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1 EffectiveModels,Frameworks,andApproaches March14–15,2017
Symposium One: Effective Models, Frameworks, and Approaches
March 14 – 15, 2017University of WashingtonSeattle, Washington
Proceedings from the Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment: In search of new solutions
2 EffectiveModels,Frameworks,andApproaches March14–15,2017
Effective Models, Frameworks, and ApproachesFundedforthreeyearsbyTheLeverhulmeTrust,thisInternationalNetworkisco-organizedbyJaneSeale(TheOpenUniversity,UK);TaliHeiman(OpenUniversity,Israel);SherylBurgstahler(UniversityofWashington,US);CatherineFichten(DawsonCollege,Canada)andBjörnFisseler(FernUniversität,Germany).
TheEd-ICTInternationalnetworkisexploringtherolethatinformationandcommunicationtechnologies(ICTs)—includingcomputers,assistivetechnologies,onlinelearning,socialnetworkingsites—playorcouldplayincausingthedisadvantageorremovingthedisadvantagethatstudentswithdisabilitiesexperienceinpost-compulsory/post-secondaryeducationgenerallyandspecificallyinrelationtosocial,emotional,andeducationaloutcomes.
ThenetworkalsoexaminesthepracticesrequiredofeducatorsandotherstakeholderstomediatesuccessfulandsupportiverelationshipsbetweenlearnerswithdisabilitiesandICT.TheNetworkisworkingto
• synthesizeandcomparetheresearchevidencethatisavailableacrossthefivecountriesregardingtherelationshipbetweenstudentswithdisabilities,ICTsandpost-compulsoryeducation;
• constructtheoreticalexplanationsforwhyICTshavenotyetbroughtaboutthereductionsindiscrimination,disadvantageandexclusionthatwerepredictedwhenequalityanddiscriminationrelatedlawswerepublishedacrossthefivecountries;and
3 EffectiveModels,Frameworks,andApproaches March14–15,2017
• providenewperspectivesaboutpotentialfuturesolutionsregardinghowpost-compulsoryeducationinstitutionscanbetteruseICTstoremovetheongoingproblemsofdisadvantageandexclusionofstudentswithdisabilities.
Inordertomeettheseobjectivesfiveinternationalsymposiawillbeheldoverthreeyearswithfivebroadthemes:1. Effectivemodels,frameworks,andapproaches2. Stakeholderroles3. Newdesigns4. Effectivepractices5. Newsolutions
Foreachsymposium,20localstakeholdersfromanyorallofthefollowinggroupswillbeinvitedtoparticipate:
• studentswithdisabilities;• faculty(lecturers,professors);• professionalsresponsibleforsupportservicesforstudentswithdisabilities(e.g.,access
technologists)inpost-compulsoryeducation;• professionalsresponsibleforfaculty/staffdevelopment;• campusinformationtechnologystaff;• digitaltextbookandresourcepublishers;• otherindividualswhoworktosupporttheacademicsuccessofstudentswithdisabilities;and• seniorinstitutionalmanagersandadministrators.
4 EffectiveModels,Frameworks,andApproaches March14–15,2017
ContentsAbouttheSymposium..........................................................................................................................................7
CBIAgenda............................................................................................................................................................9
PresentationSummaries.....................................................................................................................................13
PanelPresentationSummary............................................................................................................................17
DiscussionSummaries.......................................................................................................................................25
WorldCafé...........................................................................................................................................................27
SymposiumParticipants....................................................................................................................................37
Resources..............................................................................................................................................................41
Acknowledgments..............................................................................................................................................43
5 EffectiveModels,Frameworks,andApproaches March14–15,2017
About the SymposiumResearchandpracticeliteraturewithinthefieldsofaccessibility,disabilityandtechnologyfrequentlyidentifiesthatpracticewithinpost-compulsory/post-secondaryeducationinstitutionsneedtochangeorimproveinordertoensurethefullinclusionofstudentswithdisabilities.Itisalsonotuncommonforthisliteraturetopointtospecificmodels,frameworksorapproaches(forexample,universaldesign)thatmightinformsuchatransformationofpractice.Thepremiseofthisfirstsymposiumisthatweneedmorein-depthquestioningandexaminationofthevalueandefficacyofsuchmodels,frameworksorapproaches.Inthissymposium,throughindividualpresentationsandarangeofgroupactivitiesweappliedacriticallenstothefieldsthatstudystudentswithdisabilities,ICT,post-compulsory/post-secondaryeducationandemployment.Ourgoalwastoseekanswerstothefollowingquestions:
• Whatevidenceistherethatuniversaldesigniseffectiveinvariousapplicationsandcontextsandwithavarietyofstakeholders?Canthismodelinformthepracticeofallrelevantstakeholderswithinpost-compulsoryeducation?
• Whatothermodels,frameworksorapproachesexistandwhichstakeholdersaretheyaimedat?
• Howdovariousmodels,frameworksorapproachestranslateintopractice?• Doweneedtodevelopnewmodels,frameworksorapproaches?Ifso,forwhatapplications
andstakeholdergroups?• Howcanmodels,frameworksorapproachestransformpractice?Aretherealternative
conceptualtoolstohelpstakeholdersutilizetechnologieswithstudentswithdisabilitiesinmoreinclusiveandaccessibleways?
6 EffectiveModels,Frameworks,andApproaches March14–15,2017
Symposium AgendaDay 1: 14th March 2017What current models, frameworks or approaches exist and how useful are they?
Registration 8:30 – 9:00
Welcome and Introduction 9:00 – 9:15SherylBurgstahler(UniversityofWashington,UnitedStates)andothermembersoftheEd-ICRleadershipteamJaneSeale(ED-ICTnetworkleader,TheOpenUniversity,UK);TaliHeiman(OpenUniversity,Israel);CatherineFichten(DawsonCollege,Canada)andBjörnFisseler(FernUniversität,Germany)
Introductory Ice-Breaker Activity 9:15 – 10:00Sherylwillleada5-10minuteengagementexercisethatshedslightontheexperienceofdisability
JanewillfollowupwithanactivitythatencouragespeopletoshareinpairsorthreesonethingthattheydowellinrelationtosupportanddeliveryofICTforstudentswithdisabilitiesandonethingtheywouldliketodobetter
Presentation: Setting the Scene 10:00 – 11:00 An overview of models in the field and the questions we need to ask of them By Jane Seale
Paperwillbecirculatedpriortomeeting
7 EffectiveModels,Frameworks,andApproaches March14–15,2017
Title:Whatmodels,approachesorframeworksexistinthefieldofdisability,ICT(informationandcommunicationtechnology)andpost-secondaryeducation;aretheysuccessfulintransformingthesupportanddeliveryofICTfordisabledstudentsordoweneednewones?
International Panel 11:30 – 12:45Apaneldiscussionwithonepersonfromeachparticipatingcountry:TaliHeiman(Israel);AliceHavel(Canada);ChetzColwell(UK);DanComden(US)andChristianBuehler(Germany)
Title:Whattypicalmodels,approachesorframeworksareusedineachcountryforsupportinganddeliveringICTfordisabledstudentsinpost-secondaryeducationandhowsuccessfularethey?
Lunch and Networking 12:45 – 13:45
Presentation 13:45 – 14:45 Applying models in practice: an individual perspective By Sheryl Burgstahler
Title:Howdesignframeworksandmodelshaveinformedherwork
Round-Table Discussions 14:45 – 15:45
Smallgroupdiscussionsfocusingonwhatmodels,frameworksorapproachestheyuseintheirownpractice,howtheyusethemandthefactorsthatinfluencethevalueandutilityofthemodels,frameworksorapproaches
Plenary 15:45 – 16:30LedbyJane
Overviewofdiscussions
Day 2: 15th March 2017Doweneednewmodels,frameworksorapproachesorjustbetterevidenceforourexistingmodels-whataretheimplicationsforresearch?
Registration, Networking 8:30 – 9:00
Summary and Reflection 9:00 – 9:30LedbyJaneSeale,LeaderoftheEd-ICTNetwork
Participant Panel Discussion: Design Issues 9:30 – 10:15FacilitatedbySheryl
WhatarethedesignissuesregardingICTwithrespecttotheinstitutionandstudentswithdisabilitiesinpost-secondaryeducation?…andhowifatalldomodelsandframeworkscontributetoresolvingthoseissues?
8 EffectiveModels,Frameworks,andApproaches March14–15,2017
Participant Panel Discussion: Transition Issues 10:15 – 11:00FacilitatedbySheryl
WhataretheICTissuesrelatedtotransitiontoemploymentforstudentswithdisabilities?…andhowifatalldomodelsandframeworkscontributetoresolvingthoseissues?
Participant Panel: Student Issues 12:30 – 13:30FacilitatedbySheryl
StudentswithdisabilitieswillsharetheirexperiencesofhowthesupportanddeliveryofICThasimpactedontheirlearningandtransitionsbetweeneducationlevelsandtoemployment11:30-12:30
Lunch and Networking 1:30 – 13:30
World Café 13:30 – 15:00LedbyJane
AteachofthetablesJanewillplaceaflipchartwithaquestionorstatement(derivedfrompreviousdayandhalfdiscussions)andaskeachgrouptorespondtothatbymind-mappingtheirresponsetothequestionontheflip-chart.(pensandpost-itsprovided)
Thegroupswillrotatearoundthetables-sothattheycanaddtheirownresponsestotheoriginalquestionandrespondtootherpeoples’responsesiftheywish.Themind-mapexpandswitheachrotation.
Questionswillfocusonwhatresearchisneededtoresolvetheissueshighlightedinrelationtomodelsandframeworks;whatisneededtomovepracticeforwardandhowresearchandpracticemightinformoneanother.
