--- layout: presentation title: Introduction and Syllabus description: Introductory slides about class structure class: middle, center, inverse --- background-image: url(img/people.png) .left-column50[ # Introduction & Syllabus {{site.classnum}}, {{site.quarter}} ] --- name: normal layout: true class: --- # Important Reminder ## This is an important reminder ## Make sure zoom is running and recording!!! --- .left-column-half[ # Jennifer Mankoff Pronouns: She/her [Make4All Lab](http://make4all.org) I use technology to improve inclusion in and accessibility of our digital future. - Accessibility technology - Fabrication - Improve inclusion and accessibility ] .right-column-half[ ![:img Pictures of projects from the make4all lab including experiments with 3D printing materials; toolkits; capabilities; application; and understanding socio-technical system, 80%, width](img/accessibility/mankoff-projects.png) ] --- .left-column60[ # Aashaka Desai Pronouns: she/her PhD Student in the Make4All lab. My research explores d/Deaf and hard-of-hearing communication technology, for example: - Speechreading Supports - Sign Language Dictionaries - Multilingual Captioning I love anything langauge or languaging related! ] .right-column40[ ![:img an Indian woman with dark curly hair against a sunset, 120%,width]({{site.baseurl}}/assets/img/staff/desai.jpg) ] --- # Warm up <iframe src="https://embed.polleverywhere.com/free_text_polls/NTxtnIG1B8z48hRHmfpLy?controls=none&short_poll=true" width="800px" height="600px"></iframe> --- # Let's get to know you! Discuss with at least two neighbors: - Do you know whether your favorite app is accessible? - Why do you want to learn about accessibility --- # Course learning goals: 1. Disability Model Analysis 2. Familiarity with a Range of Accessibility technologies 3. Finding First-Person Accounts of Accessibility Tech 4. Application of Positive Disability Principals to Research 5. Accessible Document Creation 6. Accessible Presenting 7. Image Description 8. Sharing Research Back: Plain Language Writing --- # Course learning goals: How do we account for access in all of today's technologies? - Multi person systems - Mobile systems - Data Equity: Visualization and Machine Learning - Making Accessibility: Fabrication and IOT - AR/VR - ... --- # Course learning goals: How does technology impact access in all the spaces where disabled people are present? - Intersectionality with Race, Gender & other identities - Sustainability - Housing, Unhoused, and Incarcerated - Healthcare technology & reproductive justice - Higher Education - ... --- [//]: # (Outline Slide) # Learning Goals for today - What is Disability? - Some Disability Law - What are some models of disability? - What is Accommodation? --- ![:img What is disability? Text is surrounded by diverse people,100%, width](img/accessibility/what-is-disability.png) --- ## Disability: A context-dependent .red[mismatch] .left-column50[ **1980** ![:img picture of a person,40%, width](img/accessibility/1980.png) **Disability as a personal attribute** "restriction or lack of ability ... within the range considered normal for a human being" (medical model: How do we *fix people*) ] .left-column50[ **1990s** ![:img picture of a network of people,32%, width](img/accessibility/today.png) **Disability as a social/environmental attribute** "the interaction between features of a person's body and features of the society in which they live" (social model: how do we *fix society*) ] --- # Neither is quite right - Medical Model (how do we *fix people*) - Social Model (how do we *fix society*) Postmodern: Disability doesn't need to be fixed, but celebrated as part of human variation. Disability pride, disability culture, and disabled joy are all things to support and celebrate. --- # Worldwide Stats 1 Billion (~15%) of population [WHO'11]; <br> 19% of USA [Census'12] | Visual | Hearing | Cognitive | Speech | Mobility | NeuroDiverse | Chronic/Progressive | |--------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------|---| | ![:img Head shot of ray Charles in front of a microphone,100%,width](img/accessibility/raycharles.jpeg) | ![:img Head shot of Marlee Matlin signing,100%,width](img/accessibility/matlin.jpeg) | ![:img Head shot of Temple Grandin out in nature with her red tie blowing in the wind,80%,width](img/accessibility/grandin.jpeg) | ![:img Picture of President Biden hugging Brayden Harrington-the 13 year old boy with whom he bonded over