1. Disability Awareness - From Accommodation to Universal Design July 10, 2007 Mary Shojai, Director, Student Disability Services San Diego State University

2. Demographics of Disability 18.1% of individuals in United States have a disability* 10.7% of postsecondary students enrolled in 2003-04 reported having a disability** 2.54% of the total CSU enrollment (or 10,300 students) for Fall 2005***, due to: Stigma Lack of knowledge of services available Under-reporting (numbers reflect a snapshot on census) * U.S. Census Bureau, Americans with Disabilities: 2002, May 2006: http://www.census.gov/prod/2006pubs/p70-107.pdfhttp://www.census.gov/prod/2006pubs/p70-107.pdf **U.S. Department of Education, National Center for Education Statistics, 2003-04: http://nces.ed.gov/programs/digest/d05/tables/dt05_210.asphttp://nces.ed.gov/programs/digest/d05/tables/dt05_210.asp ***The California State University, Office of the Chancellor, Services to Students with Disabilities, Fall 2005: http://www.calstate.edu/SAS/documents/sswdFall2005Profile.xls http://www.calstate.edu/SAS/documents/sswdFall2005Profile.xls

3. Who Do We Serve?

4. Barriers to Educational Access Print-based materials Seeing Processing/comprehending Manipulating Web-based materials Seeing Hearing Processing/comprehending Navigating

5. Barriers to Educational Access Multi-media Seeing Hearing Comprehending

6. Accommodative Model Traditional method to accommodate disability Person documents disability Disability services office reviews documentation and authorizes accommodations based on individual functional limitations Student requests accommodation, and DS office arranges to provide

7. Disadvantages of Accommodative Model Accommodation is driven by individual request. Creating timely and equivalent individualized access is not an instantaneous process. Technology has exponentially increased the scope and scale of the need for access. Disability services offices are too small to provide access to everything. Campus visitors (to physical campus or web site) expect accessibility features to be there.

8. Why ATI? State and federal mandates require, in addition to non- discrimination on the basis of disability, timely, accurate and equally effective access to instructional materials. Equally effective means “appropriate to the message and abilities of the person with the disability.” Delays in providing for timely and equivalent access have resulted in several complaints filed with the Office of Civil Rights against CSU campuses, among other entities.

9. Section 504 of the Rehabilitation Act of 1973 “No otherwise qualified individual with a disability shall, solely by reason of his/her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity of a public entity.”

10. The Americans with Disabilities Act “No qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs or activities of a public entity, or be subjected to discrimination by any such entity.”

11. Section 508 SB 302 requires the CSU to comply with Section 508 accessibility guidelines in purchasing accessible information technology products and assuring accessible web sites.

12. Why ATI? Academic progress is needlessly impeded when accommodations are delayed. Delay of access can result in lower grades. Delay of access can result in students’ dropping and/or repeating classes. Creates inefficiencies in delivery of instruction in a postsecondary environment of impacted enrollment.

13. The Solution is Universal Design! “The design of products and environments to be usable by all people, without the need for adaptation or specialized design.” Copyright 1997 NC State University, The Center for Universal Design.

14. If We Build It, They Will Come In addition to students with documented disabilities, universal design benefits: ESL students International students Students with undiagnosed or undisclosed disabilities Campus visitors EVERYONE!!

15. Universal Design of Instruction Print-based Materials Adopt textbooks early to allow for conversion to e-text Course readers/electronic library reserve materials selected earlier and in accessible (or readily scanned) format Syllabus posted in accessible format to learning management system Examinations created in accessible format in advance.

16. Universal Design of Instruction Multi-media Use captioned and audio-described DVDs/videos When recording from television, turn on captioning in menu, and record with captioning displayed. Web Access Provide captioning for streaming video and audio content Tag graphs, pictures, etc. with descriptive text Cascading Style formats

17. Best Practices Communicate directly with the person with the disability. Ask how you can help – the person with the disability is the best and first expert to consult. Tap into a wealth of on-line resources. Respect the person – recognize the humanity before the disability.

18. www.calstate.edu/accessibility