DO-IT - Computer Labs

Equal Access: Universal Design of Computing Departments

kcl — Thu, 14 Aug 2014 19:21:11 +0000

By:

AccessComputing

A checklist for making computing departments welcoming and accessible to all students

The group of individuals pursuing computing fields is becoming increasingly diverse with respect to gender, race, ethnicity, learning style, age, disability, and other characteristics. Many companies are looking to hire individuals with disabilities into technical roles. However, the inaccessible design of facilities and software, curriculum, web pages, and distance learning courses continue to erect barriers. All qualified students should be welcome to join your department and engage to the fullest extent regardless of disability.

Universal design can provide an approach for making your department accessible to all potential students and instructors. Universal design is “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”¹ It suggests that, rather than design your departmental offerings for the average user, design them for people with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics. More information about applications of universal design can be found in Universal Design: Principles, Process, and Applications.²

In applying universal design, keep in mind that individuals in your department may have disabilities related to learning, vision, speech, hearing, mobility, attention, autism, or mental health. Make sure everyone

feels welcome,
can get to facilities and maneuver within them,
is able to fully benefit from resources and courses, and
can make use of equipment and software.

Although applying universal design minimizes the need for accommodations for students, faculty, and staff with disabilities, it is also important to have a plan in place to respond to additional accommodation requests in a timely manner and to ensure that faculty and staff are prepared to work with colleagues and students who have disabilities.

Guidelines and Examples

AccessComputing has drafted an Accessibility Checklist to guide faculty and administrators in making their computing department more accessible. Your student disability services office may also be able to assist you in increasing the accessibility of your department. Consult your campus legal counsel, campus ADA/504 compliance officer, or regional Office for Civil Rights (OCR) regarding relevant legal issues.

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate your facilities and programs. It is standard to have a statement in all course syllabi welcoming all students with information on how to request accommodations.

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?
Are people with disabilities, racial and ethnic minorities, men and women, young and old students, and other groups included in departmental planning and review processes and advisory committees?
Do you have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for people with disabilities?
Do policies and procedures require that accessibility be considered in the procurement process for software and other information technology? (See, for example, the Section 508 Standards for Electronic and Information Technology).³
Do policies and procedures require that accessibility be considered when departmental software is created?
Do you have a procedure to ensure a timely response to requests for disability-related accommodations? Is this content included in faculty and staff orientations and periodically in other meetings?
Are disability-related access issues addressed in any external or internal evaluations of your courses or services?

Facility and Environment

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 parking areas, pathways, and entrances to departmental buildings wheelchair-accessible?
Are all levels of departmental facilities connected via wheelchair-accessible routes of travel? Are accessible routes of travel easy to find?
Are parts of counters and desks in student service areas at a height accessible from a seated position?
Are there ample high-contrast, large-print directional signs to and throughout departmental labs, administrative offices, classrooms, and other facilities? Is braille signage available when appropriate?
Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position?
Are wheelchair-accessible restrooms with well-marked signs available?
Is adequate light available?
Are aisles kept wide and clear of obstructions for the safety of users who have mobility or visual impairments?
Are there quiet work or meeting areas where noise and other distractions are minimized and/or facility rules in place (e.g., no cell phone use) that minimize noise?

Consult the ADA Checklist for Readily Achievable Barrier Removal⁴ for more suggestions.

Support Services

Make sure support staff are prepared to work with all students, faculty, and staff.

Do staff members know how to respond to requests for disability-related accommodations such as sign language interpreters?
Are staff members familiar with the availability and use of Telecommunications Relay Services, assistive technology, and alternate document formats?
Are staff members aware of issues related to communicating with students of different races, ethnicities, ages, and abilities? See the Communication Hints at the end of this publication.
Are staff responsible for designing and developing websites knowledgeable about accessible web design?

Consult Equal Access: Universal Design of Student Services⁵ for more suggestions for making services accessible to all students.

