1. UW Accessible IT Capacity Building Institute

2. 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

3. 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.

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

5. Brochures for universal design, web design and distance learning

6. Accessible technology

7. 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

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

9. 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

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

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

12. 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.

13. UW values Integrity Diversity Excellence Collaboration Innovation
Respect

14. 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, …

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

16. 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.

17. 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

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

19. “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.

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

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

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

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

24. “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

25. 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

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

27. Apply UD to create inclusive
physical spaces
services
learning activities
technology

28. UD OF PHYSICAL SPACES

29. “The Daily” UW

30. Accessible vs UD
Go beyond access to inclusive access

31. cartoon

32. UD OF LEARNING ACTIVITIES

33. 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, …

34. 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)

35. The DO-IT UD of instruction checklist www. uw
The DO-IT UD of instruction checklist
operationalizes UD principles
was validated at more than 20 postsecondary institutions nationwide
also see 20 Tips for Teaching an Accessible Online Course

36. 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

37. 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

38. UD OF TECHNOLOGY

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

40. 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

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

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

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

44. 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

45. 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…

46. 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.”

47. 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?

48. 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.

49. 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

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

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

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

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

54. 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

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

56. Accessible technology

57. 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

58. 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

59. 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.

60. Q&A & discussion

61. 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?