English (auto-generated by YouTube)

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so thank you so much for taking the time today to be here with um us and each other um it’s Friday February 16th
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10:30 I am really really excited for this session um called making sucessful
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by Design and we’re lucky to have three wonderful speakers here with us today and I’ll be serving as moderator after
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we hear from each of them U my name is Rachel fle and my pronouns are she her and her
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I’m a mid-40s white woman with faded purple hair and glasses and I’m wearing a blue
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shirt and uh I’ve created a digital access copy of the slides um for anybody
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who needs them so um if you want you can go to this URL
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https t. l g CJs
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so you can take a screenshot of that you you [Music]
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want awesome all right so as we begin I want
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to acknowledge the land on which We Gather land acknowledgements are important to help undo indigenous eraser
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and to tell a more complete truth about our history here in what’s called Denver we’re on
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the traditional territory of the Ute cheyen and Arapaho peoples we also
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recognize the 48 contemporary tribal nations with ties to a land called Colorado we acknowledge that their
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ancestors were forced out by colonization genocide disease and War we
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acknowledge that the cheyen and arapo were victims of a San Creek Massacre committed by the US Army in
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1864 we pay our respects to Elders past and present
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we also acknowledge the extraction of life and labor from millions of people of African descent for more than 400
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years uh Tri headquarters in Washington DC is very near the White House in the capital both of which were built by
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enslaved black laborers and since we’re here at a science meeting we encourage you to
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think about the ways that science has harmed and continues to harm indigenous peoples and those of African descent and
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the power that you have to stop and prair this acknowledgement is just a small step towards creting collaborative
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and respectful relationships with indigenous peoples and Nations you can visit this URL on the slide here
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native-land.ca to learn more about indigenous lands across North America we
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encourage you to consider building relationships with your local indigenous communities and actively supporting them
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whether that’s with time money or land as we acknowledge this history and this
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present we’re called upon to work towards Justice equity and Liberation for all
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so first I’ll introduce our fre speakers and say a quick word about our program
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which uh So speaking first will be Dr Wanda Diaz Ned here uh she is a
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Computing scientist and astrophysicist and the executive director of the historic site for the RSO observatory in
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Puerto Rico uh second will be Amelia doll um at the end of the stage here um she is a
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death archaeologist currently working professionally for the federal government Bureau of Reclamation in quo
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Colorado she earned her bachelor’s degree in art history from G de uh her
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master’s degree in anthropology archaeology from Texas State and two certificates in geographic information
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system from Front Range Community College uh Amelia’s volunteer accomplishments with her online platform
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Amelia the archaeologist um on previous board positions uh earned her um the
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recognition of being one of the Selected Few Rising Stars 2023 uh with Colorado Springs Business
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Journal sl6 6035 media in her personal time she researched as documented
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archaeological resources regarding de people and Antiquity and is illustrating an American Sign Language accessible
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coloring book centered on luded cultural artifacts and then last we’ll hear from
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Dr TC wastman next to Wanda here um she is an indigenous Pacific AF South Asian
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and Asian non-binary person who is late diagnosed as as autistic at 48 years old
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2017 sensor diagnosis TC co-founded the autistic researchers committee at the
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international Society for autism research developed the autism Training Academy offering online training about
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autism and your Divergence and became a founding editorial board member of the only Journal focused on autistic adults
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autism and adulthood TC LED 14 International researchers as a
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primary author on study focused on autism and Universal Design training for faculty and continues to work the
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crossroads of neuro Divergence intersectionality equity and education and the workplace and the social systems
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that impact them uh and as I said my name is Rachel Klein uh I’m an employee of triple as I
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work in the dialogue on science ethics and religion
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excuse me so in 1995 tripas established Dozer the dialogue on science ethics and
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religion to Foster dialogue between scientific and religious communities recognizing of course that those
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communities often overlap and so Dozer does this in a variety of ways um we uh
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have events and do engagement with faith communities seminaries and houses of
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worship uh we host workshops for scientists on how and more inclusively engage with and learn from Fai
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communities I’m doing one tomorrow uh we do public events like our
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December dialog that we had just a couple months ago and we also create a lot of resources including videos profiles of
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scientists guides Etc that highlight areas at this intersection of science technology and
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society and those are we really focus on bringing people together creating space
