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A Journey to Accessibility
Temple University's University-Wide
Accessible Information and TechnologyInitiative Implementation
Paul PaireExecutive Director
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About Temple University
• Based in Philadelphia, one of Pennsylvania’s state-related research
Universities, along with the University of Pittsburgh and Penn State
• 37,000 students and 5,700 employees
• 17 schools and colleges including 8 professional
schools (including Dentistry, Law, Medicine, Pharmacy and Podiatry)
• 140 bachelor’s degree programs
• 126 master’s degree programs
• International campuses in Tokyo, Rome, and
London with programs in China, Korea, Greece,Israel and more
• 1400 students registered with Disability Resources and
Services
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Technology accessibility and the ADA
• “Colleges and universities have specific legal obligations toprovide students, faculty, and staff with disabilities thesame benefits, programs, and services.”
- Russlynn Ali, assistant secretary for civil rights
U.S. Department of Education
• For the Dept. of Justice and the Dept. of Education, theirmajor compliance interest and enforcement interest forthe foreseeable future is access to technology.
• College and Universities need to get a good handle on thisissue and their role in providing accessible technology.
• The problem is here now, and it is not going away.
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Why Now?
• Greater reliance on technology in education.
– Course management systems (Blackboard, Moodle, ANGEL.)
– Smart classrooms with advanced audio visual technology.
– On-line administrative processes.
– Dramatic increase in on-line learning.
– Growing adoption of electronic textbooks and eReaders inclassrooms.
– Proliferation of iPad’s.
– Growing use of Google Apps.• As technology gets more complex compliance is becoming
critical.
• Proliferation of lawsuits.
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How to change an organization
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Get people motivated
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Motivation for Executives
•Desire to be fair & equitable in delivering services
•30 complaints or settlements (and one statement of
interest) involving institutions of Higher Education
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Current litigation in Higher Ed# of complaints brought by:
10 National Federation of the Blind
6 Department of Education
5 Department of Justice
4 American Council of the Blind
4 Student Lawsuit
2 Employee Lawsuit
2 Reading Rights Coalition
1 Disability Rights Advocate
1 Texas Civil Rights Project
# types & of ADA issues raised:
8 Accommodations6 eReaders
6 Physical Spaces (Standards for Design)
4 Clickers
4 Policy
4 Websites
3 Library2 application process
2 Course Management System
2 Course Registration
2 Google Apps
2 Instructional Materials
2 Instructor’s Behavior
2 Online course content
2 Procurement
1 ATMs
1 Electronic Textbook
1 Food Service
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Self Audit
• Hired outside consultant to review:
– Websites & Web applications (sample size=15)
– Classrooms / Learning Spaces
– Computer Labs
• Results: we were on par with other institutions
that hadn’t addressed accessibility
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Our Discovery
• Temple University found out we need to address:
– Overall accessibility policy for information and technology
– Computer labs (128 computer labs & 3,648 workstations)
– Instructional materials
– Learning spaces/classrooms (~700 including labs/studios)
– Library
– Procurement of technology – Web based content
– Web based systems
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Pull together a guiding team
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Accessible Tech Compliance
Committee• Chair (CIO)
• 1 Staff (Executive director)
• 4 Faculty representatives
• 1 School / College technical (Director of Information Tech)
• 2 Computer Services (Associate Vice President & Exec Director of Academic
Support)• 1 Creative Services (Director of Electronic Communications)
• 2 Disability Resources and Services (Associate Vice President & AssociateDirector)
• 1 Human Resources (Associate Vice President)
•
1 Provost Office (Vice Provost)• 1 Library (Senior Associate University Librarian)
• 1 University Counsel (Associate University Counsel)
• 1 Facilities (Director of Architectural Services)
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Project/Working groups
WebLiaisons
University-Wide
Web Review &Audit
Instructional
Materials &
Captioning
Training &Accessibility
Web Site
AssistiveTechnology
OnlineLearning
LibraryAdministrative
Systems
Procurement
AccessibilityLiaisons
ProjectDirector
Project co-chairs
AccessibleTech
ComplianceCommittee
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Develop a vision and strategy
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Vision = University policy
• We will be accessible
• The person responsible for providing the technology or
information is responsible for making it accessible
•
If it can’t be made accessible we should consider removing it • Accessible Technology Compliance Committee which is
empowered to effectuate change and is responsible for:
– Setting standards & guidelines
–
Setting Timetables – Enforcement
– Granting exceptions
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Scope & Budget Planning
• Initial assessment – Hire a consultant
• Instructional materials – Tools for DIYers
– Farming out remediation
• Learning spaces & ComputerLabs – Software
– Hardware
– Remediation of physical spaces
•
Library and it’s components – Online catalog
– Journals
– Alt Format for Course reserves
• Multimedia
– Captioning/Transcripts
– Audio Descriptions/Transcripts
– Captioning of live & live
streaming of events• Web
– Web auditing solution
– web based systems
(replace/fix?)
