I'd like to welcome our Akron community to our keynote presenter. Today in our chat, you will find some housekeeping, um, messages. Uh, for today's presentation, we have an ASL interpreter, Jenny Miller, on our call today, and we have instructions on how to pair with our interpreter, should you, uh, require that service. Additionally, we have captions turned on. So if you need to turn on your captions to follow along like I do, uh, we encourage you to do so. We will also be recording our presentation today. Um, so I want to make everyone aware of that. Lastly, um, we ask that you, uh, please share your reactions, whether that's a clapping, a thumbs up, a 100% emoji in the chat throughout the presentation. Um, and then also ask questions within the chat feature. Microphones will be turned off for our attendees, and I will act as the moderator and will ask questions on your behalf. But I also look forward to sharing your reactions via emojis or comments with our presenter. We're going to go ahead and get started. Um, and so I would like to officially, uh, welcome to our campus and virtually our keynote address speaker today. The first deafblind person to graduate from Harvard Law School. Haben Girma is an award winning advocate, author, and keynote speaker. She received the Helen Keller Achievement Award, was honored by President Obama as a Champion of Change, and serves as an inaugural commissioner on the World Health Organization's Commission on Social Connection. Haben travels the globe helping organizations drive innovation, strengthen resilience and deepen human connection. I am I am so excited to welcome Haben Girma. Haben, I'm going to go ahead and turn it over to you. Thank you. Thank you. Jessica. Hello everyone. My name is Haben Girma. I'm deafblind. I grew up in a sighted hearing world, and I continually asked myself, what can I do to increase access to my community? Because everything around me seemed to to be designed for people who can see and hear. From the schools to the libraries. Over time, access started to change. We had more opportunities for accessibility. And part of that was due to technology. I'm using technology to connect with everyone today. I have a Braille display in front of me and. Over time, these Braille displays have changed and developed new tools, new supports. When your tech came out that had braille displays with Bluetooth, and I realized if I connect this to a Bluetooth keyboard, I could have so much more access to communication. And I started doing that. I would pair it with a Bluetooth keyboard. I'd hand the keyboard to people. They could type their side of the conversation. I would read it in braille real time and then respond by voice. Some people said no. That's weird. That's different. We're not going to do that. And I could not have access in those situations because the people blocked my access. But other people said, yes, let's do this. Let's give this a try. At the end of this presentation, I will be using the Braille display to read your questions. When we do the Q&A, so please feel free to send questions reactions throughout the presentation because I'll get them. Um, during our Q&A. I want to share examples of people who have said, yes, let's make our world more accessible. Next slide. We have a photo from the 25th anniversary of the Americans with Disabilities Act. And in this photo, I am using a Braille computer. I'm standing by a table reading from a Braille computer across from me. President Obama is typing on a keyboard, and Vice President Joe Biden and a few other people are standing and watching the conversation. When I entered, I, uh, helped explain to everyone that I access information best through Braille. President Obama usually communicates by voice but he graciously switched from voicing to typing so I could access his words. We all have the power to adapt. We could all shape our world to be more accessible. And sometimes that's it's easy as choosing to switch from voicing to typing. I adapt whenever I connect with people. I first check. How do you best communicate? Some people need me to sign and I will sign to them instead of voicing. Some people need me to type and I will type back instead of voicing. So I'm adapting just as I'm asking other people to adapt. And we should be doing this for all the people around us. Check in. Don't assume. Find out. How do you best communicate? How would you like access in in this classroom or on this website, and then adapt and give people the accessibility features? When communities choose to adapt. Then I have access. But a lot of people are still saying no. Deaf blindness is not my biggest barrier. My biggest barrier is ableism. Next slide. ABLEISM. Ableism is a set of beliefs and practices that treat disabled people as inferior to non-disabled people. We're not inferior. It is ableism that creates that assumption. Ableism is just so widespread that a lot of people assume that disabled people are incompetent, but don't have anything to say, and that's really ableism talking. So we have to work to remove ableism both from our communities and often internally from our own assumptions. I struggled with this when I was in college. A lot of my classmates were landing internships and summer jobs. But as soon as employers