We lc ome to the Compute r Sc ie nc e Collabor ation Pr oje c t and National Gir ls Collabor ative Pr oje c t We binar : Making Pr ogr ams Mor e Inc lusive and Ac c e ssible for Youth with Disabilitie s We will be g in a t 10 a .m. Pa c ific / 1 p.m. E a ste rn
We binar Age nda • Pr oje c t Infor mation & Intr oduc tions • Pe ople with Disabilitie s: T he De mogr aphic s • Making Computing Pr ogr ams We lc oming and Ac c e ssible to Stude nts with Disabilitie s • Suc c e ss Stor y • Que stions
National Gir ls Collabor ative Pr oje c t T he Na tio na l Girls Co lla bo ra tive Pro je c t (NGCP) bring s to g e the r o rg a niza tio ns tha t a re c o mmitte d to info rming a nd e nc o ura g ing g irls to pursue c a re e rs in sc ie nc e , te c hno lo g y, e ng ine e ring , a nd ma the ma tic s (ST E M). www.ng c pro je c t.o rg
Pr oje c t Goals c e s within 1. Maximize ac c e ss to shar e d r e sour pro je c ts a nd with public a nd priva te se c to r o rg a niza tio ns a nd institutio ns inte re ste d in e xpa nding g irls’ pa rtic ipa tio n in ST E M. e ngthe n c apac ity o f e xisting a nd e vo lving 2. Str pro je c ts by shar ing pr omising pr ac tic e am mode ls , o utc o me s a nd r e se ar c h and pr ogr pro duc ts. 3. Use the le ve r age of a ne twor k or c ollabor ation o f individua l g irl-se rving ST E M pro g ra ms to c re a te the tipping po int fo r g e nde r e quity in ST E M.
Compute r Sc ie nc e Collabor ation Pr oje c t T he Co mpute r Sc ie nc e Co lla bo ra tio n Pro je c t a ims to e ffic ie ntly inc re a se pa rtic ipa tio n o f unde rre pre se nte d g ro ups in c o mpute r sc ie nc e o ppo rtunitie s a nd a c tivitie s by e ffe c tive ly building c o lla bo ra tio ns be twe e n K -12, c o mmunity-ba se d o rg a niza tio ns, hig he r e duc a tio n, a nd industry. www.cscproject.org
Pr oje c t Goals • Build c ollabor ations be twe e n CSC Pro je c t pa rtic ipa nts to inc re a se pa rtic ipa tio n a nd e ng a g e me nt o f unde r e se nte d youth in r e pr c o mpute r sc ie nc e o ppo rtunitie s a nd a c tivitie s. • Maximize ac c e ss to shar c e s a mo ng e d r e sour pro je c t pa rtic ipa nts tha t a re inte re ste d in e xpa nding a nd bro a de ning pa rtic ipa tio n in c o mpute r sc ie nc e . • Str e ngthe n the c apac ity o f e xisting a nd e vo lving K-12 for mal and infor mal pr ogr ams in sc ie nc e by suppo rting the use o f c ompute r e xe mpla ry pra c tic e s.
People with Disabilities: The Demographics September 2011
Disability: The Big Picture 54 million people with disabilities 1:5 people in the U.S. Disability impacts 1 in 3 people – family and friends 3:10 – born and raised with disability 7:10 – become disabled after age 20 Causes of disability
Disability and Age People without disabilities – 87% age 16-64 – 13% age 65 or older People with disabilities – 55% age 16-64 – 45% age 65 or older
Disability - Demographics 12.3% of females have a disability vs. 11.6% of males 5% of children 5-17 years of age 10% of people 18-64 37% of people age 65 and older West Virginia reported the highest percentage of disability (18.8%) while Utah was the lowest (8.9%)
Specific Conditions 10.2 million people have difficulty hearing, of these 5.8 million are 65 or older. 6.5 million people reported having a vision difficulty. 13.5 million people ages 5 and older, have difficulty concentrating, remembering or making decisions. Of these, 2.1 million are children ages 5-17. 19.4 million people 5 and older have difficulty walking or climbing stairs.
