DO-IT - AccessISL

Providing Accessible Informal STEM Learning

eol — Wed, 07 Sep 2022 20:03:18 +0000

Representatives from informal STEM learning (ISL) programs share their perspective on accessible ISL offerings.

Project:

AccessISL

Year:

2022

/doit/videos/index.php?vid=109

Featured:

Virtual Access to Informal STEM Learning

eol — Wed, 07 Sep 2022 19:51:42 +0000

AccessISL shares student perspectives related to promising practices and resources that lead to making ISL activities more welcoming and accessible to individuals with disabilities nationwide.

Project:

AccessISL

Year:

2022

/doit/videos/index.php?vid=103

Featured:

off

How can I utilize student interns to promote accessible informal STEM learning?

swb3 — Sun, 07 Aug 2022 18:55:39 +0000

Informal science, technology, engineering, and math (STEM) learning (ISL) refers to learning outside the traditional classroom setting in places such as museums, science centers, and summer camps. The AccessISL project at the ��ԭ�� has developed creative methods to engage student interns to help ensure ISL is welcoming and accessible to everyone.

The resource Replication Package: Facilitating Student Internships to Promote Accessible Informal STEM Learning shares information about the implementation of AccessISL internships. The resource describes how students were recruited and selected, their level of participation, lessons learned, and student activities to help increase accessibility within ISL programs. It also shares products that were created, co-developed, or enhanced by interns. Examples include:

a 3-minute video called Access to Informal STEM Learning that was featured in the 2021 NSF STEM for All Video Showcase and
a publication called Equal Access: Universal Design of Informal STEM Learning, designed to help make ISL facilities, information resources, and informal learning activities universally accessible

For more information about accessible ISL, visit the AccessISL website and/or view the Knowledge Base articles: Where can I learn more about accessibility and UD of informal STEM learning programs?, Intrepid Museum: A Promising Practice in Providing Accessibility Information, or How can informal STEM learning programs support individuals with vision impairments?

How do I include information about universal design in curriculum related to informal STEM learning?

swb3 — Sun, 07 Aug 2022 18:26:35 +0000

DO-IT’s Access to Informal STEM Learning (AccessISL) project has developed resources to help educators include information about universal design in curriculum related to informal STEM Learning. The document Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses shares information about the following:

A framework for thinking about universal design of instruction
Steps to incorporate universal design of instruction in courses or classes
Tips for museology and other informal STEM learning training programs
Accessible technology and how students use it
The creation of accessible documents
Communication tips for interacting with individuals with disabilities

Other useful resources related to accessible informal STEM learning include these resources:

Individuals interested in this topic are encouraged to join the online AccessISL Community of Practice, where key stakeholder groups help make informal STEM learning environments accessible and usable by everyone (e.g., faculty, students, disability service units, informal science learning programs, teaching and learning centers, diversity programs, and professional organizations). This program allows anyone to share ideas and assist in the creation and dissemination of resources, which will encourage others to help a broader range of students and patrons learn about universal design and accessibility in informal science settings.

For more information, visit the AccessISL resources page.

Equal Access: Universal Design of Your Advancing Informal STEM Learning (AISL) Project

muszkl — Tue, 26 Jul 2022 02:56:41 +0000

Equal_Access_Universal_Design_Advancing_Informal_STEM.pdf

A checklist for making NSF-funded AISL projects welcoming and accessible

The National Science Foundation’s (NSF’s) Advancing Informal STEM Learning (AISL) program creates new approaches to and grows evidence-based understanding of the design and development of science, technology, engineering, and math (STEM) learning opportunities in informal environments. It also provides multiple methods for broadening access to STEM learning experiences; advances innovative research on and assessment of informal STEM learning environments; and engage the public of all ages in learning STEM in informal environments.

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 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 AISL project will make its resources, trainings, 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 AISL project facilities, information technology, resources, and activities accessible to people with disabilities.

Planning, Policies, and Evaluation

Consider diversity issues as you plan and evaluate AISL 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 AISL 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 AISL 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, and inclusion, as well as procedures for requesting disability-related accommodations? For example, a project website could include the following statement: “The [project name] values diversity, equity, and inclusion 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.

Project Facilities

Ensure physical access, comfort, and safety for individuals with disabilities within environments used by your AISL project. Make them 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 restroom, entrance, 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 Universal Design of Physical Spaces for details.

Checklist Updates

To increase the usefulness of this working document, send suggested improvements to doit@uw.edu.

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 “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 Advancement of Informal Science Education (CAISE) is a resource center for the informal STEM education field funded by the NSF AISL program. Their website provides examples of and resources for projects and project teams who are working in informal environments in order to support ongoing, evidence-based improvement and ideation development for new innovations.

The Center for Universal Design in Education (CUDE) at www.uw.edu/doit/programs/center-universal-design-education/overview. CUDE documents that may be relevant to your AISL project (including those that apply to the design of meetings, professional organizations, conference exhibits, presentations, and online learning) can be found at uw.edu/doit/programs/center-universal-design-education/universal-design-projects-conference-exhibits.

��ԭ�� AccessISL

DO-IT’s Access to Informal Science Learning (AccessISL) project supports efforts to develop a capacity building model for making informal science learning opportunities more welcoming and accessible to everyone, especially individuals with disabilities.

AccessISL offers engagement that will empower STEM students with disabilities and museology students and bring together three groups of professionals—those who offer ISL programs, those who train future ISL professionals, and those who specialize in access issues for individuals with disabilities—to work toward a worthy goal: More inclusive ISL programs in our communities.

Project outcomes benefit society by making STEM opportunities available to more citizens and enhancing STEM fields with the talents and perspectives 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

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 the funding sources.

2022

Access to Informal STEM Learning Capacity Building Institute (2022)

eol — Tue, 07 Jun 2022 08:13:07 +0000

Informal STEM Learning (ISL) refers to learning about science, technology, engineering, and mathematics (STEM) outside of the traditional classroom, in settings such as museums, science centers, and summer camps. The Access to Informal STEM Learning (AccessISL) project collaborated with the NSF INCLUDES Alliance: The Alliance of Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM (TAPDINTO-STEM) to host the Access to Informal STEM Learning Capacity Building Institute (CBI) on March 2 and 3, 2022. At the online event, attendees shared challenges and solutions regarding equitable access to ISL. They identified specific ways stakeholders can work together to increase universal design, accessibility, and systemic change as it relates to informal STEM learning.

The content of these proceedings may be useful for people who:

participated in the workshop
are STEM educators
are interested in equitable and accessible informal STEM learning
are motivated to engage in an electronic community to discuss these issues
have promising practices to share with others

“The vision is that museums can make the world a better place, and the power of museums lies in the role of the playing, learning, well-being, community-building, and social justice. Museum professionals are connectors and that means that inclusion is central to our work—inclusion for all.” – AccessISL co-PI Meena Selvakumar on the Museology Master of Arts Program’s core beliefs.

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

Ramping Up Accessibility

eol — Wed, 09 Mar 2022 21:57:56 +0000

Ramping Up Accessibility

Audit aims to help arts venues improve service for broad scope of disabled patrons and artists.

Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses

eol — Wed, 02 Mar 2022 23:42:45 +0000

By:

Sheryl Burgstahler, Scott Bellman, and Meena Selvakumar, AccessISL Leadership Team

Guidelines for Faculty

As increasing numbers of people with disabilities participate in online and on-site academic and career opportunities, the accessibility of classes, services, electronic resources, and events—including those offered through informal learning programs—increases in importance. Disabilities of students include those that impact hearing, seeing, moving, learning, engaging in social interactions, attending, and managing physical and mental health. The goal of accessibility is equitable inclusion; everyone enrolled in learning opportunities should be able to engage comfortably and efficiently.

This guide was developed by the Disabilities, Opportunities, Internetworking, and Technology Center (DO-IT) and Museology Graduate Program (MGP) at the ��ԭ�� (UW). It is designed for faculty in Museology and Museum Studies (from hereon called Museology) programs who seek to create accessible and inclusive learning environments and integrate accessibility topics within their curriculum. It was developed with input from museology faculty, directors of informal science learning programs and facilities, accessible technology and learning specialists, and people with disabilities.

The guide provides (1) an introduction to basic terminologies and frameworks that guide the accessible and inclusive design of curriculum and instruction, (2) a rationale for incorporating universal/inclusive design topics into Museology courses, and (3) actions instructors can take to create accessible curriculum and pedagogy and discuss accessibility in their courses. It includes original source material and links to additional examples and resources.

Defining Basic Terminologies and Frameworks

Accommodations and Universal Design

The typical approach to access for students with disabilities in postsecondary education is the provision of accommodations after a student with disabilities provides documentation to a disability services office and secures reasonable accommodations. An accommodation is an adjustment or alternative provided to an individual with a disability when a product or environment is not fully accessible to them. Examples include providing sign language interpreters, captioning videos, reformatting inaccessible documents, and providing extra time on assignments and exams.

You can gain a deeper understanding of UD at the webpage Universal Design.

In contrast, universal design (UD) is a proactive approach that aims to design “products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Ron Mace, Center for Universal Design, 1997). Many innovations that were designed for individuals with disabilities have led to products that have much wider use, such as curb cuts, automatic door openers, and speech-to-text applications. Inclusive design features in smartphones allow the user to change text and background colors, adjust brightness, adjust text sizes, and talk to a digital assistant, all of which benefit a wide variety of users. These examples are all applications of universal design (UD) principles.

Universal Design of Instruction (UDI)

The student population in higher education is becoming increasingly more diverse. College students come from a variety of ethnic and racial backgrounds, and, for some, English is not their first language. Most classes include a diverse set of students, with variety in gender identities, ages, abilities, interests, and learning preferences, including visual and auditory. Disabilities of students include those that are related to sight, hearing, mobility, learning, social interactions, and health. How can educators design curriculum and instruction to maximize the learning and engagement of all students? Universal design of instruction (UDI) is a framework for inclusive teaching and learning materials and pedagogy. You can apply this body of knowledge to ensure lectures, discussions, visual aids, videos, printed materials, labs, and fieldwork are accessible to, usable by, and inclusive of all students.

The Universal Design of Instruction Framework

Developed through DO-IT’s Center for Universal Design in Education (CUDE) at the ��ԭ��, UDI provides a framework for inclusive teaching, learning materials, and pedagogy. UDI ensures that students have multiple ways to learn, engage, and demonstrate what they have learned, and that each UDI practice is accessible, usable, and inclusive. The UDI framework ensures that lectures, discussions, visual aids, videos, printed materials, labs, and fieldwork are accessible to, usable by, and inclusive of all students.

UDI benefits students with disabilities but also benefits others. For example, captioning videos, which provides access to deaf or hard of hearing students, is also a benefit to students for whom English is a second language, to students with some types of learning disabilities, and to those watching the video in a noisy environment. Delivering content in redundant ways can improve instruction for students with a variety of learning styles and cultural backgrounds.

UDI applies the principles of UD developed by Center for Universal Design (CUD) at North Carolina State University, UD in learning (UDL) developed by Center for Applied Special Technology (CAST), and Web Content Accessibility Guidelines (WCAG) developed by the World Wide Web Consortium to all aspects of instruction, including physical spaces, curriculum, pedagogy, and IT. You can gain a deeper understanding of the UDI principles and guidelines at the webpage Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples.

The UDI principles—which is the combination of UD, UDL, and WCAG principles—were developed in collaborations that included individuals with disabilities and relevant communities and organizations.

The Process of UDI

To apply UDI, instructors should consider the potential variation in individual skills, learning styles and preferences, age, gender, sexual orientation, culture, abilities, and disabilities as they select appropriate content and strategies for the delivery of instruction and then apply universal design to all course activities and resources.

Instructors should follow these steps to apply UDI to their course or class:

Identify the course and evidence-based teaching practices
1. Describe the course, learning objectives, and content.
2. Adopt overall teaching and learning philosophies (e.g., constructivism) and evidence- based practices (e.g., active learning).
Consider the diverse characteristics of potential students
1. Describe the population of students eligible to enroll in the course and then consider their potential diverse characteristics—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 your course.
Integrate UDI with evidence-based teaching practices
1. Apply UDI strategies in concert with evidence-based instructional practices in the choice of teaching methods, curricula, and assessments as well as to all teaching practices and materials to maximize the learning of students with diverse characteristics.
Plan for accommodations
1. Learn campus procedures for addressing accommodation requests (e.g., arranging for sign language interpreters) from specific students for whom the course design does not already provide full access.
2. Include information about how students can request accommodations in the syllabus.
Evaluate
1. Monitor the effectiveness of instruction through observation and assessments of learning and collect formative feedback from students.
2. Make modifications based on the results.
3. Return to step 3 if your evaluation suggests further improvements to your course should be made. (Burgstahler, Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit, 2020)

Accessible Technology and How Students Use It

Before you design your course, it is good to have a basic understanding of how students with disabilities access technology. The following is excerpted from UW’s Accessible Technology page: “Accessible technology is technology that has been designed in a way so that it can be accessed by all users. This includes electronic documents, websites, software, hardware, video, audio, and other technologies. People who interact with technology are extremely diverse. They have a wide variety of characteristics, and we cannot assume that they’re all using a traditional monitor for output, or keyboard and mouse for input.”

Individuals may be using mobile devices including phones, tablets, or other devices, which means they’re using a variety of screen sizes and a variety of gestures or other user interfaces for interacting with their devices. Some individuals with disabilities use assistive technologies to make it possible to use computers and other technologies. Examples are described below:

Screen Readers: Individuals who are blind benefit from audible output from screen readers that read content using synthesized speech and tactile output provided by refreshable braille devices.
Text-to-Speech: Individuals with learning disabilities such as dyslexia may also use audible output. Their Text-to-Speech (TTS) software reads aloud text presented on the screen.
Magnification Software: Individuals with low vision may use screen magnification software that zooms into portions of a visual screen. Individuals may also increase font size presented on a screen using standard functions built into Web browsers and other software.
Keyboard Alternatives: Some individuals do not have fine motor skills to use a standard keyboard or mouse. They rely on alternative keyboards and other assistive technologies such as speech recognition and tracking systems. Although these products can emulate all functions of a keyboard, they typically do not emulate the mouse.

