Increasing the Participation of People with Disabilities in STEM Careers:
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Transcript of Increasing the Participation of People with Disabilities in STEM Careers:
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Increasing the Participation of People with Disabilities in
STEM Careers:
Sheryl Burgstahler, Ph.D.Affiliate Professor, Education
Director, Access Technology Services, DO-ITUniversity of Washington, Seattle
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DO-IT Center (Disabilities, Opportunities, Internetworking &Technology) www.washington.edu/doit
The Center on UD in Education www.washington.edu/doit/CUDEAccessSTEM project
www.washington.edu/doit/Stem/AccessComputing project
www.washington.edu/accesscomputingUW Access Technology Center
www.washington.edu/itconnect/accessibility/atl
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• 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
Disabilities, Opportunities, Internetworking, & Technology
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DO-IT GoalTo increase the success of individuals with disabilities in postsecondary education & careers, using technology as an empowering tool.
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AccessSTEM Goal
To improve academic & career outcomes for students with
disabilities in science, technology, engineering & mathematics
(STEM) fields
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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.
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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
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People Face Access Challenges (That are Often “Invisible”):
• Physical• Sensory• Cognitive/learning• Attention• Communication• Psychological• Chronic health issues…
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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
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Working with StudentsAccessSTEM promotes self-determination; college transition & success; careers in STEM
Working with InstitutionsAccessSTEM promotes universal design & effective accommodations
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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
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Working with Students
Promoting self-determination; college transition & success; careers in STEM
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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…
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Summer Study
• Computer, science labs, lectures
• Practice self- advocacy
• Field trips to Microsoft
• College & career prep activities…
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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
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Interns at
Microsoft:
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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
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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
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International ExchangesBetween
DO-IT U.S. & DO-IT Japan
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They shared their experiences & tips for success in postsecondary education & careers.
2. Japan & U.S. Scholars communicate in electronic video conferences.
1. 2 U.S. participants traveled to Japan to assist with first Summer Study.
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A participant from Japan gave a talk about his disability to participants in U.S.; they discussed their disabilities on the Island
3. DO-IT Island in Second Life (a virtual reality, cyber space) was developed by project Interns in U.S.
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Reports from Participants…
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What DO-IT Scholars gain:
“[it] made me build new self-confidence.”
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“I met friends who encouraged one another & could talk about anxiety
that is related to our disabilities.”
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“I found that there are things for us to do even though we have disabilities.”
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Working with Institutions
Promotinguniversal design & effective accommodations
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Accommodation =
Alternate format, service, &/or adjustment for a specific
individual
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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
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Universal Design Avoids Erecting:
physical barrierssensory barrierscognitive barriers
psychological barrierslanguage barriers
social barrierscultural barriers…
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Universal design (proactive for everyone) & accommodations (reactive for individuals)
Policies & procedures that address both
We need:
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• an attitude that values diversity, equity, & inclusion.
• a goal.
• a process.
• practices that make learning products & environments welcoming, accessible, &
usable for everyone.
UD is:
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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…
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Who is right about the cost of interpreters?
a. Accountant: “Ouch. $80 for one person? That is expensive!”
b. Faculty leader: “Oh, no, the cost was only $8 per person.”
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In STEM, apply UD & accommodations to ensure
access to:
instruction & materials
technology/equipment
labs & field work
…
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Instruction & Materials
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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)
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Apply UD to:
• Class Climate• Interaction• Physical Environments & Products• Delivery Methods• Information Resources & Technology• Feedback• Assessment• Accommodation
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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).
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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.
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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
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Technology/Equipment
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Problem Solution
access to computers
access to electronic resources
assistive technology
(AT)
universal design
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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
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STEM Labs
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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
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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
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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)
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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
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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
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Resources
AccessSTEMwww.washington.edu/doit/Stem
Featuring Knowledge Base With 395 articles—
Q&As
Case Studies
Promising Practices
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Other STEM Alliances