This webinar will outline considerations for building an operational framework rooted in the social model of disability. Providing these services in the context of higher education creates a unique intersection where disabled students gain independence and autonomy while also exploring their own identity and communication preferences. Eliminating barriers at the first touchpoint for students (and employees) leads to retention and fulfilling the institutional mission.

1. Guide To Digital and
Communication
Accessibility in
Higher Education
Katherine W. Vance, MS, NIC, SC:L

2. Introduction
Associate Director, Accessibility
University of Cincinnati

3. Today we will
discuss:
• Key regulatory guidelines
• Theoretical models of disability
• Engaging key stakeholders
• Modifying your operations
• Commonly utilized tools

4. Key Regulatory
Guidelines

5. Foundational
regulations
and
guidelines
provide a
roadmap to
this work
• Rehabilitation Act of 1973
• Section 504
• Prohibits discrimination on the basis of disability,
receiving federal financial assistance
• Section 508
• Federal agencies’ electronic and information
technology must be accessible
• Americans with Disabilities Act
• Tile II
• State and Local Government, regardless of federal
funding
• Title III
• Businesses and non-profits that serve the public,
regardless of federal funding
• World Wide Web (W3C) Web Content
Accessibility Guidelines (WCAG)
• 2.X AA

6. Regulations
outline
specifications
for
communication
disabilities
• Auxiliary aids and services include:
• “Qualified” ASL/English interpreters
• Real-time captioning
• Note takers
• Assistive listening devices
• Closed captioning
• Video phones
• “Qualified” reader
• Braille materials
• Screen reader software
• Magnification software
• “Qualified” means to interpret or read
effectively, accurately, and impartially

7. Auxiliary aids
and services
provide equal
access to
effective
communication
• Effective communication means whatever is
written or spoken must be as clear and
understandable to disabled people as it is for
those who are not disabled
• Primary consideration is given to the
Qualified Student with a Disability (QSD) to
indicate the most effective pathway to
effective communication
• The person with a disability is best
positioned to determine which aid(s) and
service(s)

8. Theoretical Models
of Disability

9. Primary
Models of
Disability seen
in Higher
Education
Medical
Model
•Disability is a
deficit which
needs cured
Social
Model
•Societal
barriers
disable
people
Social
Identity
Model
•Personal
identity
derived from
group
membership

10. Moving
beyond
compliance to
a culture of
access and
inclusion
• When students experience equal
access and inclusion – which is a
proactive initiative – the impact
includes independence, autonomy,
and belonging
• When students feel they belong in the
campus community, outcomes will
improve including student retention
and graduation

11. Access to higher
education
improves
disparate
outcomes for
disabled
students
• Disabled students bring an invaluable
character, experience, and diversity to
the classroom and university
experience
• Reduce the gaps in:
Poverty
Un/Under Employment
Median Income

12. Learning From and
Understanding Key
Stakeholders

13. “Nothing
about us,
without us”
• Are the types of services you are
providing, the way that you’re
interacting with students, and modes
of communications aligned with the
wants of disabled students?
• How are you eliciting their input?
• What methods are you using to know
this information?

14. Listen to and
observe the
lived
experiences of
disabled
students
• Envision the touchpoints where a
student may encounter barriers as
they enter the university environment
• Each student is on their own
intersectional journey of discovering
their identity
• Embrace collectivist values

15. Identify
campus
partners
essential to
operational
success

16. Modifying Your
Operations

17. Assume a
shared
institutional
responsibility
to cultivate
access and
inclusion
Create accessible intake and request forms
Collect necessary communication preferences
during interactive process
Defer to student preference for effective
communication and do not limit to one option
Secure service providers in advance and
advertise event will be accessible
Establish proactive processes to implement and
provide auxiliary aids and services

18. Commonly utilized
tools

19. Market
solutions for
auxiliary aids
and services
ASL/English
Interpreting
•Direct/Third-party agency (remote, on-site);
•Scheduling systems (Üsked, Interpreter Intelligence); and
•Integration with video conferencing platforms (Zoom,
Teams, WebEx)
Live Captioning
•Direct/Third-party agency (remote, on-site);
•Ability to view captions on device of choice (StreamText);
•Integration with video conferencing platforms; and
•Auto-generated captioning (Zoom, Teams)
Closed
Captioning &
Audio
Description
•Trifecta for an integrated model: LMS, video repository,
and vendor (3Play Media); and
•Open-source platforms (CADET)
Text-to-Speech
•Tools to read aloud (Read and Write, Equatio);
•Mobile or system accessibility features
Alt Format:
Textbooks
•Common sources to search: Vital Source, RedShelf,
Amazon, AccessText Network, Open-source libraries,
Contacting publisher
Alt Format:
Documents
•File types: Word, PDF, ePub, HTML;
•Utilize integrated accessibility checker (Microsoft, Adobe
Accessibility Checker); and
•Remediation software (Equidox, CommonLook, Ally for
Canvas/Bb)

20. In Closing
• Providing these services in the context of
higher education creates a unique
intersection where disabled students gain
independence and autonomy while also
exploring their own identity and
communication preferences
• Eliminating barriers at the first touchpoint for
students (and employees) leads to retention
and fulfilling the institutional mission
• Identifying pathways to shift from required
compliance to inclusive culture in order to
create a sense of belonging

21. Questions?
Contact me
katherine.vance@uc.edu
www.linkedin.com/in/katherinewvance

22. References
Please contact me for an exhaustive list of references.