AVCC Guidelines on Information Access for Students with Print Disabilities

A context …  More than 3% of Australians have a print disability (they can’t read, hold or comprehend print-based material) which means they need information in an alternative format such as Braille, large print, audio or accessible electronic  The Disability Discrimination Act (through the DDA Standards for Education) require universities to provide educational services in an accessible way

HREOC Forum HREOC forum in 2002 discussed:  financial implications for universities in providing material in accessible formats  resource implications for producers of material in accessible formats  factors such as copyright restrictions, encryption, and image-based distribution of material, which may prevent equal and independent access  strategies for ensuring efficient, effective and timely access to tertiary study materials for students who require them in alternative formats.

Background to the AVCC Guidelines Following on from the HREOC Forum …  AVCC convened an Accessible Curricular Materials Steering Committee  Working group to develop the Guidelines (with representatives from equity practitioners at several universities)  Feedback from universities, BCA and HREOC  Guidelines approved in 2004

Key issues?  Copyright (educational institutions can make copies for students with a disability under a ‘statutory licence’)  Costs of producing material in alternative format (can cost upwards of $6,000 for very complex material)  Increasing demand oIncreased numbers of students with print disabilities oIncrease in expectations as levels of support in secondary sector has risen oMore students undertaking courses where there are additional complexities (eg scientific notation) oMore students undertaking PhDs and research Masters

Major issues - timeliness Factors affecting timeliness are:  Time course guides etc made available to students  Time at which DLU is advised  Readability of materials  Delays in getting copyright permission  Increased volume (with increased numbers of students)  Complexity of material (eg mathematical formula)  Complex task which takes time

Major issue – web accessibility  Most digital information created for online course materials must be created using defined technical standards to ensure that students can access it through the assistive technology available.  Although guidelines exist to produce accessible web content, there are many university websites that are not accessible and no clear mechanism to ensure accessible web content is available.  Some university staff are familiar with these requirements, however, there are few staff with the required knowledge and expertise available as a resource to the university as a whole.

Guidelines - Advice on good practice 1.Student assistance (admin and academic) 2.Teaching materials 3.Internet access 4.Encouraging inclusivity 5.Equipment and technology 6.Practical classes and practicums 7.Policy implementation

Format?  guidelines – not prescriptive (acknowledge the significant differences between institution)  Good practice statement followed by examples of good practice  Cover student ‘life cycle’  Acknowledge the importance of all aspects of student life (from voting in student union elections to taking part in practicums and labs)

5.0 Internet access 5.1 The University has policies in place to ensure the University website is fully compliant with web accessibility guidelines. Examples of good practice  The University has developed a Web Disability Action Plan or the institution’s Disability Action Plan contains sections relating to web access  All University websites are compliant with both Priority 1 and Priority 2 World Wide Web Consortium guidelines (AA compliance) and some comply with Priority 3  The University website has a clearly-identified link to contact information for reporting web accessibility concerns or problems  Web accessibility policy is monitored and updated regularly by senior staff.

5.0 Internet access 5.2 The University has policies in place to ensure software used in courses is compatible with adaptive software. Examples of good practice  The University has procedures in place to ensure that the software used in course design can be used with the adaptive software technology currently used by students with print disabilities  A reference to accessibility standards is included in the course approvals form  Relevant staff are made aware of the guidelines and the importance of accessibility when choosing and purchasing new software.