Participants will learn to assess digital content for accessibility using a digital accessibility matrix. This matrix highlights the P.O.U.R. principles in relation to specific Universal Design for Learning (UDL) guidelines, detailing key elements and remediation strategies to ensure compliance with the updated Title II standard of the ADA.

Evaluating digital content for accessibility is essential for several compelling reasons. First, it fosters inclusivity by ensuring that the widest possible audience, regardless of ability, can access and engage with information, thereby promoting equal opportunities for all individuals, including those with disabilities. Additionally, legal compliance is critical, as many countries, including the United States, mandate accessible digital content. Non-compliance can result in significant legal and financial repercussions for organizations. Furthermore, accessible design often enhances the overall user experience, benefiting all users through improved navigation, readability, and usability. Emphasizing accessibility also reflects a commitment to social responsibility, demonstrating an organization’s dedication to equity and the right to information for all individuals. Finally, organizations that prioritize accessibility can enhance their brand reputation, being recognized as inclusive and socially aware, which can attract a diverse range of students, faculty, and staff. Background Since 1990, the Americans with Disabilities Act (ADA) has been the guiding legislation for colleges and universities on providing equal access. The U.S. Department of Justice regularly proposes new rules within this act to keep it current with modern needs and trends among people with disabilities. In April 2024, the DOJ adopted an updated rule to Title II (DOJ, 2024) making WCAG 2.1 Level AA the new standard for accessible digital content. Within the ADA, Title II focuses specifically on state and local governments providing equal access and opportunity to benefit from all of their programs and services. That makes the new Title II ADA updates particularly relevant for public and federally-funded colleges and universities. Compliance has to be met within two years of this ruling or April 24, 2026. Although private colleges and universities do not currently have this requirement, it is expected that this will be enacted in the near future thereby covering all higher education institutions. By using a proactive approach to evaluating digital content for accessibility, you will foster an inclusive educational environment. Our Digital Accessibility Matrix integrates Universal Design for Learning (UDL) principles (CAST, 2024) so that educators and content creators can anticipate the diverse needs of all learners from the outset, rather than retrofitting accessibility features after content is developed and published. UDL emphasizes multiple means of engagement, representation, and action, ensuring that digital materials are inherently accessible to individuals with varying abilities. This anticipatory approach not only enhances the learning experience for students with disabilities but also benefits all higher education users by creating a more flexible and adaptable educational landscape (Cumming & Rose, 2021; Key Issues in Teaching and Learning, n.d.). Incorporating agile concepts into the accessibility evaluation process further strengthens this proactive stance (Elezi et al., 2023). Agile methodologies prioritize iterative development and continuous improvement, allowing teams to regularly assess and refine digital content based on user feedback and emerging best practices . This dynamic approach facilitates the timely identification of accessibility barriers, enabling organizations to make necessary adjustments promptly. By fostering collaboration among stakeholders—including educators, designers, and students—agile practices ensure that accessibility is not an afterthought but a fundamental aspect of the content development lifecycle. Ultimately, embracing a proactive framework that integrates UDL principles and agile methodologies cultivates an inclusive atmosphere that values diversity and enhances learning for all individuals. Interactive Elements: In today’s rapidly evolving digital landscape, ensuring accessibility is paramount for fostering inclusive learning environments. This interactive session is designed to engage participants in practical, hands-on experiences that deepen their understanding of digital accessibility. Live Demonstration: Through a live demonstration of our Digital Accessibility Matrix, participants will gain real-time insights into evaluating a sample course. Group Breakout Sessions: Small group breakout sessions will allow attendees to collaboratively assess various content types, such as images and documents, while sharing their findings. Polls: We will utilize live polls to gauge participants’ comprehension of accessibility best practices, fostering an interactive dialogue. Resource Sharing: Additionally, participants are encouraged to share their preferred accessibility tools and resources, contributing to a collective knowledge base. Q&A Session: Finally, a dedicated Q&A session will provide an opportunity for participants to pose questions and discuss the challenges they encounter in implementing accessibility measures, thereby enriching the overall learning experience. Key Takeaways: Understanding Accessibility: Recognize the importance of accessible materials in fostering an inclusive learning environment. Matrix Utilization: Learn how to effectively use our Digital Accessibility Matrix to evaluate and remediate digital content. Best Practices: Identify key elements in digital content and use evaluation tools to detect accessibility issues. Review what steps to take to remediate and improve accessibility for color contrast, image descriptions, video and audio, formatting features including links, tables, headings, fonts, and language. Resource Awareness: Discover valuable resources for creating and maintaining accessible content. Community Engagement: Emphasize the role of collaboration and ongoing discussions in enhancing digital accessibility efforts. Conclusion The imperative of evaluating digital content for accessibility extends beyond mere compliance; it embodies a commitment to inclusivity, social responsibility, and enhanced user experience. By ensuring that all individuals, regardless of ability, can access and engage with educational materials, institutions promote equal opportunities and uphold the principles enshrined in the ADA. The recent updates to Title II of the ADA underscore the urgency for public colleges and universities to adopt proactive measures in their digital practices. Implementing frameworks such as the Digital Accessibility Matrix alongside UDL principles not only anticipates the diverse needs of learners but also enriches the educational experience for all. Furthermore, incorporating agile methodologies allows for continuous refinement and collaboration among stakeholders, ensuring that accessibility is integral to the content development lifecycle. As we engage in this critical discourse, let us reaffirm our collective responsibility to create an educational landscape that values diversity, fosters inclusivity, and enhances learning for everyone. Through these concerted efforts, we can cultivate a culture of accessibility that not only meets regulatory demands but also reflects our shared commitment to equity and respect for all individuals. References CAST, Inc. (n.d.). The UDL guidelines. Retrieved October 22, 2024, from https://udlguidelines.cast.org/ Cumming, T. M., & Rose, M. C. (2021). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher, 49(5), 1025–1043. https://doi.org/10.1007/s13384-021-00471-7 Elezi, E., Bamber, C., & Nazarian, A. (2023). Developing Sustainable, Innovative, and Agile Higher Education Institutions (HEIs). Management Dynamics in the Knowledge Economy, 11(3), 1–4. Francis, D. L. (2022, June 14). The agile paradigm and organisation development in higher educational institutions. 8th International Conference on Higher Education Advances (HEAd’22). http://dx.doi.org/10.4995/head22.2022.14658 Justice Department to publish final rule to strengthen web and mobile app access for people with disabilities. (2024, April 8). United States Department of Justice. https://www.justice.gov/opa/pr/justice-department-publish-final-rule-strengthen-web-and-mobile-app-access-people Key issues in teaching and learning. (n.d.). EDUCAUSE. Retrieved October 22, 2024, from https://www.educause.edu/focus-areas-and-initiatives/teaching-and-learning-program/initiatives/key-issues-in-teaching-and-learning She, L., & Martin, F. (2022). Systematic review (2000 to 2021) of online accessibility research in higher education. American Journal of Distance Education, 36(4), 327–346. https://doi.org/10.1080/08923647.2022.2081438