stuttering,100%,width](img/accessibility/biden.jpg) | ![:img Picture of Ali Stroker; the first disabled woman to win a Tony Award; accepting her award, 100%, width](img/accessibility/stroker.jpeg) | ![:img Picture of Catherine Zeta-Jones, 100%, width](img/accessibility/zeta-jones.jpeg) | ![:img Head shot of Stephen Hawking in his wheelchair with a chalkboard covered in equations behind him,100%,width](img/accessibility/hawking.jpeg) | | Ray Charles | Marlee Matlin | Temple Grandin | President Biden | Ali Stroker | Catherine Zeta-Jones | Prof. Stephen Hawking | | <i>Colorblind<BR>Visually Impaired<BR>Blind </i> | <i>Hearing loss <BR> Deaf </i>| <i>Dyslexia <BR> Seizure <BR> Learning Disabilities <BR> Autism </i> | <i>Stutter </i> | <i>Quadriplegia </i> | <i>Bipolar<BR>Anxiety<BR>PTSD<BR>Depression </i> | <i>Mix of Impairments</i>| --- # Worldwide Stats 1 Billion (~15%) of population [WHO] 19% of USA [Census'12] Rates of disability are increasing - Long COVID (mass disabling event) - Aging population - Situational Impairment - Increasing numbers of people with chronic illness (can span disability segments) --- .left-column50[ ## Accommodation Accommodation is your right - Co-producing access for all participants in a space or event - Sometimes helped by software & media, some [free](https://depts.washington.edu/uwdrs/technology/) - Legally mandated, but also so much more - Mandated by multiple laws (Why UW has a DRS office) - Ongoing and constant legal challenges, especially to the [ADA](http://www.webaim.org/coordination/law/us/ada) ] -- .right-column50[ ## Some US laws - **Individuals with Disabilities Education Act** (IDEA, 1975): Free appropriate public education in the least restrictive environment to every child with a disability. - Section 503 of the **Rehab Act** (1973): Equal access to government services - **Americans with Disabilities Act** (1990): Equal access to all goods/services - 147 countries ratified the **UN convention on rights of PD** (2006) ] ??? 1996 ADA complaint against San José Use of PDF inaccessible to city commissioner Web sites are a “service” and thus subject to the ADA Led to S. J. Web Page Disability Access Standard 1999 Natn’l Fed. of the Blind against AOL Based on the interpretation of the Web as a place of public accommodation (ADA) Settled out of court 2000: AOL agreed to make its browser accessible Many others (http://www.webaim.org/coordination/law/us/ada) --- # How is this class accessible? (1/3) Many disabilities benefit from flexibility in how time is spent -- In our class this means: - Competency based grading allows for flexibility in learning and timing - Up to 2 late days on every assignment without questions asked. - Flexibility in how you participate in class --- # How is this class accessible? (2/3) Sometimes students with disabilities, such as chronic illness or mental health concerns (which are both very common disabilities among college students) may need to participate in class remotely. **Also** some disabled students may be at high risk for COVID, and should not have to worry that attending class could cause them to become ill. --- # How is this class accessible? (2/3) Sometimes students with disabilities, such as chronic illness or mental health concerns (which are both very common disabilities among college students) may need to participate in class remotely. In our class, this means: - We provide for hybrid participation - We provide masks and encourage masking in person - We attend class remotely if we have cold, flu, or suspected COVID symptoms --- # How is this class Hybrid? **Attendance is expected**, by everyone in the class (you should not *completely miss* more than 2 classes this quarter) However we count remote, asynchronous participation toward attendance. **Remote attendance might be helpful** if: - You have cold or flu symptoms or suspect you have COVID - You have caregiving / family obligations that affect class or your commute to class - You have mental health concerns or any accessibility needs that are best met by being remote **Use your "complete misses" wisely** e.g. You are traveling to CHI --- # How do I participate remotely? 