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Let's get started.

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Welcome everybody to the video cast so the first one of our accessibility summer camp series we plan on doing these once a month. The next one, for March will probably be the third Friday in March, but that's still pending at this point.

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If you have opportunities to, or if you have somebody that you think would be good for us to interview for access to summer camp and podcasts review, please let us know and you can stick those names in the chat.

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We won't be having any questions for us to answer live on camera today.

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But if you do have questions please put them in the chat, so that we can get back to you or get those posted on our website to address those concerns.

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We'd like to thank our sponsors. This presentation is brought to you by W tech, innovative educators Blackboard open lm s simple syllabus de to El waypoint ventures accessible learning calm and Concord syllabus, who is a recent sponsor that just joined

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us yesterday. That's why you don't see their logo on the screen.

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We'd like to thank our sponsor for making accessibility summer camp possible and for giving us the resources to do this video podcast today.

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As a reminder accessibly summer camp is 17 June, 2022, and you can register at accessibility ict.org.

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And if one of my co hosts will stick that website in the chat that'd be appreciated, so you can join our summer camp. This year, our keynotes are from Microsoft and Sue Miller she has her own organization for accessibility so it's going to be a really

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good program this year.

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So let's dive right into our podcast today. Welcome Jennifer. This is Jennifer standards Yorkshire web tech.

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She works in our disability services office so why don't you just introduce yourself. Sir, I clicked that I'm Jennifer senior Disability Services I've been here a little over four years now, which is exciting that time has gone by really fast.

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So, but I love what I do I love working with the students.

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You know I am, that kind of entry point for the Disability Services department so students will be I'll be the first one that they'll talk to you about their disabilities and requesting those accommodations for their classes so good and so on a given

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So on a given semester, what kind of services are you providing for students. So students come, you know students come to me with all different types of needs and accommodations, a lot of them, you know, most of them are academic type needs so maybe they

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need a little bit more time on their tests, when they're in their classes or maybe they need to have their tests taken in a different location where there are less distractions for them.

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Sometimes students need or they do best if they can have the materials read aloud to them. So we have technology, and we are we have just implemented some new technology that we're rolling out to students, that will read to them and help them with some

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of their, you know their studies.

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You know we have different software in our testing centers that can read tests allowed to them. Sometimes it just helps them to better comprehend and retain information when they hear it read aloud so if technology is a barrier to students.

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Then I step in and I read some tests sometimes just to help them, whatever, whatever we need to do to help them be successful. So how do you liaise between so let's say they need extra time on test.

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How do you liaise between the department or the instructor or whatever to work with them and getting more time with India what's that process like, Sure.

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So each student that comes to my department fills out a request for accommodations and we kind of go through that process they have some, they have to provide with provide me with some disability documentation showing that they have a disability, and

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you know recommended accommodations from a licensed professional so lot of times, you know, the licensed professional will list that extra time would be helpful for them.

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So, you know, once we go through that documentation together, there's there's an interactive process to get that in place we put together an accommodation plan is what it's called.

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So that's simply just a letter to faculty or to that students instructors actually telling them what accommodations, they need to be provided in the classes so if a student were to get extended test time, that would be something that the instructor would

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do behind the scenes before that test each time so they would go in and adjust those settings and, and in our lm s Blackboard and have that ready for the students so when they sat down to take the test.

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They had that extended time.

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I always advocate, you know, encourage the students to advocate for themselves, make sure they have that extended time when they sit down and advocating as a college student was just a really important thing so I always try to talk to students about that

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and make sure they understand how important it is, they are making sure they're getting the things they need like extended test time on the test. And these students, self identify right so kind of talk about the challenge of the students that don't self

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identify and they struggle.

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What do you have to say about that. Or is there a trick that you can use to help encourage people to self identify so they don't feel like they're less, you have a student or what I'm sure that's a problem for the, for those folks.

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So, that is that's one of probably one of the biggest challenges in my office is trying to get students to come and get the services they need high school and college are different in regards to how accessibility work or accommodations work actually we

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fall into two different laws so in college students actually have to come self identify if they are requesting accommodation so there it's not something that's just given to them.

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So, There are some things you know if a student were to, for example, this happens a lot in the high school, but they might have something called an IEP or 504 plans in high school.

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We don't use fiber fours or IPS and college, other than to help determine whether or not a student is is eligible for those services so students automatically think they'll just come over from high school, that will follow them.

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And it doesn't so it's it's really unfortunate. We try and catch them, you know, just through educating them in our campus visits with our high school advisors.

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I started sending things out to the counselors and the high school staff just letting them know the process of your web tech and, and honestly most colleges, I mean that is, that is a pretty standard procedure.

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So we've got a team of people that are working to help these students get to the right place.

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You know I just this just happened yesterday a student that had sent me all the documentation.

