Salome Heyward & Associates Conference Services Program Accessibility And Emerging Technology April , 2014 Presented by Salome Heyward, JD Program Accessibility And Emerging Technology April , 2014 Presented by Salome Heyward, JD SH&A April 2014

Program Accessibility There is a continuing obligation to provide access to the institution’s programs, activities and services Private entities have a continuing obligation to reevaluate barrier removal on a regular basis When choosing between available methods of providing program access priority must be given to offering services, programs, and activities in the most integrated setting SH&A April 2014

Access to Technology  Ensure equal access to the educational benefits and opportunities afforded by technology and equal treatment in the use of technology;  There is a continuing obligation to provide access that need not be triggered by an individual’s specific request for accommodation.  Pertinent technology based services, activities and information: official websites, learning management systems, on-line programs and activities, and student portals: systems, registration services, grades, calendar events, etc… SH&A April 2014

Access to Technology (cont.) Individuals with disabilities should have “the same ease of use, ready access, completeness of information, functionality and timeliness of response” with respect to technology based programs, services and activities. SH&A April 2014

Accessibility of Websites Standard: “…[T]o take appropriate steps to ensure that communications with persons with disabilities are as effective as communications with others. Compliance Steps: Develop and post guidelines for web accessibility in accordance with Section 508 and World Wide Web Consortium’s Web Accessibility Initiative (W3C-WAI) SH&A April 2014

Accessibility of Websites (cont.)  Ensure that web based information and services are readily accessible to persons who use assistive technology to access the internet;  Evaluate existing web pages to identify barriers to access for users of assistive technology, prioritize most used and/or important pages, and develop strategies for eliminating barriers and increasing usability ;  Require web developers to adhere to accessibility requirements and standards for all new web pages and revisions to currently used pages; SH&A April 2014

Learning Management Systems Standard: “[‘M]ay not, directly or through contractual, licensing, or other arrangements… provide a qualified person with a disability with an aid, benefit, or service that is not as effective as that provided others.” Compliance Steps: Develop and implement a policy that requires all instructional materials created, purchased, or made available by colleges, departments, programs or professors to be accessible to individuals with disabilities. SH&A April 2014

Learning Management Systems (cont.)  Establish instructional support services that train, assist and require faculty to meet accessibility standards and guidelines;  Ensure that contracts with third party vendors incorporate accessibility standards as a necessary component;  Based the selection of alternative measures or means of access on the capability to provide the same ease of use, ready access, completeness of information, functionality and timeliness of response. SH&A April 2014

Online and Distance Learning Programs Standard: Individuals with disabilities must be afforded “an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement as [users] without disabilities.” Compliance Steps: Program design and development should incorporate both accessibility standards and accommodation procedures as imperatives. SH&A April 2014

Online and Distance Learning Programs  Students with disabilities should not be disadvantaged or limited with respect to course selection, program participation or opportunities;  Learning platforms must be compatible with commonly used assistive technology;  Reasonable procedures must be implemented to permit students to seek academic adjustments, auxiliary aids and services. SH&A April 2014

Alternative Media Guidelines Standard: Services with respect to reformatted materials “must be of sufficient quality and effectiveness to afford [a student with a disability] an equal opportunity to benefit from, and participate in the educational program.” Compliance Steps: Develop a system for addressing alternative media requests that includes timeframes, identification of relevant databases and procedures, and strategies to maximize accuracy and timeliness of delivery. SH&A April 2014

Alternative Media Guidelines (cont.)  Those with administrative responsibility must have the necessary expertise to address programming compatibility issues and the reformatting of materials;  An interactive process must be used to identify potential academic adjustments, auxiliary aids and services;  Effective interim and alternatives means to access must be made available when necessary. SH&A April 2014

Lessons of Kindle, Penn State, Louisiana Tech, et.al. Adopt a policy addressing the use of electronic and information technology (EIT) institution-wide that establishes the institution’s commitment to accessibility. The standard should provide that individuals with disabilities must be afforded “an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement as [users] without disabilities. SH&A April 2014

Lessons of Kindle, Penn State, Louisiana Tech, et.al. (cont.) Conduct an audit of all electronic and information technology (EIT) to determine accessibility and usability. The audit should include: websites, documents posted on websites, application processes, library services, learning management systems, access to classroom podiums, distance learning – online programs, registration systems, personal response systems, videos, banking websites and ATM access. SH&A April 2014

Lessons of Kindle, Penn State, Louisiana Tech, et.al. (cont.) Develop and implement a policy and procedures regarding procurement that requires the institution to purchase or recommend only EITs that will provide “the same programs, benefits, and services as they do to individuals without disabilities, except when it would fundamentally alter a program or when it is not technically feasible to do so, in which case the procedures will require the [institution] to provide accessible alternate EITs. SH&A April 2014

Lessons of Kindle, Penn State, Louisiana Tech, et.al. (cont.)  Identify barriers to access, develop a plan for attacking the deficiencies, and provide meaningful funding for the initiative  Make faculty a part of the solution by providing training, guidance and direct support for course development  Once insurmountable barriers are identified adopt alternative methods to providing access. SH&A April 2014