AVCC Guidelines on Information Access for Students with Print Disabilities Dey Alexander Monash University Adelaide Web Accessibility Forum

Who has a print disability? People who cannot access information in a print format because they –Are blind or vision impaired –Have physical disabilities which limit their ability to hold or manipulate information in a printed form –Have perceptual or other disabilities which limit their ability to follow a line of print, or which affect their concentration –Cannot comprehend information in a print format due to insufficient literacy or language skills. Around 3% of the Australian population

Background 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.

After HREOC Forum AVCC convened an Accessible Curricular Materials Steering Committee Working group formed to develop guidelines –Representatives from equity practitioners at several universities were involved Consultation and feedback from universities and HREOC Guidelines approved in 2004 and published in November.

About the AVCC guidelines Aim to assist institutions to meet the needs of students with print disabilities Not a prescriptive list Advice on good practice

Scope of the guidelines Guidelines cover –Provision of student assistance –Accessibility of teaching materials –Internet access (web accessibility) –Encouraging inclusivity –Provision of adaptive equipment and technology –Examinations –Practical classes and placements –Policy implementation

Structure of guidelines General principles Statements of good practice Examples of good practice

General principles Universities should –Aim to provide students with print disabilities with the opportunity to realise their individual capabilities and to gain access to and participate in university life… –Ensure that all interactions with students with print disabilities are characterised by respect of their right to dignity, privacy, confidentiality and substantive equality… –Seek to provide support services to students with print disabilities in the interests of equality of educational opportunity… –Give attention to the resources needed to provide the appropriate environment and support services to students with print disabilities…

Example: Internet access Statement of good practice –The university has policies in place to ensure the university website is fully compliant with web accessibility guidelines Examples of good practice –University has a Disability Action Plan that covers web accessibility –University website is WCAG 1.0 level double- A comformant

Example: Internet access (cont.) Examples of good practice (cont.) –University website has a clearly-identified link to enable reporting of web accessibility problems/concerns –Web accessibility policy is monitored and updated regularly by senior staff.

Example: Internet access (cont.) Statement of good practice –The university has policies in place to ensure software used in courses in compatible with adaptive software Examples of good practice –Procedures in place to ensure software used in course design is compatible with adaptive software –Reference to accessibility standards is included in course approvals form –Relevant staff aware of importance of accessibility when purchasing software

Ongoing challenges Cost of producing print format alternatives Copyright issues Increasing demand –More students with print disabilities –Increased expectations (may increase again due to the new Disability Standards for Education) –More print-disabled students doing higher degrees by research –More print-disabled students requiring more complex materials (maths, logic and scientific notation)

Ongoing challenges Timeliness in delivery of alternative formats –Time at which course guides etc made available to students –Time at which DLU is advised of requirements –Delays in getting copyright permission –Increased volume –Complexity of material –Complexity of task

Ongoing challenges Web accessibility –Lack of awareness –Lack of knowledge, skills –Lack of time, resources –Poor purchasing decisions Accessibility not a specified requirement Range of vendor products in widespread use that are not accessible –No real teeth in accessibility policies