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for dialogue and discussion identifying shared values recognizing that we won’t always come to agreement but hopefully
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we can increase trust provide room for co-creation and Achieve understanding
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and respect um so just real quick as I mentioned um all the Dozer events you’re
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at one now yay uh and there are more there is one this afternoon I’m run by
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my colleague Curtis Baer in the back there I’m thinking outside the box science engagement and litery and Faith
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communities and then as I mentioned tomorrow I’m running a work sh on science engagement with people of [Music]
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Faith all right so now each of our speakers is going to talk for a few minutes um and then we’ll have some
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moderated discussion moderated by me and then we’ll have some time for audience Q&A uh so there there will be a mic up
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here but if you can’t come up to the mic just raise your hand and we will get a mic to you okay so everybody will talk
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for a couple minutes now first up is Dr wz
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mer good morning to you all morning thank you so much for the very kind
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invitation and Rachel thank you thank you thank you and to the speakers for
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allowing me to participate in this in this conversation in this dialogue that we do my best to to do a very good
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contribution or a at least a good contribution not to disappoint you all and mainly to you all for coming to to
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support this conversation those are the
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have established that dialogue celebrating diversity is the ultimate path in order to achieve a science based
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on equity and I will say also equality that is the ultimate path I will today
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begin talking about attention and why attention attention is uh is often used
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to describe um a network a neuro neuro
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physical Network I would say uh that acts to filter out irrelevant
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information bombarding the senses attention drives performance and
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automaticity in U in skilled performance it also it also has two stages which is
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um the the stimuli the the stimuli the
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the response and that is linked to the decisions we take we a um based based on
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attention also we all humans are always experiencing
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monitoring and um exploring information on daily basis we are we are doing that
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from different modalities of of attention and not only from different
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modalities of attention but um also linked to different ways in which we
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combine our our attention our attention modalities with that what I’m saying is
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that we are always involved All Humans regardless what we do either walking on the street either sitting in here
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analyzing data working in our working in our Gardens regardless our our
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profession we are always involved in a perceptual judgment that is M sorry if I
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raise my voice too much sometimes I get too excited so you may low me down a
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little bit thank you so it’s m is a it involved a
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complex a complex mapping of sensory sensory signals so why am I am I saying all this
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because all all all of us scientists we have achieved great advancements great
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advancements in the quality and resolution of the data we analyed we have achieved great advancements on um
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if the compu computing power the algorithms that we have created to
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analyze the information it’s great achievements that have impacted that
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have impacted the pro the sustainable development goals a decreasing
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decreasing poverty directly related also working on climate change and also um
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for example increasing or decreasing right the ratio of people with that the
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ratio of people that has no access no continuous access to a high quality
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water we have achieved that and we do have achieved that and even though we
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know that there are sensorial modalities that can help in the science and produce
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better science they the use of other sensorial modalities to analyze the
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science it hasn’t progressed it hasn’t progressed that much it lacks the
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credibility and reliability that the visual digital
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Technologies possess without having any any perceptual experiments applied
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to data analysis to simulation of uh data analysis in The Sciences for
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example sound is multi-dimensional I use sound to analyze my data but it’s not
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because I didn’t do it experiments I did experiments and I evidence that the use of audio increases the sensitivity of
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the traditional astrophysicist to evens information that by Nature will be blind to the
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human a sound and I’m going to talk about sound but I refer to all multisensorial perception like htics of
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which if you correct me there is not much um sound is multidimensional is its context
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dependency allows you to analyze information in short and long and long
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scales we did our experiments with evidence that it supports the the
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astronomers or the astrophysicist to spot EV in the data that by Nature are apply to the human eye and it’s not used
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it was used at the end at the end of the 1800s and then it didn’t use it g it
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gave me the impression that I couldn’t I couldn’t I couldn’t
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I I couldn’t I couldn’t it is very hard to say it the notion that our science
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just focusing on the modalities being used by the people that were performing
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the science at that moment that our science just in a natural way evolved
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and as that people were progressing in the science for the same reasons they were progressing I was let up of