Plenary 15:00 – 15:45LedbyJane
Overviewofworldcaféoutputsanddiscussiononwheretonextregardingresearchplansforthegroup.
9 EffectiveModels,Frameworks,andApproaches March14–15,2017
Presentation SummariesWhat Models, Approaches Or Frameworks Exist In The Field Of Disability, ICT, And Post-Secondary Education; Are They Successful In Transforming The Support And Delivery Of ICT For Disabled Students Or Do We Need New Ones?
ByJaneSeale,TheOpenUniversity,UnitedKingdom
TheLeverhulmeTrusthasfundedtheInternationalNetworkonICT,Disability,Post-secondaryEducationandEmployment(Ed-ICT)tofindareasofresearchrelatedtothenetwork’sfocusareas,specifically,therolethatinformationandcommunicationtechnologies(ICTs)—includingcomputers,mobiledevices,assistivetechnologies,onlinelearning,andsocialnetworkingsites—playorcouldplayincreatingbarriersandmitigatingdisadvantagesthatstudentswithdisabilitiesexperienceinpost-compulsory/post-secondaryeducationbothgenerallyandspecificallyinrelationtosocial,emotionalandeducationaloutcomes.
Practitionersinpost-secondaryeducationgenerallyknowtheyneedtobemoreinclusiveintheireducationalpractices;however,awarenessdoesn’talwaysresultinsuccessfulpractice.Modelsandframeworkscanworkastoolstoguidepractitioners,aslongaswearecriticalofthesemodelsandframeworks.
10 EffectiveModels,Frameworks,andApproaches March14–15,2017
Inmypaperofthesamenameasthispresentation(ed-ict.com/wp-content/uploads/2017/03/Seale_Ed_ICT_paper_03032017.pdf),Ifocusonninedifferentmodelsorframeworks,mostofwhichfocusonaccessibility.Allfallwithinoracrossthefollowingthreeareas:
• MicroLevel—Afocusonpracticesinvolvedinmakingallresourcesandactivitiesaccessible(e.g.,UniversalDesign,theHolisticModel)
• MesoLevel—AfocusonthedeliveryofserviceswithinaninstitutionthatplayaroleinpromotingtheuseofsupportiveICTsandcontributetosuccessfuleducationalandemploymentoutcomes(e.g.,StaffDevelopmentModelforInclusiveLearningandTeaching)
• MacroLevel—Afocusontheinstitutionwherethoseservicesandpracticestakeplace,includingtheinternalandexternalfactorsthatinfluenceinstitutionaldevelopmentandorganization(e.g.,TheModelofProfessionalism)
Furthermore,wemustaskhowthesemodelsandframeworkstransformpractice.Howvalidandefficaciousarethesemodelsandframeworks?Havewecarefullyexaminedthevalidityandefficacyorareweblindlyfollowingothers?Haveweconsideredalloptions?
Allmodelsandframeworksshouldbecarefullyexaminedforvalidityandefficacy,includingthewritingsandworkthatunderpineachmodel.Forvalidity,wecanaskthefollowingquestions:
• Howwerethemodelsorframeworksderived?• Whatevidenceistherethattheyhaveimprovedpracticeoroutcomesforstudentswith
disabilities?• Forefficacy,wecanaskthefollowingquestions:• Howdetailedarethemodelsorframeworks-whatistheirlevelofgranularity?• Havethemodelsandframeworksbeenimplementedinpractice?Howwidelyhavetheybeen
implemented?
Oftenmodelsarecriticizedinasuperficialmanner,or,transversely,arechampionedwithoutacknowledgingtheirweaknesses.Istherereallyonlyonemodelorframeworkthatcandothejob,ordoweneedmultiplemodelsandframeworks?And,areweapplyingtherightcriticallenswhenanalyzingthesemodels?
Questionsandcommentsfromtheaudienceincludedthefollowing:• Whatresearchisalreadybeingdoneformodels?• Differentbackgroundswillcreatedifferentmodels,andsoifallmodelsarecomingfromthe
sameplace,theymaynotfitforeveryone.• Canwehavealargebroadmodelthatcoverseverythingandthenworkbackwardstocover
thegranularityasneeded?• Thevalueofamodelhastodowiththehypothesisthatitcanbeusedtotest—forthese
models,therehasn’tbeenmuchtestingorpractice.• Peopledon’talwaysknowwhatmodeltheyareusing.• Thecostofapplyingeachmodelshouldbetakenintoaccount.• Eachmodelcouldhavearangeofoptionstobeusedfordifferentproblems.• Oneproblemcanhavemultiplesolutions—forexample,allbuildingscanhaverampsorall
peoplecouldbegivenaflyingwheelchair.Costandeaseofusemustbeconsidered.• Whenchoosingamodel,unconsciousbiasshouldbereviewed.Forexample,aprofessormay
thinktheyknowbestaboutdisabilityandchooseamodelbasedontheirownexperiences;however,itmaybeinappropriateforstudentswithdisabilities.
11 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Whatoutcomesdowevalue?Policymakersandeducatorswillwantdifferentoutcomesandmayvaluedifferentresultsthanotherstakeholders.
• Howaredifferentresearchersandpractitionersconsideredinamodel?
How Design Frameworks and Models Have Informed My Work
BySherylBurgstahler
AttheUniversityofWashington,wehavetwocentersunderAccessibleTechnologyServices,theAccessTechnologyCenterfundedspecificallyfortheUW,andtheDO-IT(Disabilities,Opportunities,InternetworkingandTechnology)Center,whichisfundedbythestateandvariousnationalandinternationalgrants.Universaldesign(UD)informsmuchofmywork.UDcanbeviewedasanattitude,aframework,agoal,andaprocess.UDvaluesdiversity,equity,andinclusion;promotesbestpractices;worksproactively;andminimizestheneedforfurtherspecializationoraccommodations.
Universaldesigncanbeappliedtophysicalspaces,instruction,services,andICT.Universaldesignisdefinedas“thedesignofproducts&environmentstobeusablebyallpeople,tothegreatestextentpossible,withouttheneedforadaptationorspecializeddesign.”(TheCenterforUniversalDesign).Softwareandwebapplicationsshouldbedesignedforusebyindividualswithdisabilities,includingthosewhouseassistivetechnology.Accessibledesignstrategiesincludekeyboard-onlydesign,alternativetext,descriptivelinks,hierarchicalstructure,andcaptionedvideos.
UDworksasaframeworkasindicatedinthefollowingimagethatisdescribedbelow.
AnyapplicationoftheUDframeworkisbuiltonkeyaspectsoftheenvironmentinwhichitisbeingapplied.Thesepotentiallyincludethefollowing:
• Values:e.g.,socialjusticemodelofdisability;inclusionofdiversity,equity,andinclusion• Goals:e.g.,equity,inclusion,compliance• The Approach:e.g.universaldesignvsaccommodationsthatrelyondefinitions,principles,
guidelines,processesandstakeholders• Inputs:e.g.,thosethataretopdownandthosethatarebottom-up;staffinglevels,andfunding• Practices:e.g.,training,outreach,etc.,thatistailoredtointheinstitution,culture,policies,and
unitfunctions• Outputs and Outcomes:thatrequiredevelopingmeasures,analyzingresults,andwriting
reports• Impacts:toincludeequity,inclusion,complianceasestablishedwiththeoriginalgoals
ResearchonUDofICToftenemploysausabilitytestingdesignapproach.CASThasdoneresearchontheuniversaldesignoflearning,althoughmostoftheresearchhasbeenconductedatanelementarygradelevelandinlanguagearts,withinterventionsnotalwaystestedwithstudentswithawidevarietyofcharacteristicsthatincludedisabilities.InonechapterofthesecondeditionofUniversalDesigninHigherEducation:FromPrinciplestoPractice,research19studiesofuniversaldesignofinstructionatthe
12 EffectiveModels,Frameworks,andApproaches March14–15,2017
postsecondarylevelarereported;mostlookedattheaveragesuccess/satisfactionofstudentsoverall.DO-ITthroughaquasi-experimentaldesignshowedthatpost-secondarystudentswithdisabilitiesinclasseswithuniversaldesignforinstruction-trainedinstructorsearnedgradesclosertothoseofstudentswithoutdisabilities(seewww.uw.edu/doit/impact-faculty-training-universal-design-instruction-grades-students-disabilities).
WhatICTdesignshouldbeaddressedwithUD,andwhatshouldbeaddressedwithassistivetechnologyandotheraccommodationsisanongoingquestioninthefieldofICT?
Someofthequestionsandresponsesoftheparticipantsarecapturedbelow.
What are the challenges in the future in terms of UD of learning?Gettingpeopletoactuallydoitisthehardestpartoftheframework.Facultyandstaffmustbetrainedandhavesupport,whichrequirestimeandfunding.ManyfacultymembershavenotheardaboutUDorknowitisanoptionfortheirteachingpractices.
The EPUB (a file type) standard strongly supports accessibility for digital tools. However, disability resource services are not ready to deal with EPUB. What is the solution?DisabilityresourceservicesandITdepartmentsneedtoworktogethertoadoptnew,powerful,andinclusivetechnology.
How do we get administrators and other stakeholders involved?AttheUW,inatop-downeffortwesecuredthesupportofthechiefinformationofficerforourgoaltoimproveITaccessibilitycampus-wide.Wehavealsoworkedbottom-upbyenlistingavolunteergroupofITAccessibilityLiaisonsrepresentingdifferentdepartmentssignedontomeetafewtimesayear,engageindiscussionsaboutaccessibility,andpromoteaccessibilityintheirunitsandbeyond.However,muchworkremainstobedonebeforeITisfullyaccessibletoallofourstudents.