learned of my disability, they came up with so many excuses not to hire me. Again, my disability was not the problem. Ableism was the problem! I shared with my friends at college that it was really, really hard to land a job, and he told me, I know where you can get a job. Alaska. I really wanted a job. So I agreed to go up to Alaska. Before I even set foot in Alaska. I was hired to work as a tour guide for the Capitol building. I arrived in Juneau excited and eager to lead tours of the capitol. On the first day we were doing orientation and a manager pulled me aside and said it was a mistake to hire you. They knew about my deafness. We talked about it in the interview. I explained my strategies and they seemed so supportive. So what changed? I asked the manager, are you firing me because I'm blind? She said, no, it's because you're from California. Once again, I was struggling to find a job, but this time I was stuck in Alaska. There were lots of job openings. So many tourists go up to Juneau in the summer to see whales, glaciers, eagles. So I sent in applications for the job openings. Employers were impressed with my volunteer experiences, my grades in school. But as soon as they realized I had a disability, they came up with all kinds of excuses not to hire me. These were tactile jobs they did not require sight Sight. For example, I applied for working as a dishwasher. You don't need to see to wash dishes. It's tactile. You can feel when there's something in a cup. You can feel when there's soap on a plate. It's a very tactile experience. But a lot of employers assume there's only one way to do things, and that's by sight. Those employers miss out on the talents of disabled people. I kept searching and finally I found a manager who asked, how would you do the job? I told her she listened and she hired me to work the front desk of a small gym in Juneau, Alaska. That summer, I learned a lot about gym equipment. One day during that summer, a woman came up to the front desk and said, A treadmill isn't working. I followed her to the treadmill and I felt the machine from top to bottom. Near the bottom there was a switch. I flipped the switch and the machine came to life She told me, oh my goodness, I didn't see that switch. I told her I didn't see it either. Sometimes tactile techniques. Beat visual techniques. When we have teams with people from a variety of backgrounds and a variety of abilities and disabilities. Then we're going to solve more problems because some people will have tactile strategies. Some people will have visual strategies. Some people will use audio. And when we have a group with a variety of different talents, that group will be more innovative and solve more problems. A study by Accenture found that teams that invest in accessibility outperform their competitors. So there are real advantages for employers to get past ableism and invest in disabled people. Disabled people have been innovating all throughout history, all over the world. One of the fathers of the internet. His name is Vint Cerf. He is deaf, hard of hearing. Before the internet existed as we know it today. Deaf people struggle to communicate long distance. Vint Cerf developed one of the earliest email protocols. And through email, deaf people could communicate long distance without straining to hear over the phone. Guess who else started using email? Hearing people. Lots of hearing people use email. A lot of solutions that help disabled people also help the rest of our community. We call this the curb cut effect. And the reason we call this the curb cut effect is because of a story that comes from Berkeley, California. In the 60s and 70s, disabled activists asked the city of Berkeley to install curb cuts. The city said no. It's too expensive. It'll take forever to install curb cuts. The activists would not give up. They kept asking for curb cuts until finally the city gave in and they discovered that after installing curb cuts, people who use wheelchairs gained greater freedom and mobility moving around the city. Parents with strollers found it easier to go to the park, preschool, the coffee shop when there were curb cuts. Travelers pulling luggage found it easier. Kids with skateboards found it easier. And in 2026. Another group benefits from curb cuts. Autonomous delivery robots. When we invest in accessibility, we pave the way for more innovation. For disabled people, non-disabled people and robots. Another example of accessibility. If you cannot hear language, you can create visual language and deaf communities all over the world have developed sign languages. The dominant sign language in the US is American Sign Language, and each community around the world has different sign languages. In Mexico, there is Mexican Sign language. Video please. This is the video from my visit to a university in Mexico. I am standing in a gymnasium signing with a friend who was a student back then, but now he's a teacher. He's deaf and sighted so he can see my signs, and I'm holding my hands over his hands to feel his signs. He is using American Sign Language, and he is one of the few people who knows American Sign Language and Mexican Sign Language, Spanish and English. He served as my interpreter when I was in Sonora in Mexico. A lot of people