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But they hadn't gotten enrolled in classes yet and so they were to notify me when they got that and we get that plan together. So, unfortunately they didn't have the plan together and things start to slip a little bit and we want to try to catch the students

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in the very beginning and make sure they have all the supports in place that they need to be successful, but it's really kind of a team effort and trying to get them through another way students might mention something to their instructors, you know,

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saying that they had accommodations or they need more time on their tests and and you know that's kind of a tricky thing as college faculty and staff were not able to ask the students if they need accommodations or if they have a disability.

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So it's really important to listen to those cues and those things. The student might say or mention, and then that's that green light to get in touch with me.

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So they send them through me back, send them to me that way too. So, so is there a statement an instructor can make it the beginning of the year that's a blanket statement.

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Does that violate the, you can't ask them but maybe they say something along the lines of, If you have.

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If you need extra time are you, is there a way to word that or is that is that legal. Yes, and that's a great point. So, what I encourage instructors to do is just make a blanket statement about all the resources that we have available here on campus.

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We found a lot of things that students can take advantage of from tutoring two trios services.

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You know there's there's just our library, there's a lot of different resources available. So I think if they you know they have it in their syllabus, which you know that's something we do here is is have that in our master syllabus that it's available

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with my contact information. And then if the instructors make that blanket statement just pointing out all of the resources available and mentioning Disability Services, then that's another way that we're hoping we can catch those students and brought

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them to us. It's also listed on our website, you know, students can go and look for that but a lot of times they're having to know that that's something they've got to get put in place that they need it.

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You find that students, many of them that don't self identify or are scared or concern that they're going to be called out or be embarrassed by that.

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worried that a future employer might know that they had accommodations and accommodations are confidential so any information they share with me regarding their disability doesn't leave my office.

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So, they're the only thing that comes out is those accommodations that that are needing to be provided in classes but I do think that some students are hesitant to come to my office for that reason, they don't want to seem different or, you know, like

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they're, they're getting special treatment or anything like that.

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One of the things we can't do is provide an accommodation that fundamentally alters or changes a course and I make sure students understand that they're still getting, you know, they're still doing all of the same work there have a veil all the same questions

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on the test, you know, all the same assignments, they might just have a little bit more time to get them completed, you might be able to take them into different areas.

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Sometimes students just recorded lectures you know that's helpful for them. And that kind of opens up the accommodation letter makes it okay for them to do that or it.

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Basically it lets the instructor know that that's that's happening so yeah so let's Jennifer standards NW text biggest challenge when it comes to accommodate and students.

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Um, you know, I think, probably anyone's in any college or any, any institution that's working to try and, you know, make sure things are accessible as technology, how it changes and, you know, having a good relationship maybe with the publishers and

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those third party places that we get our materials from making sure that the material they're sending us is accessible, that it's accessible to screen readers and just, you know, being able to go through and make sure those things are available to all

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all students and accessibility is one of those things that, you know, we might we we all need things to be accessible at different times in our lives and so if you can think of it in that, you know, and that way that you know whether we're listening to

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our, you know we're driving, maybe we're commuting, and we're wanting to listen to our book, instead of reading you know maybe we've got, you know a lot of things going on maybe we're doing dishes and are trying to study just multitasking, you know, we're

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always trying to do as much as we can, you know, a little amount of time so.

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So I think probably going back to your question is just the technology keeping up with the changes, and you know all that it's exciting technology exists exciting and I don't know what we do without it, but it's also can be a lot of work sometimes I find

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it interesting and incredible actually, the lack of awareness, with technologies when it comes to accessibility, we were just in a meeting yesterday, I was where they really didn't even address accessibility in their product, and we're asking them questions

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and like well we really don't know if it works or not, or we really haven't looked at that so it's it's surprising to me that that particular item is left out of so many things, and I liked what you said about looking at the technologies before they even

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come to you to make sure they're accessible and that they work and I know that that's a big push here at this college is to make sure that thing, you know, that's the first thing that we ask and our crystal that's up next, it will tell you, she'll ask

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that question immediately to make sure if it's not accessible we.

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A lot of times don't even use it, unless the president says you're going to use it. So that's a, that's a big thing. It's interesting that you brought that up really is.

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So what initiatives.

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Have you got going on that are helping to address accessibility, maybe some stuff that's worked in the past or some new stuff but what are some things that your office is doing to for accessibility.

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So I think probably outreach is the most you know the word, that's something we're really, I'm trying, I'm a one person office I should add to so I'm not trying to get any more, you know any gold stars Is that pretty windy, I see that a lot.

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I see that a lot. Yeah it is it's becoming a lot more common, because there's a lot of different resources within the college to that can help where, you know, and sometimes in college, you know what you might have had accommodation wise in high school

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doesn't really apply in high school or in college, so you know if you're doing something more hands on sometimes you don't need that those supports with your book work, and those kind of things but I think outreach just trying to make sure that people

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know that that my offices, the students know where to come.

