WEBVTT 00:00:00.000 --> 00:00:03.670 align:center [ music playing ] 00:00:03.670 --> 00:00:05.740 align:center What you should know about your students 00:00:05.740 --> 00:00:06.706 align:center with disabilities. 00:00:15.070 --> 00:00:17.560 align:center College is an exciting, challenging time. 00:00:17.560 --> 00:00:19.900 align:center For students with disabilities, college 00:00:19.900 --> 00:00:23.830 align:center can be even more challenging as they learn about self-advocacy, 00:00:23.830 --> 00:00:28.160 align:center requesting accommodations, and navigating not only new spaces, 00:00:28.160 --> 00:00:31.900 align:center but also new relationships with peers and faculty. 00:00:31.900 --> 00:00:35.200 align:center As faculty, you'll probably receive accommodation letters 00:00:35.200 --> 00:00:37.750 align:center from the campus disability office regarding 00:00:37.750 --> 00:00:38.925 align:center students in your classes. 00:00:42.130 --> 00:00:44.860 align:center Since students can be reluctant to talk with faculty 00:00:44.860 --> 00:00:47.840 align:center about barriers they experience due to disabilities, 00:00:47.840 --> 00:00:50.780 align:center we asked a few computing students to share. 00:00:50.780 --> 00:00:52.215 align:center Here's what they had to say. 00:00:59.070 --> 00:01:01.560 align:center One thing I wish my professors knew about students 00:01:01.560 --> 00:01:03.450 align:center with disabilities is that we have 00:01:03.450 --> 00:01:06.690 align:center the same capacity for success, just that success 00:01:06.690 --> 00:01:09.000 align:center may take a different path. 00:01:09.000 --> 00:01:10.860 align:center There have been so many times in my life 00:01:10.860 --> 00:01:13.410 align:center where I have successfully fought against the dreaded, 00:01:13.410 --> 00:01:16.920 align:center 'no, it's not possible,' but I wonder how many people 00:01:16.920 --> 00:01:19.378 align:center stop after those first 10 no's. 00:01:19.378 --> 00:01:21.420 align:center The thing is that when you're disabled, sometimes 00:01:21.420 --> 00:01:24.720 align:center it's easier to agree with others because you are constantly 00:01:24.720 --> 00:01:27.760 align:center shown how the world around you is not built for you. 00:01:27.760 --> 00:01:29.380 align:center But just because that may be true, 00:01:29.380 --> 00:01:32.470 align:center it doesn't mean that it's not possible to thrive in it. 00:01:32.470 --> 00:01:35.000 align:center [ music playing ] 00:01:37.700 --> 00:01:39.950 align:center If I could share something with my professors 00:01:39.950 --> 00:01:41.910 align:center about their students with disabilities, 00:01:41.910 --> 00:01:46.710 align:center I'd want them to know not all disabilities are visible. 00:01:46.710 --> 00:01:49.370 align:center But the struggles we experience are still valid. 00:01:54.940 --> 00:01:57.670 align:center One thing I wish my professors knew 00:01:57.670 --> 00:02:01.900 align:center about the students with disabilities is recognizing 00:02:01.900 --> 00:02:04.840 align:center their diverse learning styles and create 00:02:04.840 --> 00:02:08.330 align:center an inclusive environment not just inside the classroom, 00:02:08.330 --> 00:02:09.919 align:center but also outside the classroom. 00:02:13.270 --> 00:02:16.240 align:center Faculty can help create a more successful experience 00:02:16.240 --> 00:02:18.130 align:center in the classroom for all students 00:02:18.130 --> 00:02:21.550 align:center by applying principles of universal design and learning. 00:02:21.550 --> 00:02:25.060 align:center UDL, which can reduce the accommodation needs for students 00:02:25.060 --> 00:02:27.370 align:center with disabilities, is a teaching approach 00:02:27.370 --> 00:02:29.050 align:center that works to accommodate the needs 00:02:29.050 --> 00:02:31.663 align:center and abilities of all learners. 