are surprised to learn that deaf people can serve as interpreters, but they can and do. And one of the highlights of the Super Bowl is the experience of having talented deaf performers signing and interpreting the performance. Blind people can serve as guides. Disabled people are often helpers in our communities, and if we can get past ableism, then we'll stop being surprised to learn that deaf people can interpret, a blind people can guide, and I am continually dreaming of that future when accessibility is so widespread and ableism is removed from our community, is that the success of disabled students feels expected rather than extraordinary. We'll get there. I had to do a ton of advocacy to get where I am. And sometimes it's a more subtle form of advocacy, and I remember advocating for access to dance. I had a blind dance instructor who introduced me to salsa. And I learned that dance can be accessible. I have danced all over the world. One time I tried dancing in Washington, D.C., and they said, no, you can't come in. No dogs. I told them the dog with me is a seeing eye dog. Well trained, well behaved. Don't worry. The dog's not going to dance. They still said no. My disability was not the barrier. Ableism was the barrier. Video please. Oh, it's. Wonderful. So, um, the video on screen is, for me, salsa dancing at a club in New York City. When I have access, it's because. Dance organizers, dance instructors, and universities choose. To get past ableism and say, how can we be more accessible? How do we adapt? And when I was in school, college and law school, I took dance classes. By having a more advanced dance student near what the instructor was doing. So I could feel the different movements in the class. Other times, when the instructor was teaching a new dance move, the instructor would demonstrate with me so that I could feel the new moves. And the students who learned by sight could see what the instructor and I were doing. And the students who learn best by hearing could hear the descriptions of what we were doing. So there are many ways we can adapt in our classroom, whether it's technology, communication or dancing to make our environments more accessible. I'm an advocate for accessibility. I was not always an advocate. I was shy as a student. But that changed when I was in college. I went to Lewis and Clark in Portland, Oregon. And they had never had a Braille reader before. Other schools had told me, you know, it takes a long time to develop Braille. Are you sure you want to go to school here? We're not sure if we can get a Braille printer in time. Other schools try to discourage me. But at Lewis and Clark they said, we've never had a Braille student, but we've done the research and we will purchase a Braille embosser. We will get translation software and we'll figure this out. And we did. The summer before I started, the reading specialist trained herself to convert print to Braille. So when I started, I had my textbooks in Braille. If the professor had a last minute quiz, they could send it over to her office and she could print it out in Braille at her office. There was just one problem. The cafeteria menu was only in print. Sighted students could walk in, look at the menu, and then go to their station of choice. I couldn't read that menu. Blindness wasn't the problem. The problem was the format of the menu. So I went to the manager and I explained. I can't read that menu because it's only in print. Can you provide it in Braille? There's a Braille embosser on campus. So if you send them the menu, they can emboss it. I could also read menus that are emails or websites that are accessible. The manager said. We're very busy. We have over a thousand students. We don't have time to do special things with students with special needs. Just to be clear, eating is not a special need. Everyone gets to eat. There's this myth that non-disabled people don't need help, but non-disabled people receive millions of supports at the college cafeteria. There were hundreds of chairs around the room. Those chairs are supports for walking students. Students with wheelchairs rolled in with their own chairs. They didn't ask the university to put chairs throughout the cafeteria. Another example of supports for non-disabled students is lights. The university was spending thousands of dollars on the lights. It would have saved so much money if they turned off the lights. Those are supports for sighted students. And those are just two of thousands of examples of supports we have for non-disabled people that they feel normalized. Oftentimes, we don't even notice these as accommodations for non-disabled people. The only difference between accommodations for non-disabled people and accommodations for disabled people is ableism. And if we get past ableism, we can have a world where everyone gets the supports they need. When I was a college student, I didn't know how to communicate this to the cafeteria manager, so I was stuck not having access. I would go into the cafeteria. Pick a station at random. Wait in line. Get a plate. Find a table. Try the food. There were some unpleasant surprises. I was a vegetarian, so it was particularly frustrating not to have access to food information. I was also paying for food service at the university. That