The document summarizes the history and provisions of Wisconsin Act 124, which ensures equal access to textbooks and educational materials for postsecondary students with disabilities in Wisconsin. Some key points:
- The act is the result of over 15 years of advocacy and bipartisan support to address the complex issue of providing accessible instructional materials (AIM) at college while respecting copyright law.
- It establishes procedures for students with disabilities to request accessible versions of textbooks and obligations of publishers to provide materials in alternate formats like Braille, audio or electronic files.
- The act aims to stop barriers to higher education for students with disabilities by ensuring access to required course materials.
Concurrent session at the TxDLA 2016 Conference. This is the first time, I've offered a professional development session for Section 504 Coordinators that's focused on accessibility in online learning. I expect this will look different in future offerings, if there are other offerings.
Concurrent session at the TxDLA 2016 Conference. This is the first time, I've offered a professional development session for Section 504 Coordinators that's focused on accessibility in online learning. I expect this will look different in future offerings, if there are other offerings.
Legal Update: Understanding the Latest Findings on Access to Online Learnin...Raymond Rose
Session Presentation at the 2015 CTO Clinic in Austin: Ray was part of the team that created the first virtual school in the US. He was part of the CoSN Emerging Technologies Committee for a number of years contributing to and leading the creation of many of that group's reports. He has long been an advocate of equity in education, and has written extensively on this topic. He recently researched Department of Justice and the Office forr Civil Rights reports filed against K-12 and higher education academic institutions for lack of full access in websites and online learning for individuals with disabilities. That information served as the basis for an iNACOL publication which was released in November, and will be major part of his presentation.
This is a big question! Distance education (DE) is one answer. DE allows people to learn - and earn - a certificate, diploma, or degree (almost) wherever they live. Technology has increased its reach, however, in order to reach the increasing number of people who are not able to find sustainable employment, or go to school full-time, DE could be expanded and instructional models and technologies improved. This literature review explores many questions to expand DE's reach.
Its all in the design the importance of making courses legally accessibleRaymond Rose
Session for the 7th annual Quality Matters Conference.
Over the past two years the field has seen a significant increase in enforcement of civil rights legislation in the area of access to online learning for people with disabilities. The presenter is recognized as the current expert on these issues. It has become eminently clear that there are no differences between higher education and K-12 in the legal compliance for online learning. This session will articulate the expectations the federal enforcement agencies have with respect to access and equity in online learning in K-12 and Higher Education.
This presentation includes resources not previously listed in other slide presentations.
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
The Legal Year in Review: Digital Access Cases3Play Media
While every year is active in the federal and state courts, 2015 saw several cases focused on the accessibility of online content. These cases demonstrate that the Department of Justice (DOJ) and Office for Civil Rights (OCR) are taking a more comprehensive position on digital access, and organizations across industries should take note of the precedents being set to better understand their legal obligations.
In this webinar, Paul Grossman, who served as the OCR Chief Regional Attorney in San Francisco for 30 years, will analyze key illustrative cases and decisions in 2015 that have potential impact on campus and organization policies, practices, and environments as they relate to web accessibility.
This presentation will cover:
- Legal requirements impacting web accessibility
- What is a "public accommodation" subject to Title III of the ADA?
- Captioning lawsuit against Harvard and MIT
- Cases of "deliberate indifference"
- Key DOJ/OCR compliance reviews in 2015
- Accommodating employees
- The legal horizon for web accessibility
Designing Digital Materials That are Accessible for All Learners: University ...Raymond Rose
While New Zealand recognises that people with disabilities have human rights, access in online courses has not yet garnered the attention it has in other countries. Raymond Rose has more than two decades of experience designing and delivering online learning, and having helped create the first virtual high school in the US. He has been an advocate of access and equity in online learning for all that time. He recently researched the US case law about access and equity in online for a publication and has presented at local, regional, and national conferences on the topic.
When the DOJ/OCR Makes a Visit: Lessons Learned in Resolving Complaints About...3Play Media
Over the last few years, many institutions of higher education have faced legal action for inaccessible IT. If an ADA or Section 504 accessibility complaint is filed at your school, the Department of Justice (DOJ) and the U.S. Department of Education Office for Civil Rights (OCR) share the responsibility for enforcing the law. They also have the authority to conduct a compliance audit in lieu of a complaint.
