Develop an Accessibility and Assistive - PowerPoint Presentation

Slide1

Develop an Accessibility and AssistiveTechnology Plan Why? How?

Marilyn Harren

Director, ACCESS at Collin College

Slide2

Can a good assistive technology plan assist your students to make progress and save you time?

YES…eventually

!

Slide3

Why?ADAAA, Title II (Title III applies to civil rights of people with disabilities in the private sector. Entities must make themselves accessible when they can afford to do so.)

Section 504 and

Section 508

Slide4

Why? Under Section 508Section 508 covers:

Access to federal programs and services in regards to

electronic and information technology. If your college receives

federal financial aid, this is required.

Section 508 requires that alternative, accessible information

technology which can be operated in a variety of ways and

does not rely on the ability of the user, is required to be

provided to those with disabilities. This includes the student,

the public, your alumni, and those accessing your web

content.

Source: Leslie, 2018, Section 508, Applicability & Conformance Requirements|Section508.gov.

Slide5

Why? Section 508 (continued)The U.S. Access Board published updated Section 508

standards. This updates and clarifies the Access Board's

"standards for electronic and information technology

developed, procured, maintained, or used by Federal

agencies covered by Section 508 of the Rehabilitation Act of

1973”.

Compliance was required January 18th, 2018

Source: Section 508 and EIT standards.

Slide6

Dudley Consent Decree (Summary of Best Practice)When students with vision or hearing impairments who are registered with a

disability office, the consent decree suggest that the disability office reach out to

each

instructor twice

during the semester and the

student once a month

, to

assure that alternate media needs are addressed and identify all materials in a

classroom or lab determining what format the student prefers and confirm with

the student that the format is usable. Decree covers and is not limited to

students, prospective students, applicants, accepted but not yet attending

students, and alumni.

Oh yes…

any student

served by the disability office using alternate

media/assistive technology can request this level of support.

Source: Consent Decree

Aleeha

Dudley v. Miami 2015 case of Dudley v. Miami University Case No. 1:14-cv-38 (consent-compromise in lieu of litigation & history of hearing about this case)

Slide7

Assistive Technology PlanAfter hearing about Dudley and understanding that 508 was updated effective January 2018, concern set in!

Slide8

What is assistive technology?Any item, piece of equipment, or product, whether

acquired commercially, off the shelf, modified, or

customized, that is used to increase, maintain, or

improve the functional capabilities of individuals with

disabilities.

“Simply stated, assistive technology are tools

and resources used by individuals with disabilities to help

improve their quality of life and increase their

independence”.

Source: Assistive Technology Definition,

Harner

, 2019

Slide9

How Timely?Timeliness…From the Department of Justice Part 35.160:

“In order to be effective, auxiliary aids and services

must be provided in accessible formats, in a timely

manner, and in such a way as to protect the privacy

and independence of the individual with a disability”.

Slide10

More on Timeliness…Resolution Agreement- University of Phoenix

“….Adherence to these accessible technology standards is one way to ensure compliance with the University’s underlying legal obligations to ensure applicants, students, and members of the public are able to independently

acquire the same information, engage in the same interactions, and enjoy the same benefits and services within the same timeframe as their nondisabled peers

, with substantially equivalent ease of use; and that they are not excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any University programs, services, and activities delivered online”.

Source: Resolution Agreement-University of Phoenix 2015 (case number 08-15-2040”)

Slide11

Low and High Tech

Low Tech

Sticky notes

Is there an app for that?

Screen colored overlays

Colored transparencies

Pencil grips

Fidget toys

Digital recorder

Tracking ball

High Tech

JAWS/NVDA (free)

Juliet Braille Embosser

CCTV

CART and

Typewell

Dragon Naturally Speaking

Kurzweil,

Read&Write

, Wynn Wizard

Portable document cameras

Assistive listening devices

Slide12

Free and low-cost Assistive TechnologyGeorgia Tech App Finder:

https://gatfl.gatech.edu/favorite-search.php

Augsburg University Free or low cost technology for everyone:

https://www.augsburg.edu/class/groves/assistive-technology/everyone/

Notability-note taking app

Voice Dream Reader

Be my eyes-low vision or blind

Slide13

Free and low-cost Assistive Technology #2Seeing AI-for low vision or blind student

One Note- note taking app

Google Voice Typing-speech to text option

Lane Community College Accessible Technology:

https://www.lanecc.edu/it/helpdesk/assistive-technology

Slide14

Developing A PlanBorrow and steal (give credit where it is due)

Do not reinvent the wheel.

There is no perfect model out there.

Analyze and adjust as needed.

Slide15

SETTStudent/SkillsEnvironment

Tasks

Tools

This framework creates a user focused assessment.

Source: SETT framework designed by Joy

Zabala

Slide16

Assistive Technology Assessment-Where to start?AT Assessment Student Questionnaire

Do you have a computer, tablet or smart phone? What kind?

What (if any) experience do you have with computers/software?

___Little to no experience using a computer

___Able to navigate the internet using a web browser

___Can use word processing software like Microsoft Word, Google Docs, etc.

___Can send and receive emails via multiple email clients

___Can transfer files from a flash drive

___Can download a program to a computer

Other_________________________________________________________________________

Slide17

Student Questionnaire (2)What (if any) experience do you have with assistive technology?

___Unfamiliar with assistive technology

___Use audio recording applications and/or software-what kind?

___Use note taking applications and/or software-what kind?

___Use screen reading applications and/or software-what kind?

___Use speech recognition applications and/or software-what kind?

___Use text-to-speech applications and/or software-what kind?

___Use magnification applications and/or software-what kind?

___Use magnification hardware (CCTVs, mobile cameras, etc.)-what kind?

Other________________________________________________________________________

Slide18

Student Questionnaire (3)What task(s) at school is most challenging for you?

