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(Michael Young) We are committed to 
the notion that everyone

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should have an opportunity to 
participate in higher education

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whether it be from the 
learning perspective,

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or the research perspective, 


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or an opportunity to work here
at this institution.

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We benefit from that because we get
to enjoy the talents and the skills

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of those people who come in, 
and also their perspective,

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which in many cases will be different
from the perspective of others on campus.

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So accessibility becomes a very
important value at the university.

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(Tracy Mitrano) We're a leading 
university globally.

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We want the best talent in the world
for our students, our staff,

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and our faculty. And we want to 
be sure if that talent has a disability

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that they know that we are a
welcoming community.

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(Pablo Molino) We're competing 
with other prestigious

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and highly accomplished institutions.
We want to make sure that we can target

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the right candidates to join our community
regardless of their disability status.

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(Pete Siegel) We want to do everything 
we can to ensure that they have

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the same access to smart faculty, 
to fellow students,

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and to the resources at UC Davis.

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(Edward Ray) In fact, 
we genuinely believe that

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excellence is achieved through diversity

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and that a commitment 
to equity and inclusion

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really enriches each of our lives.

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(Linda Cahill) It would be inconceivable 
not to have a social conscience, at least,

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and be completely committed to making
our resources at Barry University

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accessible to all students.

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(Edward Ray) We believe that the use 
of technology can be very powerful.

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It connects people to each other,

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but it also enhances their 
learning capabilities;

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it increases what they can do through
their research and creative work;

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it really makes it possible for them to 
have a more powerful impact in the world

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and that's basically what we're all about.

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And we want that to be true 
for every member of our community

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regardless of limitations, of physical, 
spacial, time or other dimension.

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(Hernan Londono) As an IT professional,

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sometimes some of us concentrate in 
the technical side of the house only

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and we forget that finally 
the technology is to serve the people.

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(Michael Young) What the university
offers and makes available

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has to be offered to everybody.

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We can't afford to waste the talents 
or the brilliance or the minds of anybody

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and making things accessible allows 
everybody to engage in the university.

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Equal opportunity is a part of our value
system, but it's also required by law.

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(Pete Siegel) Compliance is extremely 
important. Compliance is the law.

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But that isn't the motivator 
for most of us at universities.

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Our motivation has always been
to provide easily accessible tools,

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excellent experiences for our students

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and really to give them the sense that
this is a place they want to be,

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a place they want to learn, 
a place where they can thrive.

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(Michael Young) Universal design is a very
powerful concept because what it means is

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we look at the issue of accessibility
at the outset rather than buying something

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or engaging something, or developing 
something that we have to retrofit.

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Which not only makes it cheaper 
and more efficient,

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it likely makes it much better in terms
of both the quality of the product

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and the accessibility to those...

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all the people that we want 
to be able to use it.

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(Tracy Mitrano) I think the other 
direction that colleges

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and universities could and should take is

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to think about accommodation


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as really the beginning of the
conversation about disability.

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It was the appropriate measure
that was taken

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in the Americans with Disabilities Act

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that was passed in 1990

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and that's well over a generation ago.

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I think now we really have to think less 
about how we're going to measure

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specifically this accommodation 
or that accommodation

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and recognize that we can make 
accessibility open and available

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so that individual staff, faculty 
or students

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do not have to go to get an accommodation.

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It will be automatically available 
in the webpage that they visit,

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in the device that they use.

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(Brady Deaton) We envision a campus
that has a concept of universal design

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in all aspects of information technology,
that a student is not impeded in any way,

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but in fact, that technology is utilized 
not only directly by those who benefit

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because of certain challenges 
they may have,

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but also is illustrative to 
the broader student body

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and to the faculty and to alums
.

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about what an inclusive learning 
environment is.

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(Pete Seigel) We have some things
we have to learn

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in order to move into
accessibility space,

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but the basic goals and the basic values
are things we already know and love.

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Then we bring in things like 
universal design,

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the notion that if we design things
well right from the start,

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they actually aren't more expensive.

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This is something that we can fit
into even our very, very tight budgets.

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(Eileen McDonough) We make a great effort
in our graduate

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and our undergraduate counsel to make sure
that faculty and deans are aware that

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in program design, in offering 
a new major,

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that they take into account that 


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they might have to have specialized 
software available,

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and they have to build that 
into their program development.

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And then to certainly just be aware
of all the different ways

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that students can learn,

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to help faculty and deans understand 
the concept of universal design.

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(Gerry Hanley) The first step really
needs to be an assessment

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of where we are, so we can
then inform our planning process,

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develop plans, implement a project,

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and then really assess the results of it.

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(Pablo Molino) Key to our approach 
to making sure that

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our campus and our technology is
accessible to people with disabilities,

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is to ensure we do this by design.

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This is not an afterthought that we do 
after we have implemented a new classroom.

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Instead, this is something that we do


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from the initial conception 
of a new project or idea.

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The same way we do this for privacy 
and security, 


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we do this for accessibility.

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(Bruce Maas) It is less costly, 
in the long run,

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to be thinking through the issues
of accessibility comprehensively.

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Therefore, having a plan for accessibility
insures that from the beginning

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we think through our issues with regard
to the delivery of our services.

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Doing so in a strategic way means that we
can hold down costs over the long haul

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and actually deliver better services
in the bargain.