In this webinar, accessibility leaders at three different universities will discuss what to expect in a DOJ or OCR review, as well as the lessons they've learned at their institutions in resolving complaints about inaccessible IT. Learning from schools that have successfully resolved DOJ/OCR complaints, this webinar will provide valuable insight into how campus communities can work to ensure the accessibility of IT.
This presentation will cover:
Schools that have faced legal action for inaccessible IT
Approaching accessibility and universal design at the university level
A timeline of the OCR complaint against University of Montana
University of Montana's resolution agreement
University of Montana's current approach to accessibility
A timeline of the DOJ inquiry at University of Colorado Boulder
UC Boulder's response and strategy for accessibility
What UC Boulder learned from their experience
Key takeaways from resolving DOJ and OCR complaints
CPP, Inc., the exclusive publisher of the Myers-Briggs Type Indicator (MBTI) instrument, takes on more folk tales in part 2 of its series debunking misconceptions about the world's most popular personality assessment. (If you missed part 1, here it is: http://bit.ly/1chx5q).
Legal Update: Understanding the Latest Findings on Access to Online Learnin...Raymond Rose
Session Presentation at the 2015 CTO Clinic in Austin: Ray was part of the team that created the first virtual school in the US. He was part of the CoSN Emerging Technologies Committee for a number of years contributing to and leading the creation of many of that group's reports. He has long been an advocate of equity in education, and has written extensively on this topic. He recently researched Department of Justice and the Office forr Civil Rights reports filed against K-12 and higher education academic institutions for lack of full access in websites and online learning for individuals with disabilities. That information served as the basis for an iNACOL publication which was released in November, and will be major part of his presentation.
This is a big question! Distance education (DE) is one answer. DE allows people to learn - and earn - a certificate, diploma, or degree (almost) wherever they live. Technology has increased its reach, however, in order to reach the increasing number of people who are not able to find sustainable employment, or go to school full-time, DE could be expanded and instructional models and technologies improved. This literature review explores many questions to expand DE's reach.
Its all in the design the importance of making courses legally accessibleRaymond Rose
Session for the 7th annual Quality Matters Conference.
Over the past two years the field has seen a significant increase in enforcement of civil rights legislation in the area of access to online learning for people with disabilities. The presenter is recognized as the current expert on these issues. It has become eminently clear that there are no differences between higher education and K-12 in the legal compliance for online learning. This session will articulate the expectations the federal enforcement agencies have with respect to access and equity in online learning in K-12 and Higher Education.
This presentation includes resources not previously listed in other slide presentations.
The Long Road from Reactive to Proactive: Developing an Accessibility Strategy3Play Media
Implementing accessibility policies in higher education is no easy task. For many, it is easy to get caught in a cycle of reactive accommodation where larger accessibility policies are never implemented. So how do you transition from reactive policies to proactive policies?
Korey Singleton, the Assistive Technology Initiative Manager at George Mason University, will walk you through their two-year process of moving from reactive solutions to proactive accessibility policies. His own experience with how difficult it can be to shift campus climate and administrative support towards proactive accessibility is incredibly useful for other universities struggling with the same thing. His detailed presentation will provide insight into how George Mason has overcome these challenges and developed a proactive approach to accessibility.
This webinar will cover:
- Collaborative strategies for campus-wide IT accessibility
- Strategies for getting faculty to use and create accessible material
- George Mason's accessibility policies & recent updates
- Workflow, collaboration, and policy recommendations
- Resources for accessibility training and testing
- Analysis of completed accessible media requests by fiscal year
The Legal Year in Review: Digital Access Cases3Play Media
While every year is active in the federal and state courts, 2015 saw several cases focused on the accessibility of online content. These cases demonstrate that the Department of Justice (DOJ) and Office for Civil Rights (OCR) are taking a more comprehensive position on digital access, and organizations across industries should take note of the precedents being set to better understand their legal obligations.
In this webinar, Paul Grossman, who served as the OCR Chief Regional Attorney in San Francisco for 30 years, will analyze key illustrative cases and decisions in 2015 that have potential impact on campus and organization policies, practices, and environments as they relate to web accessibility.
