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

2. 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

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

4. 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

5. 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?

6. 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

7. 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?

8. 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

9. 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

10. 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)

11. 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?

12. 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

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

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

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

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

17. 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

18. 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: accessibility-audit/

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

20. Accessibility Plan
Sample plans include the following:

21. 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?

22. 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?

23. 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

24. 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.

25. 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.