UW Accessible IT Capacity Building Institute

Agenda 9:00–10:30 am Welcome, Introductions, Overview 10:30–10:45 Break   10:45–12:00 Websites, Documents, & Videos 12:00–1:00 pm Lunch & Discussion 1:00–1:45 Report Out Accessible Online Course Design 1:45–2:00 Break 2:00–3:00 Engagement with Vendors & Campus Units 3:00-4:00 IT Accessibility Team Q&A 4:00–4:30 Wrap-up, Future Engagement Evaluation

CBI Goal To increase our collective capacity to develop, procure, & use IT that is accessible to all students, faculty, staff & visitors of all campuses of the University of Washington.

Universal Design in Higher Education (UDHE): From Principles to Practice Second edition, 2015 More than 40 authors/co-authors Peer reviewed Harvard Education Press Email doit@uw.edu to join the UDHE online community of practice Other handouts in folder…

Brochures for universal design, web design and distance learning

Accessible technology

Two UW centers Access Technology Center (ATC) DO-IT Center Founded 1984 Funded by UW DO-IT Center Founded 1992 Supported with federal, state, corporate, private funds Expanded to DO-IT Japan, 2007

Examples of DO-IT projects The Center on UD in Education

DO-IT helps students develop self-determination skills to succeed in education & careers helps institutions apply universal design to create inclusive instruction, services, physical spaces, technology, & employment

Introductions What unit do you represent? What would you like to learn?

UW context for IT accessibility inclusive campus culture civil rights/social justice foundation compliance awareness Universal Design (UD) framework

UW vision The UW educates a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.

UW values Integrity Diversity Excellence Collaboration Innovation Respect

What do they have in common? University of Cincinnati • Youngstown State University • University of Colorado-Boulder • University of Montana-Missoula • UC Berkeley • South Carolina Technical College System • Louisiana Tech University • MIT • Maricopa Community College District • Florida State University • CSU Fullerton • California Community Colleges • Ohio State University: University of Kentucky • Harvard University, …www.uw.edu/accessibility/requirements/

What is the legal basis? Section 504 of the Rehabilitation Act, 1973 The Americans with Disabilities Act of 1990 & its 2008 Amendments State & local laws

WA Policy #188 – IT Accessibility establishes the expectation for state agencies that people with disabilities have access to & use of information & data & be provided access to the same services & content that is available to persons without disabilities unless providing direct access is not possible due to technical or legal limitations.

Consider ability on a continuum see hear walk read print write with pen or pencil communicate verbally tune out distraction learn manage physical/mental health

Remember: Most disabilities are “invisible” Fewer than 1/3 of students with disabilities may be reporting them to the disability services office

“Accessible” means …a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, & enjoy the same services as a person without a disability in an equally effective & equally integrated manner, with substantially equivalent ease of use. The person with a disability must be able to obtain the information as fully, equally & independently as a person without a disability.

Evolution of response to human differences: Eliminate, exclude Segregate Cure Rehabilitate Accommodate Civil rights, social justice: Inclusion & universal design

Typical approach – accommodation: An accommodation adjusts a product or environment to provide access to a specific person (extra time, alternative formats, sign language interpreters, …)

But sometimes it is the design of the product or environment that should be reconsidered…

Coffeepot for masochists “Coffeepot for Masochists”, Catalog of Unfindable Objects by Jacques Carelman; in Donald Norman’s The Psychology of Everyday Things, 1988

“When you plant lettuce, if it does not grow well, you don't blame the lettuce. You look for reasons it is not doing well. It may need fertilizer, or more water, or less sun...” -Thích Nhất Hạnh, Vietnamese Buddhist Monk Quotes

Universal design = “the design of products & environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” The Center for Universal Design www.design.ncsu.edu/cud

Proactive approaches to access: Universal design Inclusive design Design for all Barrier-free design Accessible design Usable design Others???

Apply UD to create inclusive physical spaces services learning activities technology

UD OF PHYSICAL SPACES

“The Daily” UW 1970

Accessible vs UD Go beyond access to inclusive access

cartoon

UD OF LEARNING ACTIVITIES

UD provides students with multiple ways to gain knowledge engage demonstrate knowledge …to proactively address diversity with respect to culture, English proficiency, learning styles, preferences; abilities, …

Apply UD to: the overall design of instruction (plan for multiple ways to gain knowledge, demonstrate knowledge, & engage) the way you deliver content (specific teaching techniques) the way you engage students in the learning the way you assess student knowledge your choice of course content (e.g., include UD content)

The DO-IT UD of instruction checklist www. uw The DO-IT UD of instruction checklist www.uw.edu/doit/equal-access-universal-design-instruction operationalizes UD principles was validated at more than 20 postsecondary institutions nationwide also see 20 Tips for Teaching an Accessible Online Course

