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CYNTHIA: By including
accessibility

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and universal design in
engineering curriculum,

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you're making a statement
to all the students

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that you're teaching that the
perspectives and the needs

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of people with
disabilities is something

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that they need to think
about whether they're

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engineering specifically
for that group

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or for any other group.

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KAT STEELE: So just as we teach
safety and material properties

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and dynamics within our
engineering curriculum,

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incorporating
universal design can

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ensure that our future engineers
consider those small design

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tweaks and consider the
breadth of the population

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in their design and
future innovation.

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TERRILL THOMPSON: Asking
is this accessible

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or what are the
accessibility implications,

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then that is a practice
that can follow them

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throughout their
engineering career.

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RICHARD LADNER: You could do
maybe just part of a lecture,

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or you could just
do one lecture on it

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or several lectures,
not a whole course.

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And then the third
option is to just develop

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a whole course on
accessibility, universal design.

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CYNTHIA: I think capstone
courses, the purpose of them

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is to allow students to apply
the skills that they've learned

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in a real-world situation.

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And so it can be a great
opportunity for students to,

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first of all, understand
that accessibility

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and universal design can
address real-world problems.

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And giving students
opportunities

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to meet and interact with
people with disabilities

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is a great way to include
it in the curriculum.

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KAT STEELE: So we found that
the students learned so much

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through just having a space
to sit down and talk frankly

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about issues surrounding
accessibility, disability,

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and some of the
societal implications.

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TERRILL THOMPSON: If we
want an accessible society

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with innovation that
includes accessibility,

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then students need to be
taught about universal design

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and accessibility.

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