1 00:00:08,260 --> 00:00:10,200 [Music] 2 00:00:10,360 --> 00:00:13,460 >>Narrator: Human ability varies greatly with respect to 3 00:00:13,540 --> 00:00:20,280 sight, hearing, learning, communication, attention, and mobility. 4 00:00:20,280 --> 00:00:25,220 The best engineers design products that are usable by a broad audience. 5 00:00:25,220 --> 00:00:28,859 Considering the needs of individuals with disabilities in design decisions 6 00:00:28,860 --> 00:00:31,019 can lead to better products. 7 00:00:33,020 --> 00:00:35,400 >>Nils Hakansson: People with disabilities are problem solvers 8 00:00:35,409 --> 00:00:37,940 and engineering is about solving problems 9 00:00:37,940 --> 00:00:39,309 and improving quality of life 10 00:00:39,309 --> 00:00:44,889 and designing environments and structures and devices to help people. 11 00:00:44,889 --> 00:00:46,219 And we’re experts at that 12 00:00:46,220 --> 00:00:48,690 because we do it every day in our lives. 13 00:00:49,900 --> 00:00:53,019 >>Narrator: Engaging people with disabilities in engineering fields 14 00:00:53,019 --> 00:00:57,119 can help to meet the demand for innovative engineers. 15 00:00:57,119 --> 00:01:00,319 To make this possible, engineering courses need to be welcoming 16 00:01:00,319 --> 00:01:03,449 and accessible to students with disabilities 17 00:01:03,449 --> 00:01:06,340 and reasonable accommodations need to be provided. 18 00:01:08,260 --> 00:01:13,620 >>Grace: In school I use an interpreter, a sign language interpreter, 19 00:01:13,630 --> 00:01:17,350 and also have a note taker for each of my classes 20 00:01:17,350 --> 00:01:19,549 whenever I request one. 21 00:01:19,549 --> 00:01:25,380 >>Nils: I was even able to attend a machine shop class, 22 00:01:25,380 --> 00:01:31,159 working with a lathe and an end mill, non-computer controlled, hand controlled, 23 00:01:31,159 --> 00:01:34,710 largely because the faculty who taught that class 24 00:01:34,710 --> 00:01:41,580 were open-minded and really allowed me to dictate my limits. 25 00:01:42,560 --> 00:01:44,860 >>Narrator: Engineering educators can make their courses 26 00:01:44,860 --> 00:01:48,179 more welcoming and accessible to students with disabilities 27 00:01:48,180 --> 00:01:52,000 by applying universal design strategies. 28 00:02:21,660 --> 00:02:25,880 >>Narrator: Engineering faculty can also teach accessibility and universal design 29 00:02:25,880 --> 00:02:27,440 in their courses. 30 00:02:29,400 --> 00:02:33,200 >>Cynthia: By including accessibility and universal design 31 00:02:33,200 --> 00:02:36,300 in engineering curriculum, you're making a statement 32 00:02:36,300 --> 00:02:38,400 to all the students that you're teaching 33 00:02:38,400 --> 00:02:41,900 that the perspectives and the needs of people with disabilities 34 00:02:41,900 --> 00:02:43,540 is something that they need to think about, 35 00:02:43,540 --> 00:02:46,700 whether they’re engineering specifically for that group 36 00:02:46,700 --> 00:02:48,660 or for any other group. 37 00:03:12,760 --> 00:03:14,360 >>Kat Steele: So just as we teach 38 00:03:14,360 --> 00:03:17,939 safety and material properties and dynamics 39 00:03:17,939 --> 00:03:19,850 within our engineering curriculum, 40 00:03:19,850 --> 00:03:23,459 incorporating universal design can ensure that our future engineers 41 00:03:23,459 --> 00:03:28,709 consider those small design tweaks and consider the breadth of the population 42 00:03:28,709 --> 00:03:31,000 in their design and future innovation.