Information Accessibility

1. Information Accessibility

2. Background • Increasing pressure on higher education institutions to provide accessible environments especially in light of increasing technology and electronic delivery of information • Lawsuits • DOJ-OCR

3. Legal Precedents • Americans with Disabilities Act (https://www.ada.gov/cguide.htm#anchor62335) • The ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress.

4. Title II and Title III • K-12 falls under Individuals with Disabilities Education Act (I.D.E.A). Success not access • Title II: Covers state funded programs (public colleges and universities, community colleges) • Title III: Private schools and universities • All programs that receive federal funding, regardless public or private, is covered by the regulations of Section 504 • University model is based on access, not success

5. Legal Precedents – cont. 1 • Rehabilitation Act - Section 504 (https://www.ada.gov/cguide.htm#anchor65610) • Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service.

6. Legal Precedents – cont. 2 • Rehabilitation Act – Section 508 • Refreshed Jan 2017 (https://www.ada.gov/cguide.htm#anchor65610) • Section 508 establishes requirements for electronic and information technology developed, maintained, procured, or used by the Federal government. Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public.

7. Accessibility and inclusivity • Accommodations are provided when barriers exist.  • Environmental and attitudinal barriers • Extra time, audio format, absences • When courses are accessible, they are inclusive for those with disabilities. 

8. Definitions Types of Disabilities Autism Chronic Illness Hearing Loss and Deafness Intellectual Disability Learning Disability Memory Loss Mental Health Physical Disability Speech and Language Disorders Vision Loss and Blindness “Accessible” is defined as “individuals with disabilities being able to independently acquire the same information, engage in the same interactions, and enjoy the same services within the same timeframe as individuals without disabilities, with substantially equivalent ease of use.”

9. Definitions cont. • Universal Design • the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life • Universal Design for Learning • a set of principles for curriculum development that give all individuals equal opportunities to learn; a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

10. Equality?

11. Equality

12. Equity

13. UDL Examples Thom Tobin’s 5 Strategies • Start with text (lowest common denominator) • Make alternatives for media • Let students demonstrate knowledge in their own way • Break tasks down into components • Create recordings and walk-throughs

14. WCAG 2.0 Guidelines - What does it look like? • Perceivable • Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language. • Provide alternatives for time-based media. • Make fillable forms able to be edited by screen reading software. • Make it easier for users to see and hear content including separating foreground from background.

15. WCAG 2.0 Guidelines cont. - What does it look like? • Operable • Make all functionality available from a keyboard. • Provide users enough time to read and use content. • Do not design content in a way that is known to cause seizures. • Provide ways to help users navigate, find content, and determine where they are.

16. WCAG 2.0 Guidelines cont. - What does it look like? • Understandable • Make text content readable and understandable. • Make Web pages appear and operate in predictable ways.

17. WCAG 2.0 Guidelines cont. - What does it look like? • Robust • Maximize compatibility with current and future user agents, including assistive technologies. https://www.w3.org/WAI/WCAG20/glance/

18. How does this apply to me? • Direct • Web pages • Creation of resources (i.e. emails, tutorials, workshop support materials) • Presentations • Indirect • Purchasing • Collaborative projects • Support the infrastructure • Supporting those creating resources (learning materials, videos)

19. What can we do? • Increase awareness • Understand what access means • Understand the basic legalities • Know what questions to ask and understand the answers given • Use the basic principles of accessible design where and when possible

20. Tools • Assessment Tools • Web site Checkers • D2L accessibility Checker • Productivity Tools • Microsoft Word • PDFs • Image editors • Video

21. We need you to: Help us move from Awareness  Commitment  Culture