[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:01.13,0:00:02.33,Default,,0000,0000,0000,,[ music ]
Dialogue: 0,0:00:02.33,0:00:08.78,Default,,0000,0000,0000,,[ music and title narration ]
Dialogue: 0,0:00:08.78,0:00:11.88,Default,,0000,0000,0000,,>> Narrator: The student population at\Nuniversities and colleges
Dialogue: 0,0:00:11.88,0:00:14.44,Default,,0000,0000,0000,,is becoming increasingly diverse.
Dialogue: 0,0:00:14.44,0:00:17.78,Default,,0000,0000,0000,,Both students and staff need \Nequal access to courses, facilities,
Dialogue: 0,0:00:17.78,0:00:20.54,Default,,0000,0000,0000,,and all aspects of campus life.
Dialogue: 0,0:00:23.92,0:00:25.96,Default,,0000,0000,0000,,Yet people with disabilities
Dialogue: 0,0:00:25.96,0:00:30.36,Default,,0000,0000,0000,,still find inaccessible websites, \Ncourse materials, and facilities.
Dialogue: 0,0:00:30.37,0:00:34.40,Default,,0000,0000,0000,,One solution is the implementation \Nof Universal Design.
Dialogue: 0,0:00:34.40,0:00:37.10,Default,,0000,0000,0000,,Architect Ron Mace defined it as:
Dialogue: 0,0:00:37.10,0:00:40.60,Default,,0000,0000,0000,,The design of products and environments \Nto be useable by all people,
Dialogue: 0,0:00:40.60,0:00:42.48,Default,,0000,0000,0000,,to the greatest extent possible,
Dialogue: 0,0:00:42.48,0:00:46.80,Default,,0000,0000,0000,,without the need for adaptation \Nor specialized design.
Dialogue: 0,0:00:47.32,0:00:50.22,Default,,0000,0000,0000,,>> Nimisha Ghosh Roy: The value of universal\Ndesign is that it’s simple,
Dialogue: 0,0:00:50.23,0:00:54.71,Default,,0000,0000,0000,,and it’s easy, and it will be able to impact\Nall of your students.
Dialogue: 0,0:00:54.71,0:00:58.42,Default,,0000,0000,0000,,>> Narrator: It suggests that, rather than\Ndesigning departmental offerings
Dialogue: 0,0:00:58.42,0:01:00.16,Default,,0000,0000,0000,,for the average user,
Dialogue: 0,0:01:00.16,0:01:02.82,Default,,0000,0000,0000,,design them for for people \Nwith a broad range of abilities,
Dialogue: 0,0:01:02.82,0:01:06.34,Default,,0000,0000,0000,,disabilities, reading levels, \Nlearning styles,
Dialogue: 0,0:01:06.34,0:01:09.30,Default,,0000,0000,0000,,native languages, \Nand other characteristics.
Dialogue: 0,0:01:09.56,0:01:13.16,Default,,0000,0000,0000,,>> Richard Ladner: Universal design is -- \Nit's really a goal.
Dialogue: 0,0:01:13.17,0:01:17.93,Default,,0000,0000,0000,,It's a way to approach education
Dialogue: 0,0:01:17.93,0:01:23.23,Default,,0000,0000,0000,,so that you maximize the number of people\Nthat are benefiting from the education.
Dialogue: 0,0:01:28.86,0:01:33.04,Default,,0000,0000,0000,,Campus stakeholders need to think about\Nplanning and policies.
Dialogue: 0,0:01:33.05,0:01:36.99,Default,,0000,0000,0000,,Ask yourself if people with disabilities and\Nmembers of other underrepresented groups
Dialogue: 0,0:01:36.99,0:01:39.89,Default,,0000,0000,0000,,are on your staff, faculty, or student body.
Dialogue: 0,0:01:40.90,0:01:44.30,Default,,0000,0000,0000,,>> Jim Gorske: In looking at developing policy\Nat a university level
Dialogue: 0,0:01:44.30,0:01:46.78,Default,,0000,0000,0000,,I think it's important to recognize,
Dialogue: 0,0:01:46.78,0:01:51.42,Default,,0000,0000,0000,,first of all, gathering the right \Ncollection of folks to have that discussion
Dialogue: 0,0:01:51.42,0:01:55.54,Default,,0000,0000,0000,,and not just include, you know, \Nfaculty representation,
Dialogue: 0,0:01:55.54,0:01:59.20,Default,,0000,0000,0000,,but also to includes folks \Nthat provide services,
Dialogue: 0,0:01:59.20,0:02:01.20,Default,,0000,0000,0000,,students that are the recipient \Nof those services,
Dialogue: 0,0:02:01.20,0:02:03.40,Default,,0000,0000,0000,,students that are in those classes,
Dialogue: 0,0:02:03.40,0:02:07.70,Default,,0000,0000,0000,,people that will be a part of the design of\Nwhat's going to be then
Dialogue: 0,0:02:07.70,0:02:08.96,Default,,0000,0000,0000,,the effect of the policy.
