DO-IT - Science Labs

Supporting Neurodivergent Learners on Campus

lymeg000 — Mon, 24 Mar 2025 17:45:58 +0000

High School and College students, as well as staff at higher education institutions, share perspectives about effective teaching strategies for neurodivergent learners.

Year:

2024

Supporting Neurodivergent Learners on Campus

Featured:

off

What you should know about Your Students with Disabilities

wendy479 — Tue, 25 Feb 2025 22:44:29 +0000

Students share information about what the wish their faculty knew about students with disabilities.

Project:

AccessComputing

Year:

2024

What you should know about Your Students with Disabilities

Featured:

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Checklist for Making Informal Learning Accessible to Students with Disabilities

eol — Sat, 27 Mar 2021 08:25:46 +0000

An activity that can lead to more inclusive informal learning.

Name and location reviewed:
Reviewer name(s):
Contact name, phone, email:

Students with disabilities face access challenges to typical informal learning settings. Access barriers may prevent a student from gaining knowledge and fully participating in various educational activities.

Accommodations and Universal Design

There are two approaches to making academic activities accessible to students with disabilities— accommodations and universal design. Accommodation alternate format, assistive technology, or other adjustment for a specific student with a disability. Universal design aspires to create products and environments that are usable by everyone (including people with disabilities), to the greatest extent possible, thereby minimizing the need for accommodations for individuals in the future.

For example, if a science facility contains an adjustable-height work surface or work surfaces of different heights, an accommodation will not be needed for a visitor who uses a wheelchair that is too high for standard-height workstations. This workstation may also be comfortable for a student who needs to remain seated because of a health impairment or someone who is very tall or short in stature.

Making accommodations is reactive, whereas universal design is proactive. It is likely that some universal design strategies are already in place in the facility/program you visit and that others could be implemented with little effort.

Accessibility Review Instructions

Some universal design strategies may already be in use at the location you are reviewing and others could be implemented soon. The following checklist will help you identify both. For each of the strategies listed, indicate the following in the Status section of the checklist.

N/A—if the suggestion is not applicable to the engineering lab being reviewed
Done—if the strategy is already in place
[date] —for items that will be implemented by a specific target date/month/year
TBC—for strategies to be considered for future implementation
Other—with an explanation

Status	Planning, Policies, and Evaluation	Comments
	Are people with disabilities, racial and ethnic minorities, men and women, young and old, first generation, individuals with low income, and other groups represented in the project planning processes in numbers proportional to those of the whole campus or community?
	Do policies and procedures ensure access to facilities, events, and information resources for people with disabilities?
	Are disability-related access issues and other diversity issues addressed in data collection, evaluation plans, and instruments?
	Are issues related to the inclusion of participants with disabilities addressed in grant proposals, perhaps by partnering with an organization with expertise in this area?
Status	Information Resources and Technology	Comments
	Does the website and key publications include a statement about commitment to access and procedures for requesting disability-related accommodations?
	Do pictures in publications and online include people with diverse characteristics with respect to race, gender, age, and disability?
	Are all printed publications available (immediately or in a timely manner) in alternate formats such as braille, large print, and accessibly-designed electronic text?
	Are key documents provided in languages other than English?
	Are printed materials within easy reach from a variety of heights and without furniture blocking access?
	Do electronic resources and web pages adhere to accessibility standards such as the Web Content Accessibility Guidelines (w3.org/WAI/standards-guidelines/wcag/). For example, are text alternatives provided for graphic images and is the website usable by keyboard alone?
	Do videos developed or used in the facility or online have captions? Are they audio-described?
	Is an adjustable-height table available for each type of workstation to assist participants who use wheelchairs or are small or large in stature?
	Do you provide adequate work space for both left- and right-handed users?
	Is software to enlarge screen images and a large monitor available to assist people with low vision and learning disabilities?
	Do you provide a trackball to be used by someone who has difficulty controlling a traditional mouse?
	Are procedures in place for a timely response to requests for assistive technology?
Status	Facilities and Offerings	Comments
	Are all spaces welcoming, accessible, comfortable, and safe to a variety of abilities, racial and ethnic backgrounds, genders, and ages?
	Are there parking areas, pathways, and entrances to the building that are wheelchair accessible and clearly identified?
	Are all levels of the facility connected via an accessible route of travel?
	Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
	Are wheelchair-accessible and child-friendly restrooms with well-marked signs available in or near the facility?
	Is at least part of a service counter at a height accessible from a seated position?
	Are food and retail spaces accessible? (easy to enter and navigate, counters reachable from a seated position)
	Are there benches and seating areas available throughout the facility?
	Are there ample high-contrast, large-print directional signs to and throughout the facility, including directions to accessible routes? When appropriate, are these signs marked in braille?
Status	Staff	Comments
	Are staff members familiar with the availability and use of the Telecommunications Relay Service, assistive technology, and alternate document formats?
	Are staff members aware of accessibility options (e.g., enlarged text feature) included in computer operating systems and of assistive technology available in the facility?
	Do staff members know how to respond to requests for disability-related accommodations, such as sign language interpreters?
	Are staff and contractors in specific assignment areas (e.g., web page development, video creation) knowledgeable about accessibility requirements and considerations?
	Are staff members aware of issues related to communicating with participants who have disabilities? Do staff deliver conference presentations and exhibits that are accessible to all participants?