0. You find a zoom buddy 1. You *attend via Zoom* with the help of your zoom buddy 2. You *contribute a discussion post to every small group discussion* linked to in the [class schedule/slides]({{site.baseurl}}/schedule) 3. You fill out the *remote participation survey* portion of the [class participation survey](https://canvas.uw.edu/courses/1665828/assignments/8443511) If you cannot attend live or synchronously by Zoom, participation means watching the recording and doing (2) and (3) above --- # How is this class accessible? (3/3) We commit to mutually working together to make it accessible. - DRS approval is required for some accommodations (specifically, those that are not available to the entire class). We can work you you and [DRS](https://depts.washington.edu/uwdrs/), you don't need to navigate this alone. - But many accommodations benefit most students. This is a form of *disability justice* because access to disability documentation and comfort with disclosure are both things that are inequitably distributed -- In our class, this means that where possible, we provide those as a standard part of the class. To that end... --- <iframe src="https://embed.polleverywhere.com/discourses/C4L35nDT4JXLiKzESi8s2?controls=none&short_poll=true" width="800px" height="600px"></iframe> --- # Small Group Discussion How would you implement this in your lab or workplace? (post on our [Discussion Board]({{site.discussion}})) --- # Other Important Facts about this Class - **Sharing**: Yes, but don't copy - **Plagiarism**: No - **Accessibility**: This course is designed to be accessible - **Inclusivity**: An important value in this class, and in HCI! - **Language**: I am Jen (preferred), or Dr. Mankoff or Prof. Mankoff - **Respect**: This class is a compact between us based on respect --- # A Note on Academic Integrity **Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details Don't plagiarize. If you use someone else's text, quote them and reference them. In addition to being expected based on UW policy, this is a form of [*Citational Justice*](https://dl.acm.org/doi/abs/10.1145/3411763.3450389) and thus an important expression of disability values in our class. Therefore Detour: ChatGPT rules ([Academic Conduct]({{site.baseurl}}/academic-conduct.html)) --- # Where to find what The class is on the [web]({{site.baseurl}}/index), but we have used iframes to connect this to [Canvas]({{site.canvas}}). We try to interlink everything as much as possible. - Class discussions and all contact with instructors should happen either in office hours or through a [class discussion board]({{site.discussion}}) or [staff mailing list]({{site.staff_email}}) - You can also request appointments for further help --- # Prerequisites - Programming is required the final project, which you define - As such, there are no specific language or platform requirements - Small programming exercises may also happen in class using languages such as JavaScript and Python. Contact the instructors if you have any concerns about this. --- # Grading Assignment completion and participation makes up 15% of your grade. This includes things like - Whether you completed all parts of the assignments - Participation in discussion and exercises (self reported) - Participation in discussion outside of class (based on submissions to Ed) -- However, the biggest part of your grade is your *competencies* (85%). We use *competency based grading* because it prioritizes *accessibility* and *justice* and *flexibility* for students. --- # What is competency-based grading? **Traditional grading** focuses on completion of required tasks | 80% projects | 10% effort | 10% participation | |--|--| | .red[learning goal 1] | .red[learning goal 1] | .red[learning goal 1] | | learning goal 2 | learning goal 2 | learning goal 2 | | learning goal 3 | learning goal 3 | learning goal 3 | | ... | ... | ...| --- # What is competency-based grading? **Competency-based grading** focuses on evidence of progress and learning | learning goal 1 | learning goal 2 | learning goal 3 | |--|--| | .red[Evidence: HW assignment 1] | Evidence: HW assignment 1 | Evidence: HW assignment 2 | | .red[Evidence: HW assignment 2] | Evidence: HW assignment 2 | Evidence: HW assignment 3 | | .red[Evidence: HW assignment 4] | Evidence: HW assignment 3 | Evidence: HW assignment 4 | | .red[Evidence: Discussion posts] | Evidence: Discussion posts | Evidence: Discussion posts | | ... | ... | ...