– Tools for testing
– Accessibility Q&A staff as part
of the software development
lifecycle
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Survey other institutions
• Join Athen & EDUCAUSE’s “ITACCESS” listservs
• Attend conferences to learn from other
institutions• Conference call with Cal State about how they
launched their initiative
•
Talk with San Francisco State about theirprocurement process
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Working groups develop standards
• Web group – Developed standards for web content
• WCAG 2.0 AA for internally developed/sponsored sites
• Section 508 for vendor controlled content
• Established deadlines for compliance
– Issued an RFP for a web auditing tool• Assistive Technology group
– Developed standards for Computer labs
– Developed standards for Classrooms (evolved into Learning Spaces)
• Instructional Materials group* –
Started working on standards (abandoned in favor of how-tos) – Developing checklists
*Need to get faculty involved in Instructional Materials workgroup
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Learning space standards
• Worked with Disability Resources & Services to develop standards
• Standards address: – 2010 Standards for Accessible Design specifications (i.e. reach distances &
kick space for podiums)
– Software
– Hardware (including control panels for lights & AV equipment)
– Smart carts
• Types of spaces – Auditorium/Theater space
– Classrooms
– Lecture hall – Seminar room
– Studio space
• Developed a checklist based on the standards
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Computer lab standards
• Standards address: – 2010 Standards for Accessible Design specifications
• Reach distances (counter/workstation heights, peripherals)
• Route to workstation
•
Kick space for workstations• # of accessible workstations
• Signs & documentation
– Assistive Hardware (e.g. keyboards, trackballs, etc.)
– Assistive Software
– Pay to Print stations – Training student workers
– Deadline for compliance
• Developed a checklist based on the standards
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Purchasing
• Added language to purchasing policies requiring
procurement (purchase or otherwise) of
accessible information and technology
• Added language to RFP and contracts for
accessibility & remediation
• Developed an Exceptions Request form and
process workflow
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Exceptions Request form
• Name & description of the product or resource
• Who is the audience? (and indicate approximately how many of eachtype)
• What is the cost? (single year and/or recurring)
• Accessibility Roadmap? (and if so what's the timeline for compliance?)
• Describe how it is used.
• Is it currently in use?
• Which of the 508 category(ies) is relevant to the product?
• Is it required for coursework or job function?
•
What exception category (specified in section 508) are you requesting?• Explain why it meets the exception.
• Describe the reasonable accommodation you will provide.
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Exception Request work flow
InitialRequest
ATCC
Review
• Accessibility Liaison (or individual if there is no Accessibility
Liaison) submits request to [email protected]
•Proof to make sure everything’s OK (may request clarificationon some items or revision to request if it is incomplete)
• Write up an executive summary of the request
• Request form and executive summary sent to ATCC for
review and decision (decision is requested within 6 business
days)
• ATCC may request clarification on some items
• Decision is sent to Accessibility Liaison (or initial requestor)
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Library• Workflows are in place render video course reserves accessible (mixture of
purchase and captioning in Ensemble.)
• Conducting an year-long review of all 500 database platforms and alerting
vendors to compliance issues.
• Remediated primary website (library.temple.edu) and several secondary sites.
•
Engaged vendors of several major systems (e.g., Innovative for OPAC, OCLC forCONTENTdm) to press with other universities for improvements in their
platforms.
• Library programmers working with vendors to make products accessible:
– Springshare’s LibChat.