Information Resources

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

Do departmental web pages adhere to accessibility guidelines or standards adopted by your institution or your department? Section 508 Standards for Accessible Electronic and Information Technology³ and the W3C’s Web Content Accessibility Guidelines⁶ are most commonly used. For information about designing accessible websites, consult the World Wide Access: Accessible Web Design video and publication.⁷
In key publications, does the department include a statement about its commitment to universal access and procedures for requesting disability-related accommodations? For example, you could include the following statement: “The Computer Science Department values diversity and strives to make courses, information resources, and services accessible to all potential students and visitors. Please inform faculty and staff of accessibility barriers you encounter and request accommodations that will make courses, services, and information resources accessible to you.” Ideally, use the institution’s diversity statement.
Are accessibility issues incorporated into mainstream web design and other technology training for students and staff?
Do pictures in departmental publications and on websites include people with diverse characteristics with respect to race, gender, age, and disability?
Are all printed publications available in an accessible format on the department’s website and also available (immediately or in a timely manner) in alternate formats such as braille, large print, and electronic text?

Computing Courses and Faculty

Ensure that faculty members deliver courses that are accessible to all students and that accommodations are provided in a timely manner.

Do video presentations used in courses have captions? Audio descriptions? Do podcasts have transcripts?
Do faculty members employ accessible web design practices for their websites?
Do faculty members know how to respond to requests for disability-related accommodations such as sign language interpreters?
Are faculty members aware of issues related to communicating with students of different races, ethnicities, ages, and abilities? (See the Communication Hints at the end of this publication.)
Are faculty members familiar with and do they employ instructional strategies that maximize the learning of all students? (See Equal Access: Universal Design of Instruction⁸ for a checklist of instructional strategies.)
Do administrators and instructors promote the use of flexible methods of assessment for students with diverse abilities and learning styles?
Is universal and accessible design incorporated into the curriculum of appropriate courses (e.g., requiring software designed by students be accessible to people with disabilities)?

Computers, Software, and Assistive Technology

Make technology in computing facilities accessible to everyone. Begin with a few items and add more later.

Is an adjustable-height table available for each type of computer workstation?
Are screen readers and text-to-speech software available to those with print‑related disabilities?
Is screen enlargement software available for users with low vision? Is a large monitor available so that a larger amount of screen can be viewed while magnified?
Is a trackball available for those who have difficulty controlling a mouse?
Is a wrist rest and forearm rest available for those who require extra support while typing?
Can controls on computers, printers, scanners, and other information technology be reached from a seated position (e.g., easy access to power switches on computers and surge protectors)?
Are adequate work areas available for both right- and left-handed users?

For more information about making a computer lab accessible, consult Equal Access: Computer Labs.⁹ For information about assistive technology, consult DO-IT’s technology and universal design videos and publications.¹⁰

Checklist Updates

This checklist was adapted with permission from the checklists within the publications Equal Access: Universal Design of Computer Labs¹¹ and Equal Access: Universal Design of Student Services⁵. All of these checklists are being refined and field tested at postsecondary institutions nationwide. To increase the usefulness of the checklist for computing departments included in this publication, send suggestions to doit@uw.edu.

Additional Resources

For more information about applications of universal design consult The Center for Universal Design in Education website,¹² or the book Universal Design in Higher Education: From Principles to Practice, Second Edition published by Harvard Education Press. To learn more or order online, visit the DO-IT website.¹³

Getting Started

Looking at all of these suggestions may seem overwhelming. The great thing about universal design is it can be applied incrementally. For example, a department might begin by assigning an existing diversity committee or creating a new task force to explore ways of making the department more welcoming and accessible to everyone. Members of the advisory group could, as they go through the checklist provided in this publication, cross off items not applicable in their department, note as “done” those that have already been implemented, and label with a recommended deadline date for those they feel should be addressed by the department. Then, using the online version of this publication, they could order the items by date and add additional notes as appropriate. Presenting the timeline to the department decision-maker on diversity issues could be the next step. Once approval is secured, assigning staff and, when needed, securing budget funds could move the project along.

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 are 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.

��ԭ�� AccessComputing

The Paul G. Allen School of Computer Science & Engineering, the Information School and DO‑IT (Disabilities, Opportunities, Internetworking and Technology) at the ��ԭ�� lead AccessComputing for the purpose of increasing the participation of people with disabilities in computing careers nationwide. AccessComputing partners¹⁴ include over fifty postsecondary institutions, computing organizations, and companies. 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:

��ԭ��
Box 354842
Seattle, WA 98195-4842
accesscomp@uw.edu
www.uw.edu/accesscomputing/
206-685-DOIT (3648) (voice/TTY)
888-972-DOIT (3648) (toll free voice/TTY)
509-328-9331 (voice/TTY) Spokane
206-221-4171 (Fax)

Leaders

��ԭ��
Dr. Richard Ladner
Dr. Sheryl Burgstahler
Dr. Amy J. Ko
Dr. Brianna Blaser

Gallaudet University
Dr. Raja Kushalnagar

Tufts University
Dr. Elaine Schaertl Short

University of California, Irvine
Dr. Stacy Branham

Acknowledgment

AccessComputing is supported by the National Science Foundation under Grant #CNS‑0540615, #CNS-0837508, #CNS-1042260, and #CNS‑1539179. 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.

