On the journey towards achieving institutional maturity in digital accessibility_DigAcc24.pptx

This short presentation reflects on the journey travelled so far to embed digital accessibility values in cultural practice and consciousness at the University of York. This means moving from a ‘compliance mentality’ of meeting minimum requirements as a public sector body to a position where we can celebrate the mature adoption of key values and practices across the institution. How far have we travelled in reaching this destination?
The presentation highlights the leadership and governance changes that have taken place over the past year, focusing on the development of the Disability Inclusion Framework and related planning initiatives, such as the work towards addressing digital accessibility as part of the University's EDI strategic objectives (2024-2027). These objectives commit the institution to developing inclusive systems and infrastructure for both digital and campus spaces. As a first step, the University has been offering targeted training for key business system teams to support accessibility audits and testing to help establish an equal user experience for everyone.
Accompanying these changes have been a combined set of policy and training initiatives to empower staff and students and develop their skills to tackle digital tasks with accessibility principles in mind. We reflect on the effectiveness of these measures and their contribution to continuous improvement measures across the institution, whilst acknowledging the work still to be addressed as part of our future focus and agenda for change.

1. On the journey towards achieving institutional maturity in digital accessibility [Leadership & Governance] Richard Walker, Assistant Director (Digital Ed ucation) , @RichardM_Walker Library, Archives & Learning Services University of York DigAcc24

2. Defining institutional maturity Moving beyond a ‘compliance mentality’ of meeting minimum requirements Evolving from individual champions & enthusiasts to a collective responsibility. Shared values and processes (how we do things) - part of our sustainable day-to-day practice ‘’..about ensuring the things that promote good practices continue to grow. This means being embedded in cultural practice and consciousness’ ( McNaught, 2021 *) [*AbilityNet post: ‘How to measure accessibility maturity and compliance in HE’ - Apr 2021]

3. Kotter’s eight-step change process E-Accessibility Working Group actions from 2018 -

4. E-Accessibility WG Actions Format review of learning, teaching & assessment digital content Structured support to departments & professional services (e.g. audit of legacy templates) Licensing of assistive technology and specialist software (e.g. Ally) Wider review of university web services and websites Development of accessibility statements for key digital services Consolidation of accessibility guidance to staff and students (e.g. Digital Accessibility Awareness tutorial) User research

5. Going further: S ustaining good practice

6. Raising the profile of digital accessibility as a strategic priority University Strategy 2020 - 2030 : ‘By establishing an inclusive environment, removing barriers to progression for our staff and students, and creating physical, virtual and cultural spaces that facilitate rich exchanges we transform perceptions and enable a culture of possibilities where new knowledge is generated and everyone can thrive’ EDI strategic objectives (2024-2030) : commitment to develop inclusive systems & infrastructure for both digital and campus spaces: - training in testing and producing digital statements - creating ‘train the trainer’ sessions to disseminate best practice - developing in-house training modules re. accessibility audits & statements

7. Ensuring consistency in digital accessibility practices across the institution Updating of policies: e.g. captioning policy revised to make explicit reference to staff development, CPD delivery & general web communication Procurement practices: incorporating user-testing with real users of assistive technologies Incorporating digital accessibility considerations within business change: Modularisation / Ultra implementation guided by VLE module site design principles and standardised module templates Review of exams protocol for in-person exams and assistive tech provision

8. Committing to continuous improvement Collaboration, discussion & dialogue, bringing together academics, students and professional services through communities of practice; e.g. accessible maths working group Action plans and departmental statements: setting expectations on digital provision and explaining how we will meet them QA and evaluation of user experience: research to review and continuously improve our digital provision