristics, 00:13:57.290 --> 00:13:59.240 align:middle line:84% including disabilities, just have a right 00:13:59.240 --> 00:14:00.950 align:middle line:84% to be here on our campuses, have a right 00:14:00.950 --> 00:14:03.380 align:middle line:90% to use products that we create. 00:14:03.380 --> 00:14:07.280 align:middle line:84% And that led to inclusion, which is 00:14:07.280 --> 00:14:11.930 align:middle line:84% a step beyond special education, for instance, 00:14:11.930 --> 00:14:14.630 align:middle line:84% and really fully including people with disabilities 00:14:14.630 --> 00:14:16.310 align:middle line:90% in all that we do. 00:14:16.310 --> 00:14:18.795 align:middle line:84% And to make that happen, it became apparent 00:14:18.795 --> 00:14:20.420 align:middle line:84% that we couldn't just accommodate them, 00:14:20.420 --> 00:14:24.740 align:middle line:84% and to make very inaccessible activities and products 00:14:24.740 --> 00:14:26.570 align:middle line:84% accessible to them, we really needed 00:14:26.570 --> 00:14:29.840 align:middle line:84% to think about proactive design, or "universal design" 00:14:29.840 --> 00:14:31.940 align:middle line:84% as we're calling it in this talk. 00:14:31.940 --> 00:14:36.710 align:middle line:84% So, on our campuses the typical approach is accommodation. 00:14:36.710 --> 00:14:39.680 align:middle line:84% What I'm meaning here as far as an accommodation is something 00:14:39.680 --> 00:14:41.195 align:middle line:90% that adjusts a product-- 00:14:41.195 --> 00:14:45.200 align:middle line:84% it could be a website or an engineering lab 00:14:45.200 --> 00:14:47.245 align:middle line:84% or something, a product or an environment. 00:14:47.245 --> 00:14:49.340 align:middle line:84% It could be an environment, a physical environment 00:14:49.340 --> 00:14:51.920 align:middle line:84% or an online environment-- to provide access 00:14:51.920 --> 00:14:53.360 align:middle line:90% to a specific person. 00:14:53.360 --> 00:14:55.280 align:middle line:84% So a person signs up to take a course 00:14:55.280 --> 00:14:58.280 align:middle line:84% or get engaged in some activity, and we 00:14:58.280 --> 00:15:01.520 align:middle line:84% might find through our disability services office 00:15:01.520 --> 00:15:04.610 align:middle line:84% that they require extra time, alternative formats 00:15:04.610 --> 00:15:09.510 align:middle line:84% of documents, sign language interpreters, et cetera. 00:15:09.510 --> 00:15:11.450 align:middle line:84% And so that's an accommodation where 00:15:11.450 --> 00:15:16.190 align:middle line:84% we make an accommodation for a particular person 00:15:16.190 --> 00:15:18.260 align:middle line:84% because what we have created ahead of time 00:15:18.260 --> 00:15:20.520 align:middle line:90% is not accessible to them. 00:15:20.520 --> 00:15:22.730 align:middle line:84% But sometimes, it's more important to look 00:15:22.730 --> 00:15:27.350 align:middle line:84% at the design of the product or the environment first 00:15:27.350 --> 00:15:28.880 align:middle line:90% to reconsider that. 00:15:28.880 --> 00:15:32.810 align:middle line:84% Maybe the design isn't very accommodating 00:15:32.810 --> 00:15:36.390 align:middle line:84% to people with a wide variety of characteristics. 00:15:36.390 --> 00:15:38.140 align:middle line:84% I like to show this image of the coffeepot 00:15:38.140 --> 00:15:42.380 align:middle line:84% for masochists out of the Catalog of Unfindable Objects, 00:15:42.380 --> 00:15:44.120 align:middle line:84% which is no longer in print, but it's 00:15:44.120 --> 00:15:50.330 align:middle line:84% a fun book to read in The Psychology of Everyday Things. 00:15:50.330 --> 00:15:54.350 align:middle line:90% Whoa, that's kind of strange. 00:15:54.350 --> 00:15:57.410 align:middle line:84% But anyway, this particular image-- 00:15:57.410 --> 00:16:01.160 align:middle line:84% what it speaks to me is sometimes a product 00:16:01.160 --> 00:16:02.780 align:middle line:90% is just not designed very well. 00:16:02.780 --> 00:16:06.380 align:middle line:84% And I think if we gave people this coffee pot to serve coffee 00:16:06.380 --> 00:16:09.380 align:middle line:84% with the spout and the handle on the same side, 00:16:09.380 --> 00:16:11.540 align:middle line:84% it would be a shock if people didn't 00:16:11.540 --> 00:16:14.467 align:middle line:84% complain about the product rather than look to us 00:16:14.467 --> 00:16:17.050 align:middle line:84% and say, well, if you just kind of took the lid off and poured 00:16:17.050 --> 00:16:19.140 align:middle line:84% it out the side, maybe that would work. 00:16:19.140 --> 00:16:21.230 align:middle line:84% We need to look at the product first and make 00:16:21.230 --> 00:16:24.470 align:middle line:84% sure it's a good design and in the case of universal design, 00:16:24.470 --> 00:16:27.470 align:middle line:84% make sure it's a good design for a lot of people. 00:16:27.470 --> 00:16:30.380 align:middle line:84% So universal design was defined by the Center on Universal 00:16:30.380 --> 00:16:34.010 align:middle line:84% Design as "the design of products and environments 00:16:34.010 --> 00:16:36.410 align:middle line:84% to be usable by all people to the greatest 00:16:36.410 --> 00:16:39.680 align:middle line:84% extent possible without the need for adaptation or specialized 00:16:39.680 --> 00:16:40.520 align:middle line:90% design." 00:16:40.520 --> 00:16:42.890 align:middle line:84% It doesn't mean that we won't need adaptations. 00:16:42.890 --> 00:16:45.740 align:middle line:84% It means that we should shoot for not needing adaptations 00:16:45.740 --> 00:16:47.073 align:middle line:90% for most people. 00:16:47.073 --> 00:16:48.740 align:middle line:84% And notice again, here, it repeats this. 00:16:48.740 --> 00:16:49.657 align:middle line:90% It could be a product. 00:16:49.657 --> 00:16:52.460 align:middle line:84% It could be an environment, but our goal 00:16:52.460 --> 00:16:56.810 align:middle line:84% is to make it usable by a broad range of people. 00:16:56.810 --> 00:17:00.950 align:middle line:84% Universal design I consider to be a combination of three 00:17:00.950 --> 00:17:02.690 align:middle line:90% types of design. 00:17:02.690 --> 00:17:05.420 align:middle line:84% It needs to be accessible, which means 00:17:05.420 --> 00:17:09.180 align:middle line:84% a person with disabilities can actually access it in some way. 00:17:09.180 --> 00:17:10.880 align:middle line:84% But even more important, it needs 00:17:10.880 --> 00:17:13.790 align:middle line:84% to be usable, that the person can actually 00:17:13.790 --> 00:17:17.869 align:middle line:84% use it for this function it was developed for. 00:17:17.869 --> 00:17:21.410 align:middle line:84% And it should be inclusive, so we're not segregating people. 00:17:21.410 --> 00:17:26.030 align:middle line:84% So a piece of software that is technically accessible using 00:17:26.030 --> 00:17:29.180 align:middle line:84% maybe a special shortcut keys for a person who's blind, 00:17:29.180 --> 00:17:32.060 align:middle line:84% for instance, would be accessible to that person, 00:17:32.060 --> 00:17:33.980 align:middle line:84% but if we would expect that person 00:17:33.980 --> 00:17:38.720 align:middle line:84% to memorize or have at hand a hundred different shortcut 00:17:38.720 --> 00:17:40.670 align:middle line:84% combinations to access the features 00:17:40.670 --> 00:17:44.610 align:middle line:84% that other people would access, that's not usable. 00:17:44.610 --> 00:17:47.130 align:middle line:84% That's not usable for that person. 00:17:47.130 --> 00:17:50.410 align:middle line:84% And if the product that we create isolates the person-- 00:17:50.410 --> 00:17:52.160 align:middle line:84% so they're using a whole different product 00:17:52.160 --> 00:17:55.070 align:middle line:84% than someone else to perform a function that 00:17:55.070 --> 00:17:57.800 align:middle line:84% maybe is happening in a group setting in class-- 00:17:57.800 --> 00:17:59.880 align:middle line:90% then it's not inclusive. 00:17:59.880 --> 00:18:02.090 align:middle line:84% So other terminology for proactive design 00:18:02.090 --> 00:18:03.680 align:middle line:90% include "inclusive design." 00:18:03.680 --> 00:18:07.110 align:middle line:84% I actually like that word, that terminology. 00:18:07.110 --> 00:18:10.070 align:middle line:84% One problem with it in post-secondary environments 00:18:10.070 --> 00:18:13.690 align:middle line:84% is "inclusion" is a topic used for special education. 00:18:13.690 --> 00:18:16.670 align:middle line:84% It has a different meaning in K-12 education, where 00:18:16.670 --> 00:18:19.400 align:middle line:84% we basically accommodate any child that 00:18:19.400 --> 00:18:21.710 align:middle line:84% is in our country, where in higher education, 00:18:21.710 --> 00:18:26.480 align:middle line:84% we have other requirements for them to be qualified to take 00:18:26.480 --> 00:18:28.910 align:middle line:90% a class and attend our college. 00:18:28.910 --> 00:18:31.160 align:middle line:84% "Accessible design" is very similar. 00:18:31.160 --> 00:18:34.970 align:middle line:84% It's proactive, but it tends to emphasize accessibility 00:18:34.970 --> 00:18:37.430 align:middle line:84% for people with disabilities, rather than a broader 00:18:37.430 --> 00:18:40.170 align:middle line:84% population, where "universal design" could include, 00:18:40.170 --> 00:18:43.610 align:middle line:84% for instance, English-language learners and others that 00:18:43.610 --> 00:18:45.470 align:middle line:90% don't have disabilities. 00:18:45.470 --> 00:18:47.450 align:middle line:84% "Usable design" I just described. 00:18:47.450 --> 00:18:50.360 align:middle line:84% People can actually use it effectively. 00:18:50.360 --> 00:18:52.720 align:middle line:84% I think we've all engaged with products 00:18:52.720 --> 00:18:53.720 align:middle line:90% that aren't very useful. 00:18:53.720 --> 00:18:55.860 align:middle line:90% We can't figure out what to do. 00:18:55.860 --> 00:18:57.360 align:middle line:84% And then there's "universal design," 00:18:57.360 --> 00:19:00.290 align:middle line:84% which is arguably the most general 00:19:00.290 --> 00:19:02.360 align:middle line:90% or the broadest-focused. 00:19:02.360 --> 00:19:05.380 align:middle line:84% "Barrier-free" design is often used overseas in other 00:19:05.380 --> 00:19:08.260 align:middle line:84% countries to mean either "universal design," 00:19:08.260 --> 00:19:11.440 align:middle line:84% or sometimes, it means "accessible design." 00:19:11.440 --> 00:19:12.980 align:middle line:90% And "design for all"-- 00:19:12.980 --> 00:19:16.360 align:middle line:84% all of the times I've seen that used, it's equivalent 00:19:16.360 --> 00:19:18.340 align:middle line:90% to "universal design." 00:19:18.340 --> 00:19:21.130 align:middle line:84% "Ability-based design" is often used where you analyze 00:19:21.130 --> 00:19:24.320 align:middle line:84% abilities and design accordingly, 00:19:24.320 --> 00:19:26.885 align:middle line:84% and so it can mean the same thing as "universal design." 00:19:26.885 --> 00:19:28.510 align:middle line:84% But sometimes, it's used more narrowly, 00:19:28.510 --> 00:19:32.443 align:middle line:84% where the person might just take one person 00:19:32.443 --> 00:19:35.110 align:middle line:84% and their abilities-- and that's sometimes called "user-centered 00:19:35.110 --> 00:19:36.400 align:middle line:90% design" as well-- 00:19:36.400 --> 00:19:41.200 align:middle line:84% and not broadly consider accessibility and usability 00:19:41.200 --> 00:19:45.820 align:middle line:84% for other populations, so but they're all proactive design. 