| Teaching and learning are centered around *learning outcomes*. This changes how we plan, assess and grade the course. --- # More detail on competencies Competencies are the core learning goals in this class. If you learn them all well, you will do well in the class You will have multiple opportunities to show us you learned them You can find all of the competencies under "[Outcomes]({{site.canvas}}/outcomes)" on canvas --- # How Competencies Translate to a 4.0 scale On any competency, you may be rated as below competent, competent or excellent Base grade: Number of Competents/2.5 + Number of Excellents/2 Final grade: Base grade - (Number of non competents/2) Again, this is 85% of your total grade --- # Expectations for Ongoing Work We generally expect you will to achieve competency by the second time you try something, and continue improving to excellence over the quarter. - If you achieve excellence, and then stop doing a thing (such as providing alt text), your score may drop. - Similarly, if you don't try to do something until the very end of the quarter, even if you do it really well, we may not rate you as highly on that competency. --- # Access is also for the teaching staff One additional note: Once you learn how to make the course more accessible to the teaching staff, we expect accessible documents for grading (e.g. you should always provide ALT text for your images and captioned videos). --- # Example of Student Competency (1/2) - The presentation slide deck and your first homework are mostly accessible, however you forget to describe any images. As a result, you score "Not Competent" on image descriptions. -- - On your next assignment you take special care with image descriptions. You are marked "Competent" but the TA has some advice on how to be write more specific and useful descriptions --- # Example of Student Competency (2/2) - You want to finish this, so the next time you include an image in a discussion post, you make sure to describe this, and ask the TA to review it. You followed their advice and you are marked "Excellent" -- - Over the rest of the quarter, you continue to describe all your images, and maintain "Excellent" in this competency --- # First Assignment: [AT Around Us]({{site.baseurl}}/assignments/finding-accessibility.html) .left-column50[ - Find one computer access technology - Find one about "the world" - Find a description of it *by a disabled person who uses it* (first-person experience) ] -- .right-column50[ - Try not to pick the same things as your classmates - Should include a *first person video* - Should try at least one out yourself - At least one should involve computers - No disability dongles! - Nothing too common (like glasses) ] --- # Example 1: AAC (who uses AAC?) Kit Autie is an AAC user and YouTube Creator. The video on the next slide shows the variety of options available over specific strengths Kit Autie also [describes why they use AAC and ableist reactions they get when using it](https://www.youtube.com/watch?v=z3YQ9F4SFAQ) Limitations: "*Languaging*" is a multi-person activity in which people can co-create access (or create ableism around access) Costs have come way down!! (free with in-app purchases) --- # Example 1 Video ![:youtube A first person account of how Kit Autie uses AAC to communicate with a few different types of AAC, Tp6YqFz-Ylo] --- # Not a first person account (1) ![:youtube A mom describes how she is teaching her child to communicate using AAC at mealtimes, 9FzbX1z-JAM] Why is this not a first person account? - The AAC user never addresses the audience - The AAC user never comments on the experience of using it --- # Not a first person account (2) ![:youtube An advertisement for the Tobii Dynavox, tYgMfL-CnGo] Why is this not a first person account? - It is highly scripted - It doesn't really review the device at hand --- # Borderline ![:youtube A first person account of reasons and factors using audible crosswalks, xPlsYhU1HBU?si=jiklQmTbCUQHRcNI&start=126] - City-produced video with first person account (see 2:10) - Limitations: Not universally available; Does not support DeafBlind - Designed for people with visual impairments to cross the street --- # Competencies for [AT Around Us]({{site.baseurl}}/assignments/finding-accessibility.html) - Accessible presentation creation - Finding first person accounts by and for people with disabilities - Presenting accessibly to an audience with mixed disabilities - Familiarity with a range of accessibility technologies Handin: - One accessible slide per AT (see [Class Discussion]({{site.discussion}}) for slide deck) - Reflection & List of Competencies on Canvas --- # Field Trip: Other Assignments and Readings - Reading Questions - Reading Summaries (2 each, tied to assignments) - Project (possibly postone to Friday) Field trip: [Assignments]({{site.baseurl}}/assignments)