N a v i g a t i n g Po l i c y,
     Leadership, &
P r a c t i c e s i n To d a y ’s
            Climate




         WCET...
Our Brief Time
    To d a y . . .

 Overview of the problem

 Legal landscape

 How you can help your campus
engage in sys...
Campus Context
 We b i s u s e d f o r m o r e t h i n g s t h a n e ve r
before in higher education . . .
   Recruitment
...
Campus Context
21st Century Learning
 Education technologies
   LMS / CMS
   Open source
   We b 2 . 0
   Mobile
   Gaming...
Does your campus
assure web content is
   delivered to all,
 including those with
     disabilities?



                  ...
If not, what are
        your thoughts?
 Th e s e s t u d e n t s & s t a f f d o n o t
participate in online work

 Someb...
Students, staff, &
     faculty disabilities
Almost 1 in 5 Americans report the
presence of a disability

9% of incoming f...
Individuals with
Disabilities in an
  Online World




                     8
What is the user
      experience?
Those who are BLIND, color blind, or have
low vision:
 Article - www.webaim.org/article...
What is the user
      experience?
Those who are blind, COLOR BLIND, or have low
vision:

The green mushrooms listed here ...
What is the user
          experience?
    Those who are blind, COLOR BLIND, or have low
    vision:

    The green mushro...
What is the user
       experience?
Those who are blind, color blind, or have LOW
VISION:
 Low vision simulation -
 www.we...
What is the user
      experience?
Those who are deaf or hard of hearing:
 Article - www.webAIM.org/articles/auditory
 Cur...
What is the user
     experience?
Those who have difficulty with MOTOR SKILLS:
 Article - http://www.webaim.org/articles/mo...
15
16
What is the user
     experience?
Those who have difficulty with COGNITIVE skills:
 Article - www.webaim.org/articles/cogni...
Cognitive load vs Functionality
                                  18
What is the user
     experience?
Those who have difficulty with SEIZURES
Those who have difficulty with AGE RELATED
process...
Review of the
  Problem
Th e n e e d h a s n e ve r b e e n g r e a t e r

 8.5% of the population of students
& employees...
Legal Issues that
  Affect your
     Campus




                    21
Summary &
       Update
Rehabilitation Act
  Section 504 (all federally funded programs)

  Section 508 (federal agencies)...
Section 504 of the
        Rehabilitation Act
“ no otherwise qualified individual with a disability
in the United States… ...
Rehabilitation
     Act
 Section 504 (all federally funded
programs)

   Affirmative obligation to plan in advance

   Cour...
504 Model for working with
   students may not fit Web
Reactive, rather than proactive, model

Native access can be achieve...
Section 508 of the
   Rehabilitation Act

S ect i on 5 0 8 o f t h e R e h a b i lit a t io n Act of

1997 p r ov i d es t...
Section 508
Federal agencies
All the buzz years ago, lost it’s luster

Used to define floor of access (16 standards)

 Emerg...
ADA of 1990
Civil Rights Legislation
Word “Internet” not in ADA
Employment discrimination
Title II: effective communicatio...
ADA may help us think
      about electronic access

Right to access entire building
      Rights to independence
      Ba...
A public entity violates its obligations under
t h e A DA w h e n i t o n l y r e s p o n d s o n a n a d - h o c
        ...
. . .the subsequent substantial expense of
providing access is not generally regarded as
 an undue burden when such cost c...
Other
States
   26 with laws that cover Web
   8 with policies
   Most using 508 or hybrid
   Vendors nightmare
   Many do...
D o n ’t Fo r g e t
International Laws
          To o




                         33
Questions?

Comments?




             34
System-wide
change for your
    campus




                  35
Campus Change
Information and help for
accessibility is widely available

       Standards since 1996
       Many excellen...
Campus Change
    Motivations exist in education for
    system reform

        Economic (collaboration with
        other...
Campus Change
Mission related

Return on Investment
 Student and employee outcomes
 Efficiencies and cost controls
 Recrui...
Campus Change
Many report there is no real
institutional commitment to
changing the status quo

   Leadership
   Resources...
One Solution
Leverage the existing process of
continuous improvement along with
accreditor endorsement:

  A process for s...
W h er e t o g o
f ro m he re ?

   one bite at a time




                        41
Mater ials that hold
prom ise to improve
   the situation
      GOALS



                       42
GOALS
Consortium:




              43
Gain ing O n l i n e A cc e s s i b l e
      Learni ng t h r o u g h S e l f - s t u dy
A seri e s o f Ac t i o n P a p e...
Action Pape r for
 Higher Educ ation
  Administrators
www.ncdae.org/goals/actio npaper.cfm