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(Brady Deaton) It is very important that 
a university follows

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a policy and a process

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that is a can-do kind of process.

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It assumes that we are going to 
undertake the investments that we need,

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we're going to demonstrate the values
that we need,

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that not only address the needs of
students who may be challenged with vision

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or hearing or other disabilities,

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but also draw on the technology 
that is not only exciting

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for those people who are 
developing the technology,

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it's intellectually exciting, it provides 
new jobs for that matter,

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and it stimulates learning 
in so many parts of the university.

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So that attitude of the university
administration, 


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as well as faculty and staff and students,
becomes very, very important

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because everyone gains from this. 
It's a win-win situation.

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(Tracy Mitrano) A policy really is an 
important way to go, 


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because it will focus everyone's 
attention.

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It's also probably the way that 
you have to go now

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that there are legal pressures 
on higher education in this area.

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The second thing I would say about policy 
is there are really two types in general.

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One is a policy that you have 
because you have a law,

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for example, the Family Education Rights 
Privacy Act Policy.

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So you want to be clear and sure that 


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you're going to have compliance
on your campus.

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There's another kind of policy 
that I would call aspirational policy

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and maybe accessibility 
fits a little bit in both

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but you most certainly 
can err on the aspirational side.

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An aspirational policy is something 
you establish for your institution

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as a path moving towards something, 
moving forward.

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It does not have to have one hundred
percent compliance

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because it's really a direction 
that you're setting strategically

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for your institution.

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(Gerry Hanley) I'd say another critical 
aspect around our strategy is

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a shared governance strategy.

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Because education is 
a shared responsibility

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across faculty, staff, students, 
venders,

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all of us working together have to 
share in that responsibility.

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Now, a shared governance process means
if you are responsible in delivering

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the service, then you have an opportunity
to share in governing how we're going to

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manage the implementation 
of these services.


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(Brady Deaton) The administrators of the
university must reflect the values

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that demonstrate the importance 
of this to the learning environment

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and it has to be built in then
to every aspect of what we do.

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(Michael Young) Right now we have 
a number of projects and initiatives

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underway at the UW in which 
we're testing new technologies.

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Accessibility is an important 
consideration in these evaluations.

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Many of the vendors we work with
have completed

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Voluntary Product Accessibility Templates
or VPATs,

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which offer a checklist of accessibility
criteria and vendors' self-assessment

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as to how well they meet those criteria.
It's a good starting point,

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but we go beyond that to ask 
a vendor specific questions

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and to test their products with 
respect to accessibility.

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(Gerry Hanley) We begin with our vendors 
saying (a) this is not only important

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that this is required for working
with the CSU.

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Every student who comes into 
our institution,

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we have to provide equally effective
access to those services

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and you are a partner in delivering
those services to us.

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So we will tell you what we need and then
we will help you inform your staff,

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educate your staff, provide them
some consultation and guidance

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in partnership with us, 
so you can deliver the successful

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service for us.


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(Pat Burns) So we work with our vendors
to try to put pressure on them

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to make things accessible.
We actually have a purchasing

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process where we work through and ask the
issues about accessibility for software

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and hardware that we buy as well.


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(Bruce Maas) Individual efforts really 
need to be able to scale well.

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If we go about things in an ad hoc 
approach, one by one,

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we're not likely to get the same results
as if we work together as a community

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in higher education,

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to work with vendors to improve 
accessibility for everyone

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with regard to the products 
that are offered.

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That's a much more pragmatic approach
rather than institution by institution.

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(Gerry Hanley) Making accessibility 
a priority in their development roadmap

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is going to be driven 
by the market demand.

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And if an institution never says a word,

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the vendor isn't going to do
anything about it.

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So if we begin to communicate our 
demands collectively,

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then the vendor will recognize 
the market value of accessibility.

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(Joel Hartman) As we acquire IT resources,

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we have to embed accessibility 
in our contracts.

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As we develop resources, we have to employ
universal design in our thinking about how

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to make these resources available and 
we have to continue to monitor students

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to see if we're really delivering to them 
the resources in a form

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that they can actually use.

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(Michael Young) Accessibility requires 
effort on the part of everyone

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in the higher education community
- faculty, staff, technology vendors.

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If we all do our part, our institutions
can provide everyone

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with an equal opportunity to participate.
And we all benefit from the perspectives

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of a diverse group.

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(Hernan Londonono) Having that peace
of mind that we are doing all we can

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to provide an accessible campus is --
gives us a lot of pride

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and we feel very happy about what, 
what we do.

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(Linda Cahill) Why wouldn't we make 
our campus accessible

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to students with disabilities and why
wouldn't we do everything we could

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to see the technology is accessible 
to our students?

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(Tracy Mitrano) The spirit of what has 
made higher education

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the jewel in the crown of American 
society

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is part and parcel of the message
of accessibility.

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(Ed Ray) Every way in which we touch 
the lives of others,

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whether it's in the classroom, the laboratory, 
through live performances,


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through events on campus, we want everyone

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who comes here and creates 
those experiences

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to be as fully engaged and as fully 
benefited

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by the activity as possible.

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And that simply can't be done
if people have artificial challenges

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or barriers to try to overcome.

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(Ed Ray) I would say to those out there
who are just getting started

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or maybe struggling to figure out 
how to use technology to advance

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accessibility on their campuses that

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there's no such thing as 
a bad time to start.