We will be g in a t 10 a .m. Pa c ific / 1 p.m. E a ste rn We - - PowerPoint PPT Presentation

We lc ome to the Compute r Sc ie nc e Collabor ation Pr

• je c t and National Gir

ls Collabor ative Pr

• je c t

We binar :

Making Pr

• gr

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
• je c t Infor

mation & Intr

• duc tions
• Pe ople with Disabilitie s: T

he De mogr aphic s

• Making Computing Pr
• gr

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

• je 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

• je c t Goals
• 1. Maximize ac c e ss to shar

e d r e sour c e s within

pro je c ts a nd with public a nd priva te se c to r

• 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.

• 2. Str

e ngthe n c apac ity o f e xisting a nd e vo lving

pro je c ts by shar

ing pr

• mising pr

ac tic e r e se ar c h and pr

• gr

am mode ls, o utc o me s a nd

pro duc ts.

• 3. Use the le ve r

age of a ne twor k or c ollabor ation

• 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

• je 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

• 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

• je 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

r e pr e se nte d youth in

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

e d r e sour c e s a mo ng

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

• gr

ams in c ompute r sc ie nc e by suppo rting the use o f

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,

• cess,

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

• f Com
• f 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

• ur Project
• ject

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

• ur-St
• Step

p Accommodation Model ccommodation Model

www www.uw .uw.edu/doit/Br edu/doit/Brochures/Pr chures/Programs/accommodation.html

• grams/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

 I wish I had:

• Met successful blind Software Engineers and

learned from their experience

• Obtained corporate internships during my college

years

• Discovered there are many resources to help

disabled students get into STEM careers

Bottom-line… despite some rough beginnings, it is never too late to start on the right path!

Additional Pr

• je c t R

e sour c e s

Pr

• gr

am Dir e c tor y

• www.ng c pro je c t.o rg / dire c to ry (NGCP)
• www.c sc pro je c t.o rg / inde x.php? q=pd (CSCP)

F ac e book

• Na tio na l Girls Co lla bo ra tive Pro je c t
• Co mpute r Sc ie nc e Co lla bo ra tio n Pro je c t

Additional Pr

• je c t R

e sour c e s

R e c e ive E

• ne wsle tte r

s

• www.ng c pro je c t.o rg / re so urc e s/ ne wsle tte r.html

(NGCP)

• http:/ / visito r.r20.c o nsta ntc o nta c t.c o m/ ma na g e / o ptin

/ e a ? v=001K Zi1d-c o _I i2P_VzsBkUZA%3D%3D (CSCP)

Ar c hive d We binar s

• www.ng c pro je c t.o rg / re so urc e s/ we bc a sta rc hive .c fm

(NGCP)

• http:/ / www.c sc pro je c t.o rg / inde x.php? q=no de / 75

(CSCP)

Questions?