Overall, how accessible do you think this facility is for people with the disabilities listed below? Explain your responses. In the second column summarize the most important recommendations for making the facility/program more welcoming and accessible to people with these types of disabilities.

Disability Type and Access Issues	Accessibility Recommendations
Blind or low vision
Deaf or hard of hearing
Mobility impairment
Learning or other invisible disability
Other disability

Other comments about this checklist, this facility/program, and/or your overall experience:

Adapted from the publication Equal Access: Universal Design of Informal Learning.

About AccessISL

AccessISL supports efforts to develop a capacity building model for making informal STEM learning (ISL) opportunities more welcoming and accessible to individuals with disabilities. The project also prepares the �󷢿�� for the submission of a larger accessible ISL grant as collaborators develop and test model interventions, more fully develop replication steps, and gain insight from both people with disabilities and practitioners.

For further information, to be placed on the mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

�󷢿��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/programs/accessengineering/overview
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)
Sheryl Burgstahler, PI
Meena Selvakumar, Co-PI
Scott Bellman, Project Director

Acknowledgment

This publication is based upon work supported by the National Science Foundation (Grant #DRL-1906147). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the funding sources.

Issue:

Universal Design

2021

Making a Makerspace? Guidelines for Accessibility and Universal Design

eol — Wed, 29 Jul 2015 18:10:43 +0000

Making a Makerspace? Guidelines for Accessibility and Universal Design

By:

AccessEngineering

Many engineering departments, libraries, and universities are launching new initiatives to create makerspaces, physical spaces where students, faculty, and the broader community can gather and share resources and knowledge, work on projects, network, and build. In creating these innovative spaces we should apply principles of universal design to ensure the spaces, tools, and community are accessible to as many individuals as possible.

Universal design encourages the design of space, products, and processes not just for the average user, but for people with a broad range of abilities, ages, reading levels, learning styles, languages, cultures, and other characteristics. Makerspaces foster innovation, and we want to ensure that individuals of all backgrounds and abilities can actively contribute to the design process. We advocate for participatory design where individuals from diverse backgrounds bring their unique experiences and perspectives to the design process. This document outlines guidelines, questions, and best practices to consider in creating, retrofitting, or maintaining makerspaces.

Student voices: Why are accessible makerspaces important, and how do we involve more students with disabilities?

“Makerspaces are about community. We need to ensure everyone from the community can participate.”
“Makerspaces are often used to help build new assistive technology and increase accessibility; however, many of these spaces and tools remain inaccessible. We need to make sure disabled people can access these spaces and create the products and designs that they actually want.”
“Consider hosting a workshop or other event to welcome individuals with disabilities to come and learn more about the space. You could even have a hackathon where participants work together to increase the accessibility and design of your makerspace.”
“With a visual impairment, I create mental maps to navigate spaces. I love that all of the furniture is on wheels to create flexibility, but I also like that a lot of the tools are in fixed spots. I will always know the location of the 3-D printer and laser cutter, even if the space in between changes from day to day.”
“Don’t underestimate abilities. Ask if someone needs assistance, but don’t assume they cannot do it themselves.”

Planning and Policies

Create a culture of inclusion and universal design as early as possible. During your planning process consider the following questions:

Are people with a variety of disabilities included in the planning and set-up of the makerspace?
Are there mechanisms for users to suggest new equipment or request accommodations or adaptations to existing equipment?
Are there simple mechanisms for users to request assistance or guidance from staff or peers?
Are there detailed and well structured documents in accessible formats describing the rules and best practices for the makerspace? This can especially be useful for individuals with learning disabilities and those on the autism spectrum.
Do websites and other publications include pictures of users from diverse backgrounds? Need some pictures? Check out and use some pictures from DO-IT.

Space

An ideal makerspace is a large, central, open space where people can brainstorm, build, and work together on their creations. Adjoining rooms with secure doors can also be useful to house specialized tools that require training or to provide a quiet area for individuals to work with less distraction. Flexibility is key in the design of makerspaces. The ability to move furniture and reconfigure the space can maximize accessibility while also assuring the space can be used for diverse projects and initiatives. Makerspaces are often created in unused corners of campus, basements, or older structures. When creating the space, ask

Are parking areas, pathways, and entrances wheelchair-accessible and clearly marked?
Are all levels of the space connected via an accessible route of travel?
Are there high-contrast, large-print signs throughout the space, especially for safety information?
Are aisles wide and clear of obstructions (e.g., wires) for people with mobility or visual impairments?
Have safety procedures been considered for students with hearing, visual, or mobility impairments?
Are power cords and work surfaces clearly marked and accessible for individuals with mobility or visual impairments?

