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[Music]

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>> Narrator: Engineers design,[br]create and innovate.

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From airplanes and cars[br]to robots and electronics,

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engineers design products[br]we use every day.

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There’s a great demand[br]for skilled engineers

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with a strong academic background[br]and work experience.

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Increasing the participation of people[br]with disabilities in engineering

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can help to meet this demand.

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>> Nils Hakansson: People with[br]disabilities are problem solvers

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and engineering is about[br]solving problems

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and improving quality of life

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and designing environments and[br]structures and devices to help people.

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And we’re experts at that because[br]we do it every day in our lives.

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>> Cynthia: A lot of[br]society isn't really built

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to be accessible for a blind person[br]so, throughout my life,

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I either talk to role models about[br]how they have solved a problem

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or I have to figure it out myself.

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I think that the problem-solving[br]fits really naturally

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into an engineering discipline.

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>> Leyf Starling: So, just increasing,[br]when you're thinking about putting together

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the best possible team to[br]work on an engineering problem,

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you want as many different ideas[br]coming to the table as possible.

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>> Constance Thompson: You will find[br]a lot of individuals

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with varying levels of dis-Ability[br]think differently about solving problems

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because they have to

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and just by inserting that[br]into the conversation,

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inserting that into the way[br]that you practice engineering,

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it's going to change the game.

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It's a game changer

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and we need that type of[br]game changing attitude in the U.S.

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to meet those innovation challenges[br]that we're going to face.

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>> Grace: It's important[br]for people with disabilities

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to go into engineering fields because[br]they've experienced problems themselves

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and they probably have ideas on[br]how to fix that and what to do.

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>> Narrator: Human ability[br]varies across a wide spectrum

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including individuals with[br]visual impairments,

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hearing impairments,[br]learning disabilities,

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autism spectrum disorders,[br]attention deficits,

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and mobility impairments.

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>> Nils: I have a physical disability,

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I ride a wheelchair.

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>> Daniel: I have high functioning[br]autism spectrum disorder.

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>> Grace: I'm profoundly deaf.

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I grew up with two hearing aids

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and then last year, when I was 17,[br]I got a cochlear implant on my right side

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because I wasn't hearing anything[br]through my right ear.

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>> Billy Price: Yes, I'm in a wheelchair

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but being in a wheelchair[br]shouldn't have any impact whatsoever

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on my ability to do my job.

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So, in that sense,[br]I'm just the same as everybody else

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so I don't think I should have[br]any sort of,

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I don't think I should be[br]treated any different.

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I mean, there's a job[br]that has to be done.

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Yes I have an engineering background and

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I can do it just as successfully[br]as anyone else.

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>> Kat Steele: I think one of the challenges[br]for individuals with disabilities

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is low expectations.

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We all have different levels of ability[br]but often, I think, people make assumptions

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based upon whether you move a certain way

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or if you use assistive technology[br]during your daily life.

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>> Cynthia: I don't meet enough[br]engineers with disabilities.

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For example, on my campus, I am usually[br]the one person that people go to,

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“Oh we need your feedback about this.

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Is it accessible?”

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I think that people with disabilities[br]still have to make a concerted effort

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to find role models[br]who are engineers.

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>> Narrator: Assistive technology[br]and reasonable accommodations

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can make it possible for[br]individuals with disabilities

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to successfully pursue education[br]and careers in engineering.

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>> Daniel: I was able to get[br]more time on examinations,

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which was extremely helpful.

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Which gave me time to think on a problem,

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not be compressed in a very short time span[br]to complete a problem,

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have a very low [br]distraction environment.

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I was in a room all by myself.

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>> Grace: In school I use an interpreter,[br]a sign language interpreter,

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and also have a note taker[br]for each of my classes

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whenever I request one.

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>> Leyf: So a talking calculator

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it's a great tool not just for[br]someone with a visual impairment

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but for someone with dyscalculia[br]who has trouble flipping numbers around.

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>> Nils: I was even able to attend[br]a machine shop class,

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working with a lathe and end mill,[br]non-computer controlled, hand controlled,

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largely because the faculty[br]who taught that class

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were open-minded and really allowed[br]me to dictate my limits.

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>> Narrator: Instructors can make[br]their classes accessible to all students

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by applying universal design,[br]designing their classes and lessons

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so all students have equal access[br]to the information.

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>> Brianna Blaser: Captioning on videos,

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not only is that great for students[br]who might have hearing loss or are deaf,

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but students who are not[br]native speakers of English

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often use the captions when[br]they are watching a video

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so you know that's a[br]great example of universal design

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that's benefiting all kinds of people.

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>> Leyf: So for a student[br]with a learning disability

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in reading for example,

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if they have the opportunity[br]to gain the information

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from an engineering design perspective[br]instead of just reading a textbook,

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they're going to excel more

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and they're going to feel[br]more successful in that area.

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>> Kat: Many of the new[br]educational techniques

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that incorporate active learning

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and involving many different types[br]of educational material

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really not only help[br]individuals with disabilities,

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but all students.

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Each year as you teach a class[br]you can introduce some of these changes,

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hear how students respond,[br]and over time,

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create a more accessible environment

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within your department[br]and in your classroom.

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>> Narrator: Many engineering assignments[br]involve group projects,

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and faculty can encourage[br]classmates to be welcoming.

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>> Cynthia: I think traditionally people[br]with disabilities are sometimes marginalized

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to,

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for example, write the lab report rather than[br]pouring liquids or using machinery

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and that's where asserting one's self[br]can really come in handy to say, “No,

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it's just as important for me to learn[br]how to use the shop equipment as you,”

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and so I might need to touch the equipment[br]or be instructed on how to use it,

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but I still need to take part[br]in that process.

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I don't want a group member[br]to make an assumption

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about what I may or may not[br]be able to do

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or in what ways that[br]I could use some help

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so I have to be able to[br]communicate my skills and say

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“Well, this is what[br]I can offer the group,

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and here, maybe formatting[br]the PowerPoint slides,

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maybe that’s something

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that someone else in the group[br]could do.

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>> Sheryl Burgstahler: The key there

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is to make sure that every[br]team member has a role.

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And I suggest the first thing t[br]hey should do

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is ask the student[br]with a disability

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how they'd like to contribute[br]to the group work

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and often they'll[br]come up with something

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that maybe the faculty member[br]or other students

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wouldn't have even thought of.

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>> Kat: Many of our new tools[br]that we use on an everyday basis

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such as CNC machines which are[br]computer numerically controlled machines

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where we use them for mills[br]and lathes and drills,

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a lot of them are[br]controlled by computers now

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and so that actually[br]increases access

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and makes it so that[br]more people can easily build

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the products that they're[br]wanting to create.

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>> Michelle McCombs: These are[br]great students.

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They have a lot to offer.

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You will learn as much from them[br]as they learn from you,

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if not more.

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And just the more[br]you work with them,

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it just really[br]moves the field forward

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in ways that you are[br]not going to expect.