Individuals who are deaf or hard of hearing are unable to access audio content and therefore rely on accurate captions provided on video presentations. For individuals with disabilities to fully use websites and other mainstream technology, designers need to be aware of these assistive technologies and make sure their products are designed to be accessible to students with disabilities. For example, alternative text for content within images needs to be provided on a content page in a course so that students using screen readers can access it. Developers should also make sure that websites and other technologies can be operated with the keyboard along since some individuals with mobility impairments use assistive technologies that emulate the keyboard but not the mouse.

For more information, see the National Center for Assistive Media’s page on Tools for Access.

Applying UDI Strategies in Museology Programs

Similar to other formal learning environments, museology faculty and instructors should incorporate accessible curriculum and teaching practices in their classes to ensure that all students have equal access to materials and opportunities for engagement.

Museology faculty have an additional opportunity and obligation with respect to accessibility. Museums are recognized as trusted and vital informal learning spaces in our communities and with a stated purpose of serving everyone. Museum studies programs cover the history, theories, and practices that have shaped these organizations. However, historically only a narrow sub-section of the community has felt included and welcomed in museum spaces. Individuals with disabilities have faced profound barriers including limited sensory, mobility, and cognitive access to the materials, artifacts, spaces, and programs within museums. In recognition of this history and these barriers within their spaces, many museums have taken strides to increase accessibility and have shared their practices and learnings more broadly.

Definition and Purpose

The American Alliance of Museums describes accessibility in museums as “giving equitable access to everyone along the continuum of human ability and experience. Accessibility encompasses the broader meanings of compliance and refers to how organizations make space for the characteristics that each person brings.”

Since museology students will eventually become practitioners in museums, it is important that students understand the importance and application of accessibility principles in museum spaces. Therefore, UDI in Museology programs should include both instructional pedagogical methods as well as course content related to accessibility practices within museum settings.

The upcoming sections, applying UDI strategies to instruction and pedagogy and incorporating UD topics into museology course content, provide practical tips and tools for museology instructors to consider.

To gain a deeper understanding of UD to the design of instructional materials and practices, read Equal Access: Universal Design of Instruction, Equity and Excellence in Higher Education, and Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit.

Applying UDI Strategies to Instruction and Pedagogy

The following recommendations serve as a starting point for instructors. This section includes accessibility practices to keep in mind when you design your course as well as practices when you teach in the classroom. Most of the following tips are from DO-IT’s checklist, Equal Access: Universal Design of Instruction, which was developed and field-tested in collaboration with more than twenty postsecondary institutions nationwide. Instructors may be familiar with a number of the recommendations, due to their inherent nature as best practices in teaching and curriculum design.

Keep in mind that both standard, as well as accessible-specific practices work in concert to create an inclusive teaching and learning space. For example, all students, with and without disabilities, need clear, concise, and consistent course sites and access to information ahead of time helps students both in planning their schedules allowing them to print material as needed. This practice helps alleviate the anxiety that some students with disabilities feel when they are unsure if materials used in class will be accessible to them.

The next subsection includes information on welcoming your students, accommodations design choices, and course materials. The following recommendations and strategies should be incorporated as you develop the curriculum.

Course Site Design General Recommendations

The following are general recommendations for the overall design of your course site.

Use clarity and flexibility in assignment design.
- Use rubrics to introduce and explain the importance of assignments.
- If possible, provide examples of good assignments, highlighting what each does well.
- Offer students a choice of assignments (e.g., give a presentation or write a paper).
- Let students choose a subject related to the material that interests them and create a rubric for this process
- Give students the option of submitting assignments via email, a course website, or a drop box.
- Give mini-assignments (culminating in a larger final assignment) with flexible due dates and check in with students about their progress.
Create consistency in navigation of course site.
- Ensure that each page on your course site is free of dead links and consistent in design, keeping similar layouts on each page in relation to readings, assignments, and due dates.
- Maintain only the pages that the student will use and hide pages that are irrelevant for the course. In some of your courses, you might not be using Panopto or Discussions and so you should hide them from the student view. Use the student view setting to complete a final review of your course site.
- Take some time in the first class to walk the students through the course site and course expectations. If you will not have time to do this in class time, consider recording this information and publish it before the first class. Ask students to review the video and bring any questions to the first class.
Publish the full course site early.
- This practice makes it possible for students to plan their reading requirements and assignments throughout the quarter in advance.
- Choose materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the course begins. This also gives students time to arrange for alternative formats.
- Proofread your course and course site and make it available to students at least one week before the term begins.

Welcome Page

Ensure that your course has a landing page or home page where students can find important information or links to more detailed information. This page can also orient students to where they will find other information about the course. A typical welcome page should include all the basics of your course:

Name of the course, including a short explanation of the meaning of the course’s name.
Your name and contact information, with a brief overview of who you are and why you are teaching this topic.
Your office hours and location, ideally in a calendar graphic. Consider holding office hours immediately before or after class in the classroom and adding virtual office hours (email, instant messaging, phone). If your office hours are in another location, provide a map to your office and give directions from the classroom to your office
Class meetings dates, times, and locations, with a link to the campus map.
Brief description of the course and learning objectives. Consider using an essential question to frame the course and meetings. Come back to this question at major points in the syllabus.
Assessments and assignments, with due dates highlighted on a calendar graphic.
Campus resources, with websites and other contact information for tutoring and writing centers, disability services, and other campus services that may be helpful.

Accommodations and Accommodation Statement

Ensure that your course description has a “Course Accommodations” page or section that orients students to accommodations and flexibility within the course. This space allows you to create a more welcoming environment while also providing resources for students with disabilities. The content should include all the basics and additional accessibility features:

Include a brief statement that acknowledges diverse learning styles and a statement about accommodations. Check your university/college for guidance on the language and location of the statement. For example, at UW Seattle, the Disability Resources for Students Office offers the following statements for faculty to include in their syllabi for courses for credit:
“Your experience in this class is important to me. It is the policy and practice of the ��ԭ�� to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course. If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.”
Provide phone numbers, website links, and directions to student services on campus.
Encourage students to email or meet with you before the course starts to discuss how you can support their learning. Integrate their ideas into your course site and pedagogy. Plan for accommodations for students whose needs are not fully met by the instructional content and practices.
Share options for other resources. Know campus protocols for getting materials in alternate formats, rescheduling classroom locations, and arranging for other accommodations for students with disabilities.

Employing UDI principles does not eliminate the need for specific accommodations for students with disabilities. For example, you may need to provide a sign language interpreter for a student who is deaf. However, applying UDI concepts in course planning ensures full access to the content for most students and minimizes the need for special accommodations.

Design Choices

When designing your course, consider the following choices when aesthetically designing your course site:

Use Layouts and Templates. Students can become overwhelmed with excessive repetitive information and with disorganized sites resulting in feeling anxious about your class. Ensure that your course site pages are using clean, consistently designed layouts, and logical in scheme. If you are unsure about course site design, consider using an accessible template provided by the university/college or reaching out to the Learning Technologies Team at your institution.
Consider a simple font choice. Many individuals with low vision or dyslexia face barriers in understanding some widely used fonts. For example, use large sans serif fonts on uncluttered pages with plain backgrounds, and incorporate color combinations that are high contrast and can be distinguished by people with color blindness. Additional information can be found online, including the DO-IT Center article Are Some Fonts More Accessible Than Others?
Use headers and standard formats: Screen Readers rely on the formatted headings that are included in your word software. For example, don’t create a heading by merely increasing the font size and using all caps as screen readers won’t decode it. Instead, use formatted headings and lists that come with your software in your course site and in written documents.
Caption images with a brief, clear description.
Ensure that hyperlink text describes its destination so that the screen reader software can describe the same to the user.