Furniture

Tables, chairs, and other furniture in most makerspaces are readily movable, creating a flexible and accessible environment. Brainstorming spaces offer alternative sitting environments that may actually be more difficult to navigate in a wheelchair/scooter, with crutches, or by a telepresence robot. Sometimes creative seating options like bean bags or foam blocks are used in makerspaces. Bean bags are comfortable for some, but are roadblocks for others. When considering the furniture for a makerspace, choose variety. Offer different heights, armrests, and surfaces to support a diverse user base. Some additional considerations for furniture include

Can whiteboards and other tools be reached from a seated position?
Are adjustable-height tables available?
Do counters have space beneath for wheelchair users?
Can the wheels on furniture be easily locked and unlocked?
Are magnifying lenses and desk lamps available? These are useful for individuals with visual impairments, as well as for anyone working on small scale sewing, electronics, and other projects in the space.
Is there easily accessible storage for projects and supplies?

Ideation, Team, and Meeting Space

Some groups may like to stand during their brainstorming, others may prefer to spread out across the floor. However, individuals with disabilities may not be able to use brainstorming or prototyping space that requires individuals to stand.

Do groups have the freedom and flexibility to make the space work for their team?
Is there a quiet space that groups can use for meeting space?

Tools and Equipment

Many of the new tools and equipment available in makerspaces are increasing accessibility and the ability of individuals with disabilities to build and create. 3-D printers, laser cutters, and other computer-aided design tools are opening up the possibilities for what all people can make. To maximize this potential, the choice and placement of tools in a space can greatly facilitate accessibility.

Are tools and equipment kept in designated areas? Can they be reached from a seated position?
Are tools and equipment labeled with large print and braille labels? (Easily created with your 3-D printer or laser cutter!)
Can both right- and left-handed people use tools?
Are power cords, including those suspended from the ceiling, kept out of walkways? Are their positions easily adjustable?

In choosing tools and equipment, consider whether the design is accessible to diverse groups.

Sewing machines: Is there a hand-operated or switch-operated sewing machine that can be accessed by individuals who cannot use pedals?
3-D printers: Is the print surface accessible? Are the software and interfaces required to operate the printer accessible with screen-readers and other assistive technology?
Laser cutters: Is the surface accessible for individuals with a disability? Can large or raised labels be added to key buttons or features?
Hand tools: Do you have clear labels and organization for hand tools? Do tools have rubberized grips? Are plastic guards used on all saws or other sharp tools?
Electronics: Is use of fume hoods or smoke absorbers encouraged? Are storage bins for resistors and other components clearly labeled with large print or braille?
Rapid prototyping: Do you have materials that are accessible for diverse abilities? Some may prefer wood and nails, while others may prefer foam, pipe cleaners, or clay depending on their dexterity, strength, and background in fabrication.
Computers: Is assistive technology, including trackballs, alternative keyboards, screen readers, and speech-to-text software, available?

Staff, Safety, and Training

Training is also a fundamental component of creating a successful, safe, and inclusive makerspace. A goal of many makerspaces is to reduce barriers so all people can get in, learn, and start creating. The staff and users of a makerspace work together to create a safe and inclusive environment. Some important considerations for safety and training include

Are training materials and instructions available in multiple formats? Having electronic versions available on a website allows individuals to use screen-readers, magnifiers, or other technology to easily access documentation.
Are safety signs high-contrast and large print?
Can all safety equipment, including fire alarms and fire extinguishers, be accessed by individuals who use a wheelchair or have limited dexterity?
Are there visual and audio indicators for safety and equipment notifications?
Are safety goggles available in a variety of sizes and styles?
Is staff trained to assist and provide accommodations for individuals with diverse abilities? Check out our communication hints and other resources from AccessEngineering.
Are there clear rules and expectations for users to clean up the space and maintain a well-organized environment?

Focus Groups and User Testing

Makers need to test and experiment with their creations. Makers should be encouraged to reach out to diverse users. Challenge makers to consider universal design in their prototyping, and testing. Make universal design and accessibility a part of your culture. Challenge your makers to consider

Have we received feedback from individuals with a variety of disabilities in our testing?
How might we solve this challenge for an individual who uses a wheelchair?
How might our design change to enable an elderly individual or an individual who is pregnant to use our creation?
How could we adjust our design to be easily used in the dark or for individuals with visual impairments?

Further Information and Resources

Could a Child With a Disability Use Your Makerspace? by Barbara Klipper
DIYAbility: Empowering people with and without disabilities to make their world
Making Space in the Makerspace: Building a Mixed-Ability Maker Culture by Meryl Alper

About AccessEngineering

The College of Engineering and DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the �󷢿�� lead the AccessEngineering project for the purpose of increasing the participation of people with disabilities education and careers in engineering and improve engineering fields with their perspectives and expertise. For more information, to be placed on the mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

�󷢿��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/programs/accessengineering
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)
Dr. Sheryl Burgstahler, Principal Investigator
Drs. Maya Cakmak and Kat Steele, Co-PIs
Dr. Brianna Blaser, Project Coordinator

Acknowledgment

These guidelines were created through a collaboration between engineering faculty and students with disabilities in STEM supported by the National Science Foundation (NSF) AccessEngineering program (Grant #EEC-1444961). It is integrates content with permission from the publications Equal Access: Universal Design of Computing Departments and Equal Access: Universal Design of Student Services. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.

We would especially like to thank the participants at the 2015 AccessEngineering Capacity Building Institute for their input and insight, Mike Clark and the staff at the UW CoMotion Makerspace for hosting our prototyping and design challenges, and the DO-IT Summer Study Interns for their critical evaluation and feedback of makerspaces.

