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Bridging the Accessibility Gap: Improving Communication and Collaboration with Faculty
Laura LoreeAccessibility Services CounselorUtah Valley University
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Patrick Loftus (Moderator)Marketing Assistant3Play [email protected]
Bridging the Accessibility Gap:Improving Communication and Collaboration with Faculty
ObjectivesHow can we alleviate faculty concerns regarding
accessible curriculum?How do we tie accessibility to institutional and
departmental goals?What to say and how to say it to get buy-in from
the top down
How Do We Get There?
Get Buy-In• Institutiona
l Goals• Vehicle
Faculty Input• Survey• Outreach
Respond to Needs• Faculty
Training• Provide
Support
Follow-Up• Set Goals• Reassess• Continue
Conversation
Top DownGetting Buy-In
Institutional GoalsUVU – Serious, Engaged, InclusiveCampus Wide Inclusion InitiativeWritten into Inclusion PlanCampus Wide Access Plan Committee
The Faculty SurveyWhat We Found Out
Completed Surveys
Full-Time Tenured
Tenure Track
Non-Tenured
Adjunct
0 10 20 30 40 50 60
38.89%, Full-Time Tenured,
56
20.14%, Tenure
Track, 29
9.72%, Non-Tenured, 14
31.25%, Ad-junct, 45
Completed Surveys
Receipt of Accommodation Letters
Yes
No
I'm Not Sure
0 20 40 60 80 100 120 140
91.95%, Yes, 137
6.71%, No, 10
1.34%, I'm Not Sure, 2
Respondents
Know How to Implement Accommodations?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
0 10 20 30 40 50 60 70
33.82%, Strongly
Agree, 46
50.74%, Agree, 69
8.82%, Neu-tral, 12
6.62%, Disagree, 9
0.00%, Strongly
Disagree, 0
Responses
Format Preference?
Electronic
Paper
Other
0 10 20 30 40 50 60 70 80
53.02%, Elec-tronic, 79
41.61%, Paper, 62
5.37%, Other, 8
Response
Response
Accessible Documents/Accessibility Services Support
Strongly DisagreeDisagree
NeutralAgree
Strongly Agree
0 10 20 30 40 50 60 70
4.05%, 66.76%, 106.08%, 9
35.14%, 52
47.30%, 70
Know What an Ac-cessible Document
Is
Responses
Strongly DisagreeDisagree
NeutralAgree
Strongly Agree
0 10 20 30 40 50 60
10.81%, 16
35.14%, 5223.65%, 35
22.97%, 346.76%, 10
Know How to Create Accessi-ble Document
Responses
Accessible Documents/Accessibility Services Support (continued)
Strongly DisagreeDisagree
NeutralAgree
Strongly Agree
0 10 20 30 40 50 60
3.38%, 5
14.19%, 2135.14%, 52
33.11%, 4914.19%, 21
Would Like Training on Accessible Doc-
uments
Responses
Strongly DisagreeDisagree
NeutralAgree
Strongly Agree
0 10 20 30 40 50 60
0.68%, 13.38%, 5
17.57%, 26
39.86%, 59
38.51%, 57
Accessibility Services is There
to Support Me
Responses
Did They Find Any Accommodations Difficult?
Yes
No
0 20 40 60 80 100 120
27.97%, Yes, 40
72.03%, No, 103
Response
Response
Which Accommodations Were Difficult/Frustrating? Extra time for exams in Canvas
Delivering/picking up exams from PEC
Finding note takers
Alt format materials for new adjunct who is still developing lesson plans
Accommodations that impact group work, as group work is encouraged
Absence leniency – too vague/participation requirements
Extra time for assignments – prone to abuse/not available on job
Calculator in developmental math courses
Keeping track of accommodations in large lecture hall courses
Concerns about extra time for professional certification exams or for open note/book exams
What Does Accessibility Services do Well? “Provide services for students,
communicates and helps faculty meet accommodations.”
“Taking care of students needs”
“Works with students to help them notify teachers of needs”
“Great ASL interpreters”
“They are professional in dealing with professors…They answer my questions promptly and help me clarify things”
Alt format conversions
Transcription for DHOH students
“Advocates for students”
What Services/Support Would you Like to Receive from Accessibility Services?
Bullet point suggestions for faculty to utilize in working with SWD
Better integration (support/assistance?) with Canvas
Encourage students to work more closely with instructors regarding accommodations
Faculty information website on implementing accommodations
Ongoing dialogue on current AT/tools
Annual email reminder of services available to students and how to access them
Updates on changes in laws/regulations or updated syllabi declarations
Make instructions for accommodations clearer
More communication between faculty/departments and ASD
What Services/Support Would you Like to Receive from Accessibility Services? (continued) Training/Short Online Tutorials
How to make class more accessible How to adapt materials How to implement accommodations effectively Include accessibility training in new Office of Teaching &
Learning (OTL) certification program Essential elements and the accommodative process How to work with specific populations (i.e. autism spectrum,
DHOH) How to encourage “proud” SWD to speak with ASD for
assistance
Responding to Faculty Needs and Concerns
How We RespondedFaculty Training Online faculty workshops Collaborating with Web
Development Services Work with Academic
Affairs and Departments
Faculty Support Outreach to Departments
each year Speaking at Department
meetings
What We Are Working on Now
Met as a department to discuss survey data in-depth Developing improvement plan Reviewing accommodations
• Make instructions clearer-may involve faculty Review policies/procedures for any needed updates
Developing trainings tailored to faculty needs/requests meet accessibility standards
Collaborate with OTL certification trainings
Find new and better ways to get the word out Website Publications/handouts
Questions/Discussion
What are you doing on your campus?
Laura LoreeAccessibility Services CounselorUtah Valley University
Patrick LoftusMarketing Assistant3Play [email protected]
Q&A
Register for upcoming webinars at:http://www.3playmedia.com/webinars/
Upcoming Webinars
March 30: Quick Start to Captioning
April 4: Who To Involve in Your Campus IT Initiative
April 13: 15 Years After an OCR Suit at NC State
April 20: Implementing a Campus-Wide IT Accessibility Plan
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