This presentation will cover:
- Legal requirements impacting web accessibility
- What is a "public accommodation" subject to Title III of the ADA?
- Captioning lawsuit against Harvard and MIT
- Cases of "deliberate indifference"
- Key DOJ/OCR compliance reviews in 2015
- Accommodating employees
- The legal horizon for web accessibility
Designing Digital Materials That are Accessible for All Learners: University ...Raymond Rose
While New Zealand recognises that people with disabilities have human rights, access in online courses has not yet garnered the attention it has in other countries. Raymond Rose has more than two decades of experience designing and delivering online learning, and having helped create the first virtual high school in the US. He has been an advocate of access and equity in online learning for all that time. He recently researched the US case law about access and equity in online for a publication and has presented at local, regional, and national conferences on the topic.
When the DOJ/OCR Makes a Visit: Lessons Learned in Resolving Complaints About...3Play Media
Over the last few years, many institutions of higher education have faced legal action for inaccessible IT. If an ADA or Section 504 accessibility complaint is filed at your school, the Department of Justice (DOJ) and the U.S. Department of Education Office for Civil Rights (OCR) share the responsibility for enforcing the law. They also have the authority to conduct a compliance audit in lieu of a complaint.
In this webinar, accessibility leaders at three different universities will discuss what to expect in a DOJ or OCR review, as well as the lessons they've learned at their institutions in resolving complaints about inaccessible IT. Learning from schools that have successfully resolved DOJ/OCR complaints, this webinar will provide valuable insight into how campus communities can work to ensure the accessibility of IT.
This presentation will cover:
Schools that have faced legal action for inaccessible IT
Approaching accessibility and universal design at the university level
A timeline of the OCR complaint against University of Montana
University of Montana's resolution agreement
University of Montana's current approach to accessibility
A timeline of the DOJ inquiry at University of Colorado Boulder
UC Boulder's response and strategy for accessibility
What UC Boulder learned from their experience
Key takeaways from resolving DOJ and OCR complaints
CPP, Inc., the exclusive publisher of the Myers-Briggs Type Indicator (MBTI) instrument, takes on more folk tales in part 2 of its series debunking misconceptions about the world's most popular personality assessment. (If you missed part 1, here it is: http://bit.ly/1chx5q).
Open educational resources in criminal justice power pointBillOverby1
A presentation on the benefits and challenges of using open educational resources in criminal justice research applications. There are six benefits documented and five challenges shown.
Running head PROTOTYPE MOCKUPSTourism Information Applica.docxtodd581
Running head: PROTOTYPE MOCKUPS
Tourism Information Application
Charles Williams
CTU/CS346/ Unit 2 IP
Prof. Jeffery Williams
11/28/18
Design Description
The design used for the design of this web and mobile application is simplistic in nature. This would make it possible for users to access its features and content with ease. Since the application has been developed to target tourists who visit the city of Charlotte, the home page should portray that message by incorporating the city’s crest and its name in the navigation menu.
The website would have a consistent design by having each page have the same header that has the main tourist attractions listed on every page. To access the different attraction sites such as museums, parks, hotels etc. users would simply click on the links that are available in each page header. When the user does not want to click on those links and wants to access a specific feature, the search bar in the first page would make it possible for the user to access that feature without having to navigate to where it is located through the headers.
The footer section gives access to resources that are not essential but important to the user such as access to government resources and quick facts about the city in the ‘about’ section. The mobile application has key tourist attractions listed but it gets rid of most of the non-essential features present in the website to increase its usability. The design tool used for this assignment is Balsamiq Mockups and the mockup file is attached with this assignment for reference purposes.
Mock-Up Screenshots
Web Application
Homepage
Parks
Museums
Hotels
Other Resources
About
Governmental Resources
News
Mobile Application
Home
Parks
Other Resources
References
Wasson, C. S. (2015). System engineering analysis, design, and development: Concepts, principles, and practices. John Wiley & Sons.
Basson, S. H., Kanevsky, D., & Oblinger, D. A. (2015). U.S. Patent No. 9,165,280. Washington, DC: U.S. Patent and Trademark Office.
