Grow Accessibility Maturity: Tips and Insights

How to grow your accessibility maturity| 9 February 2021 How to Grow Your Accessibility Maturity Alistair McNaught & Amy Low February 2021

How to grow your accessibility maturity| 9 February 2021 Welcome The session is being recorded to circulate afterwards Captions during the training toggle on/off Please use the Q&A window to ask questions Please use the chat window for general conversation Slides, a transcript and recording will be made available via email in the coming days You will see a feedback form on leaving which includes the option to ask follow-up questions or suggest future training topics

How to grow your accessibility maturity| 9 February 2021 Agenda Introduction to accessibility maturity 2 types of maturity Maturity lenses for reflection Scoring per lens with discussion Summary and looking forward

Accessibility Maturity institution level Multiple lenses Cross- institution Student centred Amy

Compliance or culture? Embedding an accessible culture Post Sept 23rd 2020 - who is responsible? Is compliance job done ? Return to Business as Usual for disability support team or alternative format service? Or do we need a new approach? Amy

Two types of maturity - 1 Institution level Often unseen by end users but essential in literally - undergirding the user experience and the shape and form of accessibility in the organisation. Alistair

Two types of maturity - 2 Institution level Often unseen by end users but essential in literally - undergirding the user experience and the shape and form of accessibility in the organisation. Module level This is the direct experience of the user the range of formats, the course design, the consistency of accessibility practice. At course level, most institutions have a very spiky accessibility profile Alistair

A simple model of accessibility maturity Alistair

The institutional lenses Main driver Responsibility Model of disability Focus of effort Skills and expertise Digital accessibility in policies Culture User's digital experience Amy (1415)

Lens 1 - Driver Automated scanning conducted and regular review of results (termly) Top level accessibility statements exist for all digital sites and services Where we use 3rd party resources, we link to their external accessibility statements External accessibility review of sample of pages to supplement internal testing and scanning We create statements for all 3rd party sites if their accessibility statements are poor. Blackboard A11Y, sensus access, Brickfield or other alternative formats/VLE scanning tools Detailed staff guidance available on inclusive teaching and learning practices Staff training sessions in digital accessibility available Disabled users are involved in development of new sites or services. Staff training in digital accessibility is mandatory Course level accessibility statements explain benefits of accessible content for student productivity Accessibility statement provides opportunities for disabled students to offer constructive feedback on course resources and assessment Disabled student representation on key digital developments / strategies Digital accessibility is "desirable" or "essential" in a range of Job Descriptions Alistair

Lens 1 discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need? Alistair

Lens 2 - Responsibility Steering group meets annually at least People creating digital media perform basic accessibility checks At least one colleague in your team is trained in accessibility and basic testing Basic accessible templates available for page creation and or course design (standardized) Range of accessible templates available for page creation, documents and/or course design Use of accessible templates mandated for page creation and or course design Accessibility testing part of sign off process for projects / new developments. Senior sponsor with responsibility for digital accessibility Steering group meets quarterly or termly Impacts from organisation wide accessibility steering group are evident Accessibility is an item in self assessment reviews Senior sponsor hosts steering group Student union actively involved in accessibility developments.

Lens 2 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need?

Lens 3 Model of disability 1:1 support for disabled students available in relation to digital accessibility issues Assistive technology information available in disabled student guidance. Guidance for disabled students references range of digital skills Join up between study skills, library and disability support / AT information Mainstream tech tools (eg lecture capture) available and signposted for accessibility benefits. Prospectus and course descriptions mention benefits of VLE content, ebooks etc Students involved in digital accessibility champion roles Teaching and learning panels / centres for excellence in teaching etc include disabled students as panel members. Disabled students contribute to staff development in accessibility - either training materials or delivery.

Lens 3 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need?

Lens 4 Focus of effort Accessibility roadmap for all sites / courses etc Guide(s) available for production of digital content Evidence that accessibility informs choice and / or purchase of digital tools and services Accessibility-compliant branding guidelines Evidence of comparable achievement for disabled and non disabled students. Training available to support range of digital content - eg docs, presentations, course design. Mapping of "journey accessibility" for disabled staff/students (academic, administrative and general). Accessibility part of quality assurance process for admin and communication roles Accessibility good practices (eg templates, guidance, training) prominent in email, social media and document practices. Accessibility part of job description for roles involving digital communications with students. Alistair (15:00)

Lens 4 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need? Alistair

Lens 5 Skills and expertise Basic training and guidance available online for all staff. It is signposted but optional. Digital accessibility skills best practice evident amongst some non specialists - eg lecturer/librarian/marketing Staff digital literacy audit exists and includes digital accessibility awareness. Accessibility champions network or similar Mandatory basic training / induction for all staff (intro to digital accessibility) Role based accessibility training for teaching staff Role based accessibility training for non-teaching roles Some people have dedicated digital accessibility responsibilities with senior level support. Role specific mandatory training Students given clarity about the accessibility levels they can expect Students have easy route to flag failings in an appropriate way. Amy 15:10

Lens 5 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need?

Lens 6 Policies References to Digital Accessibility easily discoverable within teaching and learning (or equivalent) policy Policies are in accessible format. References to digital accessibility are specific and measurable, not merely aspirational. References to Digital Accessibility easily discoverable within relevant non teaching policies - eg library/learning resources, disability, IT etc. Alistair 15:25

Lens 6 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need? Alistair

Lens 7 Culture Accessibility guidance includes legal requirements Accessibility guidance considers the needs of screenreader users. Accessibility guidance considers the needs of diverse users. Standardised provision - eg mandatory templates, approved range of digital tools. Online content has to meet appropriate minimum standards. Partially accessible resources are used in an appropriate way with alternative adjustments if required. Staff have training and awareness to be creative and experimental with accessibility. Disabled students & disabled staff involved in identifying "justifiable compromises". Alistair (1535)

Lens 7 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need? Alistair

Lens 8 User experience Accessibility information available in course descriptions Most courses have an online presence Most course content (including ebooks and e-journals) is accessible. Most courses contain a range of formats and media Most courses provide lecture capture Lecture capture is auto-transcribed Alternative assessment opportunities available as adjustment. Alternative assessment opportunities available as standard where feasible. For most courses, Learning objectives, skills and assessment criteria are clear and explicit Organisation explores disabled student "lived experience" of digital accessibility (eg survey, journaling, user journeys, etc). Exemplar course/content available for staff to emulate Amy 15:45

Lens 8 - discussion What are the positives for your institution? What are opportunities that you could implement easily? What might be more challenging to implement? Whose help and support will you need?

Plenary session and next steps Actions: Complete your spreadsheet results. Make a copy (AM demo how to quickly reset your copy) and get others in your organisation to complete. Celebrate strengths and showcase good practice. Identify weaknesses and plan to improve. Useful to break into short, medium and long term actions. Amy / Alistair

Future proofing Policy making digital accessibility visible Process procurement, sign off and quality assurance Practice role related skills Personnel staff / student awareness, training, support and opportunity.

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And finally We re here to help. Technical audits or training? Mapping student journeys? Training on inclusive teaching or library services etc? Consider our bespoke service - 4 role based questionnaires, up to 40 staff involved via surveys. Composite data with top level analysis to support improvement. Badging service available.