WEBVTT 00:00:32.806 --> 00:00:36.715 College students are learning to take responsibility for their own lives. 00:00:36.716 --> 00:00:40.925 They're making choices that will determine their success in life and careers. 00:00:40.926 --> 00:00:44.335 And for those of us fortunate enough to be part of their education, 00:00:44.336 --> 00:00:46.755 there are responsibilities as well. 00:00:46.756 --> 00:00:49.835 We have to be prepared for students with very different backgrounds, 00:00:49.836 --> 00:00:54.115 experiences, abilities... and disabilities. 00:00:59.406 --> 00:01:01.685 Hi, I'm Sheryl Burgstahler, 00:01:01.686 --> 00:01:06.355 director of DO-IT at the University of Washington in Seattle. 00:01:06.356 --> 00:01:12.385 DO-IT stands for Disabilities, Opportunities, Internetworking, and Technology. 00:01:12.386 --> 00:01:17.065 These days, campuses provide accommodations for students with disabilities. 00:01:17.066 --> 00:01:19.485 There's generally a Disabled Student Services office 00:01:19.486 --> 00:01:23.175 where students can go to get special assistance. 00:01:23.176 --> 00:01:28.215 But it's based on trying to fit an individual with a disability into a system 00:01:28.216 --> 00:01:30.725 that really isn't designed for them. 00:01:30.726 --> 00:01:35.815 For example, while some accommodations will always be necessary, 00:01:35.816 --> 00:01:39.625 others are needed simply because a course has been created in an inaccessible way. 00:01:39.626 --> 00:01:44.055 A truly inclusive campus requires a more holistic approach. 00:01:44.056 --> 00:01:47.515 We all have responsibilities to providing access, 00:01:47.516 --> 00:01:50.735 a welcoming environment, for anyone on our campus. 00:01:50.736 --> 00:01:56.175 It is not an office responsibility; it is not just the disability services office 00:01:56.176 --> 00:02:01.985 or the disability services provider or the director or the coordinator that is responsible 00:02:01.986 --> 00:02:05.415 to making sure that access is provided for students with disabilities, 00:02:05.416 --> 00:02:07.915 or that their needs are being met. 00:02:07.916 --> 00:02:10.555 It is a university-wide responsibility. 00:02:10.556 --> 00:02:16.145 And it takes an entire university, from administration to architecture to academics, 00:02:16.146 --> 00:02:20.375 to create a welcoming and inclusive campus. 00:02:20.376 --> 00:02:25.125 Accessibility issues should be considered at the highest level of the university. 00:02:25.126 --> 00:02:29.485 It's important that you have a president and a provost and deans 00:02:29.486 --> 00:02:34.155 that are supportive of accommodating persons with disabilities. 00:02:34.156 --> 00:02:40.295 And fortunately, I work at an institution that is like that. 00:02:40.296 --> 00:02:43.735 From the very first contact, potential students need access 00:02:43.736 --> 00:02:48.365 to the massive amount of information a university makes available online. 00:02:48.366 --> 00:02:54.445 Having a campus web accessibility policy is critical to ensuring consistent, well-organized, 00:02:54.446 --> 00:02:57.465 and universally accessible electronic resources. 00:02:57.466 --> 00:03:00.694 Having a campus policy will do many things. 00:03:00.696 --> 00:03:05.255 It can give you a sense of how to focus your training. 00:03:05.256 --> 00:03:10.785 You can bring different groups together to discuss the issues and the solutions. 00:03:10.786 --> 00:03:17.625 A policy can also set a measuring stick for where you are and where you want to be. 00:03:17.626 --> 00:03:22.705 A policy is especially beneficial when you're looking 00:03:22.706 --> 00:03:29.445 at how accessible you want your e-resources to be. 00:03:29.446 --> 00:03:33.975 Once on campus, students need physical access to classrooms, libraries, 00:03:33.976 --> 00:03:37.875 dining areas - basically, everywhere a student might go. 00:03:37.876 --> 00:03:42.195 Plans for that should be included in building and landscape architecture. 00:03:42.196 --> 00:03:45.485 We've got an ADA committee, an Americans with Disabilities Act committee, 00:03:45.486 --> 00:03:49.875 who looks at access issues around the campus, and we recently have added students 00:03:49.876 --> 00:03:56.165 to that group of individuals, and so it could come from a student, it oftentimes will come 00:03:56.166 --> 00:04:01.115 from a faculty member who may have some suggestions or some input, as well as my office, 00:04:01.116 --> 00:04:05.775 that will look at some of those access issues and someone will make us aware of a problem. 00:04:05.776 --> 00:04:11.115 Examples to consider include: ramps and doors with automatic openers; 00:04:11.116 --> 00:04:15.605 countertops at various heights in student service areas; 00:04:15.606 --> 00:04:18.305 and dorm rooms with accessible bathrooms. 