The LightSound Project: Using Sonification to Observe a Solar Eclipse

Allyson Bieryla

The LightSound Project began in 2017 when the Great American Solar Eclipse passed through North America. The LightSound device was designed to convert light to sound as a way to engage blind, low-vision, and non-visual learners in solar eclipse observing and data collection. The device can be used as an educational/outreach teaching tool and/or an eclipse observing device. The device uses Arduino technology to convert light to sound to make eclipses more accessible to non-visual learners. During the 2019/2020 South American eclipses 100+ devices were distributed across Chile and Argentina with tens of thousands of people having access to the tool. In preparation for the 2023 and 2024 North American eclipses, the project is building and distributing 750+ devices to communities across the United States, Mexico, Canada, and parts of South America. To achieve this goal, the project is running workshops to teach participants soldering skills while building devices that are then donated, at no-cost, to educators and organizations hosting events or looking to engage the public in eclipse science. The project is completely open source and documentation is available in English, Spanish, and French. Our goal is to reach as many organizers as possible to stress the importance of accessibility as a planning tool and not an afterthought.

Why Disclosure Doesn't Work

Dr. Mahadeo Sukhai

Disclosure doesn’t work. “Accommodation” is a dirty word, and is ableist. Let’s take a deep dive into the disclosure and accommodation framework for persons with disabilities in the sciences, at work and at school. Why is it set up the way it is? How does it work “from the other side”, for employers and educators in STEM? Can we, as persons with disabilities, navigate it any better? And, most importantly, is there a better way to be accessible, at school, at work, in society? In this presentation, we will cover:

1. The inherent biases behind the disclosure and accommodation framework in the sciences, at school and at work.

2. The importance of “reading the room” when navigating a conversation on disclosure and accommodation.

3. “Inclusive by design” principles and how they can be embedded the sciences, at school and work.

A Touch of Space Weather – Exploring Multisensory Outreac

Dr. Lenka Zychova
Stijn Calders

Space weather, despite its significant influence on our daily lives, remains largely unfamiliar to the general public. However, it serves as a lens through which various school subjects, including the Sun, magnetic fields, and radiation health risks, can be comprehensively explained.

"A Touch of Space Weather" (ATOS) project addresses the lack of accessibility and inclusivity in science education, particularly for blind and visually impaired students. Its mission is to tacle the intricate concepts of space weather and make them accessible through tactile images, audio booklets, and educational resources.

The project ensures accessibility through its dedicated website, which hosts all project-related content, including (upcoming) streamable audio booklets and detailed instructions for creating tactile images.

Moreover, ATOS actively engages with students and educators by visiting specialized schools, facilitating dialogue, and gathering feedback to tailor materials to the unique needs of visually impaired individuals. Beyond its primary impact on this demographic, the project strives to promote inclusivity and diversity. Interactive workshops conducted with sighted children aim to foster empathy, communication, and collaboration while educating about space weather phenomena and effects.

Culturally Responsive Makerspaces

Jane Crayton

I will address the imperative of building culturally responsive makerspaces that prioritize inclusivity, particularly for patrons with learning and physical disabilities. The discussion will revolve around practical strategies and best practices, emphasizing the creation of welcoming environments that celebrate diverse cultural backgrounds and ensure universal accessibility. I will highlight the importance of makerspaces for alternative learners, emphasizing their unique role in providing hands-on learning experiences. By fostering creativity and problem-solving skills through tangible application, makerspaces offer a transformative educational platform. It is noteworthy that these spaces have gained immense popularity, prompting their integration into many schools and public libraries. This broader inclusion reflects a positive shift towards creating dynamic and inclusive learning environments that cater to various learning styles and abilities. As we explore the intersection of cultural responsiveness, accessibility, and the popularity of maker spaces, we pave the way for a more equitable and enriching educational experience for all.