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Performing of Performing the science and also a little it brought me the idea
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that perhaps my sensorial modalities were not needed in the science are you
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following me okay so um we I I know that you that you’re
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trusted people that you are people that are that are trusted and that is very
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important because that makes really really really huge your contributions and
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your your party leading the younger the younger generation the scientific Community is
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reaching a point in which they are asking for evidence on the usability of
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multisensorial perception to analyze the information which is very very very good
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and at the same time I go back and I think why are they asking for evidence
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if visual modalities evolved to the point in which they are without any
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seual evidence applied to the analysis to the analysis of of information so I I
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come here today with some recommendations I know that you work really hard I admire you all I take off
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my heart at the advancements you have done especially the advancements on
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battling the numerical the limitations of the traditional numerical methodologies that we use to analyze the
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information which we know it linearizes for generalizes the data and in my in my
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framework using S it allows you to apply
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mathematical States at the be at a posteriority fun not to decide first
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what the mathematical analysis is and then run the data analysis which is very
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very very risky so I come today with um some recommendations and in between
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those recommendations it comes a recomend ation of to stop diverting the
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efforts to mainstream multisensorial practice in science this is very serious
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to stop to stop diverting those into
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education and people aage efforts education on people aage is very very very important it is but I’m a scientist
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if I come to you with a proposal to use multisensoriality to analyze the
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coalition of two black holes two merging two merging two merging bodies do not
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divert it to education and people out there are people that specialize on education and people Outreach and also
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on design another another one is to access the to address from its very
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Roots the unequal access to information it is because of that that uh it is very
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hard for us to progress to get into the field and progress in the field and that
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makes me think and linking it to to attention to attention modalities that
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makes me think that it is about the choices we make the um the the practices
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that we which our institutions engage in order to employ people the digital
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programs that we select it is about uh the practices in which we engage the
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environment in our in our in our working in our working office and to do an
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effort to make the work for Disabilities prestigious not a job at that time when
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um sound stopped being used perhaps as I said it was rendered as not not useful
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or not necessary not not useful not necessary at um a at that time but it
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also it also brings into into the conversation that the context of the person was
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important but secondary important does that ni sense it was important but let’s
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do this first and the context of the person was left out from those moments when we stopped using
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multisensorial perception to to analyze the information I couldn’t bring my own
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modalities in order to analyze the information my hope today is I we leave this room with concrete actions with
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concrete thoughts to uh for all of us to be able to mainstream and be the for in the
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Forefront doing all together the science we want to do thank [Applause]
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you next we have ailia
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do perfect it’s working so my name is ailia doll and my
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say my signs like this just as uh she explained I have a masters in archaeology I have some
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certifications um I have long brown curly hair I have pink glasses I have a rust colored blouse line and a pla
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SK so I’m going to show my slides I’m going to give everybody a moment to read the slide before I go into my
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explanation slide
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is accessibility awareness you know educating other people or their peers to ensure that
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other people have accessibility for all different professions but it’s also an investment
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you know having a feasible archaeology program it’s not just saying oh we have
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disabled archaeologists no everybody actually is inclusive with statement like that
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you know there’s a lot of lacking in the regression of people with disabilities so for the first one in the professional
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field access equivalent to experience isn’t really there you know if you have
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a disabled archaeologist you need to make sure that they’re having the opportunities to be involved in field work in
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discussions and bringing in all of those diversity benefits within it instead of just saying oh look it’s a disabled
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profession because it’s not you know and as de people we have proved
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that we have much better peripheral vision we have better eyesight of looking and noticing things and it’s
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really a benefit to the field work well okay so for example um it was recognize cultural I
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recognize cultural things much better than my co-workers and that’s really a