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Some there's some different technology that we just thought we just this semester started using read and write. And that's a technology I'm anxious to see you know how it's been really, the students really that I've talked to so far really liked it.

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It's just a different literacy support aid and that's available to all students. It can be, you know, we've got a lot of different resources that can help students in different ways with their studying.

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Maybe it's their research or, organizing, you know their, their schoolwork.

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Just a lot of different things you can use it for and it doesn't even have to be student has a disability, it could be someone you know that's just studying and needs that extra support or that helping getting things organized.

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I provide resources to for students that come through my office we talk about different apps you know you you carry we all carry around a phone, you most of us carry around a film that has all these different apps on there.

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It's amazing if you were to look you could pretty much type in anything and there's an app for it, so I just if there's one we just found not too long ago that was a colorblind app so students can you know it's gotten kind of a shade over to where you

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can hold it over whatever color it is. And I'll tell you what that color is so I mean there's just a ton of really exciting things like that but my goal is to help those students, you know, explore those those apps and and learn to use them here, you

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know in this learning environment and then become comfortable with them enough to where they can use them out in the in their job or outside of their school so something a tool that they can use when they need not just an education but in their life so

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yeah carries over and a lot of different areas so that's one thing I'm excited about this summer campus, we have all these different people, you know, talking about different technologies what an awareness thing and that's what that's why the summer camps

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been so successful, I think.

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Can you talk to me about your, we talked about your challenges accommodations. What, what's the greatest challenge that you see, as far as accessibility goes, if it's any different than we've already talked about.

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Probably just

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increasing that, you know, not really increasing the awareness, but maybe decrease in the stigmatism so maybe goes with accommodations are coming through.

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Disability Services you know for my department.

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I think overall it's just helping people understand how important accessibility is to everyone.

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You know I like to think of just an example of like captions and in a video or a movie.

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You know you're, you have the captions on if someone is, you know, visually impaired they're listening to that program. If they are hearing impaired, then they're, they're watching the captions.

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But if we're sitting in the doctor's office and we want to see what this video is saying we can have the captions on and we're reading them. So I mean it's something that we can use.

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Regardless, so it's there a lot of different things like that to where I think if we all kind of made that mind shift and made accessibility something more that we all looked at using as as something that will benefit us in different times in our lives.

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You know we're different ways you know there's always.

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There's always going to be a time in your life where you're going to need that you know that's something that tool that's going to help you.

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I think more people use those than they realize. Yeah, I mean, my, my vocabulary is not very good, you know, so I don't play Scrabble with my mother she kills me right.

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So I'll use the captions just so I can see what they're saying. and you'll see me over there and googling words, what did that mean, yes.

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But I'll use those all the time, you know, like my wife's doing homework. I'll watch the captioning so I can at least not disturb her but be able to see what they're saying the word tag Grammarly, all that stuff we all use it and we don't realize that

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So, one more question for you. And then, You made it. Good job.

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What's the one thing about accessibility I think he answered it already, but one thing about successful you like the world.

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Yeah, just that it's, it's nothing to be afraid of it's something to embrace and get out there and figure it out. You know, it's kind of daunting sometimes to.

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When you're not familiar with something to, you know, just kind of steer away from it, but and I find myself doing that all the time but you know kind of putting it off and okay I'll explore that tomorrow, you know, but once you get in and you kind of

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start digging around in it, you learn and you start using it in your everyday life it's really exciting and it's pretty cool to be going through this in our times our lives, there's so many, there's so much technology out there just get out explore find

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it, and it's not that hard. It's not that hard. Not that hard when you start, you know, digging in and you figure it out a little bit, then you can start teaching others how to use it.

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So, that's great.

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Well, Jennifer appreciate your time today. Thank you for what you do, You're such an important part of the college and important part of the students being able to level that playing field so they can get the education just like everybody else does.

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So thank you for your time. Thank you. I'll let you go so you can go read a little bit.

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But, great, great stuff.

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I love what you said about a lot of things sorry well I love my job, WSU Tech here is great and nobody told me to say that but I love my job and I love working with students and just seeing them be successful.

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So, Good stuff. Well thank you very much.

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Don't kick over your coffee.

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And we'll get Krystal up here. Thank you. Thank you, watch out for those cables, they'll grab you.

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Krystal Iseminger, come to the podium, or the seat.

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Well welcome Krystal appreciate you coming and talking to us today about accessibility What a great, it's been exciting I know for me since we've started this whole accessibility thing years ago.

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How easy it was to kind of get into that role and find out that it's just not as scary to think.

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But Krystal she's.

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She's been with us for three four years now, before I have four in June. Wow.

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Time is flying. Great. Well, once you tell the audience what you do and what your role is here at the college.

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Yes. So, my name is Krystal Iseminger, I am the accessibility and course quality specialist here at WSU tech.

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That's a lot of words to basically say that I support our accessibility initiatives and trying to help instructors design the best courses that they can to make our students successful.

