WAI ARIA ( Web Accessibility Initiative – Accessible Rich Internet Applications) Reflection

 We all know by definition ARIA is Web Accessibility Initiative – Accessible Rich Internet Applications. According to W3C WAI-ARIA, the Accessible Rich Internet Applications Suite, defines a way to make Web content and Web applications more accessible to people with disabilities. It especially helps with dynamic content and advanced user interface controls developed with HTML, JavaScript, and related technologies.

When not to use ARIA?

• ARIA should not be used to duplicate the behavior of native HTML features. For example, using ARIA to add a role of "button" to a div element that behaves like a button is unnecessary when the button element itself is already available in HTML.

<div id="saveChanges" tabindex="0" role="button" aria-pressed="false">Save</div>

The above example creates a focusable button, but requires JavaScript and CSS to include button appearance and functionality. These are features provided by default when using the <button> and <input> with type="button" elements:

<button type="button" id="saveChanges">Save</button>

• ARIA should not be used to add cosmetic effects to elements that do not convey any meaningful. For example, using ARIA to add an animation to an element is unnecessary if it does not provide any valuable information.
• ARIA should not be used to provide misleading information to users with disabilities. For example, using ARIA to describe an element as "hidden" when it is actually visible can cause confusion. How many of you seen aria-hidden='true' on a focusable element?
• ARIA should not be used to add unnecessary complexity to the website code.

By using ARIA appropriately on the other hand on appropriate  user interfaces, developers can improve the accessibility of their websites and applications for all users, including those with disabilities.

Some most common scenarios where ARIA been used for providing much needed great user experience :

• Drag and drop: Gmail allows users to drag and drop emails and attachments to move them between folders or compose new messages.

• Hashtags and mentions: Instagram uses ARIA to provide additional context and information about hashtags and mentions in posts and comments. 

• Carousel sliders: Amazon uses carousel sliders to showcase product images and information on various pages of the website.        

• on LinkedIn, when we add a new job experience to our profile, there is a drop-down menu where we can select the type of employment (e.g. full-time, part-time, self-employed, etc.). LinkedIn uses ARIA to provide additional information about this drop-down menu to users who are using assistive technology such as screen readers.

By using ARIA appropriately and sparingly, web developers can help ensure that their websites are accessible and usable for all users, including those with disabilities who are using assistive technology.

Some Useful ARIA Resources:

• The ARIA Role Matrix
• WAI ARIA Overview
• Accessibility API 
• ARIA HTML Tutorial - What is ARIA & Why it's Important to Use!
• Accessibility Fundamentals with Rob Dodson

Reflection of an experimental Instagram Survey data

Recently I circulated a Higher Ed accessibility survey in Instagram and the result was interesting. This is a reflection of 3 questions.

An experimental Instagram survey can be powerful for several reasons. First of all it is a large and diverse audience. Instagram has a massive user base, with over a billion active users worldwide. This makes it possible to reach a large and diverse audience for a survey, including people from different age groups, geographic locations, and backgrounds. Instagram surveys are easy to access and complete, as they can be completed within the Instagram app. Instagram surveys can provide real-time data collection, in a short time allowing researchers to quickly collect and analyze responses. 

According to this survey 100% said they believe universities should be more accessible. This data reflects that all the participants in the social media survey believe that universities should be more accessible. It is important to note, however, that this data does not provide any information about the reasoning behind this belief or the specific changes that the participants would like to see to make universities more accessible. Additionally, it is worth considering that this data only represents the opinions of the participants in the survey, and may not necessarily be representative of the wider population's views .

According to this survey 50% said they believe "assessments should be more accessible" and 50% agree assessments are accessible enough. This data does not provide any information about the specific assessments accessibility issues that participants are concerned about, or the changes they would like to see implemented to improve accessibility. 

If 100% of the respondents in a social media survey replied that the accommodation process needs improvement, it indicates that there is a widespread and significant issue with the accommodation process. It suggests that people who require accommodations are likely experiencing barriers, challenges, or frustrations when trying to access the accommodations they need.

    The 100% response rate is also significant because it suggests that the issue is not isolated to a small group of individuals, but rather affects everyone who requires accommodations. It may indicate that the current accommodation process is not meeting the needs of the diverse range of individuals who require accommodations, or that there are systemic issues that need to be addressed.

