Increasing the Participation of People with Disabilities in STEM Careers:

1. Increasing the Participation of People with Disabilities in STEM Careers: Sheryl Burgstahler, Ph.D. Affiliate Professor, EducationDirector, Access Technology Services, DO-IT University of Washington, Seattle

2. DO-IT Center (Disabilities, Opportunities, Internetworking &Technology) www.washington.edu/doit The Center on UD in Education www.washington.edu/doit/CUDE AccessSTEMproject www.washington.edu/doit/Stem/ AccessComputingproject www.washington.edu/accesscomputing UW Access Technology Centerwww.washington.edu/itconnect/accessibility/atl

3. Disabilities, Opportunities, Internetworking, & Technology • 1992, grant from U.S. National Science Foundation • Now DO-IT Scholars program funded by State of Washington • Other grants fund special projects • Total: > $50,000,000 since 1992

4. DO-IT Goal To increase the success of individuals with disabilities in postsecondary education & careers, using technology as an empowering tool.

5. AccessSTEM Goal To improve academic & career outcomes for students with disabilities in science, technology, engineering & mathematics (STEM) fields

6. Presentation Objectives Increase knowledge with respect to: • access challenges for students with disabilities in STEM courses. • evidence-based interventions for students with disabilities. • products & strategies for fully including students with disabilities in STEM. • resources.

7. Handouts • Broadening Participation in Science & Engineering by Welcoming Participants with Disabilities • Accessible Science Equipment • Making Science Labs Accessible to Students with Disabilities • Equal Access: UD of Computer Labs Each available in both HTML & PDF formats

8. People Face Access Challenges (That are Often “Invisible”): • Physical • Sensory • Cognitive/learning • Attention • Communication • Psychological • Chronic health issues…

9. Challenges for students: • Diminished support systems after high school • Little access to successful role models • Lack of access to technology that can increase independence, productivity, & participation • Inadequate self-advocacy skills • Inadequate accommodations • Low expectations & other negative attitudes on the part of people with whom they interact • -National Organization on Disabilities

10. Working with Students AccessSTEM promotes self-determination; college transition & success; careers in STEM Working with Institutions AccessSTEM promotes universal design & effective accommodations

11. Formula for Success: • DO-IT practices are evidence-based • Literature review • Outcomes of prior projects hosted by DO-IT • Suggestions from practitioners • Input from students with disabilities • Evaluations of DO-IT interventions reveal • Indicators of participant success • Institutional change www.washington.edu/doit/Research/index.html

12. Working with Students Promoting self-determination; college transition & success; careers in STEM

13. DO-IT Scholars • Begin as high school Sophomores & continue through college & beyond. • Have a wide range of disabilities. • Are loaned computers& assistive • technology. • Attend multiple • residential • Summer Studies…

14. Summer Study • Computer, science labs, lectures • Practice self- • advocacy • Field trips to • Microsoft • • College & • career prep • activities…

15. College & Career Prep Activities • Experiences in dorm, cafeteria, facilities • Learn about resources • Become experts on assistive technology & other accommodations • Practice discussing disability & accommodations with faculty • Engage in mock job interviews • Hear from successful college students with disabilities

16. Interns at Microsoft:

17. Year-round Participation • Communicate online with each other, staff & mentors who support their postsecondary education & career goals • Get together for pizza & networking • Participate in internships, mock interviews, & other work-based learning activities • Meet with staff for individual consultation • Participate in panels & other leadership opportunities

18. Replication & Adaptation of Successful Practices in Japan • Two faculty members from University of Tokyo visit DO-IT Seattle, each for one year, to learn evidence-based practices • DO-IT Summer Study began at University of Tokyo in 2007

19. International Exchanges Between DO-IT U.S. & DO-IT Japan

20. 2 U.S. participants traveled to Japan to assist with first Summer Study. • They shared their experiences & tips for success in postsecondary education & careers. • Japan & U.S. Scholars communicate in electronic video conferences.

21. 3. DO-IT Island in Second Life (a virtual reality, cyber space) was developed by project Interns in U.S. • A participant from Japan gave a talk about his disability to participants in U.S.; they discussed their disabilities on the Island

22. Reports from Participants…

23. What DO-IT Scholars gain: “[it] made me build new self-confidence.”

24. “I met friends who encouraged one another & could talk about anxiety that is related to our disabilities.”

