Information Technology in Education Accessibility Checklist

Is your physical environment accessible?

The first step in assuring that students with disabilities can access IT resources is assuring that these resources are located in a physically accessible facility. Very specific physical accessibility standards are defined by the federal Access Board in the ADA Accessibility Guidelines (ADAAG). This section of the checklist includes a few items that are especially critical for assuring access to IT-equipped labs and classrooms.

Physical Access

A physically accessible environment is one that wheelchair users can get to and navigate within. It is also one in which signage is accessible to people with visual impairments, and one that allows occupants to adjust lighting and noise levels as needed. Click on any of the following checklist items for more information about that item.

Is your information technology environment accessible?

Information technology includes computer hardware and software, websites, multimedia, telecommunications products, and standalone products such as printers and information kiosks. Accessibility standards for each of these product categories are defined by the federal Access Board in the Electronic and Information Technology Accessibility Standards. This section of the checklist includes a few of the issues that must be considered in order to assure that IT resources are accessible to all users.

Computer Hardware and Software

In order for computers to be accessible, users must be able to perceive the output and operate the controls. Click on any of the following checklist items for more information about that item.

Websites

Techniques are well established for developing web content that is accessible to all users. However, these techniques must be practiced by web authors and developers. Typically for educational entities this requires an ongoing effort to monitor web accessibility and to educate authors and developers regarding web accessibility.

Multimedia

People who are deaf or hard of hearing are unable to hear the audio portion of a multimedia presentation, so the content must be captioned in order to be accessible. People who are blind are unable to see content that is presented solely visually, so this content must be verbally described using a procedure known as audio description. Click on any of the following checklist items for more information about that item.

Telecommunications Products

Click on any of the following checklist items for more information about that item.

Self-Contained, Closed Products

This category of products includes printers, scanners, information kiosks, and other products that are essentially standalone devices, though they may operate in conjunction with other devices in an IT system. Typically these devices have controls that users must operate, and they produce some form of information output that users must be able to perceive. A growing number of products in this category now include features that specifically address the needs of users with disabilities. However, many inaccessible products are still available as well. Click on any of the following checklist items for more information about that item.

Information Resources

Using an IT product often requires reading or referring to the documentation on that product. Documentation that typically is provided in print should also be available in an alternate format that allows print-disabled users to access it.

Policies and Procedures

By adopting policies and procedures regarding IT accessibility, educational entities can work more easily toward their accessibility goals since they'll have clear authority and guidance as to what is expected. Policies and procedures are issued at many levels. Most states have laws or policies that require websites to be accessible, and several have laws that require accessibility to be included as a factor in making purchasing decisions. These laws and policies vary as to whether and how they apply to educational entities. Some K-12 districts, higher education systems, and individual educational entities have adopted their own policies. Click on any of the following checklist items for more information about that item.

Support and Training

In order for an IT environment to be accessible as it continues to evolve, those who build and support the environment must be participants in assuring accessibility. This is only possible if instructors and staff are provided with adequate training on accessibility issues. Click on any of the following checklist items for more information about that item.

Do you have the accommodations your students need to access your information technology environment?

Some individuals with disabilities require assistive technology in order to access information technology. Systems must be in place for assuring that individual needs can be met and that support staff know how to respond to an individual's request for accommodations. Click on any of the following checklist items for more information about that item.

Assistive Technology and Individual Accommodations

If you have questions about this checklist, please contact Terry Thompson at tft@u.washington.edu

Some of the content in this checklist was used with permission by DO-IT and can be found in Equal Access: Computer Labs

Copyright © 2004 by University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged. This product was funded by the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education (grant #H133D010306). However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume their endorsement.