Transcript Assistive Technology Access for Individuals with Disabilities

Office for Civil Rights
U.S. Department of Education
This presentation provides general information and does not
represent a complete recitation of the applicable law and OCR
policy in this area. It does not address specific issues of compliance
because determinations of compliance depend on specific facts on
a case-by-case basis. The language used in these slides is
approved for the purposes of this presentation only and should not
be used for other purposes.
Assistive Technology and
Digital Information Access
for
Individuals with Disabilities
[INSERT NAME OF EVENT]
[INSERT DATE]
What We Will Cover
Legal
Considerations
Practical
Considerations
LEGAL
CONSIDERATIONS
Applicable Laws Enforced by OCR
 Section 504 of the Rehabilitation Act of 1973 --
Prohibits discrimination against people with
disabilities by recipients of federal financial
assistance.
 Title II of the Americans with Disabilities Act of
1990 (ADA) -- Prohibits discrimination against people
with disabilities by public entities.
Types of Entities We Cover

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Colleges and Universities
Adult Education and GED programs
Vocational and Proprietary schools
State Vocational Rehabilitation Agencies
Public Libraries
State Education Agencies
Elementary and Secondary School Systems
Entities’ Compliance
Responsibilities Include…

On-Campus programs
 Institution-sponsored off-campus
programs, including distance learning,
athletic and extracurricular programs
 Provisions of significant assistance to
other programs
Qualified Student With a Disability
(QSWD) in Postsecondary
A qualified student with a disability is a
student with a disability who meets the
academic and technical standards requisite
for admission to or participation in the
college’s education program.
Specific Legal Provisions
Institutions subject to Section 504 and Title II:
 May not deny a QSWD the opportunity to
participate in or benefit from an aid, benefit, or
service provided by the institution.
 May not provide different or separate aids,
benefits, or services to disabled persons or to
any class of disabled persons unless such action
is necessary to provide QSWD with aids,
benefits, or services that are as effective as those
provided to others.
Specific Legal Provisions, cont’d
Institutions subject to Section 504 and Title II:

Must make modifications to academic
requirements necessary to ensure
requirements do not discriminate on the
basis of disability against a qualified person
with a disability.
Specific Legal Provisions, cont’d
Institutions subject to Section 504 and Title II:

Must take such steps as are necessary to
ensure that no student with a disability is
denied the benefits of, excluded from
participation in, or otherwise subjected to
discrimination because of the absence of
educational auxiliary aids for students with
impaired sensory, manual, or speaking
skills.
Specific Legal Provisions, cont’d
Communications must be “as effective as”
communications with non-disabled persons.
 College entity must furnish “appropriate”
auxiliary aids and services where necessary for
equal opportunity.
 College must give “primary consideration” to
requests of person with disability but is not
required to honor preference if effective
alternative available.

Specific Legal Provisions, cont’d

College is not required to change academic
requirements that are essential to
• The instruction being pursued by the student; or
• Any directly related licensing requirement.

College is not required to alter the
fundamental nature of its program.
 OCR gives appropriate deference to the
academic discretion of a college.
Specific Legal Provisions, cont’d

College is not required to provide auxiliary
aids or services that it can demonstrate
would result in
 A fundamental alteration in the nature of its
program; or
 Undue financial or administrative burdens.
Integrated Setting Standard

Both Section 504 and Title II require a
college’s services, programs, and activities
be administered in the most integrated
setting appropriate to the needs of the
qualified student with a disability.
28 CFR 35.130(d), see also 34 CFR 104.4(b)(2)
PRACTICAL
CONSIDERATIONS
Examples of Digital Information
 Web
sites
 Distance learning
 Computer labs and class workstations
 E-mail systems
 On-line services, e.g., course
registration
 Library services, e.g., catalog systems
 “Business services,” e.g., ticketing
Examples of “Traditional” Information

Textbooks
 Handouts
 Manuals
 Reserve Library Materials
 Lab books
 Lecture notes
 Off-line computers used for writing exams,
essays, in-class assignments, etc.
Tools for Students with Blindness

Tactile controls

“Screen access” -- screen reader software

Speech -- synthesizer or sound card
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Refreshable Braille display
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Embossing (maps and graphics)

Audio description of videos
Tools for Students with
Low Vision

Enlarged visual display and magnifying
system

Closed captioning
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Large print labels and icons
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Adjustable colors and contrast

Text to speech to supplement enlargement
Tools for Students with
Hearing Disabilities
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Real-time captioning
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Transcript of audio content
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Visual warning devices
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Adjustable pitch, volume
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Telephones: hearing aid compatible,
TTY

Closed/open captioning
Tools for Students with
Physical Disabilities
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Voice recognition
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Word prediction
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Alternative keyboards
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Trackball
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Modified work station
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Adjustable scan rate (screen flicker control)
Tools for Students with
Learning Disabilities
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Simple, clean layout
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Consistent navigation
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Text-to-speech reading software
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Reading machine
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Word prediction software
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Outlining software
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Screen color control
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Human tech support
To be useful, tools should be…
•
Available
•
Working
•
Current (not obsolete)
•
In most cases, commonly accepted and
widely available
•
Compatible with institution’s computing
environment
Tips for Web Site Design

“Alt text” for graphics, symbols, image
maps
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Color and typeface considerations
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Consistency in style and navigation
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Short pages

Alternative links
Common AT Features for
Distance Learning Programs

Text descriptions for images and
graphics
 Audio narration for text or text that
is amenable to a screen reader
 Precaptioned audio or simultaneous
transcription
Possible Approaches to
Consider for Providing AT

Build the acquisition of AT into the
regular technology acquisition process.
 Provide input on disability issues to
those setting IT budgets and making IT
purchases.
 Identify individuals with specific
responsibility for evaluating AT needs
and procuring and maintaining the
technology.
Possible Approaches to Consider
for Providing AT, cont’d

Identify how the technology will be
deployed through the program.
 Include AT and accessibility information in:
 Student admissions materials and orientations;
 Traditional and on-line course design and
instruction materials;
 Web page administrator materials;
 Faculty training.
Possible Approaches to Consider
for Providing AT, cont’d

Provide information about how QSWDs can
request adjustments, aids and alternative formats
in publications and Web materials.
 Implement methods of monitoring, evaluating and
improving the accessibility of courses and for
updating information and training given to Web
administrators, regular and on-line course
designers, and faculty.
[Insert Enforcement Office]
Office for Civil Rights
U.S. Department of Education
www.ed.gov/ocr
[email protected]

[Name of Presenter], [Position]
[Insert Enforcement Office]
 [Insert e-mail address, if desired]
 [Insert phone number, if desired]