Doing the "Extra Work:" Faculty Training in Universal Design and Accessibility (Practice Brief).

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Bibliographic Details
Title:	Doing the "Extra Work:" Faculty Training in Universal Design and Accessibility (Practice Brief).
Authors:	Nover, Cynthia H.¹ cnover@ewu.edu
Source:	Journal of Postsecondary Education & Disability. Summer2026, Vol. 39 Issue 2, p207-212. 6p.
Subject Terms:	Higher education, Digital inclusion, Instructional systems design, Teacher development, *Online education, Universal design, Web accessibility
Abstract:	In the context of the Title II revision requiring digital accessibility at publicly funded institutions, faculty are expected to design accessible courses but may not have sufficient training about online learning. This article describes a faculty digital accessibility training course and the implementation of course concepts following participation. Intended outcomes were improvement in faculty confidence and inclusion of universal design and digital accessibility in course design. Qualitative data were collected through faculty interviews to evaluate program effectiveness. Changes faculty made include utilizing accessibility checkers, creating accessible recordings of lectures with captions, consulting with technology staff, and changing assignment types and instructions. Barriers to implementing content were perceived lack of knowledge, time, and administrative support. Recommendations for institutions wanting to implement similar programs include considerations about timing, academic discipline, ongoing mentorship and institutional support. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In the context of the Title II revision requiring digital accessibility at publicly funded institutions, faculty are expected to design accessible courses but may not have sufficient training about online learning. This article describes a faculty digital accessibility training course and the implementation of course concepts following participation. Intended outcomes were improvement in faculty confidence and inclusion of universal design and digital accessibility in course design. Qualitative data were collected through faculty interviews to evaluate program effectiveness. Changes faculty made include utilizing accessibility checkers, creating accessible recordings of lectures with captions, consulting with technology staff, and changing assignment types and instructions. Barriers to implementing content were perceived lack of knowledge, time, and administrative support. Recommendations for institutions wanting to implement similar programs include considerations about timing, academic discipline, ongoing mentorship and institutional support. [ABSTRACT FROM AUTHOR]
ISSN:	23797762