Making a Makerspace? Guidelines for Accessibility and Universal Design

Many engineering departments, libraries, and Student Voices universities are launching new initiatives to create Why are accessible makerspaces important, makerspaces, physical spaces where students, and how do we involve more students with faculty, and the broader community can gather disabilities? and share resources and knowledge, work on projects, network, and build. In creating these • “Makerspaces are about community. innovative spaces we should apply principles of We need to ensure everyone from the universal design to ensure the spaces, tools, and community can participate.” community are accessible to as many individuals as possible. • “Makerspaces are often used to help build new assistive technology and increase Universal design encourages the design of space, accessibility; however, many of these spaces products, and processes not just for the average and tools remain inaccessible. We need to user, but for people with a broad range of abilities, make sure disabled people can access these ages, reading levels, learning styles, languages, spaces and create the products and designs cultures, and other characteristics. Makerspaces that they actually want.” foster innovation, and we want to ensure that individuals of all backgrounds and abilities can actively contribute to the design process. We Planning and Policies advocate for participatory design (interactions. Create a culture of inclusion and universal design acm.org/archive/view/march-april-2015/design-for- as early as possible. During your planning process user-empowerment) where individuals from diverse consider the following questions: backgrounds bring their unique experiences and • Are people with a variety of disabilities in- perspectives to the design process. This document cluded in the planning and set-up of the outlines guidelines, questions, and best practices makerspace? to consider in creating, retrofitting, or maintaining • Are there mechanisms for users to suggest makerspaces. new equipment or request accommodations or adaptations to existing equipment? • Are there simple mechanisms for users to request assistance or guidance from staff or peers? • Are there detailed and well structured documents in accessible formats describing the rules and best practices for the makerspace? This can especially be useful for individuals with learning disabilities and those on the autism spectrum. • Do websites and other publications include pictures of users from diverse backgrounds? Need some pictures? Check out and use some pictures from DO-IT at www.uw.edu/doit/RDE/ photos/. Space Furniture An ideal makerspace is a large, central, open space Tables, chairs, and other furniture in most where people can brainstorm, build, and work makerspaces are readily movable; creating together on their creations. Adjoining rooms with a flexible and accessible environment. secure doors can be useful to house specialized Brainstorming spaces offer alternative sitting tools that require training or to provide a quiet environments that may actually be more difficult area for individuals to work with less distraction. to navigate in a wheelchair/scooter, with crutches, Flexibility is key in the design of makerspaces. or by a telepresence robot. Sometimes creative The ability to move furniture and reconfigure seating options like bean bags or foam blocks are the space can maximize accessibility while also used in makerspaces. Bean bags are comfortable assuring the space can be used for diverse projects for some, but are roadblocks for others. When and initiatives. Makerspaces are often created in considering the furniture for a makerspace, unused corners of campus, basements, or older choose variety. Offer different heights, armrests, structures. When creating the space, ask and surfaces to support a diverse user base. Some • Are parking areas, pathways, and entrances additional considerations for furniture include wheelchair-accessible and clearly marked? • Can whiteboards and other tools be reached • Are all levels of the space connected via an from a seated position? accessible route of travel? • Are adjustable-height tables available? • Are there high-contrast, large-print signs • Do counters have space beneath for throughout the space, especially for safety wheelchair users? information? • Can the wheels on furniture be easily locked • Are aisles wide and clear of obstructions (e.g., and unlocked? wires) for people with mobility or visual • Are magnifying lenses and desk lamps impairments? available? These are useful for individuals • Have safety procedures been considered for with visual impairments, as well as for anyone students with hearing, visual, or mobility working on small scale projects. impairments? • Is there easily accessible storage for projects • Are power cords and work surfaces clearly and supplies? marked and accessible for individuals with mobility or visual impairments? Ideation, Team, and Meeting Space Some groups may like to stand during their brainstorming, others may prefer to spread out • “Consider hosting a workshop or other across the floor. Individuals with disabilities may event to welcome individuals with not be able to use brainstorming or prototyping disabilities to come and learn more about space that requires individuals to stand. the space. You could even have a hackathon • Do groups have the freedom and flexibility to where participants work together to make the space work for their team? increase the accessibility and design of your • Is there a quiet space that individuals or makerspace.” groups can use? This may be useful for • “With a visual impairment, I create mental individuals with hearing impairments, with maps to navigate spaces. I love that all of the attention deficits, or who are on the autism furniture is on wheels to create flexibility, spectrum. but I also like that a lot of the tools are in • Are their multiple ways for users to share their fixed spots. I will always know the location ideas with others? Molding materials may be of the 3-D printer and laser cutter, even if the easier for individuals with visual impairments space in between changes from day to day.” to quickly “sketch” ideas and share. • Encourage prototyping early! Creating quick physical prototypes can make it easier to share ideas and get feedback from diverse users. 2 Tools and Equipment • Rapid prototyping: Do you have materials Many of the new tools and equipment available that are accessible for diverse abilities? Some in makerspaces are increasing accessibility and may prefer wood and nails, while others may the ability of individuals with disabilities to prefer foam, pipe cleaners, or clay depending build and create. 3-D printers, laser cutters, and on their dexterity, strength, and background in other computer-aided design tools are opening fabrication. up the possibilities for what all people can • Computers: Is assistive technology, including make. To maximize this potential, the choice and trackballs, alternative keyboards, screen placement of tools in a space can greatly facilitate readers, and speech-to-text software, accessibility. available? • Are tools and equipment kept in designated areas? Can they be reached from a seated “Don’t underestimate abilities. Ask if position? someone needs assistance, but don’t • Are tools and equipment labeled with large assume they cannot do it themselves.” print and braille labels? (Easily created with your 3-D printer or laser cutter!) Staff, Safety, and Training • Can both right- and left-handed people use Training is also a fundamental component tools? of creating a successful, safe, and inclusive • Are power cords, including those suspended makerspace. A goal of many makerspaces is to from the ceiling, kept out of walkways? Are reduce barriers so all people can get in, learn, and their positions easily adjustable? start creating. The staff and users of a makerspace • Have you tested software and new tools for work together to create a safe and inclusive accessibility and compatibility with screen environment. Some important considerations for readers and other technology? Push suppliers safety and training include to help make makerspaces more accessible. • Are training materials and instructions available in multiple formats? Having In choosing tools and equipment, consider electronic versions available on a website whether the design is accessible to diverse groups. allows individuals to use screen-readers, • Sewing machines: Is there a hand-operated magnifiers, or other technology to easily or switch-operated sewing machine that can access documentation. be accessed by individuals who cannot use • Are safety signs high-contrast and large print? pedals? • Can all safety equipment, including fire • 3-D printers: Is the print surface accessible? alarms and fire extinguishers, be accessed by Are the software and interfaces required to individuals who use a wheelchair or have operate the printer accessible with screen- limited dexterity? readers and other assistive technology? • Are there visual and audio indicators for • Laser cutters: Is the surface accessible for safety and equipment notifications? individuals with a disability? Can large or • Are safety goggles available in a variety of raised labels be added to key buttons or sizes and styles? features? • Is staff trained to assist and provide • Hand tools: Do you have clear labels and accommodations for individuals with diverse organization for hand tools? Do tools have abilities? Check out our communication hints rubberized grips? Are plastic guards used on and other resources from AccessEngineering at all saws or other sharp tools? www.uw.edu/doit/programs/accessengineering/ • Electronics: Is use of fume hoods or smoke resources. absorbers encouraged? Are storage bins for • Are there clear rules and expectations for users resistors and other components clearly labeled to clean up the space and maintain a well- with large print or braille? organized environment?