00:19:45.820 --> 00:19:49.810 align:middle line:84% The basic principles of the universal design are equitable 00:19:49.810 --> 00:19:51.520 align:middle line:90% use-- everybody can use it-- 00:19:51.520 --> 00:19:57.640 align:middle line:84% flexibility in use, simple and intuitive, 00:19:57.640 --> 00:19:59.950 align:middle line:84% perceptible information-- a microwave 00:19:59.950 --> 00:20:02.790 align:middle line:84% oven with little tiny characters on the buttons 00:20:02.790 --> 00:20:04.720 align:middle line:84% is not going to be very accessible to someone 00:20:04.720 --> 00:20:09.130 align:middle line:84% with a visual disability, for example. 00:20:09.130 --> 00:20:11.440 align:middle line:84% Tolerance for error-- we all know about this. 00:20:11.440 --> 00:20:13.607 align:middle line:84% When you make a mistake in a software package 00:20:13.607 --> 00:20:15.190 align:middle line:84% and it just tells you that's a mistake 00:20:15.190 --> 00:20:18.340 align:middle line:84% and it doesn't give you any guidance for what to do next, 00:20:18.340 --> 00:20:20.920 align:middle line:84% not very tolerant for the errors I just made. 00:20:20.920 --> 00:20:25.480 align:middle line:84% And low physical effort-- unless you're creating a product where 00:20:25.480 --> 00:20:29.890 align:middle line:84% you want people to exert physical effort-- 00:20:29.890 --> 00:20:32.140 align:middle line:84% and size and space for approach and use-- 00:20:32.140 --> 00:20:35.530 align:middle line:84% for that one, for instance, a non-disability example 00:20:35.530 --> 00:20:38.670 align:middle line:84% would be to consider people are right-handed and left-handed, 00:20:38.670 --> 00:20:43.650 align:middle line:84% and are you creating a product that is usable by both groups? 00:20:43.650 --> 00:20:47.470 align:middle line:84% So I mentioned earlier, you can apply universal design 00:20:47.470 --> 00:20:49.840 align:middle line:84% to create inclusive physical spaces. 00:20:49.840 --> 00:20:53.140 align:middle line:84% You can look at technology-- we'll look at that a bit here-- 00:20:53.140 --> 00:20:56.830 align:middle line:84% services, learning activities, and so on. 00:20:56.830 --> 00:20:59.680 align:middle line:84% It can be applied to any product or environment. 00:20:59.680 --> 00:21:01.120 align:middle line:90% It's not new. 00:21:01.120 --> 00:21:04.120 align:middle line:84% The terminology may be new, but it's not new. 00:21:04.120 --> 00:21:05.110 align:middle line:90% Back in the '70s-- 00:21:05.110 --> 00:21:07.480 align:middle line:84% 1970 in this particular case-- here's 00:21:07.480 --> 00:21:09.520 align:middle line:84% on the front page of The Daily at the University 00:21:09.520 --> 00:21:10.780 align:middle line:90% of Washington. 00:21:10.780 --> 00:21:13.040 align:middle line:84% And here we have a man in a wheelchair, 00:21:13.040 --> 00:21:15.100 align:middle line:84% and the sign on the back of his wheelchair 00:21:15.100 --> 00:21:17.110 align:middle line:90% says, "Ramp the curbs. 00:21:17.110 --> 00:21:18.940 align:middle line:90% Get me off the street." 00:21:18.940 --> 00:21:21.010 align:middle line:84% And this was at the University of Washington, 00:21:21.010 --> 00:21:24.670 align:middle line:84% where I'm sure many people were saying, ramping the curbs? 00:21:24.670 --> 00:21:25.690 align:middle line:90% Curb cuts? 00:21:25.690 --> 00:21:27.070 align:middle line:90% Are you kidding me? 00:21:27.070 --> 00:21:28.690 align:middle line:90% We had so many hills here. 00:21:28.690 --> 00:21:32.260 align:middle line:84% There's no way that that would be broadly adopted 00:21:32.260 --> 00:21:33.640 align:middle line:90% as a practice. 00:21:33.640 --> 00:21:37.480 align:middle line:84% And now we think nothing of it as people use curb cuts 00:21:37.480 --> 00:21:40.510 align:middle line:84% as they're pushing their baby strollers or their delivery 00:21:40.510 --> 00:21:42.670 align:middle line:90% carts or even skateboards. 00:21:42.670 --> 00:21:46.700 align:middle line:84% That's not so cool, maybe, but anyway, we have adopted that. 00:21:46.700 --> 00:21:50.980 align:middle line:84% And so we're looking in our project and other efforts 00:21:50.980 --> 00:21:54.970 align:middle line:84% to do it in adopting universal design or accessible 00:21:54.970 --> 00:21:58.818 align:middle line:84% practices more broadly in a lot of different ways. 00:21:58.818 --> 00:22:00.610 align:middle line:84% Universal design provides inclusive access. 00:22:00.610 --> 00:22:04.240 align:middle line:84% I mentioned that earlier, and I want to emphasize this. 00:22:04.240 --> 00:22:07.620 align:middle line:84% Just as a quick example in the physical environment, 00:22:07.620 --> 00:22:08.620 align:middle line:90% we have two images here. 00:22:08.620 --> 00:22:12.080 align:middle line:84% One is the typical modern building with two steps-- 00:22:12.080 --> 00:22:13.900 align:middle line:90% walk into the main entrance-- 00:22:13.900 --> 00:22:16.660 align:middle line:84% and then immediately to the left, I'm sure, 00:22:16.660 --> 00:22:23.230 align:middle line:84% ADA-compliant ramp, and so what's wrong with that? 00:22:23.230 --> 00:22:28.660 align:middle line:84% It's accessible, quite usable, but it's not fully inclusive. 00:22:28.660 --> 00:22:31.150 align:middle line:84% When I walk up to that building with someone 00:22:31.150 --> 00:22:35.848 align:middle line:84% who is in a wheelchair, we part ways, and believe me, 00:22:35.848 --> 00:22:37.390 align:middle line:84% I've tried it the other way and go up 00:22:37.390 --> 00:22:40.390 align:middle line:84% walking in front of that person or behind that person. 00:22:40.390 --> 00:22:43.780 align:middle line:84% Either way, it is very awkward, and so we may be 00:22:43.780 --> 00:22:45.130 align:middle line:90% in the middle of conversation. 00:22:45.130 --> 00:22:46.480 align:middle line:90% They go off to the left. 00:22:46.480 --> 00:22:49.000 align:middle line:84% I go up the steps, and we meet again at the top. 00:22:49.000 --> 00:22:50.380 align:middle line:90% Again, it's accessible. 00:22:50.380 --> 00:22:51.530 align:middle line:90% It's usable. 00:22:51.530 --> 00:22:52.692 align:middle line:90% It's not inclusive. 00:22:52.692 --> 00:22:54.400 align:middle line:84% On the right-hand side, we have a picture 00:22:54.400 --> 00:22:56.620 align:middle line:84% of another building on our campus, 00:22:56.620 --> 00:23:01.630 align:middle line:84% and this one has a gradual slope into the building. 00:23:01.630 --> 00:23:04.150 align:middle line:84% And the walkway is quite wide, so I 00:23:04.150 --> 00:23:07.200 align:middle line:84% would be able to walk side by side with the same person. 00:23:07.200 --> 00:23:10.360 align:middle line:84% And we go in the building entrance together. 00:23:10.360 --> 00:23:13.630 align:middle line:84% By the way, there are still steps if you want to use step, 00:23:13.630 --> 00:23:16.870 align:middle line:84% but the default, the main entrance to the building 00:23:16.870 --> 00:23:21.380 align:middle line:84% is accessible, usable, and inclusive. 00:23:21.380 --> 00:23:24.460 align:middle line:84% So that's what I mean by "inclusive." 00:23:24.460 --> 00:23:27.820 align:middle line:84% Just a couple examples, like if we take a video 00:23:27.820 --> 00:23:32.350 align:middle line:84% and put captions on the video, which we promote as a best 00:23:32.350 --> 00:23:36.640 align:middle line:84% practice, it benefits many more people 00:23:36.640 --> 00:23:40.030 align:middle line:84% than just people who are unable to hear the audio. 00:23:40.030 --> 00:23:42.440 align:middle line:84% People who are English-language learners-- 00:23:42.440 --> 00:23:46.470 align:middle line:84% we have a program in Japan I mentioned. 00:23:46.470 --> 00:23:48.220 align:middle line:84% Most of the people in presentations I give 00:23:48.220 --> 00:23:51.790 align:middle line:84% can read the English captions quite well. 00:23:51.790 --> 00:23:55.150 align:middle line:84% They have more difficulty understanding people speaking 00:23:55.150 --> 00:23:58.360 align:middle line:90% English than writing English. 00:23:58.360 --> 00:24:02.140 align:middle line:84% Then if it's people in a noisy environment like the airport, 00:24:02.140 --> 00:24:05.380 align:middle line:84% in a noiseless location like in the library 00:24:05.380 --> 00:24:08.910 align:middle line:84% or when your baby's sleeping and you want to watch a video-- 00:24:08.910 --> 00:24:12.350 align:middle line:84% it benefits people who have a slow internet connection. 00:24:12.350 --> 00:24:14.980 align:middle line:84% They want to know the spelling of words, 00:24:14.980 --> 00:24:18.460 align:middle line:84% or they need to search through the text quickly 00:24:18.460 --> 00:24:21.550 align:middle line:84% to find content maybe in multiple videos, 00:24:21.550 --> 00:24:25.190 align:middle line:84% but go directly to the content they're looking for. 00:24:25.190 --> 00:24:26.520 align:middle line:90% So again, universal design-- 00:24:26.520 --> 00:24:29.230 align:middle line:84% it benefits a lot of people, but it 00:24:29.230 --> 00:24:32.260 align:middle line:84% can be inspired by what could have 00:24:32.260 --> 00:24:35.510 align:middle line:84% been considered an accommodation for a person with a disability. 00:24:35.510 --> 00:24:37.600 align:middle line:84% If we look at technology, our smartphones 00:24:37.600 --> 00:24:41.380 align:middle line:84% are great examples of how they build 00:24:41.380 --> 00:24:43.980 align:middle line:90% in accessibility features. 00:24:43.980 --> 00:24:47.400 align:middle line:84% My only complaint is my phone talks to me too much. 00:24:47.400 --> 00:24:49.120 align:middle line:84% Out of the blue, it starts talking to me, 00:24:49.120 --> 00:24:51.640 align:middle line:84% and so I can't get it to stop sometimes. 00:24:51.640 --> 00:24:54.350 align:middle line:84% But I think that's user error there. 00:24:54.350 --> 00:24:56.340 align:middle line:90% Maybe it's not usable enough. 00:24:56.340 --> 00:24:59.300 align:middle line:84% But anyway, you can change the background color to black 00:24:59.300 --> 00:25:02.080 align:middle line:90% so your text is on white. 00:25:02.080 --> 00:25:04.750 align:middle line:90% Again, you can use voice. 00:25:04.750 --> 00:25:06.820 align:middle line:84% They are generally totally accessible to people 00:25:06.820 --> 00:25:08.917 align:middle line:90% who are blind. 00:25:08.917 --> 00:25:11.500 align:middle line:84% But once in a while, there are features that will never really 00:25:11.500 --> 00:25:14.320 align:middle line:84% build into technology for good reason, for instance, 00:25:14.320 --> 00:25:16.720 align:middle line:84% a Braille embosser that a person can use 00:25:16.720 --> 00:25:18.640 align:middle line:90% to create Braille documents. 00:25:18.640 --> 00:25:21.490 align:middle line:84% I don't think we're going to find that those devices hanging 00:25:21.490 --> 00:25:25.820 align:middle line:84% off of our smartphones, but as we design technology, 00:25:25.820 --> 00:25:28.390 align:middle line:84% we want to make sure that it is compatible 00:25:28.390 --> 00:25:31.060 align:middle line:84% with assistive technology people might be using. 