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SPEAKER: Mentoring[br]students with disabilities

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in research experiences.

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RICHARD LADNER: My[br]name is Richard Ladner.

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I'm the principal investigator[br]for access computing,

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an NSF-funded project with[br]the goal of increasing

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the participation and[br]success of students

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with disabilities[br]in computing fields.

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Every summer, we[br]support students

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in the Computing Research[br]Association's Distributed

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Research Experiences for[br]Undergraduates program.

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Many of these students[br]continue their research

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and go on to graduate school.

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ERIN HOWARD: Hi, everyone.

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My name is Erin Howard.

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I use she and they[br]pronouns, and I

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am a student at Western[br]Washington University.

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I applied a lot of statistical[br]analysis via Python

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to programmatically pre-classify[br]over 275,000 light curves

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from stars in the Transiting[br]Exoplanet Survey Satellite

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database.

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EMELIA BELDON: Hi.

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My name is Emilia Beldon, and[br]I am from Gallaudet University.

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The project is about[br]improving live captioning

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and teleconferencing, like[br]Zoom, Hangouts, and Meet.

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When I first saw the[br]project, I thought, yes,

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what better than to help[br]improve the accessibility

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of the deaf community and[br]those who need access?

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For me, mentors were what[br]helped me be successful

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in computing and the IT field.

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They have disabilities[br]themselves.

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They can't hear, can't speak,[br]but that didn't stop them

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from being successful.

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BRIANNA WEIMER: Hi.

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My name is Brianna Weimer,[br]and I am currently a student

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at the University of Alabama.

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My disability is ADHD.

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And so just for[br]me, it's helped me

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develop a passion of[br]what I want to work in

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and develop that kind of[br]determination behind it.

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My project over the[br]summer was basically

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about making a[br]biofeedback game that

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increases emotional regulation[br]through respiration techniques

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and uses positive reinforcement.

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ERIN HOWARD: The advice I'd[br]give to research mentors working

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with students who[br]have a disability,

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be patient and be kind of[br]aware of their situation.

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EMELIA BELDON: Also, be sure[br]to check in with the student

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frequently and make sure they[br]have access to information

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as well as be able[br]to communicate.

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BRIANNA WIMER: Take[br]your time with them.

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Allow them to open[br]up to you about it.

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Don't kind of push for it.

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Just allow them to get[br]close enough to you.

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Because when they do, they[br]will feel comfortable enough

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to talk to you about[br]their disability

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and talk to you[br]about what they need

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as a student with[br]disability to help them.

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And then once you[br]know that information,

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you can help them to the[br]best of your abilities.

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