Blakiston, R. (2014). Usability testing: A practical guide for librarians (Vol. 11). Rowman & Littlefield.
Darejeh, A., & Singh, D. (2013). A review on user interface design principles to increase software usability for users with less computer literacy. Journal of computer science, 9(11), 1443.
Dayton, T., Mcfarland, A., & Kramer, J. (2018). The bridging user needs to object-oriented GUI prototype via task object design. In User interface design (pp. 15-56). CRC Press.
Foster, E. C. (2014). User interface design. In Software Engineering (pp. 187-205). Apress, Berkeley, CA.
SYLLABUS
Harold Washington College
Department of Social and Applied Sciences
Social Science 101(61674) IAI#S9 900 Section MN/ Fall 2018 12 weeks
Friday 9:30-12:20 Room 1013
Adjunct Instructor: Luis Martinez
e-mail:[email protected],Office Rm. 411 Office Hours:12:20-1:00 Phone #312 553-5892
Required Text:Intro to Social Science/Harold Washington College ISBN.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Five Steps to Improve Access and Equity in Online Courses (TxDLA 2014)Raymond Rose
There's no question; online courses must be designed to be accessible. The three major standards organizations include access. Easier said than done! And, standards don't provide any real guidance on how to me the legal requirements, let alone meet the standards.
Building an Effective School BYOD PlanSam Gliksman
Schools are needing increasing amounts of expensive educational technology at a time when budgets are shrinking. Many have started to explore BYOD policies - Bring Your Own Device - as a practical solution to integrate cost effective technology into their educational programs.
With the convergence of widespread broadband and the growth of powerful, platform independent web based tools BYOD has finally arrived as an effective educational alternative to other plans that require expensive purchasing and maintenance. Viewed within a realistic perspective of both its benefits and limitations BYOD can provide a workable solution for the many schools seeking to upgrade their educational technology.
A presentation abou the importance of designing universally accessible online and distance courses, aimed specifically at those involved in higher education.
The Legal Year in Review: Accessibility Trends in Higher Ed3Play Media
In this webinar, Paul Grossman will cover major trends in accessibility law as it applies to higher ed. If you haven't had the chance to see Paul speak at AHEAD, this is a great opportunity to learn about the state of accessibility in higher education from the retired Chief Regional Attorney at the US Department of Education, Office for Civil Rights (OCR).
508 compliance and educational access for all learners in an online environment are becoming increasingly important in higher education. Using Universal Design Principles, this can be achieved, creating a positive online learning community.
Introduction to Accessibility in Education.pptxTechFleur
Part 1 of a 3-part presentation prepared for the 2021 eLearning Summer Institute at Bellevue College, Bellevue, WA. Presents the basic requirements for developing accessible course content in higher education, including a timeline of developments in accessibility, accessibility law, and general methods to create accessible content.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Wi act 124
1. WI ACT 124
“BUILDING BRIDGES
AND BREAKING
DOWN BARRIERS”
ACCESSING HIGHER GROUND 2013
Scott Ritter
To m H e f f r o n
Sal Carranza
15 years in the making…
2. WI ACT 124
“A Long and Winding Road”
!
!
!
The result of over 15 years of strong
advocacy and bipartisan legislative
support
Partnership with the American Publishers
Association, and Disability Services
leadership statewide
Ensures equal access and treatment for all
WI postsecondary students with
disabilities to textbooks and educational
materials
……1996
3. Why did it take so long?
!
The provision of Accessible Instructional Materials
(AIM) to students with disabilities at the
postsecondary level has been impacted by issues
associated with the complex interactions between
civil rights and copyright law, as well as an
evolving market and rapidly emerging technology.
No Kidding!!!
4. AIM Commission
!
The identification of need for, acquisition of, and
use of accessible instructional materials are the
administrative responsibility of every higher
education institution, not simply the task of DR/S
offices.
But there’s no market for AIM, right?
5. Why did WI need Act 124?
Because we
needed to stop
making
mountains for
students…
!
$5.85 Billion
textbooks/course
materials sold in
2010 (National Association
of College Stores).
!
So if 12% are
SWD=$702 million.
