1. Pursuing Equity Billy Parker (National Industries for the Blind)
An Overview of Support and Resources for Blind Students
Billy Parker (National Industries for the Blind)
Jewls Harris (Portland State University)
Michele Bromley (Portland State University)
AHEAD Webinar
May 4, 2017

2. Agenda ADA compliance Using an equity lens
Accessible materials and online access
In-class and supplemental supports
Resources for transition and employment

3. Reasonable Accommodations and ADA Compliance

4. Regulations Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act Amendments Act (ADAAA)
Chaffee Amendment

5. Case Law
Online accessibility cases (University of Montana, Florida State University, UC Berkeley, Penn State University)
Accessible technology cases (Arizona State University, Miami University)
Student preference and comprehensive services (Dudley v. Miami University)

6. Common Pitfalls in Compliance Efforts
Creating a one-size-fits-all approach to the needs of blind/visually impaired students
If the student doesn’t request an accommodation for a specific aspect of the course, the problem is left unexplored
If the course is accessible, no additional support is offered.

7. Using an Equity Lens

8. Using the socio-political model of disability
“Disability stems from the failure of a structured social environment to adjust to the needs and aspirations of disabled citizens rather than from the inability of a disabled individual to adapt to the demands of society. In viewing disability as a product of a dynamic interaction between humans and their surroundings, emphasis is shifted from the individual to the broader social, cultural, economic, and political environment. In fact, from this perspective, disability may even be regarded primarily as the consequence of a disabling environment”.
- Harlan Hahn
Using the socio-political model of disability

9. Equity, not equality, is the goal
“Equal access” isn’t actually equitable
Equity means providing more to some to establish a level playing field for all
Equity means taking usability and inclusion, not just accessibility, into consideration when making decisions

10. Social Justice requires full inclusion and participation
Social Justice Framework:
“Basically, a social justice framework is a way of seeing and acting aimed at resisting unfairness and inequity while enhancing freedom and possibility for all. It pays primary attention to how people, policies, practices, curricula, and institutions may be used to liberate rather than oppress those least served by our decision-making.”
Advocacy
Leadership
Empowerment
Social Change
Social Justice
requires full inclusion and participation

11. Independence is the goal.
“By and large, blind people are taught to be dependent on sighted people — in part because 99% of them are taught by people who can see. My biggest barrier is people; Especially sighted people.”
-Daniel Kish, Blind
Independence is the goal.
A graduated, holistic model is key to success.

12. Collaboration: Consistent One-on-One Collaboration with student
Case management
Individualized short term and long term goals
Accommodations evolve as students set new, more advanced goals
Long term goals lead to greater independence and translate to real- world environments
Weekly follow up meetings until less frequent meetings are indicated

13. Questions?

14. Accessible Materials and Online Content

15. Communication and Coordination with Faculty
Communicating Early
Introductory from the Director
Follow-up s from the responsible DS provider
Midterm from the responsible DS provider
End-of-term from the responsible DS provider
Explaining Clearly
Outlining DS responsibilities versus faculty responsibilities
Explaining how and when materials and information must be shared
Reminding Often

16. Acquisition and Conversion of Materials
Assessing students’ formats needs
Administering an Adaptive Technology Needs Assessment
Understanding different formats: BRF, DOCX, MP3, Tactile, XHT, etc.
Working with publishers
Obtaining an electronic copy
Assessing accessibility
Converting to accessible formats
Acquiring the appropriate tools and training, or
Establishing a relationship with a quality vendor

17. Acquisition and Conversion of Materials
Equipment Requirements for in-House Conversion
Book Cutter
Quality Duplex Scanner
OCR Software (Text and Music)
Adobe Acrobat Pro
Microsoft Word
Accessible Equation Editor
Braille Translation Software
MP3 Converter w/Math Capability
Music Notation Editor
Music Braille Translator
Braille Embosser
Tactile Graphic Maker

18. Acquisition and Conversion of Materials
Vendor Categories for Outsourcing Conversion
Accessible Text Conversion
Accessible Tactile Conversion
Accessible Music Conversion
Accessible Video Conversion

19. Assessment of Software and Online Spaces
Testing accessibility via screen reading software
Understanding JAWS, NVDA, and/or VoiceOver
Supporting students with outside-of-the-box navigation
Scheduling follow-up appointments for navigation training
Connecting students to regional and community supports
Working with faculty on alternative accommodations
Thinking outside-of-the-box for software alternatives

20. Questions?
templates, equipment lists, vendor recommendations, and basic conversion procedures will be made available via the AHEAD Blind and Low Vision SIG website.

21. In-Class and Supplemental Supports

22. Supplementary Support:
Provided by Classroom Assistants and Auxiliary Support
Extensive annual training for classroom assistants
Visits to more problematic courses to provide feedback to the faculty and supervise classroom assistants
Ongoing support and collaboration with faculty
Responsive, creative solutions with classroom access, testing arrangements, course assignments, and other issues as needed

23. Resources:
Robust and Intensive Resources and Assistance Provided to Faculty
Faculty handbook details alternative format procedures and in-class instruction guidance
Video describing how to provide an accessible and welcoming classroom
Checklist to determine course accessibility needs
Consultation meetings with faculty, students, and assistants as needed

24. Engagement: Early and Thorough Engagement with Community Partners
Collaboration with vocational rehabilitation programs such as the Oregon Commission for the Blind (OCB)
Joint meetings with the student, OCB counselor, and PSU staff to establish needs early in the admissions process
On-going coordination to ensure technology training and student development goals are consistent with vocational goals
Community referrals and assistance accessing private training and supports when other agencies not involved

25. Questions?
templates, classroom assistant training materials, and checklists will be available via the AHEAD Blind and Low Vision SIG website.

26. Resources for Transition and Employment

27. Resources: Transition and Employment
Workforce Recruitment Program
US Business Leaders Network
National Industries for the Blind
American Foundation for the Blind

28. Resources: Transition and Employment
American Council of the Blind
National Federation of the Blind
Equal Opportunity Publications
Getting Hired

29. Questions?
A complete list of transition and employment resources will be available via the AHEAD Blind and Low Vision SIG website.

30. Equitable approaches to services, In-class and auxiliary supports,
Using an equity lens and foundation in social justice, the Blind and Low Vision SIG provides supports and resources to DS offices in order to increase equity and access for students who are blind and low vision. The SIG provides information and resources on several topics including:
Equitable approaches to services,
In-class and auxiliary supports,
Accessible materials and online access, and
Transition and employment.
Visit the AHEAD Blind and Low Vision SIG at

31. Thank you for attending!!
The Blind and Low Vision SIG hopes to offer an expanded series of webinars next academic year. Stay tuned.

32. Billy Parker
Co-Chair, AHEAD Blind and Low Vision SIG
Program Director, Employment Support Services
National Industries for the Blind
Jewls Harris, Co-Chair
AHEAD Blind and Low Vision SIG
Access Counselor & Consultant
Portland State University
Michele Bromley
Adaptive Technology Specialist & Alternative Formats Coordinator