What is Washington State Policy #188?Itsetstheexpectationthatallstateagencieswilldevelop,procure,anduseITthatisaccessibletoeveryone,includingthosewithdisabilities.LearnmoreaboutPolicy#188atocio.wa.gov/policy/accessibility.
How can we test to make sure UD of learning is working?It’shardsinceit’ssuchabroadtopic,andalltestingwillbeveryspecific.Wehavemanypromisingpractices,butwedon’tknowifwecansaythey’retestingorresearch.
How do you work with third party vendors and accessibility?OurmostsuccessfulpracticewaswhenIaskedtodoaco-presentationwithoneofourmainprocurementpeopleataprocurementconference.Thatgothimveryinterestedinaccessibility,whichledhimtosupportingmoreaccessibilityinourpurchases.
13 EffectiveModels,Frameworks,andApproaches March14–15,2017
Panel Presentation SummariesInternational Panel: What Typical Models, Approaches Or Frameworks Are Used In Each Country For Supporting And Delivering ICT For Disabled Students In Post-Secondary Education And How Successful Are They?
Thispanelincludedonerepresentativefromeachparticipatingcountry:TaliHeiman(Israel);AliceHavel(Canada);ChetzColwellandTimCoughlan(UK);DanComden(US);andChristianBuehler(Germany).
The Open University of Israel (Tali Heiman)
AccessibilityinhighereducationhasbeenimprovingoverthelastsixyearsinIsrael:
• In2011,theequalrightsregulationdraftwaswritten,whichincludedaccessibilityadjustmentstoexistingpublicplaces,highereducationinstitutions,andhighereducationservices.
• In2015,theIsraeliInternetregulationswerepassedonthebasisofglobalaccessibilityguidelines(W3C).
• In2016,theregulationofhighereducationinstitutionswaslegislated.• In2017,highereducationinstitutionswererequiredtomakeaccessibilityadjustments.
14 EffectiveModels,Frameworks,andApproaches March14–15,2017
TheOpenUniversityofIsrael(OUI)hasopenadmissions,integratedteachingmethods(includingtechnologies),andadistancelearningmethod.Since2011,universaldesignhasbeenusedoncampusandonline.Studentswithlearningdisabilitiesmakeupthelargestgroupofstudentswithdisabilities.VarietiesofICTtoolsusedbytutorsincludeonlinecoursematerials,collaborativetools,hardwaresuchasSMARTboard,communicationtools,socialnetworking,andpersonalcomputertechnologiesinclass.
The Road to ICTs is Paved with Good Intentions (Alice Havel)
InQuebec,post-secondaryeducationisaprovincialresponsibility,andwemustfollowtheQuebecCharterofHumanRightsandFreedoms,whichstates“Everypersonhasarighttofullandequalrecognitionandexerciseofhishumanrightsandfreedoms,withoutdistinction,exclusionorpreferencebasedon…ahandicaportheuseofanymeanstopalliateahandicap.”
Ifwehadtochoosemodelsweuse,theywouldbetheInteractionalModel;theDisabilityCreationProcess,alocalmodelthatfocusesoneachperson’sspecificneeds;andtheUniversalDesignforLearningmodel.Ourprocessesmainlyfollowthesocialmodelofdisability,andwearealwaystryingtoremovebarriers.Wegetfundingforsoftwareforindividualstudents;however,weareonlybeginningtotackleaccessibilityinwebdesignanddocuments.
OurbarrierstosupportinganddeliveringICTstostudentswithdisabilitiesareweaklegislationandenforcement,alackoftop-downinstitutionalsupport,heavyresponsibilityondisabilityservices,andinsufficientknowledgeoncreatingaccessibleproducts.
What Typical Models, Approaches or Frameworks are Used in the UK for Supporting and Delivering ICT for Disabled Students in Post -Compulsory Education and How Successful are They? (Chetz Colwell and Tim Coughlan)
ExternaldriversforaccessibilityforpeoplewithdisabilitiesfromthegovernmentincludestheDisabledStudentAllowance,theEqualityActandPublicSectorEqualityDuty(2010),somepractitionerorganizations,WCAG2.0,andalackoftransitionplanningtocollege.Wehavediscourseforinclusiveteaching,butmostofthatisnotbroughtintopractice.Whilewewanttobelieveinthesocialmodelofdisability,we’restillfallingbackonthemedicalmodel,whereresourcesareallocatedbasedondiagnoses.Thereisadifferencebetweenclaimsofcomplianceandreality.TheUKfocusesmostlyontheHolistic,Contextualized,andStaffDevelopmentModels—however,manyofthesemodelsaremainlyusedintechnicalfields.
TheOpenUniversityUKisopentoallstudentsandhasahistoryofcreatingandpresentingcourses.TheSecuringGreaterAccessibilityteamhasbroughtcolleaguestogetherfromacrossfacultiesandprofessionalunits.Thegreatestchallengesfallinthefactthatwehavetightproductionschedules,someoutdatedmodules,alackofstrategicdirectionrelatedtopracticalactions,andlowerattainmentofsomestudentswithdisabilities(thoughnoresearchintowhichgroupsandwhy).Weplanonincreasingattentiontoaccessibilityinmoduleproduction,includingcreatingapolicyforaccessibility,andwewanttotakeonarangeofacademicresearch.
15 EffectiveModels,Frameworks,andApproaches March14–15,2017
Higher Ed Accessible Technology in the US (Dan Comden)
Atthepre-collegelevel,technologyispersonalized,withspecializedsupportandequipmentforeachstudent.However,inhighereducation,supportisnotindividualized,andeachpersonmustadvocateforhimselforherself.ICTsupportcomesfromstudentservices,informationtechnology,andsometimesboth.Instudentservices,studentscangotoonedisabilityservicesofficeandgetamorepersonalizedexperience.However,theymaynotbegettingwhatinformationtechnology(IT)supportandtechnologytoolstheyneedtobesuccessful.IfastudentcanturntoIT,theygetthetoolstheyneedtobesuccessful;however,theymayneedtoreachouttofindmoreaboutwhattheyneed,andstaffwillneedspecializedtechnologytraining.
OntheUWcampus,wehavetheAccessTechnologyCenter,wherewepromoteaccessiblecomputersandequipmentacrosscampusforstudentstouse,aswellasalternativemediaoptions.Processesatotherschoolsareuniquetotheircampuses.
What Typical Models, Approaches, or Frameworks are Used in Germany for Supporting and Delivering ICT for Disabled Students in Post- Compulsory Education and How Successful are They? (Christian Buehler)
Compulsoryschoollastsuntilchildrenare9or10;theyears11-13areforspecificjobtraining.Furthervocationaltraininganduniversitytrainingcanbepursuedafteranexam.Throughoutthesestages,educationisaresponsibilityofthestates,witheachstatehandlingitsimplementationdifferently.Forpeoplewithdisabilities,thestatesoftenfollowamedicalmodelwithsocialbenefits,withastrongfocusonemployment;companieswhodonothireenoughpeoplewithdisabilitiesarepenalizedbytherequirementtopayequalizationfees.
Peoplewithdisabilitiesgetstrongtechnicalsupportduringtheireducation,includinghardwaretoolsaswellassoftwaretoolsandindividualschoolandworkplaceadaptation.Under,Barrierefreiheit,infrastructureisconsideredbarrierfreeaccessibleiftheyare“inageneralmanner,withoutspecialdifficulty,principallywithoutexternalhelp,findable,accessible,andusablebypeoplewithdisabilities.”Thisisthestatelawforalluniversities.SimilartoUD,DesignforAllisanotherconceptthathascomeoutofafocusonspecialusersanddiversityasastrength,whereproductsaresuitableformostpotentialusersandareeasilyadaptablefordifferentusers.
Some of the questions and responses from the International Panel are included below.
What ideas would you steal from other countries?
• IntheUS,thereismoreenforcementofresponsibilitytosupportstudentswithdisabilities.Studentscanusethelawtocomplainandforceauniversitytomeettheirlegalobligations.
• IntheUK,thingsareoftendonequicklyandfromatop-downperspective.• Othercountrieshaveaformallinkbetweendisabilityresourcesandinformationtechnology.• WeneedmorespecialistsinaccessibilityandICTandalinkbetweenaccommodationsand
mainstreamtechnology.
16 EffectiveModels,Frameworks,andApproaches March14–15,2017
How can we fix the faculty workload to encourage them to promote accessibility?
• Weneedamodelthatmakesitclearwhoisresponsibleforwhatlevelofaccessibility.• Weneedtoimpressuponfacultythatitistheirresponsibilitytomaketheirteachingaccessible.• Myargumentisthatitisallourresponsibility—ifweshareit,theneachpersonaddsalittle
bitoftimetotheirworkload,andsincefacultyaretheonescreatingthecontent,theyshouldproactivelymakeitaccessible.
• Weneedtobeteachingpeopletocreateaccessiblecontentatayoungerage.• Innovationandchangeeffortscansometimeslackconsiderationofaccessibility;accessibility
shouldalwaysbepartofthedesignprocess.• Afacultymembershouldtakeprideintheirownteachingandwantallstudents,including
thosewithdisabilities,tolearntheirmaterialwell.• Inourcountry,wehavealumpsumofmoneygiventoeachcollegeforfacultytoapplyfor
inordertocantaketimeoutoftheirscheduletoimprovetheircourses—thiscanincludeaccessibilityprojects.
What can we consider is “enough” for promoting accessibility?
