Digital Accessibility 101

• Why is Digital Accessibility Necessary?

  The short answer is because it is the right thing to do. Greater accessibility elevates the experience of the entire COCC community: students, employees, and the community. And as a public entity, certain standards around digital accessibility are required by Federal law and thus the expectation of all higher education institutions.

  In terms of academics, digital accessibility is a proactive way to make instructional content accessible to everyone, regardless of circumstance or ability. COCC's Vision statement includes that we "strive to promote equity, inclusion and sustainability in all aspects of our College, ensuring every student has access to needed resources and supports." Further, our values include that we create an environment that honors students’ strengths, addresses their individual needs and helps them achieve their goals." Digital Accessibility directly supports what we stand for as an institution, and actively works to remove barriers preventing students' access to content. 

  For more details on the regulatory aspect of digital accessibility, refer to the information under the tab "Accessibility Policies Explained".

• Who benefits from Digital Accessibility?

  Everyone!

  Digitally accessible content serves a broad variety of users beyond students with disabilities.  For example, using the highlighting bar in Readspeaker or Panorama allows readers to keep their place while reading when dealing with multiple outside distractions.  Being able to type answers into a PDF or online assignment versus handwriting can alleviate a student dealing with a broken wrist.  Listening and reading to content simultaneously (such as in closed captioned videos) meets various learning style needs and supports the English as a Second Language learner.

• What instructional content must be digitally accessible?

  Federal requirements state that anywhere you have content in a digital environment that is required for students to access must be digitally accessible. This includes: Canvas content; documents (e.g.: Word docs, powerpoints, spreadsheets, PDFs); video, images, and audio files; externally hosted web content, academic technology, ebooks and other digital courseware, and any other 3rd party content which requires student interaction.

• How do I make my content digitally accessible?

  Check out Access by Design: Creating in Canvas for more information on:

  • How to enroll in our self-paced Canvas course: Access by Design
  • Self-guided tutorials for creating, assessing, remediating content
  • 'Cheat Sheet' reference materials for quick assessments
  • Our form for submitting more specific help requests

  Check out Access by Design: Creating in Canvas for information on:

  • How to enroll in our self-paced Canvas course: Access by Design
  • Self-guided tutorials for creating, assessessing and remediating content
  • Review our "cheat sheets" for quick checks
  • Access to our form for specific help requests

    Check out Access by Design: Creating in Canvas for information on:

        How to enroll in our self-paced Canvas course: Access by Design
        Self-guided tutorials for creating, assessessing and remediating content
        Review our "cheat sheets" for quick checks
        Access to our form for specific help requests

• Useful Definitions and Terminology

  Academic Technology: technology specifically used to facilitate and augment instruction in an active learning environment.

  Accessible: refers to the concept that people with disabilities can access and use a product or system, including with the help of assistive technologies.

  Accommodation: Removal of barriers that are specific to the individual and cause substantial limitations for students with disabilities. (Required under Title II of the ADA.)

  Digital Accessibility: The practice of intentional, inclusive design to support the interaction, and access to, web content, digital tools, and technologies.

  Digital Content: content delivered through technology, including the learning management system, electronic documents, audio, video, digital courseware/textbooks, websites, and other supplemental material that requires student interaction to achieve the course learning outcomes.

  Equitable Access: means that information presented in an alternative format communicates the same information and allows users to have a comparable experience in as timely a fashion as does the source.

  WCAG: Web Content Accessibility Guidelines

Accessibility Standards for Instructional Content

COCC's standards for instructional content are purposefully aligned with the Americans with Disabilities Act Title II Part 35 and Rule 2024-7758.

The Department adopts an internationally recognized accessibility standard for web access, the Web Content Accessibility Guidelines (‘‘WCAG’’) 2.1¹⁰ published in June 2018 ... as the technical standard for web content and mobile app accessibility under title II of the ADA. ... The Department is requiring that public entities comply with the WCAG 2.1 Level AA success criteria and conformance requirements.¹²

-- Federal Register Rule 2024-07758 : Nondiscrimination on the Basis of Disability; Accessibility of Web Information and Services of State and Local Government Entities

Our policy acknowledges that the use of digital content is an integral component of higher education, and that accessible digital content improves the learning experience for all students, including those students with disabilities. Thus our policy extends to the creation, procurement, management, and timely dissemination of all educational resources and technologies, as well as expectations regarding the design, development, acquisition and use of digital academic resources.

• COCC's Digital Accessibility Policy

  This Policy applies specifically to areas within Academic Affairs. It directly supports the college Vision statement, and supports local and federal standards for accessibility.

  Central Oregon Community College will provide all students with equitable access to learning materials within digital learning spaces by working to ensure that all instructional content and academic technologies conform to the Web Content Accessibility Guidelines 2.1 Level AA standards.

  Our policy extends to the creation, procurement, management and timely dissemination of all educational resources and technologies, as well as expectations regarding the design, development, acquisition and use of digital academic resources.

• Federal Standards

  This policy aligns with applicable local, state, and federal regulations and laws including:

  • Americans with Disabilities Act
  • Section 504 of The Rehabilitation Act
  • Section 508 of the Rehabilitation Act

• Instructional Alignment

  It is important to COCC that our expectations around digital accessibility are both broadly understood and broadly achievable. 

  In order to support our staff and faculty in reaching greater compliance, many of our existing academic structures and processes reflect these standards in smaller, "bite-sized" means so that faculty moving through the normal schedule of peer review, course development grant applications, course outcomes assessment, and certification for online teaching (among others) will be exposed to and trained in meeting course quality standards, of which digital accessibility is a part.

  The General Standards which will be applicable to all COCC courses include:

  • 1. Course Overview and Information
    The course contains appropriate and adequate information for a student to successfully access course material, navigate content, and participate. The expectations for students are transparent and readily available.
    
    

    1.1	The syllabus is present in web-friendly and printable formats.
    1.2	The course outcomes are present and current.
    1.3	A schedule of due dates and major events is provided.
    1.4	The course contains a specific ‘Getting Started’ (or similarly named) area which introduces students to essential course information.
    1.5	The instructor’s contact information is present and easily viewable.
    1.5	Required technology tools are listed and necessary skills for their use are clearly stated.

  • 3. Communication and Interactions 

    The course encourages interaction between the student and the instructor, between peers, and with the content itself. Regular and substantive interaction (RSI) is evident.

    3.1	Announcements about the course are posted with regularity and focus on course content, activities, or assessments.
    3.2	Expectations for all course interactions are clearly stated and modeled in all course interaction/communication channels.
    3.3	The instructor regularly engages with students within course activities.
    3.4	The course includes a variety of opportunities for community building.
    3.5	The instructional materials and tools provide various means to encourage and facilitate student interactions.

  • 6. Digital Accessibility

    The digital content and tools used in the course are accessible.

    6.1	Required course technology is approved according to COCC Digital Accessibility standards (WCAG 2.1 AA)
    6.2	Directions for how to contact the Office of Services for Students with Disabilities are included in the course introductory content.
    6.3	The course provides course materials in formats that meet the needs of diverse learners.
    6.4	Course documents facilitate readability.
    6.5	The course content facilitates readability.
    6.6	Course audio and video facilitate ease of use.
    6.7	Course navigation supports keyboard navigation.

Understanding the Difference: UDL, ADA, and Digital Accessibility

The three terms you are most likely to encounter when accessibility is discussed are: Universal Design for Learning (UDL), Digital Accessibility, and ADA Accommodation.

While these concepts are distinct, they are not mutually exclusive. Here's how they work together to create a more accessible learning environment for all.