WEBVTT 00:00:08.260 --> 00:00:10.200 [ Music ] 00:00:10.360 --> 00:00:13.460 Human ability varies greatly with respect to 00:00:13.540 --> 00:00:20.280 sight, hearing, learning, communication, attention, and mobility. 00:00:20.280 --> 00:00:25.220 The best engineers design products that are usable by a broad audience. 00:00:25.220 --> 00:00:28.859 Considering the needs of individuals with disabilities in design decisions 00:00:28.860 --> 00:00:31.019 can lead to better products. 00:00:33.020 --> 00:00:35.400 People with disabilities are problem solvers 00:00:35.409 --> 00:00:37.940 and engineering is about solving problems 00:00:37.940 --> 00:00:39.309 and improving quality of life 00:00:39.309 --> 00:00:44.889 and designing environments and structures and devices to help people. 00:00:44.889 --> 00:00:46.219 And we’re experts at that 00:00:46.220 --> 00:00:48.690 because we do it every day in our lives. 00:00:49.900 --> 00:00:53.019 Engaging people with disabilities in engineering fields 00:00:53.019 --> 00:00:57.119 can help to meet the demand for innovative engineers. 00:00:57.119 --> 00:01:00.319 To make this possible, engineering courses need to be welcoming 00:01:00.319 --> 00:01:03.449 and accessible to students with disabilities 00:01:03.449 --> 00:01:06.340 and reasonable accommodations need to be provided. 00:01:08.260 --> 00:01:13.620 In school I use an interpreter, a sign language interpreter, 00:01:13.630 --> 00:01:17.350 and also have a note taker for each of my classes 00:01:17.350 --> 00:01:19.549 whenever I request one. 00:01:19.549 --> 00:01:25.380 I was even able to attend a machine shop class, 00:01:25.380 --> 00:01:31.159 working with a lathe and an end mill, non-computer controlled, hand controlled, 00:01:31.159 --> 00:01:34.710 largely because the faculty who taught that class 00:01:34.710 --> 00:01:41.580 were open-minded and really allowed me to dictate my limits. 00:01:42.560 --> 00:01:44.860 Engineering educators can make their courses 00:01:44.860 --> 00:01:48.179 more welcoming and accessible to students with disabilities 00:01:48.180 --> 00:01:52.000 by applying universal design strategies. 00:02:21.660 --> 00:02:25.880 Engineering faculty can also teach accessibility and universal design 00:02:25.880 --> 00:02:27.440 in their courses. 00:02:29.400 --> 00:02:33.200 By including accessibility and universal design 00:02:33.200 --> 00:02:36.300 in engineering curriculum, you're making a statement 00:02:36.300 --> 00:02:38.400 to all the students that you're teaching 00:02:38.400 --> 00:02:41.900 that the perspectives and the needs of people with disabilities 00:02:41.900 --> 00:02:43.540 is something that they need to think about, 00:02:43.540 --> 00:02:46.700 whether they’re engineering specifically for that group 00:02:46.700 --> 00:02:48.660 or for any other group. 00:03:12.760 --> 00:03:14.360 So just as we teach 00:03:14.360 --> 00:03:17.939 safety and material properties and dynamics 00:03:17.939 --> 00:03:19.850 within our engineering curriculum, 00:03:19.850 --> 00:03:23.459 incorporating universal design can ensure that our future engineers 00:03:23.459 --> 00:03:28.709 consider those small design tweaks and consider the breadth of the population 00:03:28.709 --> 00:03:31.000 in their design and future innovation.