WEBVTT Kind: captions Language: en 00:00:01.130 --> 00:00:02.330 [ music ] 00:00:02.330 --> 00:00:08.780 [ music and title narration ] 00:00:08.780 --> 00:00:11.880 The student population at universities and colleges 00:00:11.880 --> 00:00:14.440 is becoming increasingly diverse. 00:00:14.440 --> 00:00:17.780 Both students and staff need equal access to courses, facilities, 00:00:17.780 --> 00:00:20.540 and all aspects of campus life. 00:00:23.920 --> 00:00:25.960 Yet people with disabilities 00:00:25.960 --> 00:00:30.360 still find inaccessible websites, course materials, and facilities. 00:00:30.369 --> 00:00:34.400 One solution is the implementation of Universal Design. 00:00:34.400 --> 00:00:37.100 Architect Ron Mace defined it as: 00:00:37.100 --> 00:00:40.600 The design of products and environments to be useable by all people, 00:00:40.600 --> 00:00:42.480 to the greatest extent possible, 00:00:42.480 --> 00:00:46.800 without the need for adaptation or specialized design. 00:00:47.320 --> 00:00:50.220 The value of universal design is that it’s simple, 00:00:50.230 --> 00:00:54.710 and it’s easy, and it will be able to impact all of your students. 00:00:54.710 --> 00:00:58.420 It suggests that, rather than designing departmental offerings 00:00:58.420 --> 00:01:00.160 for the average user, 00:01:00.160 --> 00:01:02.820 design them for for people with a broad range of abilities, 00:01:02.820 --> 00:01:06.340 disabilities, reading levels, learning styles, 00:01:06.340 --> 00:01:09.300 native languages, and other characteristics. 00:01:09.560 --> 00:01:13.160 Universal design is -- it's really a goal. 00:01:13.170 --> 00:01:17.929 It's a way to approach education 00:01:17.929 --> 00:01:23.229 so that you maximize the number of people that are benefiting from the education. 00:01:28.860 --> 00:01:33.040 Campus stakeholders need to think about planning and policies. 00:01:33.049 --> 00:01:36.990 Ask yourself if people with disabilities and members of other underrepresented groups 00:01:36.990 --> 00:01:39.890 are on your staff, faculty, or student body. 00:01:40.900 --> 00:01:44.300 In looking at developing policy at a university level 00:01:44.300 --> 00:01:46.779 I think it's important to recognize, 00:01:46.779 --> 00:01:51.419 first of all, gathering the right collection of folks to have that discussion 00:01:51.420 --> 00:01:55.540 and not just include, you know, faculty representation, 00:01:55.540 --> 00:01:59.200 but also to includes folks that provide services, 00:01:59.200 --> 00:02:01.200 students that are the recipient of those services, 00:02:01.200 --> 00:02:03.400 students that are in those classes, 00:02:03.400 --> 00:02:07.700 people that will be a part of the design of what's going to be then 00:02:07.700 --> 00:02:08.960 the effect of the policy. 00:02:08.970 --> 00:02:12.500 When courses or services are being evaluated, 00:02:12.500 --> 00:02:17.060 be sure to include items that ask about the experiences of those with disabilities. 00:02:18.200 --> 00:02:22.720 I think if an institution, a college and a department 00:02:22.720 --> 00:02:25.530 is going to be friendly to people with disabilities, 00:02:25.530 --> 00:02:29.250 I think it's really a cultural aspect, 00:02:29.250 --> 00:02:34.790 a social normative of attitudes and beliefs that's prevalent and pervasive 00:02:34.790 --> 00:02:39.030 throughout the institution and colleges and into the departments. 00:02:44.160 --> 00:02:47.740 Campus facilities should be accessible and welcoming. 00:02:47.740 --> 00:02:50.880 Ensure physical access, comfort and safety 00:02:50.880 --> 00:02:53.100 for visitors with a variety of abilities, 00:02:53.100 --> 00:02:56.680 racial and ethnic backgrounds, genders and ages. 00:02:57.360 --> 00:03:00.520 A great place to start assessing your accessible facilities 00:03:00.520 --> 00:03:02.060 is in the parking lot. 00:03:02.060 --> 00:03:06.160 You should make sure that you have a sufficient number of accessible parking spots 00:03:06.160 --> 00:03:07.940 and they should be well-marked. 00:03:07.940 --> 00:03:12.580 Routes from the accessible parking to a building 00:03:12.580 --> 00:03:16.520 should be well-marked with large high contrast signs. 