Check out articles in the AccessISL Knowledge Base:

How can informal STEM learning programs support individuals with mobility impairments?
Are there guidelines for describing complex images?
Are there screen readers that can read math equations?
How can people who are blind access video and multimedia products?
Are there standards or guidelines for providing captions?
Who benefits from captions on videos?

Curriculum and Course Content

Choose accessible, universally designed content and documents:
- Select universally designed materials (including textbooks, syllabi, lesson pages, presentation materials). For example, use electronic materials that are text-based, have flexible features, use formatted headings and lists, describe content within images, have consistent layouts and organization schemes, whose link text describes its destination, use large sans serif fonts on uncluttered pages with plain backgrounds, and incorporate color combinations that are high contrast and can be distinguished by people with color blindness.
- Some digital documents are more accessible than others. The most accessible document format is HTML, so the best choice for distributing content is a web page, created using the rich text editor in a content management system such as WordPress or Drupal or learning management system such as Canvas. For additional information see Developing Accessible Websites.
- If you choose to distribute documents in another format such as Adobe PDF, Microsoft Word or Microsoft PowerPoint, know that these formats support accessibility, but documents are not accessible by default. Authors must take care to follow the guidelines for creating accessible documents. Many of the issues are the same as for web pages (e.g., use appropriate headings, add alt text to images) but the techniques vary across document authoring tools.
Create your own accessible documents.
UW’s Overview of Accessible Documents outlines a few basic steps that should be followed in order to assure that content you create is accessible. These steps needed are the same regardless of whether your document is in HTML, Microsoft Word, Adobe PDF, or another document format:
- Use built-in heading features
- Use lists
- Use meaningful hyperlinks
- Add alternate text to images
- Identify document language
- Use tables wisely
- Understand how to export from one format to another
For additional information see Creating Accessible Documents, which provides information on how to apply these concepts to different document formats.
Create Accessible Multimedia and Slides
Use multimedia such as videos, overhead slides, visual aids, props, and handouts to create multiple sensory learning entry points. Visuals, such as projected slides, should follow these basic rules:
- use large (at least 24 point), simple, san serif fonts (e.g., Arial, Verdana, Helvetica) that can be easily read by most individuals from the back of a large room.
- use background and text colors that are high in contrast and avoid combinations difficult for people who are color blind to read. Do not use color as the only method for distinguishing information.
- make sure that backgrounds are not cluttered and leave plenty of “white space” in the background.
- use large images and include a brief description of the image.
- avoid presenting images of complex charts or tables.
- present your content in a well-organized manner; allow flexibility to adjust to your audience as appropriate.
- use clear, simple language and keywords and phrases rather than full sentences.
- spell out abbreviations and acronyms when first used.
- If you demonstrate web pages, present them in enlarged print that can be read by participants in the back or the room or who have visual impairments.
Use Accessible Videos.
Video offers an excellent medium for teaching, particularly if used to complement other teaching methods such as text and activities. Students who are deaf or hard of hearing need captions in order to access the audio content; and students who have blindness or low vision need to have all visual content described verbally. If this isn’t possible within the main program audio, the video can be supplemented with a separate narration track that describes the visual content using a technique called audio description. If appropriate, provide materials ahead of time for sign language interpreters and/or Computer Assisted Real-time Translation (CART) writers so that they can prepare for their translation for students who are deaf or hard of hearing. For additional information about these and other video accessibility issues, see Creating Accessible Videos.
Double check the accessibility of your documents and course site:
UW’s Canvas learning management system includes an integrated tool called Ally, which provides feedback to instructors about the accessibility of their course content. Ally provides feedback to instructors by assigning an accessibility score for each file. Instructors can click any score icon to launch a wizard that helps guide them through accessibility problems found with that file, and tips on how to fix them. For additional information, see Using Ally in Canvas Courses.

Accessibility and Inclusion in the Classroom

Class Climate

Adopt practices that reflect values with respect to diversity, equity, and inclusion.

Create a welcoming environment for all students.
Learn students’ names. Build rapport. Encourage the sharing of multiple perspectives. Demonstrate and demand mutual respect. Include a civility statement with behavioral expectations in the syllabus.
Avoid stereotyping.
Offer instruction and support based on student performance and requests, not on assumptions.
Be approachable and available.
Welcome questions, seek out a student’s point of view, and respond patiently. Encourage students to meet with you, maintain regular office hours, and suggest alternatives when student schedules conflict with those hours.
Motivate all students.
Use teaching methods and materials that are motivating and relevant to students with diverse characteristics, such as age, gender, cultures, and interests.
Address individual needs in an inclusive manner.
Both on the syllabus and in class, invite students to meet with you to discuss disability-related accommodations and other learning needs.
Do not segregate or stigmatize any student.
Do not draw undue attention to a difference (e.g., disability) or share private information (e.g., a specific student’s accommodation).

Interaction

Encourage regular and effective interactions between students and the instructor, employ multiple communication methods, and ensure that communication methods are accessible to all participants.

Offer multiple options for communication and collaboration. Employ interactive teaching techniques. Use in-person, phone, and multiple electronic communication methods when possible. Make interactions accessible to all participants, including those with disabilities. When meeting on site, face the class, speak clearly, consider using a microphone, and make eye contact with students.
Require inclusive cooperative learning. Assign group work for which learners must engage using a variety of skills and roles. Encourage different ways for group members to interact with each other, insist that all students participate, and facilitate their engagement as needed to ensure that participants communicate in ways that are accessible to and inclusive of all group members.

Physical Environments and Products

For on-site instruction ensure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that diverse student characteristics are addressed in safety considerations.

Ensure physical access to facilities. Use classrooms, labs, workspaces, and fieldwork sites that are accessible to individuals with a wide range of physical abilities.
Arrange instructional spaces to maximize inclusion and comfort. Position chairs to encourage participation and give each student a clear line of sight to the instructor and visual aids. Allow room for wheelchairs, personal assistants, sign language interpreters, and caption providers. Minimize distractions (e.g., put small groups in quiet work areas). Encourage administrators to routinely apply UD principles in the design of facilities and renovations.
Ensure that everyone can use equipment and materials. Minimize nonessential physical effort. Provide options for operation of equipment, handles, locks, cabinets, and drawers from different heights, with different physical abilities, and by using a right or left hand. Use large print to label controls on lab equipment and other educational aids, using symbols as well as words. Provide straightforward spoken and printed directions for operation.
Ensure safety. Consider potential issues for people with specific disabilities in emergency situations. Develop procedures for all potential students, including those who are blind, deaf, or wheelchair users. Label safety equipment in simple terms, in large print, and in a location viewable from a variety of angles. Provide spoken and printed safety instructions.

Delivery Methods

Use multiple instructional methods that are accessible to all learners.