00:02:31.663 --> 00:02:34.877 align:center [ music playing ] 00:02:37.340 --> 00:02:39.650 align:center One thing I wish my professors knew 00:02:39.650 --> 00:02:43.680 align:center about students with disabilities is being visually impaired. 00:02:43.680 --> 00:02:45.460 align:center I can't always see their body language. 00:02:51.140 --> 00:02:53.810 align:center Taking breaks during class 00:02:53.810 --> 00:02:56.970 align:center helps me be more present when I come back, 00:02:56.970 --> 00:02:59.360 align:center even if it requires me to be away 00:02:59.360 --> 00:03:01.080 align:center from the classroom a little bit. 00:03:01.080 --> 00:03:05.230 align:center And it means I learn more because I feel more centered. 00:03:09.280 --> 00:03:11.560 align:center Students with certain types of disabilities 00:03:11.560 --> 00:03:14.800 align:center may need more clarification on the purpose of an assignment 00:03:14.800 --> 00:03:17.270 align:center and more clarity on instructions. 00:03:17.270 --> 00:03:20.890 align:center Like many students, they may be reluctant to make an appointment 00:03:20.890 --> 00:03:22.970 align:center or visit during office hours. 00:03:22.970 --> 00:03:26.530 align:center Consider being more direct in checking in and in inviting 00:03:26.530 --> 00:03:29.730 align:center them to attend office hours for additional feedback and support. 00:03:37.270 --> 00:03:39.760 align:center My work does not usually reflect how much 00:03:39.760 --> 00:03:41.980 align:center effort I have put into a class. 00:03:41.980 --> 00:03:43.930 align:center I spend a lot of time teaching myself 00:03:43.930 --> 00:03:46.570 align:center the content covered in a class in a manner that 00:03:46.570 --> 00:03:48.430 align:center is comprehensible to me. 00:03:48.430 --> 00:03:50.710 align:center I have issues with verbal comprehension 00:03:50.710 --> 00:03:53.600 align:center and due to sensory processing issues. 00:03:53.600 --> 00:03:57.890 align:center I have difficulty regulating my attention and my nervous system. 00:03:57.890 --> 00:03:59.380 align:center I have hyperlexia, which makes it 00:03:59.380 --> 00:04:01.720 align:center hard to read text heavy slides without feeling 00:04:01.720 --> 00:04:03.470 align:center completely overwhelmed. 00:04:03.470 --> 00:04:07.030 align:center I often use YouTube videos and web tutorials 00:04:07.030 --> 00:04:09.310 align:center to teach myself content from classes 00:04:09.310 --> 00:04:11.810 align:center and break them down into smaller pieces. 00:04:11.810 --> 00:04:14.110 align:center The tutoring center doesn't always 00:04:14.110 --> 00:04:18.040 align:center know how to work with people who have my kind of learning 00:04:18.040 --> 00:04:21.850 align:center disabilities, so that can be its own challenge to navigate. 00:04:21.850 --> 00:04:25.280 align:center I'm very effective at teaching myself, 00:04:25.280 --> 00:04:29.680 align:center but I'm not the most effective learner in a classroom setting, 00:04:29.680 --> 00:04:33.400 align:center in part because I have issues with verbal processing 00:04:33.400 --> 00:04:36.110 align:center and reading through lots of documentation. 00:04:36.110 --> 00:04:38.120 align:center As a result of this, professors often 00:04:38.120 --> 00:04:44.060 align:center think I'm lazy, even when I'm doing more work on average 00:04:44.060 --> 00:04:46.638 align:center than most of my peers. 00:04:46.638 --> 00:04:49.000 align:center [ music playing ] 00:04:52.730 --> 00:04:56.490 align:center Under the Americans with Disabilities Act, or ADA, 00:04:56.490 --> 00:04:58.490 align:center students with disabilities have the right 00:04:58.490 --> 00:05:00.770 align:center to reasonable accommodations. 00:05:00.770 --> 00:05:03.650 align:center Accommodations are designed to provide equal access 00:05:03.650 --> 00:05:05.430 align:center to students with disabilities. 00:05:05.430 --> 00:05:08.390 align:center They are not intended to lower academic standards 00:05:08.390 --> 00:05:12.009 align:center or provide advantages to students with disabilities. 