DO-IT - AccessINCLUDES

Equal Access: Universal Design of Your NSF INCLUDES Project

eol — Tue, 21 Mar 2023 03:18:28 +0000

Equal Access: Universal Design of Your NSF INCLUDES Project

A checklist for helping ensure your NSF INCLUDES project is welcoming and accessible

The National Science Foundation’s (NSF’s) Eddie Bernice Johnson INCLUDES Initiative: Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science seeks to “improve collaborative efforts aimed at enhancing the preparation, increasing the participation, and ensuring the contributions of individuals from groups that have been historically underrepresented and underserved in the STEM enterprise such as African Americans, Alaska Natives, Hispanics, Native Americans, Native Hawaiians, Native Pacific Islanders, persons with disabilities, persons from economically disadvantaged backgrounds, and women and girls.”

One of the three pillars in the vision of the NSF Strategic Plan for Fiscal Years 2022-2026 is “assuring accessibility and inclusivity” in NSF-funded projects. Expanding opportunities for individuals with disabilities and ensuring equal access to all aspects of programming will help NSF INCLUDES principal investigators further their impact, increase diversity in their activities and research, and further NSF’s goal of broadening participation in STEM fields.

Legal Issues

Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Americans with Disabilities Act and its 2008 Amendments mandate that no otherwise qualified person with a disability shall, solely by reason of their disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in public programs. This means that courses, services, information resources, and project activities should be accessible to qualified individuals with disabilities. While we can offer recommendations, this publication does not provide legal advice; for such advice, contact campus resources or the U.S. Office of Education’s Office for Civil Rights (OCR).

Universal Design

Universal design (UD) is a proactive approach that makes facilities, information, instruction, activities, and other facets of a project accessible to and usable by a diverse audience, including individuals with disabilities. UD is defined as “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." This means that rather than designing for the average person, you design for people with differing native languages, gender identities, racial and ethnic backgrounds, and abilities. The universal design of your NSF INCLUDES project will make its resources, training sessions, meetings, and other offerings welcoming and accessible to a broad audience that include those with disabilities and minimize the need for accommodations for individual participants.

Guidelines and Examples

Addressing the following questions provides a good starting point for making your NSF INCLUDES spaces, information technology, resources, and activities accessible to people with disabilities.

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate NSF INCLUDES project offerings.

In your project proposal and implementation do you ensure there is expertise in disabilities, accommodations, and universal design through a staff member, consultant, or partnership with an organization that specializes in this area? Do you include costs for accommodations and access-related consultations in the proposal?
If you have an NSF INCLUDES project, have you considered submitting a request for supplemental funding to support access to and engagement in STEM learning, research, and workforce development for students, postdoctoral scholars, or faculty and staff with disabilities? See Persons with Disabilities - STEM Engagement and Access for more information.
Do project policies and procedures ensure access to facilities, events, and resources for people with disabilities?
Does a simple, transparent procedure to ensure a timely response to requests for disability-related accommodations exist and are staff and participants made aware of these services?
Do project policies and procedures that support people with disabilities move beyond minimum levels of compliance and accommodations for individuals to focus more broadly on universal design?
Are disability-related access issues addressed in research design, data collection, and evaluation instruments? Do you include disability along with other requests for demographics on surveys and present this data in project reports and published articles?

Information Resources and Technology

If your NSF INCLUDES project uses computers for the delivery of activities and/or information resources, ensure digital tools and products employ accessible design, that staff members are aware of accessible design, and systems are in place to make accommodations when requested.

Do pictures in your publications and websites include people with diverse characteristics that include disability?
Are all publications designed to be accessible to people with blindness as well as learning and other disabilities? Do project web pages adhere to accessibility guidelines or standards adopted by your institution, such as the Web Content Accessibility Guidelines?
Do key publications and websites include a statement about commitment to diversity, equity, inclusion, and accessibility, as well as procedures for requesting disability-related accommodations? For example, a project website could include the following statement: “[Project name] values diversity, equity, inclusion, and accessibility and strives to make project facilities, technology, courses, information resources, and services accessible to everyone, including those with disabilities. Please inform [project staff] of accessibility barriers you encounter and request accommodations that will make facilities courses, services, and information resources accessible to you.”
Do videos developed or used in the project have accurate captions?
Is the technology used for project communication and collaboration accessible?
Are there flexible policies that allow participants to attend meetings and activities remotely? Are important meetings recorded, captioned, and shared for those who cannot attend?

For more information, consult Accessible Technology at uw.edu/accessibility.