Make content relevant.
Put learning in context. Incorporate multiple examples and perspectives to make specific concepts relevant to individuals with diverse characteristics such as age, ability, gender, ethnicity, race, socioeconomic status, and interests. Ensure that the content experts reflect a broad diversity of backgrounds and perspectives.
Provide cognitive supports.
Summarize major points; give background and contextual information and deliver effective prompting. Offer outlines, summaries, graphic organizers, and other scaffolding tools to help students learn. Provide options for gaining background information, and vocabulary. At the beginning of a lesson, consider posing one or two questions and ask students to answer them at the end of the session.
Provide multiple ways to learn.
Use multiple modes to deliver content e.g., reading, lectures, collaborative learning, small group discussions, hands-on activities, internet simulations, and fieldwork).
Deliver instructions clearly and in multiple ways.
Make instructions clear and consistent in the class and in the syllabus and follow up with a question-and-answer session. Ask students to summarize instructions to ensure understanding.
Use large visual and tactile aids.
Use large manipulatives and images to demonstrate content; use a computer to enlarge microscope images.
Make each teaching method accessible to all students.
Consider a wide range of abilities, interests, learning styles, and experiences when implementing each instructional method to ensure engagement of all students. Describe content presented visually.

Feedback and Assessment

Regularly assess students’ progress, provide specific feedback on a regular basis using multiple accessible methods and tools, and adjust instruction accordingly.

Set clear expectations. Keep academic standards consistent for all students, including those who require accommodations. Provide clear statements of expectations for the course, individual assignments, deadlines, and assessment methods. Include straightforward grading rubrics for assignments.
Test in the same manner in which you teach. Ensure that a test measures what students have learned and not their ability to adapt to a new format or style of presentation.
Minimize time constraints when appropriate. Plan for variety in the ability of students to complete work by describing assignments well in advance of due dates, ideally in the syllabus. Allow extended time on tests unless speed is an essential course objective.
Offer regular feedback and corrective opportunities. Allow students to turn in parts of large projects for feedback before the final project is due. Give students resubmission options to correct errors in assignments and exams. Arrange for peer feedback when appropriate.
Provide multiple ways for students to demonstrate what they have learned. Assess group and cooperative performance, as well as individual achievement. Consider using traditional tests with a variety of item types (e.g., multiple choice, essay, short answer), group work, demonstrations, portfolios, term papers, and presentations as options for demonstrating knowledge. Provide students choices in assessment methods when appropriate.
Monitor and adjust. Regularly assess students’ background knowledge and current learning informally (e.g., through class discussions) and formally (e.g., through frequent, short exams), and adjust instructional content and methods accordingly.
Provide sample test questions, exemplary work, and study guides. Consider sharing sample test questions with answers and exemplary work of previous students, discussing how to study for course exams, and providing study guides.

Communication Tips

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. Importantly, ask the individual how they would like to be addressed. The article I am disabled: On Identity-First versus People-First Language is a thoughtful summary that examines the controversy around how individuals wish to be addressed or referred to.

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.
Ensure that derogatory slang or negative descriptions of a person’s disability is not used. 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 Disabilities

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

Speech 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 Disabilities

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

Checklist Updates and Resources

This checklist, Equal Access: Universal Design of Instruction, was field tested at more than twenty postsecondary institutions nationwide.

A video titled Equal Access: Universal Design of Instruction is available online.

Non-Traditional Teaching Spaces

For issues regarding teaching in specific situations, consult the resources below.

Teaching Online: For specific guidance in designing formal and informal online learning opportunities, read20 Tips for Teaching an Accessible Online Course. For more guidance in how to implement these tips, complete A Tutorial for Making Online Learning Accessible to Students with Disabilities.
Teaching in Labs: UD can also be applied to the design of makerspaces, science labs, and other physical spaces where learning occurs. Consult specific guidelines at UD of Physical Spaces.
UD of an Academic Department: You can even apply UD-inspired practices to the design of an entire academic department. For examples read Equal Access: Universal Design of an Academic Department.
Additional Resources: There are a multitude of publications about UD topics in the comprehensive Center on Universal Design in Education.

Integrating Accessibility and UD Topics in Museology Courses

Some instructors in museology and similar programs of study are motivated to teach students about the accessible and inclusive design of informal learning opportunities because of emerging standards in their field. Others are motivated to teach such topics in order to attract individuals to their field who are particularly interested in social impact. Still others may wish to expose students to a comprehensive set of design practices, legal mandates with respect to accessibility, and ethical issues with respect to the inclusion of underrepresented and underserved populations.

Covering content regarding the accessible and inclusive design of informal learning opportunities in museology and similar programs can result in graduates who

are prepared to promote ethical practices that reflect high priorities with respect to diversity, equity, and inclusion;
understand the basic requirements of civil rights legislation such as the Americans with Disabilities Act and its 2008 Amendments;
know the basics regarding the provision of reasonable accommodations for individuals with disabilities;
design exhibits that engage visitors of all ages and abilities;
know the importance of and the basics for the accessible design of web pages, digital documents, and videos so they can help set priorities for the procurement, development and use of accessible IT and guide technical staff in applying IT accessibility guidelines;
effectively communicate with event and facility visitors who have disabilities;
minimize the risk of future employers with respect to civil rights complaints regarding the inaccessibility of their public websites, physical spaces, and sponsored activities and events;
have an advantage over other applicants for positions with employers who seek to hire a workforce with expertise in accessibility and universal design; and
are better prepared for whatever field of employment they pursue.

There are numerous ways museology programs can ensure that relevant disability, accessibility, and UD topics are covered in their curriculum. A program could offer a specific course covering these topics or include accessibility content throughout an entire degree program. Consider how museums are accessible to all through their education programs, interpretation, exhibit design, general museum floorplan and event spaces, and evaluation. How about through their communication and outreach? Ask students to consider representation of individuals with disabilities and topics that include accessibility.

Individual faculty members can cover these topics by using a variety of teaching options:

integrating content throughout a course
teaching about accessibility as an isolated topic in a course
hosting leaders from local informal learning programs who have adopted UD principles at their organization
hosting a guest lecturer with relevant expertise, specific to informal science learning or perhaps someone from a disability services office who can talk about types of disabilities and common accommodations
moderating a panel of people with a variety of disabilities who relevant experiences, access challenges and solutions, and recommendations for practitioners (campus disability services office may be willing to help recruit panelists)
giving students an assignment to conduct an accessibility review of an informal education facility or program and/or providing reading for students with a discussion of what was learned, such as Equal Access: Universal Design of Informal Learning
sharing a video for students to watch and following up with a synchronous or asynchronous discussion of what was learned

Consider using the publication Equal Access: Universal Design of Informal Learning as a handout for a course session covering the universal/inclusive design of informal learning courses, programs, and facilities. It was developed as part of the AccessISL project and includes subsections Also consider showing the video Increasing Access to Informal STEM Learning. Also consider having your students review the accessibility of an informal learning program, using guidelines at Apply Facilitating Accessibility Reviews of Informal Science Education Facilities and Programs.

Consult the large and growing body of web resources online that share how informal learning programs, facilities, and courses are applying accessible and universal design principles in their design. The AccessISL website is a good place to start. Check out its Resources section and Knowledge Base of questions and answers, case studies, and promising practices. Following are a rich set of resources specifically created for informal learning spaces such as museums.

