increasing the participation of people with disabilities in stem careers:

Increasing the Participation of People with Disabilities in

STEM Careers:

Sheryl Burgstahler, Ph.D.Affiliate Professor, Education

Director, Access Technology Services, DO-ITUniversity of Washington, Seattle

DO-IT Center (Disabilities, Opportunities, Internetworking &Technology) www.washington.edu/doit

The Center on UD in Education www.washington.edu/doit/CUDEAccessSTEM project

www.washington.edu/doit/Stem/AccessComputing project

www.washington.edu/accesscomputingUW Access Technology Center

www.washington.edu/itconnect/accessibility/atl

• 1992, grant from U.S. National Science Foundation

• Now DO-IT Scholars program funded by State of Washington

• Other grants fund special projects

• Total: > $50,000,000 since 1992

Disabilities, Opportunities, Internetworking, & Technology

DO-IT GoalTo increase the success of individuals with disabilities in postsecondary education & careers, using technology as an empowering tool.

AccessSTEM Goal

To improve academic & career outcomes for students with

disabilities in science, technology, engineering & mathematics

(STEM) fields

Presentation Objectives

Increase knowledge with respect to:

• access challenges for students with disabilities in STEM courses.

• evidence-based interventions for students with disabilities.

• products & strategies for fully including students with disabilities in STEM.

• resources.

Handouts• Broadening Participation in Science &

Engineering by Welcoming Participants with Disabilities

• Accessible Science Equipment• Making Science Labs Accessible to

Students with Disabilities• Equal Access: UD of Computer Labs

Each available in both HTML & PDF formats

People Face Access Challenges (That are Often “Invisible”):

• Physical• Sensory• Cognitive/learning• Attention• Communication• Psychological• Chronic health issues…

Challenges for students:• Diminished support systems after high school

• Little access to successful role models

• Lack of access to technology that can increase independence, productivity, &

participation

• Inadequate self-advocacy skills

• Inadequate accommodations

• Low expectations & other negative attitudes on the part of people with whom they interact

-National Organization on Disabilities

Working with StudentsAccessSTEM promotes self-determination; college transition & success; careers in STEM

Working with InstitutionsAccessSTEM promotes universal design & effective accommodations

Formula for Success:

• DO-IT practices are evidence-based– Literature review– Outcomes of prior projects hosted by DO-IT– Suggestions from practitioners– Input from students with disabilities

• Evaluations of DO-IT interventions reveal– Indicators of participant success – Institutional change

www.washington.edu/doit/Research/index.html

Working with Students

Promoting self-determination; college transition & success; careers in STEM

DO-IT Scholars•Begin as high school Sophomores & continue through college & beyond.

•Have a wide range of disabilities.

•Are loaned computers& assistive technology.

•Attend multiple residential Summer Studies…

Summer Study

• Computer, science labs, lectures

• Practice self- advocacy

• Field trips to Microsoft

• College & career prep activities…

College & Career Prep Activities

• Experiences in dorm, cafeteria, facilities• Learn about resources• Become experts on assistive technology &

other accommodations• Practice discussing disability &

accommodations with faculty• Engage in mock job interviews• Hear from successful college students with

disabilities

Interns at

Microsoft:

Year-round Participation• Communicate online with each other, staff

& mentors who support their postsecondary education & career goals

• Get together for pizza & networking• Participate in internships, mock interviews,

& other work-based learning activities• Meet with staff for individual consultation• Participate in panels & other leadership

opportunities

Replication & Adaptation of Successful Practices in Japan

• Two faculty members from University of Tokyo visit DO-IT Seattle, each for one year, to learn evidence-based practices

• DO-IT Summer Study began at University of Tokyo in 2007

International ExchangesBetween

DO-IT U.S. & DO-IT Japan

They shared their experiences & tips for success in postsecondary education & careers.

2. Japan & U.S. Scholars communicate in electronic video conferences.

1. 2 U.S. participants traveled to Japan to assist with first Summer Study.

A participant from Japan gave a talk about his disability to participants in U.S.; they discussed their disabilities on the Island

3. DO-IT Island in Second Life (a virtual reality, cyber space) was developed by project Interns in U.S.

Reports from Participants…

What DO-IT Scholars gain:

“[it] made me build new self-confidence.”

“I met friends who encouraged one another & could talk about anxiety

that is related to our disabilities.”