00:05:12.009 --> 00:05:15.000 align:center [ music playing ] 00:05:18.860 --> 00:05:21.390 align:center When we ask for accommodations, 00:05:21.390 --> 00:05:24.170 align:center we're not asking for favors, special treatments, 00:05:24.170 --> 00:05:25.470 align:center or being lazy. 00:05:25.470 --> 00:05:27.770 align:center We are simply asking for accommodations 00:05:27.770 --> 00:05:31.460 align:center to help us be the best student we can be, despite any struggles 00:05:31.460 --> 00:05:32.200 align:center we may face. 00:05:37.730 --> 00:05:40.580 align:center One key thing I wish professors knew about students 00:05:40.580 --> 00:05:43.340 align:center with disabilities, especially hidden ones, like hearing loss, 00:05:43.340 --> 00:05:46.340 align:center is the importance of being on the same page 00:05:46.340 --> 00:05:50.310 align:center for necessary accommodations while respecting privacy. 00:05:50.310 --> 00:05:53.690 align:center It's really wonderful when professors will proactively 00:05:53.690 --> 00:05:56.270 align:center follow up and email or discreetly 00:05:56.270 --> 00:05:59.900 align:center discuss accommodations in person so we're on the same page. 00:05:59.900 --> 00:06:02.990 align:center But many professors who, of course, have good intentions 00:06:02.990 --> 00:06:06.530 align:center have accidentally spoken extremely loud 00:06:06.530 --> 00:06:08.360 align:center when addressing my accommodations 00:06:08.360 --> 00:06:11.250 align:center or inadvertently announcing my disability. 00:06:11.250 --> 00:06:13.106 align:center [ music playing ] 00:06:17.520 --> 00:06:21.000 align:center One thing I wish my professor knew about students 00:06:21.000 --> 00:06:23.700 align:center with disabilities is that. 00:06:23.700 --> 00:06:26.160 align:center We want to learn to be successful, just 00:06:26.160 --> 00:06:27.660 align:center like everyone else. 00:06:27.660 --> 00:06:33.450 align:center And asking for accommodations is our primary way 00:06:33.450 --> 00:06:34.985 align:center of asking for help. 00:06:37.992 --> 00:06:39.450 align:center Students with disabilities 00:06:39.450 --> 00:06:41.790 align:center can be successful in computing fields, 00:06:41.790 --> 00:06:44.550 align:center and you can help support them through consideration 00:06:44.550 --> 00:06:48.470 align:center of universal design and some of the strategies suggested here. 00:06:52.460 --> 00:06:56.240 align:center This presentation was created by the National Science Foundation 00:06:56.240 --> 00:06:59.090 align:center Broadening Participation in Computing Alliance 00:06:59.090 --> 00:07:01.640 align:center AccessComputing, which works to increase 00:07:01.640 --> 00:07:03.980 align:center the participation of people with disabilities 00:07:03.980 --> 00:07:05.720 align:center in computing fields. 00:07:05.720 --> 00:07:08.690 align:center For more resources about supporting computing students 00:07:08.690 --> 00:07:19.330 align:center with disabilities, consult uw.edu/accesscomputing. 00:07:19.330 --> 00:07:22.310 align:center This work is supported by the National Science Foundation 00:07:22.310 --> 00:07:29.470 align:center grant number 2137312. 00:07:29.470 --> 00:07:31.990 align:center Any opinions, findings and conclusions 00:07:31.990 --> 00:07:34.600 align:center or recommendations expressed in this material 00:07:34.600 --> 00:07:37.420 align:center are those of the speakers and do not necessarily 00:07:37.420 --> 00:07:41.980 align:center reflect the views of the National Science Foundation. 00:07:41.980 --> 00:07:45.366 align:center Copyright 2024 University of Washington. 00:07:48.960 --> 00:07:51.150 align:center Permission is granted to copy this material 00:07:51.150 --> 00:07:53.280 align:center for non-commercial purposes, provided 00:07:53.280 --> 00:07:56.060 align:center the source is acknowledged.