Overview

On this page, we're going to talk about how you can support accessibility outside of your content and materials.

Again, I'm removing all choice from the equation. You. Must. Read. ;)

Read: Becoming an Accessibility Advocate

Support Disability Support Services (DSS)

Many people believe that DSS is responsible for all things accessible. While I believe that they really do have super powers, they simply cannot bear the responsibility of making sure everything at your institution is accessible. For one, they do not make/review/approve your materials (I don't think you'd want them to, right?). Second, they aren't Canvas experts, and - shhh... - they don't always know how to make materials accessible themselves. Thus, we really need to recognize that everyone has a role in promoting/ensuring accessibility.

DSS is focused on making sure people with documented disabilities have the assistive technology that they need and identifying what constitutes appropriate accommodation. They are addressing the needs of the student, the institution, and the faculty all at once while keeping abreast of a number of disability rights laws and policies. I don't know how you do that without superpowers.

What I suggest you do is include your DSS staff in conversations about new technology purchases - they will serve as a great reminder that not all technology is accessible and can help ask vendors about accessibility.

Let them know that you are working on your course to make it more accessible.

Don't send your stuff to DSS to make it accessible (unless they've offered to help - which is sometimes the case with captioning).

If you're an instructor, don't ignore accommodations notices - this will leave you with very little time to ensure the student's rights are being respected.

Put Pressure on Publishers/Vendors

I brought this up on the previous page, and I'll bring it up again because I have it out for publishers and vendors, I mean, I think it's important to remind publishers (and vendors) of the importance of accessibility. ;)

Publishers and vendors are not responsible if their materials and resources are inaccessible. You're responsible for selecting, using, and requiring their materials. So, tell them you're only interested in accessible materials. Use your purchasing power to advocate for accessibility.

Here are a few easy things to do:

Instructors: hang this Hello Publisher Sign on your office door (this sign will ensure that publisher reps will leave you alone).
When a publisher/vendor sends an email advertising a new text/product, paste the following into an email response:

Thanks so much for contacting me about this new product. Before I give it a look, I need you to answer the following questions:
- Is this product accessible for people with disabilities? If so, explain what measures you've taken to make it accessible.
- What web guidelines do you follow to ensure 508 compliance?
- Is a VPAT available?
- If you are unaware of the WA State law requiring that students have access to accessible course materials, please check out RCW 28B.10.916.

(I'd paste this into an email even if you aren't interested in the product, but just to make a point about accessibility.)

Accessibility is Part of Equity

There are a lot of conversations going on about student equity and student success, but sometimes people forget about people with disabilities in these conversations. As efforts are being made to ensure every student is supported, let's not forget students with disabilities.

We would never deny a student access due to their race, gender, religion, or social class - ignoring the needs and rights of students with disabilities is equivalent to doing just that. Remind people that disability status is to be included in any conversation around equity and opportunity. Leverage those conversations and priorities to increase the resources being put towards accessibility.