Resources

Websites

Art Beyond Sight
ABS, formerly Art Education for the Blind, brings access, inclusion, and promising opportunities for learning through the arts to people with all types of disabilities on a local, national, and global scale. The organization offers consultations and training services including those specifically for museums, and spearheads and collaborates on other projects.
Disability and Inclusion: Resources for Museum Studies Programs.
These six modules each contain core content, multimedia presentations, guiding questions, activities, a resource band, links to communities and related organizations, as well as Case Studies and Projects. Modules include State of the Field: Museum Accessibility, Understanding our Stakeholders: The Disability Community, Communicating and Interacting with People with Disabilities, Universal Design, Multimodal Engagement, and Inclusive Practices by Museum Teams.

Other useful resources include those listed below.

The Museum of Science's Universal Design for Museum Learning Experiences
NISE Network’s Guidelines for Universal Design Plan for Exhibits
NISE Network’s Guidelines for Universal Design Plan for Programs
National Assembly of State Arts Agencies’ Design for Accessibility: A Cultural Administrator’s Handbook
Vanderbilt Kennedy Center’s How to Write a Social Story
Metropolitan Museum of Art’s Resources for Visitors on the Autism Spectrum
Atlanta Children’s Museum’s Social Story
Museum of Modern Art Sensory Map
Woodland Park Zoo’s Volunteer Inclusion Program and Accessibility Page, which includes an Accessibility Guide, Sensory Map, and Social Story downloads
The Center for Universal Design in Education (CUDE)
The Access to Informal STEM Learning (AccessISL) website

Books, Articles, and Guides

The Art of Access: A Practical Guide for Museum Accessibility (2021) by Heather Pressman and Danielle Schulz
This book is a primer for the museum practitioner and provides an overview to the Disability Rights Movement, the role of partnerships with members of disability communities, universal and inclusive design, physical and cognitive access, and digital access. It also discusses financial issues, marketing, and staff training around accessibility. The book includes a list of resources for deeper exploration on each of these issues.
Equal Access: Universal Design of Informal Learning
Equal Access: Universal Design of Instruction
20 Tips For Teaching an Accessible Online Course
The Development of Accessibility Recommendations for Online Learning Researchers
Making a Makerspace? Guidelines for Accessibility and Universal Design
Additional articles can be found at Published Articles on Accessible Informal Science Learning
Access Smithsonian
Access Smithsonian ensures the consistent and integrated inclusive design that provides meaningful access to the 19 Smithsonian Institution museums and the Zoo and content for visitors with disabilities. The institution has also created a number of resources for museum professionals including Inclusive Digital Interactives: Best Practices and Research, Smithsonian Guidelines for Accessible Exhibition Design, What is Universal Design, Inclusive Design, Design-For-All? and Contactless Sighted Guide During COVID-19.
Creating Inclusive Learning Opportunities in Higher Education: A Universal Design Toolkit
This book delivers a step-by-step guide for putting the principles of universal design (UD) into action for all aspects of a postsecondary campus.

Associations

American Association of Museum’s Diversity, Equity, Accessibility, and Inclusion
Association of Science and Technology Centers’ Diversity, Equity, Accessibility, and Inclusion

Promising Practices

Online Community of Practice

Join the AccessISL Community of Practice (CoP), where AccessISL staff and faculty leaders engage in an online community that includes key stakeholder groups that impact efforts to make ISL environments accessible and usable by everyone (e.g., faculty, students, disability service units, informal science learning programs, teaching and learning centers, diversity programs, professional organizations). Members share ideas and assist in the creation and dissemination of resources to encourage others to help a broader range of students and stakeholders learn about universal design and accessibility in informal science settings.

Acknowledgment

AccessISL is funded by the National Science Foundation (Grant #DRL-1906147) at the ��ԭ��. The content of this document does not necessarily represent the policies of the NSF, and you should not assume their endorsement.

2022

Replication Materials: Facilitating Student Internships to Promote Accessible Informal STEM Learning

eol — Tue, 01 Mar 2022 18:49:38 +0000

Project Description

The Access to Informal Science, Technology, Engineering, and Mathematics (STEM) Learning (AccessISL) project supports efforts to develop a capacity building model for making informal science learning opportunities more welcoming and accessible to everyone, especially individuals with disabilities. The project is a collaboration between the ��ԭ�� (UW) Museology program and the UW Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center. Through the project, ISL programs and academic departments nationwide can participate in training, consultation, community building, and activity and resource development.

AccessISL provides internship opportunities for postsecondary students to enhance their learning about accessible ISL, promote accessibility within academic departments, and engage in activities to make ISL offerings more welcome and inclusive for everyone. Information about the implementation of AccessISL internships is provided here for others who wish to replicate such practices.

Recruiting Participants

Fifteen ��ԭ�� (UW) students participated in AccessISL internship activities. Students were recruited utilizing an internship announcement that was shared widely at the ��ԭ��, primarily within the Museology Program, the Disability Resources for Students Office, the d/Disability Center, and the Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center.

The internship announcement shared a description of the AccessISL project as well as a description of intern responsibilities, learning goals, qualifications, compensation, and application materials as follows:

AccessISL Internship Announcement

Internship Title: Access Team Intern: NSF-funded Access to Informal STEM Learning (AccessISL) project

Description of the project: Individuals with disabilities are often not fully included in educational opportunities. With an eye toward accessible informal STEM learning, the ��ԭ�� (UW) Museology Program and the UW DO-IT Center have collaborated to create the Access to Informal STEM Learning (AccessISL) project. The two-year NSF-funded project brings together faculty and students in museum studies and faculty and students working on universal design for individuals with disabilities. This team will support ISL practitioners and AccessISL’s efforts to develop a capacity-building model for making informal STEM learning (ISL) opportunities more welcoming and accessible to individuals with disabilities.

Overview of internship and responsibilities: We are recruiting student interns to join our team. AccessISL interns will engage in many of the following activities:

Review the mission, vision, and value statements of the UW, the Museology department, and ISL programs and recommend adjustments to assure that programs are welcoming and accessible to everyone.
Conduct accessibility reviews of informal STEM learning programs and recommend updates to the accessibility review instrument itself; synthesize recommendations for improving the accessibility of each program;
Develop and deliver presentations of recommendations to ISL programs, collaborate with the ISL program staff to identify reasonable improvements and priorities, and assist in an implementation (with up to $1,000 of project funds available to each partner ISL program).
Assist with the creation of resources for ISL practitioners and museology faculty who wish to replicate AccessISL practices.
Explore ways to engage other individuals with disabilities in project efforts, such as recruiting them to complete accessibility reviews at partner ISL sites.
Serve on panels to share their experiences in classes, at meetings, and at conferences.

What will interns learn/gain experience in? AccessISL interns will learn about ways to ensure that informal STEM learning is welcoming and accessible to individuals with disabilities. Using newly developed tools, similar to the checklist for making projects accessible, they will learn how to evaluate informal STEM programs for accessibility and learn about applications of universal design within informal STEM learning.

Qualifications/ideal candidate: Ideal candidates will have a strong interest in two areas: 1) informal STEM learning opportunities that build stronger communities, and 2) the full inclusion of individuals with disabilities in all aspects of society.

Compensation: Museology Program Students will receive academic credit, $1,500 tuition reimbursement, and up to $1,800 for hours worked during the internship (approximately $18/hour). UW undergraduate students will receive up to $1,800 for hours worked during the internship.

Expected commitment: Access Team interns are expected to work approximately 100 hours during the Winter and Spring Quarters. Many activities will allow for a flexible schedule, while others (e.g., team meetings, presentations) will be scheduled in advance.

