Full Description
The collective depth and tenure of experience of the authors in advancing accessibility practice is truly exceptional. In practical terms, the organization of the book makes clear the work to be done and the imperative for doing it. It is about understanding the context for accessibility and making change happen in policy, practice, and professional development. At QM, our position is straightforward. A course is not quality unless it is accessible for all. This book represents the many ways our community is walking that talk. -- from the Foreword by Deb Adair, Executive Director of Quality Matters
Approximately 8.5% of the general population of the United States has a disability affecting their computer and Internet use, which translates to over 28 million people in the U.S. alone whose disability impacts their access to digital content. Recent data indicates that around 19% of undergraduate students have a disability, yielding consequential implications for institutions of higher education. Regardless of disabilities or environmental constraints, educators have a legal and ethical responsibility to create online learning experiences that are accessible and usable by all learners.
Addressed to higher education administrators, instructional designers, faculty developers, and faculty, this edited volume showcases the experiences and practices of Quality Matters institutions around the core tenets of digital accessibility, offering examples of policy, processes, practices, tools, and professional development. The contributors represent a carefully curated body of institution types and classifications to ensure that all readers can transfer concepts into the contexts of their respective institutions.
The book situates the digital accessibility movement within the context of major federal legislation, such as the Americans with Disabilties Act of 1990. It traces the evolution of Web Content Accessibility Guidelines for online course design and professional development based on the Quality Matters framework.
Subsequent chapters describe the evolution of accessibility policy development as a driver of organizational culture, as well as a continuum of course design practices that can be implemented to proactively develop inclusive instructional materials.
The Guide concludes by identifying a myriad of professional development formats for fostering accessibility knowledge and skill acquisition, including asynchronous workshops, micro credentials, and train-the-trainer models, sharing evaluation protocols that foster continuous improvement.
Written for practitioners by practitioners, this book addresses vital compliance issues and maps a range of proven practices that will enrich the learning experience of all learners in digital environments.
Contents
Foreword Preface Acknowledgments Part 1. Digital Accessibility Background and Historical Perspectives 1. History of the Known. Digital Accessibility as an Issue of Social Justice in U.S. Education 2. Evolution of Quality Matters General Standard 8. Accessibility and Usability 3. Quality Matters Professional Development for Addressing Accessibility and Usability Part 2. Digital Accessibility Policy 4. A Systems Approach to Change. Putting Inclusion and Accessibility into Practice 5. Mixed-Methods Research to Support Development of a Campus-Wide Digital Accessibility Policy 6. Development and Implementation of an Electronic and Information Technology Accessibility Policy 7. A Case in Strategic Institutional Accessibility 8. Promoting Accessibility through the Revision of a Distance Education Policy Part 3. Digital Accessibility Course Development Practices and Tools 9. Designing Inclusive Formal and Informal Online Learning. What Do Instructors Need to Know? 10. Using a Pilot Study to Pivot Toward Digital Accessibility Practices 11. Six Keys for Accessible Online Course Development 12. Scenarios and Solutions. An Instructional Designer's Perspective on Creating Accessible Courses 13. Digital Accessibility in Higher Education. Moving Practices from Ad Hoc to Intentional 14. Maintaining the Momentum. Developing Accessibility Awareness 15. Technology Tools to Promote Digital Accessibility Part 4. Digital Accessibility Professional Development 16. One Size Does Not Fit All. Faculty Development for Digital Accessibility 17. Professional Development Strategies for Digital Accessibility Awareness 18. Three Approaches to Teaching Accessibility and Universal Design 19. Using a Constructivist Approach to Bridge Digital Accessibility from Theory to Practice Across a University System 20. Accessibility as Conventional Practice. An Accessibility and Inclusive Design Professional Development Strategy 21. Designing Professional Development Courses for Digital Accessibility in Higher Education 22. Adapting Professional Development to Improve Accessibility in the Online Environment 23. The Case for Continuous Professional Development in Accessible Course Design List of Common Abbreviations Editors and Contributors Index
