(Michael Young) We are committed to
the notion that everyone should have
an opportunity to participate in
higher education
whether it be from the
learning perspective,
or the research perspective,
or an opportunity to work here
at this institution.
We benefit from that because we get
to enjoy the talents and the skills
of those people who come in,
and also their perspective,
which in many cases will be different
from the perspective of others on campus.
So accessibility becomes a very
important value at the university.
(Tracy Mitrano) We're a leading
university globally.
We want the best talent in the world
for our students, our staff,
and our faculty. And we want to
be sure if that talent has a disability
that they know that we are a
welcoming community.
(Pablo Molino) We're competing
with other prestigious
and highly accomplished institutions.
We want to make sure that we can target
the right candidates to join our community
regardless of their disability status.
(Pete Siegel) We want to do everything
we can to ensure that they have
the same access to smart faculty,
to fellow students,
and to the resources at UC Davis.
(Edward Ray) In fact,
we genuinely believe that
excellence is achieved through diversity
and that a commitment
to equity and inclusion
really enriches each of our lives.
(Linda Cahill) It would be inconceivable
not to have a social conscience, at least,
and be completely committed to making
our resources at Barry University
accessible to all students.
(Edward Ray) We believe that the use
of technology can be very powerful.
It connects people to each other,
but it also enhances their
learning capabilities;
it increases what they can do through
their research and creative work;
it really makes it possible for them to
have a more powerful impact in the world
and that's basically what we're all about.
And we want that to be true
for every member of our community
regardless of limitations, of physical,
spacial, time or other dimension.
(Hernan Londono) As an IT professional,
sometimes some of us concentrate in
the technical side of the house only
and we forget that finally
the technology is to serve the people.
(Michael Young) What the university
offers and makes available
has to be offered to everybody.
We can't afford to waste the talents
or the brilliance or the minds of anybody
and making things accessible allows
everybody to engage in the university.
Equal opportunity is a part of our value
system, but it's also required by law.
(Pete Siegel) Compliance is extremely
important. Compliance is the law.
But that isn't the motivator
for most of us at universities.
Our motivation has always been
to provide easily accessible tools,
excellent experiences for our students
and really to give them the sense that
this is a place they want to be,
a place they want to learn,
a place where they can thrive.
(Michael Young) Universal design is a very
powerful concept because what it means is
we look at the issue of accessibility
at the outset rather than buying something
or engaging something, or developing
something that we have to retrofit.
Which not only makes it cheaper
and more efficient,
it likely makes it much better in terms
of both the quality of the product
and the accessibility to those...
all the people that we want
to be able to use it.
(Tracy Mitrano) I think the other direction
that colleges and universities
could and should take is
to think about accommodation
as really the beginning of the
conversation about disability.
It was the appropriate measure
that was taken
in the Americans with Disabilities Act
that was passed in 1990
and that's well over a generation ago.
I think now we really have to think less
about how we're going to measure
specifically this accommodation
or that accommodation
and recognize that we can make
accessibility open and available
so that individual staff, faculty
or students
do not have to go to get an accommodation.
It will be automatically available
in the webpage that they visit,
in the device that they use.
(Brady Deaton) We envision a campus
that has a concept of universal design
in all aspects of information technology,
that a student is not impeded in any way,
but in fact, that technology is utilized
not only directly by those who benefit
because of certain challenges
they may have,
but also is illustrative to
the broader student body
and to the faculty and to alums
.
about what an inclusive learning
environment is.
(Pete Seigel) We have some things
we have to learn
in order to move into
accessibility space,
but the basic goals and the basic values
are things we already know and love.
Then we bring in things like
universal design,
the notion that if we design things
well right from the start,
they actually aren't more expensive.
This is something that we can fit
into even our very, very tight budgets.
(Eileen McDonough) We make a great effort
in our graduate
and our undergraduate counsel to make sure
that faculty and deans are aware that
in program design, in offering
a new major,
that they take into account that
they might have to have specialized
software available,
and they have to build that
into their program development.
