Informal Science Education Accessibility Review

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About You

Name:

School:

Year in school:

Major or academic interest(s):

Check all that apply to you:

__ Female

__ Male

__ African American/Black

__ Caucasian/White

__ American Indian or Alaska Native

__ Pacific Islander

__ Hispanic/Latino

Academic Value of Your Visit

Describe one thing you learned by visiting this facility or program:

Indicate below if this activity increased your interest in any of the following:

__ accessibility/universal design

__ science

__ engineering

__ technology

__ mathematics

__ computer science

__ other:

Accessibility Review and Recommendations

There are two approaches to making academic activities accessible to students with disabilities—accommodations and universal design. An accommodation is an alternate format, assistive technology, and other adjustments for a specific student with a disability. Universal design has as a goal the creation of products and environments that are usable by everyone (including people with disabilities), to the greatest extent possible, thereby minimizing the need for accommodations for individuals in the future. For example, if a science facility contains an adjustable-height work surface or work surfaces of different heights, an accommodation will not be needed for a visitor who uses a wheelchair that is too high for standard-height workstations. This workstation may also be comfortable for a student who needs to remain seated because of a health impairment or someone who is very tall or short in stature. Making accommodations is reactive, whereas universal design is proactive.

It is likely that some universal design strategies are already in place in the facility/program you visit and that others could be implemented with little effort. For the accessibility review you will need to think about what it might be like to have various types of disabilities. Then, report using the form below, what you observe and what you recommend for making the facility/program you visit more welcoming and accessible to people with disabilities. If an item does not apply to the facility/program write “N/A” Not applicable. If an item applies to the facility/program, but you cannot answer the question, indicate that you do not know.

Website

Does the website say how you can request disability-related accommodations?

Observations:

Recommendations:

Do any of the pictures include someone with an obvious disability? Does it otherwise make the program seem welcoming to people with diverse abilities?

Observations:

Recommendations:

If you turn off the graphics-loading feature of your web browser can you still access the most important content on the website? (If you are aware of web accessibility issues, comment on how accessible the website is to people who are blind and using screen readers or people with other types of disabilities.)

Observations:

Recommendations:

What other characteristics of the website might impact its usability by someone with a disability?

Observations:

Recommendations:

Publications

Can publications in the facility be reached by individuals with a wide variety of heights and by wheelchair users?

Observations:

Recommendations:

Does the facility/program brochure(s) include procedures for requesting disability-related accommodations such as sign language interpreters?

Observations:

Recommendations:

Do pictures in publication(s) include people with obvious disabilities? Does it otherwise make the program seem welcoming to people with diverse abilities?

Observations:

Recommendations:

Are brochure(s) available in any alternative formats such as large print, Braille, or electronic file? (Ask a staff member about this.)

Observations:

Recommendations:

Physical Environment

Are parking areas, pathways, and entrances to the building wheelchair accessible and clearly marked?

Observations:

Recommendations:

Are all levels of the facility connected via a wheelchair accessible route of travel?

Observations:

Recommendations:

Is at least part of a service counter at a height accessible from a seated position?

Observations:

Recommendations:

Are aisles wide and clear of obstructions?

Observations:

Recommendations:

Are there ample high-contrast, large-print directional signs to and throughout the lab?

Observations:

Recommendations:

What other aspects of the physical facility might impact its use by people with various types of disabilities?

Observations:

Recommendations:

Exhibits/Activities

Are equipment/exhibit labels in large print with high contrast?

Observations:

Recommendations:

Can buttons and other controls be reached by individuals who stand at a wide range of heights by those who use wheelchairs?

Observations:

Recommendations:

Are videos captioned?

Observations:

Recommendations:

Are audio directions and content transcribed?

Observations:

Recommendations:

What other aspects of the exhibits/activities might impact their use by people with a variety of disabilities?

Observations:

Recommendations:

Staff

Are staff members familiar with how a person with a disability can request an accommodation? (Ask a staff member about this.)

Observations:

Recommendations:

What other staff issues might impact the experience of a person with a disability?

Observations:

Recommendations:

Other Issues (List at least one)

Accessibility by Disability

Overall, how accessible do you think this facility/program is for people with the following disabilities? Explain your responses. For accessibility recommendations, summarize the most important recommendations for making the facility/program more welcoming and accessible to people with these types of disabilities.

Blind or with low vision

Action Issues: