Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/plugins/the-events-calendar/src/Tribe/Repositories/Event.php on line 486 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/plugins/the-events-calendar/src/Tribe/Repositories/Event.php on line 486 Deprecated: Creation of dynamic property Tribe__Events__Aggregator::$migrate is deprecated in /www/wp-content/plugins/the-events-calendar/src/Tribe/Aggregator.php on line 420 Deprecated: Creation of dynamic property Tribe__Events__REST__V1__EA_Messages::$messages is deprecated in /www/wp-content/plugins/the-events-calendar/src/Tribe/REST/V1/Messages.php on line 12 Deprecated: Creation of dynamic property Tribe__Events__Aggregator::$records is deprecated in /www/wp-content/plugins/the-events-calendar/src/Tribe/Aggregator.php on line 424 Deprecated: Creation of dynamic property Tribe__Events__Aggregator::$cron is deprecated in /www/wp-content/plugins/the-events-calendar/src/Tribe/Aggregator.php on line 425 Deprecated: Creation of dynamic property Tribe__Events__Aggregator::$errors is deprecated in /www/wp-content/plugins/the-events-calendar/src/Tribe/Aggregator.php on line 428 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/themes/Divi/core/components/api/spam/Provider.php on line 149 Deprecated: Creation of dynamic property ET_Core_HTTPInterface::$expects_json is deprecated in /www/wp-content/themes/Divi/core/components/HTTPInterface.php on line 305 Deprecated: Creation of dynamic property ET_Core_HTTPInterface::$owner is deprecated in /www/wp-content/themes/Divi/core/components/HTTPInterface.php on line 307 Deprecated: Creation of dynamic property ET_Core_API_Spam_ReCaptcha::$data_utils is deprecated in /www/wp-content/themes/Divi/core/components/api/Service.php on line 244 Deprecated: Creation of dynamic property ET_Core_API_Spam_ReCaptcha::$API_KEY_REQUIRED is deprecated in /www/wp-content/themes/Divi/core/components/api/Service.php on line 247 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/themes/Divi/includes/builder/framework.php on line 818 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/themes/Divi/includes/builder/framework.php on line 819 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in /www/wp-content/themes/Divi/includes/builder/autoload.php on line 118 Deprecated: Creation of dynamic property ET_Builder_Library::$layout_tags is deprecated in /www/wp-content/themes/Divi/includes/builder/feature/Library.php on line 380 Deprecated: Creation of dynamic property ET_Builder_Library::$layout_width is deprecated in /www/wp-content/themes/Divi/includes/builder/feature/Library.php on line 383 Deprecated: Using ${var} in strings is deprecated, use {$var} instead in 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ET_Builder_Section::$margin_padding is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Section::$_additional_fields_options is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row::$child_item_text is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row::$text_shadow is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row::$margin_padding is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row::$_additional_fields_options is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row_Inner::$child_item_text is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row_Inner::$text_shadow is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row_Inner::$margin_padding is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Row_Inner::$_additional_fields_options is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Column::$additional_shortcode_slugs is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Column::$advanced_setting_title_text is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Column::$text_shadow is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Column::$margin_padding is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Builder_Column::$_additional_fields_options is deprecated in /www/wp-content/themes/Divi/includes/builder/class-et-builder-element.php on line 1315 Deprecated: Creation of dynamic property ET_Core_PageResource::$location is deprecated in /www/wp-content/themes/Divi/core/components/PageResource.php on line 306 Deprecated: Creation of dynamic property ET_Core_PageResource::$location is deprecated in /www/wp-content/themes/Divi/core/components/PageResource.php on line 306 Accessibility - NSF INCLUDES Alliance TAPDINTO-STEM
Accessible Technology for All

Accessible Technology for All

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Computing Research Association logo

Workshop Report by CRA (Computing Research Association)

Accessibility needs evolve alongside the development of new technologies. New technologies, or even updates to existing technologies, often create new accessibility problems or reintroduce problems that had been previously solved. At the same time, advances in technology often have the potential to change the relationship between people and technology, which can be leveraged to create new accessibility solutions.

The past decade has shown tremendous advancement in technologies such as automatic speech recognition, machine learning, and wearable computing, while accessibility features have become mainstream1, available by default in most major operating systems.

To identify the accessibility challenges and opportunities of the present moment, in February 2023, the Computing Research Association (CRA) held a workshop on Accessible Technology for All2. This workshop brought together over 40 participants, 20 being remote, from academia, industry, government, and disability advocacy groups. The purpose was to frame the state of the art of accessible technology, identify forces shaping the evolution of accessible technology, and develop an understanding of implications for the next wave of computer science research in accessibility.

