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Universal Design for Learning (UDL): Laws

Many students do not want to self-identify as disabled. If you design your course from the start with learning differentiation in mind, everyone does better, and special accommodation needs can disappear


Legal Standards, Check-lists, and Tools to help meet Standard: W3C Web Content Accessibility Guidelines 2.0 Level AA

Why worry about accessibility?

One of the principles of Universal Design for Learning (UDL) is to provide a variety of ways to learn a concept so that people with different strengths and weaknesses can learn the concept without additional accommodations. 

My personal “Web accessibility program” is continuous improvement.   As I read tips for improving our website, I try to incorporate them.  When I have time, I go back to the and to look for more tips.

Vendor agreements advice

Push for accessibility language to be included in all licenses and if vendors refuse your campus procurement process is requesting that they put together detailed Equally Effective Alternate Access Plans   -  how our patrons with disabilities can access the resource in an equitable manner to our patrons without disabilities.   Adding language to the license is often preferable to the detailed EEAAP process which holds up the contract even longer.   

Equally Effective Alternate Access Plans

This resource provides an example of the components of an Equally Effective Alternate Access Plan (EEAAP) by postsecondary institutions when buying, developing, or using a technology that is not accessible to students with disabilities. Postsecondary institutions are required to comply with two federal disability civil rights statutes: Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Accessibility is legally mandated and is also a foundational component of UDL to create educational environments responsive to the widest possible range of learners.

Warning: It's not binding if it's in the order form.  

WebAIM Articles: Standards and Laws

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