“I found that there are things for us to do even though we have disabilities.”

Working with Institutions

Promotinguniversal design & effective accommodations

Accommodation =

Alternate format, service, &/or adjustment for a specific

individual

Universal Design =

“the design of products & environments to be usable by all

people, to the greatest extent possible, without the need for

adaptation or specialized design.”

The Center for Universal Designwww.design.ncsu.edu/cud

Universal Design Avoids Erecting:

physical barrierssensory barrierscognitive barriers

psychological barrierslanguage barriers

social barrierscultural barriers…

Universal design (proactive for everyone) & accommodations (reactive for individuals)

Policies & procedures that address both

We need:

• an attitude that values diversity, equity, & inclusion.

• a goal.

• a process.

• practices that make learning products & environments welcoming, accessible, &

usable for everyone.

UD is:

Quiz

A faculty leader along with a total of 9 other instructors & students met to discuss potential curriculum changes to a chemistry course. One participant requested a sign language interpreter. When the invoice arrived…

Who is right about the cost of interpreters?

a. Accountant: “Ouch. $80 for one person? That is expensive!”

b. Faculty leader: “Oh, no, the cost was only $8 per person.”

In STEM, apply UD & accommodations to ensure

access to:

instruction & materials

technology/equipment

labs & field work

…

Instruction & Materials

Apply UD to:

• Overall design of STEM instruction

• Specific teaching techniques (e.g., lectures, large- & small-group discussions, video presentations, online instruction, case studies, role playing, science labs)

• Choice of course content (e.g., include UD/disability content)

Apply UD to:

• Class Climate• Interaction• Physical Environments & Products• Delivery Methods• Information Resources & Technology• Feedback• Assessment• Accommodation

Examples of UD in a STEM Course

• Arrange seating so that everyone has a clear line of sight for viewing demonstrations.

• Use large, bold fonts on uncluttered overhead displays & speak aloud all content presented.• Provide multiple ways to gain & demonstrate knowledge, using multiple senses.• Avoid unnecessary jargon; define terms.• Provide scaffolding tools (e.g., outline).

Examples of UD, continued

• Provide materials in accessible electronic formats, including mathematics symbols & figures

• Accommodate a variety of reading levels & language skills, when appropriate.

• Provide regular feedback.

• Test in same manner in which you teach.

To apply the checklist:

• Cross off those UDI practices that do not apply to your situation

• Check UDI practices you already employ• Put a date for implementation of UDI

practices you plan to employ in the future to create a timeline

• Periodically check your progress

Technology/Equipment

Problem Solution

access to computers

access to electronic resources

assistive technology

(AT)

universal design

Accessible Science Equipment

• Accessible measuring devices• Equipment labeled with tactile braille• Talking equipment• Stirring & filling devices• Non-slip mats• Tactile image creating• Magnifying devices• Usable cylinders & beakers

STEM Labs

STEM Lab Accommodations

• Talk to student about needs• Wheelchair-accessible labs & field sites• Provide a lab partner• Use plastic instead of glass• Allow extra time for set up & completion

of lab work• Address safety procedures• Use campus disability services

UD of STEM Labs

• Arrange all labs & field experiences in wheelchair-accessible locations

• Maintain wide, uncluttered aisles• Provide written & verbal instructions &

descriptions• Allow options for extra time for everyone• Address safety procedures for students

with wide range of abilities

UD of Labs, continued

• Incorporate an adjustable-height work surface for at least one workstation

• Install a mirror above demonstration area

• Buy lab products that can be used by individuals with wide range of abilities (e.g., plastic instead of glass, tactile models, large-print diagrams, non-slip mats, object clamps)

UD of Labs, continued

• Use lever controls instead of knobs• Ensure utility & equipment controls are

within easy reach from standing & sitting position

• Provide surgical gloves for handling wet/slippery objects

• Use large print, high contrast letters for signs & labels

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In AccessSTEM’s Online Checklists for Making

Science/Computing Labs Accessible, Mark

• N/A—if suggestion in not applicable• Done—if strategy is already in place• [date]—if strategy will be implemented• TBC—if to be considered at later time• Other—with explanation

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Resources

AccessSTEMwww.washington.edu/doit/Stem

Featuring Knowledge Base With 395 articles—

Q&As

Case Studies

Promising Practices

Other STEM Alliances