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How's that going for you.

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Busy you're busy I need to be a department of have at least one whole instead of a half.

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And that's probably the hardest part about my job is trying to do both of those items.

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Well, because they're both items I'm very passionate about. So, but it's going well, put it that way. Well, good. So talk to us about our describe.

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We put together the three year plan years ago, how did how did WSU Tech get started with accessibility and kind of how did they tackle that issue.

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Absolutely. So I actually came on after the first three year plan had been put together but there was an accessibility committee that formed to talk about initiatives that needed to happen, and they decided to start a process of training mandatory trainings

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for full time faculty once every semester, on a variety of topics but primarily around making content, a digital content specifically accessible, so that was in the ocean that is accessibility, you have to pick one drop to start with you have to take

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that first step. And if I believe, see if I can images and hyperlinks was the very first training that we did, and I was not even here for that training, I came in after that.

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And we were doing in person trainings. And those worked okay but we were growing so much as a college that it just became impractical to continue kind of that method so we've actually transitioned to a asynchronous online trainings, but those are supported.

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You know by myself the accessibility committee and the accessibility committee still needs. We have grown to look at other initiatives summer camp has blossomed.

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And then, things like global Accessibility Awareness Day. Other events that we can participate in really help create that knowledge, and that awareness and our faculty, and I think that's probably how we've grown the most in the last couple years besides

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providing that technological training.

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So what, how did the.

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How did the summer camp kind of fit into that three year plan that that you remember.

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Now what was the purpose of the summer camp, if you will.

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Yeah, so actually the purpose of summer camp started as a way for WSU tech to kind of train. Its, its faculty, I give them the opportunity to see, you know, in one day how you can do things like make your work document accessible how you can make a PDF

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accessible.

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And it was a one day one room event and but we did end up inviting some other friends and colleagues from around that were interested in having that same training.

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So, that was the very first summer camp.

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If I recall it was.

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It was a long day for all of us, but if I remember right, the, the idea was to for them to learn everything in that three year plan that one day yes he kind of walked around.

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Oh, sorry. No, that's fine. I just want to make sure that they understood that the summer camp was the opportunity for them to learn that hopefully your plan but we've kind of gotten away from that and just awareness, education and tools and all that

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kind of so I think the thing about summer camp that we have managed to retain is as even though we're accepting proposals we still with the program committee, when they recommend submissions for the conference are specifically looking to see a balance

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in the program that not only has that theory but also that technological aspects so that if this is somebody first time coming, they really definitely want to know how to make a Word document accessible, they can get that as well so we try to make sure

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that that balance still happens, stick basics in the room the extra stuff is just icing on the cake, it's worked pretty well.

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We have a good community.

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And last year's program was phenomenal I'm really excited for this next year.

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So what has worked well and then she technical accessibility.

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Okay. Yes, that's one of my favorite topics to talk about the successes that we've had. And I would say not to plug any particular tool or not but Blackboard ally has been a game changer for us as far as

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putting accessibility into in front of our faculty, and in front of our students, our student awareness, we're still working on, but the faculty have really embraced that as a tool.

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And even if we're not specifically talking about a document or something to ally reads that little meter that pops up in their course.

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It's just like st accessibility accessibility accessibility every time they see it, so that that awareness is always in front of them. Plus, then you, of course have the usefulness of the tool and that's led us to things like competitions for fixture

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content day through Blackboard pie in the face moments for all of our V peas and beans because we did so well with that competition. So I think the the awareness that we have that I've seen develop just since I've been here in those three years and nine

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months is probably better best success.

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The one thing that I remember when we first put ally in the system. It was like that link on your cell phone, you know, I gotta check that and see what it is.

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And then they saw these little red meters in there and they were all just, oh my gosh, I'm in trouble or or whatever the case, they didn't like that red.

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It was a genius way for them to see that initial Oh my stuff's not accessible.

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And then there are shades of yellow and there were shades of green It was pretty funny to see that all out and I think that helped us a lot and getting them to start working on it was, it was pretty funny.

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Yeah, the semester of red Meteor panic was when I won't forget what kind of a lot of emails, is this thing read what did I do wrong lotto tickets. Yeah.

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Yeah.

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I love that about our.

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What's our greatest challenge.

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Our greatest challenge is really related to career and technical education, it's just, it's an area that everyone struggles with accessibility in because you know they're they're just limited ways to address certain skills, and it makes it hard to try

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to think around you know well how do we make welding, or auto mechanics, accessible, it's kind of similar to, you know, science and math. All of those areas are just harder to really apply accessibility principles to.

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And so,

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I really feel our faculty have adopted the mindset of, you know, well how can we rather than we can't, but it's still a challenge because maybe we don't have the technology to actually make that thing accessible, and how do we work around that and not

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feel daunted by the fact that we maybe can't yet accomplish what we really want to accomplish many times have you heard faffing room say we can't do that.