Considering the Unique Needs of Children in Accessibility Design

Shana Hawrylchak
Dr. KT Todd
Dr. Susan Heilman

Three Museum professionals with expertise in children’s museums and science centers, both large and small, will each talk about elevating the perspective of children with disabilities by designing an experience that starts with their input and the input of those with whom they visit our institutions. We will demonstrate the importance of thinking about wholeness, a principle of disability justice. For us, wholeness means supporting the thriving of full people with real human needs for social fulfillment, artistic expression, and curiosity. It means nurturing wrap-around design that acknowledges entire family groups and enables them to learn together. And it means consideration of the wholeness of a museum experience from before our visitors leave the house to bathroom and snack breaks to the learning that extends after their visit and everything in between.

When working with children with disabilities, we have learned about the ways young people enjoy museums, practice self-advocacy, and promote accessibility for others. Yet many organizations start by thinking about adults’ accessibility needs and retrofit them to children, and position children as passive agents rather than active change-makers. We are starting with a focus on children as advocates and active participants and working our way out from there. By nurturing children’s abilities to spend quality time and build relationships in museums, we can amplify children’s perspectives, supporting their thriving and benefitting from their creative expressions to further our accessibility work.

Bridging the Senses: Innovative Inclusive Notational Tools for Astronomy-Inspired Music Composition

Exodus Chun-Long Sit

MUS-Block is an extraordinary tactile music tool that revolutionizes music composition and interpretation. Inspired by Dodeka Music Notation, this innovative system breaks away from traditional braille and 2D sheet music, providing a cross-sensory experience through 3D notation. The unique shapes and textures of mini-blocks allow musicians, including beginners and those with disabilities, to touch and feel the music, promoting inclusivity in composition. With a palm-sized blackboard, it is designed to help performers compose and edit in real-time efficiently. MUS-Block's universal notation simplifies the decoding process, enabling co-creation based on pitch, duration, dynamics, and ornaments. This inclusive tool merges astronomy education and musicianship, promoting creativity and accessibility in music.

Reflections and Perspectives on Teaching an Assistive Technology Course

David L. Jaffe

For the past eighteen years Perspectives in Assistive Technology has been taught at Stanford university. The course features class discussions, guest lecturers, field trips, an assistive technology faire, and an opportunity for students to pursue projects addressing real challenges experienced by people with disabilities and older adults in the local community. It has attracted students from many academic disciplines and garnered their positive evaluations. This presentation will reflect on the experiences and perspectives of the instructor, course assistants, community members, and students to identify the pedagogy, teaching strategies, and course policies that have contributed to the course's popularity and success.

#FlipThePowerDynamic in Autism Research and Funding

Dr. Shannan Palma

The majority of research on autism spectrum disorders is focused on children or aimed at creating a cure. These projects build on decades of observation and interpretation of autistic traits and behaviors from the perspectives of nonautistic people.

Autistic adults diagnosed later in life question the assumptions and biases that underlie these studies. However, among the barriers autistic people experience to intervening at the levels where funding decisions are made and projects are approved:

1. Academic jargon can make research inaccessible for a population characterized in part by atypical communication.

2. Much research exists behind paywalls.

3. Many articles make dehumanizing generalizations about autistic people and reference outdated assumptions about autistic people’s inability to empathize or care for others.

The Autistic Self-Reliance Support Network has a longterm plan to flip the power dynamic in autism research and funding and aims to develop a new cadre of autistic self-advocates who understand the potential of science for bettering our lives and are willing and able to engage with researchers for that purpose. We are building cross-disability coalition and invite you to join this effort.

Welcome to the Neuroverse: The Launch of A New 501(c)3 at the Intersection of Space Science and Neurodiversity

Jessica Schonhut-Stasik
Dave Thompson
Olivia Greene

The Neuroverse Initiative (TNI) is a non-profit organization working at the intersection of Neurodiversity (ND) and Space Science. TNI's mission is to provide education on neuroinclusion within the Space Sciences, conduct research at this intersection, and advocate for a Space Science community that understands, supports and empower the ND population within the field.

TNI recognizes that individuals with diverse neurological profiles, such as autism, ADHD, and dyslexia, have unique strengths and perspectives that can benefit the advancement of the Space Science field. However, many of these individuals face significant challenges due to societal and systemic barriers that limit their opportunities and potential.