was also frustrating to be paying for services. I did not have access to. This went on for months. One day I was talking to friends about my frustration and they reminded me it's my choice. It's our choice to accept unfairness or advocate for justice. So I went online and did research. I learned about the Americans with Disabilities Act, and I decided to harness that information to create change. I told the cafeteria manager, if you don't provide access to the menu, I am going to take legal action. I had no idea how to do that. I was 19. I couldn't afford a lawyer. Now I know they're nonprofit legal centers helping students with disabilities. But back then, I didn't know that. All I knew is I had to try and do something. The next day, the manager apologized and promised to make the menus accessible. He started emailing them on time in formats I could read, so I'd get an email and I could read it on my Braille computer. Station four cheese tortellini. Then I could use my cane and navigate all the way to station for it. Life became delicious. The next year there was a new blind student at the college. He had immediate access to the menu. He didn't have to fight for access to the menu. He got it. And that helped me realize when I advocate even for seemingly small things like menus. It makes a difference in our community. There are many, many barriers facing women, people of color, disabled people. And sometimes we tell ourselves, oh, it's just a small thing. Just deal with it. When you take the time to address a small barrier, you build up the skills to master the larger obstacles. I wanted to build up my skills. Law school would help me do that. So I applied to different law schools. Harvard Law School told me we've never had a deaf blind student before. I told them I have never been to Harvard before. They didn't have all the answers, but they were finally at a point in their history where they were ready to try. Before I arrived at Harvard. Helen Keller, a brilliant deafblind woman, had told her family that she wanted to go to Harvard. Helen lived from 1880 to 1960. And during her time Harvard only admitted man. Helen's disability wasn't the problem. Her gender wasn't the problem. The problem was Harvard. Over time, the school changed and opened its doors to women. And women with the disabilities. Deaf blind women have always been brilliant. It's ableism that needs to change. And. In our time, we're having more and more disabled women pioneer their way through new fields. And that's because ableism is starting to move out of our communities, and sexism and other forms of oppression are starting to move out of our communities so that the talents of disabled women, and other disabled people can be on our universities and workplaces and communities. When I started at law school, I didn't know all the solutions and we basically had to use trial and error. Try one accommodation. If it didn't work, try another accommodation until we had a system that worked well for us. I remember going to a networking event at the university, and this was an opportunity for law students to meet potential employers. So I was standing in the room with my interpreter, and I asked to speak to one of the lawyers about job opportunities. He came over. He would not talk to me. He only spoke to the interpreter. He told her, I've enjoyed watching you two. Tell her she's very inspiring. And he walked away. He was not inspired to offer me a job. A lot of times when non-disabled people feel nervous or awkward around a disabled person, they use the word inspiring. In that context, it's a mask for pity. It's like saying I'm inspired to stop complaining because at least my life isn't as bad as yours. No one wants pity. I like inspiring when it's tied to action. For example, if someone says, I'm inspired to make my classes more accessible, or I'm inspired to make my website more accessible, that is beautiful inspiration. And when people call me inspiring, I ask, what are you inspired to do? Allow that emotion to guide you toward action. And there was a lot of action Harvard University needed to take to remove ableism. And despite all that ableism, I was able to graduate. And I have the photo to prove it. Photo please. This is a photo from graduation. Dean Minow and I are standing on stage. And Dean Minow is handing me the diploma. My guide dog. Maxime is wearing a fancy fur coat. I have been describing photos and videos in this presentation. It's an accessibility practice. And I've heard from a lot of people that the first time, it's just the first time you try to describe a photo or image, it can feel challenging and awkward. Part of the reason is they say that a Picture's worth a thousand words. How do you choose which words to highlight? So when I am describing an image, I focus on the first question what is the message? What is the point that this image is trying to communicate? And in describing that image, I make sure I am providing the details that help communicate the image. This image is about my graduation. So being on stage, a diploma, the fact that there's a guide dog there. All of those are important details to the story. There are also hundreds of other details I haven't shared that are visually there. And that's because we're focused