                           ...
Best Practice
Indicators for Web
  Accessibility in
 Higher Education
www.ncdae.org/goals/ind icators.cfm




            ...
Indicators at a Glance                                          Resources and Support
                                    ...
Se lf-study sample ev i d e n c e
 Indicator #1: Institutional vision & leadership
 Benchmar k A :
C ommitment o f A d m i...
Se lf-study sample ev i d e n c e
  Indicator #1: Institutional vision & leadership
 Benchmar k B :
R eleva nt Sta k e h o...
Se lf-study sample ev i d e n c e
Indicator #2: Planning and Implementation
Benchmark A: Comprehensive Accessibility Polic...
Web-based Audit Tool
 for self-study and
 strategic planning
    Currently in Development




                            ...
G OA L S
Benchmarking &
 P l a n n i n g To o l




                          52
W h a t C a n Yo u
        Do Now?
 Understand your accessibility and
advocate improvements
  At a MICRO level
    How acc...
W h a t C a n Yo u
        Do Now?
 Understand your accessibility issues
and advocate leadership
  At a MACRO level
   If ...
Resources
Knowing your accessibility:
 Va l i d a t o r s
    Wave . w e b a i m . o r g ( f r e e )
    Others (See webai...
Resources
Fo r t e ch n i c a l s t a f f
  We b A I M . o r g
     Articles / newsletter
     Fo r u m / B l o g / R S S
...
Questions
Comments
   ?




            57
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Navigating Policy, Leadership, and Practices in Today's Web Accessibility Climate

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Navigating Policy, Leadership, and Practices in Today's Web Accessibility Climate