This workshop built upon the 2015 CRA Workshop Promoting Strategic Access to Rich Online Content and Services3, summarized in its accompanying report4. The workshop began with a keynote address from Richard Ladner (University of Washington and Access Computing). Ladner emphasized the importance of designing technology with accessibility in mind from the beginning, rather than trying to retrofit it later. Other speakers at the workshop included representatives from major tech companies, researchers from universities, and advocates from American Association of People with Disabilities, American Foundation for the Blind, and Autistic Self Advocacy Network. They presented on a range of topics, including regulation, design processes, accessible educational technology, inclusive design, and emerging technologies like virtual and augmented reality.

The event concluded with a group discussion on the future of accessible technology research and innovation and big takeaways from the workshop. Participants identified several areas for future exploration, including the use of Artificial Intelligence (AI) and machine learning to enhance accessibility, the development of new tools and platforms to support accessibility, and the importance of inclusive design practices. The following report will go into these areas in more detail.

 

Accessibility: State of the Art and Emerging Challenges …………..1

Unmet Needs and New Challenges………………………………………..2

1. Robust Design Processes to Support Accessibility

2. Awareness of Intersectional Identity

3. Accessible Data Management

3.1. Inclusive Data Representation

4. Sociotechnical Interaction Support Systems

5. Underserved Disabilities

6. Research Enterprise

Calls to Action …………………………………………………………………….6

Conclusion …………………………………………………………………………7

Footnotes …………………………………………………………………………..8

Acknowledgement ………………………………………………………………10

Workshop Participants ………………………………………………………..10

 

READ THE COMPLETE REPORT

NSF Invests to Improve Undergraduate STEM Education at Hispanic-Serving Institutions

NSF Invests to Improve Undergraduate STEM Education at Hispanic-Serving Institutions

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Wilbur Wright Hero

As the nation celebrates Hispanic Heritage Month, the U.S. National Science Foundation’s Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program has awarded 48 grants to Hispanic-serving institutions in Fiscal Year 2022 to support various projects.

The goals of NSF’s HSI program are to enhance the quality of undergraduate science, technology, engineering and mathematics education and to increase the recruitment, retention and graduation rates of students pursuing an associate or bachelor’s degree in STEM. Achieving these goals, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity through innovative approaches. Intended outcomes of the HSI program include broadening participation of students who are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce.  Read more…

Post Pandemic Learning Concerns for the Disability Community

Post Pandemic Learning Concerns for the Disability Community

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Author: Skye Vanlanduyt

In her article, writer, Liann Herder discusses several students’ worries in regard to the return of in-person learning for students with disabilities. Though devastating, the Covid-19 Pandemic, according to Herder “presented a strange silver lining-classes, conferences, meetings, and socialization moved online. This sudden adjustment to asynchronous, virtual learning allowed many physical or mental disabilities open access to their education.” Thus, the shift to virtual learning made education more inclusive and readily available to more populations of individuals, especially those with disabilities wanting to further their career and education

Post COVID School

As the Pandemic reaches its second year, past mandates have lifted and a new normal has emerged. Herder stated, “in August of this year”, “the CDC released its newest guidance-which included no longer encouraging schools and other similar institutions to run tests on asymptomatic individuals.” This new guideline has resulted in a negative consequence for some with disabilities. Herder says, “with academia’s push to return to in-person, often at the expense of online flexibility that benefitted many in the disabled community, many worry asynchronous learning options will disappear even while Covid continues to spread.” Although an online option is available for students who go to UMKC, many universities do not have this accommodation, nor is it guaranteed for universities such as UMKC who still offer the asynchronous option.

Post COVID Classroom

Many students from the disability community are sharing their beliefs, frustrations, and opinions about the new measure which is greatly affecting the disability community. In Herder’s article, Doctoral Student in Disability Studies, Helen Rottier says the guidelines have “enabled institutions, especially colleges and universities to make rules based on their own motivators, whether that’s campus culture or politics-what they think will get students to enroll and pay for classes.” These University motives and decisions do not always have the disabled community in mind. Rottier goes on to say she believes “removing the remote option that we have demonstrated is possible, is just a slap in the face to disabled people, who were for the first time able to attend big disability events to engage in educational events.” If universities chose to remove the asynchronous option, many students with disabilities and chronic illness will be once more excluded from educational opportunities.

Javin D’Souza, another student from UIC’s Disability Cultural Center says with the lifted masked mandate, “individual choice is a very bad public health policy.” Mask enforcement is dwindling, especially as D’Souza says it now “depends on the institution.” The risk that comes with making health decisions an individual choice is that it still puts students with disabilities and chronic illness at risk if they are to choose to eliminate asynchronous learning.