00:25:31.060 --> 00:25:33.630 align:middle line:84% Just like now when you're designing a website 00:25:33.630 --> 00:25:36.910 align:middle line:84% at a post-secondary institution, you take special care 00:25:36.910 --> 00:25:38.650 align:middle line:84% to make sure it's accessible to someone 00:25:38.650 --> 00:25:42.750 align:middle line:84% using mobile phone or other mobile devices. 00:25:42.750 --> 00:25:44.430 align:middle line:84% I'll give you three examples of people 00:25:44.430 --> 00:25:47.460 align:middle line:84% that the design of your products might benefit 00:25:47.460 --> 00:25:49.140 align:middle line:90% and what technology they use. 00:25:49.140 --> 00:25:51.720 align:middle line:84% Anthony is an assistive technology specialist 00:25:51.720 --> 00:25:53.130 align:middle line:90% at Prentke Romich Company. 00:25:53.130 --> 00:25:57.420 align:middle line:84% They develop and distribute assistive technology for people 00:25:57.420 --> 00:25:59.220 align:middle line:90% with disabilities. 00:25:59.220 --> 00:26:03.090 align:middle line:84% He has cerebral palsy that affects his ability to speak. 00:26:03.090 --> 00:26:05.880 align:middle line:84% He has very little ability to speak. 00:26:05.880 --> 00:26:10.980 align:middle line:84% He does have some motor skills, but not fine motor skills, 00:26:10.980 --> 00:26:13.290 align:middle line:90% but he can use a touch screen. 00:26:13.290 --> 00:26:15.420 align:middle line:84% He also has a learning disability, 00:26:15.420 --> 00:26:18.960 align:middle line:84% so he uses grammar and spell checkers, like many of us do. 00:26:18.960 --> 00:26:22.290 align:middle line:84% He has a synthesized voice on his communication device, which 00:26:22.290 --> 00:26:25.770 align:middle line:90% is attached to his wheelchair. 00:26:25.770 --> 00:26:29.070 align:middle line:84% He uses a touch screen, and he uses 00:26:29.070 --> 00:26:32.610 align:middle line:84% computer-based environmental control and phone access. 00:26:32.610 --> 00:26:35.280 align:middle line:84% He provides a lot of phone access 00:26:35.280 --> 00:26:39.330 align:middle line:84% in his job, phone support to people 00:26:39.330 --> 00:26:42.750 align:middle line:84% that are using the products or deciding to use products 00:26:42.750 --> 00:26:44.760 align:middle line:90% that his company distributes. 00:26:44.760 --> 00:26:47.290 align:middle line:84% And it kind of brings a smile to my face 00:26:47.290 --> 00:26:50.550 align:middle line:84% to think of Anthony, who many people would point out 00:26:50.550 --> 00:26:53.700 align:middle line:84% as someone who would be great for doing phone support-- 00:26:53.700 --> 00:26:56.730 align:middle line:84% does phone support, and I'm sure that it's 00:26:56.730 --> 00:27:00.480 align:middle line:84% reassuring to parents of children newly diagnosed 00:27:00.480 --> 00:27:03.520 align:middle line:84% with conditions similar to his own 00:27:03.520 --> 00:27:07.620 align:middle line:84% that learn that this young man is gainfully employed 00:27:07.620 --> 00:27:10.950 align:middle line:90% in a high-tech business. 00:27:10.950 --> 00:27:13.410 align:middle line:84% Nicole-- she has a bachelor's degree 00:27:13.410 --> 00:27:15.660 align:middle line:84% in computer science from Stanford. 00:27:15.660 --> 00:27:18.480 align:middle line:84% We tried to get her to go here at our university, 00:27:18.480 --> 00:27:20.870 align:middle line:90% but they made a better offer. 00:27:20.870 --> 00:27:21.870 align:middle line:90% She works at Google now. 00:27:21.870 --> 00:27:23.620 align:middle line:90% She is blind. 00:27:23.620 --> 00:27:29.220 align:middle line:84% She uses speech output, so her computer speaks to her. 00:27:29.220 --> 00:27:32.730 align:middle line:84% She uses Braille translation software and a Braille display 00:27:32.730 --> 00:27:36.558 align:middle line:84% and printer so that she can produce hard copy. 00:27:36.558 --> 00:27:38.100 align:middle line:84% She also has a regular printer if she 00:27:38.100 --> 00:27:42.030 align:middle line:84% wants to share what she wants to share with people 00:27:42.030 --> 00:27:43.720 align:middle line:90% that use regular print. 00:27:43.720 --> 00:27:45.450 align:middle line:84% And so she could be on our campuses 00:27:45.450 --> 00:27:48.090 align:middle line:84% or using our products that are being developed. 00:27:48.090 --> 00:27:49.350 align:middle line:90% And then there's Jessie. 00:27:49.350 --> 00:27:51.270 align:middle line:84% She has a bachelor's degree in informatics 00:27:51.270 --> 00:27:53.550 align:middle line:84% and a master's in business administration 00:27:53.550 --> 00:27:55.440 align:middle line:84% from the University of Washington, 00:27:55.440 --> 00:27:59.040 align:middle line:84% and she's a manager of fraud prevention at Amazon. 00:27:59.040 --> 00:28:02.620 align:middle line:84% She has multiple learning disabilities. 00:28:02.620 --> 00:28:07.200 align:middle line:84% She uses speech output, so it helps her to be able to-- 00:28:07.200 --> 00:28:12.690 align:middle line:84% she can read, but she can hear as she's reading someone 00:28:12.690 --> 00:28:14.860 align:middle line:90% speaking that text as well. 00:28:14.860 --> 00:28:17.250 align:middle line:84% She also uses speech input, and so she'll 00:28:17.250 --> 00:28:19.860 align:middle line:90% dictate memos and so forth. 00:28:19.860 --> 00:28:22.530 align:middle line:84% It's easier for her to get her thoughts 00:28:22.530 --> 00:28:26.160 align:middle line:84% into the computer that way, and then she uses grammar and spell 00:28:26.160 --> 00:28:27.130 align:middle line:90% checkers. 00:28:27.130 --> 00:28:29.760 align:middle line:84% She used those to get through college and also in her job 00:28:29.760 --> 00:28:31.050 align:middle line:90% today. 00:28:31.050 --> 00:28:33.330 align:middle line:84% So people have a wide range of characteristics, 00:28:33.330 --> 00:28:35.520 align:middle line:84% some called disabilities, that we 00:28:35.520 --> 00:28:39.070 align:middle line:84% need to think about whenever we're designing something. 00:28:39.070 --> 00:28:41.550 align:middle line:84% So one of the comments I get from people 00:28:41.550 --> 00:28:44.460 align:middle line:84% who want to include accessibility in their courses, 00:28:44.460 --> 00:28:48.353 align:middle line:84% quite often from engineering and IT faculty-- 00:28:48.353 --> 00:28:50.770 align:middle line:84% they just don't know that much about assistive technology, 00:28:50.770 --> 00:28:52.728 align:middle line:84% so they don't get comfortable teaching anything 00:28:52.728 --> 00:28:55.660 align:middle line:90% about accessibility issues. 00:28:55.660 --> 00:28:59.405 align:middle line:84% But how much do you really need to know? 00:28:59.405 --> 00:29:00.780 align:middle line:84% I don't like to make light of it, 00:29:00.780 --> 00:29:02.820 align:middle line:84% and it's a really exciting field. 00:29:02.820 --> 00:29:05.820 align:middle line:84% But there are thousands of assistive devices 00:29:05.820 --> 00:29:10.600 align:middle line:84% that people with disabilities might use, and they change. 00:29:10.600 --> 00:29:15.280 align:middle line:84% They develop every day into new technologies. 00:29:15.280 --> 00:29:19.020 align:middle line:84% So you can learn a lot about the assistive technology part 00:29:19.020 --> 00:29:20.070 align:middle line:90% through videos. 00:29:20.070 --> 00:29:23.468 align:middle line:84% We have a series of videos on our DO-IT website 00:29:23.468 --> 00:29:25.510 align:middle line:84% that does that very thing, and it features people 00:29:25.510 --> 00:29:28.770 align:middle line:84% with disabilities talking about the technology they use. 00:29:28.770 --> 00:29:31.800 align:middle line:84% You could use a presentation by an assistive technology 00:29:31.800 --> 00:29:34.410 align:middle line:90% expert on your campus. 00:29:34.410 --> 00:29:37.050 align:middle line:84% Many people have the accessible technology center 00:29:37.050 --> 00:29:39.660 align:middle line:84% that I mentioned that we have here, 00:29:39.660 --> 00:29:41.610 align:middle line:84% and if not a whole center, they have people 00:29:41.610 --> 00:29:44.100 align:middle line:90% that know about accessibility. 00:29:44.100 --> 00:29:46.170 align:middle line:84% Even your disability services office 00:29:46.170 --> 00:29:48.780 align:middle line:84% might have someone that comes speak to your class. 00:29:48.780 --> 00:29:51.030 align:middle line:84% Or they can also help you line up 00:29:51.030 --> 00:29:55.050 align:middle line:84% a panel of students with different types of disabilities 00:29:55.050 --> 00:29:58.680 align:middle line:84% to speak in your class about the technology they use 00:29:58.680 --> 00:30:00.390 align:middle line:84% and what challenges they face in using 00:30:00.390 --> 00:30:04.410 align:middle line:84% mainstream technology, given the disability that they have. 00:30:04.410 --> 00:30:06.690 align:middle line:84% And then there's a collection of success stories 00:30:06.690 --> 00:30:08.410 align:middle line:84% up on our websites and so forth, so you 00:30:08.410 --> 00:30:11.735 align:middle line:84% can learn about the lives of people with disabilities. 00:30:11.735 --> 00:30:13.110 align:middle line:84% I really like the panel the best, 00:30:13.110 --> 00:30:14.850 align:middle line:84% and actually, I'll put in a plug here. 00:30:14.850 --> 00:30:18.060 align:middle line:84% We actually have funding, not through the current project, 00:30:18.060 --> 00:30:22.650 align:middle line:84% but through other means to actually pay 00:30:22.650 --> 00:30:25.620 align:middle line:84% $50 to any student that will come and be 00:30:25.620 --> 00:30:29.100 align:middle line:84% on a panel for a course here on our campus 00:30:29.100 --> 00:30:30.580 align:middle line:90% or on other campuses. 00:30:30.580 --> 00:30:33.080 align:middle line:84% It has to have something to do with technology, engineering, 00:30:33.080 --> 00:30:34.590 align:middle line:90% and IT. 00:30:34.590 --> 00:30:37.950 align:middle line:84% But anyway, if you contact your disability services office 00:30:37.950 --> 00:30:39.510 align:middle line:84% and they could send out a message 00:30:39.510 --> 00:30:41.850 align:middle line:84% or you could compose a message that they would send out 00:30:41.850 --> 00:30:44.378 align:middle line:84% recruiting people to be on a panel for your class, 00:30:44.378 --> 00:30:45.420 align:middle line:90% you could offer them $50. 00:30:45.420 --> 00:30:47.628 align:middle line:84% It's not a lot of money, but it's just a little token 00:30:47.628 --> 00:30:48.930 align:middle line:90% of our appreciation. 