And then to certainly just be aware
of all the different ways
that students can learn,
to help faculty and deans understand
the concept of universal design.
(Gerry Hanley) The first step really
needs to be an assessment
of where we are, so we can
then inform our planning process,
develop plans, implement a project,
and then really assess the results of it.
(Pablo Molino) Key to our approach
to making sure that
our campus and our technology is
accessible to people with disabilities,
is to ensure we do this by design.
This is not an afterthought that we do
after we have implemented a new classroom.
Instead, this is something that we do
from the initial conception
of a new project or idea.
The same way we do this for privacy
and security,
we do this for accessibility.
(Bruce Maas) It is less costly,
in the long run,
to be thinking through the issues
of accessibility comprehensively.
Therefore, having a plan for accessibility
insures that from the beginning
we think through our issues with regard
to the delivery of our services.
Doing so in a strategic way means that we
can hold down costs over the long haul
and actually deliver better services in the bargain.
(Brady Deaton) It is very important that
a university follows
a policy and a process
that is a can-do kind of process.
It assumes that we are going to
undertake the investments that we need,
we're going to demonstrate the values
that we need,
that not only address the needs of
students who may be challenged with vision
or hearing or other disabilities,
but also draw on the technology
that is not only exciting
for those people who are
developing the technology,
it's intellectually exciting, it provides
new jobs for that matter,
and it stimulates learning
in so many parts of the university.
So that attitude of the university
administration,
as well as faculty and staff and students,
becomes very, very important
because everyone gains from this.
It's a win-win situation.
(Tracy Mitrano) A policy really is an
important way to go,
because it will focus everyone's attention.
It's also probably the way that
you have to go now
that there are legal pressures
on higher education in this area.
The second thing I would say about policy
is there are really two types in general.
One is a policy that you have
because you have a law,
for example, the Family Education Rights
Privacy Act Policy.
So you want to be clear and sure that
you're going to have compliance
on your campus.
There's another kind of policy
that I would call aspirational policy
and maybe accessibility
fits a little bit in both
but you most certainly
can err on the aspirational side.
An aspirational policy is something
you establish for your institution
as a path moving towards something,
moving forward.
It does not have to have one hundred
percent compliance
because it's really a direction
that you're setting strategically
for your institution.
(Gerry Hanley) I'd say another critical
aspect around our strategy is
a shared governance strategy.
Because education is
a shared responsibility
across faculty, staff, students,
venders,
all of us working together have to
share in that responsibility.
Now, a shared governance process means
if you are responsible in delivering
the service, then you have an opportunity
to share in governing how we're going to
manage the implementation
of these services.
(Brady Deaton) The administrators of the
university must reflect the values
that demonstrate the importance
of this to the learning environment
and it has to be built in then
to every aspect of what we do.
0:10:00.779,0:10:04.139
(Michael Young) Right now we have a number
of projects and initiatives underway at the
0:10:04.139,0:10:09.269
UW in which we're testing new technologies.
Accessibility is an important consideration
0:10:09.269,0:10:13.079
in these evaluations. Many of the vendors
we work with have completed
0:10:13.079,0:10:18.569
Voluntary Product Accessibility Templates
or VPATs, which offer a checklist of accessibility
0:10:18.569,0:10:23.649
criteria and vendors' self-assessment as to
how well they meet those criteria. It's a
0:10:23.649,0:10:28.269
good starting point, but we go beyond that
to ask a vendor specific questions and to
0:10:28.269,0:10:33.569
test their products with respect to accessibility.