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And then we found a solution for them.

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Quite a few times. So it happens a lot. Yeah, it really does. And it might not be the most elegant solution. Um, but it's it's something for now. And then of course those, those moments are the ones that put things on our radar.

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And when we know where the weaknesses are and then we can start trying to look for better solutions.

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I've heard that a lot to frankly I can't do it, and not just an accessibility other things. Well, let us know what the issue is and the safety of work right.

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So know a lot of times we have a solution. They just haven't asked the question.

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And that's, that's good for whole process.

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We talked about what we're doing well. What do you think our greatest successes.

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I'm.

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I feel like the the mindset shift kind of like I was saying before, I'm hearing people say that, you know, not that we can't, but the How can we, and I think, faculty, staff, getting more

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more used to asking those questions and not feeling like they don't know something you know like I'm going to be in trouble if I ask this question there's an actual like open and honest I want to know how to make this better for my students.

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And I think we see that when ever we launched like a new training.

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I can definitely see the next semester those improvements, which is what we're doing the training for, and I can see that in, you know, the analytics that I look at, but

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even new people coming in watching the are like onboarding accessibility video for the first time in their one on ones are like, Oh, that's, that's cool that we do that, that I think is the biggest success because everything else can be accomplished if

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you can just get that mindset shift.

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So talk a little bit about how you think the open mindedness changed, and I mean you alluded to this a little bit but you know like when we have new training, a little more apt to try it out as, how have you seen that, definitely, I get questions after

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we do those trainings now more than I used to used to it was just a thing you had the tick box or in the face to face ones.

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You know everybody would sign their name on the sheet they'd sit there for an hour. Learn something leave and then we wouldn't hear about it. But when we ended the one that I think is the best example, we had a new Accessibility Checker in the Blackboard.

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Content Editor. And we had a training around that. And I got so many questions in my email box the next week after we completed that training or actually after we opened the training from people that were finding things we didn't even put in the training,

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oh well this, this is checking for this and how do I fix that and I didn't even realize it checked for that. So that's the kind of open, open mindedness going out there and looking and thinking and applying principles, without having to help us to be

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like hey go do that.

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I love what you said about how faculty and staff for that matter, have gone from, I can't do that, too. How do I do that. And that's a huge thing in the culture, what we used to have in the college at the very beginning, And it's fun to see that shift,

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and you've been a huge part of that which is, which is great for the college and I know that you and the committee, work hard to try to change awareness and change the culture and we have a long way to go, of course, but seeing those steps, I mean I think

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a lot of times we will take two three steps forward and maybe one or two steps back, but we're moving forward, generally speaking, which is great.

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What advice do you have for somebody that wants to get started with accessibility and do a curvature.

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Well, it's theirs there so if you you know Google accessibility you're going to find so much that it can seem overwhelming.

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But what what I would recommend that you look for is some really basic maybe even on LinkedIn.

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I think honestly one of the best trainings that you can start with to kind of grasp, thinking about accessibility and also get some technical skill is like an images or hyperlinks or those things that we use every day the things that we put in our Facebook

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posts that we don't think about how they respond I'm just going to say it word all right now where does all the craze and those little boxes in a Facebook post are terrible for a screen reader.

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And there's really no great workaround yet, so it's something that, that just that one little one little training that one little piece of knowledge will start to open up your eyes.

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And the more you start understanding the basics, the less overwhelming that Google search will look because you'll start. Okay keywords like alt text captions.

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So, you know, find find something basic that really just introduces you to the general principles and whether that's a website, whether it's LinkedIn learning, whether it's a conference like summer camp and and start there with baby steps, and then start

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opening your shutters your your eyes a little bit more to the wider world and diving in.

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So talk about a little bit, we have just a few minutes left but talk a little bit about how much time you save by putting accessibility in the house as you design it as opposed to trying to remediate it after the fact.

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Okay, I'm, you know you can talk about the time you save in relation to the time it takes to learn the skills to do one versus the other.

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So, learning how to make a Word document accessible from the get go.

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Not that hard and Microsoft Accessibility Checker will actually walk you through it pretty, pretty handily.

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Or you could take it to our training and pretty much habit down remediating a PDF that is terrible and has tables and needs tagging structures.

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You know, you, you could take a day's worth of LinkedIn learning courses, and still get into a PDF and be like, I don't know what I'm doing. I'm tired.

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I'm tired already just looking at it so it really really really behooves us to think about that from the get go.

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Because it can also impact the way you designed things not just, I'm going to do it this way and then I'm going to make sure that's accessible but I'm going to do it this way.

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Oh, but if I did it this way, that actually may benefit more people for other reasons. So it's, it's funny it's a mindset that once you adopt you start seeing the with the world with it, and realizing Gosh, if somebody would have learned to make that

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thing, accessible from the get go, we wouldn't have to go in and replace it in every building that has that item, whatever it is. Jennifer leaving that to about, how does everybody can use everybody's Yes, It's not just focused on air but challenges.