on the point and the message that people are taking away from this image. Another question that often comes up when describing images is do we describe skin color? When I'm doing image descriptions, I describe skin color. Occasionally. Not every single time, because it depends on the audience. And people who know me, for example, know that my family is from Eritrea and Ethiopia and know that I have medium dark skin, long black hair, dancing hazel eyes. But sometimes people who are new to my stories and videos and photos. Don't have access to this information. And if you don't have access to this information, you might make assumptions. I remember meeting a blind acquaintance before we became friends. We were just getting to know each other, and he asked me, have you ever traveled outside the United States? And I told him, oh, yes. I just came back from Sweden, where I was visiting family, and all summer long he assumed that I was a white, blond, and blue eyed Swedish girl. Part of that is assuming that when you talk about different countries that people from those countries all look the same. Many of us carry those internal stereotypes of what someone from Sweden looks like, or what someone from China looks like. When in fact there's a lot of different variations and when we provide descriptions. We remove all the internal assumptions and biases that would step in if we didn't provide those descriptions. So on my social media channels, for most of my audience, they don't need a description of me every single time. But I do have new followers every now and then, so every six posts or so I will add a self-description. Otherwise, the descriptions are what's happening, what's the point? And listen up this photo and video. So those are some tips, guidelines to help describe images. Whenever you post photos or videos online, add an image description. Usually, 1 or 2 sentences that communicate the point is great and for videos in particular, it's helpful to have descriptive transcripts that have both the visual descriptions of what the point and story of these visuals are, so that someone who can't see it can also have access to the information. In addition to the audio content. As a deaf blind person, I can't see or hear videos, so I'm accessing videos through descriptive transcripts and you can find examples of that on my socials and on my website. And so add image descriptions to your photos, descriptive transcripts to your videos. Captions are another good accessibility practice. They provide visuals of the audio on screen. So it's text of the audio content. I have sometimes come across videos on social media where the captions are actually, uh, extraneous information. That's not actually what's being spoken or what's happening on screen. So, um, try to avoid using distracting fancy captions. So captions that jump up and down flash. That's, um, that creates more visual, uh, distractions that make it hard to read and follow along. What's happening in the video? Um. Keep captions easy to read, easy to understand. So it's communicating the audio of what's happening so that individuals have access. And studies have shown that videos with captions outperform videos that don't have captions. Because you reach deaf and hard of hearing people, and you also reach a lot of people who are accessing videos with their sound off. A lot of people are also multitasking. Maybe they're doing laundry and watching a video. And if you have captions, it helps people who are multitasking. Continue to follow along with the main points of the video. So these are some accessibility practices to keep in mind with images and videos. You know, accessibility is important, but sometimes we encounter difficult people who say, why should we bother? We don't have time. We don't have resources to invest in accessibility. And I'm going to share some arguments you can use in those situations. Next slide. So the first one, if you reach more people, there are over 1.3 billion disabled people around the world and over 63 million disabled people in the US. So when we invest in accessibility on our websites, at our schools, our educational content reaches more people. And we benefit from more talented disabled people. Students, faculty members, community members when they can join our spaces. If we remove accessibility barriers. Another argument is when we invest in digital accessibility, we increase content discoverability. If we add image descriptions to our photos online. If we add captions and transcripts to our videos, then there's more text associated with our content. Search engine optimization. We also found that it's generative engine optimization as well. When you have websites properly formatted with headings and descriptive transcripts, it's easier for AI systems to figure out the content and main point of the message, and it increases and helps more people find you through AI systems. Another argument is that when we invest in accessibility, we drive innovation. I share the story of emails and curb cuts. There's so many different examples. I'd love to invite you to think about your own communities. What are some of the designs around you offline and online, that are designed for accessibility, but also end up benefiting non-disabled people as