UD Citation:

Article or Chapter

Equal Access: Universal Design of Engineering Labs

eol — Sun, 12 Jul 2015 15:15:45 +0000

EA_UD_Engineering_Labs.pdf

By:

AccessEngineering

A checklist for making engineering labs welcoming, accessible, and usable

As increasing numbers of people with disabilities pursue educational opportunities in engineering, accessibility of engineering teaching and research labs is critical. The ultimate goal is simply equal access. Hands-on learning in lab courses is an important component of an engineering degree. Everyone who needs to use your department's labs should be able to do so comfortably.

Universal Design

To make your departments’ labs accessible, employ principles of universal design (UD). UD means that rather than designing your facilities and services for the average user, they are designed for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics. Keep in mind that individuals using a lab may have learning disabilities or visual, speech, hearing, and mobility impairments. Preparing your space and curriculum to be accessible to all will minimize the need for special accommodations. Make sure everyone

feels welcome,
can get to the facility and maneuver within it,
is able to communicate effectively with support staff,
is able to access printed materials and electronic resources, and
can make use of equipment and software.

Guidelines and Examples

The following questions can guide you in making a lab universally accessible.

Planning and Policies

Consider diversity issues as you plan and evaluate your departments’ labs.

Are people with disabilities, racial and ethnic minorities, men and women, young and old students, and other groups represented on your staff, faculty, and student body in numbers proportional to those of the whole campus or community?
Are people with disabilities, racial and ethnic minorities, men and women, young and old students, and other groups represented in lab planning and review processes and advisory committees in numbers proportional to those of the whole campus or community?
Do policies and procedures require that accessibility be considered in the procurement process for software and other information technology?
When students work in groups, are groups formed and the division of labor determined in a manner that considers students’ strengths and abilities?

Physical Environments

Ensure physical access, comfort, and safety within an environment that is welcoming to visitors with a variety of abilities, racial and ethnic backgrounds, genders, and ages.

Are there parking areas, pathways, and entrances to the building that are wheelchair-accessible and clearly defined?
Are all levels of the facility connected via an accessible route of travel?
Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position?
Are there ample high-contrast, large-print directional and safety signs to and throughout the lab? Is Braille signage available when appropriate?
Are wheelchair-accessible and child-friendly restrooms with well-marked signs available in or near the lab?
Are aisles wide and clear of obstructions for wheelchair users who have mobility or visual impairments?
Can background noise from equipment or tools be turned off or minimized during instruction?
Are there clear lines of sight to demonstrations or presentations?

Lab Staff

Make sure staff are prepared to work with all students.

Are staff members familiar with assistive technology, alternate document formats, and how to respond to requests for disability-related accommodations?
Are staff members aware of issues related to communicating with students with different characteristics regarding race and ethnicity, age, and disability? (See the Communication Hints at the end of this publication.)
Do staff members have ready access to a list of on- and off-campus resources for students with disabilities?
Can staff members explain how to use tools in a variety of ways?

Information Resources

Ensure that lab publications welcome a diverse group and that information is accessible to everyone.

On syllabi and other publications, do you include a statement about your commitment to universal access and procedures for requesting disability-related accommodations?
Are all printed software and hardware documentation and other publications available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text?
Are printed materials within easy reach from a variety of heights and without furniture or equipment blocking access?
Do electronic resources, including web pages, adhere to accessibility guidelines or standards? For information about making your website accessible to everyone, consult World Wide Access: Accessible Web Design video and publication.
Do videos used in the lab have captions? Audio descriptions?
Are accessibility issues incorporated into mainstream web design and other technology training for students and staff?

Equipment and Technology

Is an adjustable-height table available for each type of workstation in the lab? Can the height be adjusted from a seated position?
Can controls on equipment, computers, printers, scanners, and other information technology be reached from a seated position?
Are adequate work areas available for both right- and left-handed users?
Do you have low-cost equipment that can increase accessibility? This might include
a trackball, wrist rests, and forearm rests;
keyboards with large-print or braille labels, or home-row key indicators;
software to enlarge screen images (that may be available in the operating system), along with a large monitor with a flexible positioning arm;
equipment labeled with tactile braille;
non-slip mats;
magnifying devices and extra lighting;
plastic cylinders and beakers;
step stools; and
tactile image creation tools.
Have you considered adding additional software and equipment? This might include
- text-to-speech, word prediction, and speech input software;
- scanner and optical character recognition (OCR) software;
- talking equipment, including tape measures, thermometers, calculators, and multimeters that vocalize readings;
- hearing protection; and
- one-handed keyboards or “keyboard layout” software.
Have you addressed safety procedures for students with hearing impairments (e.g., instructions in print and visual lab warning signals), visual impairments (e.g., large print signage), and mobility impairments (e.g., fire extinguisher that can be reached from a seated position)?

Instructional Strategies

Do you have strategies for dividing the labor in a way that ensures all students in a group, including students with disabilities, actively participate in hands-on learning activities?
Are there policies or procedures for accommodating students who receive extra time on assignments?
Can a student use more accessible systems (such as computer numerical control [CNC] equipment or 3D printers), work in groups, or receive assistance from a teaching assistant when standard equipment is inaccessible?
How can a student who is unable to access a piece of equipment participate and/or contribute to the task?