Required application materials: Apply for the internship at [link]. Please note that applications are due by November 22.

Be prepared to provide a resume and answer two questions in less than 200 words each:

Please share why you are interested in being selected for the AccessISL internship. What interests you about the project activities and why? How do you think participation will benefit you, your learning experience, and/or your career?
If applicable, please share any experience/knowledge you have about disability rights, disability culture, disability-related policies, and/or the inclusion of people with disabilities in the community. We anticipate that not every applicant will have such experience, and that is ok.

Contact information: Scott Bellman, AccessISL project director, swb3@uw.edu, 206-685-6222. Dylan High, Graduate Advisor, Museology Graduate Program, highd@uw.edu, 206-221-0713.

Interns were selected based on their perceived ability to conduct internship responsibilities as suggested in their resume and answers to the two essay questions.

Intern Participation

Eight interns participated in a 21-week internship from January 2020 to June 2020.
Four Interns participated in a 21-week internship from January 2021 to June 2021.
Two interns participated in an 11-week internship from January 2021 to March 2021.
One intern participated in an 11-week internship from January 2021 to March 2021 and an 8-week internship during Summer 2021.

Activities and Logistics

Fifteen interns—a mix of UW students with disabilities pursuing STEM fields and students enrolled in the Museology Program—engaged in a one- or two-quarter internship; an additional intern worked during summer quarter. Through the following weekly modules, interns developed their problem-solving, self-determination, and communication skills as they worked to enhance their learning about accessible ISL, promote accessibility within academic departments, and engage in activities to make ISL offerings more welcome and inclusive for everyone.

Quarter 1

Week 1: Introduction

Interns explored the project website, reviewed the Knowledge Base, and read excerpts from the book Design for Accessibility: A Cultural Administrator's Handbook (Introduction and Civil Rights).

Week 2: Accessible Exhibitions and Universal Design of Exhibits and Spaces

Interns explored Smithsonian Guidelines for Accessible Exhibition Design, chapter 13 (Universal Design of Physical Spaces) of the book Universal Design in Higher Education (UDHE), and the publication Universal Design Guidelines for Exhibits. They discussed Is This the World’s Most Accessible Museum? and Inclusive Practices in Museums.

Week 3: Planning for Inclusion, Legal Overview of the ADA and the Rehabilitation Act, and Architectural Access

Interns explored Design for Accessibility: A Cultural Administrator's Handbook (Chapters 1-3) and discussed: Four Things I Learned When I Started Thinking about Museum Accessibility, Museums Are Finally Taking Accessibility for Visitors with Disabilities Seriously, and What Does It Mean to Be an Accessible Museum?

Week 4: Effective Communication and Program Access

With a lens toward effective communication and program access, Interns read Creating Inclusive Learning Opportunities (Diversity, Disability, and Civil Rights; A Framework for Inclusive Practices; Physical Spaces), Accessibility in Museums: Creating a Barrier-Free Cultural Landscape and began learning about video accessibility.

Week 5: Access Technology Used by People with Disabilities, Accessibility Reviews of ISL Programs, and Universal Design Guidelines for Public Programs in Science Museums

Interns discussed the videos Our Technology for Equal Access and The Access Technology Center at the UW, read Design for Accessibility: A Cultural Administrator's Handbook (Chapters 4-5), and explored UD guidelines for public programs in science museums. Interns discussed AccessISL tools for facilitating accessibility reviews of ISL programs.

Week 6: Diversity and Accessibility

This module exposed the interns to different disability perspectives. They registered for an online training called Disability Justice in Schools, discussed disability as a component of diversity, read essays from the publication Perspectives of STEM Students with Disabilities, and Design for Accessibility: A Cultural Administrator's Handbook (Chapter 6). Interns also discussed How to Start an Accessibility Movement at Your Museum.

Week 7: Disability Representation in the Media

This module exposed the interns to disability stereotypes. They read Disability Stereotypes in Media and Accurate & Diversified Disability Representation in the Media. They attended a presentation and discussion hosted by an individual with a disability called “Disability Representation in the Media: Stereotypes, Tropes, and Participation by Disabled Actors.”

Week 8: Vision Impairments

This module introduced the interns to vision impairments. They reviewed Museums: A Whole New World for Visually Impaired and Gallery Tour with Audio Description. They learned about captions on videos in preparation for development of a student-driven video. Interns also discussed strategies used to engage ISL patrons with vision impairments, such as audio description devices and tactile displays. Some attended the UW Disability Community Forum to share what they learned.

Week 9: Training for Staff as a Work in Progress

In this module interns explored the design of ISL staff trainings regarding accessibility. They explored Design for Accessibility: Training for Staff, Board Members, Volunteers and Constituents. Interns explored and discussed Art Beyond Sight: Disability and Inclusion Training for Staff and began to generate ideas for a video production.

Week 10: Project and Video Work

In this module interns explored Designing Informal Science Experiences for People with Disabilities, began exploring ideas for individual projects, and began writing a script for a video.

Week 11: Knowledge Base Articles and Projects

Interns worked on articles for the AccessISL Knowledge Base and continued to work on their individual projects. Intern projects included reviewing the Pacific Science Center’s “Science at Home” website, working with the Riverside Art Museum and the Port Townsend Marine Science Center on collaborations, and further developed the intern-driven video production. Project work continued into Quarter 2 (weeks 12-23).

Quarter 2

Week 12: Video Storytelling and Advocacy

Interns completed plans for their submission to the 2021 NSF STEM for All Video Showcase and discussed Using Video as a Storytelling Tool and Creating Accessible Videos. They learned more about video accessibility such as audio descriptions, captions, contrast, and sound.

Week 13: Universal Design part 1

Interns engaged in an overview of Universal Design (UD). They watched 20 Tips for Teaching an Accessible Online Course, read Universal Design in the News, read UD in Higher Education (Chapters 1-2). Interns discussed how elements of UD can enhance accessibility in ISL programs and ISL training programs such as the UW Museology Program.

Week 14: Universal Design part 2

Interns continued to learn about UD. They read more UD in the News, watched Equal Access: UD of Instruction. Interns continued to discuss how elements of UD can enhance accessibility in ISL programs and ISL training programs such as the UW Museology Program.

Week 15: Universal Design part 3

Interns wrapped-up instruction on universal design by attending the UW Symposium on Teaching and Learning and then discussing accessibility features and challenges of the Symposium. They read UD in Higher Education (Chapter 4) and viewed Elementary School Educator Perspective: UD for Learning in the Classroom.

Week 16: Technology part 1

In this module interns began to learn about common assistive technology used by students and patrons of ISL programs. They viewed the Our Technology for Equal Access series and explored Media and Technology in Informal Science Education.

Week 17: Technology part 2

Interns engaged in the annual Microsoft Accessibility Summit to learn about accessible technology and network with others. They viewed and discussed Technology Advancements and Human Identity. They began planning their writing assignment called Exploring Accessibility of a Museology Course: Personal Learning about UD.

Week 18: Advocacy and Storytelling in Panel Discussions

Interns read and discussed Make Your Next Panel Discussion More Compelling and Ten Ps to an Effective Panel Presentation. During Module 7, the intern video was featured in the 2021 NSF STEM for All Video Showcase.