well? You could find these examples and these are examples of curb kind of that universal design. So when someone says we don't have time for accessibility. You can tell that when you invest in accessibility, you drive innovation. You increase content discoverability. You reach more people. And if they're still not convinced. Tell them about legal requirements. Well, litigation is expensive. It's much easier to choose accessibility rather than dealing with lawyers. We are going to open it up to Q&A. But first, can we move to the last slide? I published a book called Haben: The Deaf Blind Woman Who Conquered Harvard Law, because I wanted people to realize that it wasn't my disability that I needed to overcome. It was Harvard that needed to overcome ableism. And we've come a long way since Helen Keller's time. But there's still more work to do to increase accessibility. And in fact, a lot of people are wondering, was Helen Keller real? And there are a lot of questions around that because people are not learning about disability 101. Like Braille screen readers, canes and guide dogs. And if we spent more time educating people about accessibility, people wouldn't be surprised to learn that a deaf blind woman could write a book or do all the different things that Helen Keller was able to do. I know you have questions. So this is our time to get to those questions. So, Jessica, can you can you help share some of the questions that have come in? Jessica: Yes. Thank you. And thank you so much for your presentation, Haben, to to get started, I will share some of the reactions here in our chat. Very early on in your presentation, you made a comment to say yes to innovation and accessibility. And it just so happens that our University of Akron campaign this year is a say yes campaign. So we were celebrating that comment in our chat. Um, we had folks mention throughout your presentation that sometimes all you need is a different perspective. Uh, we had colleagues mentioning about the evident, um, ageism in our aging research population, some of our faculty that that, um, are content experts and that, um, spoke about that sometimes it can be over accommodating based on perceived, um, incompetency or need without having any knowledge about whether the person wants or even needs help. Um, so a lot of agreeing there with, with some of the statements you were sharing. Uh, we also shared a link to your main website in your book, but thank you for sharing that. In the presentation, uh, we also spoke about how important captions are. And, uh, a few of us in the chat were mentioning that we were able to get through foreign films or TV shows from other countries, uh, through captions, uh, through the pronunciation, and also being able to just read through those captions. So, um, you hit a lot of great, great topics. And, uh, that resonated with a lot of folks on the call. Um, so we will go ahead and we can move on to questions right now. Um, I'm not seeing any immediately in the chat, but I did have a question. So I can start us off, uh, while folks are sending in their questions. My, um, my interest is, is have you had the opportunity to continue to, um, engage with Harvard and what that experience now looks like for, uh, new students that get to experience a more accessible learning environment? Haben: One of the things I'm really happy about is that since I started at Harvard University, they've had more and more students with disabilities, including deaf blind students, blind students, deaf students, students with mobility disabilities. And that is, um, rewarding. Exciting. The accessibility conversation does not end, though. It continues because since then we've had more innovation, especially in the area of tech, more AI-based systems, more digital systems. And that means we need to keep asking ourselves, are these new systems accessible every time a university considers new software? New technology? Pause and reflect. Is this accessible? And if it's not, ask what can we do to make this accessible? Jessica: Very good. Thank you. Um, we have another question here. Um, as it relates to how can employees at any level, not just leadership, help drive accessibility culture? Haben: I love when leaders lead by example. If you are in a leadership position, you have tenure, for example, and have that level of security. And you're comfortable sharing your disability story and what accommodations you use that is liberating for so many people. For students. For. For. For faculty and staff who don't have that security yet. That is extremely liberating. There are a lot of people who have disabilities that are not apparent. Not obvious. And don't feel safe sharing their disability story or requesting accommodations because ableism is just so widespread in our world. So if you are in a leadership position and you can amplify accessibility by either sharing your own story or helping to elevate the story of colleagues or students who do feel safe sharing their own accessibility story, that's one way to elevate it. And to help be an advocate. Another way is to listen to what disabled and non-disabled allies are saying in terms of existing barriers and solutions for those barriers. So if someone tells you I'd love more captions on videos the next time