Dialogue: 0,0:02:08.97,0:02:12.50,Default,,0000,0000,0000,,>> Narrator: When courses or services are\Nbeing evaluated,
Dialogue: 0,0:02:12.50,0:02:17.06,Default,,0000,0000,0000,,be sure to include items that ask about the\Nexperiences of those with disabilities.
Dialogue: 0,0:02:18.20,0:02:22.72,Default,,0000,0000,0000,,>> Tony Delisle: I think if an institution,\Na college and a department
Dialogue: 0,0:02:22.72,0:02:25.53,Default,,0000,0000,0000,,is going to be friendly \Nto people with disabilities,
Dialogue: 0,0:02:25.53,0:02:29.25,Default,,0000,0000,0000,,I think it's really a cultural aspect,
Dialogue: 0,0:02:29.25,0:02:34.79,Default,,0000,0000,0000,,a social normative of attitudes and beliefs\Nthat's prevalent and pervasive
Dialogue: 0,0:02:34.79,0:02:39.03,Default,,0000,0000,0000,,throughout the institution and colleges and\Ninto the departments.
Dialogue: 0,0:02:44.16,0:02:47.74,Default,,0000,0000,0000,,>> Narrator: Campus facilities should be \Naccessible and welcoming.
Dialogue: 0,0:02:47.74,0:02:50.88,Default,,0000,0000,0000,,Ensure physical access, \Ncomfort and safety
Dialogue: 0,0:02:50.88,0:02:53.10,Default,,0000,0000,0000,,for visitors with a variety of abilities,
Dialogue: 0,0:02:53.10,0:02:56.68,Default,,0000,0000,0000,,racial and ethnic backgrounds, \Ngenders and ages.
Dialogue: 0,0:02:57.36,0:03:00.52,Default,,0000,0000,0000,,>> Jon McGough: A great place to start \Nassessing your accessible facilities
Dialogue: 0,0:03:00.52,0:03:02.06,Default,,0000,0000,0000,,is in the parking lot.
Dialogue: 0,0:03:02.06,0:03:06.16,Default,,0000,0000,0000,,You should make sure that you have a sufficient\Nnumber of accessible parking spots
Dialogue: 0,0:03:06.16,0:03:07.94,Default,,0000,0000,0000,,and they should be well-marked.
Dialogue: 0,0:03:07.94,0:03:12.58,Default,,0000,0000,0000,,Routes from the accessible parking\Nto a building
Dialogue: 0,0:03:12.58,0:03:16.52,Default,,0000,0000,0000,,should be well-marked with \Nlarge high contrast signs.
Dialogue: 0,0:03:16.52,0:03:19.72,Default,,0000,0000,0000,,A front door should be for all users,
Dialogue: 0,0:03:19.72,0:03:23.38,Default,,0000,0000,0000,,whether they’re in a wheelchair or are \Nwalking up to the front door.
Dialogue: 0,0:03:23.38,0:03:26.48,Default,,0000,0000,0000,,A front door for one should be \Na front door for all.
Dialogue: 0,0:03:26.48,0:03:29.86,Default,,0000,0000,0000,,(Susan Gjolmesli) Students \Nneed to know where they are.
Dialogue: 0,0:03:29.86,0:03:38.46,Default,,0000,0000,0000,,Signage needs to be plentiful, \Nreally accurate, high contrast.
Dialogue: 0,0:03:38.46,0:03:42.26,Default,,0000,0000,0000,,It can't blend into the façade \Nof the campus, you know,
Dialogue: 0,0:03:42.26,0:03:47.76,Default,,0000,0000,0000,,none of this lovely brushed silver/nickel\Nstuff that blends into the building.
Dialogue: 0,0:03:47.76,0:03:49.76,Default,,0000,0000,0000,,It has to stand out.
Dialogue: 0,0:03:53.86,0:03:57.24,Default,,0000,0000,0000,,>> Kayla Brown: As far as elevators go, \NI think that
Dialogue: 0,0:03:57.24,0:04:01.74,Default,,0000,0000,0000,,the most important thing for me \Nis having the controls
Dialogue: 0,0:04:01.74,0:04:04.42,Default,,0000,0000,0000,,at the lower level \Nso that I can reach them.