00:30:48.930 --> 00:30:51.300 align:middle line:84% And they would just like to fill out a very simple form, 00:30:51.300 --> 00:30:53.092 align:middle line:84% and we would pay them directly so you don't 00:30:53.092 --> 00:30:54.640 align:middle line:90% have to get involved in that. 00:30:54.640 --> 00:30:57.390 align:middle line:84% So again, that's something that you could email us about 00:30:57.390 --> 00:30:59.880 align:middle line:84% and say you'd like us to do that. 00:30:59.880 --> 00:31:02.640 align:middle line:84% Again, we'd like to make sure students with disabilities 00:31:02.640 --> 00:31:07.590 align:middle line:84% are told even in this modest way that what they have learned 00:31:07.590 --> 00:31:11.790 align:middle line:84% is a benefit to other people and the work that we do. 00:31:11.790 --> 00:31:14.310 align:middle line:84% Another way to look at it is, what are the limitations 00:31:14.310 --> 00:31:17.163 align:middle line:84% of assistive technology that we need 00:31:17.163 --> 00:31:19.830 align:middle line:84% to be aware of on the other side when we're developing something 00:31:19.830 --> 00:31:21.630 align:middle line:90% to interface with it? 00:31:21.630 --> 00:31:24.810 align:middle line:84% Well, assistive technology-- you can just 00:31:24.810 --> 00:31:28.530 align:middle line:84% be sure that there are thousands of alternative keyboards, 00:31:28.530 --> 00:31:32.070 align:middle line:90% and some of them are on screen. 00:31:32.070 --> 00:31:34.410 align:middle line:84% And they have switches, and you can operate them 00:31:34.410 --> 00:31:35.240 align:middle line:90% with your feet. 00:31:35.240 --> 00:31:38.310 align:middle line:84% Or there's one called an eyebrow wrinkle switch 00:31:38.310 --> 00:31:39.360 align:middle line:90% that you could operate. 00:31:39.360 --> 00:31:42.510 align:middle line:84% Sometimes, you can give Morse code to the computer 00:31:42.510 --> 00:31:44.760 align:middle line:84% to give the commands that you want to give. 00:31:44.760 --> 00:31:48.570 align:middle line:84% The thing to remember is that technology, you can be sure, 00:31:48.570 --> 00:31:54.660 align:middle line:84% will fully emulate the keyboard, but not necessarily the mouse. 00:31:54.660 --> 00:31:57.930 align:middle line:84% So what that means when you're designing technology, at least, 00:31:57.930 --> 00:32:00.630 align:middle line:84% or you're interfacing with some technology, 00:32:00.630 --> 00:32:03.440 align:middle line:84% is make sure that whatever commands you're given 00:32:03.440 --> 00:32:06.150 align:middle line:84% or input you're using with the mouse 00:32:06.150 --> 00:32:10.160 align:middle line:84% can also be accomplished with the keyboard. 00:32:10.160 --> 00:32:12.650 align:middle line:84% Typically, it means using the arrow keys 00:32:12.650 --> 00:32:15.320 align:middle line:84% to move around the screen or to select something, 00:32:15.320 --> 00:32:17.630 align:middle line:84% to move from one item to another. 00:32:17.630 --> 00:32:19.640 align:middle line:84% So think keyboard, that you want everything 00:32:19.640 --> 00:32:22.040 align:middle line:84% that you do, this interface for the computer, 00:32:22.040 --> 00:32:23.690 align:middle line:84% to be operable with the keyboard. 00:32:23.690 --> 00:32:27.510 align:middle line:84% You don't have to worry about how people are getting there, 00:32:27.510 --> 00:32:31.100 align:middle line:84% but that's what their technology will be able to do. 00:32:31.100 --> 00:32:33.530 align:middle line:84% It obviously can't read content presented in images. 00:32:33.530 --> 00:32:34.460 align:middle line:90% It just sees an image. 00:32:34.460 --> 00:32:38.330 align:middle line:84% It can't read the words that are in there if they are embedded 00:32:38.330 --> 00:32:41.330 align:middle line:84% in an image, like a PDF document that is essentially 00:32:41.330 --> 00:32:43.320 align:middle line:90% just a scanned image. 00:32:43.320 --> 00:32:45.680 align:middle line:84% So all that means is you have to provide text 00:32:45.680 --> 00:32:48.380 align:middle line:84% so that a screen reader, for example, could read it, 00:32:48.380 --> 00:32:50.810 align:middle line:84% and that could be for a student with a learning disability 00:32:50.810 --> 00:32:52.550 align:middle line:90% or someone who is blind. 00:32:52.550 --> 00:32:55.170 align:middle line:84% And so we provide alternative text and images, 00:32:55.170 --> 00:32:57.590 align:middle line:84% let's say, in a document or on a website, 00:32:57.590 --> 00:32:59.600 align:middle line:84% but first, try to make everything in text 00:32:59.600 --> 00:33:01.880 align:middle line:90% from the beginning. 00:33:01.880 --> 00:33:06.800 align:middle line:84% A screen reader can tab from link to link on a website, 00:33:06.800 --> 00:33:10.190 align:middle line:84% so if you put Click Here, Click Here, Click Here 00:33:10.190 --> 00:33:13.160 align:middle line:84% for all of your department websites, 00:33:13.160 --> 00:33:14.900 align:middle line:84% that's what a person who's blind is going 00:33:14.900 --> 00:33:17.150 align:middle line:84% to read if they skip from link to link to get 00:33:17.150 --> 00:33:19.070 align:middle line:90% a sense of what's on the page. 00:33:19.070 --> 00:33:22.070 align:middle line:84% And so you then have required that they go back and read 00:33:22.070 --> 00:33:25.400 align:middle line:84% the entire page so they can see the descriptive wording 00:33:25.400 --> 00:33:27.110 align:middle line:90% around the links. 00:33:27.110 --> 00:33:30.690 align:middle line:84% Rather than have that problem, just describe your links, 00:33:30.690 --> 00:33:34.070 align:middle line:84% so you might put DO-IT Website as the link description 00:33:34.070 --> 00:33:36.230 align:middle line:84% so someone looking at that from their screen reader 00:33:36.230 --> 00:33:38.120 align:middle line:90% will know where they're going. 00:33:38.120 --> 00:33:40.010 align:middle line:84% Similarly, the screen readers can 00:33:40.010 --> 00:33:42.260 align:middle line:84% skip from heading to heading, and all this means 00:33:42.260 --> 00:33:44.570 align:middle line:84% is that when we're creating a document, 00:33:44.570 --> 00:33:48.890 align:middle line:84% we should structure with the hierarchical headings structure 00:33:48.890 --> 00:33:50.780 align:middle line:90% when we're creating a document. 00:33:50.780 --> 00:33:55.370 align:middle line:84% And it cannot describe audio, and so we need to caption 00:33:55.370 --> 00:33:56.480 align:middle line:90% our videos. 00:33:56.480 --> 00:33:59.300 align:middle line:84% And we need to transcribe any audio 00:33:59.300 --> 00:34:01.613 align:middle line:84% that we are using in our products, 00:34:01.613 --> 00:34:02.780 align:middle line:90% so that gives you a rundown. 00:34:02.780 --> 00:34:04.470 align:middle line:90% So what's universal design? 00:34:04.470 --> 00:34:08.969 align:middle line:84% I think of it as an attitude that values diversity, equity, 00:34:08.969 --> 00:34:10.070 align:middle line:90% and inclusion. 00:34:10.070 --> 00:34:14.194 align:middle line:84% It's a goal, but it's also a process, a proactive process. 00:34:14.194 --> 00:34:16.310 align:middle line:84% It may never be reached, but we should always 00:34:16.310 --> 00:34:17.600 align:middle line:90% be shooting for it. 00:34:17.600 --> 00:34:21.080 align:middle line:84% It can be implemented incrementally, so in a class, 00:34:21.080 --> 00:34:24.737 align:middle line:84% you can have students address some issues related 00:34:24.737 --> 00:34:26.945 align:middle line:84% to universal design, but not necessarily all of them, 00:34:26.945 --> 00:34:28.969 align:middle line:84% and they could still have a good experience. 00:34:28.969 --> 00:34:31.400 align:middle line:84% It focuses on benefits to everyone, 00:34:31.400 --> 00:34:35.210 align:middle line:84% promotes best practices, does not reduce your practices-- 00:34:35.210 --> 00:34:37.310 align:middle line:84% it should promote best practices-- 00:34:37.310 --> 00:34:40.040 align:middle line:84% does not lower your standards, and minimizes 00:34:40.040 --> 00:34:42.570 align:middle line:90% the need for accommodations. 00:34:42.570 --> 00:34:45.530 align:middle line:84% So that's what universal design is about. 00:34:45.530 --> 00:34:49.670 align:middle line:84% But where is accessibility or universal design or anything 00:34:49.670 --> 00:34:52.909 align:middle line:84% covered in our curriculum and textbooks? 00:34:52.909 --> 00:34:56.960 align:middle line:84% Well, from what I hear and what I observe, 00:34:56.960 --> 00:35:01.460 align:middle line:84% it's not covered very commonly in textbooks. 00:35:01.460 --> 00:35:04.520 align:middle line:84% So these textbooks happen to be about computing on the screen 00:35:04.520 --> 00:35:06.410 align:middle line:84% right now, and then way the right-hand side, 00:35:06.410 --> 00:35:08.150 align:middle line:84% there's one on web accessibility. 00:35:08.150 --> 00:35:09.860 align:middle line:84% So you'll find a few books on the topic, 00:35:09.860 --> 00:35:12.920 align:middle line:84% but it's not generally included in the content, 00:35:12.920 --> 00:35:15.920 align:middle line:90% the main content. 00:35:15.920 --> 00:35:18.800 align:middle line:84% So why might you want to teach universal design? 00:35:18.800 --> 00:35:21.290 align:middle line:84% Well, it could be to reach diverse audiences. 00:35:21.290 --> 00:35:24.260 align:middle line:84% Maybe you'd just like to have your product more marketable 00:35:24.260 --> 00:35:26.180 align:middle line:90% to a broad audience. 00:35:26.180 --> 00:35:28.520 align:middle line:84% There's disability-related legislation. 00:35:28.520 --> 00:35:32.150 align:middle line:84% For instance, some institutions like ours, 00:35:32.150 --> 00:35:34.820 align:middle line:84% post-secondary institutions, are required 00:35:34.820 --> 00:35:39.510 align:middle line:84% to use accessible products, like software, for example. 00:35:39.510 --> 00:35:42.080 align:middle line:84% And so when you're creating a product that's not accessible, 00:35:42.080 --> 00:35:44.120 align:middle line:84% you're putting them at legal risk. 00:35:44.120 --> 00:35:47.000 align:middle line:84% It's not illegal to create an inaccessible product, 00:35:47.000 --> 00:35:50.660 align:middle line:84% but in some cases, it can be not in compliance with the law 00:35:50.660 --> 00:35:54.950 align:middle line:84% if you're purchasing that, so think about your customers. 00:35:54.950 --> 00:35:57.410 align:middle line:84% Ethics-- it's just an ethical thing or social justice, 00:35:57.410 --> 00:36:00.080 align:middle line:84% as we talked about, the idea that if you 00:36:00.080 --> 00:36:03.800 align:middle line:84% work on accessibility, it will likely benefit everyone 00:36:03.800 --> 00:36:05.760 align:middle line:90% to some degree. 00:36:05.760 --> 00:36:07.970 align:middle line:84% And there are emerging standards, 00:36:07.970 --> 00:36:10.610 align:middle line:84% like the ABET standards that I'll 00:36:10.610 --> 00:36:16.190 align:middle line:84% mention or I'll show you in a minute, that require or suggest 00:36:16.190 --> 00:36:19.880 align:middle line:84% that engineering departments and IT departments 00:36:19.880 --> 00:36:22.590 align:middle line:90% include accessibility topics. 00:36:22.590 --> 00:36:24.190 align:middle line:84% And there's demand from companies. 00:36:24.190 --> 00:36:26.840 align:middle line:90% Teach Access is an effort. 00:36:26.840 --> 00:36:31.040 align:middle line:84% It's led by Microsoft and Dropbox and Adobe and LinkedIn, 00:36:31.040 --> 00:36:32.300 align:middle line:90% many companies. 00:36:32.300 --> 00:36:35.708 align:middle line:84% They cannot find enough people that know about accessibility, 00:36:35.708 --> 00:36:38.000 align:middle line:84% and so they're going out to post-secondary institutions 00:36:38.000 --> 00:36:40.580 align:middle line:84% and talking to engineering and computer science faculty 00:36:40.580 --> 00:36:43.460 align:middle line:84% members to beg them to teach about accessibility 00:36:43.460 --> 00:36:45.230 align:middle line:90% in their courses. 