Accessibility Guidelines for Electronic and Information
Technology Access at Kutztown University of PA
Kutztown University of PA is committed to achieving equal educational
opportunity and participation for persons with disabilities. This
commitment extends to providing equal access to information
technology. It is the intent of the Kutztown University
Guidelines for Electronic and Information Technology Access to
promote equal access to university electronic information resources,
technologies, programs and services for students, employees, guests
and visitors—including those with disabilities. The Kutztown University
guidelines for accessibility in electronic and information technology
encompass the following areas:
1. Web-based resources and services—including those associated
with courses of instruction, departmental programs, universitysponsored activities, employment, administration, university
services and on-line databases.
2. Hardware and software to be developed, purchased or acquired
by Kutztown University of PA.
3. Environments specific to technology—including classroom and
general use computer facilities, on-line instruction, distance
learning, places of employment and resource centers.
With regard to the above areas, Kutztown University of PA will
strive to:
A. Use web site design standards that improve accessibility for all,
including those with disabilities.
Web site developers strive to adhere to the following ten
accessibility practices in the Web site’s HTML and CSS to
make it more accessible: See http://webaim.org/blog/10easy-accessibility-tips/ for details.
Web site developers strive to adhere to the web content
accessibility guidelines- WC3 2.0 AA standard of
accessibility found at: http://www.w3.org/TR/2008/RECWCAG20-20081211/#text-equiv
The WCAG 2.0 guidelines follow the POUR principles:
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Provide text alternatives for non-text content.
Provide captions and other alternatives for multimedia.
Create content that can be presented in different ways,
including by assistive technologies, without losing meaning.
Make it easier for users to see and hear content.
Operable
Make all functionality available from a keyboard.
Give users enough time to read and use content.
Do not use content that causes seizures.
Help users navigate and find content.
Understandable
Make text readable and understandable.
Make content appear and operate in predictable ways.
Help users avoid and correct mistakes.
Robust
Maximize compatibility with current and future user tools.
B. Use hardware and software products that promote disability
access. Emphasis will be on acquisitions occurring after the
effective date of the adoption of the guidelines.
C. Design and implement work environments that accommodate all
users.
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Why do we need guidelines for accessibility?
1. To be in compliance with the law: Laws that impact
accessibility:
Section 504 of the Rehabilitation Act of 1973 requires
all employers and organizations receiving federal fundsincluding most universities-to provide people with
disabilities equal access to information, programs, services
and activities.
The 1998 Amendment to Section 508 of the
Rehabilitation Act does not apply directly to universities,
but it does mandate specific conditions for Internet and
web accessibility that are used as guidelines in designing
and creating federal agency web sites.
The Americans with Disabilities Act (ADA) of 1990
applies the same general principle as Section 504—equal
opportunity to participate in programs, activities and
services—but extends the reach to private organizations
and any state or local entities not covered under Section
504.
Other laws, including Section 255 of the
Telecommunications Act, the Individuals with Disabilities
Education Act (IDEA), and the Assistive Technology Act of
1998, may also impact web-based instruction, and how
institutions may use federal monies.
PA Standards The Commonwealth of Pennsylvania has
chosen to follow Section 508 Web Accessibility Standards
set forth by the Federal Government. As of June 30, 2001,
all agencies under the Governor’s jurisdiction were
required to ensure web sites (both existing and in
development) comply with the above accessibility
guidelines.
2. It’s the Right Thing to Do Information technology provides
access to as many people as possible. It is only right, then, that
the university community adapts or removes barriers that keep
some from gaining access.
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Benefits of Adhering to Guidelines
Following standards, acquiring appropriate hardware and software,
and improving the technical environment helps the University to:
 Improve access and services to students, staff, faculty and
visitors with disabilities.
 Make electronic information accessible to the widest possible
audience.
 Ensure that individuals have access to information technology
associated with administration and services, courses of
instruction, departmental programs and university sponsored
activities.
Resources:
View a video on what campus leaders have to say about accessibility:
http://www.washington.edu/doit/Video/index.php?vid=55
The University of Washington – links about accessible technology:
http://uw.edu/accessibility
http://uw.edu/accesscomputing
http://uw.edu/doit
See this information for an overview of how people with disabilities use
the web: http://www.w3.org/WAI/intro/people-useweb/Overview.html
White paper on accessibility:
http://info.3playmedia.com/rs/3playmedia/images/2014-Roadmap-to-WebAccessibility-in-Higher-Education.pdf
Web AIM – Constructing a POUR Web site:
http://webaim.org/articles/pour/
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Choose films from “Films on Demand” through the Rohrbach
Library. They have a transcript feature. This video shows how
it works:
http://support.infobaselearning.com/index.php?/FOD/Knowledgebase/
Article/View/431/75/using-interactive-transcripts
Web Content Accessibility Guidelines (WCAG) 2.0
http://www.w3.org/TR/WCAG/
Section 508 Technical Standards http://www.accessboard.gov/guidelines-and-standards/communications-and-it/aboutthe-section-508-standards Web AIM newsletter:
http://webaim.org/newsletter/2013/october
EASI (Equal Access to Software and Information): Organization that
sponsors webinars, many of them free of charge. Webinars are listed
by month at: http://easi.cc/clinic.htm
PDFs – See this link to learn alternatives to PDFs to increase
accessibility: http://accessibility.psu.edu/pdf
Color Contrast Analyser:
http://www.paciellogroup.com/resources/contrast-analyser.html
WAVE Accessibility Evaluation Tool: http://wave.webaim.org/toolbar
The following are links to recent court settlements involving
access to electronic technology and articles:
Penn State University and National Federation of the Blind:
http://accessibility.psu.edu/nfbpsusettlement
Louisiana Tech University (Department of Justice). Settlement
Agreement: http://www.ada.gov/louisiana-tech.htm
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South Carolina Technical College System (Department of Education’s
Office for Civil Rights) Resolution Letter:
http://www2.ed.gov/about/offices/list/ocr/docs/investigations/111160
02-a.doc
Agreement: http://www2.ed.gov/about/offices/list/ocr/docs/inv
estigations/11116002-b.pdf
University of California, Berkeley (Disability Rights Advocates)
Settlement:
http://dralegal.org/sites/dralegal.org/files/casefiles/settlement-ucb.pdf
Fact
Sheet: http://dralegal.org/sites/dralegal.org/files/casefiles/factsheet_
ucb.pdf
Joint Dear Colleague Letter: Electronic Book Readers (Departments of
Justice & Education)
Letter: http://www2.ed.gov/about/offices/list/ocr/letters/colleague20100629.html
Q&A: http://www2.ed.gov/about/offices/list/ocr/docs/504-qa20100629.pdf
Accessible Instructional Materials Commission Report:
http://www2.ed.gov/about/bdscomm/list/aim/
Article from Inside Higher Education on the need for faculty to
contribute to online accessibility:
http://www.insidehighered.com/news/2013/06/24/faculty-responsiblemaking-online-materials-accessible-disabled-students
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