Project Spaces and Facilities

Ensure physical access, comfort, and safety for individuals with disabilities within environments used by your NSF INCLUDES project. Choose facilities that are welcoming to participants with a variety of abilities, racial and ethnic backgrounds, genders, and ages.

Are all levels of facilities connected via wheelchair-accessible routes? Are accessible routes of travel easy to find? Do restrooms, entrances, and other commonly used doors have sensors or buttons for automatic opening? Are they regularly inspected to ensure functionality?
Do elevators have auditory, visual, and tactile signals and controls accessible from a seated position?
Are there parking areas, pathways, and entrances to the building that are wheelchair accessible and clearly identified?
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 adjustable-height tables, ergonomic chairs, and adequate/adjustable light available?
Are there ample high-contrast, large-print directional signs to and throughout facilities? Is braille signage used where appropriate?

Consult the ADA Checklist for Readily Achievable Barrier Removal for more suggestions. For accessibility guidelines for specific facilities (e.g., engineering labs, makerspaces, computer labs), see the collection of DO-IT resources regarding accessible spaces.

Staff

Make sure project staff are prepared to work with all project participants.

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., event management, 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? See Communication Hints at the end of this publication.
Do staff deliver conference presentations and exhibits that are accessible to all participants (e.g. with captions, accessible handouts, large print and high contrast slides)? See Making your presentation accessible and Universal Design of Projects, Conference Exhibits, Presentations, and Professional Organizations for details.

Checklist Updates

To increase the usefulness of this working document, send suggested improvements 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-Related Disabilities

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

Speech-Related Disabilities

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.

Mental Health Conditions

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

Additional Resources

The Center for Universal Design in Education (CUDE) offers a wide variety of resources that may be relevant to making your NSF INCLUDES project accessible and inclusive.

��ԭ�� AccessINCLUDES

DO-IT’s AccessINCLUDES Initiative (NSF # 1834924) consists of multiple collaborations with leadership from the DO-IT Center and funded by the National Science Foundation (NSF) through the NSF INCLUDES National Network and other sources. Together, they serve to increase the engagement of people with disabilities in STEM and computing fields and help other projects be more accessible to and inclusive of people with disabilities.

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

Acknowledgments

DO-IT collaborations with NSF INCLUDES projects funded by the National Science Foundation (grants #HRD-1834924, #HRD-2119902, and #HRD-2118453). Much of the content of this publication comes from an earlier document, Equal Access: Universal Design of Your Project, which was funded by the U.S. Department of Education (FIPSE Grant #P116D990138-01) and the NSF (Cooperative Agreement #0227995). It is also based upon work supported by the National Science Foundation under grant # HRD-2017017 and HRD-2017054. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of AccessINCLUDES or the funding sources.

2023

Including Universal Design in the Engineering Curriculum

eol — Mon, 13 Mar 2023 05:48:26 +0000

Discover how learning around universal design prepares engineering students to design products that are usable by a wide variety of potential users, including people with disabilities.

Project:

AccessEngineering

AccessERC

AccessINCLUDES

Year:

2022

Including Universal Design in the Engineering Curriculum

Featured:

Engaging Individuals with Disabilities in an Engineering Research Center

eol — Mon, 13 Mar 2023 05:32:00 +0000

This video describes ways that Engineering Research Centers can increase accessibility for individuals with disabilities, including universal design, accessible information technology, accessible engineering labs, and more.

Project:

AccessEngineering

AccessERC

AccessINCLUDES

Year:

2022

Engaging Individuals with Disabilities in an Engineering Research Center

Featured:

off

Where can I find a glossary of disability-related terms?

lylac — Fri, 09 Dec 2022 19:09:14 +0000

You can search the internet for glossaries that describe the meanings of disability, accessibility, universal design, and other related terms. We have included some examples:

Where can I learn about experiences of individuals with disabilities in their own words?

lylac — Thu, 29 Sep 2022 21:40:36 +0000

There are many ways to learn about the experiences of people with disabilities, even if you do not interact with them directly. Many books and articles offer stories about people with disabilities, but many people with disabilities have also shared their own experiences through books, articles, videos, blog posts, and other sources.

You can locate autobiographies written by people who have disabilities in collections like 8 Memoirs Written by People Living with a Disability and In Their Own Words: Memoirs ��ԭ�� Living With Disabilities and Chronic Illnesses, or by searching at an online bookstore for "autobiographies of people with disabilities."