00:36:45.230 --> 00:36:48.800 align:middle line:84% So ABET I mentioned, the accreditation board 00:36:48.800 --> 00:36:51.530 align:middle line:84% for post-secondary engineering and computing programs-- 00:36:51.530 --> 00:36:53.330 align:middle line:84% this is relatively new wording that they 00:36:53.330 --> 00:36:58.310 align:middle line:84% have put as they talk about engineering design. 00:36:58.310 --> 00:37:00.110 align:middle line:84% "Engineering design is the process 00:37:00.110 --> 00:37:02.630 align:middle line:84% of devising a system, component, or process 00:37:02.630 --> 00:37:06.290 align:middle line:84% to meet desired needs and specifications 00:37:06.290 --> 00:37:09.000 align:middle line:90% within constraints. 00:37:09.000 --> 00:37:13.530 align:middle line:84% Examples of possible constraints include accessibility, 00:37:13.530 --> 00:37:17.010 align:middle line:84% aesthetics, constructability, cost, ergonomics, 00:37:17.010 --> 00:37:21.720 align:middle line:84% functionality, interoperability, legal considerations, 00:37:21.720 --> 00:37:24.990 align:middle line:84% maintainability, manufacturability, policy, 00:37:24.990 --> 00:37:28.890 align:middle line:84% regulations, schedule, sustainability, usability." 00:37:28.890 --> 00:37:32.070 align:middle line:84% And so what ABET is encouraging is 00:37:32.070 --> 00:37:37.210 align:middle line:84% to teach about these topics, about possible constraints 00:37:37.210 --> 00:37:39.190 align:middle line:84% as an important part of the curriculum, 00:37:39.190 --> 00:37:44.160 align:middle line:84% and I highlighted a few-- accessibility, ergonomics, 00:37:44.160 --> 00:37:46.110 align:middle line:84% legal considerations, usability-- 00:37:46.110 --> 00:37:49.230 align:middle line:84% that are directly related to universal design 00:37:49.230 --> 00:37:51.510 align:middle line:90% and disability-related issues. 00:37:51.510 --> 00:37:55.170 align:middle line:84% So it can actually help your departments 00:37:55.170 --> 00:37:59.240 align:middle line:90% meet their ABET requirements. 00:37:59.240 --> 00:38:01.660 align:middle line:84% There's another part of ABET that actually also says 00:38:01.660 --> 00:38:04.990 align:middle line:84% that physical environments used in engineering and computer 00:38:04.990 --> 00:38:06.970 align:middle line:84% science should be accessible, so this 00:38:06.970 --> 00:38:08.750 align:middle line:90% would include maker spaces. 00:38:08.750 --> 00:38:11.125 align:middle line:84% Is it physically accessible to someone using a wheelchair 00:38:11.125 --> 00:38:13.250 align:middle line:90% or use a walker or whatever? 00:38:13.250 --> 00:38:15.827 align:middle line:84% So that's a whole different area. 00:38:15.827 --> 00:38:17.410 align:middle line:84% We actually have a number of handouts, 00:38:17.410 --> 00:38:21.400 align:middle line:84% and one of is on how to design an accessible maker space. 00:38:21.400 --> 00:38:24.430 align:middle line:84% So as far as universal design of instruction-- again, 00:38:24.430 --> 00:38:27.410 align:middle line:84% we're not talking about this so much today, 00:38:27.410 --> 00:38:30.370 align:middle line:84% but just to touch on it briefly is the overall design 00:38:30.370 --> 00:38:33.760 align:middle line:84% of your instruction, so planning for multiple ways 00:38:33.760 --> 00:38:36.250 align:middle line:84% for your students to gain knowledge and demonstrate 00:38:36.250 --> 00:38:38.380 align:middle line:84% knowledge and engage and making sure 00:38:38.380 --> 00:38:42.520 align:middle line:84% that the tools that you use are accessible to students 00:38:42.520 --> 00:38:44.290 align:middle line:90% with disabilities. 00:38:44.290 --> 00:38:46.720 align:middle line:84% So if you're using a 3D printer, is 00:38:46.720 --> 00:38:48.620 align:middle line:84% it on an adjustable table, for instance, 00:38:48.620 --> 00:38:51.120 align:middle line:84% that might make it accessible to someone from a wheelchair 00:38:51.120 --> 00:38:52.570 align:middle line:90% height? 00:38:52.570 --> 00:38:54.370 align:middle line:90% The way you deliver content-- 00:38:54.370 --> 00:38:56.530 align:middle line:84% so different teaching techniques-- 00:38:56.530 --> 00:38:59.230 align:middle line:84% are you adjusting to students with a wide variety 00:38:59.230 --> 00:39:00.670 align:middle line:90% of abilities? 00:39:00.670 --> 00:39:02.710 align:middle line:84% And the way you engage students in learning-- 00:39:02.710 --> 00:39:04.690 align:middle line:84% having multiple ways to engage-- some students 00:39:04.690 --> 00:39:07.570 align:middle line:84% might not be able to engage well in a class setting, 00:39:07.570 --> 00:39:09.400 align:middle line:90% but do better one-on-one. 00:39:09.400 --> 00:39:11.210 align:middle line:84% And again, they might do better online, 00:39:11.210 --> 00:39:15.190 align:middle line:84% so you provide multiple ways where they can engage with you. 00:39:15.190 --> 00:39:17.290 align:middle line:84% In your syllabus, encouraging people 00:39:17.290 --> 00:39:20.557 align:middle line:84% to meet with you for office hours, 00:39:20.557 --> 00:39:22.390 align:middle line:84% do you say in there that-- well, and you can 00:39:22.390 --> 00:39:23.740 align:middle line:90% choose how you want to meet. 00:39:23.740 --> 00:39:28.210 align:middle line:84% Could be one-on-one using Zoom, or it could be in the classroom 00:39:28.210 --> 00:39:30.550 align:middle line:90% or in the office. 00:39:30.550 --> 00:39:33.165 align:middle line:84% It could be via email for some students. 00:39:33.165 --> 00:39:34.540 align:middle line:84% They don't have to give a reason. 00:39:34.540 --> 00:39:37.630 align:middle line:84% They can just say how they'd like to engage with you. 00:39:37.630 --> 00:39:40.510 align:middle line:84% And then the way you assess student knowledge, 00:39:40.510 --> 00:39:43.190 align:middle line:90% assessing it in multiple ways-- 00:39:43.190 --> 00:39:44.830 align:middle line:84% but the last one on here most related 00:39:44.830 --> 00:39:48.220 align:middle line:84% what we're talking about here is your choice of course content, 00:39:48.220 --> 00:39:51.250 align:middle line:84% and that could include including universal design. 00:39:51.250 --> 00:39:54.370 align:middle line:84% There's one study that's done in computing 00:39:54.370 --> 00:39:58.240 align:middle line:84% and IS, but has some implications for engineering 00:39:58.240 --> 00:40:00.340 align:middle line:84% as well, and it's a study about who 00:40:00.340 --> 00:40:05.050 align:middle line:84% teaches accessibility, a survey of US computing faculty. 00:40:05.050 --> 00:40:07.735 align:middle line:84% And Kristen Shinohara and Saba Kawas-- 00:40:07.735 --> 00:40:09.240 align:middle line:90% I got that wrong, I think-- 00:40:09.240 --> 00:40:11.650 align:middle line:84% Andrew Ko and Richard Ladner are the authors, 00:40:11.650 --> 00:40:15.760 align:middle line:84% and it's in the 2018 Proceedings of the 49th ACM Technical 00:40:15.760 --> 00:40:19.590 align:middle line:84% Symposium on Computer Science Education. 00:40:19.590 --> 00:40:23.290 align:middle line:84% So they sampled faculty at four-year institutions 00:40:23.290 --> 00:40:27.190 align:middle line:84% and colleges in computer science and information science 00:40:27.190 --> 00:40:30.580 align:middle line:84% and other interdisciplinary computing departments, 00:40:30.580 --> 00:40:35.970 align:middle line:84% so some engineering was involved in that part. 00:40:35.970 --> 00:40:38.290 align:middle line:84% One of the first questions they asked is how many 00:40:38.290 --> 00:40:41.290 align:middle line:84% are teaching accessibility, and in their sample, which 00:40:41.290 --> 00:40:43.030 align:middle line:84% has its reservations, of course, you 00:40:43.030 --> 00:40:44.447 align:middle line:84% have to take with a grain of salt, 00:40:44.447 --> 00:40:47.640 align:middle line:84% but it was 20% of the people they surveyed 00:40:47.640 --> 00:40:49.180 align:middle line:90% are teaching accessibility. 00:40:49.180 --> 00:40:52.150 align:middle line:84% It was their expectation that maybe more people who do teach 00:40:52.150 --> 00:40:55.240 align:middle line:84% would respond to the survey, which is often a weakness, 00:40:55.240 --> 00:40:57.040 align:middle line:84% but a fair number of people were actually 00:40:57.040 --> 00:40:59.380 align:middle line:90% teaching about accessibility. 00:40:59.380 --> 00:41:01.810 align:middle line:84% So what were their learning objectives? 00:41:01.810 --> 00:41:03.610 align:middle line:84% To understand technology barriers, 00:41:03.610 --> 00:41:06.280 align:middle line:84% they reported, so just understanding 00:41:06.280 --> 00:41:09.700 align:middle line:84% what challenges there are, understanding design concepts. 00:41:09.700 --> 00:41:11.530 align:middle line:84% And so it gave them opportunities 00:41:11.530 --> 00:41:14.590 align:middle line:84% to talk about user-centered design and participatory 00:41:14.590 --> 00:41:16.870 align:middle line:84% design and universal design and so forth. 00:41:16.870 --> 00:41:20.980 align:middle line:84% To engage diverse populations, to evaluate web accessibility 00:41:20.980 --> 00:41:24.100 align:middle line:84% standards and heuristics, to develop accessible web 00:41:24.100 --> 00:41:27.280 align:middle line:84% technologies, to employ design techniques, 00:41:27.280 --> 00:41:29.890 align:middle line:84% to understand legal regulations, such as the Americans 00:41:29.890 --> 00:41:31.120 align:middle line:90% with Disabilities Act-- 00:41:31.120 --> 00:41:34.300 align:middle line:84% what does that mean for potential clients 00:41:34.300 --> 00:41:35.810 align:middle line:84% once they're out in the work world? 00:41:35.810 --> 00:41:39.970 align:middle line:84% I think many faculty would be surprised at that, 00:41:39.970 --> 00:41:43.030 align:middle line:90% at what ADA does require. 00:41:43.030 --> 00:41:47.230 align:middle line:84% Understand models of disability, views 00:41:47.230 --> 00:41:52.300 align:middle line:84% of disability as being a social issue or a medical issue 00:41:52.300 --> 00:41:54.490 align:middle line:84% and so forth-- it can be very informative-- 00:41:54.490 --> 00:41:58.240 align:middle line:84% and employ accessibility-focused languages and tools-- 00:41:58.240 --> 00:42:00.310 align:middle line:84% there are actually some computer languages 00:42:00.310 --> 00:42:02.650 align:middle line:84% that are accessible to people with a broad range 00:42:02.650 --> 00:42:06.040 align:middle line:84% of disabilities that computer science faculty might 00:42:06.040 --> 00:42:07.605 align:middle line:90% want to teach about. 00:42:07.605 --> 00:42:09.730 align:middle line:84% Some of their challenges-- that was the second part 00:42:09.730 --> 00:42:11.410 align:middle line:90% of the survey-- 00:42:11.410 --> 00:42:14.170 align:middle line:84% to incorporating accessibility-- not too surprising-- 00:42:14.170 --> 00:42:15.960 align:middle line:84% is it's not a core part of curriculum, 00:42:15.960 --> 00:42:18.460 align:middle line:84% and we all know that it's hard to fit in everything that you 00:42:18.460 --> 00:42:20.290 align:middle line:90% need to do already. 