  1. 1. N a v i g a t i n g Po l i c y, Leadership, & P r a c t i c e s i n To d a y ’s Climate WCET workshop October 21, 2009: Dr. Cyndi Rowland 1
  2. 2. Our Brief Time To d a y . . . Overview of the problem Legal landscape How you can help your campus engage in system-wide change 2
  3. 3. Campus Context We b i s u s e d f o r m o r e t h i n g s t h a n e ve r before in higher education . . . Recruitment Admission & financial aid Registration & payment Employment Courses, assignments, research Social aspects of campus 3
  4. 4. Campus Context 21st Century Learning Education technologies LMS / CMS Open source We b 2 . 0 Mobile Gaming and immersive environments Emerging markets Collaboration International 4
  5. 5. Does your campus assure web content is delivered to all, including those with disabilities? 5
  6. 6. If not, what are your thoughts? Th e s e s t u d e n t s & s t a f f d o n o t participate in online work Somebody else deals with these problems I never thought about it before I would not know how to change the situation 6
  7. 7. Students, staff, & faculty disabilities Almost 1 in 5 Americans report the presence of a disability 9% of incoming freshman register with a disability 8.5% of the general population have disabilities that affect computer & internet use 7
  8. 8. Individuals with Disabilities in an Online World 8
  9. 9. What is the user experience? Those who are BLIND, color blind, or have low vision: Article - www.webaim.org/articles/visual Kyle’s experience http://www.webaim.org/articles/visual/ blind.php Screen reader simulation - www.webaim.org/simulations/ screenreader.php 9
  10. 10. What is the user experience? Those who are blind, COLOR BLIND, or have low vision: The green mushrooms listed here are OK to eat. The red mushrooms will kill you. - Amanita -Chanterelle - Porcini - Shitake 10
  11. 11. What is the user experience? Those who are blind, COLOR BLIND, or have low vision: The green mushrooms listed here are OK to eat. The red mushrooms will kill you. - Amanita *Resource* Vischeck.com -Chanterelle - Porcini - Shitake 11
  12. 12. What is the user experience? Those who are blind, color blind, or have LOW VISION: Low vision simulation - www.webaim.org/simulations/lowvision.php 12
  13. 13. What is the user experience? Those who are deaf or hard of hearing: Article - www.webAIM.org/articles/auditory Curtis’ experience http://www.webaim.org/articles/auditory/culture.php 13
  14. 14. What is the user experience? Those who have difficulty with MOTOR SKILLS: Article - http://www.webaim.org/articles/motor/ Gordon’s experience Don’t rely on the use of keyboard or mouse 14
  15. 15. 15
  16. 16. 16
  17. 17. What is the user experience? Those who have difficulty with COGNITIVE skills: Article - www.webaim.org/articles/cognitive Distractibility simulation http://www.webaim.org/simulations/distractability.php 17
  18. 18. Cognitive load vs Functionality 18
  19. 19. What is the user experience? Those who have difficulty with SEIZURES Those who have difficulty with AGE RELATED processes 19
  20. 20. Review of the Problem Th e n e e d h a s n e ve r b e e n g r e a t e r 8.5% of the population of students & employees in education Vi s i o n Hearing Fine Motor Cognitive Seizures Combinations 20
  21. 21. Legal Issues that Affect your Campus 21
  22. 22. Summary & Update Rehabilitation Act Section 504 (all federally funded programs) Section 508 (federal agencies) Americans with Disabilities Act (ADA) Other 22
  23. 23. Section 504 of the Rehabilitation Act “ no otherwise qualified individual with a disability in the United States… shall, solely by reason of his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. . .” (29 U.S.C. Section 794) 23
  24. 24. Rehabilitation Act Section 504 (all federally funded programs) Affirmative obligation to plan in advance Courts knocking down post-hoc accommodations 24
  25. 25. 504 Model for working with students may not fit Web Reactive, rather than proactive, model Native access can be achieved in many cases, yet the model reinforces “accommodation” Mindset of many is to go to DSO or SpEd and they’ll do it. They may not have the expertise or see the big picture. 25
  26. 26. Section 508 of the Rehabilitation Act S ect i on 5 0 8 o f t h e R e h a b i lit a t io n Act of 1997 p r ov i d es t h e l e g i s l a t ive language f or a cc e s s ib le e l e c t r o n i c i n fo rm at io n techno l o gy, i n c l u d i n g t h e I nt ern et 26
  27. 27. Section 508 Federal agencies All the buzz years ago, lost it’s luster Used to define floor of access (16 standards) Emerging in federal RFP’s and contracts, emerging as procurement language VPAT’s continue to be problematic Monitoring is poor, (benign neglect?) “Access” still means different things (e.g., FAFSA) 27
  28. 28. ADA of 1990 Civil Rights Legislation Word “Internet” not in ADA Employment discrimination Title II: effective communication Title III: place of public accommodation Sample court cases MARTA, Southwest, CSU Fullerton, UC Berkeley, Target, AOL, B&N Current draft of ADAAG guidelines do not include any mention of electronic information (other than ATM’s and Kiosks) 28
  29. 29. ADA may help us think about electronic access Right to access entire building Rights to independence Back doors problematic Could not go around ADA by “renting” inaccessible buildings Remodel “springs” law into place Legacy pages Written transition plan necessary Regulations began to inform professions (e.g., architects, engineers, building inspectors) 29
  30. 30. A public entity violates its obligations under t h e A DA w h e n i t o n l y r e s p o n d s o n a n a d - h o c basis to individual requests for a c c o m m o d a t i o n . Th e r e i s a n a f f i r m a t ive d u t y to develop a comprehensive policy in advance of any request for auxiliary aids or services A F F I R M A T I V E O B L I G A T I O N 30
  31. 31. . . .the subsequent substantial expense of providing access is not generally regarded as an undue burden when such cost could have been significantly reduced by considering the issue of accessibility at the time of the initial selection. 31