To find first-person stories that are freely available on the internet you can use general terms like "disability" or more specific ones like "autism" to search in large video collections (e.g., YouTube, TED, TEDx) to locate videos where individuals with disabilities speak for themselves.

You can also find first-person testimonials of people with disabilities in video and written formats in specialized collections, including the following:

What is ableism?

lylac — Fri, 23 Sep 2022 21:10:40 +0000

Ableism is a pervasive system of discrimination that privileges people without disabilities and disadvantages people with disabilities. Like other forms of oppression for marginalized groups, ableism can occur in interactions between individuals, in institutions, between individuals and organizations, within social systems, and as part of social norms, expectations, and policies. Ableist thinking suggests that there is a "normal" way to live life, where certain abilities are essential to inclusion and happiness.

What are different models of disability?

lylac — Fri, 23 Sep 2022 21:06:32 +0000

Researchers, practitioners, and people with disabilities have expressed many different perspectives, often called models, about what it means to have a disability. An embraced model of disability can influence what people consider to be the causes of the marginalization of people with disabilities in societies; within different historical periods, these beliefs have impacted the creation and implementation of legislation, policies, and practices. Although terminology and definitions vary and can change over time, below are short descriptions of some overarching models of disability.

Moral models of disability consider disability as a deficit caused by moral lapse in thoughts, character, or sins of individuals or family members. A moral view of disability can also lead to a person with a disability as exceptional in faith or perseverance because of what they have achieved "in spite of an impairment." This view is reflected in movies when a person with a disability is portrayed as a one-dimensional villain or hero.
Medical models of disability consider disability to be a physical, sensory, or mental impairment—a disease, injury, or ailment affecting a person's body or mind—that needs to be addressed by professionals (e.g., in medical fields or within disability service organizations). To address a person's functional limitations, professionals determine appropriate medical treatments, rehabilitation, and accommodations to existing physical environments, practices, and services.
Proponents of social models of disability view disability to be one aspect of a person's identity, just like race, ethnicity, and gender. Social models often make a distinction between an "impairment" and the "disability"—the product of interaction between a person with an impairment and a physical or social environment. People with this perspective challenge ableism and promote the expansion of what is considered "normal" while including people of all physical, mental, and sensory abilities. They explore how the design of physical and social environments disable some people and advocate the use of universal design and related practices that consider diverse abilities as products are being designed. Social models of disability also address intersectionality by considering the impact of a disabled individual's identities in addition to disability status. They consider disability as a diversity issue to be addressed with respect to equity, inclusion, legislation, and policies in ways similar to those for groups defined by gender identity, age, race, and ethnicity.

Leading Practices for Improving Accessibility and Inclusion in Field, Laboratory, and Computational Science – A Conversation Series

eol — Tue, 31 May 2022 22:37:42 +0000

Practices for Improving Accessibility and Inclusion in Field, Laboratory, and Computational Science: A Conversation Series

Five webinar-style conversations featuring leading experts on accessibility and disability inclusion recorded between December 2021 and April 2022.

Long Description:

National Academies, December 16, 2021 - April 13, 2022
Five webinar-style conversations featuring leading experts on accessibility and disability inclusion recorded between December 2021 and April 2022.

External Resource Type:

Webinar

Resources Supporting Accessibility within Computing Education

eol — Fri, 11 Mar 2022 09:16:12 +0000

Get Involved

Join AccessComputing
High school, college, and graduate students with disabilities can connect with mentors and professionals to learn about internships and other opportunities in computing fields.
Apply to be an AccessComputing Mentor
For educators, professionals, and students who would like to mentor students with disabilities.
Become an Institutional Partner
Become a crucial aspect of AccessComputing by engaging with other partners, participating in project training and an online community of practice; committing to taking steps that will make computing courses, resources, programs, and/or project activities more welcoming and accessible to individuals with disabilities; and promoting the inclusion of disability issues.
Become an Industry Partner
Learn strategies for successfully recruiting and retaining employees with disabilities and access a variety of resources.
Apply for an AccessComputing Minigrant
Get funding to support training, experiential learning, and other computing and information technology (IT)-related activities nationwide.
Join a Community of Practice
Participate in discussions and activities for promoting the increased participation of people with disabilities in computing careers.

Replication Packages on Computing Topics

Accessible Computing Spaces

Other Resources

Equal Access: Universal Design of Campus Services

nhuang1 — Wed, 25 Aug 2021 20:18:54 +0000

EA_UD_Campus_Services.pdf

By:

Sheryl Burgstahler, DO-IT Director

As increasing numbers of people with disabilities pursue educational opportunities at all levels, the accessibility of libraries, computer labs, teaching and learning centers, and other campus services increases in importance. The goal is simply equal access; everyone who needs to use your services should be able to do so comfortably and efficiently.