00:42:20.290 --> 00:42:23.480 align:middle line:84% They worry that they don't know enough to teach it. 00:42:23.480 --> 00:42:26.500 align:middle line:84% There's no appropriate textbook that includes it. 00:42:26.500 --> 00:42:29.920 align:middle line:84% There's a lack of awareness of faculty members, lack 00:42:29.920 --> 00:42:32.740 align:middle line:84% of support for topics addressing real challenges for people 00:42:32.740 --> 00:42:34.270 align:middle line:90% with disabilities. 00:42:34.270 --> 00:42:37.180 align:middle line:84% I'm not sure if this is from the department or institution, 00:42:37.180 --> 00:42:39.340 align:middle line:84% but that was one thing that was reported. 00:42:39.340 --> 00:42:41.920 align:middle line:84% Difficulty engaging students, which 00:42:41.920 --> 00:42:44.380 align:middle line:84% is a surprise because we usually hear the opposite, 00:42:44.380 --> 00:42:47.920 align:middle line:84% that students become quite engaged in accessibility topics 00:42:47.920 --> 00:42:51.160 align:middle line:84% once they learn about what they are, and lack 00:42:51.160 --> 00:42:53.522 align:middle line:90% of a demand in the industry-- 00:42:53.522 --> 00:42:55.480 align:middle line:84% and we're finding there's more and more demand, 00:42:55.480 --> 00:42:56.380 align:middle line:90% as I mentioned. 00:42:56.380 --> 00:43:00.280 align:middle line:84% We employ student helpers in our computer lab, and some of them 00:43:00.280 --> 00:43:01.780 align:middle line:84% are getting jobs now because they've 00:43:01.780 --> 00:43:04.150 align:middle line:84% learned about accessibility, that it probably wasn't 00:43:04.150 --> 00:43:05.680 align:middle line:90% the only reason they got a job. 00:43:05.680 --> 00:43:08.680 align:middle line:84% But it contributed to them getting a job 00:43:08.680 --> 00:43:12.190 align:middle line:84% in high-tech fields, and it's difficult to recruit people 00:43:12.190 --> 00:43:15.610 align:middle line:84% with disabilities on panels and so forth. 00:43:15.610 --> 00:43:16.997 align:middle line:90% What do faculty need? 00:43:16.997 --> 00:43:19.080 align:middle line:84% They say they need help with connections to people 00:43:19.080 --> 00:43:21.860 align:middle line:84% with disabilities to interact with one-on-one 00:43:21.860 --> 00:43:24.040 align:middle line:90% or to bring into the classroom. 00:43:24.040 --> 00:43:26.350 align:middle line:84% Again, your best source is probably 00:43:26.350 --> 00:43:28.270 align:middle line:90% the disability services office. 00:43:28.270 --> 00:43:30.880 align:middle line:84% They will not give you names of people with disabilities, 00:43:30.880 --> 00:43:34.720 align:middle line:84% but they almost always have a distribution mechanism 00:43:34.720 --> 00:43:37.570 align:middle line:84% where they can share your message and recruit as 00:43:37.570 --> 00:43:40.390 align:middle line:84% long as a student then is free to choose 00:43:40.390 --> 00:43:42.970 align:middle line:90% to get in contact with you. 00:43:42.970 --> 00:43:46.540 align:middle line:84% They need tools, technologies, guidelines, problem examples, 00:43:46.540 --> 00:43:49.090 align:middle line:84% curricular examples for specific courses-- 00:43:49.090 --> 00:43:51.080 align:middle line:84% and we're working on that in a number of areas, 00:43:51.080 --> 00:43:53.080 align:middle line:84% including engineering-- and then training 00:43:53.080 --> 00:43:55.360 align:middle line:84% and other opportunities to gain expertise. 00:43:55.360 --> 00:43:57.280 align:middle line:84% We do a lot of presentations at conferences, 00:43:57.280 --> 00:44:00.610 align:middle line:84% and that's one way they can learn about this. 00:44:00.610 --> 00:44:02.200 align:middle line:84% There are career benefits for students 00:44:02.200 --> 00:44:04.660 align:middle line:84% with disabilities, I mean, for students in general. 00:44:04.660 --> 00:44:07.630 align:middle line:84% These IT companies, as I mentioned that they're really 00:44:07.630 --> 00:44:10.450 align:middle line:84% pushing for this-- and our student workers 00:44:10.450 --> 00:44:13.510 align:middle line:84% within an Access Technology lab have secured jobs 00:44:13.510 --> 00:44:14.990 align:middle line:84% in part because of this knowledge, 00:44:14.990 --> 00:44:17.115 align:middle line:84% so it's actually a benefit to the students as well. 00:44:17.115 --> 00:44:18.760 align:middle line:90% They can put it on their resume. 00:44:18.760 --> 00:44:21.970 align:middle line:84% And the student interest, we find, is there. 00:44:21.970 --> 00:44:23.627 align:middle line:90% Here's one quote from a student. 00:44:23.627 --> 00:44:25.210 align:middle line:84% "I would be interested in seeing units 00:44:25.210 --> 00:44:27.190 align:middle line:84% on designing accessible products. 00:44:27.190 --> 00:44:30.047 align:middle line:84% I might seek out a course like this," 00:44:30.047 --> 00:44:31.630 align:middle line:84% and this is from someone-- or at least 00:44:31.630 --> 00:44:33.370 align:middle line:84% there are others in that group-- that 00:44:33.370 --> 00:44:36.310 align:middle line:84% had not had any accessibility training in the courses 00:44:36.310 --> 00:44:37.332 align:middle line:90% that they took. 00:44:37.332 --> 00:44:39.040 align:middle line:84% Another student said, "I think the reason 00:44:39.040 --> 00:44:42.190 align:middle line:84% for many accessibility-related issues in today's technologies 00:44:42.190 --> 00:44:44.030 align:middle line:84% is because it isn't being taught. 00:44:44.030 --> 00:44:46.600 align:middle line:84% If it isn't taught, folks go on to create things 00:44:46.600 --> 00:44:48.400 align:middle line:84% without this awareness, resulting 00:44:48.400 --> 00:44:50.280 align:middle line:90% in inaccessible technologies." 00:44:50.280 --> 00:44:52.870 align:middle line:90% Right on. 00:44:52.870 --> 00:44:57.490 align:middle line:84% So I promised that I would have some co-presenters here, 00:44:57.490 --> 00:44:59.680 align:middle line:84% and they are going to come via video. 00:44:59.680 --> 00:45:05.130 align:middle line:84% So we'll have a short video on including universal design 00:45:05.130 --> 00:45:11.657 align:middle line:84% in engineering curriculum, and so here we go. 00:45:11.657 --> 00:45:12.324 align:middle line:90% [VIDEO PLAYBACK] 00:45:12.324 --> 00:45:14.809 align:middle line:90% [MUSIC PLAYING] 00:45:14.809 --> 00:45:21.770 align:middle line:90% 00:45:21.770 --> 00:45:24.920 align:middle line:84% Including universal design in the engineering curriculum. 00:45:24.920 --> 00:45:28.040 align:middle line:90% 00:45:28.040 --> 00:45:31.490 align:middle line:84% By including accessibility and universal design 00:45:31.490 --> 00:45:33.740 align:middle line:84% in the engineering curriculum, you're 00:45:33.740 --> 00:45:35.720 align:middle line:84% making a statement to all the students 00:45:35.720 --> 00:45:39.080 align:middle line:84% that you're teaching that the perspective and the needs 00:45:39.080 --> 00:45:41.000 align:middle line:84% of people with disabilities is something 00:45:41.000 --> 00:45:43.220 align:middle line:84% that they need to think about, whether they're 00:45:43.220 --> 00:45:45.500 align:middle line:84% engineering specifically for that group 00:45:45.500 --> 00:45:48.930 align:middle line:90% or for any other group. 00:45:48.930 --> 00:45:52.190 align:middle line:84% I think it's really important that we train our new engineers 00:45:52.190 --> 00:45:54.530 align:middle line:84% to be versed in the area of universal design 00:45:54.530 --> 00:45:57.590 align:middle line:84% and accessibility so that when they create products 00:45:57.590 --> 00:45:59.510 align:middle line:84% for the companies that they will work for, 00:45:59.510 --> 00:46:02.870 align:middle line:84% they'll be accessible and usable by people with disabilities 00:46:02.870 --> 00:46:07.850 align:middle line:84% and individuals with all kinds of different characteristics. 00:46:07.850 --> 00:46:12.470 align:middle line:84% As a creator of technology, you have the onus 00:46:12.470 --> 00:46:15.540 align:middle line:84% and responsibility to address the needs 00:46:15.540 --> 00:46:19.190 align:middle line:90% of a variety of end users. 00:46:19.190 --> 00:46:21.470 align:middle line:84% Universal design and related frameworks, 00:46:21.470 --> 00:46:24.680 align:middle line:84% such as inclusive design, ability-based design, 00:46:24.680 --> 00:46:27.110 align:middle line:84% and human-centered design, encourage 00:46:27.110 --> 00:46:29.390 align:middle line:84% engineers to be proactive in considering 00:46:29.390 --> 00:46:32.120 align:middle line:90% the abilities of diverse users. 00:46:32.120 --> 00:46:35.540 align:middle line:84% Universal design is defined by the Center for Universal Design 00:46:35.540 --> 00:46:37.610 align:middle line:84% at North Carolina State University 00:46:37.610 --> 00:46:40.520 align:middle line:84% as "the design of products and environments 00:46:40.520 --> 00:46:44.240 align:middle line:84% to be usable by all people, to the greatest extent possible, 00:46:44.240 --> 00:46:49.430 align:middle line:84% without the need for adaptation or specialized design." 00:46:49.430 --> 00:46:51.620 align:middle line:84% Universal design requires engineers 00:46:51.620 --> 00:46:55.700 align:middle line:84% to question any assumptions a design makes about its users. 00:46:55.700 --> 00:46:58.430 align:middle line:84% Engineering students who understand these concepts 00:46:58.430 --> 00:47:00.290 align:middle line:84% enter the workforce prepared to design 00:47:00.290 --> 00:47:01.835 align:middle line:90% for a wide variety of users. 00:47:01.835 --> 00:47:04.760 align:middle line:90% 00:47:04.760 --> 00:47:10.430 align:middle line:84% So just as we teach safety and material property and dynamics 00:47:10.430 --> 00:47:12.260 align:middle line:84% within our engineering curriculum, 00:47:12.260 --> 00:47:14.450 align:middle line:84% incorporating universal design can 00:47:14.450 --> 00:47:17.330 align:middle line:84% ensure that our future engineers consider those small design 00:47:17.330 --> 00:47:21.290 align:middle line:84% tweaks and consider the breadth of the population 00:47:21.290 --> 00:47:25.130 align:middle line:84% in their design and future innovations. 00:47:25.130 --> 00:47:27.380 align:middle line:84% Asking, is this accessible or what 00:47:27.380 --> 00:47:31.250 align:middle line:84% are the accessibility implications, that 00:47:31.250 --> 00:47:33.080 align:middle line:84% is a practice that can follow them 00:47:33.080 --> 00:47:36.890 align:middle line:84% throughout their engineering career. 00:47:36.890 --> 00:47:39.890 align:middle line:84% Engineer Billy Price used his own life experience 00:47:39.890 --> 00:47:44.000 align:middle line:84% as a person with quadriplegia to design a line of shoes. 00:47:44.000 --> 00:47:45.800 align:middle line:84% It's an example of universal design. 00:47:45.800 --> 00:47:49.130 align:middle line:90% 00:47:49.130 --> 00:47:52.370 align:middle line:84% I don't have the ability to tie laces, 00:47:52.370 --> 00:47:54.920 align:middle line:84% and I know when it comes to laces, 00:47:54.920 --> 00:47:58.940 align:middle line:84% a common solution out there is to use Velcro. 