TNI has developed a three-pronged approach that focuses on training, research, and advocacy. Through workshops, seminars, and resources, TNI provides education on neuroinclusive practices to students, faculty, and all members of the Space Science community.

TNI also conducts peer-reviewed research to improve our understanding of the neurodiverse population and their experiences within Space Science. By gathering data and publishing findings, TNI aims to increase awareness, inform best practices, and promote inclusivity for neurodivergent individuals.

Finally, TNI advocates for policies that support and empower neurodivergent individuals within the Space Science community. By conducting outreach programs and providing educational resources, TNI raises awareness and promotes understanding of the unique needs and strengths of this population. By fostering understanding and acceptance of diverse neurological profiles, TNI aims to create a supportive and inclusive community that celebrates diversity and empowers individuals to reach their full potential.

USAID Global Health - Programming, Hiring and Reasonable Accommodation

Maury Mendenhall

Investments in global health protect Americans at home and abroad, save lives, strengthen fragile states, and promote social and economic progress. USAID’s global health efforts, grounded in investments in health systems strengthening and breakthrough innovation, are focused around three strategic priorities: Preventing child and maternal deaths; controlling the HIV/AIDS epidemic; and combating infectious diseases. Learn more about USAID funded health programs and opportunities for persons with disabilities to join the USAID team through hiring mechanisms, internships, Schedule A, and reasonable accommodation

History and Reflections of the Entry Point! Program

Laureen Summers

What motivates a young person with a disability to pursue science? It may be the curiosity of how the world works and the desire to improve their own lives as well as others. They may want to emulate a beloved adult who is a respected scientist or engineer. Students with disabilities are natural problem-solvers and innovators. They have creatively used many different technologies and accommodations that have motivated them to pursue a STEMM (Science, Technology, Engineering, Mathematics and Medicine) education and contribute to a changing world in space exploration, climate change, health, and transportation. Since 1996, The AAAS Entry Point! program has placed over 600 students with disabilities in STEM summer internships with approximately 85% of alums securing graduate degrees and/or becoming working scientists. Undergraduates and graduates are recruited in a nation-wide effort to create an annual applicant pool of students with disabilities studying STEM majors and indicating interest in being considered for a summer internship. They also intend to pursue a science or engineering career. Entry Point! has been critical in showcasing the skills and interests of disabled students to potential employers who may have questioned the abilities of students to compete and produce alongside their able-bodies peers. When they can observe how students work and successfully manage a work load, perceptions can change.

Disability Inclusion in Computer Science

Dr. Brianna Blaser

Over the last decade, a small community of leaders in computing fields have used a variety of strategies in computer science that have led to greater disability inclusion. This session will describe four strategies:

1. Encouraging the collection of disability-related data.

2. Establishing conference accessibility chairs.

3. Promoting teaching about accessibility.

4. Ensuring that tools used in k-12 computer science are accessible.

These strategies have led to a better understanding of the representation of people with disabilities in computing, explicit conversations about and proactive inclusion of researchers with disabilities at professional conferences, technology professionals who are knowledgeable about and able to develop accessible technology, and inclusion of students with disabilities in K12 computer science courses.

The session leader is a co-PI for AccessComputing, one of the National Science Foundation Broadening Participation in Computing Alliances. Funded since 2006, AccessComputing works to increase the participation of people with disabilities in computing education and careers through:

1. Direction interventions that support people with disabilities.

2. Institutional change efforts to make education and employment more accessible and welcoming to people with disabilities.

Breaking Barriers: STEAM Pedagogy in Interdisciplinary Space Art Education

Muhammad Rayan Khan
Jackie Burns

The IAAA is pioneering the IAAA STEAM Educational Initiative, merging space science with art education for ages 5-18. This study presents a Participatory Action Research (PAR) investigation to assess its impact.

