0:00:00.599,0:00:04.069
(Michael Young) we are committed to the notion [br]that everyone should have an opportunity

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to participate in higher education

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whether it be from the learning perspective[br]or the research perspective

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or an opportunity to work here [br]at this institution.

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

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of those people who come in [br]and also their perspective

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which in many cases will be different [br]from the perspective of others on campus

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so accessibility becomes a very[br]important value at the university.

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

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We want the best talent [br]in the world

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for our students, our staff, [br]and our faculty

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and we want to be sure [br]if that talent has a disability

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that they know that we [br]are a welcoming community.

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(Pablo Molina) We are competing with other [br]prestigious and highly accomplished institutions.

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We want to make sure that we [br]can target the right candidates

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to join our community regardless [br]of their disability status.

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(Edward Ray) In fact we genuinely believe that [br]excellence is achieved through diversity

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and that a commitment [br]to equity and inclusion

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really enriches each of our lives.

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(Michael Young) What the university [br]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 [br]or the minds of anybody

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and making things accessible

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allows everybody to engage in the university.

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(Tracy Mitrano) Think about accommodation as really [br]the beginning of the conversation about disability.

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It was the appropriate measure that was[br]taken in the Americans with Disabilities Act

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that was passed in 1990 [br]and that's well over a generation ago.

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I think now we really [br]have to think less about

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how we're going to measure

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specifically this accommodation and[br]that accommodation

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and recognize that we can make accessibility [br]open and available

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so that individual staff, [br]faculty, or students

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do not have to go [br]to get an accommodation.

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It will be automatically available

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in the web page that they visit, [br]in the device that they use.

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(Gerry Hanley) The first[br]step really needs to be

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an assessment of where we are

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so we can then inform our planning[br]process,

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develop plans, [br]implement a project,

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and then really assess [br]the results of it.

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(Pablo Molinda) Key to our approach [br]to making sure that our campus

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and our technology is accessible [br]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 [br]after we have implemented a new classroom.

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Instead this is something that we do from the [br]initial conception of a new project or idea.

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The same way we do this for[br]privacy and security

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we do this for accessibility.

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(Tracy Mitrano) A policy[br]really is an important way to go

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because it will focus everyone's[br]attention.

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It's also probably the way that you have[br]to go now that there are legal pressures

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on higher education in this area.

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The second thing I would say about policy is

0:03:15.200,0:03:17.400
there really are two types in general.

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One is a policy that you have [br]because you have a law.

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For example, the Family Education Rights[br]Privacy Act policy.

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So you want to be clear and sure

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that you're going to have [br]compliance on your campus.

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There's another kind of policy [br]that I would call aspirational policy.

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And maybe accessibility [br]fits a little bit in both.

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But you most certainly can err [br]on the aspirational side.

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An aspirational policy is something [br]you establish for your institution

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as a path moving toward something, [br]moving forward.

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It does not have to have [br]100 percent compliance

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because it's really a direction that you're [br]setting strategically for your institution.

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

0:04:03.290,0:04:07.000
that this is required [br]for working with the CSU.

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Every student who comes [br]into our institution

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we have to provide equally effective [br]access to those service

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

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So we will tell you [br]what we need

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and then we will help you [br]inform your staff, educate your staff,

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provide them some consultation and guidance [br]in partnership with us

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so you can deliver [br]the successful service for us.

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(Bruce Maas) If we go about things [br]in an ad hoc approach, one by one,

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we're not likely [br]to get the same results

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as if we work together as a community [br]in higher education

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to work with vendors [br]to improve accessibility for everyone

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with regard to the products [br]that are offered.

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That's a much more pragmatic approach, [br]rather than institution by institution.

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

0:05:05.140,0:05:09.200
is going to be driven [br]by the market demand

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and if an institution [br]never says a word,

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the vendor isn't gonna [br]do anything about it.

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So if we begin to communicate [br]our demands collectively,

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then the vendor will recognize [br]the market value of accessibility.

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

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

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If we all do our part, [br]our institutions can provide everyone

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with an equal opportunity [br]to participate

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and we all benefit from the [br]perspectives of a diverse group.

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(Edward Ray) I would say to those out there [br]who are just getting started

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or may be struggling to figure out [br]how to use technology

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to advance accessibility [br]on their campuses that

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