DalBox Access - info session
By registering in this form, you are indicating that you would like to attend the information session on November 3rd, 2020 (~1pm - 4pm).

What is it?
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DalBox Access is a Dalhousie Sandbox (DalBox) program being offered to support Universities Canada’s IDeA Accessibility Challenge (https://bit.ly/2OZ6LSu). Following Human Centred Design Thinking and embracing Social Innovation, this multi-faculty experiential program will support multidisciplinary student teams toward the development of solutions for persons with disabilities. Partnering with Universities Canada, this program aligns with the post-secondary schedule, starting in early October 2020 and culminating with submissions to the national competition in April 2022. There financial rewards to the winners, including travel to the awards ceremony (if COVID restrictions allow).


 
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Some Details

Who is eligible for the IDeA challenge?

Current undergrad or master’s level students enrolled at Dalhousie University in any program on a full time or part time basis. Canadian and International students are encouraged to enroll.

Objectives of the IDeA challenge

To create a culture of accessibility in Canada, to motivate students to think about accessibility issues and to include accessibility in their creation of social and technological innovations now and in the future, and to develop cost-effective, practical and innovative concepts, programs, initiatives or designs that address everyday accessibility issues.

Teams are encouraged to work on solutions that address more than one accessibility barrier. To be eligible, student teams must be inclusive with their designs – this means including a person/people with disabilities throughout the process; for good reason – we need to understand the users’ needs and we need to test our solutions with the user(s). The DalBoxes will help to source these people (potential customers/clients for your solution) with whom student teams can interact.

The DalBox Access programming will include regular sessions (TBD):
*   to help interested individuals meet new people and form teams (diverse teams, each composed of students from at least 3 different Dal Faculties – it is likely many of you will not know one another – this is good!)
*   to offer opportunities to work together in a mentored environment
*   to provide guidance and inspiration
*   to facilitate key learning opportunities which will improve team collaboration and success
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Full Name *
Your Dalhousie Email Address - ensure this is correct as it will be the main point of communication *
What is your current degree program? **To participate in Dalbox Access students must be in a bachelor's program or Master's. *
What is your program/area of study ? (i.e. neuroscience, agriculture, computer science, etc.) *
We are tracking Registration Here. Please go to Evite to ensure you get the invite links associated with the program:
http://evite.me/ZmZGWr9HaJ
Did you Register above on Evite? *
IDeA Challenge areas for submission
1. Attitudinal/Systemic barriers

Attitudinal barriers result when people think and act based on false assumptions. Example: a receptionist talks to an individual’s support person because she or he assumes the individual with a disability will not understand.
Systemic barriers are policies, practices, or procedures that result in some people receiving unequal access or being excluded. Example: eligibility criteria that effectively exclude people based on a disability, such as requiring a job applicant to have a driver’s license even though there are ways to reorganize a job to use another form of transportation.

2. Architectural/Industrial Design barriers

Architectural barriers include physical obstacles which make it difficult for someone to easily access both inside and outside spaces. Example: a doorknob that cannot be turned by a person with limited mobility or strength, a counter that is too high to approach, or a hallway or door that is too narrow to allow a person who uses a wheelchair to pass through safely.  Industrial Design barriers occur when products are designed in such a way that prevents people with disabilities from using the product. Example: a video console controller which can only be held and operated by being held in the hands.


3. Technological/Communication barriers

Technological barriers occur when technology, or the way it is used, cannot be accessed by people with disabilities. Example: websites not accessible to people who are blind and use screen reader software.
Communication barriers are created when information is offered in a form that suits some, but not all, of the population. Example: print that is too small for some people to read and public address systems that alert only people who can hear the message.

4. Virtual Learning and Distance Education barriers

Students with disabilities can become invisible online. This means that more care and thought needs to be put into employing universal design practice in developing online learning material. Example: for most students, diagrams and pictures help to solidify difficult concepts. But, if an image fails to provide alternative text or has insufficient alternative text, students who are blind or visually impaired will be left behind their sighted peers.

Link to competition guidelines: https://www.univcan.ca/wp-content/uploads/2020/08/2021-IDeA-Program-Guidelines-accessible.2.pdf
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