Herder’s article only gives one solution for those who share anxiety about in person learning.

For students with disabilities, the fight to keep asynchronous an option may serve as an opportunity for students in and outside of the disability community to band together to speak out and advocate for their needs to continue being accommodated.

Tiffany Yu, CEO and founder of Diversability and Arrielle Dance has written an article on how to make events more accessible for those with disabilities, which has been featured in the World Institute on Disabilities. In conjunction with students returning to the classroom and fears of asynchronous learning disappearing, some of Yu’s tips and insight may be helpful for educators and students. Much like Herder’s article, Yu also believes “with heightened awareness of diversity, equity, and inclusion (DEI), accessibility needs should be centered in those considerations.” The considerations Yu provides in her article are simple but may make a huge difference for those who need certain accommodations. One option she suggests, is to include “a written form so students and participants of a gathering can share what would make them most comfortable” on in-person days.

By adding this extra step, educators and speakers will be able to better gage what accommodations such as “taking breaks, table placement, and seating” they may need to address beforehand. Yu also includes that requiring masks at events and making them outdoors as often as possible is another option. However, with the new regulations this recommendation may be more difficult to implement, especially as universities lift guidelines and return to in-person learning.

Although anxieties are high with the return to in-person learning, Herder and Yu indicate there are many ways universities can accommodate students with disabilities who must return to the classroom. That being said, both articles conclude it is up to the students and educators to ensure those accommodations are implemented and available.

Accessible Informal STEM Learning

Accessible Informal STEM Learning

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Author: Skye Vanlanduyt

The University of Washington is developing an AccessISL (Access to Informal Science Learning) Project utilizing student interns to promote accessible informal STEM learning. ISL is funded by Washington University and the National Science Foundation (NSF). ISL is a student learning practice which refers to a students’ learning experience outside of the classroom. Washington’s AccessISL project is a two-year program that students with disabilities can take part in. The program actively developing “creative methods to help ensure ISL is welcoming and accessible to everyone, especially those with disabilities.” This program is significant because it is allowing students

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with disabilities to partake in educational experiences that they otherwise would not be included in, in a traditional setting. Student interns from the Access to ISL Program created a video featured by the 2021 NSF Showcase explaining how individuals with disabilities can benefit from the ISL program’s accessibility and opportunities the program provides for STEM learners. The project was originally designed as a means to help the University of Washington with a “submission of a larger accessible ISL grant as collaborators develop and test model interventions, more fully develop replication steps, and gain insight from both people with disabilities and practitioners.” The University indicates this is an effort any stakeholder can join.

The Access ISL Project created a Replication Package: Facilitating Student Internships to Promote Accessible Informal STEM Learning. The Replication Package has been utilized as a study and is now a resource curated by the University of Washington to show how student interns interact with ISL. Fifteen students from the University of Washington took part in the study and were “recruited utilizing an internship announcement that was shared with the entire university, but primarily within the Museology Program, the Disability Resources for Students Office, the Disability Center, and the Disabilities, Opportunities, Interworking, and Technology Center.” The study was based in Washington State and sought out ideas and strategies to make STEM learning more accessible, accommodating, and welcoming to student’s needs, specifically University students enrolled in STEM programs.

 

 

ISL photo #1
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Access ISL’s project has come up with strategies for how to include information on universal design in curriculum related to informal STEM Learning. Out of these strategies, the ISL program devised a set of resources  to help university educators “include information about universal design curriculum related to informal STEM learning.” These resources are in conjunction with ‘Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses.’ The course, adopted by the University of Washington, highlights topics such as “Universal Design, STEM Learning Training Programs, Technology, and Information about how to interact with students with disabilities.” All of the programs serve in helping in the “creation and dissemination of resources” which aid in the development of accessibility in ISL.

An evaluation of the program has offered insight into not only the experiences of interns who took part in the project, but ways for how other universities and programs can adopt ISL in their education for students with disabilities. They recommend “forming partnerships with current university programs, and with local disability programs and organizations, as well as defining project expectations and goals at the beginning of the project.

ISL also provides stakeholders and members of the community a way for individuals interested in the topics discussed to join an online community, Access ISL Community Practice. The group includes stakeholders consisting of “faculty, students, disability service units, ISL programs, teaching and learning programs, diversity programs, and professional organizations.” However, anyone can join the group if they share a common interest in ISL and accessibility. Members in the group are able to take part in strategies such as “accessibility issues, forums, design topics for conferences and seminars, and future activities and training. To send a request to join, individuals should contact doit@uw.edu.