3 • Do marketing materials for training perspectives and expertise. For more information, sessions include information about how to to be placed on the mailing list, request materials request sign language interpreters or other in an alternate format, or to make comments or accommodations? suggestions about DO-IT publications or web • Are any training videos captioned? pages, contact: • Do you have a protocol to follow when a piece of equipment is inaccessible to an individual University of Washington with a disability? Can they request assistance Box 354842 from staff or other users? Seattle, WA 98195-4842 [email protected] Focus Groups and User Testing www.uw.edu/doit/programs/accessengineering Makers need to test and experiment with their 206-685-DOIT (3648) (voice/TTY) creations. Makers should be encouraged to reach 888-972-DOIT (3648) (toll free voice/TTY) out to diverse users. Challenge makers to consider 509-328-9331 (voice/TTY) Spokane universal design in their prototyping, and testing. 206-221-4171 (fax) Make universal design and accessibility a part of Dr. Sheryl Burgstahler, Principal Investigator your culture. Challenge your makers to consider Drs. Maya Cakmak and Kat Steele, Co-PIs • Have we received feedback from individuals Dr. Brianna Blaser, Project Coordinator with a variety of disabilities in our testing? • How might we solve this challenge for an Acknowledgment individual who uses a wheelchair? These guidelines were created through a • How might our design change to enable an collaboration between engineering faculty and elderly individual or an individual who is students with disabilities in STEM supported pregnant to use our creation? by the National Science Foundation (NSF) • How could we adjust our design to be easily AccessEngineering program (Grant #EEC-1444961) used in the dark or for individuals with visual led by Kat Steele, Maya Cakmak, Brianna Blaser, impairments? and Sheryl Burgstahler. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not Further Information and Resources necessarily reflect the views of the NSF. • Could a Child Use Your Makerspace? by Barbara Klipper at www.alsc.ala.org/blog/2014/08/could-a- We would especially like to thank the participants child-with-a-disability-use-your-makerspace at the 2015 AccessEngineering Capacity Building • DIYAbility: Empowering people with and Institute for their input and insight, Mike Clark without disabilities to make their world at and the staff at the UW CoMotion Makerspace for diyability.org hosting our prototyping and design challenges, • Making Space in the Makerspace: Building a and the DO-IT Summer Study Interns for their Mixed-Ability Maker Culture by Meryl Alper at critical evaluation and feedback of makerspaces. teethingontech.files.wordpress.com/2013/03/idc13- workshop_meryl-alper.pdf Copyright © 2015, University of Washington. Permission is granted to copy these materials for About AccessEngineering educational, noncommercial purposes provided The College of Engineering and DO-IT the source is acknowledged. (Disabilities, Opportunities, Internetworking and Technology) at the University of Washington University of Washington lead the AccessEngineering project for the purpose College of Engineering of increasing the participation of people with UW Information Technology disabilities education and careers in engineering College of Education and improve engineering fields with their

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