Checklist Updates

The most current version of this publication can be found here. Any suggestions should be sent to doit@uw.edu.

Communication Hints

Treat people with disabilities with the same respect and consideration with which you treat others. Here are some helpful hints when it comes to delivering a presentation, hosting an exhibit, and otherwise relating to people with disabilities.

General

Ask a person with a disability if that person needs help before providing assistance.
Talk directly to the person with a disability, not through their companion or interpreter.
Refer to a person’s disability only if it is relevant to the conversation.
Avoid derogatory slang or negative descriptions of a person’s disability. For example, “a person who uses a wheelchair” is more appropriate than “a person confined to a wheelchair.” A wheelchair is not confining—it’s liberating!
Provide information in alternate means (e.g., written, spoken, diagrams).
Do not interact with a person’s guide dog or service dog unless you have received permission to do so.
Do not be afraid to use common terms and phrases, like “see you later” or “let’s go for a walk” around people with disabilities.
Do not touch mobility devices or assistive technology without the owner’s consent.
Do not assume physical contact—like handshakes, high-fives, or hugs—is okay.
Understand that not everyone uses eye contact.

Blind or Low Vision

Be descriptive. Say, “The computer is about three feet to your left,” rather than “The computer is over there.”
Speak all of the projected content when presenting and describe the content of charts, graphs, and pictures.
When guiding people with visual impairments, offer them your arm rather than grabbing or pushing them.

Learning Disabilities

Offer directions or instructions both orally and in writing. If asked, read instructions to individuals who have specific learning disabilities.

Mobility Impairments

Consider carrying on a long conversation with an individual who has a mobility impairment from a seated position.

Speech Impairments

Listen carefully. Repeat what you think you understand and then ask the person with a speech impairment to clarify or repeat the portion that you did not understand.

Deaf or Hard of Hearing

Face people with hearing impairments, and avoid covering your mouth, so they can see your lips. Avoid talking while chewing gum or eating.
Speak clearly at a normal volume. Speak louder only if requested.
Repeat questions from audience members.
Use paper and pencil, or type things out on your cell phone, if the person who is deaf does not read lips or if more accurate communication is needed.
When using an interpreter, speak directly to the person who is deaf; when an interpreter voices what a person who is deaf signs, look at the person who is deaf, not the interpreter.

Psychiatric Impairments

Provide information in clear, calm, respectful tones.
Allow opportunities for addressing specific questions.

Additional Resources

For further guidelines and suggestions on how to create accessible labs consult the ADA Checklist for Readily Achievable Barrier Removal.

For more information about accessible science equipment, consult the following publication.

For more information about assistive technology, consult the videos and publications here.

For more information on accessible student services, visit The Student Services Conference Room. This includes a collection of documents, videos, and checklists to help make career services, distance learning, computer labs, recruitment and admissions, registration, housing and residential life, financial aid, libraries, tutoring and learning centers, and student organizations accessible. The Student Services Conference Room also hosts a searchable Knowledge Base of questions and answers, case studies, and promising practices.

For more information about applications of UD consult the following publication or The Center for Universal Design in Education.

To clarify legal issues, consult your campus legal counsel or ADA/504 compliance officer or call your regional Office for Civil Rights (OCR).

About AccessEngineering

The College of Engineering and DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the �󷢿�� lead the AccessEngineering project for the purpose of increasing the participation of people with disabilities education and careers in engineering and improve engineering fields with their perspectives and expertise.

AccessEngineering is supported by the National Science Foundation under Grant #EEC-1444961. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

�󷢿��
doit@uw.edu
www.uw.edu/doit/programs/accessengineering
Dr. Sheryl Burgstahler, PI
Dr. Maya Cakmak, Co-PI
Dr. Kat Steele, Co-PI
Dr. Brianna Blaser, Project Coordinator

UD Citation:

Article or Chapter

Checklist for Making Engineering Labs Accessible to Students with Disabilities

eol — Fri, 10 Jul 2015 22:13:12 +0000

Checklist for Making Engineering Labs Accessible to Students with Disabilities

Name and location of science lab reviewed:
Reviewer name(s):
Contact name, phone, email:

Students with disabilities can face access challenges in engineering lab classes. Access barriers may prevent a student from

gaining knowledge and skills
demonstrating knowledge
understanding core-concepts
fully participating in hands-on learning activities

Accommodations and Universal Design

There are two approaches for making academic activities accessible to students with disabilities—accommodations and universal design. An accommodation makes adjustments for a specific student with a disability, such as assistive technology or providing materials in alternate formats. The goal of universal design is creating products and environments that are usable by everyone (including people with disabilities), to the greatest extent possible, minimizing the need for accommodations for individuals in the future. For example, if an engineering lab contains an adjustable-height workstation, an accommodation will not be needed for a student who uses a wheelchair that is too high for standard-height workstations. This workstation may also be comfortable for a student who needs to remain seated because of a health impairment or someone who is very tall or short in stature. Making accommodations is reactive, whereas universal design is proactive.