00:03:16.520 --> 00:03:19.720 A front door should be for all users, 00:03:19.720 --> 00:03:23.380 whether they’re in a wheelchair or are walking up to the front door. 00:03:23.380 --> 00:03:26.480 A front door for one should be a front door for all. 00:03:26.480 --> 00:03:29.860 Students need to know where they are. 00:03:29.860 --> 00:03:38.460 Signage needs to be plentiful, really accurate, high contrast. 00:03:38.460 --> 00:03:42.260 It can't blend into the façade of the campus, you know, 00:03:42.260 --> 00:03:47.760 none of this lovely brushed silver/nickel stuff that blends into the building. 00:03:47.760 --> 00:03:49.760 It has to stand out. 00:03:53.860 --> 00:03:57.240 As far as elevators go, I think that 00:03:57.240 --> 00:04:01.740 the most important thing for me is having the controls 00:04:01.740 --> 00:04:04.420 at the lower level so that I can reach them. 00:04:07.800 --> 00:04:10.020 Restrooms should be wheelchair-accessible 00:04:10.020 --> 00:04:12.040 with well-marked signs. 00:04:13.600 --> 00:04:16.180 Counters and desks in student service areas 00:04:16.180 --> 00:04:18.500 should be accessible from a seated position 00:04:18.510 --> 00:04:22.120 and aisles should be wide and clear of obstructions. 00:04:24.100 --> 00:04:27.620 So faculty who require students to use labs on campus 00:04:27.620 --> 00:04:29.980 to complete coursework have to also be mindful of 00:04:29.980 --> 00:04:32.040 if the lab itself is accessible. 00:04:32.040 --> 00:04:35.280 So yes, can they get in the building? Yes, can they get into the lab itself? 00:04:35.280 --> 00:04:38.300 But within the lab, there's features that they may not think of. 00:04:38.300 --> 00:04:41.080 So is there an adjustable height workstation 00:04:41.080 --> 00:04:43.940 for someone who may need to move the table up or down? 00:04:43.940 --> 00:04:49.800 Are there ZoomText or screen readers on the lab stations within it? 00:04:49.800 --> 00:04:53.460 If there is somebody who is there to help, help desk, 00:04:53.460 --> 00:04:58.680 Can someone go and ask a question, and is that an accessible desk or area? 00:04:58.680 --> 00:05:02.720 Or other things like printers or phones that might need to be used. 00:05:02.720 --> 00:05:05.760 All those things still need to be accessible to a student with a disability. 00:05:05.760 --> 00:05:08.360 Before faculty brings technology into a classroom 00:05:08.360 --> 00:05:10.440 they definitely need to be aware of what it is 00:05:10.440 --> 00:05:15.560 and not just use it because it's the new, hot, flashy technology on the market. 00:05:15.560 --> 00:05:16.660 They have to really know how to use it 00:05:16.660 --> 00:05:20.540 and the pros and cons of how accessible it is 00:05:20.540 --> 00:05:23.700 or how it will impact a student’s learning environment. 00:05:23.700 --> 00:05:26.760 It's also important to consider computing equipment 00:05:26.760 --> 00:05:30.080 and software, and to provide access to assistive technology 00:05:30.080 --> 00:05:32.080 for those who need it. 00:05:32.380 --> 00:05:34.880 And software can range from text to speech, 00:05:34.880 --> 00:05:38.020 voice recognition software, screen enlargement. 00:05:38.020 --> 00:05:41.220 It can be used in the classroom, outside of the classroom, 00:05:41.220 --> 00:05:43.220 and really benefits a wide variety of users. 00:05:44.260 --> 00:05:47.560 I believe we should have at least 00:05:47.560 --> 00:05:51.280 a minimum accessibility requirement checklist 00:05:51.280 --> 00:05:56.840 so we can ask the campus to follow that. 00:05:56.840 --> 00:06:00.260 So, if we are going to provide a product or develop a product, 00:06:00.260 --> 00:06:05.300 we have to ensure those minimum accessibility checklists are met. 00:06:06.100 --> 00:06:10.180 Websites are a very interesting place for a department to start, 00:06:10.180 --> 00:06:13.540 because where else does a student go to find out basic information 00:06:13.540 --> 00:06:15.600 or maybe even their initial information about an academic department 00:06:15.600 --> 00:06:17.340 they are looking at. 00:06:17.340 --> 00:06:19.700 So if a student with a disability cannot 00:06:19.700 --> 00:06:22.460 find out how to contact you, what you do, 00:06:22.470 --> 00:06:25.199 how are they going to be able to get more information 00:06:25.199 --> 00:06:27.579 or pursue you as a program? 