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Okay, one more question for you will get you will get you off the camera here. What's one thing about accessibility you'd like the world to know, and you've answered some of that but what's one thing.

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One thing is that you don't have to be an expert. You don't have to be a professional.

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You just have to start thinking about the world we live in a little bit differently, and be willing to learn.

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Everybody can champion accessibility, and everyone can make others feel like part of the conversation.

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And it's not just education industry, it's community.

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And the more people that understand the concept.

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Then, then we can talk tech, then we can talk, the how.

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But the what is really and the baby steps one baby step is better than no stuff at all.

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group of accessibility is not as hard and a lot of respects as people think that's very scary.

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Accessibility is not as hard in a lot of respects as people think it's very scary. And when you don't know the unknown is scary with crystal thank you for your time. We sure appreciate what you do here at the college, and I know the folks listen to the podcast or appreciate your comment so thank you for

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your comment so thank you for joining us today. Thank you so much for having me Sure thing, and we're gonna get brandy up here. Awesome. Please be careful when you walk around there.

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Those tripods might grab your foot.

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Right, Randy Thompson.

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My sister in law's name is Brittany Thompson greatly.

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So, it's out there. This is Brandy Thompson she's from our tier design.

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I'll let you tell me exactly who you are and what you do here at the college what your role is. Okay. I'm Randy Thompson I'm the department chair for interior design I'm actually a graduate of the program as well as I have practiced residential interior

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design as well so I know my students are going through with our in the seat.

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I know that a lot of the trades and the different kinds of programs we have here at the colleges are very challenging in making things accessible are accessible.

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will you kind of walk through as a learning environment that you have that really addressing accessible at this point but kind of tell them what you do and some of the hands on stuff and then that'll help them understand as we talk about the challenges

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and what you're doing so kind of describe what your learning environment is. And I approach everything with the interior design, I first, even if even though it's a classroom, I still look at it, you know, and my meeting code.

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Am I allowing enough space in between desk.

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When cleaning groups come in and remove all the chairs and everything back It drives me crazy so No, not me code so before students get there moving everything around.

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I look at every individual knowing that somebody could have something that they haven't told us about. So I want to be prepared for that prior to class even started so I moved the seats so that everybody's comfortable.

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I tried to make sure that I try to sit sometimes in the very back corner of the room and make sure that I can see far enough My eyes are starting to get to where I can't see great so I tried to put myself in other people's shoes.

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Sure, talk about the hands on activities that you do in the classroom, not necessarily what what you're doing about accessibility in that part but what are some of the hands on things that you have to do in the class, drawing or whatever that.

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So as far as like teaching about what this thing, what's it what's a typical day, like in for students in your courses. Is it hands on did they build this, they are they moving around a lot, we're just talking about the environment.

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It's a little bit of everything depends on the class there and like for drafting, that's where we're drying blueprints physically in the class that is hands on.

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That is one where we're teaching them to read architectural sales teach them how to read blueprints so it is very hands on.

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And I, I'm always suggesting to take breaks, everybody has take breaks, whether you got perfect eyesight bad eyesight you need to take a break so I make sure that they understand that.

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Other things are, you know, we work with colors, and our lighting class we even try to step in other people's shoes I have special glasses that people can put on and put themselves in a world of glaucoma, or during it.

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I can't even think of the other words but there's I think I have 12, different glasses that the students can wear and put themselves in those positions, someone likes different okay yeah I'm colorblind maybe or each class is different.

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that client is dealing with, so that you can design for that client. So, when they're being trained on how to kind of assess what a client needs.

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Are they trained to ask additional questions like do you have folks that the, a wheelchair ramp.

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And so that's kind of ingrained in the curriculum or is that is that something had to add or is that part of the curriculum to start with, as part of the different classes each class we will elaborate more on this, we call it client interviews.

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So, each one we may have to tailor a kitchen and bath will have different questions in a living room design deliberate design will have different questions commercials base.

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Obviously residential is a lot easier because you're dealing with maybe one or two people, commercial spaces are harder and we try to get those students don't stand.

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You need to find out who is the target audience, and then try to expand upon that say like school here when the designers are designing the school.

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We've got a range of students and employees here. And so they tried to figure out okay Who's your main target.

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Who are the students are going to be going to this campus.

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And then they try to expand on that.

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So when you, when you learn when the students are learning about code like Commercial Code or residential code is the like the Disabilities Act and accessibility kind of stuff written into that code or as a reference from the government code here in Wichita

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for instance do the national disabilities actors a little bit of both. It's a little bit about.

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We talked about the ADA American Disability Act.

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And then, yeah, codes are written for basically two reasons. One for accessibility, that's your ADA, and two is because somebody has entered themselves severely or has died from something safety.

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Yes.