Dialogue: 0,0:04:07.80,0:04:10.02,Default,,0000,0000,0000,,>> Narrator: Restrooms should be \Nwheelchair-accessible
Dialogue: 0,0:04:10.02,0:04:12.04,Default,,0000,0000,0000,,with well-marked signs.
Dialogue: 0,0:04:13.60,0:04:16.18,Default,,0000,0000,0000,,Counters and desks in \Nstudent service areas
Dialogue: 0,0:04:16.18,0:04:18.50,Default,,0000,0000,0000,,should be accessible \Nfrom a seated position
Dialogue: 0,0:04:18.51,0:04:22.12,Default,,0000,0000,0000,,and aisles should be wide \Nand clear of obstructions.
Dialogue: 0,0:04:24.10,0:04:27.62,Default,,0000,0000,0000,,>> Bree Callahan: So faculty who require \Nstudents to use labs on campus
Dialogue: 0,0:04:27.62,0:04:29.98,Default,,0000,0000,0000,,to complete coursework \Nhave to also be mindful of
Dialogue: 0,0:04:29.98,0:04:32.04,Default,,0000,0000,0000,,if the lab itself is accessible.
Dialogue: 0,0:04:32.04,0:04:35.28,Default,,0000,0000,0000,,So yes, can they get in the building? \NYes, can they get into the lab itself?
Dialogue: 0,0:04:35.28,0:04:38.30,Default,,0000,0000,0000,,But within the lab, there's features \Nthat they may not think of.
Dialogue: 0,0:04:38.30,0:04:41.08,Default,,0000,0000,0000,,So is there an adjustable height \Nworkstation
Dialogue: 0,0:04:41.08,0:04:43.94,Default,,0000,0000,0000,,for someone who may need to \Nmove the table up or down?
Dialogue: 0,0:04:43.94,0:04:49.80,Default,,0000,0000,0000,,Are there ZoomText or screen readers \Non the lab stations within it?
Dialogue: 0,0:04:49.80,0:04:53.46,Default,,0000,0000,0000,,If there is somebody who is there to help, \Nhelp desk,
Dialogue: 0,0:04:53.46,0:04:58.68,Default,,0000,0000,0000,,Can someone go and ask a question, \Nand is that an accessible desk or area?
Dialogue: 0,0:04:58.68,0:05:02.72,Default,,0000,0000,0000,,Or other things like printers or phones \Nthat might need to be used.
Dialogue: 0,0:05:02.72,0:05:05.76,Default,,0000,0000,0000,,All those things still need to be accessible \Nto a student with a disability.
Dialogue: 0,0:05:05.76,0:05:08.36,Default,,0000,0000,0000,,Before faculty brings technology \Ninto a classroom
Dialogue: 0,0:05:08.36,0:05:10.44,Default,,0000,0000,0000,,they definitely need to be aware \Nof what it is
Dialogue: 0,0:05:10.44,0:05:15.56,Default,,0000,0000,0000,,and not just use it because it's the new,\Nhot, flashy technology on the market.
Dialogue: 0,0:05:15.56,0:05:16.66,Default,,0000,0000,0000,,They have to really know \Nhow to use it
Dialogue: 0,0:05:16.66,0:05:20.54,Default,,0000,0000,0000,,and the pros and cons of \Nhow accessible it is
Dialogue: 0,0:05:20.54,0:05:23.70,Default,,0000,0000,0000,,or how it will impact a student’s \Nlearning environment.
Dialogue: 0,0:05:23.70,0:05:26.76,Default,,0000,0000,0000,,>> Narrator: It's also important \Nto consider computing equipment
Dialogue: 0,0:05:26.76,0:05:30.08,Default,,0000,0000,0000,,and software, and to provide access \Nto assistive technology
Dialogue: 0,0:05:30.08,0:05:32.08,Default,,0000,0000,0000,,for those who need it.
Dialogue: 0,0:05:32.38,0:05:34.88,Default,,0000,0000,0000,,>> Kelsey Byers: And software \Ncan range from text to speech,
Dialogue: 0,0:05:34.88,0:05:38.02,Default,,0000,0000,0000,,voice recognition software, \Nscreen enlargement.
Dialogue: 0,0:05:38.02,0:05:41.22,Default,,0000,0000,0000,,It can be used in the classroom, \Noutside of the classroom,
Dialogue: 0,0:05:41.22,0:05:43.22,Default,,0000,0000,0000,,and really benefits a wide \Nvariety of users.