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benefit having de employees doing the work that I’m doing the third one is about context and
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accommoda accommodation in all context some people are not comfortable saying I have a need or I need an accommodation
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and then there are people like me are like whatever I’ll tell you because I know that it’s going to benefit others
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from the requests and the needs that I have but some people might then become more comfortable to request those
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accommodations but the point is to always make sure that those accommodations are available with request
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there are many different types of archaeologists um there are cultural
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resource managements there are field technicians there are federal preservation officers that are people
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with disabilities but you know often we’re required to you know people say that
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we’re required to disclose our disabil but we’re not and we don’t have to yeah
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we can choose to ask for accommodations and it’s truly up to us in our decisions
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and our discretion whether or not you know we want to have those accommodations and that is the
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supervisor’s responsibility to you know ask what the accommodations are that we
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are requesting and how to accommodate them it’s not their decisions to make it for us but ironically you know when you
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talk about disabilities and you know who are the other disabled archaeologists out there most people will say oh we
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don’t have any there’s no people I’m not disabled I’m just an archaeologist my
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disability is considered an invisible disability because if you were if I was just walking around town you would not
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know that I had a disability until maybe you saw my hearing aids and then you’re like oh okay this person is De and they
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have a disability so for me I have no choice but to disclose my disability
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because you know I need to have an interpreter the voice that you’re hearing right now this is my accommodation because my primary
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language is American side language but often you know people with other
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disabilities that are archaeologists they don’t realize that they are considered to be a disabled
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archaeologist because they don’t see it that way it’s just different classifications and of course you don’t have to disclose them it would be nice
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for them to feel comfortable to disclose it and sometimes people will disclose to me because I’m also an archaeologist
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with disabilities and it’s just again trying to think about how to improve the archaeology field for people with
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disabilities so you’ll see two pictures here on this
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slide they’re they’re up and down and on the first
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picture is a group of people standing around in a Hors shape and then the
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second one is a group of people sitting around that first picture if you look in there you see um pink shorts and a
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colored backpack and then there’s other people that are standing to my left and right and then there’s one student
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that’s standing kind of in front of me and I’m watching them and then in the
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last picture I’m the one in there signing with a group of people all hovered around
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me and these two pictures give you an example of the inequities that are happening in archaeology so this first
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picture is a is not a professional ASL interpreter standing there working for
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me because they didn’t have any in my field school which honestly that was on me I was like do I really need to
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request an interpreter I was a Feld tool there wasn’t a lot of money and I thought I’ll be okay this
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was 2010 2011 and I was not as confident in my
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death identity in 2011 as I am now back then I was like no I don’t needan
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an interpreter and I didn’t realize that you know field school was going to have
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a lot of discussion a lot of lecture a lot of group work that I didn’t anticipate and I should have had an
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interpret as luck would have the woman that sing to my right happened to have been my roommate and she already knew
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some sign which was so amazing and she was willing to interpret for me during
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field work is that ethical is that appropriate no she’s not professional
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and she wasn’t really an interpreter but this is an example of an inequity that’s happening in the field the second
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picture is me giving a presentation to the de students here in Colorado at the Rocky Mountain de school and as you can
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see just all of these students how engaged they are they’re communicating
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in their own language my first language communicating going back and forth socializing and truly engaged in your
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process of learning
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so a really important emphasis accessibility is not a one siiz
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all making an assumption that just because I’m de and somebody else is De we have the same accessibility needs is
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not appropriate so there are a lot of death people there are death people that
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are oral and don’t know any American Sign Language whatsoever there’s somebody like me who utilizes ASL and
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I’m not oral so our accessibility needs would not be the
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same their accessibility needs would be cart or captioning like you have two c
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writers sitting here behind the interpreters that’s their accessibility needs my accessibility need is an ASL
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interpreter they are not the same even though technically our disability is the same we are de so I want to emphasize
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how important it is don’t assume always ask you know with compliance you want to
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make sure that the clients the compliance that you’re providing is sustainable in all different environments information field work etc
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it’s all just important to have that sustainable accessible environment