The content of this document was adapted with permission from the publications Equal Access: Universal Design of Computer Labs¹¹ and Equal Access: Universal Design of Student Services.⁵

Cited Web Resources

UD Citation:

Article or Chapter

2018

Accommodation Resources: Computer Labs

kcl — Wed, 09 Jul 2014 22:07:07 +0000

AccessIT

daniel — Thu, 26 Jun 2014 23:16:09 +0000

AccessIT

The National Center on Accessible Information Technology in Education

UD Topic:

K-12

Academic Activity:

Computer Labs

Assistive Technology

Equal Access: Universal Design of Computer Labs

daniel — Tue, 24 Jun 2014 20:58:17 +0000

This video presentation shows how to make computer labs accessible to people with disabilities. It is designed to train computer lab managers in precollege and college environments to design labs that are accessible to everyone.

Year:

2015, 2007

http://www.washington.edu/doit/videos/index.php?vid=12

Featured:

off

UD Topic:

Student Services

Working Together: Computers and People with Learning Disabilities

daniel — Tue, 24 Jun 2014 19:52:00 +0000

Students and workers with learning disabilities demonstrate computer-based tools and strategies that promote their academic and career success.

Year:

2015, 2007

http://www.washington.edu/doit/videos/index.php?vid=29

Featured:

off

Working Together: Computers and People with Mobility Impairments

daniel — Tue, 24 Jun 2014 19:30:07 +0000

People with mobility impairments demonstrate technology that provides access to all functions of computer hardware and software.

Year:

2015, 2007

http://www.washington.edu/doit/videos/index.php?vid=30

Featured:

off

Working Together: Computers and People with Sensory Impairments

daniel — Tue, 24 Jun 2014 19:27:06 +0000

People with visual and hearing impairments demonstrate computer technology for school and work.

Year:

2015, 2007

http://www.washington.edu/doit/videos/index.php?vid=31

Featured:

off

Working Together: People with Disabilities and Computer Technology

daniel — Tue, 24 Jun 2014 19:23:48 +0000

High school and college students with a wide variety of disabilities share their experiences using computers and demonstrate the technology they use.

Year:

2015, 2007

http://www.washington.edu/doit/videos/index.php?vid=33

Featured:

off

Computer Labs

kcl — Thu, 19 Jun 2014 02:01:29 +0000

As increasing numbers of people with disabilities engage in educational opportunities that require computer use, the accessibility of computing facilities becomes even more critical. Put simply, computer labs need to be accessible to all users. Students with disabilities need equal access to: (1) building/facilities, (2) lab staff, (3) physical space and printed materials, (4) computers and software, and (5) electronic resources.

Employing principles of universal design when planning services in your facility can facilitate equal access. Universal design means that you design your facility for a broad range of users including students with a wide range of hearing, visual, mobility and learning impairments. While universal design cannot meet the needs of every user, it reduces the need for special accommodations. When the general design does not address specific needs, be sure that lab staff can access needed services and products in a timely manner. In these cases, be sure to include the student as you come up with access solutions.

When developing services in your facility make sure that users are able to:

get to the facility and maneuver within it
access materials and electronic resources
make use of equipment and software

The following general guidelines can help you survey the physical environment of your facility for accessibility.

Building Access

Parking areas, pathways and entrances need to be wheelchair accessible.
Doorway openings need to be at least 32 inches wide and doorway thresholds no greater than 1/2 inch.
Ramps and elevators need to be provided as an alternative to stairs.
Elevator controls need to be accessible from a sitting position. Auditory and visual signals are needed to indicate floors. Elevator controls need to be marked in large print and with Braille or raised letters.
Protruding objects need to be removed or minimized to keep pathways safe.
Wheelchair accessible restrooms should be nearby and well marked.
High contrast, large-print directional signs should be posted throughout the lab.

Lab Staff

Staff members should be familiar with the available assistive technology.
Staff members should be aware of disability issues.