  32. 32. Other States 26 with laws that cover Web 8 with policies Most using 508 or hybrid Vendors nightmare Many do not include education Education Lots of models & good work being done Postsecondary policies all over (See WebAIM and GOALS) 32
  33. 33. D o n ’t Fo r g e t International Laws To o 33
  34. 34. Questions? Comments? 34
  35. 35. System-wide change for your campus 35
  36. 36. Campus Change Information and help for accessibility is widely available Standards since 1996 Many excellent free resources Many consultant groups Po s t s e c o n d a r y e d u c a t i o n models for system reform are widely available 36
  37. 37. Campus Change Motivations exist in education for system reform Economic (collaboration with other states and international entities) Te c h n o l o g i c Legal Unfortunately many rely on reactive rather than proactive measures 37
  38. 38. Campus Change Mission related Return on Investment Student and employee outcomes Efficiencies and cost controls Recruitment/retention of a diverse group Some funding entities now require it Enhanced collaboration potential in the US and abroad PR & development Champions vs. the enterprise 38
  39. 39. Campus Change Many report there is no real institutional commitment to changing the status quo Leadership Resources Ongoing process 39
  40. 40. One Solution Leverage the existing process of continuous improvement along with accreditor endorsement: A process for self-study and analysis Institutional leadership Institutional commitment 40
  41. 41. W h er e t o g o f ro m he re ? one bite at a time 41
  42. 42. Mater ials that hold prom ise to improve the situation GOALS 42
  43. 43. GOALS Consortium: 43
  44. 44. Gain ing O n l i n e A cc e s s i b l e Learni ng t h r o u g h S e l f - s t u dy A seri e s o f Ac t i o n P a p e r s t h at c a n h e lp estab l i sh th e n e e d f o r e n t e rp ris e wid e we b accessi bi l i t y a c r o s s k e y s t a ke h o ld e rs . Ins tituti on al I n d i c a t o r s t o a s s is t in assessm ent a n d s t r a t e g i c p la n n in g . A we b- b a s e d Au d i t To o l t o f ac ilit a t e conti nu o u s q u a l i t y i m p r o v e me n t a n d ente r p r i se-wi d e w e b a c c e s s ib ilit y p la n n in g . 44
  45. 45. Action Pape r for Higher Educ ation Administrators www.ncdae.org/goals/actio npaper.cfm 45
  46. 46. Best Practice Indicators for Web Accessibility in Higher Education www.ncdae.org/goals/ind icators.cfm 46
  47. 47. Indicators at a Glance Resources and Support Budget Sufficient to Meet Stated Plan Sufficient Time and Effort Allocated to personnel Institutional Commitment Procurement, Development, and Use of Administrative Commitment Technologies that will Result in Accessible Web Content Relevant Stakeholder Participation Training and Technical Support Focus on Personnel Planning and Implementation Inclusion of Key Personnel Assessment Comprehensive Written Accessibility Plan Evaluation of Progress of Process Comprehensive Accessibility Policy Evaluation of Accessibility Outcomes Implementation of Written Plan Assessment Results Are Used To Improve Institutional Accessibility Institutional Accessibility: Is determined by Indicators Is expressed through a series of Benchmarks Can be evaluated by looking at the strength of institutional Evidence 47
  48. 48. Se lf-study sample ev i d e n c e Indicator #1: Institutional vision & leadership Benchmar k A : C ommitment o f A d m i n i s t r a t i v e L e a d e r s h i p E vi denc e ma y i n c l u d e A statement of V I S I O N o r c o m m i t m e n t The creation and m a i n t e n a n c e o f a n a c c e s s i b i l i t y t a s k f o rc e o r i ns t itu tio n -w id e a c c e s s ib ility g r o u p The creation of a n i n s t i t u t i o n a l P O L I C Y o n w e b a c c e s s i b i l i t y The creation of a n e n t e r p r i s e - w i d e a c c e s s i b i l i t y a c t i o n P L A N Resources are ava i l a b l e f o r w e b a c c e s s i b i l i t y e f f o r t s Visibility, promo t i o n , a n d c o m m u n i c a t i o n o f w e b a c c e s s i b i l i t y ef f orts 48
  49. 49. Se lf-study sample ev i d e n c e Indicator #1: Institutional vision & leadership Benchmar k B : R eleva nt Sta k e h o l d e r Pa rt i c ip a t io n E vi denc e ma y i n c l u d e The Array Of Accessibility Stakeholders Who Participate In Planning And Continuous Improvement Personnel Who Engage In Professional Development Faculty, Staff And Students That Have Responsibility For Web Accessibility Within Their Purview Systems For Stakeholders To Provide Feedback On Implementation And Accessibility Outcomes 49
  50. 50. Se lf-study sample ev i d e n c e Indicator #2: Planning and Implementation Benchmark A: Comprehensive Accessibility Policy Evidence may include Effective Date(s) The Scope Of The Policy A Defined Technical Standard A Provision For Procurement Consequences For Non-Conformance To The Policy Are Stated Mechanism For Ongoing Review 50
  51. 51. Web-based Audit Tool for self-study and strategic planning Currently in Development 51
  52. 52. G OA L S Benchmarking & P l a n n i n g To o l 52
  53. 53. W h a t C a n Yo u Do Now? Understand your accessibility and advocate improvements At a MICRO level How accessible are you? Do you have an institutional policy? Is accessibility included in training & supports for faculty/staff? procurement process? required skills for new technology hires? 53
  54. 54. W h a t C a n Yo u Do Now? Understand your accessibility issues and advocate leadership At a MACRO level If no enterprise-wide efforts, advocate for strategic planning If one is in process, advocate continuous improvement through self-study 54
  55. 55. Resources Knowing your accessibility: Va l i d a t o r s Wave . w e b a i m . o r g ( f r e e ) Others (See webaim.org/articles/ freetools/ ) Simulate user experiences Tu r n o f f a l l i m a g e s & s t y l e s Linearize content Use only keyboard Place sound on mute 55
  56. 56. Resources Fo r t e ch n i c a l s t a f f We b A I M . o r g Articles / newsletter Fo r u m / B l o g / R S S W CAG 2 . 0 Institutional resources (3 examples) wac.ohio-state.edu calstate.edu/accessibility/ c e w. w i s c . e d u / a c c e s s i b i l i t y / 56
  57. 57. Questions Comments ? 57

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