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so there are four and there are four little boxes on this slide and I’ll
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explain each of
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them so benefits of an inclusive practice there are advantages of
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utilizing this of course making sure the accurate communication style making sure
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that the pace of the instruction is you know works with the profession with the groups uh all of
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that is really important with with field work training whether it’s bilingual trilingual quadal however many lingual
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is necessary archaeologists can provide fieldwork instruction through direct
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communication for example if I am working with a de archaeologist we would have easy
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communication because we speak the same language we’re utilizing the same language we can have effective
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communication by explaining the process to one another the next form of we need to
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communication for example as a disabled archaeologist I have the knowledge to
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discuss certain subjects that I have experienced with things that I have done
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such as media relations social media types of things things that are necessary for social media things that
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are necessary for a website I have that knowledge and I can benefit others and
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other people that might be giving a presentation about that they wouldn’t have the benefit of the knowledge that that I have unless they actually had
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personal direct experience with that particular topic and its relationship to
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making things accessible for people with disabilities can provide oneon-one or
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group Insight actually you know that’s way to better the
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profession if you think oh you know that’s not necessary you know you think
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Archaeology is inclusive not always and then the last attitude
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instuctions recognizing the privilege that for archaeologists that
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are not disabled compared to those that do have disabilities as well as the
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archaeologists that are disabled they are an under representative group so you know there are not a lot of De
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archaeologists but there are a lot of disabled archaeologists so there’s a hierarchy within that Ro group also so
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as you know there’s only a few of us I’m going to say there’s less than deaf archaeologist and so you have to
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recognize that privilege for other people as well so me as a deaf archaeologist compared to a hearing
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disabled archaeologist we are not on the same Equitable plane and so they you know a hearing disabled archaeologist
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still has more privilege than I do as a death dis disabled
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archaeologist so to include accessib [Music] it seems like it’s difficult and it’s an
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arous an arous task but you really have to think about
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there’s a lot of tips there’s a lot of suggestions there’s a lot of Val abilities the internet book websites as
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well as a personal who is a trained archaeologist that has staff that knows
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about it can help you so it doesn’t have to be as difficult as doing a day you
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just have to do work and over time you learn how easy it is to make accommodations so my three
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recommendations is to identify available accessible opportunities and make sure that you have a list of resources for
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that spend some time learning about accountability and determining of what
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type of needs are necessary to be accommodated and also making sure that
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it is sustainable and accessible so that it can continue to evolve for disabled
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archaeologists
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so the next three slides I’m going to put them up it’s got three different sections on them and if you like to take
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a picture of those I’ll leave it up for a moment so that you can talk about those so you can have that for your
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references and then I’ll talk about so archaeology programs
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worldwide don’t really accommodate the needs of disabled archaeologist but it’s
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kind of ironic because as archaeologists we work with communities right we work with cultures we work with people but
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the programs that we’re supposed to be learning for don’t work with us and so we need to acknowledge that
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and acknowledge the lack of inclusivity in archaeology programs and invest time
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in having these conversations to welcome all types of archaeologists into the
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field on this slide there are three boxes there is uh tacal
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displays so there’s t displays allowing tal display says allowing listeners
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including those with visual Cal sensory impairments to touch and feel replicas
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of artifacts the Hands-On opportunities enhanced understanding and engagement of the cultural heritage
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Shar okay and then the next one says accessible Pathways wheelchair ramps and other related accommodations needed for
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making needs make it possible for individuals with modality challeng
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to explore archaeological sites and reveal their historical and cultural significance sign language
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interpretation provides sign language interpreters I.E in the US and bordering countries American Sign Language ASL
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lingua Des sensus meana LSM and linguis desens de CU lsq during guided tours
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lectures presentations webinars which ensure death and part of hearing individuals can access shared
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information
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and then again you can take a picture here here are three more sections that The Interpreter will read for you audio
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descriptions include audio descriptions for exhibits artifacts and all other related
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subjects provide additional context for visit visitors with visual impairment