Examples of UD practices: Include 2 statements in syllabus. Avoid stigmatizing a student by drawing undue attention to a difference. Avoid unnecessary jargon; define terms. Provide multiple, diverse examples. Minimize time constraints when appropriate. Test in same manner(s) in which you teach. Know how to arrange for accommodations. 36

UD strategies inspired by needs of one student Example of UD strategy Cannot hear Caption all videos. Has visual impairment Use large, bold, sans serif fonts on high contrast uncluttered slides & speak content. Has Dyslexia or is blind Provide materials in electronic format accessible to screen reader. Cannot manipulate objects Assign pairs/groups with clear assignments for each member. Has difficulty with instructions Make expectations clear; provide printouts, scaffolding tools. Doesn’t feel welcome Include pictures of people with variety of characteristics; invite different points of view; state how to request accommodations

UD OF TECHNOLOGY

UD on a continuum Interpreter for deaf student Uncaptioned video audio described video Captioned video

Technology: Approaches to the provision of accessible features As assistive technology designed for people with disabilities As a UD feature for the purpose of ensuring access to everyone

Anthony AT Specialist Prentke Romich Co. grammar/spell checkers synthesized voice on communication device touch screen computer-based environmental control, phone access

Nicole BA, Computer Science Stanford Google speech output Braille translation software Braille display & printer

UD of technology Builds in accessibility features Ensures compatibility with assistive technology

What to know about assistive technology Therefore: Emulates the keyboard, but may not emulate the mouse Design web, software to operate with keyboard alone Cannot read content presented in images Provide alternative text Can tab from link to link Make links descriptive Can skip from heading to heading Structure with hierarchical headings Cannot accurately transcribe audio Caption video, transcribe audio

Pop Quiz An engineering professor along with 9 high school & college students met to discuss a potential joint science fair. One student requested a sign language interpreter. When the invoice arrived…

Who is right about the cost of interpreters? Accountant: “Ouch. $80 for one student? That is expensive!” Professor: “Oh, no, the cost was only $8 per person.”

Pop Quiz You are using a new software program. You are trying a feature, but it sends you nowhere & without further instruction. What do you conclude?

Response choices: I am so stupid when it comes to using a computer. I need to spend more time reading the manual. This software package is not well designed. The developers should employ UD strategies.

UD is an attitude, goal, & process UD values diversity, equity, & inclusion UD promotes best practices & does not lower standards UD is proactive & can be implemented incrementally UD benefits everyone & minimizes the need for accommodations

UW context for IT accessibility inclusive campus culture civil rights/social justice foundation compliance awareness UD framework

UW leadership IT Accessibility Coordinator IT Accessibility Team (ATS) IT Accessibility Task Force IT Accessibility Liaisons

IT covered websites, videos, documents learning management systems administrative applications content management systems classroom technologies, lecture capture cloud-based applications email, calendars, … library resources, …

IT standards Web Content Accessibility (international) Guidelines 2.0 (WCAG 2.0) Level AA developed by the World Wide Web Consortium (W3C)

Common accommodations for online courses at UW Creating accessible documents (70% PDFs) 13,160 pages of PDFs/quarter 131.6 hours to convert (100 pgs/hr) Captioning videos More than 120 hours costing more than $20,000 per quarter

Accessible media projects Central funds to caption high impact videos (to date 169 videos, 630 hours captioned@$2/minute) remediate PDF documents; to date (158 PDFs, 1320 pages remediated @ $15/pg) Awareness/training videos on making videos & documents accessible

Accessible technology

Key aspects of UW approach, 1/2 Promote accessibility within context of UD, civil rights, and inclusive campus culture Build on current policies and procedures Model IT accessibility compliance after IT security compliance efforts Undertake efforts that are both reactive and proactive; both top-down and bottom-up Create annual reports regarding IT accessibility Enhance uw.edu/accessibility with checklists, how-to processes, plans, progress, resources

Key aspects of UW approach, 2/2 Offer training; consultation; captioning parties, CBIs, Global Accessibility Awareness Day (5/17) activities and other events Support multiple user groups Proactively test existing websites, PDFs, videos & train staff to remediate Offer incentives (e.g., video captioning & PDF remediation pilots; Lynda courses) Conduct state-wide Capacity-Building Institutes, & facilitate state online Community of Practice

How people at UW can get involved Become an IT Accessibility Liaison Increase your understanding of IT accessibility (explore uw.edu/accessibility website, watch videos, take Lynda.com courses on PDF accessibility, …) Meet with ATS staff (RE PDFs, websites, videos, …) Attend courses and events Apply for free captions. Incorporate IT accessibility into work flows, with each person responsible for IT developed, procured, used.

Q&A & discussion

Key questions addressed in CBI What can be done campus-wide at the UW to promote the development, procurement, & use of accessible IT? What can be done within your unit to promote the development, procurement, & use of accessible IT? What support do you need to undertake this effort?