Leading Practices for Improving Accessibility and Inclusion in Field and Laboratory Science: A Conversation Series (Conversation # 3)

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This is the third conversation for Leading Practices for Improving Accessibility and Inclusion in Field and Laboratory Science: A Conversation Series.

The third conversation in the series will focus on specific aspects of access and inclusion for field-based research and education in STEM, including best practices, misconceptions, and barriers for establishing accessible and inclusive fieldwork. The event will bring together a group of scholars and leaders in the disability community in a live webcast conversation about these topics. Our speakers will discuss key questions, including: What can we do to make it safer for folks to disclose disability or to request field trip accommodations? What myths about how we conduct fieldwork need to be debunked to shift the culture of field-based education and research to be more inclusive? What are the some new tools, technologies, and creative approaches to implement accessible and inclusive fieldwork?

We enthusiastically encourage the public to share perspectives and to participate in the discussion. Prior to the conversation, we will share two pre-recorded keynote presentations to set the stage for the discussion. Those keynotes are available on the project website’s event page below. This event will be available for viewing and participation through Slido here.

A live transcriptionist and ASL interpreter will be present at every conversation. Additional requests for accommodations can be submitted during registration until February 4th, 2022.

For more information on this series can be found on the project website here.

Credit:  This Week in Accessibility by Brianna Blaser

UCLA Regents’ Lecture with Judith Heumann: Disrupting Ableism in Higher Education and Beyond

UCLA Regents’ Lecture with Judith Heumann: Disrupting Ableism in Higher Education and Beyond

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The Regents of the University of California, in partnership with the UCLA School of Nursing and the UCLA Disability Studies Program present: Disrupting Ableism in Higher Education and Beyond.

Join us for a conversation between Judith Heumann, Andy Imparato, and Vivian Haun. The conversation will be moderated by Professor Lauren Clark. The event will have CART captioning, ASL interpretation and be recorded. View more information and register for the event.

Judy will be in conversation with the UCLA Community throughout the week of February 7-10, 2022.  View the full schedule on the School of Nursing website.

Read more. 

 

Credit:  This Week in Accessibility by Brianna Blaser

Blind Students Fight for Accessible College Classes

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(EdSource) – This Education Beat Podcast from 1/13/2022 features Roy Payan, a blind student who provides insight into his lived experiences navigating unintentional barriers at college.  Eventually Mr. Payan filed a complaint that may land his case before the U.S. Supreme Court.

In 2017, two blind students in the Los Angeles Community College District filed a lawsuit claiming that they and other blind students weren’t given accessible materials in math classes. The students say that without materials in braille or audio, or tutors to read the material out loud, the classes are almost impossible to pass, effectively barring students from transferring to a four-year college. 

California’s largest community college district is planning to appeal the case to the U.S. Supreme Court, arguing that federal disability rights laws don’t cover “unintentional discrimination.” What impact could this court case have on the rights of students with disabilities?

Guests:

  • Roy Payan, Plaintiff and Student
  • Carolyn Jones, Reporter, EdSource

    Go to podcast.

     

    Credit:  This Week in Accessibility by Brianna Blaser

    Writing Reference Letters for People with Disabilities

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    (Inside Higher Ed) – Even just mentioning a disability can be a red flag, writes Michele Cooke, who offers some guidelines.

    Reference letter–writing season is upon us, and you may be wondering how to approach writing about the disabilities of students and colleagues you are recommending. Letters of reference are critical components of admissions, hiring and promotion. But because letter readers tend to read between the lines, even just mentioning a disability can be a red flag, as Amy Vidali, an associate professor at the University of Colorado at Denver, has noted.

    As a part-deaf full professor who has navigated her entire career with a disability, I’ve been on all sides of the desk. I’ve been the mentee cringing at the misrepresentation of my disability, I’ve been the mentor wondering how to frame my mentee’s skills in the best light and I’ve been the letter reader assessing strengths and weaknesses. Here, I offer some suggestions.

    You should never disclose someone’s disability without their approval. Even if someone has a visible disability, the letter readers may not yet have met your mentee. Please don’t presume that disclosing disability benefits candidates because “the committee likes to see disability for diversity.” Committees committed to equity are still vulnerable to the pervasive ableism that drives discrimination and harassment of people with disabilities within academe and our society. Admissions and hiring committees are much more likely to admit/hire an abled person.  Read more. 

     

    Credit:  This Week in Accessibility by Brianna Blaser

    Accessible UXR:  Recruiting and Researching Participants with Disabilities

    Accessible UXR: Recruiting and Researching Participants with Disabilities

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    (User Interviews) – An essential lesson on how to do great user research with people with disabilities and why accessibility is a non-negotiable part of UX.  Read more.

     

    Credit:  This Week in Accessibility by Briana Blaser

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