Physical Space and Printed Material

Large-print, high-contrast signs should be used throughout the lab.
Accessible computers should be labeled in Braille and large print.
Aisles need to be kept wide and clear for wheelchair users.
Provide at least one adjustable workstation so individuals who use wheelchairs and users of various heights and body types can access the computer comfortably. Computer adjustment controls also need to be accessible.
Document holders should be available to position documentation so it can be easily read.
Documentation needs to be provided in alternative formats, or available in a timely manner (e.g. Braille, large print, audio and electronic text).
Printed materials should be within reach from a variety of heights.
Hearing protectors should be provided for those who are easily distracted by noise in the facility.

Computers and Software

In a computer lab it is desirable to provide options at a computer workstation that address the needs of a variety of users. Computer input, output, and documentation should be accessible for users with disabilities. When the needed accessibility features are not built into commercial products, a variety of assistive technology can be acquired. Adaptive technology includes specialized hardware and software that allow individuals with a wide range of skills to make productive use of computers. For example, students with visual impairments who cannot read screen output may use screen reading software with a speech output system and/or a Braille printer. Individuals who are unable to use their hands or who have poor fine motor control and cannot use a mouse or keyboard may use trackballs, switches or modified keyboards for input.

Electronic Resources

Once computer access barriers are removed, electronic resources such as applications software and Web pages may present access challenges for some people with disabilities. For example, a student who is blind using a computer equipped with screen reader software and a speech synthesizer will not be able to interpret graphics unless text alternatives are provided. A student with hearing impairments may be unable to access audio on a Web page unless text is also available. This problem can be avoided if software and Web page developers employ principles of universal design. As mentioned previously, universal design means that you design your product or information for a broad range of users including individuals with disabilities.

Steps Toward Accessibility

The following recommendations are first steps toward implementing universal design and increasing accessibility for all users in your computer lab. Remember that you do not have to implement all of these suggestions at once. Many of these basic recommendations are low-cost or no-cost solutions. When considering more costly equipment, start small and add to your adaptive technology collection as you receive requests and as computer lab staff gain skills in providing access and services for them.

Place printed resources so that a wheelchair user can reach them.
Provide at least one adjustable-height workstation/table for each operating system represented in the lab.
Provide keyguards and wrist and forearm rests.
Have a trackball, joystick, or other mouse alternative available.
Make sure lab signs have high contrast and large print.
Make lab documents available in accessible electronic formats.
Large-print keytop labels, screen enlargement software and a large monitor at least 17 inches should be available.
At lease one extra-large monitor should be available on a computer with text/screen enlargement software.
Staff should be familiar with the adaptive technology and trained in disability issues.

Acknowledgment

The content of this web page was developed from Burgstahler, S. (2012). Equal Access: Universal Design of Computer Labs. Seattle: ��ԭ��.

More Information

Explore DO-IT Publications, Knowledge Base articles, and websites on this topic at Accommodation Resources: Computer Labs. To learn about accommodations for a specific disability, select from the list below.

United States Department of Education - Office of the Chief Information Officer

daniel — Tue, 17 Jun 2014 21:49:11 +0000

United States Department of Education - Office of the Chief Information Officer

Requirements for accessible electronic and information technology.

Academic Activity:

Computer Labs

Assistive Technology

DO-IT - Computer Labs

Equal Access: Universal Design of Computing Departments

Guidelines and Examples

Planning, Policies, and Evaluation

Facility and Environment

Support Services

Information Resources

Computing Courses and Faculty

Computers, Software, and Assistive Technology

Checklist Updates

Additional Resources

Getting Started

Communication Hints

General

Blind or Low Vision

Learning Disabilities

Mobility Impairments

Speech Impairments

Deaf or Hard of Hearing

Psychiatric Impairments

����ԭ�� AccessComputing

Leaders

Acknowledgment

Cited Web Resources

Accommodation Resources: Computer Labs

AccessIT

Equal Access: Universal Design of Computer Labs

Working Together: Computers and People with Learning Disabilities

Working Together: Computers and People with Mobility Impairments

Working Together: Computers and People with Sensory Impairments

Working Together: People with Disabilities and Computer Technology

Computer Labs

Building Access

Lab Staff

Physical Space and Printed Material

Computers and Software

Electronic Resources

Steps Toward Accessibility

Related Links

Acknowledgment

More Information

United States Department of Education - Office of the Chief Information Officer

��ԭ�� AccessComputing