technology access in post-secondary education ron stewart managing consultant altformat solutions...
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Technology AccessIn Post-Secondary
Education
Ron StewartManaging Consultant
AltFormat Solutions LLC
Developing and Implementing
an Institutional Plan
Mission
Universal Access
to all Institutional
Programs, Services
and Facilities
Our Basic Responsibility
To provide “Equal and Equitable Access”
to all of our facilities, programs and
services.
Goals for the First Five Years
Promote the independence of individuals with disabilities
Provide cost effective solutions targeted to the areas of highest need
Lower costs of providing traditional services
Promote and develop a learning community among all participants
Promoting Independence
Use unmodified technology whenever
possible
Implement modifications that can be rapidly learned and used
Implement modifications that are easily transferred to the work environment
Implement modifications that are easily generalizable, not domain or content specific
Cost Effectiveness
Analyze campus wide needs and strategically locate technology
Leverage existing systems when possible
Target acquisition to meeting the highest area of need
Develop a long term strategic plan, and plan your acquisition accordingly
Lower Costs
Use “off the shelf” technology when possible
Replace traditional “labor intensive” accommodation models
Analyze the learning situation and make modification based on pedagogy
Multipurpose technology resources
Building a Learning Community
Reduce all barriers to full inclusion
Develop collaborative partnerships
Develop solutions based on “real world” needs and goals
Develop long term solutions based on the needs of the campus community
Implications for Education Programs
Equal and Equitable Access
All programs, services and facilities are equivalently accessible for all students faculty and staff members.
The sole limitation is:
“Reasonableness”
Specific Program Obligations
Provide Reasonable Accommodations.
Access to Publications.
Access to Sites and Facilities.
Access to Programs:Educational TechnologyWeb ResourcesCoursepacks and CoursewareInteractive CoursesSMS, LMS and CSM Systems
Required Academic Accommodations
Electronic TextbooksBrailleEnlarged PrintNotetakers , Real Time Captioning
and/or Computer Assisted NotetakingInterpreters, Real Time Captioning
and/orComputer Assisted Notetaking
Accessible or Alternative TestingAccess to Appropriate Assistive
Technology
Access to the Learning Space
Is the Environment Accessible?Is the AT compatible with the IT?Does the User have the Skills?
IT SkillsAT Skills
Have Options been Identified?Inaccessible System ComponentsEssential Elements of InstructionImpact on Teaching and Learning
Making It Work
Policy Development
Comprehensive policies and procedures need to be developed and maintained to insure that all technological systems that are purchased or developed that are functionally usable with commonly available access technologies such as screen readers, magnifiers and voice input systems. These polices must not just address the needs of students, but also faculty and staff.
Purchasing
Purchasing protocols need to be developed to insure that vendors and contractors are required to comply with the institutional specifications implemented. As a part of the acquisition process accessibility evaluation protocols should be implemented as a part of the overall RFP approval process. It is not sufficient to just provide a statement of accessibility but to insure that appropriate institutional needs and requirements are adequately addressed.
Content Accessibility
Institutional wide criteria need to be developed and implemented to insure the accessibility of all online content and applications. An accessibility evaluation protocol should be developed as a part of an overall quality assurance process to insure that all new resources are in compliance with the established criteria. The responses received should also be comprehensively evaluated to insure compliance with institutional requirements.
Facility Accessibility
Institutional Facility specifications need to be developed/modified to insure that all technologically mediated classrooms and labs are in compliance with applicable requirements for physical accessibility and that all user operated equipment controls and devices are fully accessible to individuals with mobility related disabilities. Sole compliance with applicable building codes is not sufficient; these specifications should be developed as a part of the overall institutional philosophy around accessibility.
Central Coordination
Development of an institutional wide system of accessibility oversight is highly recommended. The implementation of an "Access" advisors program for all major units and departments related to technology accessibility is critically important.
Centralized Coordination
A secondary recommendation would be that this program be developed under the oversight of an overall coordinator of Technology Access & Accessibility. This position also needs to be at a high enough level with the administrative structure to insure its effectiveness.
Centralized Procurement and Selection
Development of guidelines for the procurement of equipment, software, maintenance and repair.
Development of a centralized repository of adaptive software and hardware.
Development of a mechanism for the timely delivery and installation of required accommodation equipment and software in a distance location.
Cooperative Oversight
The development of a system wide committee to oversee the provision of the accommodation requirements of individuals with disabilities who are involved in the variety of distance programs provided.
Must include the representation of all Stakeholder groups to be effective.
Training and Awareness
Development of a structured program of education and awareness for the campus community should be implemented. Specific requirements for designers and developers should be added to selective position descriptions to insure a skill base for accessible design is present within the various developer and designer groups