6. Disability Prevalence in Post-secondary 2011
(% of total SWD)
2011 National Center for Education Statistics (NCES) and 2011 AHEAD surveys
Disability Type
Learning
Disabilities
ADD or ADHD
Psychological
condition
Health impairment
Mobility
impairment
Hard of hearing or
Deaf
Traumatic Brain
Injury
AHEAD %
NCES %
28.16%
31%
20.21%
18%
9.25%
15%
2.61%
3%
Intellectual disabilities
2.40%
3%
Temporary impairment
2.01%
N/A
Autism
15.59%
Visual impairment
1.94%
2%
0.72%
1%
11%
6.20%
7%
Speech/language
impairment
3.25%
4%
Deaf-blind
0.09%
N/A
2.79%
2%
Other
4.79%
3%
70% of total SWD may use AIM
7. National Longitudinal Transition Survey-2
“Out of High
School and has
ever attended
Post-Secondary”
Wave 2 (2003)
LD 29.5%
B/VI 63.6%
Orthopedic 32.2%
TBI 23.4%
OHI 33.4%
Multiple 19%
Deaf/Blind ***
Wave 3 (2005)
LD 45.2%
B/VI 70.6%
Orthopedic 51.2%
TBI 51%
OHI 53%
Multiple 32.8%
Deaf/Blind 47.7%
Wave 4 (2007)
LD 58.7%
B/VI 68.7%
Orthopedic 57.2%
TBI 55.2%
OHI 55.9%
Multiple 28.5%
Deaf/Blind 46.4%
Wave 5 (2009)
LD 65.2%
B/VI 67.8%
Orthopedic 59.8%
TBI 60.5%
OHI 64.7%
Multiple 28.9%
Deaf/Blind 53%
8. Tremendous Growth from 2003-2009
Type of Disability
Growth
Percentage of Change
Learning Disability
29.5% to 65.2%
121%
Blind/Visually Impaired
63.6% to 67.8%
6.6%
Orthopedic
32% to 59.8%
87%
Traumatic Brain Injury
23.4% to 60.5%
159%
Other Health Impairment
33.4% to 64.7%
94%
Multiple Disabilities
19% to 28.9%
52%
Deaf-Blind
*** to 53%
N/A
9. Assistive Technology and Your College
Experience Survey 2009 (QIAT-PS)
The survey was distributed to students with disabilities in
post- secondary education nationally in 2009.
11. What types of assistive technology
do you regularly use?
Type of AT
Electronic text
Computer with screen
reader
Optical character
recognition software
Voice recognition
software
Computer with
magnification
Handheld magnifier
and/or CCTV
Braille display
Embosser
Count
49
%
36.30%
40
29.63%
23
17.04%
23
17.04%
20
14.81%
13
9.63%
10
10
7.41%
7.41%
14. We aren’t just providing PDF’s. ..
“AIM High-Going Above and Beyond”
Depending on staff and available funding/resources, we convert materials,
provide students with software and hardware, assist students with
installation, and train them too.
!
!
!
62% troubleshoot as well
88% refer students to accessibility applications or online resources
70% advised students on other accessibility level/features of different
technology such as the iPad and Kindle.
!
40% offered to find and install UD or accessibility-related apps on
students personal devices.
!
< 25% of respondents sent students somewhere else on campus to get
software/hardware.
< 33 % sent students somewhere else for installation.
!
I wonder how many of these were related to reading?
15. Approaching a tipping point…
2010
The Office of Civil Rights, United States Department of Education letter.
OCR attorneys affirmed that—
!
"Requiring use of an emerging technology in a classroom environment when
the technology is inaccessible to an entire population of individuals with
disabilities—individuals with visual disabilities—is discrimination prohibited
by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of
the Rehabilitation Act of 1973 (Section 504) unless those individuals are
provided accommodations or modifications that permit them to receive all
the educational benefits provided by the technology in an equally effective
and equally integrated manner" (Office of Civil Rights, US Department of
Education,(2010) Joint Letter, Washington, DC).
SWD’s civil rights require post-secondary institutions to provide
equitable access to all learning materials and activities, digital or
otherwise. This extends to textbooks, courseware, learning management
systems, instructional software programs—in short, any and all
curriculum resources required for use in academic programs.
