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Accessibility at the UW

Category: Accessibility

University Libraries: Support for Accessible Design

Post categories: Digital Accessibility UW Libraries

In a recent conversation with University Libraries staff, we learned from Perry Yee and Elliott Stevens how their team is helping the UW community build a culture of digital accessibility and Universal Design through collaboration and practical training. 
 
The Accessibility Working Group (AWG) was founded in 2017 and has expanded in the years to include three types of regular meetings: a Community of Practice (CoP) for general conversations, a speaker series that includes voices from inside and outside the UW, and subcommittees that focus on accessibility training, communications, web pages, facilities, and e-resource compliance.

The focus for each subcommittee is as follows:

  • Training: Delivery of accessibility training for library staff
  • Communications: Keeps library staff informed about accessibility efforts
  • Web pages: Updates web pages about the libraries’ accessibility work
  • Facilities: Conducts audits of library branches to check them for ADA compliance
  • E-resource Compliance: Inspection of databases and e-reading platforms for accessibility

One standout initiative is the “Quick Tips” workshop series—bite-sized, 30-minute training sessions focused on practical topics like accessibility for documents, presentations, email, and social media. Designed for library staff, these sessions offer micro-learning and hands-on practice in a low-pressure setting. What started as internal workshops has since evolved into the Quick Tips for Accessibility Pressbook, a publicly available resource that helps support accessibility learning within UW and beyond.

“It’s a pretty practical book,” said Perry Yee. “You can implement these things as you go. It’s great for on-boarding or for library workers who don’t have access to this type of training.”

In addition to supporting working groups and hands-on training, staff members also coordinate podcast listening sessions. When new episodes of the AccessUW podcast are released, they host informal group discussions afterwards in which participants reflect on the themes and challenges discussed—creating a valuable space for dialogue and connection.

Stevens noted that while the initial focus of these efforts has been on UW Libraries staff, there’s a broader vision at play. “In the future, the Pressbook could be adapted more for folks outside UW,” he said, adding that the Accessibility Working Group is continually thinking about how to scale its impact.

Together, these initiatives show how a combination of practical tools, open conversation, and thoughtful design can foster a deeper commitment to digital accessibility—not just as a compliance measure, but as a shared value.

“It’s about holding space,” Yee said. “When we do, the conversations that happen are often really enlightening.”

Explore the Pressbook: Quick Tips for Accessibility

Interview by Melissa Albin (UW-IT Communications) for Global Accessibility Awareness Day

Tim Knight: A Lifelong Journey in Accessibility

Post categories: Digital Accessibility GAAD

Tim Knight at Suzzallo

In anticipation of Global Accessibility Awareness Day (GAAD), we interviewed Tim Knight, retiring web developer at the University of Washington School of Public Health and this year’s recipient of the UW 2025 Accessibility Spotlight Award for his longtime commitment to digital accessibility. In this wide-ranging conversation, Tim shared how a passion for science, teaching, and effective communication laid the foundation for decades of accessibility-forward digital work.

I’ve heard some interesting things about you. Your accessibility story starts with gorillas?

Yeah, gorillas and a lot of different species. I was a docent at the Woodland Park Zoo, which is essentially a volunteer teacher or tour guide. My wife and I joined when we were young, and it involved giving tours to students, donors—really anyone visiting the zoo. We had specialties in different areas and even helped track behavior of animals, including newborn gorillas. My background is in genetics and animal behavior, and over 10 years I contributed about 5,000 hours while working full-time. It was a labor of love.
That’s incredible. And eventually, that work led you into web development?
Yes, in a way. I already had a science background, and at the zoo I worked with veterinarians doing genetic analysis on monkeys, including creating ideograms. I used facilities at Swedish Hospital to do the lab work. Over time, my work branched into the web—sharing information, visualizing data, and making it accessible.

