AVCC Guidelines on Information Access for Students with Print Disabilities

Dey Alexander Monash University Adelaide Web Accessibility Forum

Who has a print disability?

• People who cannot access information in a print format because they – Are blind or vision impaired – Have physical disabilities which limit their ability to hold or manipulate information in a printed form – Have perceptual or other disabilities which limit their ability to follow a line of print, or which affect their concentration – Cannot comprehend information in a print format due to insufficient literacy or language skills.

• Around 3% of the Australian population

Background

• HREOC Forum in 2002 discussed – Financial implications for universities in providing material in accessible formats – Resource implications for producers of material in accessible formats – Factors such as copyright restrictions, encryption, and image-based distribution of material, which may prevent equal and independent access – Strategies for ensuring efficient, effective and timely access to tertiary study materials for students who require them in alternative formats.

After HREOC Forum

• AVCC convened an Accessible Curricular Materials Steering Committee • Working group formed to develop guidelines – Representatives from equity practitioners at several universities were involved • Consultation and feedback from universities and HREOC • Guidelines approved in 2004 and published in November.

About the AVCC guidelines

• Aim to assist institutions to meet the needs of students with print disabilities • Not a prescriptive list • Advice on good practice

Scope of the guidelines

• Guidelines cover – Provision of student assistance – Accessibility of teaching materials – Internet access (web accessibility) – Encouraging inclusivity – Provision of adaptive equipment and technology – Examinations – Practical classes and placements – Policy implementation

Structure of guidelines

• General principles • Statements of good practice • Examples of good practice

General principles

• Universities should – Aim to provide students with print disabilities with the opportunity to realise their individual capabilities and to gain access to and participate in university life… – Ensure that all interactions with students with print disabilities are characterised by respect of their right to dignity, privacy, confidentiality and substantive equality… – Seek to provide support services to students with print disabilities in the interests of equality of educational opportunity… – Give attention to the resources needed to provide the appropriate environment and support services to students with print disabilities…

Example: Internet access

• Statement of good practice – The university has policies in place to ensure the university website is fully compliant with web accessibility guidelines • Examples of good practice – University has a Disability Action Plan that covers web accessibility – University website is WCAG 1.0 level double A comformant

Example: Internet access (cont.)

• Examples of good practice (cont.) – University website has a clearly-identified link to enable reporting of web accessibility problems/concerns – Web accessibility policy is monitored and updated regularly by senior staff.

Example: Internet access (cont.)

• Statement of good practice – The university has policies in place to ensure software used in courses in compatible with adaptive software • Examples of good practice – Procedures in place to ensure software used in course design is compatible with adaptive software – Reference to accessibility standards is included in course approvals form – Relevant staff aware of importance of accessibility when purchasing software

Ongoing challenges

• Cost of producing print format alternatives • Copyright issues • Increasing demand – More students with print disabilities – Increased expectations (may increase again due to the new Disability Standards for Education) – More print-disabled students doing higher degrees by research – More print-disabled students requiring more complex materials (maths, logic and scientific notation)

Ongoing challenges

• Timeliness in delivery of alternative formats – Time at which course guides etc made available to students – Time at which DLU is advised of requirements – Delays in getting copyright permission – Increased volume – Complexity of material – Complexity of task

Ongoing challenges

• Web accessibility – Lack of awareness – Lack of knowledge, skills – Lack of time, resources – Poor purchasing decisions • Accessibility not a specified requirement • Range of vendor products in widespread use that are not accessible – No real teeth in accessibility policies