Although there are numerous accessibility automation tools available, as well as conferences, seminars, books, certifications, podcasts, and initiatives, the question of how accessible our surroundings truly are remains a significant concern.

WCAG 2.1 A , AA Diagram

 

image copyright: Debjani Roy, CPACC

Most organizations follow WCAG2.1 (Web Content Accessibility Guidelines 2.1) Level A and AA because it is an internationally recognized standard for web accessibility. WCAG2.1 is designed to make web content more accessible to people with disabilities, including visual, auditory, cognitive, and motor disabilities. By following these guidelines, organizations can ensure that their websites and digital content can be accessed by the widest possible audience, including people with disabilities.

Level A and AA are the most commonly followed levels because they address the most basic and important accessibility requirements, such as providing alternative text for images, providing captions for videos, and ensuring that web content can be navigated using a keyboard. These levels also provide a good balance between accessibility and practicality, as they can be implemented without significantly impacting the overall design and functionality of the website.

In addition, many organizations are required by law to comply with accessibility standards, and WCAG2.1 Level A and AA are often referenced in accessibility regulations and guidelines around the world. By following these standards, organizations can avoid legal issues and ensure that they are providing equal access to their digital content for all users.

What is accessibility violation in Higher Ed ? What are the possible violation points?

 

Accessibility violations can take many forms in Higher Ed, such as inaccessible websites or digital content, physical barriers in buildings or facilities, lack of accessible transportation, or failure to provide reasonable accommodations to individuals with disabilities. 

Inaccessible technology: This is a common reason for lawsuits as students with disabilities require accessible technology to access course materials, websites, and online resources.

    Examples- 

• Learning management systems (LMS) that do not support screen readers
•  PDF documents or images that do not have proper alt text or other descriptive information
•  Websites or web-based applications that are not designed to be keyboard-accessible
• Videos or multimedia content that do not have closed captions or audio descriptions
•  Online exams or assessments that are not compatible with assistive technologies

Inaccessible buildings or facilities: Higher education institutions must ensure that their physical facilities are accessible to students with disabilities. This includes accessible entrances, restrooms, classrooms, and other facilities.

    Examples- 

• Buildings that lack wheelchair ramps or accessible entrances 
• Restrooms that do not have sufficient space or grab bars
• Classrooms or lecture halls that do not have wheelchair-accessible seating or assistive listening devices
• Laboratories or research facilities that lack accessible equipment or workstations
• Dormitories or housing facilities that lack accessible entrances, elevators, or rooms

Inaccessible transportation: Institutions must ensure that transportation services are accessible to all students, including those with disabilities.

    Examples - 

• Buses or shuttles that do not have wheelchair lifts or ramps 
• Public transportation routes that do not have accessible stops 
• Lack of accessible parking spots for students with disabilities
• Inadequate signage for accessing and using accessible transportation services
• Lack of communication or coordination between transportation services and disability services offices

Inaccessible course materials: Institutions must provide accessible course materials to students with disabilities, which may include textbooks, lecture notes, and online resources.

    Examples -

• Printed materials that do not have alternative formats, such as braille, large print, or audio
• Inaccessible power point slides
• Videos or multimedia content that do not have closed captions or audio descriptions
• Online course content or websites that are not designed to be accessible
• Assessment materials that are not compatible with assistive technologies, such as screen readers or alternative input devices

Failure to provide accommodations: Institutions must provide reasonable accommodations to students with disabilities, such as extra time on exams, assistive technology, or note-taking assistance.

    Examples - 

• A student with a visual impairment requests access to course materials in an alternative format, but the institution does not provide the materials
• A student with a hearing impairment requests a sign language interpreter for a class, but the institution does not provide the interpreter
• A student with a mobility impairment requests an accessible classroom or laboratory, but the institution does not provide an accessible space
• A student with a mental health disability requests accommodations such as extended time or a distraction-reduced environment for exams, but the institution denies the request

Inadequate training or awareness: Higher education institutions must ensure that faculty, staff, and administrators are trained in disability awareness and how to provide reasonable accommodations.

