Activities consisting of, but not limited to caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working.
Published in Chapter:
Is It Accessible?: Ensuring Accessibility in Higher Education During a Global Pandemic
Michael John Kutnak (Queens University of Charlotte, USA)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-6557-5.ch020
Abstract
This chapter discusses the role of accessibility in higher education institutions during the COVID-19 global pandemic. Under the law, administrators in higher education are obligated to provide accessible programs and services to students. They are also required to provide accessible work environments for employees. Administrators also have other incentives for doing so, such as building a sense of community. As a result of the shift to hybrid and or totally virtual delivery models of instruction, institutional administrators need a research-based methodology to assess their programs and services for accessibility consideration. This chapter provides higher education administrators with such a methodology. It also makes recommendations for creating return to campus plans, including how universal design can be implemented as part of the plan.