Structured into three segments, the initiative tailors content for diverse age groups. Part A emphasizes art's role in STEM education and its capacity for universe exploration. Part B focuses on foundational art concepts, empowering learners to express creativity in space exploration. Part C delves into structured modules merging scientific knowledge with artistic expression.

Using PAR, the study encourages collaboration within the IAAA community. Data collection involves qualitative assessments, feedback, and reflections on the workbook's content and impact, aiming to identify key factors contributing to its efficacy.

The study's findings will inform future workbook iterations and enrich discussions on interdisciplinary STEAM education. Surveys will be administered to students engaging with the workbook, and performance data will be compared between participants and non-participants.

Integrating Neuroinclusive Pedagogy into Practice

Dr. Andrew Buck
Anirudh Subramaniam

This presentation examines the prospects of a faculty and staff, self-paced, neurodiversity training program that is informed by literature, survey research, and student voice. The purpose of the training program is to promote awareness of neurodiversity and neurodivergence and cultivate neuroinclusive pedagogy amongst faculty and staff members, in order to foster an accessible, inclusive, safe, and equitable learning environment for all students. Research suggests that postsecondary educators lack awareness of issues experienced by students with disabilities and confidence in teaching neurodiverse/neurodivergent (ND/NDT) learners. Preliminary survey results indicate that educators at a select institute of higher education were less likely to agree that their ND/NDT students are truly succeeding, understanding and applying concepts, and communicating easily with them. While laws enforce academic accommodations for students with disabilities, there is still a need to create conducive classrooms that meet the needs of ND/NDT college students and adult learners who choose not to disclose their disability. Ensuring that faculty and staff integrate neuroinclusive pedagogy into their practice is essential to advance equitable educational outcomes for all students.

Making the “Touch the Universe” Tactile Exhibition Available at Any Museum in Japan

Dr. Kumiko Usuda-Sato

After the first and second “Touch the Universe” tactile exhibitions were held at Japan Braille Library (JBL), Tokyo, in 2018 and at Akashi Municipal Planetarium, Hyogo, in 2019, we won a grant from the Japan Science Museum Association (JSMA) in 2020 to create a whole set of tactile models so that any science museum affiliated with JSMA can borrow the set to hold their exhibitions (P.I. Y. Suzuki, Akashi Municipal Planetarium). Using the set, 17 museums have held their own tactile exhibitions during 2021-2023. Through the exhibitions, we are adding more members to the “Touch the Universe” Project from JBL, Akashi Municipal Planetarium, Sendai Astronomical Observatory, Miyazaki Science Center, Kurobe Yoshida Science Museum, Kyoto University, and the National Astronomical Observatory of Japan (NAOJ), which are located various areas throughout Japan. The project members share their experiences and tips for the tactile exhibitions to expand the national network of inclusive astronomy.

The JSMA’s rental system removes a barrier for museum staff members to create tactile models by themselves using a 3D printer and enables them to host a time-limited tactile exhibition and invite blind and visually impaired people to their museums. In my talk, I will report on the latest status of our project.

Sines of Disability: A New Vision for Mathematics

Dr. Lisette E. Torres
Dr. Daniel L. Reinholz

The Sines of Disability community was founded in 2021 amidst the COVID-19 pandemic to share the lived experiences of disabled mathematicians and math educators on an online platform. The focus on disability was timely, given how the systemic ableism ingrained in society was amplified during the COVID-19 pandemic, as disabled lives were deemed expendable. Similarly, mathematics has a sordid history with disability, as key figures in mathematics were also eugenicists. Mathematics, portrayed as objective and apolitical, continues to perpetuate ableism through mechanisms like IQ testing and standardized assessments, intertwined with other oppressive systems. Further, problematic discourses in society perpetuate the marginalization and undervaluation of disabled mathematicians' contributions, reinforcing their invisibility and the invisibility of disability as a topic of discussion generally. Sines of Disability seeks to reshape the discourse around mathematics and disability, inviting all to share their stories and collaborate for a more equitable mathematical world. In this session, we discuss the creation of the website, the growth of the burgeoning organization, and our efforts to build community. We invite others to join us as we continue our disability justice dreaming in mathematics spaces.