    Examples -

• Faculty members who are not trained on how to design and deliver courses that are accessible to students with disabilities, resulting in inaccessible course materials 
• Staff members who are not aware of how to make accommodations or who are not trained on the proper use of assistive technologies, resulting in inadequate accommodations for students
• Administrators who are not aware of their obligations under the law, resulting in policies or practices that are discriminatory or exclusionary.
• Student services staff who are not trained on how to provide accessible services, resulting in inaccessible campus services such as counseling or career services.
• Information technology staff who are not trained on how to develop or procure accessible technology, resulting in inaccessible technology systems or websites.

Discrimination or harassment: Institutions may face lawsuits if they engage in discrimination or harassment against students with disabilities.

    Examples -

• A student with a disability is denied admission or enrollment based on their disability.
• A faculty member with a disability is denied tenure or promotion based on their disability.
• A student with a disability is subjected to bullying or harassment by other students.
• An employee with a disability is denied access to professional development opportunities.
• A student with a mental disability is disciplined or punished more harshly than other students.

Inaccessible events or activities: Institutions must ensure that events and activities are accessible to all students, including those with disabilities.

    Examples -

• A conference is held in a venue that is not accessible to attendees with mobility impairments, such as a venue that does not have accessible parking, ramps, or restrooms.
• A seminar is held in a room that does not have adequate acoustics or sound systems, making it difficult or impossible for attendees with hearing impairments.
• An event is held with inaccessible materials or formats, such as handouts or presentations that are not available in alternative formats.

Inadequate policies or procedures: Institutions must have policies and procedures in place to ensure that students with disabilities are not discriminated against and that they have access to all educational opportunities.

    Examples -

• A university does not have a policy in place to provide reasonable accommodations to students with disabilities.
• A university does not have a policy to ensure that its website or digital content is accessible.
• An institution does not have a policy to ensure that its facilities are accessible.
• An institution has policies that limit the use of assistive technologies or accommodations.

Final Thought - The world can become more accessible through a consistent and intentional approach with mindfulness. When accessibility is integrated into the core values and beliefs of an organization, it no longer feels like a mere job duty but rather a fundamental part of its identity.

Creating assistive-technology-friendly abbreviations

Generally speaking, screen readers do not recognize abbreviations and acronyms, and will read them as if they were regular English words. For example, the acronym "ITS" would not be read by screen readers as "I.T.S.", but rather as "It's". This can lead to confusion and misunderstandings, so it is important to be aware of this limitation when designing webpages and other digital documents.

Fixing abbreviation in word document

• Highlight the first instance of “ITS” in the document
• Press Ctrl + H to open the Find and Replace dialogue box
• In the Find what field you should now see “ITS” (without speech marks)
• In the Replace with field type “I T S” (with space)

End Goal - All instances of ITS throughout your document will now have effectively invisible spaces between their letters, and they will be read out letter-by-letter by all the major assistive technologies.

Manual Testing List

Manual testing requires a person to view and interact with the website or application. This type of testing is often done through user testing with people with disabilities, as they are experts in their lived experience and assistive technology. This is highly recommended, as it allows for an in-depth understanding of how the website or application works and how it can be improved for people with disabilities. 

Manual Testing Checklist 

Allow users to save data after a session timeout

Define status messages in markup

Don't use flashing lights

Get rid of background noise in audio

Describe errors to users

Make all functionality available through the keyboard

Make multiple types of input available

Make sure the user knows where they are

Make sure there are no keyboard traps

Make time limits adjustable or not essential

Prevent errors when handling legal and financial data

Provide ASL interpretation of video

Provide a way to expand abbreviations

Provide a way to pause audio that plays automatically

Provide a way to turn off character key shortcuts

Provide a way to turn off moving content and animation triggered by interaction

Provide a way to zoom in and resize text up to 200%

Provide audio descriptions of videos

Provide captions

Provide consistent UI components

Provide conventional interactions (instead of motion-activated interactions)

Provide media alternatives of video

Provide more than one way to locate a page

Provide pronunciation for ambiguous words

Provide the option to turn off interruptions

Use suggestion for corrections of errors

Use consistent navigation

Use hover and focus best practices

Use responsive layouts 

Use single-pointer gestures

Warn users about timeouts (No surprise to users)

Write descriptive link text   

Write clear instructions 

How expensive could an accessibility violation be?