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And so yeah, we really promote the, the accessibility. In fact, sometimes we'll even put students in situation, our older campus was a better one to do this because nothing there really was up to code, but we try to, you know, see if we can get a walker

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for enables student or wheelchair as okay entered this bathroom. Can you enter the bathroom. Now what can we do to allow this person to enter the bathroom so yeah they learn about all different codes and why those codes are the way they are.

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So when it comes to your students are they.

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What's the best way to put this.

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What are their reservations or struggles with learning about the disability part of that one. I know a lot of them will come in I just want to learn how to do blueprints, I just want to learn how to paint, I just want to learn how to build this nightstand

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or whatever the case is. Is it is it accepted pretty well or do, what are some of the concerns that you've seen from students, um, well biggest one is I think it's HGTV.

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So I do come in thinking that we just pick out paint colors and fluffy pillows and stuff like that, that we do have some that have come with a little bit construction background and understand it's more than that so every student is different.

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And the nice thing is that usually once they get the codes class or some of the more advanced classes you watch their eyes open and go oh wow, I do like the more behind the scenes work that an interior designer does do.

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And then you have some that get into it rise. Oh, wow, this is a little bit more than I really was willing to take on. And then they decided to move on to a different place but we want those that want to help others.

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Now that makes explains a lot but I don't know a lot about code, and I just build stuff in my garage, my table saw and you know, do my thing.

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But I'm not selling and everything so it's a good thing.

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Talk about the, the

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roadblocks session slash challenges that you've had in the environment that you work in you know you're, you're doing blueprint rating for one, you're showing them how to do a flower arrangements, or do you guys do that.

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And you guys do that. I used to we used to. I remember that a while back I remember that I see a lot of oftentimes these build things out in the hallway mean, what are some of the things are that you've had to overcome, to be able to continue to do that

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with all your students and for the most part, it's been pretty simple. I mean just explaining what the criteria is every once while you have a student that you've got to make accommodations for.

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And that's just a one off case here and there but for the most part, our students are able to accommodate us with the projects that we put forward.

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Biggest roadblock that any interior designer has and it with our projects and stuff really comes down to budget budget really dictates a lot what we're able to do so with budget we have to make sure that we get the necessities met first so like in the

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class projects. I tell them the cheaper, the better. In fact, garage the garage your your trash What can you make out of that, for, for the table in the lamps that you're seeing in the hallway.

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See what you can accomplish with that first.

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And then what do you need. In addition to that, that we can do inexpensively. In the real world, and we're working in interior design budget is always a problem, we try to make sure we meet code first space and everything and then pretty part may suffer

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we may not be able to get us this expensive fabric as they wanted, but we have to make sure that license safe.

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Sure, sure forces you to be creative does, it does, it does, you have to think outside the box. I can't imagine budget being a problem for anyone. Yeah, NFL, yeah.

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Now building this high rise Well, we can't have this on these floors because of whatever I get that that's a challenging to be creative, maybe have you had students come to the program that just want very creative.

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Oh yeah, that's hard for them. It is very hard, I can tell them I can help them, I can't make them something that they don't already have, you know, but I can help them the best I can.

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But yeah, we have few them just like.

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You can only teach them so much. Sure.

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So what are some of the creative solutions that you've come up with in interior design to address accessibility and solutions could be I mean paints usually one of your most budget friendly items is to make sure you get color contrast.

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I know there's a lot of images right now on Pinterest and tick tock and he also uses set of stairs, and people like that says there's there because they've got, it's all going the same direction.

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So when you look from the top there's no stairs. So if you were to maybe in a space where it's accessibility have one cup, like a gray, white, gray, white, gray, white so as you can see those so color contrast is probably the biggest texture, will be

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next so most people don't understand when they're walking out in the sidewalk and also you got the little round bumps. Those are there for accessibility. And they're not as many places as they should be. Yes, I've noticed Yeah.

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It can be a little frustrating rolling car from them but yes, that's that's not there for you know little kids think is for them to write a card and get a little joy.

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I know that I struggle when I, and I say all time drives my wife crazy but I'm, I'm very analytical about things and so I'm watching a movie or something and they have subtitles.

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And so the subtitles are all white, and you can read some of them because some of the background noise. Right.

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And so I, that's very frustrating for me so I can't even imagine what it's like for somebody that relies on that 100% for that communication that drives me absolutely crazy so my wife hasn't hit me yet, so she allows me to do that.

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But there are many things that that you have challenges that you just haven't been able to come up with a solution for, for instance, let me preempt that with this, there's a lot of career fields that require vision, and there's no way you can be a surgeon

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at this point anyway, and not have your eyesight, or a mechanic, a lot of mechanics, you got to be able to see, to do the job is there any things other things like that interior design where you just if you don't have this, you can't do that and if there

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are, what, what are some things that you've been able to do to overcome that.

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Well I can think of off top my head we did have a student, a few years back that was colorblind. She was the color blind that's lived in a green grey world.

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Everything's a different shade of gray.

