Pursuing Equity
An Overview of Support and
Resources for Blind Students
BILLY PARKER (National Industries for the Blind)
JEWLS HARRIS (Portland State University)
MICHELE BROMLEY (Portland State University)
AHEAD Webinar
May 4, 2017
Agenda
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ADA compliance
Using an equity lens
Accessible materials and online access
In-class and supplemental supports
Resources for transition and employment
Reasonable
Accommodations
and ADA Compliance
Regulations
 Section 504 of the Rehabilitation Act of 1973
 Americans with Disabilities Act Amendments Act (ADAAA)
 Chaffee Amendment
Case Law
 Online accessibility cases (University of Montana, Florida State
University, UC Berkeley, Penn State University)
 Accessible technology cases (Arizona State University, Miami
University)
 Student preference and comprehensive services (Dudley v. Miami
University)
Common Pitfalls in Compliance Efforts
 Creating a one-size-fits-all approach to the needs of blind/visually
impaired students
 If the student doesn’t request an accommodation for a specific
aspect of the course, the problem is left unexplored
 If the course is accessible, no additional support is offered.
Using an Equity Lens
Using the sociopolitical model
of disability
“Disability stems from the failure of a
structured social environment to
adjust to the needs and aspirations
of disabled citizens rather than from
the inability of a disabled individual
to adapt to the demands of society.
In viewing disability as a product of a
dynamic interaction between
humans and their surroundings,
emphasis is shifted from the
individual to the broader social,
cultural, economic, and political
environment. In fact, from this
perspective, disability may even be
regarded primarily as the
consequence of a disabling
environment”.
- Harlan Hahn
Equity, not
equality, is the
goal
“Equal access” isn’t actually equitable
1. Equity means providing more to some
to establish a level playing field for all
2. Equity means taking usability and
inclusion, not just accessibility, into
consideration when making decisions
Social Justice Framework:
Social Justice
requires full
inclusion and
participation
“Basically, a social justice framework is
a way of seeing and acting aimed at
resisting unfairness and inequity while
enhancing freedom and possibility for
all. It pays primary attention to how
people, policies, practices, curricula,
and institutions may be used to liberate
rather than oppress those least served
by our decision-making.”
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Advocacy
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Leadership
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Empowerment
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Social Change
Independence is
the goal.
A graduated,
holistic model is
key to success.
“By and large, blind people are taught
to be dependent on sighted people —
in part because 99% of them are
taught by people who can see. My
biggest barrier is people; Especially
sighted people.”
-Daniel Kish, Blind
Collaboration:
Consistent One-on-One Collaboration with student
 Case management
 Individualized short term and long term goals
 Accommodations evolve as students set new, more advanced goals
 Long term goals lead to greater independence and translate to realworld environments
 Weekly follow up meetings until less frequent meetings are indicated
Questions?
Accessible Materials and
Online Content
Communication and Coordination
with Faculty
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Communicating Early
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Introductory email from the Director
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Follow-up emails from the responsible DS provider
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Midterm email from the responsible DS provider
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End-of-term email from the responsible DS provider
Explaining Clearly
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Outlining DS responsibilities versus faculty responsibilities
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Explaining how and when materials and information must be shared
Reminding Often
Acquisition and Conversion of
Materials
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Assessing students’ formats needs
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Administering an Adaptive Technology Needs Assessment
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Understanding different formats: BRF, DOCX, MP3, Tactile, XHT, etc.
Working with publishers
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Obtaining an electronic copy
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Assessing accessibility
Converting to accessible formats
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Acquiring the appropriate tools and training, or
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Establishing a relationship with a quality vendor
Acquisition and Conversion of
Materials
Equipment Requirements for in-House Conversion
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Book Cutter
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Braille Translation Software
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Quality Duplex Scanner
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MP3 Converter w/Math Capability
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OCR Software (Text and Music)
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Music Notation Editor
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Adobe Acrobat Pro
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Music Braille Translator
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Microsoft Word
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Braille Embosser
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Accessible Equation Editor
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Tactile Graphic Maker
Acquisition and Conversion of
Materials
Vendor Categories for Outsourcing Conversion
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Accessible Text Conversion
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Accessible Tactile Conversion
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Accessible Music Conversion
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Accessible Video Conversion
Assessment of Software and Online
Spaces
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Testing accessibility via screen reading software
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Understanding JAWS, NVDA, and/or VoiceOver
Supporting students with outside-of-the-box navigation
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Scheduling follow-up appointments for navigation training
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Connecting students to regional and community supports
Working with faculty on alternative accommodations
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Thinking outside-of-the-box for software alternatives
Questions?
Email templates, equipment lists, vendor recommendations, and basic
conversion procedures will be made available via the AHEAD Blind and
Low Vision SIG website.
In-Class and Supplemental
Supports
Supplementary Support:
Provided by Classroom Assistants and Auxiliary Support
 Extensive annual training for classroom assistants
 Visits to more problematic courses to provide feedback to the faculty
and supervise classroom assistants
 Ongoing support and collaboration with faculty
 Responsive, creative solutions with classroom access, testing
arrangements, course assignments, and other issues as needed
Resources:
Robust and Intensive Resources and Assistance
Provided to Faculty
 Faculty handbook details alternative format procedures and in-class
instruction guidance
 Video describing how to provide an accessible and welcoming
classroom
 Checklist to determine course accessibility needs
 Consultation meetings with faculty, students, and assistants as needed
Engagement:
Early and Thorough Engagement with Community
Partners
 Collaboration with vocational rehabilitation programs such as the
Oregon Commission for the Blind (OCB)
 Joint meetings with the student, OCB counselor, and PSU staff to
establish needs early in the admissions process
 On-going coordination to ensure technology training and student
development goals are consistent with vocational goals
 Community referrals and assistance accessing private training and
supports when other agencies not involved
Questions?
Email templates, classroom assistant training materials, and checklists will
be available via the AHEAD Blind and Low Vision SIG website.
Resources for Transition and
Employment
Resources:
Transition and Employment
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Workforce Recruitment Program https://wrp.gov
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US Business Leaders Network https://usbln.org
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National Industries for the Blind https://NIB.org
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American Foundation for the Blind https://afb.org
Resources:
Transition and Employment
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American Council of the Blind https://acb.org
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National Federation of the Blind https://nfb.org
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Equal Opportunity Publications https://eop.org
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Getting Hired https://gettinghired.com
Questions?
A complete list of transition and employment resources will be available
via the AHEAD Blind and Low Vision SIG website.
Using an equity lens and foundation in social justice, the Blind and Low
Vision SIG provides supports and resources to DS offices in order to
increase equity and access for students who are blind and low vision.
The SIG provides information and resources on several topics including:
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Equitable approaches to services,
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In-class and auxiliary supports,
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Accessible materials and online access, and
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Transition and employment.
Visit the AHEAD Blind and Low Vision SIG at http://www.ahead.org/sigs/blind-and-low-vision.
Thank you for attending!!
The Blind and Low Vision SIG hopes to offer an expanded series of
webinars next academic year. Stay tuned.
Billy Parker
Co-Chair, AHEAD Blind and Low Vision SIG
Program Director, Employment Support Services
National Industries for the Blind
[email protected]
Jewls Harris, Co-Chair
AHEAD Blind and Low Vision SIG
Access Counselor & Consultant
Portland State University
[email protected]
Michele Bromley
Adaptive Technology Specialist & Alternative Formats Coordinator
Portland State University
[email protected]