There are thousands of innovative solutions for STEM education providing graduate level technology to K-12 students. However, much of it is not accessible to students with visual and physical disabilities. Many of the issues can be addressed effectively and affordably if the creators and manufacturers integate these principle into the development cycle. Be sure to read the points below and watch Stefik's video to get a good understanding of the process.
Watch Stefik's video to get a good understanding of the issues and principles creators can use to include students with disabilities.
Andreas Stefik
As a Professor of Computer Science at University of Nevada, Las Vegas Stefik has focused his efforts on designing programming languages with human factors decisions in mind and is the lead developer of the Quorum Programming Language. Read More About Stefik Here.
- On-screen coding experiences must work with screen readers like NVDA, JAW, and FUSION. If they don’t, then many students have no access to the opportunities just because they are blind or have a print disability (Example: dyslexia, dysgraphia, ADHD, etc.). This impacts everything from Code.org to coding apps with various educational coding toys.
- Videos need to have narrative description for text, graphics, or other visual details that are essential for accessing information
- If you have Mark Hammil as a spokesperson and he doesn’t say his name, that information is not accessible. Example Video
- If you have Bill Gates as a spokesperson yet you only list his name visually along with why he is important (Founder of Microsoft). Example Video
- Sina Bahram video
- Hands-on experiences like coding toys need to have multimedia feedback via text-to-speech, sounds, and lights. Tiny screens with no text-to-speech cannot be accessed by a person that cannot see. Buttons with no distinctive sound or text-to-speech. Lights can give information on output for persons who are deaf or hard of hearing. Tactile feedback (e.g., vibration, physical controls) can provide information to many people.
- Building accessible tools and curricula means you serve a bigger audience, which means more networking, influence, and profit.
- Incorporating inclusion via accessibility saves money. It’s much more complex to “fix what’s broken.”
Gina Fugate
Gina, Lego Engineering & Technology Teacher for Maryland School for the Blind, summarizes her years of experience and education into a must watch overview of the issue. Read More About Gina Here.
John de Lancie
John who is well known for playing the character "Q" on Star Trek brings "Q" to the fight for accessible tools for STEM and other educational requirements of blind and limited vision students. More about John Here (wikipedia) or Here At His Official Website.
Gina Fugate
Gina, Lego Engineering & Technology Teacher for Maryland School for the Blind, summarizes her years of experience and education into a must watch overview of the issue. Read More About Gina Here.
Marco Ciavolino
Marco is the creator of https://RobotMats.com and https://EmpowerMats.com. He has worked closely with Gina Fugate over the past few years. to create more awareness of the need to consider accessibility in the design of curriculum and equipment. You can learn more about Marco's daily work here: https://enktesis.com