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which can be accessed through smartphones apps or audio guid such as QR codes the next box is multisensory
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experiences incorp sounds visual sense tactial materials into archaeological
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exhibits provide a more immersive experience for all visitors and the
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final on this slide accessible online meeting organizations parks and tours offering accessible websites mobile apps
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allowing people with disabilities to access research findings virtual fors educational materials
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online and the final slide of strategies methods one box indicating collaborative
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efforts working with disabled peoples to develop accessible programs exhibitions
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educational materials can lead to more meaningful and informed archaeological experiences and the final box
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interpretive programs offer interpretive programs with the design of providing visitors with specific needs readily
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available guided tours with sign language interpreters either in person or virtual readymade videos
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so the bottom line in this whole presentation is consistency is key it takes time to get to certain
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goals to improve to understand the difference of all people with disabilities understanding our needs
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understanding the difference between latent disabled people and people that were born disabled I mean I was born
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disabled or in my sense I was Bor de some people might have become disabled in their 20s or their 30s we don’t don’t
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have the same needs we don’t have the same experiences we haven’t navigated R the same way their needs and my will be
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completely different and just understanding that and making sure that you make improvements for that doing
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Outreach Doing Network networking doing getting reference list so you’re ready to meet the needs of anybody that comes
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into me it’s not just saying oh I’ve got this one person and they know everything you need a group of people it takes a
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community to find everything to fit the community being transparent and having transparent communication will help to
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develop practices from those of us who have disabilities you know I have lots of resources that I can give to anybody
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and I’d be happy to work with them to make sure that they can make things accessible for my needs and for others
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whether it’s research webinars Etc just again make sure that whatever you do is
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sustainable and it is consistent and that’s that’s the most important
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thing yay you have any questions of course we’ll hold all the questions to the end but
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thank [Applause]
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you and next we have Dr TC [Music]
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wman hi every so thanks so much for letting me um bring this together we’re
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talking about accessibility being the building block of innovation and I just want to make note of what both uh Wanda
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and Amilia said which I think is important want to said that science reflected those who were performing science traditionally so we’re talking
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about people with status with privilege we’re talking about people who had access and so as you see us today we’re
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the people who are coming up we’re the people in the next sort of iteration of science so might you to consider that
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when we’re talking about accessibility and Amelia also talked about accessibility being an investment not
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just being a something that we do that includes others it’s not about including us as others it’s about actually
36:56
creating space equal space Equitable space and just space for the rest of us so I just
37:02
wanted to start with that so what do I know when to talk about accessibility as building block of innovation I want to
37:08
lay a foundation first of all because I want to talk about it for the level of higher education because that’s where we
37:14
all started our careers so we know uh through research that one in five um students in higher
37:20
education undergrad college students report being disabled and of those 20%
37:26
only 37% % to disclose their disability to their higher education institutions
37:32
in grad studies 12% of graduate students report having a disability and just under half 48.6 will report their
37:39
disability to their college or their University uh I want to talk specifically about autistic people
37:45
because a I’m autistic but also because we have we unique population with unique needs that’s often misunderstood when it
37:52
comes to combinations and accessibility 44% of artistic adults rooll in a
37:58
postsecondary institution um and in sub sort of education and that’s quite a lot
38:03
for for this for our population and 15% to 36% will disclose their disability so
38:10
we’re missing out you know on supports and on accommodations we’re missing out on the kinds of resources that we
38:16
actually need so why is that it’s like at undergrads and graduate uh school students the number one across the board
38:23
is stigma you C are stigma across the board all the time whether you know the three of us can talk to you about that
38:29
I’m sure um AB nauseum also there’s a fear of negative influence on our application some graduate students um
38:36
you know say that they are encouraged by faculty not to disclose in their application because they probably won’t
38:42
be accepted there’s a fear of discrimination faculty and institutional ignorance faculty lack of awareness and
38:49
faculty lack of desire to accommodate and then not having any kind of a
38:54
whether they’re motivated or not there’s no fall back for us to be able to complain about that or get accommodations in a timely manner there
39:01
are inappropriate accommodations for those of us who went through grad school they’re built for undergrads and there
39:07
one size fits all as Amelia said that just does not work not wanted to be
39:12
labeled the perception of special treatment by faculty staff by other students is also a big one and we’ve all
39:18
had many these negative experiences and of course there just limited supports so
39:24
what can we do to address that how can we make sure that we are being as inclusive as possible well one of the
39:29
waves is Universal Design Universal Design came out of architecture and started in the physical world that it’s
39:36
moved on into teaching and learning and what is Universal Design so UD is the design of environment so that it can be
39:43
accessed understood and that it can be used to the greatest extent possible by as many people as possible regardless of
39:50
your age ability or disability there are seven principles of Universal Design and both and Wanda
39:57
already uh show you these principles at play very simple it should be Equitable in its use it has to be flexible so
40:04
we’re talking about not just spaces and physical spaces we’re also talking about things like you know your syllabus the
40:09