16. The Higher Education
Opportunity Act of 2008
!
Requires all post-secondary institutions, as of July 1,
2010, to make textbook information available for
all courses, including both ISBNs and pricing
information. This information must be offered as
part of an institution’s online class schedule, and
must be viewable by students in advance of
registration for any given academic term.
17. Recent Legal Cases
Louisiana Tech DOJ settlement
!
!
Online Course Environment/Course Materials/Websites inaccessible.
Landmark settlement, because it identified/expanded responsible stakeholders.
Penn State University
!
!
Settled with National Federation of the Blind
Allegedly did not provide B/VI students with proper access to websites and
library catalog, online class materials.
South Carolina Technical College System
!
OCR resolution to fix web accessibility.
University of California-Berkley
!
Settlement with Disability Rights Advocates to improve AIM. The Golden Bears
were struggling to keep up with a 115% increase in the last 4 years (750
textbooks last year) Now will have 5 staff dedicated, must send reminders for
requests, and must provide accessible textbooks within 10 days if the request.
"
"
Library Print system; first of its kind; students will be able to request library books and
journals be converted; 5 day turnaround.
http://www.dralegal.org/sites/dralegal.org/files/casefiles/factsheet_ucb.pdf
18. States with Accessible
Textbook Laws
!
Arizona
!
California
!
Georgia
!
Kentucky
!
New Mexico
New York
!
Maryland
!
Wisconsin
!
20. 2011 Wisconsin Act 124
“Nuts and Bolts”
!
!
!
!
!
Publishers are required to provide electronic or other alternative
versions of textbooks to college students who are blind or have
other disabilities that prevent them from using standard printed
materials
Establishes a procedure that must be followed for requesting an
electronic or alternative version of a textbook
Outlines the duties of a publisher who receives such a request.
The Act identifies circumstances under which an electronic or other
alternative version of a textbook is not required to be provided
Outlines the requirements that must be followed by a student who
receives instructional materials in alternative or electronic format.
21. ELIGIBLE STUDENTS
1.
Any student who is blind or visually impaired
Has a specific learning disability, or
3. Other physical condition that prevents the student from using
instructional material in standard print format, and who needs
reasonable accommodations to read.
Students must be enrolled in any of the following institutions of higher
education: (total # of schools)
2.
!
!
!
An institution or college campus within the University of Wisconsin
System.
A technical college within the Wisconsin Technical College System.
One of the 20 private, nonprofit institutions of higher education that
are members of the Wisconsin Association of Independent Colleges
and Universities.
22. INSTRUCTIONAL MATERIALS
COVERED BY WI ACT 124
Textbooks or other material written and published in print format that is
required or essential to the success of a student with a disability in a
course of study in which the student is enrolled
23. REQUESTS FOR MATERIALS
Who may Request: An institution of higher education may, on behalf of an eligible student
What may be Requested:
!
Braille.
!
Large print text.
!
An audio recording created with the use of text-to-speech technology.
!
An electronic format used with a screen reader device or other assistive technology.
A digital talking book.
Electronic Format
A computer file or other digital medium embodying instructional material that can be made
into an alternative format or that is capable of serving as an alternative format, if used with
a screen reader device or other assistive technology.
! Maintain the structural integrity of the original instructional material
! Be compatible with an assistive technology that is suitable for the needs of the
student with a disability or, if the student needs an embossed Braille version of the
instructional material, be compatible with commonly used Braille translation
software.
! Include corrections and revisions that have been generally published with respect to
the instructional material.
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24. Institutional Requirements
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A copy of the instructional material in a standard format has been
purchased for use by that student. The publisher has a right to inspect or
receive copies of records verifying the purchase.
The student is a student with a disability.
The requested material is for use by the student in connection with a course
at the institution of higher education in which the student is enrolled.
If the institution of higher education has a copy of the instructional material
in electronic format and can be used with assistive technology, we need to
use it.
Signed statement outlining that the student will use the instructional
material in an alternative format solely for his or her own educational
purposes and that the student will not copy or distribute the instructional
material in an alternative format for use by others.
