WEBVTT Kind: captions Language: en 00:00:02.160 --> 00:00:08.580 [Music] 00:00:08.580 --> 00:00:10.920 Graduate students with disabilities, 00:00:10.920 --> 00:00:13.700 working with faculty and disability services, 00:00:13.700 --> 00:00:16.760 can have successful graduate school experiences, 00:00:16.760 --> 00:00:21.220 complete their degrees, and go on to rewarding careers. 00:00:28.640 --> 00:00:34.380 My name is Kayla and I have a form of muscular dystrophy. 00:00:34.390 --> 00:00:39.600 So essentially I just use a wheelchair because my muscles are weak 00:00:39.600 --> 00:00:45.600 and I also have panic attacks and anxiety as my invisible disability. 00:00:45.600 --> 00:00:49.360 Graduate school was very daunting. 00:00:49.370 --> 00:00:51.930 I didn't know what to expect. 00:00:51.930 --> 00:00:57.210 And I think that, you know, when you have a disability, 00:00:57.210 --> 00:00:59.160 that stress is just amplified. 00:01:00.020 --> 00:01:01.460 My name is Shiri Azenkot. 00:01:01.470 --> 00:01:05.650 I’m an assistant professor at Cornell Tech. 00:01:05.650 --> 00:01:08.030 I started researching graduate programs 00:01:08.030 --> 00:01:15.200 and actually found Richard Ladner's work online and I started reading about it 00:01:15.200 --> 00:01:18.630 and I just had this moment where like, things clicked and 00:01:18.630 --> 00:01:21.020 suddenly I realized, wait a second, 00:01:21.020 --> 00:01:27.290 I don't like assistive technology but I can actually change that and make it better. 00:01:27.290 --> 00:01:31.900 I'm Dr. Taffey Cunnien and I’m the Assistant Dean/Director 00:01:31.900 --> 00:01:37.370 of the Office of Disability Services at the Georgia Institute of Technology. 00:01:37.370 --> 00:01:41.740 Anyone looking at graduate school, just understanding that it's, 00:01:41.740 --> 00:01:43.280 it's a lifestyle commitment. 00:01:43.280 --> 00:01:44.280 Right? 00:01:44.280 --> 00:01:47.620 Like it's not just something you're going to do on the side. 00:01:47.620 --> 00:01:52.190 This is going to be something that you're going to be integrating fully 00:01:52.190 --> 00:01:57.040 into your life and so understanding how that is, 00:01:57.040 --> 00:02:00.620 how you're going to navigate that with your disability. 00:02:00.620 --> 00:02:05.580 I'm Cindy and I’m a third year PhD student 00:02:05.580 --> 00:02:07.760 in the Department of Human Centered Design and Engineering 00:02:07.760 --> 00:02:10.299 at the University of Washington. 00:02:10.299 --> 00:02:12.170 I'm totally blind. 00:02:12.170 --> 00:02:16.409 The GRE does have a department for requesting accommodations 00:02:16.409 --> 00:02:20.939 and it does take extra time so I allowed about six months of planning. 00:02:20.939 --> 00:02:23.639 I think, the earlier the better 00:02:23.639 --> 00:02:30.230 and the more sort of creating that team of support 00:02:30.230 --> 00:02:33.120 is always going to be important for any student with disabilities 00:02:33.120 --> 00:02:36.879 and so finding those faculty members, finding those staff members, 00:02:36.879 --> 00:02:40.291 finding those peers, you know, that sort of create 00:02:40.291 --> 00:02:42.980 that environment of support for that student 00:02:42.980 --> 00:02:46.779 is going to be important for their success as they move forward. 00:02:46.779 --> 00:02:49.849 Some students may find they need different accommodations 00:02:49.849 --> 00:02:52.829 than those they used during their undergraduate work. 00:02:52.829 --> 00:02:55.300 I knew myself a whole lot better. 00:02:55.300 --> 00:03:00.090 I knew what accommodations I needed, how I could best learn. 00:03:00.090 --> 00:03:03.680 And I knew how to communicate my disability better 00:03:03.680 --> 00:03:06.489 and tell other people how I could best learn 00:03:06.489 --> 00:03:10.819 and also the type of learning that was required 00:03:10.819 --> 00:03:12.180 was completely different. 00:03:12.180 --> 00:03:15.439 My name's Jon McGough and I’m the Associate Director 00:03:15.439 --> 00:03:18.900 of Disability Resources for Students here at the UW. 00:03:18.900 --> 00:03:24.209 Frequent accommodations in graduate school could be looking at the timeline 00:03:24.209 --> 00:03:26.920 toward degree completion. 00:03:26.920 --> 00:03:33.249 Setting up a process so that students and faculty can exchange information 00:03:33.249 --> 00:03:37.449 and work toward the goal of defending a thesis, for example, 00:03:37.449 --> 00:03:44.320 and this may take longer depending upon the students’ experience and condition. 00:03:44.580 --> 00:03:48.279 Faculty and staff can provide support for students with disabilities 00:03:48.280 --> 00:03:51.029 by creating a welcoming climate. 00:03:52.220 --> 00:03:55.960 Getting to know the person as an individual 00:03:55.969 --> 00:04:02.909 rather than seeing them as a diagnosis or a set of impairments. 00:04:02.909 --> 00:04:05.389 And getting to see the whole person, 00:04:05.389 --> 00:04:08.389 what their strengths are, what their challenges are. 00:04:08.389 --> 00:04:10.540 I'm Richard Ladner, 00:04:10.540 --> 00:04:14.140 professor in Computer Science and Engineering at the University of Washington. 00:04:14.240 --> 00:04:17.240 It's up to the student, actually, the student 00:04:17.250 --> 00:04:20.530 whether they disclose or not their disability. 00:04:20.530 --> 00:04:25.009 If they do disclose it and they do indicate that they 00:04:25.009 --> 00:04:29.890 do have some accessibility issues, then a conversation would be in order 00:04:29.890 --> 00:04:32.879 and if the student does not initiate it 00:04:32.879 --> 00:04:36.800 then probably you should not initiate it. 00:04:36.800 --> 00:04:40.060 If you do have a National Science Foundation grant 00:04:40.060 --> 00:04:42.400 and that student does have an access need 00:04:42.400 --> 00:04:45.900 then you can apply for a supplement for your grant 00:04:45.900 --> 00:04:50.179 through the FASED program, F-A-S-E-D. 00:04:50.179 --> 00:04:52.830 I actively recruit students with disabilities. 00:04:52.830 --> 00:04:54.740 I’ve had students with, 00:04:54.740 --> 00:04:58.590 I had one student who had very severe dyslexia 00:04:58.590 --> 00:05:01.590 and that was really interesting because he actually showed me a few tricks 00:05:01.590 --> 00:05:05.960 for how to read things more effectively. 00:05:05.960 --> 00:05:12.210 And we were able to brainstorm some really interesting project ideas about... 00:05:12.210 --> 00:05:17.350 for technologies for reading better with audio output. 00:05:17.350 --> 00:05:18.920 So that was a lot of fun.