I’ve heard you were one of the first at UW to get 100% of your website accessible using DubBot. How did you first come to care so deeply about accessibility?
It started with writing image captions. People would post images without identifying them. So I started including common and scientific names and referencing photographers. It became about accuracy and giving credit. Then I started thinking about audience—mainly students. I worked on the Nature Mapping Program, creating animal species fact sheets for students at a fourth grade reading level. We translated them to Spanish with help from bilingual teachers. That work planted the seed: accessibility is about getting the message across to everyone.
So for you, accessibility has always included readability and comprehension—breaking down jargon, tailoring content. Is that right?
Exactly. Even before tools existed to check reading level, I made sure the content was understandable. We structured everything with headings and clear organization, even before H1s and H2s (headers) were a thing. I went to one of the first international web conferences in 1995. CSS and XML were just emerging. It was exciting to be at the forefront.
And it sounds like you were also thinking ahead about web search and discoverability?
Yes, early on I used UW’s WebCrawler. I experimented with keywords, observed what ranked highly, and tried to understand how people found information. Because creating content doesn’t matter if no one sees it. That ties directly into accessibility.
You’ve also been a leader at UW in making videos accessible.
We had 180 videos, including faculty interviews, recorded over decades; they were mostly on VHS. For our 50th anniversary, we needed to make those accessible. I used YouTube’s auto-captioning as a base, then cleaned up the transcripts, added speaker IDs, and sound cues. It made the content searchable and usable for writers and students.
For departments working toward the April 2026 Title II deadline, what advice do you have?
Start by assessing where you are. Use analytics to find your most-visited pages—start there. Accessibility doesn’t have to be overwhelming. Break it into manageable chunks. Use proper heading structure. Build accessibility in from the beginning—it saves time later. And work collaboratively. Within our school, we have a network of developers sharing advice and solutions.
Are there any specific tools you’d recommend?
Yes, we use Crazy Egg to track clicks and generate heat maps. It helps us design better mobile-friendly interfaces and test what’s working. Descriptive link text is also important—never use “click here.” Our tracker helps us see exactly what users are engaging with.
Final question: What would you like the UW community to keep in mind about accessibility?
Think about your message and think about your audience. Think of everyone as your audience. If your grandma’s reading it, it should be legible and clear. If someone’s hard of hearing, your video needs captions. Accessibility helps everyone—non-native speakers, people using screen readers, people accessing content on phones. The more inclusive you are, the better your communication will be.

Thanks so much for meeting with me today!

Interview by Melissa Albin (UW-IT Communications) for Global Accessibility Awareness Day

Spotlight on Faculty: Jennifer Mankoff

Post categories: Accessibility Digital Accessibility Instructional Accessibility

UW Professor Jennifer Mankoff

In honor of Global Accessibility Awareness Day (GAAD) on May 15, we sat down with Dr. Jennifer Mankoff, a professor in the Information School and the Paul G. Allen School of Computer Science & Engineering at the University of Washington, to discuss the intersection of computing, accessibility, and disability studies. She shared personal reflections, insights on culture change, and her hopes for a more inclusive future in tech and beyond.

Dr. Mankoff is also a founding co-director of UW’s Center for Research and Education on Accessible Technology and Experiences (CREATE). She will be speaking at UW’s GAAD mid-day program on Thursday, May 15; find out more and register on the UW GAAD 2025 page.

What initially drew you to the intersection of computing, accessibility, and disability studies? 
I was a computer scientist first—and then I became disabled. That personal shift made me start thinking about how technology could better meet my needs. My first faculty position was at UC Berkeley, which was at the heart of the movement to provide people with disabilities with access to higher education and the birthplace of the independent living movement. They already had a disability studies department when I started there in 2001.

Being there, I met so many people who introduced me to disability studies and the principles of the disability rights movement. It really spoke to me and shaped how I think about accessibility work. Over time, I’ve expanded that view to include the importance of disability justice as well.

