Competencies
As described in the syllabus, your grade in the class will be based on whether you achieve non competent, competent or excellent in each of these topics, based on multiple assessments.
Each competency except plain language is assessed at least twice in individual assignments. Plain language will be assessed again during your final group project; with the requirement that each person on your team turn in a different paragraph.
Competency coverage across assignments and project components
| Assignment or Project Component | Accessible Implementation | Inclusive Person Centered Design | Accessible Communication | Disability Model Analysis | Inclusive Experiments |
|---|---|---|---|---|---|
| Paper Presentations | — | — | G | — | — |
| Project Reflection | — | — | — | — | — |
| Project Research (Group) | — | I | — | — | — |
| AEIOU Analysis | — | — | — | G | — |
| Design Proposal (Group) | — | G | G | G | — |
| Accessibility Audit (individual) | I | — | — | — | — |
| Prototype (Group) | — | — | — | — | — |
| Study Design and Results (group) | — | — | — | — | G |
| Final Poster and Presentation | — | — | G | — | — |
| Final Writeup | G | G | G | G | — |
Competency Descriptions
- Accessible Implementation
- You can apply standards for accessible design (WCAG 2.1 AA) in your prototypes
- Inclusive Person Centered Design
- You base design decisions on first person perspectives. This includes understanding the stakeholders, learning from t
- Accessible Communication
- Ensure that documents, posters and presentations you create are accessible to everyone in your intended audience, including people with disabilities.
- Disability Model Analysis
- Argue for how a given technology, including your own, meets or fails to meet positive disability principles, including non-ableist language, emphasizing agency and control, and avoiding disability dongles
- Inclusive Experiments
- You appropriately consider accessibility, ethical/intersectional identity issues, and power dynamics in your experimental design