way that your classroom works all of this right it’s got to be flexible it has to be simple and intuitive the
40:15
information has to be perceptible regardless of education level there has to be tolerance for errors so minimizing
40:22
hazards and misunderstandings and low physical effort is required and of course has to
40:27
be size and space appropriate for use thinking about those of us the four of us up here you you know when you’re
40:33
designing something it has to fit all of us in education here are some examples these are pictures of physical spaces
40:40
that were architecturally designed so that they can benefit the most amount of people you can see that it’s basically
40:46
very flat so you can access it whether you’re in a wheelchair or whether you’re walking uh lots of lighting lots of
40:52
space very very safe um there are wheelchair ramps but there are stares
40:58
and they’re made to be what we found out in architecture actually after World War II is that when you design for the most
41:04
amount of people it can you be accessible but it can also be aesthetically freezing and I put a
41:09
picture in there of a curve cut because on the very left of the screen because there was a research that came out of
41:15
Florida in 2022 uh that looked at Curb cuts and they came up with a curb cut effect even though curb Cuts were
41:21
designed for those maybe in wheelchairs uh or using canes the majority of users
41:26
uh in fact the majority to the percentage I think it was over 85% were non- disabled people they were
41:32
able-bodied people so using strollers or skateboards or dollies so when we design
41:38
for those of us who need it all of us benefit here is is a sorry principles in
41:46
action in a syllabus on the left you see a very text Heavy syllabus U you know the fond is not s friendly for example
41:54
and that’s fine for some for some winners but it’s not fine all of us and on the right you see a beauty design
42:00
principles at play so yes there’s text but there’s also visual orientation for the text and on the bottom you’ll see
42:07
the resources so you can access it by listening to what the syllabus you know is you can see videos of it so there
42:14
it’s trying to be as accessible as possible to as many people as possible so what does that mean in terms of
42:21
teaching and learning well what we’ve got to do is we’ve got to stimulate interest and motivation for learning for
42:26
our students by getting multiple options for engagement we have to present information and content in different
42:33
ways not just your tried to tr two dimensional uh written format and we have the differentiate ways that
42:39
students can express what they know again not just plot exams for example
42:45
and why is it important in science in education and across all our Fields because we already exist we’re sitting
42:51
here you’re seeing us live we’re near Divergent we’re intersectional we have multiple disabilities we’re we’re
42:57
already here in science and our voice matters we know that representation is important when we’re doing our research
43:03
we know diversity is important in research study it’s also important when we’re trying to attract the brightest
43:09
minds of tomorrow and for justice it’s incumbent upon us to address the
43:14
inequities and signs that create and uphold barriers while benefiting others
43:19
so I just want to leave you with a quote by Judith Kuman who’s a disability activist she is credited by saying there
43:25
are only two kinds of people people in the world people with a disability and people yet to have a disability so I
43:32
really urge you to keep innovating your Labs your classrooms and your institutions because the innov the
43:38
innovations that we create today may serve you tomorrow thank
43:43
[Applause]
43:49
you so thank you so much to all of our speakers um we will have some lightning
43:55
round questions um a couple from me and then hopefully a couple from you all um
44:03
so yes uh just want to go over some Community Norms um be respectful um of
44:09
all of us here please be professional um and when you ask a
44:14
question please ask an actual question which is generally a short a short sentence where your voice goes up at the
44:22
end so um okay
44:27
so I think uh I’ll ask uh the first question here and
44:34
um what so this is for all of our speakers um what’s one thing that
44:40
everybody here can do when they go back to their homes or workplaces to put these principles into
44:49
practice anybody can jump in I’ll start we have a mon in the
44:55
autism Community we say nothing about hisus and that’s an important Motel whether it’s researching uh you know
45:01
black populations or disabled populations of different kinds including autism research which is what I do you
45:07
know make sure that if you’re creating policies or if you’re creating initiatives that you include those of us
45:13
who are you know uh NE Divergent who are have multiple disabilities and who are intersectional so include us um get
45:20
educated obviously about different kinds of disabilities you know I’m I’m a
45:25
proponent of getting educated about NE diversity obviously um and also make sure that uh when any initiative that’s
45:32
coming out or you know any policy again that you always include as many different kinds of people as possible as
45:39
Amelia said earlier you know there are differences in the kind of experiences we have with in the de Community um
45:45
there are the same in the autistic
45:53
Community um I will I will say to bring to bring everyone into the into the
45:59
conversation that was the question right to bring everyone into into the conversation and to take action I will I
46:07
will encourage you to consider or to Anor that giv a magnifier or adding a
46:16
adding a subtitles to to a screen is not enough I’m supporting what DC said we
46:24
need you need to bring all into to the into the conversation and go beyond that
46:32
considering sometimes there are combinations of things combination of
46:37
modalities that may hinder cognitively the learning or the performance of the
46:43
person that is performing the the research bringing us into the conversation will not will not only make
46:52
us feel that we are that we are welcomed but also it will increase the chances of
46:59
Better Learning and uh better discoveries in in
47:08
sence to add to what’s already been stated and how to take
47:15
action make sure that you have the
47:20
transparency to communicate as far as what actions you have already taken what
47:25
are the steps that you are willing and able to do or what are you need to get
47:32
more research on so again it’s that transparency and communication within the community and say well this is what
47:38
I did this is what I will do this is what we’re going what it’s going to look like in 5 years or in 10 years Etc take
47:44
action and follow up with the transparency of that action thank
47:51
you um and I think um I just want to
47:56
make a comment and ask our speakers if they have anything additional to add um on the idea that uh people who don’t
48:03
identify as disabled or we don’t have a disability um can still benefit from measures designed to increase
48:09
accessibility in science um it’s it’s not something that you know a person
48:15
that isn’t disabled yet will never use like I use the per P all time right like
48:21
I use ramps um so does anybody have any um uh
48:27
example of that or comment they want to make on that idea that it’s not just necessarily for disabled
48:35
people an example this is captioning I mean captioning as simple as that how
48:41
many people enjoy it you know you think that you can hear really far away but you can’t nobody can really hear really
48:47
really far away but you could see caption big screen can’t you so for example like television in a restaurant
48:54
you know there’s a television that’s far away in the C are there could you hear the sound coming out of that TV no but
49:00
can you read the captions of course so my accessibility has become your
49:07
privilege can I yeah um another another example which is um thank Amilia for for
49:15
the example and another example I want to I want to mention is U two weeks ago
49:21
in the Polish Academy of Sciences in took as a as an as an
49:29
organizational or institution institutional project to research on the