Legal Issues

Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and its 2008 Amendments prohibit discrimination against individuals with disabilities. According to these laws, no otherwise qualified person with a disability shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity. This means that services as well as academic programs must be accessible to qualified individuals with disabilities.

Universal Design

You can make your service accessible to, usable for, and inclusive of everyone by employing principles of universal design (UD). A definition that can be used for the application of UD to services, modified from the basic definition of UD, is the design of products and environments that deliver services that support teaching and learning to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.¹ People who benefit from UD include those with a broad range of abilities, disabilities, ages, reading levels, learning styles, native languages, cultures, and other characteristics. Keep in mind that students and other visitors may have learning disabilities or visual, speech, hearing, and mobility impairments. Applying UD minimizes the need for special accommodations for those who use your services and for future employees as well. Make sure everyone feels welcome, and can

get to the facility and maneuver within it,
communicate effectively with support staff,
access printed materials and electronic resources, and
fully participate in events and other activities.

Train staff to support people with disabilities, respond to specific requests for accommodations in a timely manner, and know whom they can contact if they have disability-related questions.

A Process for Universal Design

The UD of all services is a long-term goal. Deliberate, small steps can make that goal attainable for your service department. Below you will find a series of steps to lead you through the re-design of an existing service or the creation of a new one. As you travel through the phases of implementing UD, remember to plan ahead and keep the diverse needs of potential service users at the forefront.

Identify the service and best practices in the field.
Select a campus service (e.g., a library) to which you wish to apply UDHE. Identify best practices for the delivery of this type of service (e.g., for the design of postsecondary campus libraries).
Consider the diverse characteristics of potential users.
Describe the population and then consider the diverse characteristics of those who might potentially use the service—e.g., with respect to gender; age; ethnicity; race; native language; learning preferences; size; abilities to see, hear, walk, manipulate objects, read, speak—and the challenges they might encounter in using the service.
Integrate UDHE with best practices in service design.
Integrate best practices within the field of service delivery (e.g., for the design of libraries) with UDHE practices (underpinned by relevant UD, UDL, and WCAG principles) to maximize benefits of the service to individuals with a wide variety of characteristics.
Plan for accommodations.
Develop processes to address accommodation requests (e.g., arrangements for a sign language interpreter) from individuals for whom the design of the service does not automatically provide access. Promote the process through the service’s website, publications, and signage.
Evaluate.
After implementing the service, collect feedback from individuals with diverse characteristics who use the service (e.g., through online surveys, focus groups). Make modifications based on the results. Return to step three if evidence from your evaluation suggests improvements for your design.

Guidelines and Examples

The following questions can guide you in making your campus service unit universally accessible. This content does not provide legal advice. To clarify issues, consult your campus legal counsel or ADA/504 compliance officer, or call the regional Office for Civil Rights (OCR). This checklist was developed in consultation with more than twenty postsecondary institutions as part of the AccessCollege project. It was field-tested at more than twenty postsecondary institutions nationwide. The results of a nationwide survey to test face-validity of checklist items led to further refinement of the checklist.

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate services.

Are people with disabilities, racial and ethnic minorities, people with diverse gender identities and sexual orientations, those who are young and old, and other groups represented on your staff in numbers proportional to those of the whole campus or community?
Do you have policies and procedures that ensure access to facilities, printed materials, computers, and electronic resources for people with disabilities?
Is accessibility considered in the procurement process?
Do you have a procedure to ensure a timely response to requests for disability-related accommodations?
Are disability-related access issues addressed in your evaluation practices?

Physical Environments and Products

Ensure physical access, comfort, and safety within an environment that is inclusive of people with a variety of abilities, racial and ethnic backgrounds, gender identities, 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 there ample high-contrast, large-print directional signs to and throughout the office and to elevators and wheelchair-accessible restrooms? Do elevators have auditory, visual, and tactile signals and are elevator controls accessible from a seated position?
Is at least part of a service counter at a height accessible from a seated position?
Are aisles kept wide and clear of obstructions for the safety of users who have disabilities related to mobility or sight?
Are there quiet work or meeting areas where noise and other distractions are minimized or facility rules, such as no phone use, in place to minimize noise?
Is adequate light available?