 

Estimate Reading Time  - 10 min

The cost of an accessibility violation can vary greatly depending on a number of factors. These factors include the severity of the violation, the size of the company, the number of people affected, and the jurisdiction in which the violation occurs. Depending on these factors, a company may face a variety of potential costs if they violate digital accessibility standards. These costs can range from minor fines to more substantial legal fees, as well as the cost of making the necessary changes to ensure compliance with accessibility standards. In some cases, companies may even be liable for damages caused by their non-compliance. Ultimately, the cost of an accessibility violation can be significant, and it is important for companies to take the necessary steps to ensure their digital products are accessible to all users.

Legal Fees and Settlement - Companies that do not comply with accessibility standards may be subject to legal action from individuals or advocacy groups. This could lead to costly legal fees and settlements, which can vary greatly in amount. If the violation affects a large group of people, the legal fees and settlements can be especially high. 

Damage to Brand Reputation- Accessibility violations can have a detrimental effect on a company's brand reputation, especially if the violation is brought to the public's attention. This can lead to negative publicity, which can be difficult to recover from. Not only does this have an impact on the company's reputation, but it can also lead to a loss of customers and a decrease in sales. 

Loss of Customer Revenue - If a company's digital assets are not accessible to individuals with disabilities, it can have a significant impact on the company's bottom line. Customers with disabilities may choose to take their business elsewhere, resulting in lost revenue and decreased customer loyalty. This can have a detrimental effect on the company's long-term success.

Cost of Remediation - If a company is found to be in violation of accessibility standards, they may need to invest in remediation efforts to bring their digital assets into compliance. This can be a costly endeavor, as it may involve hiring consultants or developers, purchasing software, and redesigning digital assets. Depending on the severity of the violation, the cost of remediation can be significant, especially if the violation is widespread.

Fines and Penalties - The amount of the fine or penalty can differ depending on the jurisdiction and the seriousness of the violation. For example, a company may face a larger fine if they are found to have willfully disregarded accessibility standards, compared to a company that made an unintentional mistake. It is important for companies to be aware of the accessibility standards in their jurisdiction, as they may face serious consequences if they are found to be in violation.

Graph: ADA Title III Website Accessibility Lawsuits in Federal Court 2017-2022: 2017: 814; 2018: 2,258 (177% increase from 2017); 2019: 2,256 (.01% decrease from 2018), 2020: 2,523 (12% increase from 2019); 2021: 2,895 (14% increase from 2020); 2022: 3,255 (12% increase from 2021). *The number of cases that could be identified through a diligent search.

In summary, the cost of an accessibility violation can be significant, both in terms of legal fees and settlements, as well as the loss of customers and revenue, damage to brand reputation, cost of remediation, and potential fines or penalties. 

How to ensure digital accessibility is maintained in your organization? Is it extremally tricky or achievable ?  

Digital accessibility is an essential component of ensuring that people with disabilities can access and use digital content, such as websites, mobile applications, and other digital assets. The Americans with Disabilities Act (ADA) is a federal law that prohibits discrimination against people with disabilities and requires businesses to make their products and services accessible to everyone, including those with disabilities. To ensure digital accessibility in accordance with the ADA, companies should take the steps like provide clear and understandable instructions for using the digital content, ensure that the content is compatible with assistive technologies, provide alternative text for images, use high-contrast colors for text, and provide captions for videos. Here are some basic thumb rule to ensure ongoing accessibility. 

Conduct an accessibility audit - Companies should perform an accessibility audit of their digital assets to identify any potential accessibility barriers that may exist. 

Create an accessibility policy - Companies should create an accessibility policy that outlines their commitment to accessibility and the steps they will take to ensure that their digital assets are accessible to individuals with disabilities.

Provide alternative formats - Companies should provide alternative formats for digital content, such as audio descriptions, captioning, and transcripts, to ensure that individuals with disabilities can access and use the content.

Use accessible design and development techniques - Companies should use accessible design and development techniques, and follow Perceivable, Operable, Understandable and Robust principles (P.O.U.R)

Train employees on accessibility - Companies should provide periodic training to employees on accessibility guidelines and techniques to ensure that employees been given the knowledge to maintain accessible digital assets.

Conduct ongoing testing - Companies should conduct ongoing testing to ensure that their digital assets remain accessible over time. This testing should be a combination of automated accessibility testing tools and manual testing.

Provide a way for users to report accessibility issues: Companies should provide a clear way for users to report any accessibility issues they encounter.