• Itwillneverbecompleted—itisacontinualprocessthatneedstobesupported.• Accessibilitywillbeachievedwhenwedon’tneedaccessibilityspecialistsoncampus,which
probablywon’tbehappeninganytimesoon.
Design Issues Panel: What are the Design Issues Regarding ICT with Respect to the Institution and Students with Disabilities in Post-Secondary Education? And How if at All Do Models and Frameworks Contribute to Resolving Those Issues?
ThispanelincludedChristianVinten-Johansen,PennStateUniversity;JeffreyBigham,CarnegieMellonUniversity;CyndiRowland,UtahStateUniversity;andCynthiaBennett,UniversityofWashington.
Belowaresomeoftheanswerstothequestion:WhatcanwedotohelpthenextgenerationoffacultyandITcreatorspromoteandcreatewithaccessibilityinmind?
• Iincludeaccessibilityasapointinallofmyclasses,evenifthatclassdoesn’thaveamainfocusonaccessibility.
• Peoplewithdisabilitiesareoftenattheforefrontoftechnology—thismakesaccessibilityevenmoreimportanttofocuson.
• Accessibilityisbecomingmoreandmoreofarequirementwhencreatingproducts.Onthecorporateside,businessesarehavingahardtimefindingpeoplewhoknowaboutaccessibility—weneedstudentstolearnaboutaccessibilitysotheycanfillthesejobs.
• Allofourfacultymustworkwithaninstructionaldesigner—alldesignersandfacultymustpassacourseonaccessibility.
17 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Allnewclasscontentshouldbeaccessibleand,asappropriate,includeaccessibilitytopics.• Thereneedstobeastrongermotivatorforfacultytomakeaccessibledocuments.Humanizing
disabilitymayencouragesomepeople.Bringingpeoplewithdisabilitiesintoclasstocentertheconversationaroundcanhelpfacultyandstudentsthinkmoreaboutaccessibility.
• Serviceprovidersshouldhelpfacilitatetheconnectionsbetweenfacultyandstudentswithdisabilities.
Transition Issues Panel: What are the ICT Issues Related to Transition to Employment for Students with Disabilities? And How if at All Do Models and Frameworks Contribute to Resolving Those Issues?
ThispanelincludedHadiRangin,UniversityofWashington;MeganLawrence,Microsoft;PatriciaMalik,UniversityofIllinois;andRajaKushalnagar,Gallaudet.
Belowaresomeoftheresponsestothequestion,whatshouldbeconsideredforstudentswhoneedICTwhentransitioningtoemployment?
• It’sdifficulttodecidewhethertodiscloseadisabilityornot—Ioftenfeellikethiscanchangetheconversationormakepeopleuncomfortable.Ithinkifthegeneralpubliclearnedmoreaboutdisability,peoplewouldbebetterequippedtotalkaboutaccommodations.
• Peoplewithdisabilitiesoftenhavetwojobs—onejobistheiractualjob,andthesecondistoraiseawarenessandeducatetheircoworkersabouttheirdisability.
• Peopleusesocialmediatopromotetheirown“personalbrand”—havingabadsocialmediapresencecanaffectgettinghired.
• Thehiringprocessisoftennotfullyaccessible.Thesestepsshouldbeevaluatedforaccessibility,andalternativemethodsshouldbeavailableasnecessary.
• Weneedadiverseworkforce—ifwedonothaveaccessiblehiringprocesses,thenwearesellingoursocietyshort.
• Inhighereducation,studentsaregivenaccommodations.Intheworkplace,oftenanemployeemayhavetofightforthetoolstheyneed.Ifacompanyhasequipmentthatdoesn’tworkwithaccessibletechnology,whatdoestheemployeedo?
• Wehostanetworkingeventthatinvitescompaniesandstudentswithdisabilitiestocometogethertoshareamealandlearnmoreabouteachother.Thiscanbothhelpintroduceemployerstopotentialemployeesandbreakthestigmaaboutdisabilities.
• Choosingwhentodiscloseaninvisibledisabilityisespeciallydifficult.• Somepeoplewithdisabilitiesareoftennotabletogetentrylevelpositionssincetheyaremore
laborintensive—thiscreatesmorebarrierstohiringapersonwithadisabilitysincetheycan’tgettheirfootinthedooratanearlystage.
• Workingcanoftenbeverydifferentfromschool—apersonmaynotknowexactlywhattheyneedtobesuccessfulandmayneedtolearnwhatworksforthem.
• Peoplewithdisabilitiesaremoresuccessfuliftheyhavealliesingettingtheiraccommodations.Thismightbetheirmanagerorsomeoneinhumanresources(HR).
• Inthetechfielditcanbeevenhardertofindanappropriatesignlanguageinterpreter,sincetheymaynotknowhowtosignthetechnicallanguage.
• Weneedtoempowerstudentstoasktherightquestions.Askifthereisaresourcegrouporothergroupsthatcouldbejoined.
18 EffectiveModels,Frameworks,andApproaches March14–15,2017
Followingaresomeoftheresponsestothequestion,whatITbarriersdidyoucomeintowhenyougotyourjob?
• Thehiringsoftwaredidn’tworkwithmyscreenreaderwhenItriedtoapplytothisjob.Furthermore,itwasn’tthatclearhowtoapplyotherwise.Ihadtoreachouttosomeoneintheorganizationtohelpmeapplyforthejob.
• Manypiecesoftechnologyonthejobcanbeinaccessible,andsometimesitcanrequireanaccommodationandfindingothersolutions.Sometimesjobswillsaytheyhaveasubcontractorcreatingthetechnology,sotheycan’tfixthoseissues.Thisthenbecomesaprocurementproblem.
• Onmycampus,wehaveanHRmoduleaboutdiversity,andthatmoduleisn’taccessible.Mycampusstatedtheygotthatmodulefromathirdpartyandthereforecan’tfixit.
• Weshouldbeproactiveinmakingsurewedon’tpurchaseinaccessibletoolsandsoftware.Vendorscanoftenbeworkedwithtomakesuretoolsareaccessibleorbecomeaccessiblewhenaproblemisfound.Addingaccessibilitytoacontractcanalsohelpkeepavendorontherightpathindesigninganaccessibleproduct.
Student Issues: Disabled Students Share Their Experiences of How the Support and Delivery of ICT Has Impacted Their Learning and Transitions Between Education Levels and to Employment
ThispanelincludedScottFerguson,ErikaTeasley,KWheeler,andEmanuelLin.
Belowaresomeoftheresponsestothequestion,whatareyourexperiencesofhowICThassupportedandimpactedyourlearningandtransitionsbetweeneducationlevelsandemployment?
• Ihadtotrainmyselfinascreenreaderandrefreshablebrailledisplay,whichhasverydifferentkeystrokesthanKoreantools.Ihaveauniquechallengeofnotonlybeingblind,butlearninganewlanguagewhenIcametoAmerica.
• IusedInspiration,organizationalsoftware,andItriedDragonNaturallySpeakingbackwhenitwasn’tasgoodasitisnowfordictation.
• IamDeafanduseacochlearimplantthathelpsmehearprettywellinquietenvironments.IusePidginAmericanSignLanguage(ASL)andaphonetotext.
• I’vebeenusingtechnologyinschoolsincethirdgradewhenIstartedusingthecomputertotypesinceitwasalotfasterthanwriting.I’veusedalaptopmostofmyhighschoolcareer,andIgotaMicrosoftSurfaceincollege,whichwasmuchlighterandallowedmetousemytechnologyindependently.
• IgotasmallkeyboardthatIcouldtypeoninmiddleschoolthatIcouldusefornotesandessays,andIcouldplugitintoacomputertoprintitout.However,thismademathverydifficult.LaterIgotDragonNaturallySpeaking,whichwasnotveryeffectiveindoingmathematics.Ihavealwaysneededsomeonetoassistmeinwritingoutmath.Iamacomputerprogrammer,andIneedanassistanttohelpwriteoutsomeofmycode.Ihavehadmanychallengesinfindingandusingassistivetechnology.
19 EffectiveModels,Frameworks,andApproaches March14–15,2017
Belowaresomeresponsestothequestion,ifyouaprofessorpostednotesbeforeclass,wouldthatalleviatethatneedforanotetaker?
• Thestudentwillvolunteertotakenotesandpostthemonlinewithdisabilityresourceservices.However,I’vehadteachersuseTopHat,whichisaprogramthatsendsoutslidestoanyone’sphonesandtablets,andpeoplecananswerquizquestionsduringthelecture.Thishasreallyhelped.
• Sometimesanotetakerwon’ttakenotesinthesamewayIwouldtakenotestaken,soIliketotakenotesaswellasgetthenotetaker’snotestofillintheblanksImissed.
• SonocentcansyncanaudiofilewitheachPowerPointslide,sothatIcanhearspecificteachercommentsforeachslide.
• SometeachingassistantswillagreetogivemenotesaslongasIdon’tsharethosenoteswithothers.
• Sometimeswhenslidesornotesarepostedinadvance,aprofessorwillgoofftheirplannedmaterials,andsoIdon’tgetnotesonthatcontent.SoevenifIgetnotesbeforehand,Istillneedanotetaker.
• IuseFMLandLightTechforanymathsubjectstotakenotes,buttheseweredeliveredafterlecture.IalsoconnectmyrefreshablebrailledisplayorhaveusedGoogleDocswheremynotetakerwilltypewhatisontheblackboardorscreenandIcanfollowtheflowoftheconversation.
Belowareresponsestothequestion,whatareyoursocialchallengesattheuniversityanddoestheinstitutionaddressanyofthosechallenges?
