Our nation has laws that prohibit discrimination against qualified people on the basis of disability in all aspects of employment. This means that covered employers must provide equal and effective opportunities to qualified individuals with disabilities to:. Some of the federal laws summarized below prohibit employers from using standards, criteria, or methods of administration that discriminate on the basis of disability whether intentionally or not.
In addition, some of these laws require certain employers—specifically federal agencies and federal contractors—to take affirmative actions to employ and advance in employment individuals with disabilities and certain veterans with disabilities.
This applies to recruitment, advertising, and job application procedures, including online application systems. In addition to the federal rules, some states have additional laws and initiatives promoting accessible ICT in the workplace, state government, and educational institutions. Most private and public sector employers in the U. In addition to giving companies a competitive edge, being proactive in procuring, using, and promoting the use of accessible ICT in the workplace helps employers achieve human resource, productivity, and other business goals.
NC State offers services Multimedia Accessibility and Captioning Grant to reduce the cost of captioning videos, but there will still be a significant cost to the video creator. For videos which are distributed to an access list controlled group, meaning you control who has access to the video and you also know the pertinent functional limitations of all of the people in the group, then captioning only needs to be provided if someone in the group needs it.
However, in designing your class, making something accessible often only involves a small amount of additional work. Additionally, because accessible design is a subset of universal design, designing accessible content often yields other benefits for all users. If you choose to wait to make a course accessible only when it is requested in order to meet the needs of a student with a disability, it usually takes a significant investment of time and energy to retrofit a course.
There are some aspects of courses that are quite costly to make accessible, like providing captions for videos. In these cases, if you control who has access to the content and you know their functional limitations, it is acceptable to not caption the videos at the design phase and to provide the captions on as needed basis as part of an accommodation as long as the captions can be provided in a timely manner when requested.
Some resources by their nature are difficult to limit access to. For instance, sharing a Google Document with a class, where the class roll might be large and frequently changing, can be difficult because there is no automated way to share a document with an updated list from Registration and Records indicating who is in a class. If it is feasible to secure the resource through a password, that should always be the course of action taken to protect the resource. If the nature of the resource does not feasibly allow a password to be set on it, and the contents of the resource do not raise any FERPA concerns if it is made public, it is allowable to protect the resource by making it sufficiently difficult for the public to discover.
In this case, the resource should not be discoverable or linked to from another public resource, like a link from a public Web page or a search engine. In disseminating information on how to access the resource to the access-list controlled group, care must be taken that the information is only received by that group.
Acceptable methods of sharing the information on how to access the content in question include, but are not limited to, posting the information to a password protected Web site where it is known who can access the information or emailing the information to specified users.
ICT resources must be available to all students so that they receive equal access to the educational opportunities and benefits afforded by the technology and equal treatment in the use of such technology. In general, this means all students must be able to participate in all activities at the same time as everyone else. Retrofitting web pages in order to make them accessible requires a significant more amount of time than planning for accessibility from the beginning.
When accessibility is not planned for from the beginning, design decisions are often made that make the possibility of making an electronic resource accessible extremely difficult or impossible. NC State has a continuing obligation to comply with the ADA and Section of the Rehabilitation Act of Section , meaning that implementation of technology should include planning for accessibility.
Third-party web sites and resources that are considered essential to performing the desired tasks are required to be accessible. Third-party web sites that are supplemental to performing the desired task are not required to be accessible, but every effort should be made to find accessible resources or work with the third-party to make their resources more accessible.
Two examples of an essential resource are requiring users to go to an external web site to take an online quiz as part of their grade or to read an electronic resource for class.
Care should be taken in determining what is an essential resource versus a supplemental resource, and not rushing too quickly to declare something is supplemental simply for expediency or ease of implementation.
Because of the use of emerging technologies on campus and also the difficulty in making some electronic resources fully accessible, there are officially sponsored systems which reside on third-party servers, that can still be used in inaccessible ways. In some cases, yes. Title II of the ADA requires public universities to ensure that communications with persons with disabilities are as effective as communications with others, unless doing so would result in a fundamental alteration to the program or is an undue burden.
If the same learning objective or functional task can be accomplished in an alternative method, while still ensuring all users can engage in the activity in an equitable manner, then alternative methods of interaction are allowable. There are a number of assistive technologies that allow people with certain disabilities to interact with resources that would otherwise be inaccessible to them. However, for these resources to work with the assistive technologies the resource often has to be transformed into another format appropriate for the assistive technology.
This is where designing accessible resources is critical. A resource that is designed accessibly can easily be transformed into alternate formats through automated processes, often by the assistive technology itself. If the resource is not designed accessibly it is a manual and often labor-intensive process in order to make it work with assistive technologies. Making images accessible simply requires that you convey the meaning of the image somewhere else in the document.
Sometimes that is done as alternative text, but sometimes if an image is described thoroughly enough in the context it is found in, like in the text of a web page, no additional description is necessary, other than the necessary short alternative description e.
If the function of the image needs additional explanation, it can be stored as alternative text with the image as an alt attribute. For examples, read these tutorials on alternative text.
Please consult with the DRO to determine what an appropriate amount of time would be. A person using a wheelchair, or a small person should be able to reach it. A person who is blind should be able to use or interact with a touch screen or read electronic content with the use of an assistive technology, and in some cases the service can offer a reading option.
A person with a hearing disability or a person who is deaf will need the inclusion of a visual equivalent as an alternative to the audio content, a flashing light for example to indicate a mobile message or the inclusion of subtitles for audio content.
Many mainstream solutions in the global ICT market already conform with globally recognized standards. Those solution providers often highlight accessibility as an added value of their products and services. City procurers need to include these requirements in their acquisitions. The policy wording has been adapted for use by cities.
This includes technology solutions provided to the city with the intention of serving the public. The procuring authority may do this by considering the business needs the procurement is intended to fulfil and the needs of all potential end users, including among the public and public sector employees, in particular end users with disabilities. Standards such as the global standards in Annex A have been developed to identify for the procurer a diverse set of user needs.
Verification of conformance with accessibility criteria in the Call for Tender. Other forms of testing that may be used include user with various disabilities testing, automated testing using specialised testing tools and validators. A suitably briefed and qualified team shall carry out the evaluation process. The accessibility and statutory requirements and the verification process should be specified in the contract.
This programme should be focused on understanding the mission of achieving inclusion, the impact on the city, its citizens and ICT vendors, what ICT and accessible technology are and the accessible ICT public procurement policy. Any differences in ability may be permanent, temporary or situational. This includes devices and systems used for the storage, processing and retrieval of electronic information to the array of devices and software used to retrieve this information, as well as those used to communicate, in real-time, with other people.
Older persons with functional disabilities are also regarded as persons with disabilities. The following standards are deemed as suitable for use in formulating accessibility requirements for the purposes of achieving conformance with the functional performance statements:. Model Policy — English. Model Policy — Japanese. Contract example from City of Chicago that spells out requirements for accessibility see page Guide for governments and public sector agencies on how to explore and analyse accessibility issues in the procurement process.
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