Dialogue: 0,0:05:44.26,0:05:47.56,Default,,0000,0000,0000,,>> Hadi Rangin: I believe \Nwe should have at least
Dialogue: 0,0:05:47.56,0:05:51.28,Default,,0000,0000,0000,,a minimum accessibility \Nrequirement checklist
Dialogue: 0,0:05:51.28,0:05:56.84,Default,,0000,0000,0000,,so we can ask the campus \Nto follow that.
Dialogue: 0,0:05:56.84,0:06:00.26,Default,,0000,0000,0000,,So, if we are going to provide a product or\Ndevelop a product,
Dialogue: 0,0:06:00.26,0:06:05.30,Default,,0000,0000,0000,,we have to ensure those minimum \Naccessibility checklists are met.
Dialogue: 0,0:06:06.10,0:06:10.18,Default,,0000,0000,0000,,>> Bree Callahan: Websites are a very interesting\Nplace for a department to start,
Dialogue: 0,0:06:10.18,0:06:13.54,Default,,0000,0000,0000,,because where else does a student go \Nto find out basic information
Dialogue: 0,0:06:13.54,0:06:15.60,Default,,0000,0000,0000,,or maybe even their initial information \Nabout an academic department
Dialogue: 0,0:06:15.60,0:06:17.34,Default,,0000,0000,0000,,they are looking at.
Dialogue: 0,0:06:17.34,0:06:19.70,Default,,0000,0000,0000,,So if a student with a disability cannot
Dialogue: 0,0:06:19.70,0:06:22.46,Default,,0000,0000,0000,,find out how to contact you, \Nwhat you do,
Dialogue: 0,0:06:22.47,0:06:25.20,Default,,0000,0000,0000,,how are they going to be able to get\Nmore information
Dialogue: 0,0:06:25.20,0:06:27.58,Default,,0000,0000,0000,,or pursue you as a program?
Dialogue: 0,0:06:28.32,0:06:32.46,Default,,0000,0000,0000,,>> Hadi Rangin: So, I personally think it\Nshould be the responsibility
Dialogue: 0,0:06:32.46,0:06:36.30,Default,,0000,0000,0000,,of the respective web developers \Nor webmasters
Dialogue: 0,0:06:36.30,0:06:40.44,Default,,0000,0000,0000,,to ensure that first their own \Nframework,
Dialogue: 0,0:06:40.44,0:06:45.20,Default,,0000,0000,0000,,their own application \Nor websites, are accessible
Dialogue: 0,0:06:45.20,0:06:50.08,Default,,0000,0000,0000,,and at the same time, \Nthey have to provide training.
Dialogue: 0,0:06:50.08,0:06:57.68,Default,,0000,0000,0000,,They just need to consider accessibility \Nas important as say, security and privacy.
Dialogue: 0,0:07:02.36,0:07:04.50,Default,,0000,0000,0000,,>> Narrator: Faculty members \Nshould deliver courses
Dialogue: 0,0:07:04.50,0:07:06.50,Default,,0000,0000,0000,,that are accessible to all students
Dialogue: 0,0:07:06.50,0:07:09.96,Default,,0000,0000,0000,,and accommodations must be provided \Nin a timely manner.
Dialogue: 0,0:07:10.28,0:07:14.38,Default,,0000,0000,0000,,Make sure that video presentations \Nused in courses have captions,
Dialogue: 0,0:07:14.38,0:07:17.44,Default,,0000,0000,0000,,and where appropriate, \Naudio descriptions.
Dialogue: 0,0:07:19.32,0:07:23.08,Default,,0000,0000,0000,,Captions allow a wide variety of people \Nto understand content
Dialogue: 0,0:07:23.08,0:07:28.76,Default,,0000,0000,0000,,and captions can often be searched \Nto accelerate access to information.
Dialogue: 0,0:07:30.42,0:07:34.72,Default,,0000,0000,0000,,>> Al Souma: By doing so, we're \Nreaching a large number of individuals.
Dialogue: 0,0:07:34.72,0:07:39.08,Default,,0000,0000,0000,,And those include, of course, \Ndeaf and hard of hearing people
Dialogue: 0,0:07:39.08,0:07:42.72,Default,,0000,0000,0000,,who would get nothing out of a video \Nthat's not captioned,
Dialogue: 0,0:07:42.72,0:07:47.48,Default,,0000,0000,0000,,individuals whose English is \Ntheir second language,
Dialogue: 0,0:07:47.48,0:07:50.64,Default,,0000,0000,0000,,individuals with ADD and LD, \Nfor example,
Dialogue: 0,0:07:50.64,0:07:52.16,Default,,0000,0000,0000,,may help them focus more \Non the words
Dialogue: 0,0:07:52.16,0:07:53.72,Default,,0000,0000,0000,,as they see it go \Nacross the screen.