00:06:28.320 --> 00:06:32.460 So, I personally think it should be the responsibility 00:06:32.460 --> 00:06:36.300 of the respective web developers or webmasters 00:06:36.300 --> 00:06:40.440 to ensure that first their own framework, 00:06:40.440 --> 00:06:45.200 their own application or websites, are accessible 00:06:45.200 --> 00:06:50.080 and at the same time, they have to provide training. 00:06:50.080 --> 00:06:57.680 They just need to consider accessibility as important as say, security and privacy. 00:07:02.360 --> 00:07:04.500 Faculty members should deliver courses 00:07:04.500 --> 00:07:06.500 that are accessible to all students 00:07:06.500 --> 00:07:09.960 and accommodations must be provided in a timely manner. 00:07:10.280 --> 00:07:14.380 Make sure that video presentations used in courses have captions, 00:07:14.380 --> 00:07:17.440 and where appropriate, audio descriptions. 00:07:19.320 --> 00:07:23.080 Captions allow a wide variety of people to understand content 00:07:23.080 --> 00:07:28.760 and captions can often be searched to accelerate access to information. 00:07:30.420 --> 00:07:34.720 By doing so, we're reaching a large number of individuals. 00:07:34.720 --> 00:07:39.080 And those include, of course, deaf and hard of hearing people 00:07:39.080 --> 00:07:42.720 who would get nothing out of a video that's not captioned, 00:07:42.720 --> 00:07:47.480 individuals whose English is their second language, 00:07:47.480 --> 00:07:50.640 individuals with ADD and LD, for example, 00:07:50.640 --> 00:07:52.160 may help them focus more on the words 00:07:52.160 --> 00:07:53.720 as they see it go across the screen. 00:07:53.720 --> 00:07:57.420 I don't think that we totally understand 00:07:57.420 --> 00:08:00.580 how people take in and use information, 00:08:00.580 --> 00:08:05.969 so the more ways that we can offer it up the better we all are. 00:08:05.969 --> 00:08:10.070 As an instructor in a course you can make your material accessible. 00:08:10.070 --> 00:08:12.680 You can make sure that the student isn't excluded, 00:08:12.680 --> 00:08:17.130 and so even if you can't, in a short amount of time, change the policy in a university, 00:08:17.130 --> 00:08:19.870 you can change the policy in your own classroom. 00:08:20.680 --> 00:08:25.259 I always feel like if I have a student that has an accommodation, 00:08:25.260 --> 00:08:27.941 that I as a teacher have to give a little too. 00:08:27.941 --> 00:08:31.580 I can't just do everything exactly the same way. 00:08:31.580 --> 00:08:34.399 So, we have to be a little adaptable as professors 00:08:34.399 --> 00:08:39.279 so that we reach the most students, and that's what I practice. 00:08:39.460 --> 00:08:42.420 Speaking as both a student and an instructor, 00:08:42.430 --> 00:08:44.110 assessment really needs to be flexible. 00:08:44.110 --> 00:08:46.310 We focus as instructors on exams 00:08:46.310 --> 00:08:49.089 but there are many ways to assess student learning: 00:08:49.089 --> 00:08:53.809 problem sets, exams, projects, writing. 00:08:58.240 --> 00:09:02.260 Although applying universal design minimizes the need for accommodations 00:09:02.270 --> 00:09:05.360 for students, faculty, and staff with disabilities, 00:09:05.360 --> 00:09:07.920 it’s also important to have a plan in place 00:09:07.920 --> 00:09:11.180 to respond to additional accommodation requests. 00:09:11.460 --> 00:09:16.860 And so, the way that we ensure timely and effective accommodations, 00:09:16.860 --> 00:09:20.470 is by planning our policies and planning our practices 00:09:20.470 --> 00:09:23.850 that include our academic departments. 00:09:23.850 --> 00:09:25.850 We have to do it faster; 00:09:25.850 --> 00:09:27.870 we have to do it with fewer resources; 00:09:27.870 --> 00:09:31.710 and we have to do it for a broader range of the population. 00:09:31.710 --> 00:09:34.670 And we're all on the hook for that and we should be.