Week 19: Perspectives of Individuals with Disabilities

Interns viewed What’s It Like?, read Centering People with Disabilities in Engineering, and Understanding Our Stakeholders: The Disability Community. Interns continued to explore Perspectives of STEM Students with Disabilities.

Week 20: Examples of Promoting Inclusive ISL Online

Interns explored papers at Creating Museum Media for Everyone, Accessibility Resources at the Intrepid Museum, and viewed the video Developing Disabled Access in Galleries and Museums. They explored and discussed Guidelines for Autism-Friendly Programs and Visitor Voices: A Story of Accessibility and Inclusion.

Week 21: Wrap-up of Discussions, Projects, and Coursework

Interns concluded their coursework and turned in all final assignments and evaluations. They viewed and discussed the video Autism Ontario: Making Museums Accessible.

Products and Resources Created by AccessISL Interns

The following products and resources were created, co-developed, or enhanced by AccessISL interns:

Video Production: Interns created and produced a 3-minute video called Access to Informal STEM Learning that was featured in the 2021 NSF STEM for All Video Showcase.

Publication: Interns contributed to the development of a publication called Equal Access: Universal Design of Informal STEM Learning, designed to elicit questions that provide a starting point for making ISL facilities, information resources, and informal learning activities universally accessible.

Contributions to Accessibility of Courses within the UW Museology Program: Two interns provided an in-depth analysis of courses in the UW Museology program to identify strengths related to accessible offerings as well as opportunities to further incorporate principles of Universal Design.

Conference Presentation: An intern co-presented a session with AccessISL staff at the American Association of Museums Expo called “What we learned during the pandemic: Accessible Informal Learning.”

AccessISL Knowledge Base: Interns contributed to the AccessISL Knowledge Base by creating articles, suggesting topics, and helping edit content. These articles included the following:

Collaborations with ISL Programs

Accessibility reviews at the Seattle Aquarium, the Pacific Science Center, the Burke Museum of Natural History, and the Living Computer Museum: In small groups, AccessISL interns visited four local ISL programs to conduct accessibility reviews in areas such as policies, facility and exhibit access, staff training, and information technology. Their reports were shared with each program along with suggestions for improving accessibility.

Website review with the Pacific Science Center: An intern helped explore the Pacific Science Center website for accessibility as well as inclusive and welcoming language. This work supplemented a more in-depth report about web accessibility provided by AccessISL.

Minigrant with Riverside Art Museum (RAM): One intern worked with RAM to support the development and piloting of a desert-themed RAM “KickstART” Kit utilizing universal design to increase accessibility to STEAM lessons for children who are blind or low vision, neurodiverse, non-English speaking, or deaf/hard of hearing.

Minigrant with Port Townsend Marine Science Center (PTMSC): An intern worked with PTMSC to assist in the development of three sets of Salish Sea plankton models to improve tactile accessibility across all plankton programming and exhibits, as well as caption the museum’s exhibit introductory video called “The Story of Hope.”

Evaluation of the Internship Program

An external evaluator conducted interviews with interns to collect information about their experiences. An internal evaluator conducted online surveys with interns to ask the following questions:

Describe how participation in the internship changed your knowledge or skills in reviewing informal STEM learning (ISL) facilities for accessibility.
Describe how participation in the internship changed your knowledge or skills regarding the principles of universal design in education.
How has participation in the internship changed your knowledge or skills regarding practical ways to improve accessibility in ISL program offerings?
Describe how participation in the internship changed your knowledge or skills in leadership activities.
Describe how participation in the internship changed your knowledge or skills regarding understanding disability culture and intersectionality of identity.
Describe at least one specific way in which you plan to apply the knowledge gained during the internship to your future career goals or academic pursuits.
Which learning module had the most impact on you? Why?

Lessons Learned

Project organizers suggest options for ISL training programs that wish to conduct similar activities:

Partner with programs on your campus that engage students with disabilities, such as the Disability Resources for Students office and student groups.
Try to include individuals with a variety of disability types.
Incorporate principles of universal design as you design your project.
Encourage everyone involved to suggest new and emerging resources; evaluate them together.
Contact local disability organizations to ask about presenters and collaborators.
Define intern expectations and assignments from the very beginning.
Match interns with specific individuals from local ISL programs.
Inform potential ISL partners that the information gathered during the internship will be presented privately, with the goal of positively identifying areas for improvement.

The following resources may be useful to those who wish to sponsor similar activities:

Materials at the Center for Advancement of Informal Science Education and InformalScience.org.
Equal Access: Universal Design of Your Project: A checklist for making a project accessible to everyone.
Equal Access: Universal Design of Informal STEM Learning, designed to elicit questions that provide a starting point for making ISL facilities, information resources, and informal learning activities universally accessible.
Disability and Inclusion: Resources for Museum Studies Programs from Art Beyond Sight.
Facilitating Accessibility Reviews of Informal Science Education Facilities and Programs.
A resource to help you develop your own accessibility review of informal science education facilities and programs.
Quality Education Is Accessible. In this video, students with a variety of disabilities share strategies for making instruction more accessible to them.
Creating Accessible Documents. This video explains why and how to create electronic documents that are accessible to all users.

Funding

AccessISL is funded by the National Science Foundation (Grant number DRL-1906147) at the ��ԭ��. This content does not necessarily represent the policies of the NSF, and you should not assume their endorsement

DO-IT - AccessISL

Providing Accessible Informal STEM Learning

Virtual Access to Informal STEM Learning

How can I utilize student interns to promote accessible informal STEM learning?

How do I include information about universal design in curriculum related to informal STEM learning?

Equal Access: Universal Design of Your Advancing Informal STEM Learning (AISL) Project

Legal Issues

Universal Design

Guidelines and Examples

Planning, Policies, and Evaluation

Information Resources and Technology

Project 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

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Acknowledgments

Access to Informal STEM Learning Capacity Building Institute (2022)

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

Ramping Up Accessibility

Pedagogical and Content Design Practices that Support Accessibility and Inclusion in Museology Courses

Defining Basic Terminologies and Frameworks

Accommodations and Universal Design

Universal Design of Instruction (UDI)

The Universal Design of Instruction Framework

The Process of UDI

Accessible Technology and How Students Use It

Applying UDI Strategies in Museology Programs

Definition and Purpose

Applying UDI Strategies to Instruction and Pedagogy

Course Site Design General Recommendations

Welcome Page

Accommodations and Accommodation Statement

Design Choices

Curriculum and Course Content

Accessibility and Inclusion in the Classroom

Class Climate

Interaction

Physical Environments and Products

Delivery Methods

Feedback and Assessment

Communication Tips

General

Blind or Low Vision

Learning Disabilities

Mobility Disabilities

Speech Disabilities

Deaf or Hard of Hearing

Mental Health Disabilities

Non-Traditional Teaching Spaces

Integrating Accessibility and UD Topics in Museology Courses

Resources

Websites

Books, Articles, and Guides

Associations

Promising Practices

Online Community of Practice

Acknowledgment

Replication Materials: Facilitating Student Internships to Promote Accessible Informal STEM Learning

Project Description

Recruiting Participants

Intern Participation

Activities and Logistics

Quarter 1

Quarter 2

Products and Resources Created by AccessISL Interns

Collaborations with ISL Programs

Evaluation of the Internship Program

Lessons Learned

Funding

��ԭ�� AccessISL