49:34
use of sound in order to analyze Astro particles in gravitational ways because
49:40
of the benefits it brings to to the to the mainstream Community or the
49:47
community that has no disabilities but are yet to have a disability and so that is that is one
49:56
one some form because little by little by changing the mindset and pring
50:02
focused on it is it is mainstream science at least what what Wanda wants
50:07
to do it is it is mainstream s science what we want to do and demonstrating
50:12
that we can produce mainstream science then now other scientists are using
50:18
using audio which was initially to Med blind people with the
50:25
information can I just mindly say like a rising tide let alls when you’re designing for us for you know for those
50:32
of us who are non-traditional um people you’re actually designing for yourself as as you know AIA and just said we’re
50:39
also designing for those who are yet diagnosed or undiagnosed or misdiagnosed we’re designing for people who have
50:44
different leur Cs and we’re designing for people who um don’t really know that they need these things yet but they will
50:50
in the future so I’d like to take a couple minutes for any audience question
50:56
questions um if you’d like you can come up to the mic in the middle aisle here and we probably have time for let’s say
51:03
two unfortunately um or if you uh have a question and can’t get out to the mic
51:09
please raise your hand and somebody can um come to you with the m um I just want to speak to you know this last item we
51:17
were talking about how um not only people with dis disability
51:23
SK be benefited um and speaking particularly to this whole captioning
51:29
idea I found it incredibly useful because I find it difficult to
51:35
understand certain accents that people use um and even when I watch movies on
51:40
the television like American H movies and you know the dialogue is flying by
51:46
and so I turn captioning on so I totally totally um buy into this idea that um
51:54
Everybody benefits basically and you may not call what I have a disability but it’s certainly a
52:01
challenge for me thank you
52:07
abely hi thank you so much I also want to follow up on that about uh close
52:13
captioning benefiting everyone and my question is when you change the default
52:18
you can really benefit a lot of people and so what’s one recommendation that each of you have that we can go back and
52:26
take and apply and advocate for in our lives in science and policy that we can
52:31
try and get changed like making close cap me the default in online meetings
52:36
that could really benefit everybody thank [Music]
52:43
you um you’re talking about policy and do we need by Design from the very very
52:51
very the situation I have found in the many I have of practice I would not say
52:58
how many but I have of practice and R from one scientific institution to to
53:05
the other is that we were we were our
53:10
our modalities were rendered as not necessary that is the experience that that I have I have no assessments but
53:16
that is that is my experience what I what I what I think it has to be done is
53:22
that we establish a floor so it can not it cannot go below this point it can go
53:30
from this point from this point up and I’m moving my my hand my hand above
53:37
because the scientific the scientific people is is an economy that is based on
53:43
visual Technologies and what I say visual is monos sensorial Technologies for some of them adding this is an
53:51
investment that will cause losses and I’m talking about not only having
53:57
a captioning I’m talking about allowing us to perform in in the mainstream of the of
54:04
the research that is that is what we want to that that is what we want to achieve that the peoples with these
54:12
abilities can progress and can achieve the same grants all of you have achieved
54:19
and the executive director of an observatory I do not know how I got into
54:27
into that position I work a lot right I know I work a lot but um if you track my
54:36
my how I have progressed in in rank the decades I have been working and
54:42
exerting myself is not proportional and that happens to most
54:48
peoples with disabilities there may be one or two that people refer to but if you go really into statistics and I have
54:56
experence statistics are not um are not honest statistics that address the Gap in
55:02
between what institutions report has achieved and how the people with disabilities are progressing and uh are
55:10
achieving different ranks in the in the field that uh that is something that has
55:16
to be to be addressed so I would go establishing a FL so it cannot go below
55:21
this it has to go it has to go um over that and in that context start to to
55:28
address address um even a policy policy making a dialogues based on on that
55:35
policy and mandates Etc because it’s what is happening and forgive me I’m
55:41
taking over is a situation that has to be addressed as seriously as uh other um
55:48
by issues on um inequalities are being are being addressed
55:54
forg thanks and Amelia has a answer to I could add quickly just to
56:02
that best practice if you’re looking at captions is to have captions always be
56:08
embedded in vergin so therefore it’s always there don’t rely on auto captions
56:14
CU Auto captions are um funny captions if any of you have ever used auto captions there’s a lot of Mumble dumble
56:21
jarble that they’re not actual terms so if you do embedded captions that’s always much better and having Anem an
56:29
option for embedded captions because so for me I like a black background with a
56:35
white font so I have a black background with a white font but for somebody who’s death
56:40
blind they would rather have a yellow font with a black background well even
56:46
possibly without the black font but maybe just a black outline with a yellow cap so my needs as a de person and a a
56:53
different de blind person might have different needs for captions so have them embeded but have them optional as
57:00
far as how you can change what the look of them are so that would be my recommendation for changing that thank
57:08
you um thank you very much all for being here uh again these are our doer events
57:13
we have on this afternoon and uh I am running a workshop tomorrow as well in science engagement with people of
57:20
Faith um we have uh a wonderful resource website at science religion dialogue org
57:26
and you can stay connected with us this way uh and the the last thing I want to
57:32
ask U for our speakers to share is um what’s one thing that um you all see
57:39
that gives you hope in this [Applause]
57:46
space what do I see yes that there is um there is um there
57:54
is an awareness period that um the mindset of the
58:00
population has been has been changing and also the mindset of people have been changing things things right now are
58:08
lots less based on what we think is possible person what we think is
58:13
impossible for example that a person with disabilities may be able to go to the room that we have
58:20
an if you didn’t know about him he’s a he’s he’s an asop and I’m really happy
58:26
that is happening the European Space Agency so that that gives me that gives
58:32
me a a lot of hope that awareness and uh
58:37
the ability the that we have this dialogue is very very important because
58:43
it’s a it’s actual proof of our our inclination our our going to to address
58:51
address this subjects on on daily basis yeah
58:57
yes same thing hope and the fact that there’s a desire to be educated and there’s a desire to make a difference so
59:02
thank you so much for being me
59:11
here you know comparing now to 10 years ago 20 years ago I see so much of a
59:18
difference a lot of change not just in you know the general public but also in
59:24
ourselves as well as ourselves as disabled people we are more confident we are more willing to
59:31
disclose we’re more willing to say hey I need this or I need that or this isn’t
59:36
right we just have a lot more confidence in ourselves than we have in the last two to three decades and so I think that
59:43
that is really pushing the change for and for improvements going forward so in
59:48
20 years I think things are going to more different than they were now compared to 20 years ago thank you so
59:54
much let’s all give a round of applause