Disability I dentification and Diagnosis Don’t focus on the label, focus on the individual and their abilities Diagnosis early and accurately – Increased awareness of parents/teachers – Better diagnostic tools and accuracy – Diagnostic options at a younger age Increased availability of assistive technology Parent support groups
Access: I mpact on Location and Communication Higher concentration of people with disabilities in urban areas Connecting online: reducing barriers Four out of ten people with disabilities are online and spend twice the time logged on than their non-disabled counterparts
Bureau of Labor Statistics: 2010 Labor Force Characteristics Employment Population Ratio – People without disabilities: 63.5 – People with disabilities 18.6 Part-time Employment – People without disabilities: 20% – People with disabilities: 33% People with disabilities more likely to be self-employed
Bureau of Labor Statistics: 2010 Labor Force Characteristics Employment Ratios by Educational Attainment for People with Disabilities 25 years and older: total 18.2 – Less than high school: 8.5 – High school: 16.1 – Some college: 23.5 – College graduation: 30.3
Challenges and Opportunities: Education and Employment Attitude and Perception – Self – Others Lack of identified role models and mentors Access and Accommodations Transportation Hooked on benefits and the fear of losing them Connecting talent and opportunity – Career expectations at a young age – Focus on transitioning youth: move to careers not benefits – Public and Private Sector I nitiatives: employer engagement
Resources U.S. Department of Education – Office of Special Education and Rehabilitative Services (OSERS): OSEP, RSA, NIDRR – http://www2.ed.gov/about/offices/list/osers/inde x.html – RSA State by State: RSA.ed.gov Public Vocational Rehabilitation (VR) – 80 Agencies: www.rehabnetwork.org – http://askjan.org/cgi-win/typequery.exe?902
Kathy West-Evans, MA, CRC Director of Business Relations The National Employment Team 206.999.9455 kwest-Evans@rehabnetwork.org www.rehabnetwork.org
Making Computing Programs Welcoming and Accessible to Students with Disabilities
Univ Univer ersal Design: Pr sal Design: Process, ocess, Principles, and Applications Principles, and Applications www.uw.edu/doit/Brochures/Programs/ud.html “The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
Eq Equal A ual Access: ccess: Univ Univer ersal Design sal Design of Com of Comput puter Labs er Labs Publication: www.uw.edu/doit/Brochures/Technology/comp.access.html Online Video: www.uw.edu/doit/Video/index.php?vid=12
Univ Universal Design of Y ersal Design of Your Pr our Project oject www.uw.edu/doit/Brochures/Programs/design.html Planning, Policies, & Evaluation Information Resources Technology Project and Activity Facilities Staff Communication Hints
Working Together: People with Disabilities and Computer Technology Online Video: www.uw.edu/doit/Video/index.php?vid=33 Publication: www.uw.edu/doit/Brochures/Technology/wt comp.html
A F A Four our-St -Step p Accommodation Model ccommodation Model www www.uw .uw.edu/doit/Br edu/doit/Brochures/Pr chures/Programs/accommodation.html ograms/accommodation.html
DO-IT Kno DO-IT Knowledge Base wledge Base www.uw.edu/doit/kb.html Provides direction and resources for making all aspects of your project welcoming and accessible to participants with disabilities. The Knowledge Base includes questions and answers, case studies, and promising practices.
DO-IT Kno DO-IT Knowledge Base wledge Base www.uw.edu/doit/kb.html Sample articles: IT + AT: A Promising Practice in Creating a Technology-Rich Experience for All Students Web Access: A Case Study on Making Content Accessible to a Student who is Blind What are specific types of learning disabilities?
The International DO-IT Center www.uw.edu/doit Scott Bellman Program Manager 206-685-3648 (voice/TTY) swb3@uw.edu
Mike Ching, Director -EBay
At first glance, a very smooth career path: ◦ Graduated from Stanford University with M.S. in Computer Science and B.A. in Economics ◦ Manager, IBM Research ◦ Senior Manager, Yahoo Search ◦ Principle Program Manager, Microsoft ◦ Director, EBay
In reality, I almost didn’t make out of the starting gates: ◦ Entered Stanford intending to major in C.S. ◦ As my vision deteriorated, I gave up on C.S and switched to Economics ◦ Graduated from Stanford in 2007 with 3.8 GPA ◦ Had tons of job interviews but zero offers ◦ Got first corporate internship four years after graduation
I lacked confidence during my interviews because I was worried about: ◦ Handling paperwork and other impossible tasks ◦ Taking a longer time to read legacy code ◦ Things that I may do slower than others ◦ Co-workers may be too busy to help ◦ Other imagined obstacles
I had no confidence because: ◦ I was not well versed in adaptive technology ◦ I had no prior internship experience ◦ I did not personally know any blind software engineers
Four years after graduation, I caught a lucky break: ◦ I met an IBM Manager who gave me a chance ◦ Discovered that most of my fears were groundless ◦ Learned to focus on what I do well and not on perceived obstacles
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