[presentation details](https://wcet.wiche.edu/events/lessons-learned-on-the-journey-through-a-website-accessibility-audit/) [webcast recording](https://www.youtube.com/watch?v=nnsjZe4vl7g) [northwest higher education accessibility Technology Group](https://nwheat.org) - A joint project between [Orbis Cascade Alliance](https://www.orbiscascade.org/) and [Northwest Academic Computing Consortium](https://nwacc.org/) - for digital accessibility and information sharing on campus libraries - webinars WCET: [WICHE Cooperative for Educational Technologies](https://wcet.wiche.edu/about/) [WICHE: Western Interstate Commission for Higher Education](https://www.wiche.edu/) analyzes and interprets higher education policy for institutions supporting digital learning instruction and use. https://wcet.wiche.edu/frontiers/2020/12/04/structure-your-accessibility-work/ https://ncdae.org/blog/steps-you-can-take-now-to-address-accessibility-at-your-institution/ There are three frameworks for institutional accessibility currently being used in the field 1. Indicators for Institutional Web Accessibility (NCDAE) *  National Center on Disability and Access to Education (NCDAE) * under U.S. Department of Education funding * [Benchmarking and planning tool](https://ncdae.org/goals/planningtool.php) [Framework:](https://ncdae.org/goals/indicators.php) 1. Institutional vision and leadership commitment 2. Planning and implementation, 3. Resources and support 4. Assessment 2. [Accessible Technology Initiative](https://ati.calstate.edu/) 1. Establish strong administrative/executive support 2. Ensure continuous quality improvement 3. Prioritize projects/activities 4. Identify specific goals/success indicators 5. Document progress via yearly implementation cycle 6. Drive vendor improvements to product accessibility support Yearly Implementation Cycle 1. creating a plan - prioritize by impact - identify succcess indicators - obtain funding - integrate efforts between executive and sub-committees - obtain buy-in across campus as processes and procedures change 2. working the plan - meet regularly for discussion, assessment, creating subtasks - report barriers to steering committee as they arise - obtain funding 3. submitting a report - create annual report for priority areas - include specific evidence 3. [The National Center on Accessible Educational Materials](https://aem.cast.org/) Typical Office for Civil Rights resolution agreements as of 2020: 1. **Online content and functionality**. Institutions are asked to develop and take substantial steps to implement a strategy to enact an accessible web (content and functionality). the institution should ensure equal opportunity for those with disabilities to participate in “programs and services” that are online. both existing and new content need to be addressed. A standard needs to be identified during this step (e.g., the Web Content Accessibility Standard 2.1 AA from the Worldwide Web Consortium) all material that is published, developed, procured, or used should meet the identified standards. An institution may provide equally effective alternate access (EEAA) if direct access is not possible (which is quite rare). When EEAA is used, that means that the institution knows that they have a technology that is not accessible. During the brief period where they seek a solution, the EEAA allows them to use their plan for a modification or accommodation such that if a student with a disability needed to use that specific technology, the student would receive the educational benefits in an “equally effective” manner. Failing to have an EEAA plan at the ready could contribute to a discrimination complaint since it is the affirmative obligation of an institution to plan in advance of the needs of students with disabilities. EEAA is one strategy many institutions are using while they bridge the old inaccessible content to the new accessible content they will soon have. This becomes important especially for large procurements where an institution may be in a contract for another 2 years before they can require accessibility of a platform they currently use (e.g., their LMS, registration, employment, or financial systems). In this section, OCR provides examples of what a strategy might look like. Fundamentally, EEAA is a way to set priorities for the work of the institution. For example, an institution might determine that it should begin with the accessibility of templates or its most frequently used pages. Finally, OCR states that this work shouldn’t take more than 12 months. 1. **Accessible alert process**. Within a month, an institution should create an accessible way for users to notify the institution that they are having problems with the accessibility of online content. Of course, an institution should remember that they should not wait to make content accessible. A notification provides ongoing feedback. 3. **Undue burden and fundamental alteration**. In this provision, institutions are notified that if any of this work fundamentally alters the nature of a program or service, or if it is considered an undue burden, they can contact OCR (in writing) to get a determination establishing if a waiver may be possible for some of the work. In my experience this almost never happens and should not be considered for any but the most extreme circumstances. 4. **Technical assistance**. OCR wants each institution to know that to the extent practical, they can provide technical assistance if desired by the institution. They do provide a reminder that the timelines covered under this agreement cannot be altered by the availability of technical assistance. 5. **Reporting Provision**. The institution is given a date by which they must submit a report on how they have responded to each of the elements in the agreement. It is typically about a year.