• I’vefortunatelynothadanysocialissues;itwaseasyformetomakefriends.• InK-12weallhadlunchtogether,butIcouldonlysitintheaccessibleseat.Thiscould
sometimesleadpeopletonotsitnearme.• Incollege,IrunaclubandItrytodesigneverythingtobeuniversallydesigned.Evenif
someonedoesn’trequestcaptionedvideosoranaccessiblelocation,Imakesurewetrytobeasaccessibleaspossible.
• AttheUW,wetrytohaveassistivetechnologyacrosscampussostudentscanmeetanywhereoncampusandnotjustonecomputerlab.
• Peoplecansometimesmakeassumptionsaboutmyabilities.Icantalkprettywellandhearokay,sopeoplesometimesassumeIdon’tneedmyASLinterpreter.PeoplecansometimesalsothinkI’mgoingtoslowthemdowningroupworkifweneedtousetheinterpreter,eventhoughIcanbringadifferentperspectivetothetable.
• Icanencounterinaccessibletechnology;ifaclassisfullyaccessible,Icanbefreeandfeelmoreconfidentinmywork.
• Ioftenfeelburdenedtopushpeopletousemoreaccessibletechnology,andthiscanmakemefeelguilty,evenifit’smyright.Ihavemadeconnectionswithotherblindstudentstofindsolutions.
20 EffectiveModels,Frameworks,andApproaches March14–15,2017
Belowaresomeoftheresponsestothequestion,whoprovidesyouwithaccessibletechnologyanddoesthatchangeintransition?
• InhighschoolIalwayshadanASLinterpreter,anditwasDO-ITthattaughtmethatincollegetherewouldn’tjustbeaninterpreterinclass.Incollege,IhadtoproveIwasdeafandneededaninterpreterandmyotheraccommodations.IhadtoreallydecideonwhatIneededwhenIwenttodisabilityresourceservices.
• MostofmyhardwareIgotfromDO-IT;Iuseassistivefeaturesofmyphone.• MyinitialcomputerandassistivetechnologywereloanedtomebytheDepartmentof
Rehabilitation.WhenItransitionedtomyworkplace,theHRmanagerandmymanagerbothaskedmeifIneededanyassistivetechnologysotheycouldprovideitbeforeIcameonboard.
• IntheUS,highschoolsprovidemosttechnologyyouneed.Incollege,itcandependonthetechnology—attheAccessTechnologyCenterattheUWweprovidemanydifferenttypesofstandardassistivetechnologythatwecangivetostudents.Inemployment,itisuptotheemployertoprovidethetechnology.
• OftenK-12schoolswon’tletstudentstaketheirtechnologyhomefromschool,andthiscancreatebarriersfordoinghomeworkindependently.
• Foronlinelearning,theuniversityonlyhastoprovideasmuchtechnologyastheyprovidetoanyotherstudent—sincetheydon’tprovidecomputerstostudents,theydon’thavetoprovideassistivetechnologytostudentswithdisabilities.
Whenpanelistswereaskedabouttheirsuccessesandbarriersingettingaccommodationswhendoinganythingoutsideoftheclassroom,onepanelistreportedthatoutsideofclasswhetherhe/shecangetaninterpreterdependsonmakingarequestatleastaweekinadvance.Ifsomeonewantstomeetinanoisyarea,he/shemayrequestworkinginaquietstudyroomorrequestaninterpreter.
Responsesbelowaretothequestions:Whattypesoftexttospeechtechnologydoyouuse?andWhatplatformsdoyouusefore-books?
• IjustuseabasicPDFreaderandthedisabilityresourceserviceswillscanbookstome.• Ihaveissueswithformatting,sincethosecan’tbedeliveredeasierwithspeech.IuseJaws
andusespecificsoundsforboldoritalicsorplacement.ThatwayIcanknowthestructureofaprogram,sentence,ormathematicalequation.Sometimesheadingorcolorcanbringinformationtoareader.SinceIcan’tseethose,BRFformatforbraillecanhelpmegetsomemoreofthatinformationwhenreadingviabraille.
Participantsrespondedasfollowswhenaskedhowtheycopewhenthereisalotoftimeand/orstressingettingthetoolsoraccommodationstheyneed,whichcanaffectgrades?
• IjustmaketimeinmyscheduleeverydayjusttomakesureIhaveextratimetogetanythingIneed.Ihavetohaveaveryflexibleschedule.
• Iamusuallyatthemercyattheprofessor.SomeprofessorsarelenientandgivemeextratimeonhomeworkifIhaven’tgottenmyresourceyet.I’vehadprofessorsscantheirowntextbooksformeaswell.
21 EffectiveModels,Frameworks,andApproaches March14–15,2017
Discussion SummariesParticipantswereaskedtoformsmallgroupstodiscussthefollowingquestions.Examplesofparticipantresponsesarelistedbelowthequestions.
What Models, Frameworks or Approaches They Use in Their Own Practice, How They Use Them, and the Factors That Influence the Value and Utility of the Models, Frameworks or Approaches
• Thereisnotanyonemodelthatanyuniversityisusing.Usingthemicro,miso,andmacrolevelallowsustothinkaboutourmodelsdifferently.
• Thereisavastdifferencebetweenhavingalawwhereaninstitutioncangetsued,verseaninstitutiondoingsomethingoutofthegoodnessofitsownheart.Whatcanweusetomotivateinstitutions,companies,andpeople?
• Astechnologymovesforward,thingscanbemademoreaccessibleeasier,buttherewillalsobemoretobemadeaccessible.
• Litigationandotherbigeventscancauseacultureshifttomovetowardsaccessibility.Facultywon’tprioritizeaccessibilitywithoutareasonorreward.
• StandardizationiseasierwithinK-12duetostateandfederalstandardsandexpectedstudentcompletion.Eachpost-secondaryinstitutioncanoftenrunthingsdifferently.
• Academicfreedomshouldbeoverriddenbytheneedforaccesstocontent.• Therecanbeanabsenceoftoolsthatcanbeusedtomakeproductsaccessiblebydefault.All
thesoftwarethatcomesoncomputerstodaydoesnothavegoodaccessibilitybuilt-in,andsoftwareneedsusertrainingtomakedocumentsaccessible.
22 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Iusuallydon’thavetimetothinkaboutthereasonsbehindwhatIdo.WekeptcomingbacktotheideaofuniversaldesignandhowWCAG2.0canbemaderelevanttomakingallwebcontentaccessible.
• “Everydayaccessibility”asanideafortheworkwearedoingeverydayandhowwearespecificallygettingtheworkdone.
• Whatisthefunctionorpurposeofamodel?Toexplainfunctionalityofpracticeorisittocreatebetterpractice?Ifamodelistoexplainpractice,itneedstoobserveactualpracticeinsteadofjustcreatetheideaofapractice.
• Standardscansometimesbecreatedwithoutmeetingtheaudiencethemessageormodelisfor.Standardsneedtobepragmaticandpalatable.
• Optimalaccessibility—wecanhaveagoalforidealpractice,butalsounderstandwhatisrealisticforpractice.Wedon’twanttosetsomethingasunachievable,becausethennoonewilleventry.
• Thereisalotoftensionsbetweenthetwoextremes—fromthemedicalmodeltothesocialmodel,oracademicfreedomandstandards.
• Studentscanbeagreathelpinmovingthegrassrootsmovementfurther.Often,accessibilityissuesareleftontheshouldersofindividualstudents.Instead,wewanttohelpstudentsandmoveforwardasagroup,creatingacoalitiontoadvocateforaccessibility.
Should we be using models and frameworks, or should we ditch this conversation entirely?
• I’mnotsureifthemodelsorframeworkshelp,butwithoutthem,wewouldhavenowaytoshareidealsandmethodsofpractice.
• Ifamodelistooprescriptive,ittakesawaytheneedoffreedomwithinaculture.Noteverypartofamodelisgoingtobeworkedoutinthesameway.Modelsneedtobeadaptableforavarietyofculturesandenvironments.Therewillprobablyneverbeonemodelforall.
• Eventuallyyoucanputahypothesisintoamodelandlookattheefficacyofamodel.Youcannevertestamethodifyoudon’thaveamodelforit.Modelscanbeusedtotrainandbuildaround.TeachabilityandTestability.
• Accessibilityis,atheart,acomplianceissue.Securityalsois,atitsheart,acomplianceissue.Bymakingamoregeneralizedcomplianceroadshow,bypartneringwithgeneralcouncilandriskmanagement,wecanbroadenourteamtomoveaccessibilityfurther.
• Wenowhaveacomplianceversesocialjustice,ormoralissueverseeconomicissue.Thereareavarietyof“hammers”tousetopromoteaccessibility,andwedon’tknowwhichmethodistherightwaytogo.
• Modelscangrowandchange—theyarenotstagnantdisciplinestobeusedornotused.• Facultyoftenwanttoseeexamples.Ifamodelisjustatheory,it’shardertogetpeopletosign
onboardwithtryingit.• Ifwewerebringinganideatoafullynewcountrywithnobackground,howwouldwestartit
orbringittothem?Whatburdensdowecarrywithusthatareavoidedelsewhere?• Maybeinsteadofonemodel,weneedmanymicromodels.Inaccessibilityislikeacancer—and
thereisn’tonewaytotreatorpreventcancer.Maybeweneedmanywaystotreatandpreventinaccessibility.
• Low-hangingfruitcanbehiteasier.Myunitofferedtoopenthedoortofixeasyissues(creatingtemplates,cleaningcode,creatingaccessiblePDFs,etc.),andthatreallyinvitedpeopletocomeinandtrytofixtheseproblems.
