Accessibility Expansion Through Policy

Improving Policy for Universal Accessibility

Introduction

Schools and districts become confused and make mistakes as the strain from policy alignment does not match up between state and federal law, or even district wide policy. With educational technologies being integrated into the classroom and continuously evolving, educational leaders must create policy with the flexibility that allows new tools and practices to be incorporated in order to prevent learning barriers such as accessibility issues. Policy that creates barriers for the implementation can prevent students with disabilities the tools or assistive technology that provides access to digital content. Through a critical approach while looking at digital technology, we can improve areas of concern such as accessibility through building stronger policy and professional development.

Policy

Policy only works well when properly implemented. Schools need strong policies and policy enforcement that place a standard on learning to provide learners with disabilities full accessibility. For adequate policy to function properly, there must be enforcement of the policy, essentially making them more than just suggestions. Emphasis must be placed for making technology universally accessible. The universal design for learning is guided by the principle that all online content from its conception be developed to meet the needs of all students, with consideration of tech design for students with disabilities, including English language learners. The Every Student Succeeds Act (ESSA) endorses the UDL framework and uses the same definition, which strengthens policy as well. Through the use of terminology and definition, agencies can align policy to strengthen its functionality.

Professional Development

Just like with every technological change, policy change provides schools and districts opportunities for professional development so that educators and educational leaders are up to date. Educational staff have a need for continuous and effective training for preparedness of teachers to effectively implement and use technology in the classroom. “Professional development training in online learning had a very significant influence on accessibility knowledge and practice,” (Guilbaud, Martin, Newton, 2021). Resources like collaborative working environments, instructional coaches, and education repositories should be made available for improved educator effectiveness that maximizes benefits. Professional development can only help an educator become more effective to a point. The school must produce policies that facilitate successful integration that comes alongside educator development.

Accessibility

Educational leaders need clear standards for gauging progress for the ensurement of equity in access to digital learning for disabled students, as well as using the Universal Design for Learning standards. “While online learning offers many opportunities for access to higher learning, when courses do not take into consideration students with disabilities, this can create many challenges, concerns, and some uncertainties for the academy,” (Guilbaud, Martin, Newton, 2021).Contracts should require that when a school purchases any technologies or digital materials, it should meet the districts adopted accessibility policies. There are agencies that provide help for schools to provide prevention methods of schools falling short of their set standards, such as the Center on Technology and Disability as it provides a checklist for schools as they purchase technology. There are also web based tools such as WebAIM.org that provide a list of errors that need to be addressed after entering a URL to make a site more accessible.

Summary

In summation, providing a universal design for learning allows accessibility to all students, including those with disabilities and language barriers, is a critical issue that must be looked at within educational technology integration, along with the creation of sound, well structured and defined policy, and continuous on-going professional development. “ Education institutions must make greater efforts to ensure that their faculty members are adequately trained and supported to teach effectively and efficiently in the online learning environment,” (Guilbaud, Martin, Newton, 2021).

Resources

https://www.ctdinstitute.org/

Works Cited

Guilbaud, T.C., Martin, F., & Newton, X. (2021). Faculty perception on accessibility in online learning: Knowledge, practice and professional development. Online Learning, 25(2), 6- 35. https://doi.org/10.24059/olj.v25i2.2233