Vivian Seki, M.S.Ed.IT

Digital Accessibility Coordinator at University of North Texas Health Science Center-Fort Worth

Vivian is an experienced accessibility leader with a demonstrated history in production, remediation, testing and distribution of accessible materials in various formats (braille, audio, print, online), accessible course design for online and distance delivery, governance and guidance on accessibility standards and regulations. She has worked in higher education and the non-profit sector.

Cynthia Edwards, Ed.D.

Instructional Technology Specialist at University of North Texas Health Science Center-Fort Worth

Dr. Cynthia Edwards is a seasoned educator with a diverse background encompassing technology integration, business, and management. Her recent research endeavors have focused on program evaluation, digital credentials, and standards for technology in teacher education. Dr. Edwards has demonstrated proficiency in various roles including workshop presenter, technology troubleshooter, adjudicator, event chair, and member of the State Board for Technology in Music Education. She holds certifications as a Canvas Certified Educator, a Canvas Certified Tech Admin, a Quality Matters Peer Reviewer, and is UDL Level 3 certified. With extensive teaching experience spanning from kindergarten to higher education, she spent over a decade instructing in both technology and music departments at a private school in Northwest Ohio. Dr. Edwards is dedicated to leveraging her expertise to advance technology education, particularly emphasizing teacher educator technology competencies. She is committed to utilizing technology as a facilitative tool to enrich student learning across all educational endeavors.