Given that context, is it frustrating to see disability rights as they are threatened or regressing in some ways? 
The disability community has always been incredibly effective in establishing groups that understand advocacy, that do policy work, and that do the groundwork to support disabled people. They’re ready to stand up for the continued rights of people with disabilities. While there may be threats, there’s also a large group of people engaged in pushing back.
How has mentorship played a role in your accessibility work? 
For much of my career, I didn’t have disabled mentors in technology or STEM fields. I was often one of the only senior faculty members who was out about being disabled. One exception: I did have the privilege of being mentored by Devva Kasnitz, who was a remarkable leader in the field before she passed away recently.  Also, I had non-disabled mentors who supported me. Today, it’s a real privilege to mentor each new generation of disabled students and faculty, many of whom are truly changing the world.
There seems to be stronger mentorship happening now, especially at UW. Could universities be doing more in this space? 
Absolutely. Higher education still has a long way to go in how it supports disabled undergrads, grad students, faculty, and staff. UW is doing good work—particularly through programs like AccessComputing and DO-IT—but I don’t know of a university that doesn’t still have room to improve.
Support needs to go beyond the university, too. Conferences, publishers, research environments—they all need better accessibility practices. The change requires advocacy at every level, and collaboration between people who understand these needs and can educate others.
How can staff at UW better support professors and students when it comes to accessibility? 
It starts with a cultural shift—expecting that materials and platforms are “born accessible” from the start. That means documents, websites, tools—everything—should be accessible the moment they go live. This aligns with what the new DOJ rule and our own Digital Accessibility Initiative are encouraging.
Once that’s the norm, it becomes natural to teach accessibility in any class where people create content. We’ll graduate students who expect and understand accessibility, and we’ll hire people trained to value it. Until then, we need to keep pointing out opportunities for improvement and keep working together.
That makes so much sense—it’s like cybersecurity in that it becomes easier when it’s integrated from the beginning. 
Exactly. And it’s not just about digital tools. It’s also about how we treat each other. For instance, if someone needs to work remotely, that is an accommodation that allows excellence and commitment to being a successful part of the team. It’s not about trying to “get out of work.”
We need to shift our mindset to see accommodations not as exceptions, but as part of building better teams and communities. That that kind of attitude shift is as much a part of the culture change that we need as the focus on the way we produce documents and digital content.
What about long-term support? How do we build sustainable systems for accessibility at UW? 
One thing Devva taught me is that accessibility isn’t just about the person receiving support—it’s about all of us. If someone uses ASL and I don’t understand it, the interpreter is there for me, not for them. I’m the one who needs the translation.
If we all saw accessibility as a shared responsibility, we’d make more progress. When we stop forcing square pegs into round holes, we make space for everyone to contribute in ways that work for them. That’s where we want to end up.
That’s such a powerful perspective. Is there anything you wish people would ask you more often about accessibility? 
I wish more people asked disabled people what they actually want. We need to focus on increasing autonomy, agency, and creativity. We need to really consider that access work is not just here to fill a gap. Too much work is based on a deficit model.
It’s important to recognize that being disabled is a joyful experience of community as much as it is anything else. We’re not just here to be “accommodated”—we’re here to contribute and innovate. Tools should reflect that. If we build tools that only fill gaps in a constrained space, we’re not really providing support for each other.
And finally, we need to recognize that many barriers are structural. Don’t assume that technology alone can address every issue; technology needs to be part of a broader system of support. Maybe you need to go in and actually change how technology is disseminated or what information is available in order to solve the problem and not just build a tool.
Are you hopeful (or not) about how emerging technologies like AI might help (or hinder) accessibility? 
On the one hand, people with disabilities are already using AI in powerful, creative ways—often to solve problems no one had tried to address before. But AI also reflects the biases of the people and data behind it. For instance, automated captions might fail multilingual speakers. Resume screeners may down-rank applicants who mention disability—even if they have prestigious qualifications. And these harms often happen without the affected person even knowing. So yes, AI has potential, but we must remain critical and intentional about how it’s used.
If there’s one thing you want the community to know this Global Accessibility Awareness Day, what would it be? 
As a technologist, I’ll say this: people with disabilities are everywhere. We use all the technology out there. Don’t just think about the technology for people with disabilities as being the stuff that’s solving access problems; think about it as being all the technology, and make all of it accessible. Accessibility shouldn’t just be about “assistive tools”—it should be baked into everything. Whether it’s a creative design tool or a grading system, assume disabled people are going to use it—because we are.
Building technology this way doesn’t just make things better for people with disabilities; it makes things better for everyone.

Thank you for speaking with us!

