Preconference workshop given to WCET participants

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
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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
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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
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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
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5. Does your campus
assure web content is
delivered to all,
including those with
disabilities?
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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
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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
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8. Individuals with
Disabilities in an
Online World
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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
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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
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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
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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
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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
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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
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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
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18. Cognitive load vs Functionality
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19. What is the user
experience?
Those who have difficulty with SEIZURES
Those who have difficulty with AGE RELATED
processes
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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
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21. Legal Issues that
Affect your
Campus
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22. Summary &
Update
Rehabilitation Act
Section 504 (all federally funded programs)
Section 508 (federal agencies)
Americans with Disabilities Act (ADA)
Other
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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)
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24. Rehabilitation
Act
Section 504 (all federally funded
programs)
Affirmative obligation to plan in advance
Courts knocking down post-hoc
accommodations
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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.
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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
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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)
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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)
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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)
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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
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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.
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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)
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33. D o n ’t Fo r g e t
International Laws
To o
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34. Questions?
Comments?
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35. System-wide
change for your
campus
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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
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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
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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
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39. Campus Change
Many report there is no real
institutional commitment to
changing the status quo
Leadership
Resources
Ongoing process
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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
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41. W h er e t o g o
f ro m he re ?
one bite at a time
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42. Mater ials that hold
prom ise to improve
the situation
GOALS
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43. GOALS
Consortium:
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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 .
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45. Action Pape r for
Higher Educ ation
Administrators
www.ncdae.org/goals/actio npaper.cfm
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46. Best Practice
Indicators for Web
Accessibility in
Higher Education
www.ncdae.org/goals/ind icators.cfm
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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
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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
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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
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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
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51. Web-based Audit Tool
for self-study and
strategic planning
Currently in Development
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52. G OA L S
Benchmarking &
P l a n n i n g To o l
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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?
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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
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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
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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 /
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57. Questions
Comments
?
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