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[ music ]

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[ music and title narration ]

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>> Narrator: The student population at[br]universities and colleges

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is becoming increasingly diverse.

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Both students and staff need [br]equal access to courses, facilities,

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and all aspects of campus life.

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Yet people with disabilities

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still find inaccessible websites, [br]course materials, and facilities.

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One solution is the implementation [br]of Universal Design.

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Architect Ron Mace defined it as:

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The design of products and environments [br]to be useable by all people,

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to the greatest extent possible,

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without the need for adaptation [br]or specialized design.

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>> Nimisha Ghosh Roy: The value of universal[br]design is that it’s simple,

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and it’s easy, and it will be able to impact[br]all of your students.

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>> Narrator: It suggests that, rather than[br]designing departmental offerings

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for the average user,

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design them for for people [br]with a broad range of abilities,

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disabilities, reading levels, [br]learning styles,

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native languages, [br]and other characteristics.

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>> Richard Ladner: Universal design is -- [br]it's really a goal.

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It's a way to approach education

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so that you maximize the number of people[br]that are benefiting from the education.

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Campus stakeholders need to think about[br]planning and policies.

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Ask yourself if people with disabilities and[br]members of other underrepresented groups

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are on your staff, faculty, or student body.

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>> Jim Gorske: In looking at developing policy[br]at a university level

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I think it's important to recognize,

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first of all, gathering the right [br]collection of folks to have that discussion

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and not just include, you know, [br]faculty representation,

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but also to includes folks [br]that provide services,

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students that are the recipient [br]of those services,

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students that are in those classes,

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people that will be a part of the design of[br]what's going to be then

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the effect of the policy.

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>> Narrator: When courses or services are[br]being evaluated,

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be sure to include items that ask about the[br]experiences of those with disabilities.

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>> Tony Delisle: I think if an institution,[br]a college and a department

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is going to be friendly [br]to people with disabilities,

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I think it's really a cultural aspect,

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a social normative of attitudes and beliefs[br]that's prevalent and pervasive

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throughout the institution and colleges and[br]into the departments.

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>> Narrator: Campus facilities should be [br]accessible and welcoming.

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Ensure physical access, [br]comfort and safety

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for visitors with a variety of abilities,

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racial and ethnic backgrounds, [br]genders and ages.

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>> Jon McGough: A great place to start [br]assessing your accessible facilities

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is in the parking lot.

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You should make sure that you have a sufficient[br]number of accessible parking spots

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and they should be well-marked.

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Routes from the accessible parking[br]to a building

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should be well-marked with [br]large high contrast signs.

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A front door should be for all users,

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whether they’re in a wheelchair or are [br]walking up to the front door.

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A front door for one should be [br]a front door for all.

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(Susan Gjolmesli) Students [br]need to know where they are.

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Signage needs to be plentiful, [br]really accurate, high contrast.

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It can't blend into the façade [br]of the campus, you know,

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none of this lovely brushed silver/nickel[br]stuff that blends into the building.

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It has to stand out.

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>> Kayla Brown: As far as elevators go, [br]I think that

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the most important thing for me [br]is having the controls

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at the lower level [br]so that I can reach them.

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>> Narrator: Restrooms should be [br]wheelchair-accessible

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with well-marked signs.

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Counters and desks in [br]student service areas

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should be accessible [br]from a seated position

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and aisles should be wide [br]and clear of obstructions.

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>> Bree Callahan: So faculty who require [br]students to use labs on campus

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to complete coursework [br]have to also be mindful of

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if the lab itself is accessible.

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So yes, can they get in the building? [br]Yes, can they get into the lab itself?

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But within the lab, there's features [br]that they may not think of.

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So is there an adjustable height [br]workstation

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for someone who may need to [br]move the table up or down?

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Are there ZoomText or screen readers [br]on the lab stations within it?

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If there is somebody who is there to help, [br]help desk,

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Can someone go and ask a question, [br]and is that an accessible desk or area?