00:47:58.940 --> 00:48:01.790 align:middle line:84% But even if you overcome the laces, 00:48:01.790 --> 00:48:03.320 align:middle line:84% you still have the physical issue 00:48:03.320 --> 00:48:06.230 align:middle line:84% of jamming your foot into the shoe. 00:48:06.230 --> 00:48:11.090 align:middle line:84% So staring at my feet for 18 years-- 00:48:11.090 --> 00:48:12.590 align:middle line:84% in other words, like half a lifetime 00:48:12.590 --> 00:48:14.900 align:middle line:84% of not being able to put my shoes on-- 00:48:14.900 --> 00:48:17.810 align:middle line:84% I knew there had to be a better solution. 00:48:17.810 --> 00:48:20.480 align:middle line:84% The shoe that we've created, yes, it 00:48:20.480 --> 00:48:24.110 align:middle line:84% has adaptive characteristics, but we're not 00:48:24.110 --> 00:48:26.930 align:middle line:90% marketed as an adaptive shoe. 00:48:26.930 --> 00:48:28.050 align:middle line:90% It's a shoe that's trendy. 00:48:28.050 --> 00:48:30.133 align:middle line:84% It's a shoe that everyone's going to want to wear. 00:48:30.133 --> 00:48:32.450 align:middle line:84% It's a shoe that will be in all the stores 00:48:32.450 --> 00:48:34.670 align:middle line:90% so anyone can buy it. 00:48:34.670 --> 00:48:37.370 align:middle line:84% The shoes have a unique zipper that runs along 00:48:37.370 --> 00:48:39.290 align:middle line:90% the outside edge of the shoe. 00:48:39.290 --> 00:48:40.680 align:middle line:90% It opens like a clam shell. 00:48:40.680 --> 00:48:44.100 align:middle line:90% 00:48:44.100 --> 00:48:46.970 align:middle line:84% There are opportunities for universal design in thousands 00:48:46.970 --> 00:48:49.290 align:middle line:84% of consumer products and built environments 00:48:49.290 --> 00:48:52.280 align:middle line:84% that engineers helped to design and build. 00:48:52.280 --> 00:48:53.720 align:middle line:84% Addressing these needs can improve 00:48:53.720 --> 00:48:56.030 align:middle line:84% the lives of individuals with disabilities 00:48:56.030 --> 00:48:58.460 align:middle line:90% and the general population. 00:48:58.460 --> 00:49:01.010 align:middle line:84% Engineering educators can help prepare their students 00:49:01.010 --> 00:49:04.580 align:middle line:84% to design for diverse abilities by introducing accessibility 00:49:04.580 --> 00:49:09.645 align:middle line:84% or universal design topics in a variety of ways. 00:49:09.645 --> 00:49:12.560 align:middle line:84% You could do maybe just part of a lecture, 00:49:12.560 --> 00:49:15.380 align:middle line:84% or you could just do one lecture on it 00:49:15.380 --> 00:49:17.750 align:middle line:84% or several lectures, not a whole course. 00:49:17.750 --> 00:49:19.720 align:middle line:84% And then the third option is just 00:49:19.720 --> 00:49:22.430 align:middle line:84% to develop a whole course on accessibility, universal 00:49:22.430 --> 00:49:24.020 align:middle line:90% design. 00:49:24.020 --> 00:49:26.780 align:middle line:84% In a classroom when you're having a design challenge, 00:49:26.780 --> 00:49:30.190 align:middle line:84% if you think about, could somebody 00:49:30.190 --> 00:49:33.260 align:middle line:84% who's older and has arthritis use this thing 00:49:33.260 --> 00:49:34.550 align:middle line:90% you're designing? 00:49:34.550 --> 00:49:39.200 align:middle line:84% Could a pregnant woman use this thing you've just created? 00:49:39.200 --> 00:49:41.452 align:middle line:84% Start asking those questions of-- 00:49:41.452 --> 00:49:43.160 align:middle line:84% could somebody who's colorblind use this? 00:49:43.160 --> 00:49:47.270 align:middle line:84% You're actually thinking about a more broad population, 00:49:47.270 --> 00:49:49.220 align:middle line:84% and it's an easy way to sneak some ideas 00:49:49.220 --> 00:49:51.980 align:middle line:84% about universal design and creating 00:49:51.980 --> 00:49:58.100 align:middle line:84% a product that's more widely usable into what 00:49:58.100 --> 00:50:00.170 align:middle line:90% you're designing. 00:50:00.170 --> 00:50:02.390 align:middle line:84% University of Washington's Terrill Thompson 00:50:02.390 --> 00:50:05.690 align:middle line:84% created a web design curriculum for high school students 00:50:05.690 --> 00:50:08.990 align:middle line:84% that integrates accessibility into design considerations. 00:50:08.990 --> 00:50:11.510 align:middle line:90% 00:50:11.510 --> 00:50:16.880 align:middle line:84% Kids are learning to code web pages using all the languages 00:50:16.880 --> 00:50:18.360 align:middle line:90% that you use to code web pages-- 00:50:18.360 --> 00:50:21.650 align:middle line:90% HTML and CSS and JavaScript-- 00:50:21.650 --> 00:50:27.020 align:middle line:84% and they learn very early on some core design principles, 00:50:27.020 --> 00:50:30.900 align:middle line:84% one of which is the need for accessible design. 00:50:30.900 --> 00:50:33.770 align:middle line:84% And so they learn how people with disabilities 00:50:33.770 --> 00:50:36.380 align:middle line:84% access computers and access to the web 00:50:36.380 --> 00:50:39.120 align:middle line:84% and what some of the challenges they face are. 00:50:39.120 --> 00:50:41.030 align:middle line:84% And then as they're learning new techniques 00:50:41.030 --> 00:50:43.920 align:middle line:84% throughout the course, they learn 00:50:43.920 --> 00:50:47.210 align:middle line:84% or they're sort of taught to ask, how does this technique 00:50:47.210 --> 00:50:50.180 align:middle line:90% affect accessibility? 00:50:50.180 --> 00:50:51.860 align:middle line:84% But there are other ways that faculty 00:50:51.860 --> 00:50:54.500 align:middle line:84% can teach about disability, accessibility, 00:50:54.500 --> 00:50:57.486 align:middle line:84% and universal design in their courses. 00:50:57.486 --> 00:51:00.440 align:middle line:90% I think capstone courses-- 00:51:00.440 --> 00:51:02.870 align:middle line:84% the purpose of them is to allow students 00:51:02.870 --> 00:51:05.990 align:middle line:84% to apply the skills that they've learned 00:51:05.990 --> 00:51:09.320 align:middle line:84% in a real-world situation, and so it 00:51:09.320 --> 00:51:13.710 align:middle line:84% can be a great opportunity for students to, first of all, 00:51:13.710 --> 00:51:17.570 align:middle line:84% understand that accessibility and universal design 00:51:17.570 --> 00:51:20.720 align:middle line:84% can address real-world problems, but also 00:51:20.720 --> 00:51:23.030 align:middle line:84% to allow the students to put some of the skills 00:51:23.030 --> 00:51:25.940 align:middle line:84% that they've learned into practice. 00:51:25.940 --> 00:51:28.140 align:middle line:84% I teach our senior design course, 00:51:28.140 --> 00:51:31.160 align:middle line:84% which is a common yearlong course for engineering students 00:51:31.160 --> 00:51:34.210 align:middle line:84% that they take in their final year of their undergraduate, 00:51:34.210 --> 00:51:37.070 align:middle line:84% and that really is a natural place for integrating topics 00:51:37.070 --> 00:51:40.100 align:middle line:84% of accessibility and universal design. 00:51:40.100 --> 00:51:41.600 align:middle line:84% We have students working on projects 00:51:41.600 --> 00:51:46.640 align:middle line:84% from designing an electric skateboard to figuring out 00:51:46.640 --> 00:51:50.590 align:middle line:84% the next medical product that can prevent collapsed lungs. 00:51:50.590 --> 00:51:54.530 align:middle line:84% And then all of these components of universal design 00:51:54.530 --> 00:51:57.710 align:middle line:84% can enter to help them do user testing on a diverse set 00:51:57.710 --> 00:52:02.360 align:middle line:84% of users, consider how small changes in their design 00:52:02.360 --> 00:52:05.890 align:middle line:84% can increase access or make a device easier to use. 00:52:05.890 --> 00:52:08.390 align:middle line:84% Often a design tweak that, for example, might make it easier 00:52:08.390 --> 00:52:11.180 align:middle line:84% for an individual with a visual impairment or someone who 00:52:11.180 --> 00:52:14.210 align:middle line:84% has limited dexterity will actually 00:52:14.210 --> 00:52:17.530 align:middle line:84% make the product easier for everyone to use, 00:52:17.530 --> 00:52:21.440 align:middle line:84% and so we inject universal design into our curriculum 00:52:21.440 --> 00:52:25.910 align:middle line:84% to encourage them to explore lots of different design spaces 00:52:25.910 --> 00:52:29.990 align:middle line:84% and hopefully ultimately have a better design. 00:52:29.990 --> 00:52:32.480 align:middle line:84% In my class, I teach a biomechanics class, 00:52:32.480 --> 00:52:37.175 align:middle line:84% and we talk about momentum and linear and angular momentum. 00:52:37.175 --> 00:52:41.120 align:middle line:84% And I demonstrate how I use momentum 00:52:41.120 --> 00:52:45.020 align:middle line:84% to swing my arm to get my hand up 00:52:45.020 --> 00:52:47.426 align:middle line:84% onto the joystick of my wheelchair, 00:52:47.426 --> 00:52:50.520 align:middle line:90% and so it's kind of-- 00:52:50.520 --> 00:52:56.300 align:middle line:84% try to incorporate those type of examples in class. 00:52:56.300 --> 00:52:59.410 align:middle line:84% Giving students opportunities to meet and interact 00:52:59.410 --> 00:53:01.700 align:middle line:84% with people with disabilities is a great way 00:53:01.700 --> 00:53:04.400 align:middle line:90% to include it in the curriculum. 00:53:04.400 --> 00:53:06.410 align:middle line:84% We found that the students learn so much 00:53:06.410 --> 00:53:10.220 align:middle line:84% through just having a space to sit down and talk frankly 00:53:10.220 --> 00:53:13.820 align:middle line:84% about issues surrounding accessibility, disability, 00:53:13.820 --> 00:53:16.640 align:middle line:84% and some of the societal implications. 00:53:16.640 --> 00:53:19.280 align:middle line:84% By teaching accessibility and universal design 00:53:19.280 --> 00:53:21.440 align:middle line:84% in engineering courses, faculty are 00:53:21.440 --> 00:53:24.500 align:middle line:84% producing engineers who can succeed in a competitive job 00:53:24.500 --> 00:53:27.200 align:middle line:84% market because they will be equipped to create products 00:53:27.200 --> 00:53:32.150 align:middle line:84% that are widely accessible to users with diverse abilities. 00:53:32.150 --> 00:53:35.150 align:middle line:84% Instructors can get started by including 00:53:35.150 --> 00:53:38.180 align:middle line:84% a panel of individuals with diverse abilities, 00:53:38.180 --> 00:53:40.850 align:middle line:84% helping students to consider universal design 00:53:40.850 --> 00:53:45.980 align:middle line:84% and address disability-related issues in design projects, 00:53:45.980 --> 00:53:49.130 align:middle line:84% requiring that students adhere to accessibility guidelines 00:53:49.130 --> 00:53:51.350 align:middle line:84% when they create user interfaces or websites. 00:53:51.350 --> 00:53:53.990 align:middle line:90% 00:53:53.990 --> 00:53:58.730 align:middle line:84% If we want accessible society with innovation 00:53:58.730 --> 00:54:03.830 align:middle line:84% that includes accessibility, then students 00:54:03.830 --> 00:54:06.560 align:middle line:84% need to be taught about universal design 00:54:06.560 --> 00:54:09.850 align:middle line:90% and accessibility. 