Consult the ADA Checklist for Readily Achievable Barrier Removal² for more suggestions. For computing facilities, consult Equal Access: Universal Design of Computer Labs video and publication.³

Staff

Make sure staff are prepared to work with all service users.

Do staff members know how to respond to requests for disability-related accommodations, such as arranging for a sign language interpreter or providing a document in an alternative format?
Are all staff members aware of issues related to communicating on-site and online with people from a diverse set of backgrounds, including those with disabilities?

Information Resources and Technology

Ensure that computers on-site as well as digital resources are designed to be accessible to individuals with disabilities and that systems are in place for providing accommodations.

Do pictures in your publications and on your website include people with diverse characteristics with respect to race, gender, age, and disability?
In key publications and on your website, do you include a statement about your commitment to universal design as well as procedures for requesting disability-related accommodations?
Is an adjustable-height table available for each type of workstation provided in your center to assist those who use wheelchairs or are small or large in stature?
Do you provide adequate work space for both left- and right-handed users?
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 or by special request?
Are printed materials within easy reach from standing and sitting positions in an uncluttered area within the facility?
Do web pages adhere to accessibility guidelines or standards adopted by your institution (e.g., the World Wide Web Consortium’s Web Content Accessibility Guidelines⁴)?
Are documents available in an accessible electronic format?
Are videos used by your service captioned?
Are procedures in place for a timely response to requests for assistive technology and remediation of inaccessible documents?

Events

Ensure that everyone can participate in on-site and online events sponsored by your organization.

Is information about how to request disability-related accommodations included in publications and websites promoting events?
Are on-site events located in wheelchair-accessible facilities? Is the accessible entrance clearly marked? Is accessible transportation available if transportation is arranged for other participants?
Are online events hosted on accessible conferencing systems, and do support staff know how to present captions and arrange for other accommodations upon request?

Checklist Updates

To increase the usefulness of this working document, send suggestions to doit@uw.edu. Each item, in keeping with the UD approach, should reflect a proactive practice that makes a teaching and learning center more welcoming, accessible, and usable by individuals with a wide range of characteristics.

Communication Hints

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 saying, “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

An electronic copy of the most current version of this publication as well as additional useful brochures are available online.⁵ For more information about applications of universal design, consult The Center for Universal Design in Education website,⁶ the book Universal Design in Higher Education: From Principles to Practice, Second Edition,⁷ and the book Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit,⁸ both books published by Harvard Education Press.

Cited Web Resources

��ԭ�� DO‑IT

DO‑IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the success of individuals with disabilities in college and careers, such as those in science, engineering, mathematics, and technology. Primary funding for DO‑IT is provided by the National Science Foundation, the U.S. Department of Education, and the State of ��ԭ��.

Acknowledgment

This publication was created with reference to Equal Access: Universal Design of Student Services, which was developed under a grant from the U.S. Department of Education, #P333A020044. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

2021

DO-IT - AccessINCLUDES

Equal Access: Universal Design of Your NSF INCLUDES Project

Legal Issues

Universal Design

Guidelines and Examples

Planning, Policies, and Evaluation

Information Resources and Technology

Project Spaces and Facilities

Staff

Checklist Updates

Communication Hints

General

Blind or Low Vision

Learning Disabilities

Mobility-Related Disabilities

Speech-Related Disabilities

Deaf or Hard of Hearing

Mental Health Conditions

Additional Resources

����ԭ�� AccessINCLUDES

Acknowledgments

Including Universal Design in the Engineering Curriculum

Engaging Individuals with Disabilities in an Engineering Research Center

Where can I find a glossary of disability-related terms?

Where can I learn about experiences of individuals with disabilities in their own words?

What is ableism?

What are different models of disability?

Leading Practices for Improving Accessibility and Inclusion in Field, Laboratory, and Computational Science – A Conversation Series

Resources Supporting Accessibility within Computing Education

Get Involved

Replication Packages on Computing Topics

Accessible Computing Spaces

Other Resources

Equal Access: Universal Design of Campus Services

Legal Issues

Universal Design

A Process for Universal Design

Guidelines and Examples

Planning, Policies, and Evaluation

Physical Environments and Products

Staff

Information Resources and Technology

Events

Checklist Updates

Communication Hints

General

Blind or Low Vision

Learning Disabilities

Mobility Impairments

Speech Impairments

Deaf or Hard of Hearing

Psychiatric Impairments

Additional Resources

Cited Web Resources

����ԭ�� DO‑IT

Acknowledgment

��ԭ�� AccessINCLUDES

��ԭ�� DO‑IT