25. “I found that there are things for us to do even though we have disabilities.”

26. Working with Institutions Promoting universal design & effective accommodations

27. Accommodation =Alternate format, service, &/or adjustment for a specific individual

28. Universal Design =“the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”The Center for Universal Designwww.design.ncsu.edu/cud

29. Universal Design Avoids Erecting:physical barrierssensory barrierscognitive barrierspsychological barrierslanguage barrierssocial barrierscultural barriers…

30. We need: Universal design (proactive for everyone) & accommodations (reactive for individuals)Policies & procedures that address both

31. UD is: • an attitude that values diversity, equity, & inclusion.• a goal.• a process.• practices that make learning products & environments welcoming, accessible, & usable for everyone.

32. Quiz A faculty leader along with a total of 9 other instructors & students met to discuss potential curriculum changes to a chemistry course. One participant requested a sign language interpreter. When the invoice arrived…

33. Who is right about the cost of interpreters? • Accountant: “Ouch. $80 forone person? That is expensive!” • Faculty leader: “Oh, no, the cost was only $8 per person.”

34. In STEM, apply UD & accommodations to ensure access to: instruction & materials technology/equipment labs & field work …

35. Instruction & Materials

36. Apply UD to: • Overall design of STEM instruction • Specific teaching techniques (e.g., lectures, large- & small-group discussions, video presentations, online instruction, case studies, role playing, science labs) • Choice of course content (e.g., include UD/disability content)

37. Apply UD to: • Class Climate • Interaction • Physical Environments & Products • Delivery Methods • Information Resources & Technology • Feedback • Assessment • Accommodation

38. Examples of UD in a STEM Course Arrange seating so that everyone has a clear line of sight for viewing demonstrations. Use large, bold fonts on uncluttered overhead displays & speak aloud all content presented. Provide multiple ways to gain & demonstrate knowledge, using multiple senses. Avoid unnecessary jargon; define terms. Provide scaffolding tools (e.g., outline).

39. Examples of UD, continued Provide materials in accessible electronic formats, including mathematics symbols & figures Accommodate a variety of reading levels & language skills, when appropriate. Provide regular feedback. Test in same manner in which you teach.

40. To apply the checklist: • Cross off those UDI practices that do not apply to your situation • Check UDI practices you already employ • Put a date for implementation of UDI practices you plan to employ in the future to create a timeline • Periodically check your progress

41. Technology/Equipment

42. access to computers access to electronic resources assistive technology (AT) universal design Problem Solution

43. Accessible Science Equipment • Accessible measuring devices • Equipment labeled with tactile braille • Talking equipment • Stirring & filling devices • Non-slip mats • Tactile image creating • Magnifying devices • Usable cylinders & beakers

44. STEM Labs

45. STEM Lab Accommodations • Talk to student about needs • Wheelchair-accessible labs & field sites • Provide a lab partner • Use plastic instead of glass • Allow extra time for set up & completion of lab work • Address safety procedures • Use campus disability services

46. UD of STEM Labs • Arrange all labs & field experiences in wheelchair-accessible locations • Maintain wide, uncluttered aisles • Provide written & verbal instructions & descriptions • Allow options for extra time for everyone • Address safety procedures for students with wide range of abilities

47. UD of Labs, continued • Incorporate an adjustable-height work surface for at least one workstation • Install a mirror above demonstration area • Buy lab products that can be used by individuals with wide range of abilities (e.g., plastic instead of glass, tactile models, large-print diagrams, non-slip mats, object clamps)

48. UD of Labs, continued • Use lever controls instead of knobs • Ensure utility & equipment controls are within easy reach from standing & sitting position • Provide surgical gloves for handling wet/slippery objects • Use large print, high contrast letters for signs & labels

49. In AccessSTEM’s Online Checklists for Making Science/Computing Labs Accessible, Mark • N/A—if suggestion in not applicable • Done—if strategy is already in place • [date]—if strategy will be implemented • TBC—if to be considered at later time • Other—with explanation