DO-IT News September 2017: All Articles

Scholars Ryan, Takashi and Jonah try to locate the beeping baseball while wearing blindfolds during the accessible sports expo at Summer Study 2017.

On Sunday we went to the Intermural Activities Building, a fitness center on the University of Washington campus. There we played a variety of accessible sports. The first sport we played was goalball, which is a sport for people with visual impairments. We put on blindfolds and were tasked with defending a goal from a heavy, jingling ball, by throwing ourselves out to block it. It was terrifying at first, but once we got the hang of it we started to have a lot of fun.

The second sport we played was beep baseball. Since the gym didn’t have all the equipment, people just rolled beeping balls at us while we were wearing the blindfolds. This activity was a lot like goalball, but the balls were a lot smaller and therefore much harder to grab as they were rolling towards us. We honestly couldn’t catch any of them without laying flat on the ground. Even though this sport was harder than goalball, it was still a fun and interesting experience.

In wheelchair basketball, the instructors showed us how to play basketball while using wheelchairs. We practiced dribbling the basketball, traveling with the ball, playing defense, and making baskets. At the end we played a scrimmage, with five people per team. It was interesting to learn a different way to play basketball.

We also played seated volleyball. At first we learned two different ways that you can hit the ball. Then we played a scrimmage game for the rest of the time. We learned that you have to slide around the court but cannot stand up, which was especially challenging.

AccessComputing Partner Kyle Rector works with participant at an AccessComputing deaf coding workshop.

AccessComputing PI Richard Ladner and AccessComputing Partner Kyle Rector recently published an article in the Association for Computing Machinery’s Interactions on Making Your Presentation Accessible. Their advice can help to ensure that presentations are more accessible not only to individuals with disabilities but also those who may be attending a session remotely or who are not native English speakers.

Advice includes the following:

• Minimize the amount of text on slides to keep the focus on what you are saying. Pause to allow individuals a chance to read the slide and read it aloud so individuals who cannot see the presentation know what is on the slide.
• Minimize the number of visuals on slides. Describe images, graphs, and charts for individuals who are visually impaired.
• Use high contrast and take care with colors.
• Avoid or control the speed of animations so they can be described fully.
• Make sure that videos are captioned and audio described. Give a brief description of the video before it starts to help give context.
• Make sure the Q&A period is accessible. If there is a microphone for audience members, be sure they use it. Repeat questions that are asked.

Check out Kyle’s video Making Presentations Accessible for more information.

Phase 2 Scholar Jacky edits the robot’s code during the robotics workshop at Summer Study 2017.

Do you like robots? Are you wondering what robots can do in the lives of people with disabilities? Well, you’re in luck because this article covers the DO-IT Phase II Robotics workshop at the University of Washington. Maya Cakmak is an assistant professor at the University of Washington, and was the lead staff for the robotics workshop. She teaches students how to program robots in order to help people with disabilities live independently. Justin Huang, a 5th year Ph.D student, also helps with this process.

The students in this workshop had to create a robot that helps people at the grocery store. The robot is designed to do a plethora of things including picking items off a shelf and offering different options to customers who were interested in a certain product. The Phase II Scholars had to do just that. We used Codeit, software used to program robots to do specific functions, to make the robot’s arm move and perform our desired tasks. With help from instructors and hands on learning from peers, the students designed a robot that showed how robots can be a benefit in our society.

Watch a video about the workshop online.

The Phase II Scholars who participated in the robotics workshop were Adrian, Rochelle, Serena, Micayla, Takashi, Jacky, and Jarrod.

It was a very peaceful first night at DO‑IT, until 2:00 a.m. I was sound asleep, as were most of the other Scholars. All of a sudden, I heard a blaring noise. Someone had set off the fire alarm. People were running around outside our dorm, trying to get organized. There were a lot of people knocking on doors, trying to get everyone out of the building. I couldn’t get out of bed because I use a chair to get around, so I had to lay there and endure the noise. This fire alarm made the most annoying sound I had ever heard. There was a regular alarm, then there was a worse higher‑pitched noise. My deaf roommate did not hear the alarm, so he was woken up by a bright light shining onto his face and a shaking bed. A few minutes after the alarm went off, a person came to the door and made sure everything was okay.

All in all, it was a very eventful first night at DO-IT, but it’s always good to keep people on their toes and be prepared for everything.

Phase I Scholars Emma and Hayley try out a hands-on Pacific Science Center exhibit with Intern Brookelyn.

The first thing that we did after we entered the Pacific Science Center was visit the Boeing IMAX Theater. There was no problem entering the theater and there was plenty of accessible seating. We watched the movie Dream Big, which was based around engineering and showed us how all things come from simple ideas, and that any one of us could be the one who has the next big idea.

After watching the movie we had lunch outside and then were able to explore the rest of the museum. It is packed full of awesome exhibits on everything from space to dinosaurs.

The last thing we did at the Pacific Science Center was watch a Michael Jackson laser show. No one had any trouble accessing the laser dome or enjoying the show. It was awesome watching the show and listening to the music either reclined in a chair or lying on the floor. The show was a lot of fun and very relaxing. Visiting the Science Center was one of my favorite events during Summer Study.

