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

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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]
Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Doing the "Extra Work:" Faculty Training in Universal Design and Accessibility (Practice Brief).
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  Data: <searchLink fieldCode="AR" term="%22Nover%2C+Cynthia+H%2E%22">Nover, Cynthia H.</searchLink><relatesTo>1</relatesTo><i> cnover@ewu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Postsecondary+Education+%26+Disability%22">Journal of Postsecondary Education & Disability</searchLink>. Summer2026, Vol. 39 Issue 2, p207-212. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+inclusion%22">Digital inclusion</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Universal+design%22">Universal design</searchLink><br /><searchLink fieldCode="DE" term="%22Web+accessibility%22">Web accessibility</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Postsecondary Education & Disability is the property of Association on Higher Education & Disability (AHEAD) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Instructional systems design
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              Text: Summer2026
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