Interview by Melissa Albin (UW-IT Communications) for Global Accessibility Awareness Day 

Celebrating Accessibility: AccessUW Podcast GAAD Episodes

Post categories: Digital Accessibility Post tags:

In observance of Global Accessibility Awareness Day (GAAD), the University of Washington’s Office of the ADA Coordinator has published two AccessUW podcast episodes focusing on practical strategies and resources for creating a more digitally inclusive campus.

Whether you’re a web developer, content creator, or instructor, these conversations provide invaluable insights on making digital environments and course materials accessible to all, and the AccessUW podcast is a great way to stay tuned for information and tools that will help members of the UW community meet digital accessibility requirements for the April 2026 ADA Title II deadline and beyond.

Episode 15: Making Websites Accessible

In this episode, hosts Toby Gallant and Bree Callahan sit down with Terrill Thompson, Manager of the IT Accessibility Team in Accessible Technology Services (ATS). With over 25 years of experience at UW, Terrill outlines both the “why” and the “how” behind digital accessibility.
He reminds us that if websites are not built with accessibility in mind, users with disabilities—such as those relying on screen readers or keyboard navigation—can be excluded. Terrill offers a host of practical tips:

Terrill also addresses the myth that you need to be a tech expert to create accessible web content. Tools like the WordPress Boundless theme offered by University Marketing & Communications (UMAC) make accessible design achievable for most content editors, not just developers.
The highlight of the conversation is the introduction of DubBot, UW’s enterprise web accessibility checker tool. DubBot helps site owners monitor and improve website accessibility over time—scanning for issues like broken links, spelling errors, and accessibility gaps. And best of all, it’s free and available to all UW departments.

“Accessibility is a journey, not a destination,” says Bree. “The tools are here. The community is here. Start where you are.”

Episode 16: Making Course Content Accessible

In the second episode, the focus shifts to the classroom as the hosts chat with Mary-Colleen Jenkins, an Instructional Accessibility Specialist at ATS. Drawing from her years of teaching experience, Mary-Colleen speaks candidly to fellow instructors—especially those who might be unsure how accessibility fits into their teaching.

She emphasizes that accessibility isn’t just about compliance; it’s about aligning with UW’s mission to provide equity and inclusive in the classroom. From structured headings to captioned videos, many accessibility best practices are straightforward, highly impactful, and beneficial to all students—not just those with disabilities.

Key takeaways for course design include:

Mary-Colleen also outlines two models for collaborative learning: summer/fall accessibility working groups and mini-lessons. These models offer a peer-supported space to set achievable goals and make progress together. Anyone interested in exploring these community learning options is invited to contact Mary-Colleen at mcj6@uw.edu.

How You Can Get Involved

The AccessUW podcast episodes are just one part of a larger campus-wide celebration of Global Accessibility Awareness Day. Events include hybrid workshops, hands-on “Fix Your Accessibility” sessions, and live guidance from accessibility experts. Whether you’re maintaining a department website or building out a syllabus, these episodes are packed with tools, encouragement, and a sense of shared purpose. Accessibility isn’t just a technical requirement—it’s a commitment to equity.

Listen Now
: 
Stream the AccessUW podcast and view full transcripts

Things to do

Join the Pack and make the University of Washington accessible for all—today and every day!

Supporting Digital Accessibility at UW with DubBot

Post categories: Digital Accessibility Post tags:

At the University of Washington, ensuring our digital content is accessible to all is a shared responsibility and a legal obligation under the recent ADA Title II rule requiring compliance with Web Content Accessibility Guidelines (WCAG) 2.1 AA standards by April 2026.

To meet this challenge, UW has adopted DubBot, an automated web accessibility checker, which empowers units across all campuses to monitor and improve their website accessibility.

How DubBot Can Help

  • Automated Accessibility Scanning: DubBot regularly scans UW websites and performs over 100 automated accessibility checks, such as low color contrast, missing alt text, and missing labels on form fields, and provides actionable recommendations tailored to WCAG 2.1 AA.
  • Unit-Level Accountability: Websites in DubBot can be grouped into sets, so results can be viewed individually or collectively for colleges, schools, or administrative units, a useful feature for tracking progress over time and demonstrating compliance through measurable benchmarks.
  • Shared Governance: DubBot supports the University’s web environment by enabling content owners in the UW community to identify and resolve issues before they impact users or trigger legal risk.
  • Improved Digital Quality: Beyond accessibility, DubBot also flags broken links, spelling errors, and a variety of best practices to improve website quality and user experience across UW’s web landscape.