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So, you know, to pick colors if you can't see them because I can't teach you color because there's no taste or some texture.

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So I have been doing some research on how to overcome that I haven't quite found it so if anybody out there, has a solution I'm. I'd love to hear it. I did addresses with my industry advocacy team this morning.

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If there was someone with a vision, disability, whether it's just you know color blindness or partial blindness or something or full blind. Sure, how would they put that person in their position but we are a visual industry.

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You've got to be able to read blueprints, you've got to be able to pick up colors.

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So, I haven't quite found the solution I've been doing research with working in the school here and make try and make all my classes accessible and working with crystal and even Jennifer on a few things.

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It's opened my eyes, as I've been trying. Thankfully, I've not had the worst find a quick solution. Sure. So I've been having, I've had the time to start doing the research and trying to find them.

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Proactive trying. Sure. I know that there's always going to be something out there that you know there's that rare condition that nobody knows you know, three people in the entire world.

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That's always going to happen you know but you try to get the majority of them covered.

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And we found just as we've researched and talking about accessibility how every person is just a little bit different, you know, they might be blind but they may be completely blind, it was just me to see blurs they may be.

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And so there's a lot of different levels of each one so I know that case by case basis you really have to find out what their what their needs are, you know, we talked a little bit earlier with Jennifer about folks self identifying and talk, talking to

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us about what they need in order to be successful in the class. Have you had any issues with students that have struggled that haven't told you, or at least self identified their challenge bases with that some people may know

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either they're hiding it in the not telling you, or.

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I haven't. I've had some with physical disabilities that we've overcome with Jennifer's help but I've not had any with the vision, difficulty mindset one student that she wasn't in my class, she was in the other instructors class but she can't grow that

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one it's all great she came to me towards the end of the semester was like that explains why certain colors and things were going together and it's like Where'd that come from.

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So how long you been with a goal of six years, six years.

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So when, when all the accessibility, three year plans and required accessibility.

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Challenges came up.

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What were, what were you feeling at the beginning of that were you scared, were you still overwhelm the talk, talk, talk a little bit about your experience one that hit you.

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I'm scared anxious. Last, but once I started to get into it and start going to the you guys would have those one off classes, haven't spoke to them and then we started having those summer camps and everything I just make sure it wasn't as hard as I was

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I was making it out to be the hardest process is really the number of classes, the number of projects and assignments, trying to get those all, but I just kept coming up one class at a time.

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And that's what I had to do but yeah At first I was just like, there's no way. So is it helpful to chalk that stuff out by semester as opposed to trying to learn it all at once.

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For you, I thought it was. Yeah.

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I think as a college we were able to slowly move the in the right direction.

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Images hyperlinks I think it was word I think it was PowerPoint after that, then excelled. And we've just had to learn as an institution baby steps was the best way.

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And I think you know that most people are just scared of the unknown.

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And for me, I was one of those. I didn't even want to deal with it because I just I it sounded like a tremendous amount of work that really wasn't, especially if you like we talked about with crystal, you know, making sure that you're doing that at the

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get go and designing it that way as opposed to trying to remediate. Yeah, we have to learn both, because you have stuff in place but doing that and learning how to do that, the beginning has always been much more helpful and longer lasting, it's easier

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to tweak something here then try to do the whole course.

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So yeah, I was just wondering how your how that hits you, and I think probably most of the faculty were the same.

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Any consulting work I've done and other colleges have was part of the number one thing was fear.

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And I would spend time in there with them talking to them about it really isn't that tough, you know, and given them some examples and easing their minds and so when they started to implement like we did it was a much more fluid process as opposed to

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just potholes all over the place.

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And then, like we talked with crystal, a little more open minded, when the next thing came up well I can really do this. So they're more apt to try those.

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Right. That's good stuff.

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We're wrapping it up here. So, let me ask you the same question I've asked every everybody else before we finish is, what is the one thing that exists but you would like others to know,

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take it one day at a time and understand that, you know, today you may not need it. But tomorrow you may, may be able bodied able site today but nobody knows what holds tomorrow.

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Prepare. Are you ready now. Yeah.

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We're not telling everybody to be you know Doomsday peppers but.

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But as far as accessibility we are, you know, get prepared and do what you can now so that in case you need it. It's there for you. Well great Brandi thank you for your time.

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We really appreciate everything you do here.

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Successfully summer camp is coming. 17 June, 2022, I assume that they put the website in the chat there and if they haven't been successfully ICT that.

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if there's something you want to present on you think is going to benefit the summer camp by all means, get to that website, submit your proposal will be voting on those looking at those next month.

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And our program will be available on our website, on one April.

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So you can see the program and what the kind of things you can expect to see during summer camp, and then start signing up for whatever sessions you want to see so we really appreciate everybody that's come and presented in the past the summer camp is

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growing.

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It's getting a little out of control because it's spreading like wildfire and that's refreshing to know.