IT Accessibility Professionals are from Mars, Disability Services Professionals are from Venus Stephanie Dawson, Associate Director, Student Disability Services Kara Zirkle, Accessible Technology Specialist, IT Services

Session Overview Review legal and historical shifts that have led to increased need for IT/DS partnerships. Introduce the Accessible Technology Advancement (ATA) Model. Discuss strategies and approaches to improving IT/DS partnerships on your campus.

Accessibility Landscape Section 504 of the Rehabilitation Act ADA - Americans with Disability Act Section 508 of the Rehabilitation Act ADA Amendments Act (ADAA) CVAA – 21st Century Communications & Video Accessibility Act Section 508 Refresh Accessibility Landscape 1973 1990 1998 2008 2010 2016 504: Civil rights law designed to eliminate discrimination on basis of disability ADA: Civil rights law designed to eliminate discrimination in employment on basis of disability for state and local government services, public accommodations, commercial facilities, transportation and mandates the establishment of TDD/telephone relay services. 508: Requires electronic and information technology be accessible for persons with disabilities ADAA: Updated amendments to the ADA to address concerns about disability definition, burdensome documentation requirements & mitigating measures of medication. CVAA: increase access to modern communications for persons with disabilities 508: Updates to match modern technology and functionality. Requires electronic and information technology be accessible for persons with disabilities

Accessible Technology Advancement (ATA) Model Partners Collaborators Allies Adversary

Reactive to Proactive Reactive Policy & Procedure Training Marketing Partnerships Reactive Accessibility Plan Proactive Policy & Procedure Institutional Accessible Technology Policy Equally Effective Alternative Access Plan Barrier Reporting Procurement Vendor Relationships OEEO Discrimination Policy Accessibility vs. Accommodation Central Information Management System (ex. AIM) Web & Software Application Testing Captioning Alt Format to Document Remediation Central Accessibility Center Committees & Work Groups Accessible Technology Committee Academic Affairs Workgroup AT Symposium Committee Process Improvement Workgroups Partnerships Provost E-learning Library Athletics Learning Support Special Populations Admissions & Enrollment Advising Communications & Marketing

Stage 1: Adversaries Characteristics Barriers Catalysts Limited knowledge of “the others’” professional role IT refusal to support assistive technology DS aspires to relinquish all or most accessible tech responsibility Professional staff with limited tech experience address accessible tech needs on ad hoc basis Mutual distrust, blame and push of responsibility Concern that IT is just going to take over Barriers Institutional leadership has low awareness of accessibility trends IT/DS staff fatigue & aversion to new projects DS reluctance to share information due to “confidentiality” Salary differences (IT vs other) Catalysts Share information about accessible tech legal cases & best practices with institutional leadership Realization that to provide students the best support possible, they must work together

Stage 2: Allies Characteristics Barriers Catalysts Informal networks of self-identified accessibility champions who share accessible tech knowledge with university leaders It's not just my responsibility Buddy system during times of crisis Hopes and Dreams of the future Barriers Information sharing is parallel vs. streamlined Clear delineation of roles and responsibilities are not discussed or desired Irrational fears about losing ownership and funding Limited buy-in from university leaders Catalysts Realization of working together to share information is working smarter not harder. Team Meetings as needed between the two offices

Stage 3: Collaborators Characteristics Barriers Catalysts Formal networks begin to form with organized communication channels Streamlined trainings and events educating around accessibility Roles and responsibilities begin to be defined Increased awareness in university community about accessibility Barriers Uneven buy-in from university leadership University wanting more support services than can be handled (i.e. accessible courses) Prioritizing workloads Funding to meet demands vs needs Catalysts Recognize technical expertise of DS providers and explore opportunities for increased compensation Increase human and financial resources to meet the demand

Stage 4: Partners Characteristics Challenges Opportunities Equitable compensation Unified visioning Sharing physical and digital spaces Collaboration to create an Accessibility Plan Formal committees with representation and buy-in across departments Challenges Need more staff as offices continue to grow Prioritizing what’s next in the Accessibility Plan Keeping up with changing technology and accessibility challenges Uneven team development Hiring qualified seasoned individuals in the field Opportunities Building an Accessibility Center Becoming known across campus and externally to other schools as an accessibility best practice ENDLESS ………..

Questions for Consideration What stage is your institution currently in? What barriers are present that inhibit development? What catalysts are realistically actionable to stimulate further development?

Contact Information Stephanie Dawson Email: dawsonsd@miamioh.edu Phone: 513-529-1541 Kara Zirkle Email: zirklek@miamioh.edu Phone: 513-529-9006 Twitter: @AccessMU