(Gerry Hanley) We begin with our vendors saying
0:10:33.569,0:10:40.569
(a) this is not only important, that this
is required for working with the CSU. Every
0:10:42.309,0:10:48.990
student who comes into our institution, we
have to provide equally effective access to
0:10:48.990,0:10:55.860
those services and you are a partner in delivering
those services to us. So we will tell you
0:10:55.860,0:11:02.860
what we need and then we will help you inform
your staff, educate your staff, provide them
0:11:03.930,0:11:10.699
some consultation and guidance in partnership
with us, so you can deliver the successful
0:11:10.699,0:11:13.370
service for us.
(Pat Burns) So we work with our vendors to
0:11:13.370,0:11:19.180
try to put pressure on them to make things
accessible. We actually have a purchasing
0:11:19.180,0:11:26.180
process where we work through and ask the
issues about accessibility for software and
0:11:26.490,0:11:31.529
hardware that we buy as well.
(Bruce Maas) Individual efforts really need
0:11:31.529,0:11:37.879
to be able to scale well. If we go about things
in an ad hoc approach, one by one, we're not
0:11:37.879,0:11:43.910
likely to get the same results as if we work
together as a community in higher education,
0:11:43.910,0:11:48.990
to work with vendors to improve accessibility
for everyone with regard to the products that
0:11:48.990,0:11:55.269
are offered. That's a much more pragmatic
approach rather than institution by institution.
0:11:55.269,0:12:02.269
(Gerry Hanley) Making accessibility a priority
in their development roadmap is going to be
0:12:02.300,0:12:09.300
driven by the market demand. And if an institution
never says a word, the vendor isn't going
0:12:11.059,0:12:17.269
to do anything about it. So if we begin to
communicate our demands collectively, then
0:12:17.269,0:12:20.490
the vendor will recognize the market value
of accessibility.
0:12:20.490,0:12:26.670
(Joel Hartman) As we acquire IT resources,
we have to embed accessibility in our contracts.
0:12:26.670,0:12:31.019
As we develop resources, we have to employ
universal design in our thinking about how
0:12:31.019,0:12:35.930
to make these resources available and we have
to continue to monitor students to see if
0:12:35.930,0:12:42.930
we're really delivering to them the resources
in a form that they can actually use.
0:12:43.309,0:12:50.309
(Michael Young) Accessibility requires effort
on the part of everyone in the higher education
0:12:53.610,0:12:59.209
community - faculty, staff, technology vendors.
If we all do our part, our institutions can
0:12:59.209,0:13:04.529
provide everyone with an equal opportunity
to participate. And we all benefit from the
0:13:04.529,0:13:07.709
perspectives of a diverse group.
(Hernan Londonono) Having that peace of mind
0:13:07.709,0:13:12.959
that we are doing all we can to provide an
accessible campus is -- gives us a lot of
0:13:12.959,0:13:17.670
pride and we feel very happy about what, what
we do.
0:13:17.670,0:13:22.199
(Linda Cahill) Why wouldn't we make our campus
accessible to students with disabilities and
0:13:22.199,0:13:27.439
why wouldn't we do everything we could to
see the technology is accessible to our students?
0:13:27.439,0:13:32.490
(Tracy Mitrano) The spirit of what has made
higher education the jewel in the crown of
0:13:32.490,0:13:36.939
American society is part and parcel of the
message of accessibility.
0:13:36.939,0:13:43.139
(Ed Ray) Every way in which we touch the lives
of others, whether it's in the classroom,
0:13:43.139,0:13:50.139
the laboratory, through live performances,
through events on campus, we want everyone
0:13:50.170,0:13:57.170
who comes here and creates those experiences
to be as fully engaged and as fully benefited
0:14:00.290,0:14:07.290
by the activity as possible. And that simply
can't be done if people have artificial challenges
0:14:08.179,0:14:09.889
or barriers to try to overcome.
0:14:09.889,0:14:16.319
(Ed Ray) I would say to those out there who
are just getting started or maybe struggling
0:14:16.319,0:14:23.319
to figure out how to use technology to advance
accessibility on their campuses that there's
0:14:23.629,0:14:25.549
no such thing as a bad time to start.