–
Contributed to Omeka (open source software for online exhibition.)• Joined HathiTrust and set up proxy system for print disabled so they can have
full-text access to the 13 million books, journals, etc.
• Adopted Ares as new course reserve platform to improve accessibility of textual
course reserves scanned in the library. (Accessible content still challenging.)
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Instructional Materials
• Surveyed file types on Learning Management
System (Blackboard)
• Prioritized creation of checklists for the top four
types of content first:
Word PowerPoint
Excel PDF
• Incorporating Universal Design aspects in
checklists
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Launching the initiative
• Communicate for buy in:
– CIO went on a road show presenting to:
• Council of Deans
• Faculty Senate
• Business Managers
• Collegial assemblies
–
Presentation consisted of:• Overview of policy & project
• Who is responsible (content creator is responsible)
• We’re here to help & what we’ve done so far
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Empower others to act
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Launched Website
• Website launched to act as a clearinghouse for:
– Policies
– Guidelines
– How-to materials
– Quick tips
– Link to community
http://accessibility.temple.edu
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Empowerment – in many forms
• Had Deans appoint “Accessibility Liaisons” in
each school or college & formed committee
• Purchased a tool to allow users to audit their
own web content/sites/systems
• Distributed guidelines for computer labs and
learning spaces
• Bi-weekly meetings with Accessibility Liaison
committee
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Make it easy in the beginning
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Quick wins
• Survey and remediate Computer Services’ centrally owned/managedlearning spaces & computer labs first: – Largest and most heavily used labs were remediated first
– Received feedback on the standards and checklists to improve and clarifyrequirements
– Early remediation allowed us to determine average remediation costs• Update all control panels in smart classrooms owned by Computer
Services so they ‘talk’
• Launched new web accessibility standards at university wide webdesigners meeting
•
Creative Services works with contractors to make sure new websites areaccessible
• Hired a visually impaired student worker to assist with testing new webbased applications developed in-house
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Stay with it
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Sometimes things take time
• Instructional materials guidelines
– 12 months and they still weren’t finished
– Reboot after 5 months
– Switched from policy to checklists with How-To’s – Engaged larger group of faculty to assist with determining
how to tweak them for better adoption
• Web auditing software
– Slow adoption rate from web masters/designers
– Used a university wide broken links initiative to introducestaff to the software
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Annual Reports
• Understand how each school/college is
progressing via annual report. Addresses:
– How well we communicated the initiative
– Web sites
– Instructional materials
– Learning spaces
– Computer labs
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Budget – how much was spent?
• Central funding covered $600,000 to date for: – Remediating computer labs (central and schools/colleges)
– Remediating learning spaces
– Software to audit websites
– Consulting and training
• Individual Schools/Colleges and Administrative Unitsspent $83,000 the first year for: – Remediating computer labs
– Captioning
Note: figures do not include personnel costs
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Lessons learned
• Sometimes it takes a while to get a workablesolution
• Deadlines are good, but be flexible
•
Communication is key (particularly top down)• Spread out the work (form working groups)
• People want to help, make it easy for them
• Don’t come with all the answers, let people be a
part of the process• Include representatives from facilities
• Be flexible (i.e. exceptions request form)
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On your journey
• Enjoy the good
• Don’t let the bad drag you down
•
Accessibility, like penguins,isn’t always black and white
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Questions?
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Photo credits
• “Penguin” by cnystrom © 2005 and made available under a Attribution-NoDerivs Generic 2.0 license
• “Penguin Group Small”, “Trekking across the Antarctic Ice and Snow”and “JV-091112 4425” by Antarctica Bound © 2010 and made availableunder a Attribution-NoDerivs Generic 2.0 license
• “Adelie Penguin Dive on Paulet Island, Antarctica” by nick_russill ©2007 and made available under a Attribution-NonCommercial-NoDerivsGeneric 2.0 license
• “Ice cased Adelie penguins after a blizzard at Cape Denison”photograph by Frank Hurley provided by State Library of New SouthWales
• “King Penguin Chick at Salisbury Plain” by Liam Quinn © 2011 under aAttribution-ShareAlike 2.0 Generic license
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