DubBot is helping the University of Washington shift from reactive remediation to proactive, scalable compliance. It’s a critical part of UW’s strategy to build an accessible, inclusive, legally compliant, and user-friendly digital environment, supporting our students, faculty, staff, and public audiences alike.

Celebrate Global Accessibility Awareness Day on May 15

Post categories: Accessibility Digital Accessibility Instructional Accessibility Post tags:

Join the Pack, Learn New Skills, Be Inspired

Global Accessibility Awareness Day (GAAD) is celebrated annually on the third Thursday in May to highlight the importance of digital accessibility and its impact on over one billion people worldwide with disabilities. Since its launch in 2012, GAAD has encouraged communities to build more inclusive digital spaces—and the University of Washington is proud to take part.

Each year, the UW community marks GAAD with a day of interactive workshops, insightful talks, and hands-on activities focused on creating accessible and inclusive documents, courses, web content, and more. This year’s event on May 15 is co-hosted by UW-IT Accessible Technology Services, CREATE, and the UW Center for Learning, Computing, and Imagination.

Spend the day discovering tools, strategies, and resources to help you build accessibility into your digital spaces—while also preparing for the April 2026 WCAG compliance deadline.

Here’s an overview of the day’s events:

  • Morning – Start strong with workshops focused on fixing common accessibility problems
  • Mid-day – Hear from UW leadership and digital accessibility experts
  • Afternoon – Dive deeper with hands-on workshops specifically tailored for UW instructors to make courses more accessible or website owners to learn about DubBot, an enterprise web accessibility checker
  • Evening – Be inspired by Josh Miele, a technologist and author of Connecting Dots, as he shares his journey navigating as a blind person in a sighted world

Some sessions will be hybrid (HUB 250 and Zoom), while others will be in person or online only. Check the full schedule, session details, and find registration links on the UW GAAD 2025 website.

Spotlight on faculty: Amy J. Ko

Post categories: Accessibility Instructional Accessibility Partners

Amy J. KoTo kick off a new series spotlighting digital accessibility experts and champions at the University of Washington, we spoke with Amy J. Ko, a professor at UW’s Information School, adjunct professor in the Paul G. Allen School of Computer Science & Engineering, and a member of the Digital Accessibility Initiative’s Innovation & Research Action Team.

Her research encompasses human-computer interaction, computing education, and accessibility. She has made significant contributions towards integration of accessibility into computing education, notably co-editing the open-source book “Teaching Accessible Computing.” She also developed Wordplay, an educational programming language for creating accessible, multilingual, interactive typography. Professor Ko shared powerful insights on the importance of community in advancing accessibility and inclusion.

I read an interview with you that said your interest in programming began early in life. What first sparked your interest? 
In 7th grade my math teacher had us buy a TI-82 graphing calculator. The programs he taught us for math formulas weren’t very interesting, but I got a version of Tetris from a classmate and was fascinated that a little computer could make programmable games! I wanted to know more, so I learned to program it and taught what I could to others. Sometimes I got in trouble for sharing my games and animations with others.
I noticed that your faculty page states that your research “imagines and enables equitable, joyous, liberatory learning about computing and information, in schools and beyond.” Those words equitable, joyous, liberatory mean so much in the movement towards accessibility. It sounds like helping others and the community aspect of computing has always been important to you—even when you got in trouble for it. 
When I was young, I didn’t know the word for “accessibility.” And I never had a formal computer science class in K-12. I just knew that I wanted to help family members and other students who were experiencing ADHD, mobility issues, and other situational impairments. I wasn’t necessarily looking at accessibility, I just wanted to identify what problem needed to be solved to help create digital worlds that work for everybody.
Has mentorship played a role in your career? 
It has, but mentorship came late in my career. Richard Ladner in the Allen School & UW CREATE invited me to help lead AccessComputing and that helped me understand what opportunities there were in the community for advocacy and organizing efforts.
Is there a question that you’d like to be asked in interviews that you aren’t typically asked?
I’m never asked about accessibility! I would like to be. It intersects with so many things I care about, including race, gender, class, and diversity, and of course computing and education.
Is the DOJ’s April 2026 deadline for digital accessibility compliance making accessibility a more prominent issue? 
Yes, since the ruling there has been both excitement and trepidation. There’s a risk of unintended consequences in compliance. We want to help them build a more accessible world, and compliance can be a tool for that, but we can’t lose sight of what’s important.