Universal Design of Engineering Labs

It is likely that some universal design strategies are already in place in the engineering lab you are reviewing and others could be implemented soon. The following checklist will help you identify both. For each of the strategies listed, indicate the following in the Status section of the checklist.

N/A—if the suggestion is not applicable to the engineering lab being reviewed
Done—if the strategy is already in place
[date] —for items that will be implemented by a specific target date/month/year
TBC—for strategies to be considered for future implementation
Other—with an explanation

Checklist for Inclusion of People with Disabilities

Are people with disabilities included in planning and evaluating lab set up, procedures, curriculum, and assignments?
Do you require that accessibility be considered in the procurement process for lab equipment and supplies?
Do you have a procedure to ensure a timely response to requests for disability-related accommodations?
Is there a procedure to ensure that teams divide up work in a manner that ensures all students are able to actively participate in hands-on learning activities?

Physical Environments

Are parking areas, pathways, and entrances to the building wheelchair-accessible and clearly marked?
Are all levels of the facility connected via an accessible route of travel?
Are there high-contrast, large-print signs to and throughout the lab?
Are aisles wide and clear of obstructions for wheelchair users as well as people with mobility or visual impairments?
Are there quiet work or meeting areas where noise and other distractions are minimized?
Have you addressed safety procedures for students with hearing impairments (e.g., instructions in print and visual lab warning signals)?
Have you addressed safety procedures for students with visual impairments (e.g., large print signage)?
Have you addressed safety procedures for students with mobility impairments (e.g., fire extinguisher reachable from a seated position)?

Lab Staff and Teaching Assistants

Are staff members familiar with assistive technology alternate document formats, and how to respond to requests for disability-related accommodations?
Are staff members aware of issues related to communicating with students with different characteristics regarding race and ethnicity, age, and disability?

Information Resources

Are printed documents available (immediately or in a timely manner) in alternate formats such as Braille, large print, and electronic text?
Can lab publications be reached from a seated position?
Do electronic resources, including web pages, adhere to accessibility guidelines or standards?
Are videos and software used in the lab accessible?

Equipment

Is an adjustable-height table available for each type of workstation in the lab? Can the height be adjusted from a seated position?
Is equipment marked with large-print and/or braille labels?
Are there breakable materials? Can you provide plastic products instead of glass when available?
Are there slippery materials? Can you provide non-slip mats, beaker and object clamps/stands, beakers and equipment with handles, and surgical gloves to handle slippery items?
Can controls on lab equipment be reached from a seated position?
Does equipment require a high degree of fine motor control or force in order to operate?
Are adequate work areas available for both right- and left-handed users?

Instructional Strategies

Do you have strategies for dividing the labor in a way that ensures all students in a group, including students with disabilities, actively participate in hands-on learning activities?
Are there policies or procedures for accommodating students who receive extra time on assignments?
Can a student use more accessible systems (such as Computer Numerical Control [CNC] equipment or 3D printers), work in groups, or receive assistance from a teaching assistant when standard equipment is inaccessible?
How can a student who is unable to access a piece of equipment participate or contribute to the task?

Disability Type and Access Issues

Blind or low vision
Deaf or hard of hearing
Mobility impairment
Learning or other invisible disability
Other disability

Other comments about this checklist, this facility/program, and/or your overall experience:

Adapted from DO-IT’s publication Making Science Labs Accessible to Students with Disabilities.

About AccessEngineering

The College of Engineering and DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the �󷢿�� lead the AccessEngineering project for the purpose of increasing the participation of people with disabilities engineering education and careers and improve engineering fields with their perspectives and expertise. The AccessEngineering Faculty Leadership Team includes representatives from Auburn University, Georgia Tech, Ohio State University, and the Rochester Institute of Technology. Collaborators represent education, industry, government, and professional organizations nationwide.

For further information, to be placed on the mailing list, request materials in an alternate format, or to make comments or suggestions about DO-IT publications or web pages, contact:

�󷢿��
Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.uw.edu/doit/programs/accessengineering/overview
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (fax)
Dr. Sheryl Burgstahler, Principal Investigator (PI)
Drs. Maya Cakmak and Kat Steele, Co-PIs
Dr. Brianna Blaser, Project Coordinator

Acknowledgment

AccessEngineering: Promoting the Success of People with Disabilities in Engineering and Incorporating Universal Design in Engineering Curricula

eol — Fri, 26 Jun 2015 19:06:33 +0000

AccessEngineering Brochure

AccessEngineering works with two national leadership teams: engineering faculty from diverse colleges and universities, and students with disabilities in undergraduate and graduate engineering programs

Activities for Students with Disabilities

AccessEngineering encourages students with disabilities to pursue engineering careers.

Bios of Engineers with Disabilities
Successful engineering students and professionals who have disabilities share their experiences and advice
Online Engagement
Students with disabilities engage in a community of peers and mentors to access resources and prepare for college, graduate school, and engineering careers

Activities for Faculty, Staff, and Employers

AccessEngineering builds the capacity of faculty, staff, engineering departments, employers, and professional organizations to fully include students with disabilities.