Dialogue: 0,0:07:53.72,0:07:57.42,Default,,0000,0000,0000,,>> Lisa Elliot: I don't think that we \Ntotally understand
Dialogue: 0,0:07:57.42,0:08:00.58,Default,,0000,0000,0000,,how people take in and use information,
Dialogue: 0,0:08:00.58,0:08:05.97,Default,,0000,0000,0000,,so the more ways that we can offer it up \Nthe better we all are.
Dialogue: 0,0:08:05.97,0:08:10.07,Default,,0000,0000,0000,,>> Jeffrey Bigham: As an instructor in a course\Nyou can make your material accessible.
Dialogue: 0,0:08:10.07,0:08:12.68,Default,,0000,0000,0000,,You can make sure that \Nthe student isn't excluded,
Dialogue: 0,0:08:12.68,0:08:17.13,Default,,0000,0000,0000,,and so even if you can't, in a short amount\Nof time, change the policy in a university,
Dialogue: 0,0:08:17.13,0:08:19.87,Default,,0000,0000,0000,,you can change the policy \Nin your own classroom.
Dialogue: 0,0:08:20.68,0:08:25.26,Default,,0000,0000,0000,,>> Richard Ladner: I always feel like if I\Nhave a student that has an accommodation,
Dialogue: 0,0:08:25.26,0:08:27.94,Default,,0000,0000,0000,,that I as a teacher \Nhave to give a little too.
Dialogue: 0,0:08:27.94,0:08:31.58,Default,,0000,0000,0000,,I can't just do everything \Nexactly the same way.
Dialogue: 0,0:08:31.58,0:08:34.40,Default,,0000,0000,0000,,So, we have to be a little adaptable \Nas professors
Dialogue: 0,0:08:34.40,0:08:39.28,Default,,0000,0000,0000,,so that we reach the most students, \Nand that's what I practice.
Dialogue: 0,0:08:39.46,0:08:42.42,Default,,0000,0000,0000,,>> Kelsey Byers: Speaking as both \Na student and an instructor,
Dialogue: 0,0:08:42.43,0:08:44.11,Default,,0000,0000,0000,,assessment really needs to be flexible.
Dialogue: 0,0:08:44.11,0:08:46.31,Default,,0000,0000,0000,,We focus as instructors on exams
Dialogue: 0,0:08:46.31,0:08:49.09,Default,,0000,0000,0000,,but there are many ways to assess \Nstudent learning:
Dialogue: 0,0:08:49.09,0:08:53.81,Default,,0000,0000,0000,,problem sets, exams, projects, writing.
Dialogue: 0,0:08:58.24,0:09:02.26,Default,,0000,0000,0000,,>> Narrator: Although applying universal design\Nminimizes the need for accommodations
Dialogue: 0,0:09:02.27,0:09:05.36,Default,,0000,0000,0000,,for students, faculty, and \Nstaff with disabilities,
Dialogue: 0,0:09:05.36,0:09:07.92,Default,,0000,0000,0000,,it’s also important \Nto have a plan in place
Dialogue: 0,0:09:07.92,0:09:11.18,Default,,0000,0000,0000,,to respond to additional \Naccommodation requests.
Dialogue: 0,0:09:11.46,0:09:16.86,Default,,0000,0000,0000,,>> Stephan Smith: And so, the way that we\Nensure timely and effective accommodations,
Dialogue: 0,0:09:16.86,0:09:20.47,Default,,0000,0000,0000,,is by planning our policies \Nand planning our practices
Dialogue: 0,0:09:20.47,0:09:23.85,Default,,0000,0000,0000,,that include our academic departments.
Dialogue: 0,0:09:23.85,0:09:25.85,Default,,0000,0000,0000,,>> Jose Blackorby: \NWe have to do it faster;
Dialogue: 0,0:09:25.85,0:09:27.87,Default,,0000,0000,0000,,we have to do it \Nwith fewer resources;
Dialogue: 0,0:09:27.87,0:09:31.71,Default,,0000,0000,0000,,and we have to do it for a broader range \Nof the population.
Dialogue: 0,0:09:31.71,0:09:34.67,Default,,0000,0000,0000,,And we're all on the hook for that \Nand we should be.