Accessibility is much bigger than violations of the Web Content Accessibility Guidelines (WCAG); assessment policies can be inaccessible, our physical classrooms are often inaccessible, group work can be inaccessible. We can automate some WCAG testing, but we also need to build a strategy and get organized around solving problems that cause barriers for students, and not all of those are about digital content.

We also need to create accountability mechanisms for faculty and support to help them meet accessibility requirements. The April 2026 deadline presents a chance to enable greater coordination with on-the-ground, hands-on work and help strengthen advocacy with top-down support. We’re working hard at the Information School to lead on these strategic plans, envisioning a comprehensive culture of accessibility that spans faculty, staff, students, and leadership.

Resources

  • Learn more about the U.S. Department of Justice’s Title II ruling under the Americans with Disabilities Act, including the compliance deadline to meet Web Content Accessibility Guidelines (WCAG) 2.1 AA by April 2026 on the Digital Accessibility website.
  • Read more about Dr. Ko’s partnership with Information School faculty and AccessComputing specialist Terrill Thompson to integrate accessibility in iSchool courses on the AccessComputing website.

DOJ Digital Accessibility Rule: What Faculty & Staff Need to Know 

Post categories: Digital Accessibility

With the Department of Justice’s ADA Digital Accessibility Rule set to take effect in April 2026, it’s crucial for UW faculty and staff to stay informed and proactive. This blog will provide ongoing guidance and provide resources to support compliance with state policy and federal regulations.

Although questions related to federal oversight of the rule have been raised, the UW is committed to ensuring an inclusive and accessible digital experience.  Even if enforcement and prioritization were to shift at the federal level, individuals and organizations will still have the right to pursue accessibility-related lawsuits. Additionally, Washington State is updating its own Digital Accessibility Policy, further reinforcing compliance requirements. As legal landscapes evolve, we will post updates to ensure continued adherence to digital accessibility requirements.

UW faculty and staff are encouraged to start making accessibility improvements now by visiting the What You Can Do Now page.

For a deeper dive into the rule itself, visit the Rule Guidance and FAQs page, which is continuously updated with new questions and answers.

Join the Pack in making these changes and help create a more inclusive digital environment at UW!

UW Advances Digital Accessibility

Post categories: Accessibility Digital Accessibility Instructional Accessibility

Advancing Digital Accessibility with New Tools and Training

The University of Washington is taking significant steps toward a more inclusive digital future, calling on faculty, staff, and administrators to prioritize accessibility in their digital spaces. With new federal regulations impacting web and course content, UW is taking proactive steps to ensure compliance and foster a culture of digital accessibility across our campuses
.
Digital accessibility is both an ethical responsibility and a legal requirement. By April 2026, digital resources are expected to meet Web Content Accessibility Guidelines (WCAG) 2.1 AA standard under the Americans with Disabilities Act (ADA). To support this transition, the ADA Office, UW-IT Accessible Technology Services, and Teaching@UW are partnering with others across the UW campuses to provide accessibility tools, events, and training opportunities.

ADA Digital Accessibility Initiative & “Power of the Pack”

UW has launched the ADA Digital Accessibility Initiative, a collaborative effort between Compliance Services, the Provost’s Office, and UW-IT to establish university-wide governance and sustainable accessibility practices. A key part of this initiative is the “Power of the Pack” campaign, which emphasizes shared responsibility—when everyone contributes, the entire community benefits, making you an integral part of this collective effort.