23 EffectiveModels,Frameworks,andApproaches March14–15,2017
World CaféParticipantswereaskedtoreadandwritetheirresponsesandreactionstosevenstatements(derivedfromthepreviousdayandhalfofdiscussions).Thestatementswererotatedaroundthetablessothatparticipantscouldaddtheirownresponsestotheoriginalquestionandrespondtotheresponsesofothersiftheywished.Questionsfocusedonwhatresearchisneededtoresolvetheissueshighlightedinrelationtomodelsandframeworks;whatisneededtomovepracticeforwardandhowresearchandpracticemightinformoneanother?
Eachstatementispresentedbelowandfollowedbysomeoftheresponses.
An important part of the solution to accessibility and inclusion is to adopt both a top-down and bottom-up approach.
• Revolvingdoorofchampions/administrators• YES• Breakthatglassceiling,butIthinkthat’sonlypossiblefromthetop• Who’sthechangeagent?Spendtimeconvincingthem?• Clearstatementfromthe“top”mightreallyhelpthoseatthe“bottom”• Resetthepyramid!• Absolutely-thisishowsystemchangehappens.OnewithouttheotherisonlyaBand-Aid.• Horizontalapproach,solidaritynotcharity
24 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Yes.Byusingtwooppositeapproachesyouencouragepeopleatalllevelstobeinvolved.Thisalsocontributestomorediverseperspectivesbeingexpressedandtakenintoaccountthroughouttheprocess.Follow-upquestiontothinkabout...Whentryingtoimplementabottom-upapproach,howdoyougetthestudentswhoaretraditionallyinamorequiet,insubordinateroletocreateapushforchange?
• Ibelieveinbottom-up• Givethe“bottom”representation• Does“bottom”includestudentsandconsumers?• Definitelyagreed!However,“top”needstobefullyactiveandengagedwiththe“bottom”=
communication+collaborationbetweenthetwo• Triedthebottom-upmodelformanyyears.Readytomovetotop-down.Conclusion-you
needbothastheybringdifferentaspectstothesolutiontoaccessibility/inclusion• Someschoolscandotop-downbutanyschoolcandobottom-up• Value• Therecanbetwotops,1Government,2.Organizational• Flexibility,balance• Externalforces...Government,compliance• Bothareimportant-itcandependontheinstitutionwhichworksbest• Ofcourse!Theremustbehighestlevel(funder/government)supportallthewaydowntothe
individuals.Requestaninputonaccessibilityneedstopushfrombothdirections.• Weneedbuy-in• (Hierarchyandequality)notonlyasachainprocess,butinterlinkedandinter-active.
Governmenttoleadershiptofacultytostaff,studenttofacultytoleadershiptogovernment,societyuseofICTexchange
• Iagree.Wouldalsoliketoseepeopleattopexplaintheirpositiontothoselowerdownandvice-versa,frombottomup
• Resourcesandexternaldrivers(legal,etc.)
A successful model for framework is one that stimulates a post-secondary education (PSE) institution to transform its systems and processes rather than enables it to carry on doing what it already does.
• Stimulatespositivechange• Modelcanbeaspirational• Amodelcanbeaninspiration• Amodelshouldeducateandbenotassumepriorknowledge• IlikewhatRobertPrisigdiscussesinLilawherehetalksaboutbothstaticanddynamic
quality;whatneedstostayinfunctionwhilechangingcellstructureregularly• Maybeboth!1)Candescribecurrentprocesses2)couldbedesignedtopurposesystemic
change.Soaninstitutionthatwantstochangeshouldhave2models/frameworkstodescribewhatisstatusandwhatisdesired
• Withevaluationofresultsofchange
25 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Yes!Nothingshouldbe“enabled”-institutionsshouldalwaysaimforallstudentstohavefullyequalandsuccessfulparticipationofallstudents.Amodelshouldsetanexamplethataninstitutioncanfollow
• Whenthereisbuy-inYES!• Developingtheframework/modelcanstillserveasasourceofstimulationforthePSE.The
processisimportant.• Domodelsstimulatechange?Ordomodelschangebecausetheyrespondtowhatischanging
“outthere”(e.g.,newtechnology)• Amodelorframeworkhelpstostructureprocess,communication,responsibilities,criteria,
indications,measurements,etc.• Itispossiblethatasuccessfulmodelisinplace.Ischangeneededthen?• Theframework/modelcan’tbeimposedbutmustbecreatedwithinthePSEcommunityitself• Whydoesithavetobeeitherorwhycan’twestimulatenewandsupportwhatworks• Amodelshouldbeusedasaguidelineforstep-by-stepbestpractices• Arethereanytrulysuccessfulmodels?Aren’tthemodelsallmoreoftheoriesabouthow
somethingcouldwork?Whodecideswhatissuccessful/effective?Whatifwhatitalreadydoesismoreeffectivethanimplementingaspecificmodel
• Idon’tthinkwehavetrulysuccessful,appropriate,andeffectivemodels.Iftherewereourworkwouldhavebeendone.
We need to develop our existing models and frameworks rather than come up with new ones.
• Ifourcurrentmodelworkedwewouldn’tbehere• Canweuseexistingmodelstoinspirenewmodels?• Needstoadjusttochange• Weneedboth—Whyconstrainourselveseitherway?• Whatareourexistingmodels?• IagreethatweshouldfurtherdevelopexistingmodelsandframeworksBUTweneedto
respondtomissingcontextanddevelopnewones• Modelsneedtimetogrowandmatureandtakeroot.Weneedtoreflectandassesswhetherthe
growthisstillguidingour.Wealsoneedtoconsiderthechangingaudienceforthemodels…theearlyadoption/innovationsvs.themorecautiousadopterandslowtochange
• HYBRIDofoldandnew• Learnfromexistinganddecidethen-ifneededrestartcompletelynew• Theoryvs.practice>thatisthequestion.Weneedtorespectourdifferentorientationsanduse
themtohaveabalancedapproach.Thustheoryandpractice=model• Cansharingofourgoodpracticecreatemodels• Maybestopworryingaboutmodelsandabstractionsandmoredailypractice.• Weneedtodevelopourexistingmodelstoensurethattheyareeffective.However,using
thesamemodelallofthetimeriskbecomingoutdatedandirrelevantinthepresenceofnewtechnology
• Whatcomesoutofourdailypractice?• Atwhatpointdowedecideanapproachisbroken?Whenlitigationappears?
26 EffectiveModels,Frameworks,andApproaches March14–15,2017
Adopting both a reactive and proactive approach to accessibility and inclusion is the best approach.
• Proactivelyreactive-anticipateproblemsevenifyouareproactive• Planfortheproactive.Bereadyforthereactive-shouldbepartoftheproactiveplan• Hybrid• Someneedsinsomecontextscannotbeanticipated.• Needtoplanforreactiveprocesses-needfullresourceandsupport• Needtomonitorandmeasurereactiveprocessestoseeiftheyshouldbepartofreactiveor
becomepartofproactive• Whodetermineswhatreactiveandproactiveis?Itshouldbemorethanblackandwhite!We
needgrey!• Proactiveisalwaysbetterbutreactiveapproachesmustbequick-liketheU.S.DigitalService
ortheUKGovernmentDigitalService-aquickturn-around-nowaitinglists• Proactiveisthegoal.Reactiveis(andprobablywillalwaysbe)anecessity.• Thereisstillaplaceforbothbutweshouldaspiretojusthavingaccessibilitywithout
remediationoraccommodation.• Buildinevaluations!Checkpoints.• Reactivecomesfromnotbeingproactive.• Proactiveandreactiveapproachesareimportant-Proactive:thinkofpossibleissuesthatcould
arise.Reactive:thinkingonyourfeet;reactingatthetime.Youcannotanticipateeverypossibleissue,butsomeissuescanbeavoidedorhaveamoreeffectivesolutionwithmoreforethought.Approachescanbemore/lesseffectivefordifferentsituations/environments/population.Proactiverequiresagreaterbaseofknowledgeinthebeginningonacontinuum.
• Explorethelimitsofbothapproaches.Whatisbetterdoneproactively?Whatisbetterdoneinreactionto?
• Proactivealwaysisthebestapproach.However,sometimesyouwillhavereactiveapproachesifthesituationisunusualorunexpected.
• Navigatebureaucracy• Proactivityis#1andReactivityis#2becausesometimesitmightbetoolatetoreact.• Learnfromthereactivecasesforcontinualimprovement.• Ifnotproactive,willalwayshavetobereactive.• Whoisproactiveorreactive?Staff,faculty,student,leadership?• Proactivewouldbebestbutwewillalwayshavetohaveareactiveapproach.• Sometimesareactiveapproachcanbebettertargetedatindividualrequirements• Proactiveinthewrongdirectioncanbindresources(waste),whichwouldbeneededelsewhere
(reactive).• Proactiveapproachisnotwelldeveloped.• Rapidresponsecannotalwayspredictnewnecessity.• Firepreventioneducation-firegetsout,run,putitout• Yes,UDandATandotheraccommodations• Technologychangesrapidly• Wehavenochoicebuttohavebothtoaddressallproblems.
27 EffectiveModels,Frameworks,andApproaches March14–15,2017
The only models worth having or developing are those that are testable.
• Everymodelshouldbeabletomeasure• Bytestable-ifyoumeanvalidatedthat’snotimportantforme.Ifyoumeanuseable-that’s
critical.Formeamodelneedstogobeyondtheory.Infact,somemodelsmaycomeoutofpractice-thusalready“tested.”Areusedto“describe”what’salreadybeendonesootherscanreplicateit.