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Or other things like printers or phones [br]that might need to be used.

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All those things still need to be accessible [br]to a student with a disability.

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Before faculty brings technology [br]into a classroom

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they definitely need to be aware [br]of what it is

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and not just use it because it's the new,[br]hot, flashy technology on the market.

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They have to really know [br]how to use it

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and the pros and cons of [br]how accessible it is

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or how it will impact a student’s [br]learning environment.

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>> Narrator: It's also important [br]to consider computing equipment

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and software, and to provide access [br]to assistive technology

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for those who need it.

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>> Kelsey Byers: And software [br]can range from text to speech,

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voice recognition software, [br]screen enlargement.

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It can be used in the classroom, [br]outside of the classroom,

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and really benefits a wide [br]variety of users.

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>> Hadi Rangin: I believe [br]we should have at least

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a minimum accessibility [br]requirement checklist

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so we can ask the campus [br]to follow that.

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So, if we are going to provide a product or[br]develop a product,

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we have to ensure those minimum [br]accessibility checklists are met.

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>> Bree Callahan: Websites are a very interesting[br]place for a department to start,

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because where else does a student go [br]to find out basic information

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or maybe even their initial information [br]about an academic department

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they are looking at.

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So if a student with a disability cannot

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find out how to contact you, [br]what you do,

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how are they going to be able to get[br]more information

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or pursue you as a program?

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>> Hadi Rangin: So, I personally think it[br]should be the responsibility

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of the respective web developers [br]or webmasters

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to ensure that first their own [br]framework,

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their own application [br]or websites, are accessible

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and at the same time, [br]they have to provide training.

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They just need to consider accessibility [br]as important as say, security and privacy.

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>> Narrator: Faculty members [br]should deliver courses

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that are accessible to all students

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and accommodations must be provided [br]in a timely manner.

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Make sure that video presentations [br]used in courses have captions,

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and where appropriate, [br]audio descriptions.

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Captions allow a wide variety of people [br]to understand content

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and captions can often be searched [br]to accelerate access to information.

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>> Al Souma: By doing so, we're [br]reaching a large number of individuals.

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And those include, of course, [br]deaf and hard of hearing people

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who would get nothing out of a video [br]that's not captioned,

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individuals whose English is [br]their second language,

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individuals with ADD and LD, [br]for example,

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may help them focus more [br]on the words

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as they see it go [br]across the screen.

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>> Lisa Elliot: I don't think that we [br]totally understand

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how people take in and use information,

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so the more ways that we can offer it up [br]the better we all are.

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>> Jeffrey Bigham: As an instructor in a course[br]you can make your material accessible.

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You can make sure that [br]the student isn't excluded,

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and so even if you can't, in a short amount[br]of time, change the policy in a university,

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you can change the policy [br]in your own classroom.

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>> Richard Ladner: I always feel like if I[br]have a student that has an accommodation,

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that I as a teacher [br]have to give a little too.

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I can't just do everything [br]exactly the same way.

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So, we have to be a little adaptable [br]as professors

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so that we reach the most students, [br]and that's what I practice.

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>> Kelsey Byers: Speaking as both [br]a student and an instructor,

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assessment really needs to be flexible.

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We focus as instructors on exams

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but there are many ways to assess [br]student learning:

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problem sets, exams, projects, writing.

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>> Narrator: Although applying universal design[br]minimizes the need for accommodations

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for students, faculty, and [br]staff with disabilities,

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it’s also important [br]to have a plan in place

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to respond to additional [br]accommodation requests.

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>> Stephan Smith: And so, the way that we[br]ensure timely and effective accommodations,

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is by planning our policies [br]and planning our practices

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that include our academic departments.

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>> Jose Blackorby: [br]We have to do it faster;

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we have to do it [br]with fewer resources;

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and we have to do it for a broader range [br]of the population.

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And we're all on the hook for that [br]and we should be.