Global Accessibility Awareness Day (GAAD) Is May 15

In celebration of Global Accessibility Awareness Day (GAAD) on May 15, the UW is offering a series of free in-person and online presentations and workshops. Participating in these events provides an excellent opportunity for collaboration, information sharing, and  enhancing your understanding of digital accessibility. A detailed agenda will be announced soon.

New Accessibility Checker Available

One of the latest resources is DubBot, an automated website accessibility checker now offered through UW-IT. This tool scans UW websites for common barriers—including poor color contrast, missing alt text, and keyboard navigation issues— allowing web administrators to find issues and make their websites more accessible for people with disabilities.

“UW-IT provides this tool to help all UW website owners, including faculty, researchers, and staff, identify accessibility barriers, just as Ally can be used to highlight issues in Canvas,” says Mary Mulvihill, Executive Director of UW-IT’s Accessible Technology Services.

Faculty and staff can request access to DubBot and find more information at the Accessible Technology DubBot website.

Stay Informed and Take Action

With the April 2026 deadline approaching, UW is actively ensuring that its digital presence reflects its values of accessibility, inclusion, and innovation. Through the “Power of the Pack” campaign, the University encourages all faculty, staff, and administrators to participate in training and collaboration opportunities to help create more accessible and inclusive digital environments.

To stay informed of digital accessibility tools, resources, and training, visit and bookmark the Digital Accessibility website and this news blog.

Digital Accessibility Meet-Ups

Post categories: Digital Accessibility Instructional Accessibility Post tags:


Join UW’s Monthly Accessibility Meetups: Web Usability & Instructional Accessibility

Accessibility is a key part of creating inclusive digital experiences, whether you’re designing websites or developing accessible courses. To support these efforts, UW-IT’s Accessible Technology Services hosts two monthly meetups: one focused on Web Accessibility and Usability and another devoted to Instructional Accessibility for faculty and course designers.

These informal gatherings provide opportunities to discuss accessibility challenges, get feedback, and learn best practices from experts and peers. Whether you’re a web developer, designer, faculty member, or instructional designer, these meetups offer valuable insights to enhance accessibility in your work.

About the Web Accessibility/Usability Meetup

The Monthly Web Accessibility/Usability meet-up is a place for accessibility-minded colleagues to casually review and discuss projects, including hands-on testing and code review. You will be encouraged to bring questions and troubleshoot issues from your own website, as it is a great learning experience for everyone.

These sessions are led by Hadi Rangin, a web accessibility specialist with UW-IT Accessible Technology Services. Hadi, who holds a master’s degree in computer science and is a screen reader user himself, offers a unique perspective on how websites and web applications can be made more usable including users with disabilities. If you’re working on a project and would like to get accessibility feedback from your peers, email Hadi (hadir@uw.edu) to be added to the agenda. Visit the Accessible Technology Services events page for more details on how to join.

Instructional Accessibility Meetup for Faculty & Course Designers

Faculty and course designers interested in making their online courses more accessible can join the Instructional Accessibility Meetup for a casual yet insightful discussion on best practices and Universal Design for Learning (UDL).

These meetups are hosted by Mary-Colleen Jenkins, an instructional accessibility specialist with UW’s Accessible Technology Services (ATS) and a former UW instructor and will feature guest speakers from the UW community. Mary-Colleen understands the challenges faculty face in improving course accessibility and provides practical strategies for prioritizing accessibility without feeling overwhelmed.

The upcoming session in March, “The Basics of Building Accessible Tables” with Gaby de Jongh, will cover essential techniques for making tables more accessible for students with disabilities.

Why join?

Both meetups provide a collaborative space to learn, share ideas, and ask questions about accessibility. Whether you’re troubleshooting web accessibility issues or figuring out how to make your course materials more inclusive, these gatherings connect you with a supportive community.

Why now?

By April 2026, digital resources are expected to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA standard under Title II of the Americans with Disabilities Act (ADA). To support the University community in this effort, several UW offices, including the ADA Office, UW-IT Accessible Technology Services, and Teaching@UW, are partnering to share accessibility tools, events, and training opportunities. As we work together to meet requirements, we will also create better online experiences for the entire UW community.

Find more details and links to register on the Accessible Technology Services events page.