Moving Forward with Digital Accessibility Strategic Planning and Next Steps January 10, 2017 Alise Crossland, Senior Research Analyst Devon Wellington, Research Associate

About the Center on Technology & Disability Goals of the Center on Technology and Disability (CTD): Establish a user-centered learning and technical assistance center designed to increase the capacity of families, school systems, technical assistance providers, SEA and LEA leaders Support leaders in their efforts to fosters understanding, assess, acquire, and implement appropriate assistive and instructional technology strategies and tools Administered by FHI 360, American Institutes for Research, and PACER Center Funded by U.S. Department of Education, OSEP

Making Accessibility a Reality How do we get key players to work together to address accessibility?

Everyone is Responsible for Accessibility Commitment, vision, and leadership is critical Accessibility considerations must be a priority at all levels SCHOOL DISTRICT INSTITUTION AGENCY BOARD TEACHERS/ PROFESSORS WEB DEVELOPERS CONTENT CREATORS TECH COORDINATORS ADMINISTRATORS

Planting the Accessibility Seed in Your LEA Do we have a clear accessibility policy posted on our website? How are people with disabilities currently using our content? What barriers do they encounter? What assistive technologies are they using? Are all of our staff aware of the need for accessibility? What are our primary needs and concerns around accessibility?

Discussion: Building Your Team If you were building a collaborative team, who would you ask to join? Technology coordinators (assistive and educational technology) Educators (special education and general education) Curriculum/instruction Assessment Web and digital content developers

Silos Exist in Every Organization Large or small; public or private; state, district and school In some instances, the culture encourages collaboration and silos are porous with sharing of resources and information Without a leadership support however, barriers to collaboration may hinder working together, particularly at the district level THINK ABOUT: How can your work at the state level help encourage district collaboration to ensure accessibility?

Silos Hinder Accessibility Planning Competing priorities Lack of clear vision or direction Isolation of staff and expertise Gaps in services and knowledge Redundancies Ineffective and/or inefficient use of resources Good ideas and best practices don’t spread Time and money spent on individual solutions and accommodations rather than addressing systemic issues

Breaking Down Silos to Address Accessibility Blend and braid initiatives and funding in special education, general education, Title I, and other programs Drive innovation and dissemination of best practices Ensure that resources and strategies are efficient and address digital accessibility system-wide Streamline resources, funding streams, training Recognize that accessibility is an EVERYBODY problem, not just a special education problem Consider implications of ESSA

Build Bridges! Break down silos and build bridges between technology teams, AT specialists, special and general educators, web developers, curriculum specialists, technology coordinators to leverage their expertise to ensure digital accessibility Work to establish systems for state-wide collaboration around accessible technology Build a shared vision of digital accessibility as a system- wide priority Blend and braid funding to create PD around digital accessibility to benefit all students (and families/caregivers)

Discussion: Taking Stock Have there been previous efforts to address digital accessibility? What happened? What worked? What didn’t? Why? How can previous experiences inform your current work? How knowledgeable are staff about accessibility legislation? What resources are available for them to learn more? What internal expertise is available to help support this work?

Defining the Problem & Developing a Plan Does everyone agree about the problem(s) that you are trying to solve? Conduct an accessibility audit (or hire someone to do so) Develop shared definitions of problems, challenges Take time in the beginning to ensure everyone agrees on what you’re working towards Develop a list of issues and errors

Steps to Your Accessibility Audit Determine your accessibility goals and standard with which you aim to comply

Steps to Your Accessibility Audit 2. Run an accessibility audit using selected tool (such as Code Sniffer)

Steps to Your Accessibility Audit 3. Track errors in a spreadsheet

Steps to Your Accessibility Audit 4. Determine the best place to start (e.g., alt tags, headings, color contrast)

Steps to Your Accessibility Audit 5. Test with a screen reader Jaws for Windows VoiceOver (free) for iOS NVDA (free) for Windows Talkback (free) for Android devices

Steps to Your Accessibility Audit 6. Verify with a human! For a more in-depth explanation of how to conduct a DIY accessibility audit visit this Usability Matters article: http://usabilitymatters.com/how-to-do-a-diy-web- accessibility-audit/

Accessibility Plans Peel District Accessibility Plan (2013-2017) Upper Grand District Accessibility Plan (2013-2018) Renfrew Country District Accessibility Plan (2016-2017) Oregon State University Comprehensive Accessibility Plan for the Built Environment (2013-2018) Guide for how to create an accessibility plan and policy: https://www.ontario.ca/page/how-create-accessibility-plan-and- policy#section-1

Accessibility Plan Sample plans include the following:

Developing & Communicating Shared Vision Who are you communicating your vision to? How and when? Communicate your vision for digital accessibility with key stakeholders early and often Gain buy-in from additional partners through the clear communication of your shared vision Who else might you include?

Building a Vision Statement Is there currently a shared vision accessibility in your state? Where and what does it address? (student-focused only or including families) Do priorities in educational/instructional technology align with those in special education/assistive technology? Does technology funding cross silos?

Shared Values The accessibility needs of students and families cross agencies and departments “We are in this together.” Digital accessibility benefits many audiences beyond students with disabilities Collaborative relationships provide opportunities to work together more effectively and efficiently Building on successful initiatives provides opportunities for collaboration and growth

Example Vision Statement (Ontario) [Name of organization] is committed to ensuring equal access and participation for people with disabilities. We are committed to treating people with disabilities in a way that allows them to maintain their dignity and independence. We believe in integration, and we are committed to meeting the needs of people with disabilities in a timely manner. We will do so by removing and preventing barriers to accessibility and by meeting our accessibility requirements under Ontario’s accessibility laws. https://www.ontario.ca/page/how-create-accessibility-plan-and-policy

Example Vision Statement (Dartmouth) We envision a Dartmouth College that leads by example to foster a society that is fully and seamlessly inclusive of people with disabilities in all aspects of its environment and in the attitudes, behaviors, and endeavors of its people. Mission Essential to the Mission, Core Values, and Principles of Community of Dartmouth College, the Student Accessibility Services office: promotes and facilitates a campus community in which students with disabilities have full, equal, and integrated access to, and opportunities within, all campus activities, services, and programs; encourages and fosters students with disabilities’ independence, self-determination, responsibility and development of life skills; appreciates the variety of individual perspectives that people with disabilities have about disability, identity, culture, and pride; offers selected services that are not provided by other College offices or outside organizations, focusing on those services that require disability-related expertise; and assists and consults with other departments, faculty members, and those in the campus community who are striving for full inclusion of students with disabilities. http://www.dartmouth.edu/~accessibility/mission.html