Here are a few examples of high-profile accessibility violation cases:

Target: In 2008, Target was sued by the National Federation of the Blind for failing to make its website accessible to individuals with disabilities. In 2009, Target settled the case for $6 million and agreed to make its website accessible.

H&R Block: In 2014, H&R Block was sued by the National Federation of the Blind for failing to make its website and mobile applications accessible to individuals with disabilities. In 2016, H&R Block settled the case for $9 million and agreed to make its digital assets accessible.

Netflix: In 2012, the National Association of the Deaf sued Netflix for failing to provide closed captions for its streaming video content. In 2013, Netflix settled the case for an undisclosed amount and agreed to provide closed captions for all of its streaming video content.

Who can inform about a violation? The simplest answer is anyone.

The Department of Justice (DOJ) is responsible for enforcing the Americans with Disabilities Act (ADA) and ensuring that companies comply with digital accessibility standards. Individuals or organizations can contact the DOJ to report a company's digital accessibility violation. Here are a few ways to contact the DOJ:

Online complaint form: The DOJ has an online complaint form where individuals can report accessibility violations. The form asks for information about the company and the nature of the violation.

Phone: Individuals can call the DOJ's toll-free ADA Information Line at 800-514-0301 (voice) or 800-514-0383 (TTY) to report accessibility violations.

Email: Individuals can email the DOJ at ada.complaint@usdoj.gov to report accessibility violations.

Mail: Individuals can send a written complaint to the Disability Rights Section of the Civil Rights Division at the following address:

U.S. Department of Justice

Civil Rights Division

Disability Rights Section

950 Pennsylvania Avenue, NW

Washington, D.C. 20530

When reporting an accessibility violation, individuals should provide as much detail as possible about the violation, including the company's name, website URL, and the nature of the accessibility barrier. The DOJ will investigate the complaint and take appropriate action to ensure that the company is compliant with accessibility standards.

WCAG 2.1 (Web Content Accessibility Guidelines 2.1) at a glance : 78 Success Criteria (Level A,AA,AAA)

 WCAG 2.1 (Web Content Accessibility Guidelines 2.1) is a set of guidelines developed by the W3C (World Wide Web Consortium) to ensure that web content is accessible to people with disabilities. WCAG 2.1 is an update to the original WCAG 2.0 guidelines and includes additional success criteria to improve accessibility. Some of the key success criteria in WCAG 2.1 include:

Non-text Content: All non-text content that is presented to the user should have a text alternative that serves the same purpose as the non-text content.

Time-based Media: All pre-recorded audio and video content should have captions, and all live audio and video content should have both captions and an audio description.

Adaptable: Content should be presented in a way that is easy to understand and navigate, regardless of the user's abilities or the technology they are using.

Distinguishable: Content should be presented in a way that makes it easy to see and hear, including providing sufficient color contrast, ensuring that text is resizable, and minimizing background noise.

Keyboard Accessible: All functionality should be available through a keyboard interface, allowing users to navigate and interact with content without relying on a mouse.

Enough Time: Users should have enough time to read and use the content, including providing enough time to complete tasks, and avoiding time limits for completing tasks.

Seizures and Physical Reactions: Content should be designed in a way that does not cause seizures or physical reactions in users with photosensitive epilepsy or other sensitivities.

Navigable: Content should be organized in a way that makes it easy to navigate and understand, including using headings, labels, and other organizational tools.

Input Modalities: All functionality should be available through a variety of input methods, including touchscreens, keyboards, and voice commands.

Readable: Content should be presented in a way that is easy to read, including providing sufficient spacing between lines of text, using easy-to-read fonts, and avoiding text that is too small.

Predictable: Make web pages available in a predictable way.

Input Assistance: Help users to avoid and correct mistakes. If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text. If an input error is automatically detected and suggestions for correction are known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content.

Compatible: Maximize compatibility with current and future user agents, including assistive technologies.

These success criteria are designed to help make web content more accessible to people with disabilities, ensuring that everyone has equal access to information and functionality on the web.

Why we should follow WCAG 2.1 guideline for Digital Accessibility?

Legal Compliance: In many countries, including the United States, following the WCAG guidelines is a legal requirement for public and government websites. Failure to comply with these guidelines can result in legal action against the website owner or operator.