Online Community of Practice
Faculty and other professionals discuss strategies and share resources for promoting the participation of people with disabilities in engineering and integrating universal design and accessibility topics into engineering courses
Capacity Building Institutes and Training
Events on campuses and at conferences
Replication Packages
Everything that educators and professionals need to replicate successful practices, including modules on universal design to integrate into their engineering courses

Resources

AccessEngineering shares resources.

Searchable Knowledge Base of questions and answers, case studies, and promising practices
Guidelines for making engineering instruction and departments welcoming and accessible to students with disabilities
Proceedings of capacity building institutes exploring issues related to disability and engineering fields
Videos about accessibility guidelines and students with disabilities pursuing engineering careers

Impact of Our Work

AccessEngineering outcomes benefit society by

Increasing the participation of people with disabilities in education and careers in engineering
Improving engineering fields with their perspectives and expertise

Leaders

�󷢿��
Sheryl Burgstahler, DO-IT Center
Maya Cakmak, Computer Science & Engineering
Katherine M. Steele, Mechanical Engineering
Brianna Blaser, DO-IT Center

Partners

AccessEngineering engages with a nationwide faculty leadership team from a diverse set of institutions.

Funding

AccessEngineering is funded by the National Science Foundation as part of the Broadening Participation in Engineering program of the Directorate for Engineering (Grant #EEC1444961). The contents do not necessarily represent the policies of the NSF, and you should not assume their endorsement.

Captions: Improving Access to Postsecondary Education

Terrill — Mon, 29 Dec 2014 23:51:51 +0000

Professors, students, and IT administrators share the benefits of using captions on videos in postsecondary courses.

Project:

AccessComputing

AccessCyberlearning

AccessERC

Year:

2014

Captions: Improving Access to Postsecondary Education

Featured:

off

UD Topic:

Technology-Environement

Video and Multimedia

National Science Foundation

Alicia Teasley — Fri, 01 Aug 2014 23:23:31 +0000

National Science Foundation

Long Description:

The National Science Foundation (NSF) is an independent agency of the U.S. government which seeks to promote the progress of science and engineering. The NSF site offers grant and award information, descriptions of research projects, and news on the International Program division.

Academic Activity:

Science Labs

Facilitating Accessibility Reviews of Informal Science Education Facilities and Programs

kcl — Tue, 29 Jul 2014 19:02:49 +0000

Facilitating_Informal_Science_Review.pdf

Promising Practice

AccessSTEM team members, who are high school and college students with a wide variety of disabilities, had the opportunity to review a science program or facility and earn a stipend plus the cost of the visit, if they submitted an accessibility review form. A grand prize was awarded to the team member who submitted the best accessibility report. Additionally, some of the suggestions in the reviews were shared with facilities to guide them in making changes toward activities that are more accessible to everyone in the community, including people with disabilities. Thus, this promising practice increased knowledge of science and accessibility of the evaluators and increased the awareness of accessibility issues on the part of informal science program staff.

Other programs that are interested in improving the accessibility of local science education programs can use the model developed in the AccessSTEM project at the �󷢿��. Guidelines that can be adopted are described below. The worksheet to be filled out by participants follows.

Host Your Own Accessibility Review Competition

The following guidelines can be given to potential participants in this activity:

Choose an Informal Science Education (ISE) facility/program to visit and request approval from [project providing funding].
Upon approval, contact the ISE program to confirm exhibits are open and request any necessary accommodations (such as a sign language interpreter). Report progress or concerns to [project providing funding].
Read the publication Universal Design: Process, Principles, and Applications to learn about accessibility and universal design.
Visit the facility/program and learn something new! At large facilities, you may choose to limit your review to one exhibit area. Collect a brochure about the exhibit(s) while you are there. As you tour the facility, fill out the Informal Science Education Accessibility Review.
Keep your receipts for expenses such as admission and parking.
By [deadline], submit your Accessibility Review Report, along with expense receipts and the brochure to [name of the host organization].
Once you turn in an acceptable accessibility review, you may submit a request to do another.

[Project providing funding] will pay for your admission fee plus the admission fee(s) for up to two people accompanying you and for the cost of parking at the facility. Other travel reimbursement will be considered on a case-by-case basis; request approval before you go if you would like to request reimbursement for other travel costs.

Informal Science Education Accessibility Review

Facility/ISE program visited:__________________________________

About you

Name:____________________________________________________

School:_________________ Year in school:______________________

Major or academic interest(s):__________________________________

Gender:________________

Ethnicity (select one):
__Hispanic or Latino
__Not Hispanic or Latino

Race (select one or more):
__American Indian or Alaska Native
__Asian
__Black or African American
__Native Hawaiian or other Pacific Islander
__White

Academic value of your visit

Describe one thing you learned by visiting this facility or program:

Indicate below if this activity increased your interest in any of the following:

__ accessibility/universal design
__ science
__ engineering
__ technology
__ mathematics
__ computer science
__ other:

Accommodations and universal design

There are two approaches to making academic activities accessible to students with disabilities—accommodations and universal design. An accommodation is an alternate format, assistive technology, or other adjustment for a specific student with a disability. Universal design aspires to create products and environments that are usable by everyone (including people with disabilities), to the greatest extent possible, thereby minimizing the need for accommodations for individuals in the future. For example, if a science facility contains an adjustable-height work surface or work surfaces of different heights, an accommodation will not be needed for a visitor who uses a wheelchair that is too high for standard-height workstations. This workstation may also be comfortable for a student who needs to remain seated because of a health impairment or someone who is very tall or short in stature. Making accommodations is reactive, whereas universal design is proactive. It is likely that some universal design strategies are already in place in the facility/program you visit and that others could be implemented with little effort.