00:54:09.850 --> 00:54:11.930 align:middle line:84% To learn more about how you can incorporate 00:54:11.930 --> 00:54:14.748 align:middle line:84% accessibility and universal design in engineering-- 00:54:14.748 --> 00:54:22.410 align:middle line:90% [END PLAYBACK] 00:54:22.410 --> 00:54:26.870 align:middle line:90% OK, one last slide here-- 00:54:26.870 --> 00:54:30.000 align:middle line:90% 00:54:30.000 --> 00:54:34.570 align:middle line:84% have any questions popped up you could think of? 00:54:34.570 --> 00:54:39.150 align:middle line:90% 00:54:39.150 --> 00:54:43.823 align:middle line:84% If you want to ask questions, you can type them in the chat. 00:54:43.823 --> 00:54:45.490 align:middle line:84% Sheryl, you mentioned this a little bit, 00:54:45.490 --> 00:54:47.198 align:middle line:84% but maybe you could say a little bit more 00:54:47.198 --> 00:54:50.980 align:middle line:84% about students' reactions to these topics. 00:54:50.980 --> 00:54:52.510 align:middle line:90% I think people-- 00:54:52.510 --> 00:54:55.660 align:middle line:84% I often go out to these panels with students, not real often, 00:54:55.660 --> 00:54:58.420 align:middle line:84% but we have people who are on campus. 00:54:58.420 --> 00:55:01.690 align:middle line:84% And people, when in class, for instance, 00:55:01.690 --> 00:55:04.198 align:middle line:84% when we bring in a group of maybe four students 00:55:04.198 --> 00:55:05.740 align:middle line:84% with different types of disabilities, 00:55:05.740 --> 00:55:08.740 align:middle line:90% at first, they're very quiet. 00:55:08.740 --> 00:55:11.020 align:middle line:84% I think people often feel like they're 00:55:11.020 --> 00:55:12.760 align:middle line:90% going to say the same thing. 00:55:12.760 --> 00:55:15.130 align:middle line:84% For whatever reason, multiple reasons, disability 00:55:15.130 --> 00:55:18.970 align:middle line:84% is an uncomfortable issue, and it is certainly something 00:55:18.970 --> 00:55:21.120 align:middle line:90% we don't talk about a lot. 00:55:21.120 --> 00:55:25.060 align:middle line:84% But the panelists, because of their reaction 00:55:25.060 --> 00:55:28.690 align:middle line:84% and their willingness to share, make them-- 00:55:28.690 --> 00:55:30.850 align:middle line:84% I can just feel the audience getting more and more 00:55:30.850 --> 00:55:32.390 align:middle line:90% comfortable with it. 00:55:32.390 --> 00:55:34.210 align:middle line:84% The other thing I noticed with students, 00:55:34.210 --> 00:55:37.510 align:middle line:84% particularly in engineering, is there is this tendency-- 00:55:37.510 --> 00:55:41.440 align:middle line:84% and I think is a tendency, maybe, of young engineers-- 00:55:41.440 --> 00:55:45.130 align:middle line:84% to jump to a solution before you're listening to the user. 00:55:45.130 --> 00:55:47.590 align:middle line:84% We have one panelist that's often 00:55:47.590 --> 00:55:50.490 align:middle line:90% on panels that has one arm. 00:55:50.490 --> 00:55:52.970 align:middle line:84% She's missing the other arm, and she doesn't have legs. 00:55:52.970 --> 00:55:57.580 align:middle line:84% And we went to an engineering graduate course. 00:55:57.580 --> 00:56:00.400 align:middle line:84% We did a panel, and I happened to facilitate that panel. 00:56:00.400 --> 00:56:02.200 align:middle line:84% And the one of the engineering students 00:56:02.200 --> 00:56:04.420 align:middle line:84% said-- and these are graduate students. 00:56:04.420 --> 00:56:06.970 align:middle line:84% They said, well, what kind of features 00:56:06.970 --> 00:56:09.700 align:middle line:84% would you like to have on a prosthetic arm? 00:56:09.700 --> 00:56:11.440 align:middle line:84% And she said, well, I'm not really 00:56:11.440 --> 00:56:13.390 align:middle line:90% interested in prosthetic arm. 00:56:13.390 --> 00:56:18.232 align:middle line:84% And anyway, it was this great conversation, 00:56:18.232 --> 00:56:19.690 align:middle line:84% but the engineers-- several of them 00:56:19.690 --> 00:56:23.530 align:middle line:84% kept coming back with, what about artificial legs? 00:56:23.530 --> 00:56:24.580 align:middle line:90% How would you use those? 00:56:24.580 --> 00:56:25.900 align:middle line:90% And she came back very firmly. 00:56:25.900 --> 00:56:28.060 align:middle line:84% She'd actually tried many of these devices, 00:56:28.060 --> 00:56:30.625 align:middle line:84% and she really likes her power wheelchair. 00:56:30.625 --> 00:56:32.350 align:middle line:84% It doesn't break down very often, 00:56:32.350 --> 00:56:34.510 align:middle line:90% and it moves really fast. 00:56:34.510 --> 00:56:36.713 align:middle line:84% It doesn't make a lot of energy, and that gets her 00:56:36.713 --> 00:56:37.630 align:middle line:90% where she needs to be. 00:56:37.630 --> 00:56:39.760 align:middle line:84% And she really prefers to use low-tech things, 00:56:39.760 --> 00:56:43.960 align:middle line:84% and she began to share some tools she uses to wash her hair 00:56:43.960 --> 00:56:45.370 align:middle line:90% and do other tasks. 00:56:45.370 --> 00:56:47.830 align:middle line:84% So it isn't like she's averse to technology, 00:56:47.830 --> 00:56:49.870 align:middle line:84% but we have to be careful to not assume that 00:56:49.870 --> 00:56:51.880 align:middle line:84% just because someone is missing a limb that they 00:56:51.880 --> 00:56:53.443 align:middle line:90% want another limb. 00:56:53.443 --> 00:56:54.860 align:middle line:84% They might want some other device, 00:56:54.860 --> 00:56:56.735 align:middle line:84% so I think the biggest advice I give students 00:56:56.735 --> 00:56:59.008 align:middle line:90% is to be open-minded about it. 00:56:59.008 --> 00:57:00.550 align:middle line:84% But you need people on the panel that 00:57:00.550 --> 00:57:03.130 align:middle line:84% are willing to talk about a lot of topics. 00:57:03.130 --> 00:57:07.563 align:middle line:84% I prepare the group by saying, there's no question off-limits. 00:57:07.563 --> 00:57:09.730 align:middle line:84% And if a person doesn't want to answer the question, 00:57:09.730 --> 00:57:11.938 align:middle line:84% that's their prerogative, and they can tell you that. 00:57:11.938 --> 00:57:15.910 align:middle line:90% But you can ask any question. 00:57:15.910 --> 00:57:17.300 align:middle line:90% Here's another question, Sheryl. 00:57:17.300 --> 00:57:19.940 align:middle line:84% What are some strategies to convince faculty members 00:57:19.940 --> 00:57:22.940 align:middle line:90% to embrace universal design? 00:57:22.940 --> 00:57:24.680 align:middle line:84% Scott says he's found that some faculty 00:57:24.680 --> 00:57:26.630 align:middle line:90% members don't seem interested. 00:57:26.630 --> 00:57:28.430 align:middle line:84% Yeah, they don't seem interested. 00:57:28.430 --> 00:57:29.210 align:middle line:90% That's true. 00:57:29.210 --> 00:57:32.480 align:middle line:84% The best way to reach faculty is to hear from other faculty, 00:57:32.480 --> 00:57:33.620 align:middle line:90% frankly. 00:57:33.620 --> 00:57:35.565 align:middle line:90% If you look at our engineering-- 00:57:35.565 --> 00:57:37.190 align:middle line:84% mechanical engineering, in particular-- 00:57:37.190 --> 00:57:39.180 align:middle line:84% and computer science departments, 00:57:39.180 --> 00:57:42.290 align:middle line:84% there's a lot of interest there, but it's because of people like 00:57:42.290 --> 00:57:47.150 align:middle line:84% Richard Ladner and Kat Steele that were just in this video-- 00:57:47.150 --> 00:57:49.880 align:middle line:90% is being so proactive. 00:57:49.880 --> 00:57:51.530 align:middle line:84% Sometimes, you can use your students. 00:57:51.530 --> 00:57:53.540 align:middle line:84% Kat and colleagues started a group 00:57:53.540 --> 00:57:57.390 align:middle line:84% of students interested in designing accessible products, 00:57:57.390 --> 00:57:59.120 align:middle line:84% including toys for children and things, 00:57:59.120 --> 00:58:04.490 align:middle line:84% and so I think baby-stepping it, but a faculty member 00:58:04.490 --> 00:58:06.650 align:middle line:84% that could speak at a faculty meeting 00:58:06.650 --> 00:58:09.200 align:middle line:84% to talk about it in terms that those faculty members 00:58:09.200 --> 00:58:10.350 align:middle line:90% would understand. 00:58:10.350 --> 00:58:13.130 align:middle line:84% But also, the second thing is make it clear 00:58:13.130 --> 00:58:16.520 align:middle line:84% you don't have to become an expert on-- 00:58:16.520 --> 00:58:18.950 align:middle line:84% like I was talking earlier-- about assistive technology 00:58:18.950 --> 00:58:20.750 align:middle line:90% in order to do this. 00:58:20.750 --> 00:58:23.900 align:middle line:84% And a lot of the conversations, as Kat 00:58:23.900 --> 00:58:25.800 align:middle line:84% was talking in the video, can be exploratory. 00:58:25.800 --> 00:58:28.880 align:middle line:84% It's not like you have to become an expert at something new. 00:58:28.880 --> 00:58:31.670 align:middle line:84% It's, well, would a person who's blind be able to do this? 00:58:31.670 --> 00:58:33.170 align:middle line:84% And is there something that maybe we 00:58:33.170 --> 00:58:36.770 align:middle line:84% could modify this a little bit that maybe they could actually 00:58:36.770 --> 00:58:37.400 align:middle line:90% do this? 00:58:37.400 --> 00:58:39.860 align:middle line:84% They don't have to come up always with the final solution. 00:58:39.860 --> 00:58:42.860 align:middle line:84% And the other is to listen to people with disabilities, 00:58:42.860 --> 00:58:46.190 align:middle line:84% but also, be careful that one person with a disability cannot 00:58:46.190 --> 00:58:47.610 align:middle line:90% speak for the whole group. 00:58:47.610 --> 00:58:49.880 align:middle line:84% I have a person who has a master's degree in computer 00:58:49.880 --> 00:58:51.650 align:middle line:84% science who works for me, and he does 00:58:51.650 --> 00:58:54.260 align:middle line:90% accessible-user interfaces. 00:58:54.260 --> 00:58:57.350 align:middle line:84% He's totally blind, and he uses a screen reader. 00:58:57.350 --> 00:59:00.740 align:middle line:84% Having him test your product for accessibility 00:59:00.740 --> 00:59:03.380 align:middle line:84% is good because he has skills in that area, 00:59:03.380 --> 00:59:06.770 align:middle line:84% but it's also good to remember that most people are not 00:59:06.770 --> 00:59:08.940 align:middle line:84% able to use a screen reader like he does. 00:59:08.940 --> 00:59:10.940 align:middle line:84% He's a real power user, and we also 00:59:10.940 --> 00:59:13.580 align:middle line:84% need to make products that someone who's just learning 00:59:13.580 --> 00:59:17.330 align:middle line:84% to use that technology can access what 00:59:17.330 --> 00:59:20.540 align:middle line:90% they can do with the product. 00:59:20.540 --> 00:59:21.130 align:middle line:90% Well, great. 00:59:21.130 --> 00:59:24.100 align:middle line:84% We are just about at our time, so thanks, everybody, 00:59:24.100 --> 00:59:25.120 align:middle line:90% for joining us today. 00:59:25.120 --> 00:59:27.760 align:middle line:84% And thanks, Sheryl, for giving this presentation. 00:59:27.760 --> 00:59:31.450 align:middle line:84% Again, there's a link in the chat for the evaluation 00:59:31.450 --> 00:59:36.080 align:middle line:84% as well as a way to email us if you want to get more involved. 00:59:36.080 --> 00:59:37.380 align:middle line:90% Thanks for coming. 00:59:37.380 --> 00:59:40.510 align:middle line:84% I hope some of you volunteer to do one of these. 00:59:40.510 --> 00:59:44.072 align:middle line:90%