you learn about video projects, remind them to add captions! So use your position to amplify and elevate accessibility issues. Jessica: Thank you so much. Uh, we have a question here on how do you anticipate the rapidly changing world of AI will impact accommodations and supports on our college campuses? Haben: In some ways it's going to make things easier by um Uh, removing some barriers. But it also has the potential to amplify other barriers and we need to be very cautious and aware of what are the barriers it's removing and what are the barriers it's creating? And that that that all changes based on the specific system. So when we are seeking to add these software and tech to our programs, we really need to do a thorough review of what are the potential harms, including what are the potential harms to disabled faculty members and employees and disabled students. Jessica: Great. Thank you. Uh, we have one commenter who is interested in more descriptions around transcribing and going above closed captioning. Can you speak to any more tips you can give in this area? So in captions. Uh, my friend Meryl Evans is a deaf captioning advocate. Recommends keep your captions boring. And what she meant means by that is that, um, there are trends to have captions that flash on screen, that jump up and down, captions that move around. Maybe they start on the top of the screen, then move to the bottom. Um, maybe they glide across the screen really quickly that that is actually really difficult to read for someone who's deaf and trying to access the content through the captions. Um by keep captions boring. That also means with the colors of the captions. The visual drama should come through the actual video, not the captions. So don't put wild colors in your captions. Make sure the captions contrast. So the font, for example, might be gray light gray font on a dark black background. When there's high contrast, they become easy to read. Make your captions as big as possible, but not too big. And that is more of an art than a specific font size. There are just people who are low vision, and if the captions are too small, they're hard to read. Um, so. Try to make your captions as big as you can without having them take up the whole video. So it is an art. It becomes easier over time. Also, keep your captions mostly in the same place, so it's easy for sighted people to know where to look when they're reading captions. Move them only briefly when when you need to move them because critical visual information would be blocked by the captions. Then you can move them to a different spot on screen. Um, but otherwise keep them in the same spot. So it's easy for for sighted eyes to know where to look so they could read the captions. There are captioning guides online. Meryl Evans has a detailed guide on her website. [[https://meryl.net] And, um, so, uh, it's it's something that, uh, your IT and captioning teams and accessibility teams should definitely spend some time studying. So video captions are super easy to access because they're boring and they're doing their job. Jessica: Very good. Thank you. We only have, uh, two minutes, uh, left. And so I was going to ask you one more question. We do have a couple other questions in the queue, so maybe I can pass those on, um, to you for for consumption and review. Um, but what is one accessibility improvement you wish every workplace or school would adopt? If you could pick just one. Haben: There's so many. It's. [laughter] Um, one that would be really great is to ask everyone, every new hire, new student, what supports would make our place easier for you? Right now, we kind of have a system where we only ask that to disabled people. We should be asking everyone. We do have community members who are disabled and don't identify as disabled. We have community members with non apparent disabilities and specifically with students. We have people who may not yet know that they have a learning disability or a neurodivergent, and could benefit from accessibility. So if we get in the habit of asking what supports do you need? Here is our list of supports. Here is our accessibility program. Learn about different supports for people with learning disabilities and neurodivergent and low vision and hearing. That helps more people realize these supports and tools exist, but which would help them maximize their talent and engagement. Uh, at the university. So that's that's one change I would hope for. Jessica: Great. Thank you so much, Haben! Um, you already know I've told this to you one on one that I think you're so fabulous in the work that you have done, being an ally and advocate and of our community. Uh, we greatly appreciate you sharing your experience and your wisdom with us. Um, many of the colleagues on here, um, are agreeing, and, uh, we had around almost 90 folks participating today, and we will also share the recording with our colleagues that were unable to attend. Uh, we thank you so much for your time. Thank you, Jessica, and all your colleagues and everyone here. If you've been inspired by anything I've shared. Allow that emotion to guide you toward action. Pick an action you could take to make our communities more accessible. Thank you everyone. Thank you so much. Have a great day everybody.