Accessibility review instructions

For the accessibility review you will need to think about what it might be like to have various types of disabilities. Then, on a separate sheet of paper, record both your (1) observations and (2) recommendations for making the facility/program you visit more welcoming and accessible to people with disabilities using the following questions. If an item does not apply to the facility/program write “N/A” (not applicable). If an item applies to the facility/program, but you cannot answer the question, indicate that you do not know.

Website

Does the website say how you can request disability-related accommodations?
Do any of the pictures include someone with an obvious disability?
Does it otherwise make the program seem welcoming to people with diverse abilities?
If you turn off the graphics-loading feature of your web browser can you still access the most important content on the website? (If you are aware of web accessibility issues, comment on how accessible the website is to people who are blind and using screen readers or people with other types of disabilities.)
What other characteristics of the website might impact its usability by someone with a disability?

Publications

Can publications in the facility be reached by individuals with a wide variety of heights and by wheelchair users?
Does the facility/program brochure(s) include procedures for requesting disability-related accommodations such as sign language interpreters?
Do pictures in publication(s) include people with obvious disabilities? Does it otherwise make the program seem welcoming to people with diverse abilities?
Are brochure(s) available in any alternative formats such as large print, Braille, or electronic file? (Ask a staff member about this.)

Physical Environment

Are parking areas, pathways, and entrances to the building wheelchair accessible and clearly marked?
Are all levels of the facility connected via a wheelchair accessible route of travel?
Is at least part of a service counter at a height accessible from a seated position?
Are aisles wide and clear of obstructions?
Are there ample high-contrast, large-print directional signs to and throughout the lab?
What other aspects of the physical facility might impact its use by people with various types of disabilities?

Exhibits/Activities

Are equipment/exhibit labels in large print with high contrast?
Can buttons and other controls be reached by individuals who stand at a wide range of heights, including those who use wheelchairs?
Are videos captioned?
Are audio directions and content transcribed?
What aspects of the exhibits/activities affect the way people with a variety of disabilities use it?

Staff

Are staff members familiar with how a person with a disability can request an accommodation? (Ask a staff member about this.)
What other staff issues might impact the experience of a person with a disability?

Other Issues (List at least one)

Accessibility by Disability

For each of the disabilities listed below, answer the following questions:

How accessible is this facility/program? Explain your responses.
Are there any parts of the facility/program that are not accessible? If so, explain the issue(s).
Summarize the most important recommendations for making the facility/program more welcoming and accessible.
- Blind or with low vision
- Deaf or hard of hearing
- Mobility impairment
- Learning or other “invisible” disability
- Other disability

Overall Perception

Please provide other comments about this checklist, this facility/program, and/or your overall experience.

DO-IT - Science Labs

Supporting Neurodivergent Learners on Campus

What you should know about Your Students with Disabilities

Checklist for Making Informal Learning Accessible to Students with Disabilities

Accommodations and Universal Design

Accessibility Review Instructions

Status

Planning, Policies, and Evaluation

Comments

Status

Information Resources and Technology

Comments

Status

Facilities and Offerings

Comments

Status

Staff

Comments

Disability Type and Access Issues

Accessibility Recommendations

About AccessISL

Acknowledgment

Making a Makerspace? Guidelines for Accessibility and Universal Design

Student voices: Why are accessible makerspaces important, and how do we involve more students with disabilities?

Planning and Policies

Space

Furniture

Ideation, Team, and Meeting Space

Tools and Equipment

Staff, Safety, and Training

Focus Groups and User Testing

Further Information and Resources

About AccessEngineering

Acknowledgment

Equal Access: Universal Design of Engineering Labs

Universal Design

Guidelines and Examples

Planning and Policies

Physical Environments

Lab Staff

Information Resources

Equipment and Technology

Instructional Strategies

Checklist Updates

Communication Hints

General

Blind or Low Vision

Learning Disabilities

Mobility Impairments

Speech Impairments

Deaf or Hard of Hearing

Psychiatric Impairments

Additional Resources

About AccessEngineering

Checklist for Making Engineering Labs Accessible to Students with Disabilities

Accommodations and Universal Design

Universal Design of Engineering Labs

Checklist for Inclusion of People with Disabilities

Physical Environments

Lab Staff and Teaching Assistants

Information Resources

Equipment

Instructional Strategies

Disability Type and Access Issues

About AccessEngineering

Acknowledgment

AccessEngineering: Promoting the Success of People with Disabilities in Engineering and Incorporating Universal Design in Engineering Curricula

Activities for Students with Disabilities

Activities for Faculty, Staff, and Employers

Resources

Impact of Our Work

Leaders

Partners

Funding

Captions: Improving Access to Postsecondary Education

National Science Foundation

Facilitating Accessibility Reviews of Informal Science Education Facilities and Programs

Promising Practice

Host Your Own Accessibility Review Competition

Informal Science Education Accessibility Review