00:04:18.306 --> 00:04:23.995 It's really key that you bring in people from residence life, to housing, 00:04:23.996 --> 00:04:28.645 to the physical plant, as well as police and public safety. 00:04:28.646 --> 00:04:32.985 You really have to work with all those groups in order 00:04:32.986 --> 00:04:37.225 to provide those accommodations for students with disabilities. 00:04:37.226 --> 00:04:42.185 And then, of course, instruction is the core of the university. 00:04:42.186 --> 00:04:46.305 By using principles of universal design to create course content, 00:04:46.306 --> 00:04:49.665 faculty can minimize the need for additional accommodations. 00:04:49.666 --> 00:04:52.665 When you're designing your class and putting it together, 00:04:52.666 --> 00:04:55.595 you really need to think globally in terms of who's going 00:04:55.596 --> 00:04:57.895 to be my audience, who do I need to reach? 00:04:57.896 --> 00:05:04.915 Younger students, non-traditional students, students from different backgrounds 00:05:04.916 --> 00:05:06.225 and different cultures and what have you. 00:05:06.226 --> 00:05:10.055 And so if you kind of go in with the approach that you're going to try to reach as many people 00:05:10.056 --> 00:05:13.105 as possible, it's almost like when you're giving a lecture, you're going to have an audience 00:05:13.106 --> 00:05:15.825 of people that come from a lot of different backgrounds, and so you want to be able 00:05:15.826 --> 00:05:18.355 to appeal to as many different levels as possible. 00:05:18.356 --> 00:05:23.005 When I write things on the board, I read what it says as much as I possibly can. 00:05:23.006 --> 00:05:26.755 For example, instructors can use a variety of methods for teaching content 00:05:26.756 --> 00:05:31.165 and offer alternative ways to participate in class activities. 00:05:31.166 --> 00:05:35.325 A statement on the course syllabus helps create a supportive atmosphere. 00:05:35.326 --> 00:05:39.095 Instead of waiting for a student who might need a certain accommodation, 00:05:39.096 --> 00:05:43.595 I might put on my course syllabus, if you have questions or concerns that I could assist you with 00:05:43.596 --> 00:05:48.935 in regards to the class itself, to come and see me. 00:05:48.936 --> 00:05:51.505 Universal design is really making the classroom accessible 00:05:51.506 --> 00:05:54.175 for all students, not just for students with disabilities, 00:05:54.176 --> 00:05:57.145 and it really comes down to just good teaching. 00:05:57.146 --> 00:06:01.275 By teaching students through all the modalities- by hearing, by seeing, by touching- 00:06:01.276 --> 00:06:06.805 the information is accessible to all students in different ways. 00:06:06.806 --> 00:06:10.465 At your campus center for faculty development, 00:06:10.466 --> 00:06:14.145 universal design could be integrated into all offerings. 00:06:14.146 --> 00:06:18.015 Systemic change requires commitment and time. 00:06:18.016 --> 00:06:20.735 It starts with self-examination. 00:06:20.736 --> 00:06:23.165 Is your campus fully accessible? 00:06:23.166 --> 00:06:25.895 Do all students feel welcome? 00:06:25.896 --> 00:06:29.535 You might ask the following questions as you begin the process: 00:08:03.976 --> 00:08:08.545 People need to get smarter about how we work with people with disabilities. 00:08:08.546 --> 00:08:11.645 That's why there's programs like disability studies 00:08:11.646 --> 00:08:14.325 that are popping up all over the country. 00:08:14.326 --> 00:08:19.125 And it has to do with developing research and information about what disabilities are 00:08:19.126 --> 00:08:25.945 and their place in society, and how individuals grow and become fully functioning individuals 00:08:25.946 --> 00:08:29.905 without some of the obstacles that we see currently. 00:08:29.906 --> 00:08:32.585 Accessible design is a work in progress. 00:08:32.586 --> 00:08:35.825 We at DO-IT collaborate with a national team of educators 00:08:35.826 --> 00:08:39.085 to create professional development materials and train faculty 00:08:39.086 --> 00:08:41.965 and administrators throughout the United States. 00:08:41.966 --> 00:08:48.375 We offer suggestions for the design of accessible courses and campus services. 00:08:48.376 --> 00:08:56.415 Go to http://www.washington.edu/doit. 00:08:56.416 --> 00:09:02.325 Select AccessCollege, and you'll find links to comprehensive websites designed for faculty, 00:09:02.326 --> 00:09:06.345 student services personnel, administrators, and students. 00:09:06.346 --> 00:09:10.000 We welcome your questions, comments, and suggestions.