Ethical Responsibility: Making web content accessible to people with disabilities is a matter of social responsibility and ethical considerations. All individuals should have equal access to information and services provided online.

Increased Audience: By following the WCAG guidelines, websites can ensure that they are accessible to a wider audience. This includes people with visual, auditory, physical, and cognitive disabilities who may otherwise be excluded from accessing the website.

Improved User Experience: Web content that is accessible to people with disabilities often has benefits for all users, as it is typically more user-friendly, navigable, and readable.

Future-Proofing: Following the WCAG guidelines ensures that your website will be compatible with future technologies and devices, which is important as technology continues to evolve and expand.

Overall, following WCAG 2.1 guidelines is important to ensure that your website is accessible to all individuals, including those with disabilities. It not only meets legal requirements but also reflects ethical responsibilities and best practices for creating a better online experience for all users.

Importance of Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is important to implement in universities because it is a framework for designing learning experiences that are accessible and effective for all students, including those with disabilities and diverse learning needs. UDL involves providing multiple means of representation, expression, and engagement to support student learning and achievement.

By providing multiple means of representation, instructors can create a more inclusive and effective learning environment that meets the needs of all students, supports their diverse learning needs and preferences, and promotes academic success.

By providing multiple means of expression, instructors can create a more inclusive and effective learning environment that meets the needs of all students, supports their diverse learning needs and preferences, and promotes academic success.

Multiple means of engagement, in particular, can improve grades by increasing student motivation, interest, and involvement in learning. When students are engaged and interested in what they are learning, they are more likely to retain information, participate in class discussions, and apply what they have learned to new situations.

Examples of multiple means of representation include:

Text alternatives: Providing text alternatives to visual content, such as captions or transcripts for videos, can make content more accessible to students who are deaf or hard of hearing, or those who prefer to read instead of watch.

Visual supports: Providing visual supports such as images, diagrams, or graphic organizers can help students better understand complex concepts or relationships.

Audio supports: Providing audio supports such as narrated lectures, podcasts, or audio descriptions can help students who have difficulty reading or who prefer to learn by listening.

Different modalities: Presenting information in different modalities, such as text, audio, or video, can support diverse learners and help them better understand and retain information.

Multiple levels of complexity: Presenting information at different levels of complexity can support learners with different levels of prior knowledge or ability.

Cultural relevance: Incorporating culturally relevant content or perspectives can help students from diverse backgrounds better connect with and understand the material.

Examples of multiple means of expression include:

Oral expression: Allowing students to give presentations, participate in class discussions, or record audio responses can give them the opportunity to demonstrate their understanding of the material and express their ideas verbally.

Visual expression: Allowing students to create diagrams, charts, or other visual aids can give them the opportunity to demonstrate their understanding of the material and express their ideas visually.

Digital media expression: Allowing students to create videos, podcasts, or other digital media projects can give them the opportunity to demonstrate their understanding of the material and express their ideas in a creative and engaging way.

Performance-based expression: Allowing students to demonstrate their understanding of the material through role-playing, simulations, or other performance-based activities can give them the opportunity to engage with the material in a hands-on and experiential way.

Flexible options for completion: Allowing students to choose how they want to demonstrate their understanding of the material, such as through a written essay or an oral presentation, can give them the opportunity to showcase their strengths and preferences.

Examples of multiple means of engagement include:

Varied approaches to content: presenting content in different formats, such as videos, audio recordings, or interactive activities, can engage students with different learning preferences.

Choice and autonomy: giving students options to choose how they learn and demonstrate their understanding can increase motivation and engagement.

Collaborative learning: providing opportunities for students to work together in groups can increase engagement and foster social connections.

Games and simulations: using games or simulations to teach concepts or skills can increase engagement and make learning more fun.

Real-world relevance: connecting learning to real-world situations and applications can increase engagement by demonstrating the practical value of what students are learning.

Connection Between The Americans with Disabilities Act (ADA) and Universities

 

College and university students and applicants with disabilities have the same rights to a quality education as any other student. Federal and state anti-discrimination laws protect those with disabilities from being discriminated against based on their disability. These laws ensure that students with disabilities have equal access to higher education opportunities and that they are treated fairly throughout the admissions process.

