Technology Access In Post-Secondary Education

1. Technology AccessIn Post-Secondary Education Ron Stewart Managing Consultant AltFormat Solutions LLC

2. Developing and Implementing an Institutional Plan

3. Mission Universal Access to all Institutional Programs, Services and Facilities

4. Our Basic Responsibility • To provide • “Equal and Equitable Access” • to all of our • facilities, programs and services.

5. 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

6. 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

7. 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

8. 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

9. 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

10. Implications for Education Programs

11. Equal and Equitable Access • All programs, services and facilities are equivalently accessible for all students faculty and staff members. • The sole limitation is: • “Reasonableness”

12. Specific Program Obligations • Provide Reasonable Accommodations. • Access to Publications. • Access to Sites and Facilities. • Access to Programs: • Educational Technology • Web Resources • Coursepacks and Courseware • Interactive Courses • SMS, LMS and CSM Systems

13. Required Academic Accommodations • Electronic Textbooks • Braille • Enlarged Print • Notetakers , Real Time Captioning and/or Computer Assisted Notetaking • Interpreters, Real Time Captioning and/or • Computer Assisted Notetaking • Accessible or Alternative Testing • Access to Appropriate Assistive Technology

14. Access to the Learning Space Is the Environment Accessible? Is the AT compatible with the IT? Does the User have the Skills? IT Skills AT Skills Have Options been Identified? Inaccessible System Components Essential Elements of Instruction Impact on Teaching and Learning

15. Making It Work

16. 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.

17. 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.

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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

25. For More Information • Ron Stewart • E Mail: Ron@altformatsolutions.com • WWW: www.altformatsolutions.com