1. This presentation and its materials are based upon work supported by the National Science Foundation under Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Permission is granted to copy these materials for educational, non-commercial purposes provided the source is acknowledged. Meadowlands Environment Center - MarshAccess © Copyright 2010 A New Jersey Meadowlands Commission Facility operated by Ramapo College of New Jersey Designing and Implementing Accessible Informal Science Education Programs

2. Leading Change: Lessons Learned Issues Relevant to the Successful Implementation of Accessible Programming in Informal Science Education Settings

3. Two things you must know: 1. After this conference, your organization will consider you to be the “expert” on disabilities 2.You can make a difference and be the change agent for addressing program accessibility at your center

4. This Presentation 1. The Education Staff 2. The Target Communities 3. The Administration

5. Education Staff Gain Commitment The staff will develop a new skill set - expands experiences and bolsters resumes Involve educators in development of programs that are accessible Directly address attitudes through disability awareness activities, disability etiquette instruction, etc. Accept that not all staff will have the same level of commitment: What do I have to do?/ What more can I do?

6. Staff Development Formal training for all important early on in the process - disability etiquette - barriers faced by people with a variety of disabilities - functional limitations and abilities - Universal Instructional Design Develop first cadre of interested staff Mentoring model works best - individualized - ongoing Education Staff

7. Follow-up/Assessment of Programs Did participants learn any science? Did accommodations provide meaningful access? Did educators feel prepared and competent to lead accessible programs? What further training needs do educators have? Education Staff

8. Follow- up/Assessment of Programs Provides data for administration - # of visitors with disabilities - effectiveness - income generated - press coverage - expanding accessibility programming Provides data for pursuing outside funding sources

9. Target Communities Gain Support and Commitment Learn what is out there and what the needs are Schools and after school programs Camps for students College support programs Organizations serving people with disabilities (MS Society) Community programs that people attend on a daily basis, (sheltered workshops, work activities centers)

10. Target Communities Gain Support and Commitment Learn what is out there and what the needs are Rehabilitation centers Inpatient and outpatient support groups Group homes Senior centers, senior residential communities Invite people with disabilities from the community who are interested in programming to speak at your facility

11. Target Communities Partnerships work best Field-testing of accessible programs Ongoing relationships reduce need for constant outreach Transportation is a major issue Schedule programs well in advance Work with transportation schedules Be flexible Explore funding options within organization Take the program to the group!

12. Understand need to raise Awareness and alter Attitudes Your organization may: Lack awareness that there is a “problem” Lack awareness that people with disabilities want to, and are capable of participating in meaningful STEM based science activities It’s not just about ramps - be prepared for road blocks beyond issues of physical accessibility The Administration

13. Your organization may have: Assumptions about people with disabilities (who they are, what they are capable of doing, where they “should” be spending their time) Explanations about why people with disabilities do not attend your center (there are no people with disabilities in our community, they go “elsewhere”) Attitudes that are negative and/or patronizing are usually the biggest barriers

14. The Administration Articulate the benefits Increased program audiences - will bring more visitors/profit Positive attention to your organization by the community and the press for reaching a targeted, underserved audience

15. The Administration Articulate the benefits Federal, state and many private foundations look favorably upon projects and programs that serve diverse audiences including people with disabilities Universal Instructional Design benefit all audiences “It’s the right thing to do”

16. The Administration Establish relationships at all levels of your organization Work with the system and powers that be Schedule meetings to discuss accessibility and make presentations Invite key people to programs with target audiences Conduct programs center-stage/BE VISIBLE with target audiences Offer to serve on committees/attend meetings where programming, facilities, etc. will be discussed and/or decided

17. The Administration These things take time - but BE PERSISTENT Work with the system but know when to push Make follow-up phone calls Send brochures/articles about - what is happening in the field - what other facilities are doing Implement baby-steps as a way to get to the bigger picture Accept less than perfect solutions

18. The Administration Institutionalize programs, processes, activities Give your accessibility initiative a name: MarshAccess MarshAccess part of the school program brochure MarshAccess on the website MarshAccess room in the new building

19. The Administration Institutionalize programs, processes, activities Facilities support: table set ups, rooms, special assistance Maintenance: cutting back vegetation for better access, trail maintenance, etc. (Doesn’t work perfectly; need reminders) Security fully on board