The Americans with Disabilities Act (ADA) is a federal law that prohibits discrimination against people with disabilities in all areas of public life, including education. Under the ADA, colleges and universities must provide reasonable accommodations to students with disabilities, such as providing accessible classrooms, providing assistive technology, and making sure that exams are accessible. Additionally, the ADA prohibits colleges and universities from asking applicants about their disability status or requiring them to provide medical documentation of their disability.

Title III of the Americans with Disabilities Act (ADA) prohibits disability-based discrimination by private colleges and universities, as well as other businesses and nonprofit service providers. These entities are referred to as “public accommodations” and are subject to the same protections as those provided by Title II of the ADA, which covers state and local governmental entities, including public colleges and universities.

The protections provided by Title III of the ADA include nondiscrimination requirements that prohibit exclusion, segregation, and unequal treatment of people with disabilities. Additionally, colleges and universities must provide reasonable accommodations to people with disabilities in order to ensure that they have equal access to higher education services. Furthermore, Title III of the ADA outlines architectural standards for new and altered buildings, as well as requirements for reasonable modifications to policies, practices, and procedures, and the removal of barriers in existing buildings when it is readily achievable to do so.

In conclusion, Title III of the Americans with Disabilities Act provides important protections for people with disabilities in private colleges and universities, as well as other businesses and nonprofit service providers. These protections ensure that people with disabilities have equal access to higher education services, and that they are not excluded, segregated, or treated unequally. Furthermore, the ADA outlines architectural standards and other access requirements that must be met in order to ensure that people with disabilities are provided with the same opportunities as those without disabilities.

The Fair Housing Act (FHA) is another federal law that prohibits discrimination against people with disabilities in housing. This law applies to college and university housing, and it requires that colleges and universities make reasonable accommodations for students with disabilities. This includes providing accessible housing, providing assistive technology, and making sure that all housing facilities are accessible.

In conclusion, college and university students and applicants with disabilities are protected against disability-based discrimination by federal and state anti-discrimination laws. These laws ensure that students with disabilities have equal access to higher education opportunities and that they are treated fairly throughout the admissions process. Colleges and universities must provide reasonable accommodations for students with disabilities and must not discriminate against them in any way.

A reflection of my IAAP Certified Professional in Accessibility Core Competencies (CPACC) Journey :

A reflection of my CPACC journey - After months of hard work and dedication, I am proud to say that I have finally achieved IAAP CPACC (Certified Professional in Accessibility Core Competencies) certification. It was a long and difficult journey, but I am so proud of my accomplishment. All of the late nights studying and the hard work that I put in has paid off, and I am so grateful for the opportunity to have achieved this.

My simple and result driven study approach -

1. Utilizing Deque University's full study material for CPACC certification. I purchased the material and used it extensively.
2. I read through the whole Body of Knowledge (BoK), outline, and sample questions provided by Accessibility Association as well.
3. I created approximately 400 flash cards and used them extensively.
4. Finally I went through the linked materials available through the Deque course as well as the Body of Knowledge (BoK) to have a good understanding.

The Exam - The exam questions are more conceptual. You can not simply memorize stuff and pass this exam. Better to have a good understanding and try to study with an interconnection between different topics . Reading different research paper and publications will help. 

UD/ UDL - Try to understand the Universal design of learning with practical examples and a deep understanding. Those questions will be simple and tricky at the same time. While studying universal design of learning try to make a connection  with brain network. 

Management strategy- For accessibility laws and management strategy , you need to study the management strategy with a good understanding. There will be multiple tricky questions related to management strategy. So put yourself as a management personnel who is responsible for procuring ICT and who is responsible for creating an organizational culture of accessibility to have a better chance to score high in this section.

Laws - Try to remember the laws by using a flow chart. It will help you to understand and memorize the information later. 

                                 

Sample tree diagram for accessibility laws

Disabilities - Try to study in a contrast and compare format for different disabilities. For example which assistive technology is common among different disabilities ? How screen reader been originally for people of vision impairment but now been used heavily by students with cognitive disability as well ? 

sample flow chart for different accessibilities

Flash Cards - Create and go through your flash cards daily to have a good control over the entire knowledge. Perfection will come from repetitive study. 

Wrapping up - Overall, I would say that this was one of the most challenging exams I have ever had to study for. This was mainly due to the sheer amount of information that I had to learn. Despite the difficulty of the preparation, I believe that passing the exam and having the foundational knowledge was worth the effort.