Creating Accessible Science Capital for Individuals with Disabilities in Science Museums

Gabriela Sehnem Heck

This talk is part of an ongoing PhD research project with the aim of identifying accessibility resources in science museums that enable individuals with various disabilities to enhance their Science Capital. We will explore the identification of these resources within these spaces using a tool called 'Indicators of Accessibility Potential in Science Museums,' developed by the Accessible Museums and Science Centers group (MCCAC). Additionally, we will discuss strategies for addressing inaccessibility in these spaces, proposing resources and tools to facilitate a more inclusive approach. During this presentation, I will also share insights from my research, including discussions on the inaccessibility inherent in the concept of Science Capital and ways to make it more inclusive, taking into account intersectional inequalities related to disability. I will share some of the preliminary results of my research, including the development of accessibility initiatives at a Science and Technology Museum in Brazil. These initiatives involve a relaxed opening for the autistic public, a sensory bag, a sensory map, the training of museum attendants to welcome diverse audiences, and activities in Sign Language and Audio Description.

The Frist Center for Autism and Innovation -- Five Years of Engineering Technologies and Transforming the Workplace – Inspired by Neurodiversity

Jessica Schonhut-Stasik

The Frist Center for Autism and Innovation (FCAI) at Vanderbilt University brings together leading engineers, entrepreneurs, experts in educational and clinical practice, and academic researchers in partnership with self-advocates and other civic stakeholders to understand and create the conditions to maximize neurodiverse (ND) talent in the workforce. From a strengths-based understanding of ND, we focus on needs-based technological innovations, talent and leadership development, and workplace practices. We aim to enhance the quality of life for ND people and improve the bottom line for business and society, FCAI's strategic investment of expertise and resources intends to enable, promote, and support the most cutting-edge in multiple areas:

1. Inventors and entrepreneurs: developing and commercializing new technologies, algorithms, and systems that enable ND people to gain employment, succeed at work, and achieve their full potential

2. Business scholars and management experts: developing and deploying novel pipelines to careers, workplace practices and tools, corporate training, and policies that dramatically increase ND talent in the workforce and meaningfully advance ND in leadership.

3. Academics and other professionals in higher education: developing and preparing the next generation of engineers, business leaders, special education and clinical practitioners, to bring a ""ND paradigm"" to all whose lives they will touch.

4. Self-advocates and other civic stakeholders: Ensuring everything the Center undertakes is done with the engagement and centering of ND people, voices, lived experiences, and perspectives.

This presentation will outline the work of FCAI and discuss some of the transferrable programs that have seen such success at our Center.

3D Printing Programs at Schools for the Blind: What Has Worked and How We Are Collaborating to Create Solutions

Caroline Karbowski

Volunteers from See3D, Inc., a nonprofit that organizes the printing and distribution of 3D printed models for blind and low vision people, began the 3D Model Club at the Ohio State School for the Blind in 2018. The club made miniature models of their historic landmark model collection, advocated for screen reader accessible printers, visited a 3D printing factory and makerspace, held virtual meetings, and created student and teacher model requests. To expand the impact from this program, See3D started a 3D printing support program in 2023 where schools and organizations for the blind are connected virtually with 3D printing mentors so they can develop their 3D printing programs. Attendees will learn what strategies were effective at building this international community, how to begin and maintain their own 3D printing club, and resources to make 3D printing more accessible for blind and low vison users.

NASA's Neurodiversity Network: Lessons Learned

Dr. Lynn Cominsky

NASA's Neurodiversity Network (N3) provides pathways to NASA participation and STEM employment for neurodivergent learners, with a focus on those who identify as autistic. Autistic individuals are involved in each of N3's two main program elements: summer high school internships; and codesign of NASA educational resources for integration into high school coursework, informal programs, and middle school summer camps. In this talk, I will review the amazing accomplishments of more than 50 summer interns, and will discuss what we have learned about best practices to support initiatives for neurodivergent high schoolers and museum goers.