From the Man on the Moon… Increased Focus on Disabilities, Access, and Diversity: Why and How Katherine Deibel Dept.
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Transcript From the Man on the Moon… Increased Focus on Disabilities, Access, and Diversity: Why and How Katherine Deibel Dept.
From the Man on the Moon…
Increased Focus on Disabilities,
Access, and Diversity: Why and How
Katherine Deibel
Dept. of Computer Science & Engineering
University of Washington, Seattle
SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: It’s the Ethical Thing To Do
⑉ ACM Code of Ethics, Section 1.4:
The values of equality, tolerance, respect for
others, and the principles of equal justice
govern this imperative.
Discrimination on the basis of race, sex,
religion, age, disability, national origin, or
other such factors is an explicit violation of
ACM policy and will not be tolerated.
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: It’s the Law
⑉ United States
⑉Section 508 of the Rehabilitation Act (1998)
⑉Americans w/ Disabilities Act (1990, 2008)
⑉Individuals w/ Disabilities Education Act (1990, 2004)
⑉ Great Britain
⑉Disability Discrimination Act (1995)
⑉Special Education Needs & Disability Act (2001)
⑉ Canadian Charter of Rights & Freedoms (1982)
⑉ Australia’s Disability Discrimination Act (1992)
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
The Why
More specifically…
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: Miracle of Computers
⑉ Computers have been one of the greatest
catalysts for disability rights and community
⑉Improving education access
⑉Opening employment opportunities
⑉Ending social isolation
⑉Information sharing
⑉ Treatments, equipment, etc.
⑉ Disability law
⑉ Support and mentoring
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: Better Access Benefits All
⑉ Specialized technology spreads into general
use and application
⑉ Easier to design for access first than to
change it later
⑉ Examples
⑉Curb cuts and wheelchair ramps
⑉Telephones
⑉ Originally intended as a
⑉ TDD/TTY and AT&T monopoly
⑉Speech recognition / Text-to-speech
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: Digital Divide Has Changed
⑉ USA: 20% of people report having a
disability or chronic condition
⑉ 51% of disabled go online
⑉ 74% of not disabled go online
⑉ Cause of divide:
⑉Not a lack of technology
⑉Barriers to access and use of technology
Ref: Pew Internet Study “E-patients With a Disability or Chronic Disease”
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: Changing Age Distribution
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
The Why
More specifically (CS Education-wise)…
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Why: Recognizing User Diversity
⑉ We programmers often design for ourselves
⑉ Designing for a user with disabilities:
⑉Requires a shift in focus
⑉Must attend to a user’s need and wants
⑉Negotiation of priorities and tradeoffs
⑉Critical thinking galore
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
That’s the why…
Here’s the how…
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Change Our Population
⑉ 2004: 11.3% undergraduates had disabilities
7.2% majoring in CS/IS
⑉ Recruit more students with disabilities
⑉ Disability more present in day-to-day life
Ref: NSF-04-317
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Change Our Population
⑉ Camps and Workshops:
⑉S. Ludi et al., Developing inclusive outreach
activities for students with visual impairments,
SIGCSE 2008
⑉J. Bigham et al., Inspiring blind high school
students to pursue computer science with instant
messaging chatbots, SIGCSE 2008
⑉A. Cavender et al., The summer academy for
advancing deaf and hard of hearing in computing,
SIGCSE 2009
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Change Our Population
⑉ AccessComputing
⑉Increase presence of people
with disabilities in computing
and related fields
⑉Funding disability outreach programs and events
⑉Funding internships for students with disabilities
⑉Mentoring and communities of practice
⑉http://www.washington.edu/accesscomputing/
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Make Pedagogies Inclusive
⑉ Inclusive Education:
⑉Provide an equitable educational experience for
all students of all abilities
⑉Build supports into regular teaching practice
⑉Raise quality of education for all students
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Make Pedagogies Inclusive
⑉ Universal Design approaches in CS Ed:
⑉K. Deibel, Studying Our Inclusive Practices: Course
Experiences of Students with Disabilities, ITiCSE
2007
⑉K. Deibel, Course Experiences of Computing
Students with Disabilities: Four Case Studies,
SIGCSE 2008
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Make Pedagogies Inclusive
⑉ Universal Design approaches in general:
⑉DO-IT Resources:
http://www.washington.edu/doit/Faculty/
⑉Universal Design in Higher
Education: From Principles
to Practice
(S. Burgstahler & R. Cory, eds.)
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Make Pedagogies Inclusive
⑉ Disability-specific advice:
⑉ Asperger’s Syndrome
M.A. Egan, Students with Asperger's syndrome in
the CS classroom, SIGCSE 2005
⑉ Visual disabilities:
M.E. Califf, M.M. Goodwin, J. Brownell, Helping
Him See: Guiding a Visually Impaired Student
Through the Computer Science Curriculum,
SIGCSE 2008
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Service Learning
⑉ About incorporating community service into
pedagogy and students’ course experiences
⑉ Examples:
⑉Engineering Projects in Community Service
(EPICS), Purdue University
⑉B. Rosmaita, Making service learning accessible to
computer scientists, SIGCSE 2007
⑉M. Buckley et al., Benefits of using sociallyrelevant projects in computer science and
engineering education, SIGCSE 2004
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Service Learning
⑉ Opportunities abound for service learning:
⑉University student disability services
⑉Area K-12 programs
⑉Accessibility of local services, museums, etc.
⑉Craigslist polling
⑉Nursing homes
⑉Social services and non-profits
⑉And many more…
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Research For Your Needs
⑉ More students with disabilities are attending
computing courses
⑉ Problematic issues in teaching can spawn
solutions (and research projects)
⑉ Example:
⑉Teaching data structures to a blind student
⑉R.F. Cohen, Teaching graphs to visually impaired
students using an active auditory interface,
SIGCSE 2006
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
How: Last Mile Implementation
⑉ All but implemented access technologies:
⑉95% of research completed
⑉Needs implementing for general use
⑉ Examples:
⑉Open-source options for expensive AT software
⑉Quality open source optical character
recognition
⑉Implementing document structure analysis
⑉PDF-to-XHTML that produces human-readable
source that meets accessibility guidelines
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SIGCSE, Chattanooga, TN, USA - March 6, 2009
Summary
⑉ Computer science and its educators should focus
on disability more over the next 40 years because:
⑉Ethical and legal reasons
⑉Promoting and continuing social involvement
⑉Recognizing human diversity
⑉ Many established practices, directions, and
opportunities for educators to pursue
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SIGCSE, Chattanooga, TN, USA - March 6, 2009