25. DUTIES OF PUBLISHERS
1. Response Required Within Seven Days
! Within seven days after receiving a request, the
publisher must respond to the request by providing
a notice advising the requester as to which of the
actions, if any, permitted under the Act the
publisher intends to take. The notice must be
provided in writing. Fax or e-mail are acceptable
forms of written notice.
26. Publisher Time Limits
Provide the requester a copy of the instructional material
in an alternative format by one of the following means:
No later than 14 days after providing initial notice
! A computer
disk or file.
! An Internet password or by providing that access in any
other appropriate matter.
No later than 7 days after providing initial notice
! Electronic
Format
! Grant the institution of higher education permission to
convert the instructional material into the particular
alternative format needed by the student with a disability.
28. If we need to create accessible
materials in house…
An institution of higher education to create an alternative format of
instructional material for which a request has been made if any of the
following apply:
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The publisher provides a copy of the instructional material in
electronic format.
The publisher grants permission to convert the instructional material
into an alternative format.
The institution already possesses a copy of the instructional material
in electronic format that is capable of serving as an alternative
format or of being converted in an alternative format.
The publisher does not respond to a request within seven days or
does not fulfill the request within 7 or 14 days after providing notice
of its intent as required under the Act.
29. If we have to outsource…
The third party contract must provide all of the following:
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The electronic format from which the alternative format is
created may not be further distributed by the third party.
Any alternative format made from the electronic format
may be provided only to the institution.
All files provided by the institution to the third party shall
be returned to the institution.
The third party may not retain, and must destroy, any copies
of its work product, including any interim work files.
Both the institution and the publisher shall have the power
to enforce the contractual provisions specified above.
30. Big Rocks for Using Materials
Protection of Copyright
! Ensure that the format is not distributed to any third
parties, unless outsourcing.
! Maintain in effect all copy protection measures
embedded in the alternative or electronic format by the
publisher
! Disc or file must be copy protected
! Ensure that the student does not copy or distribute the
electronic format version in violation of the federal
Copyright Act
Use an agreement form!
31. Ready for some non-legalese?
Once we’ve made the request, we don’t need to
request permissions or materials in the future!
! We can share! As long as everyone plays by the
rules and uses common sense.
!
32. WI ACT 124 Guide
1. Introduction
2. Executive Summary of Wisconsin Act 124
3. Post-secondary Education E-Text Process and Responsibilities (Per Wisconsin
Act 124)
4. Scenarios-Issues and Answers from WI Disability Services Colleagues
5. Frequently Asked Questions Regarding Implementation of Act 124
6. Wisconsin Accessible Text Workgroup Resource List
a. Alt-Text Best Practices
b. E-Text-Procurement
c. Audio Books
d. Braille/Large Print
7. Appendices
a. Full Text of WI Act 124 State Law
b. Sample Postsecondary Forms and Agreements
c. Sample Textbook/Equipment Requests
d. Sample E-Text Process
33. A Special Thanks…
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The Wisconsin Postsecondary Guide for Implementing the WI Access Text Law (Act
124) was developed and composed by an excellent WI Postsecondary Disability
Services Committee in 2012. A special thanks to the following committee members for
their efforts and dedication to the 2013 guide:
Bonnie Bauer, Moraine Park Technical College
Cathy Bohte, Milwaukee Area Technical College
Sal Carranza, University of Wisconsin System Administration
Janet Case, Fox Valley Technical College
Nicole Gustafson-Binger, Gateway Technical College
Tom Heffron, Wisconsin Technical College System
Mary Marks, Mid-State Technical College
VaMeng Moua, Northeast Wisconsin Technical College
Patty Nesheim, Gateway Technical College
Lili O’Connell, Edgewood College
Scott Ritter, Madison Area Technical College
Jean Salzer, University of Wisconsin-Milwaukee
34. And now, the rest of the story…
On Nov. 15, 2012, the UW System, Wisconsin Technical College System
(WTCS), and La Crosse County received an award from the Wisconsin Council
of the Blind and Visually Impaired to recognize the successful passing of Act
124 (the E-Text Bill) by the Legislature. The legislation helps make instructional
materials more accessible to the blind and visually impaired.