Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and ASEE Diversity Committee
This paper discusses policies and accommodations that enable an inclusive and welcoming design course environment for students with a variety of identities, including students with non-visible disabilities. Design is an integral part of engineering education at ABC College. In ABC’s largely project-based curriculum, students spend much of their time in design teams. These courses can present barriers for students with disabilities who are entitled to the same access to learning resources, including classroom culture, as their peers. Project-based courses present a wide range of challenges for students with disabilities, including, but not limited to, the ability to fully participate in hands-on learning and as a contributing team member. As larger numbers of students with identified non-visible disabilities enter engineering schools, and engineering schools increasingly adopt project-based design courses, the question of accessibility in these design courses becomes increasingly relevant.
There are many publicly available best-practice resources for making learning environments accessible for students with physical disabilities in educational spaces, such as fabrication and lab environments. Despite an increase in students reporting non-visible disabilities in higher education, there has not been a commensurate number of resources dedicated to understanding how to make learning environments more accessible to them. As educators embrace open-ended design and studio practices, it becomes more and more difficult to anticipate needs of individual students with a large variety of disabilities. We present a case study and some proposed solutions, which are a departure from traditional accommodations focused primarily on lectures and exams, and to motivate a call for action to develop more resources for all students.
Dusek, J., & Faas, D., & Ferrier, E., & Goodner, R., & Sarang-Sieminski, A. L., & Waranyuwat, A., & Wood, A. (2018, June), Proactive Inclusion of Neurodiverse Learning Styles in Project-based Learning: A Call for Action Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30891
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