• Iagree• Agreed!• Diversifydata,notnumbers,butotherthings• Needtoevaluateoutcomeofuseofmodel• Canweisolate?Canwetestasitishardtoisolate?Testingthemodelofoutcomesaretwo
differentthings.• No:modelcanserveasanaidforthinking,developing,describing.• Itisalwaysgoodtoevaluatewhatyouaredoingsothatyoucalladaptive/improvewith
feedback• Someactionshavepositivetangibleoutcomeswithnoneedtoaccuratelymeasurethose.Do
weneeda98.2%levelofcompassionorcouldwejustbecontentwithanunspecifiedincreaseincompassion?
• I’munclearonthestatement.Whatdoesanuntestablemodellooklike?Wouldn’tanybetestable?
• Weneedtooptimizethemodel-weneedtodefinethecomponents.Maybeifwecantestcomponentsinanexpectedmodelitlookweevaluatecomponents?
• Modelcomponents-define-test.• Peoplearenotalwaysdata• Always!Never!• Whodefines“testable”?Howexactlydoyoudeterminehowwellitdoesonthistest?Ifmodels
aremainlytheories,Ithinkitisimportanttodevelopanyeffectivemodelsinordertotakeotherideas/perspectivesintoaccount.Maybeamodelisn’ttestablenow,butitmaybewhenbuiltuponorinthefuture.
• Itdependsonhowwedefinemodels!Ithinkthereisanimportantroleformodelstoexpandourvisionofwhatwecanbeanddo…soIdisagree.
• Sometimesthereallyimportantthingscannotbetested!Maybeindicatorsifatall!• Workononethingatatimevs.allatonce.• Canbeevaluated?• Shouldbetestableotherwisehowdoweknow?• Costseffectivemodel-measuresuccess• People,technology,userskills• Studentfeedback-qualitative,quantitative• Whataretesting?• Isn’tanythingtestablewithsomethoughtandcreativity?• Canitbereplicatedindifferentsettings?• Untrue-they’realsogoodfordocumentingprocessesandpractices.Thepracticeoutputsand
outcomesshouldbemeasurable.
28 EffectiveModels,Frameworks,andApproaches March14–15,2017
• Bizarre• Modelsusedasastrategyhavetoprovetheirusefulness-notuseful?Comeinwitha
different/bettermodel• Howdowemeasure“affective”benefitsofUDL?• “Gotnodata?Itdidn’thappen.”• Datadrivenprocessesneededtomeasureresults;tocomeupwithdirectionsforfuture
developmentandresearch.
We don’t need one single model or framework, we need different ones for different problems, contexts or audiences.
• Comfortlevelchangesbasedoncontext• Maybeonecommonframeworkortemplatethatprovidesthestructureformultiplemodels
tofitinto.Thatwaywe’llhaveacommonlanguagefordiscussionbutrelevancefordifferentcontextsandaudiences.
• Hybrid.• Anissuewithmultiplemodelsischoosingbetweenthem!purpose/context/audienceneedsto
beclearlydescribed• Standards-customized-localization-possibilities---->choosewhatworks• Weneedconstantreflectionandupdatingofdynamicmodels/frameworks• …butelementsofagoodprocessmodelcouldworkinavarietyofcontexts• Asetofmodelswhicharecompatible.Developmentalmodels<--->Modelsofoperation.
Modelsneedtobeadjustabletocontext.XXXmodel• Ithinkthisisanimportantpoint.Weneedmultiplemodelstofitdifferentproblems…but
therehastobeaunifyingvalueortheory.Theyhavetobecompatible.• Arethesechangesjustdifferentcomponentsofamodel?Butonemodelunlikely.• Need:Micro,meso,macromodelswithdifferentlenses/foci/contextsno“ringtorulethem
all”“Bestpractices”/complianceisamodel• Iliketheconceptoflevelsofmodels.Havingoneoverarchingmodelwiththecapacitytobe
adaptedinvariousscenarioscanbeusefulforgivinggroupsastartingpointandanideaofhowtoadjusttomeettheirspecificneeds
• Ithink“bestpractices”arebuildingblocksformodelsbutnotanactualmodel• Iamreallynotsure.Ifonemodelisflexibleenough,perhapsoneisenough.Butavery
inflexiblemodelwillbreakliketheTacoma-NarrowsBridge!Howdowebalancebeingprescriptiveenoughtobeuseful,butflexibleenough?
• Somemodelswillbeinherently“better”--whoandhowthat’sdecidedisalsoanimportantconsideration
• Somethinghastobesettohaveamodel• Everyoneneedstosaysamethingforamodeltowork• Idon’tseehowyoucanhavejustonemodel-thingsneedtobeflexible/adaptabletoapplyat
avarietyofplaces• Anoverarching,broadframeworkcouldinformmultipletailoredmodels• Woulda“meta-model”beanoption?Whendowedrop/delete“unusable”models?• Howaremodelsdeveloped?Whatkindofdataisused?• What’sthefocusandthefunctionofmodels?Whoissupposedtousethemodel?
29 EffectiveModels,Frameworks,andApproaches March14–15,2017
We need a model that will guide senior managers regarding best practice in relation to policy, strategy and governance.
• Well-thoughtoutguidelinesthatincludetheopinions/thoughtsofpeoplew/disabilities(insteadof/asamodel)
• Theadministrationneedstohavehumanexperiencetoseetheimpact.• 1stneedthemtoembracea11y+UD.• Seniormanagersneedknowledgeandneedtobeabletoexpandtheirknowledge• Openmindedandwillingtochange• Amodelorasetofprinciples• Nevermetaseniormanagerwhodevelopedpolicies,strategiesbasedonamodelof
accessibilitytoIT.Maybe,budgetstudentsuccess,unions,etc.• Doyounger/lowerlevelmanagersnotneedanyguidance?Whydoweneedtocalloutspecific
manager,ratherthanimplementingtrainingforallmanagers/workers?• Modelscannotcaptureeverything,needtoconveytomanagementimportanceofaccessibility.
Otherwise,theywillworkaroundproblemswithmodelasaguide.• Worries-becomes“alltalk”notaction.• Checklistapproach• Centralizedaccommodationssupportimplementation• Importantforinstitutionspecificdrivescanbeaccountedfor.• Staff/HRpolicy• Whatmodelsarenormal/acceptableforthisaudience?(business/managementstyleof
models?)• Whatisamodel?Wouldn’tapolicyorguidelinework?• Thismodelhastobeembracedbyabroader,institutionalcommunity.• Modelistoostaticaconceptintermsofwhatwouldhelpseniormanagers-processsounds
moredynamicandflexible.• PolicyLeadershipPurchasingTrainingRemediationRetentionRequirement• Seniormanagersseemtobedrivenmorebymetrics(success,budget)thanmodels.
Accessibilityisdifficulttomeasureforthemostpart.Thispresentsachallengesellingittoexecs.
• Broadmodels“sotheyareapplicable”• Informmodel• Departmentpolicies• Defineoperationalizing-bestpractice-policy-governance-strategy• Managerstrainingstrategies(people)• Mustbecontinuoustraining--->realoutcomes• Howtomeasureoutcomes• Iappreciatethefocusonpracticeasitinformspolicy• Needstobeuniquetoeachschool.
30 EffectiveModels,Frameworks,andApproaches March14–15,2017
Overview of World Café Outputs and Discussion on Where to Go Next Regarding Research Plans for the GroupFacilitatedbyJane
Questionspresentedfollowedbysomeoftheresponsesarepresentedbelow.
What have you gotten out of the last few days, what are your thoughts on models and their use? Where are they too theoretical and where are they practical? Where does it lie for top-down and bottom-up, or proactive verse reactive? What are the conclusions we’ve come up with?
• Weneedmoredata—theefficacyofmodelsandaccessibilityshouldbebasedondata.• Whatcountsasdata?Dataisnotnecessarilynumbers,itcanbeobservablepracticeor
interviews,oritcanbedifferentstatisticsbasedonstudies.• InthepaperIwrote,the9modelsIidentified,somewerepullingfromcasestudies.Doesthat
countasdata?• Makingaccessibilityimprovementsisdifficult,becauseaccessibilityisnotaswitchthatcanbe
turnedonandoff.Wedon’tknowifaproductwilleverbeperfectlyaccessible.Accessibilityisaprocess.It’shardtocollectdataonaprocessandanimprovement.
• Wehadadiscussionabouthowdatacanbemeasuredasusersandastechnology.There’swaytomeasureatoolorawebsitebutmeasuringpeopleisharder.Separatingthesetwomaybenecessary.
• Dowewantdatatodevelopmodelsordatatoevaluatemodels?It’skindofthechickenandtheeggscenario.
• Wearen’tnecessarilymeasuringaccessibility,buttheeffectivenessofamodel.• Amodelhassomefactstomeasure.Forexample,ifyou’reapplyinguniversaldesigntoa
course,youcouldmeasurehowstudentsdoinacourseversestudentswhoaren’tgivenuniversaldesigninacourse.
• Seniormanagementisnotdrivenmymodels,butmymetrics.Measuringaccessibilityisdifficult.Seniormanagementwantstoknowthenumberofaccessibilityissueswithinasoftware,notanabstractdiscussionaboutmodels.
• Ifwehaveamodelandwetrytoimplement,wecanmeasurehowwellweimplementsomethingbutnotnecessarilymeasuringthemodelitself.Wecanmakeaconclusionbasedonhowwellthemodelisimplementedormethodsofimplementationbutnotthemodelitself.
• Doesthisassumethemodelisworking?• Butiftheconceptisimplemented,thenIcanmeasureonlythatimplementationnottheactual
conceptitself.Ifsomeoneimplementsitadifferentway,thenitmayworkbetterorworse.• Datathathelpsuscomeupwithmodels,datathattestsahypothesis,anddatathatevaluates
howweuseandimplementamodel.
31 EffectiveModels,Frameworks,andApproaches March14–15,2017
What will you do when you go back to your day job?
• Asastudentleadingadisabilitiesgroup,thishasopenedmyeyesforhowwecanusetechnologyinourmeetings.We’venevertakenthetimetoseehowwecanbemoreinclusiveusingtechnology,andnowI’verealizedhowimportantitis.
• We’vebroughttogetherdifferentpeopleindifferentrolesandinterest.• Timeforustoreallystartcuratingthemodelsthatexist.Wehavealotoforganicmodelsbeing
usedwithoutlabelsornamesorinstruction.Itseemsimportantthatwespendsometimereallyanalyzingthisworkandreallysketchingoutwhatwe’redoingandhowwe’redoingitandwherewecanimproveorchange.
• Inoticedthatalotofusarearticulatingmodelseventhoughweneversawthemasmodelsbefore.Thereisaneedforcuratingthese“models.”
• Fundingcanbringweighttoitandhelpconnectinstitutions.CouldanorganizationlikeAHEADhelpcuratemodelswithininstitutions?Couldinstitutionsspendthetimesketchingoutwhattheyaredoingandcomparethem,throughanorganizationlikeAHEAD?Peoplecanoftencraveawaytohavetheirworkbeacknowledged,andthiscouldbeawayitisdone.
• Iwouldlovetotakeourdifferentpracticesthatareinplaceandmapthemtogetherandseehowtheycompare.
• Asateacher,Ihavewrittendownnotesaboutmyownteachingpracticesandhowtoimprovethose.Ihaveaclearerunderstandingofwheretogoinmyresearch,especiallyfromthepaneldiscussions.
• IwanttotalktomystudentswhoarestudyingICTandtechnologyandseeifIcanappealtothemonhowtheycanincludeaccessibilityintheirownteachingandeducationalpursuits.
• Fromastudentperspective,therearemanyinfluentialuniversaldesignmodels.Pleasedon’tregardastudentwithadisabilityasanaccessibilityspecialist—allpeoplewithdisabilitiesaredifferentandstudentswithdisabilitiesoftendon’tknowhowtoaccommodateothers,letaloneeventhebestwaytoaccommodatethemselves.
• LookatthemarriagebetweenICTandAT:iftheICTdoesn’thaveaccessibilityfeatures,itwillneedATtouseit.Forexample,IuseZoomorascreenreaderwhenusingGoogleDocs.SometimesATcancauseICTtomalfunctionorcrash.
• WehavespecificmodelsforUDL/UDI.Howtechnologyisactuallyusedwithinaspecificclass.IwanttohavetheguidelinestoanalyzewidelyusedtechnologiesinconjunctionwithATtobetterhaveanideaofhowitworksandcreatedataandaprofessionaljudgment/subjectivity.
32 EffectiveModels,Frameworks,andApproaches March14–15,2017
Symposium ParticipantsStakeholdergroupsrepresentedinthesymposiumincluded
• studentserviceleadersandadministrators,• facultymembers,• students,and• professionalorganizations.
Thefollowingindividualsparticipatedinthesymposium.
KarenAlkobyGallaudetUniversityTheUnitedStatesofAmerica
ShannonAylesworthUniversityofWisconsin-MilwaukeeTheUnitedStatesofAmerica
CynthiaBennettUniversityofWashingtonTheUnitedStatesofAmerica
JeffreyBighamCarnegieMellonUniversityTheUnitedStatesofAmerica
LisaBrandtPortlandCommunityCollegeTheUnitedStatesofAmerica
ChristianBuehlerTechnicalUniversity,DortmundGermany
33 EffectiveModels,Frameworks,andApproaches March14–15,2017
SherylBurgstahlerUniversityofWashingtonTheUnitedStatesofAmerica
AnneCarpenterTheEvergreenStateCollegeTheUnitedStatesofAmerica
DebCastiglioneUniversityofKentuckyTheUnitedStatesofAmerica
ChetzColwellTheOpenUniversity,UKUnitedKingdom
DanComdenUniversityofWashingtonTheUnitedStatesofAmerica
TimCoughlanTheOpenUniversity,UKUnitedKingdom
LylaCrawfordUniversityofWashingtonTheUnitedStatesofAmerica
MarkusDeimannFernUniversität,HagenGermany
JosephFeria-GaliciaUCBerkeleyTheUnitedStatesofAmerica
CatherineFichtenDawsonCollegeandMcGillUniversityCanada
BjörnFisselerFernUniversität,HagenGermany
AlanFoleySyracuseUniversityTheUnitedStatesofAmerica
AliceHavelDawsonCollegeCanada
DougHaymanUniversityofWashingtonTheUnitedStatesofAmerica
TaliHeimanTheOpenUniversity,IsraelIsrael
SamanthaJohnsPortlandStateUniversityTheUnitedStatesofAmerica
DanaKaspi-TsahorTheOpenUniversity,IsraelIsrael
LauraKingDawsonCollegeCanada
HowardKramerAHEAD/UniversityofColoradoTheUnitedStatesofAmerica
RajaKushalnagarGallaudetTheUnitedStatesofAmerica
MeganLawrenceMicrosoftTheUnitedStatesofAmerica
JonathanLazarTowsonUniversityTheUnitedStatesofAmerica
ElizabethLeeUniversityofWashingtonTheUnitedStatesofAmerica
EmanuelLinUCLATheUnitedStatesofAmerica
34 EffectiveModels,Frameworks,andApproaches March14–15,2017
LynnLumensNorthCarolinaStateUniversityTheUnitedStatesofAmerica
PatriciaMalikUniversityofIllinoisTheUnitedStatesofAmerica
DoritOlenik-ShemeshTheOpenUniversity,IsraelIsrael
HadiRanginUniversityofWashingtonUnitedStatesofAmerica
GreyReavisNorthCarolinaStateUniversityTheUnitedStatesofAmerica
CyndiRowlandUtahStateUniversityTheUnitedStatesofAmerica
SallyScottAHEADTheUnitedStatesofAmerica
JaneSealeTheOpenUniversity,UKUnitedKingdom
JooYoungSeoPennsylvaniaStateUniversityTheUnitedStatesofAmerica
ChristianVinten-JohansenPennsylvaniaStateUniversityTheUnitedStatesofAmerica
35 EffectiveModels,Frameworks,andApproaches March14–15,2017
ResourcesThefollowingareresourcesfromtheorganizationswithinthispartnershipandcollaboratorswhoattendedthesymposium.
Disabilities, Opportunities, Internetworking, and Technology
www.uw.edu/doit
TheDO-IT(Disabilities,Opportunities,Internetworking,andTechnology)Centerisdedicatedtoempoweringpeoplewithdisabilitiesthroughtechnologyandeducation.Itpromotesawarenessandaccessibility—inboththeclassroomandtheworkplace—tomaximizethepotentialofindividualswithdisabilitiesandmakeourcommunitiesmorevibrant,diverse,andinclusive.
Adaptech Research Network
www.adaptech.org/
ThisNetworkconsistsofateamofacademics,studentsandconsumers.AdaptechconductsresearchinvolvingcollegeanduniversitystudentswithavarietyofdisabilitiesinCanada.AdaptechisbasedatDawsonCollegeinMontrealandhasbeeninexistencesince1996.
36 EffectiveModels,Frameworks,andApproaches March14–15,2017
Securing Greater Accessibility
www.open.ac.uk/iet/main/quality-enhancement/accessibility-and-usability/securing-greater-accessibility-sega
AprogramofworkembeddingaccessibilityfordisabledstudentsintothecurriculumatTheOpenUniversity,UK.TheworkincludesanAccessibilityReferralsPanel,andtrainingforFacultyAccessibilitySpecialists.
Additional Resources provided by Jonathan Lazar
MakingtheFieldofComputingMoreInclusive:ArticlepublishedinCommunicationsoftheACMaboutmakingthefieldofcomputingmoreinclusiveforpeoplewithdisabilities.PlusanadditionalvideoonYoutube.
cacm.acm.org/magazines/2017/3/213827-making-the-field-of-computing-more-inclusive/fulltext
JonathanLazar:LockedOut-InvestigatingSocietalDiscriminationagainstPeoplewithDisabilitiesDuetoInaccessibleWebsites(video).
www.youtube.com/watch?v=XB3EbVpiPeY
Lazar,J.,Goldstein,D.F.,&Taylor,A.(2015).Ensuringdigitalaccessibilitythroughprocessandpolicy.Amsterdam;Boston:MorganKaufmannElsevier.
www.elsevier.com/books/ensuring-digital-accessibility-through-process-and-policy/lazar/978-0-12-800646-7
Lazar,J.,Stein,M.A.,&Brewer,J.(Eds.).(2017).Disability,humanrights,andinformationtechnology.Philadelphia:UniversityofPennsylvaniaPress.
AccessibilityinITProcurement
www.nascio.org/Content/Publications-View/PID/652/evl/0/CategoryID/4/CategoryName/Accessibility
37 EffectiveModels,Frameworks,andApproaches March14–15,2017
AcknowledgmentsFundingprovidedbyTheLeverhulmeTrustandAccessComputing(NationalScienceFoundationGrant#CNS-1539179).Anyopinions,findings,andconclusionsorrecommendationsexpressedinthismaterialarethoseofthesymposiumpresentersandprojectstaffanddonotnecessarilyreflecttheviewsofthefunders.
Copyright2017UniversityofWashington.Permissionisgrantedtocopythispublicationforeducational,noncommercialpurposes,providedthesourceisacknowledged.
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