Scholars listen to a presentation at Microsoft during Summer Study 2017.

During the third full day of summer study, the Scholars took a trip to the Microsoft Headquarters in Redmond, WA. We began the day by brainstorming ideas about our ideal website design. Afterwards, four Microsoft employees with disabilities shared their experiences. Then things start to get really cool; we got to play with some adaptive technology for people with various disabilities.

The first piece of technology was named Seeing AI, an application for iOS devices. Seeing AI is a service that uses data from a photo and identifies the object(s) in that photo.

If a person is in the photo, the app attempts to identify their age, gender, and facial expression. However, the AI is relatively new and still learning—I used the application on myself and it identified me as a 30 year-old male so, they have some work to do.

The next piece of technology was a mobile arm attached to a sensor to allow someone to write with their sight. This is most useful for people who have ALS, are Quadriplegic, or have a disability that affects the use of their hands.

The last piece of technology introduced to us was the Hearing AI program. Hearing AI helps those who are deaf by describing sounds in the environment through graphic visualizations.

After looking at the adaptive technology, we moved to the experimental Xbox room. Here we saw a lot of upcoming modifications for controllers and accessibility features for people with sensory impairments.

One of the programs introduced was the Magnifier. This tool zooms in on anything that is currently on the screen, helping people with visual impairments. Another tool was called Narrator. Anything that is highlighted will be narrated so that blind people may hear what they are doing.

Overall the trip gave us a look at how Microsoft is making assistive technology for people to improve their quality of life. They are at the forefront of promoting a more inclusive world.

Takashi, a Phase 2 Scholar, Shows off his billiards skills during Summer Study 2017.

Every year the DO-IT Phase II Scholars present about themselves to the Phase I Scholars, other Phase II Scholars, Interns, and staff. During these presentations, you learn new things about the Phase II Scholars and the project they did throughout the school year. Phase II Scholars have a whole school year to work on their projects, and the presentations have to be less than five minutes long. These presentations also help you with your presentation skills.

This year, we learned many cool things about the Phase II Scholars. We learned from Adrian about Camp to Belong, a camp that reunites foster children with their siblings. We also learned about Takashi and his love for billiards. The projects and presentations can be about anything that interests each person.

Find a time-management system that works well for you; some people like physical planners or bullet journals, while others prefer an electronic calendar or task application.

Tips and tricks college Scholars want you to know as you start your college experience.

“Join a club for something you really enjoy. Not only is joining a club a great way to meet friends who have similar interests as your own, it can also be a good resume booster—especially if you end up in a leadership position down the road. I’ve been a very active member of Harry Potter Club since my first week at college, and now, four years later, I’m the president. I’ve met most of my closest friends through the club. Plus, it gives me something to look forward to every Thursday night!” K, 2013 Scholar, University of Washington

“Attend events… the first few weeks of school to meet people and get more involved in school. There tends to be free food and gifts as well at those particular events. Always stay safe! Confide in a couple of people you trust, such as a good friend or an RA (resident advisor) and discuss how your disability affects you and what they can do to help in unexpected circumstances. For example, I have difficulty walking so I have a group of friends who always make sure I arrive home safely. I also have a surgical magnet worn within the ear, so I can’t receive MRIs (magnetic resonance imaging). My friends are available to let doctors and EMTs (emergency medical technicians) know of that particular situation.” Mikaela, 2014 Scholar, Washington State University

“Make sure to get a day planner and use it everyday. Also make sure you leave time to do homework everyday because you do not want to let it get stacked up. Be yourself at all times regardless of what others think, but make sure to realize people don’t magically grow up and mature during the summer between senior year and freshman year. Be prepared for another year of high school but on steroids.” Ryan, 2015 Scholar, Whitworth University

Get in the habit of talking to your professors about accommodations early, even before the quarter begins.

“See professors early for accommodations. College classes jump right into lectures, which makes it too easy to fall behind should you need something you don’t have! I would want to tell incoming freshman to email teachers before classes begin every quarter to talk about your specific needs. Every one of my instructors has been very accommodating and flexible with my needs once I get in touch!” Lindsey, 2014 Scholar, University of Washington

“Get as many available resources and opportunities as you can because you will never know what greater things will happen to you. In my freshmen year, I had a lot of resources such as getting help in certain classes and being able to talk to my advisors. Even though that I have plenty of time ahead to study before my future graduation, I realized that most of the resources and opportunities didn’t last as long as I expected, and I regret missing out on some experiences and the help I needed.” Jin, 2014 Scholar, University of Washington

“Go to your professors’ office hours! Do not be afraid to ask questions or get extra help. It will show your professor that you are eager to learn. Building a relationship with your professors can be very helpful. They are a good resource for internships, research opportunities, letters of recommendations, and even career advice.” Alicia, 2012 Scholar University of Washington

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the successful participation of individuals with disabilities in challenging academic programs and careers, such as those in science, engineering, mathematics, and technology. Primary funding for DO-IT is provided by the National Science Foundation, the State of Washington, and the U.S. Department of Education.

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