___Computer input

___Mathematics

___Note Taking

___Reading

___Writing

Other________________________________________________________

What questions do you have?

Source: Bromley 2016

Slide19

Identified Strengths and Barriers Accommodation Specialist Report Post-Intake

Reading Comprehension Executive Functioning

Writing Expression Following Instructions

Speaking/Expression Math Problem Solving

Listening Comprehension Working Memory

Visual-Spatial Mobility

Math Calculation Vision

Organizing/Evaluating Information Processing Speed

Pertinent information from this report will be summarized on the AT Assessment Tool to help guide the decision-making process.

Slide20

AT ASSESSMENTDate:______________

Student: ________________________________

Task to be assessed: __________________________________________________________

With the right tools and/or training the student will be able to:________________________

___________________________________________________________________________

___________________________________________________________________________

From Summary of Accommodation Specialist Report Post-Interview

Student’s strengths: __________________________________________________________

Barrier(s) at time of assessment: ________________________________________________

___________________________________________________________________________________

Slide21

AT Assessment (2)AT device(s) recommended? Yes _______________ No ___________

If yes, what?____________________________________________________________________

______________________________________________________________________________

Training- By whom: ________________________________ How often: ____________________

Days and time for training:_____________________________________________________

Week 1- report on use of AT:____________________________________________________

Will student continue with current AT? Yes ___________ No___________

If no, what needs to be addressed?

____________________________________________________________________________

Slide22

AT Assessment (3)If yes,

Week 2 report on use of AT: _____________________________________

Will student continue with current AT? Yes No If no, what needs to be

addressed?__________________________________________________________

If yes,

Week 3- Is the AT meeting the student’s needs? Yes No If no, reassess

student’s need and barriers to address with different AT device:

__________________________________________________________________________

__________________________________________________________________________

Slide23

Accessibility PlanDisability Services Offices will meet with every student with a vision or hearing impairment and offer to meet with every student who requires assistive technologies or curricular materials in alternate formats, and their instructors, to develop an accessibility plan.

THIS STUDENT’S INFORMATION MUST BE KEPT STRICTLY CONFIDENTIAL

Name:___________________________

ID#__________________

Email: _______________________________________________

Phone: ______________________

Semester/Term: ___________________

Program of study: ______________________________________

Slide24

Accessibility Plan (2)Preferred formats (PDF, Word, Braille, EPub

, other?):

___________________________________________________________

Need for communication access/type? (ASL Interpreter, CART,

Typewell

,

captioned media, audio description)

___________________________________________________________

What current Assistive Technology do you use?:

___________________________________________________________

___________________________________________________________

Attach student’s current schedule

Slide25

Accessibility Plan (3)Additional information that will aid in the implementation of the classroom

accommodations

: ______________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Slide26

Instructors’ Name/Class

Date

Date

Date

Date

Date

Date

Date

Instructor/Faculty Contact Form

Accessibility Plan (4)

Slide27

Student ContactPlease date and initial for each meeting with ________________________________

(student name)

September

October

November

December

January

February

March

April

May

June

July

August

Comments

Slide28

Quality Indicators for Assistive TechnologyQIAT has a post-secondary questionnaire to use as an internal evaluation/institutional self-study of AT on your campus.

Campus Self-Evaluation Matrix

QIAT-PS is a set of quality indicators in five content areas for Assistive Technology (AT) in Post-Secondary education. Evaluate to improve AT services at your school. 

Check out the Campus Self-Evaluation Matrix.

http://qiat-ps.org/

Slide29

QIAT Assistive Technology Assessment Process Planner(Sample of what is used in some pre-K-12

th

)

Referral for AT assessment is made by any member of the team when classroom strategies and tools do not meet the student’s needs.

AT assessments in pre-k-12

th

are completed by a collaborative team sharing responsibilities. Very detailed with expected outcomes and how those will be measured.

Source of information for QIAT: www.qiat.org

Slide30

Resources:28 CFR § 35.160 - General. (n.d.). Retrieved May 13, 2019, from LII / LegalInformation Institute website:

https://www.law.cornell.edu/cfr/text/28/35.160

Applicability & Conformance Requirements | Section508.gov. (n.d.). Retrieved

October 1, 2018, from

https://www.section508.gov/create/applicability-conformance

Consent Decree:

Aleeha

Dudley and the United States v. Miami University, et

al. (n.d.). Retrieved September 15, 2018, from

https://www.ada.gov/miami_university_cd.html

Harner

, W. (2019, April). Developing an Assistive Technology Intake Evaluation.

Presented at the AHEAD in Texas Spring Conference, 2019, Waco.

Bromley, M. (2016, October). Facilitating Autonomy: Optimizing Adaptive

Technology Assessment and Support. Presented at the ORAHEAD Fall

Conference, 2016, Newport.

Slide31

Resources (2)IT Accessibility Laws and Policies | Section508.gov. (n.d.). Retrieved October 1,

2018, from

https://www.section508.gov/manage/laws-and-policies

Laws - United States Access Board. (n.d.). Retrieved April 27, 2019, from

https://www.access-board.gov/the-board/laws

Mobley, M. L. (2015, June 12). University of Phoenix OCR Dear Colleague

Letter. United States Department of Education Office of Civil Rights

Leslie, R. (2018, April). WCAG/WCAG 2.0. Presented at the AHEAD in Texas

Spring Conference 2018, Waco, Texas.

QIAT - Quality Indicators for Assistive Technology - Indicators. (n.d.). Retrieved

March 2021, from

https://qiat.org/indicators.html

Texas Technology Access Program. (n.d.). Retrieved April 27, 2019, from

http://techaccess.edb.utexas.edu/