{"id":4,"date":"2024-01-26T17:14:21","date_gmt":"2024-01-26T17:14:21","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/hccdigitalaccessibility\/?p=4"},"modified":"2026-04-20T15:24:46","modified_gmt":"2026-04-20T15:24:46","slug":"introduction","status":"publish","type":"front-matter","link":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/front-matter\/introduction\/","title":{"raw":"Introduction to Digital Accessibility for Teaching and Learning: A Practical Guide for Higher Education","rendered":"Introduction to Digital Accessibility for Teaching and Learning: A Practical Guide for Higher Education"},"content":{"raw":"<h2>Digital Accessibility for Teaching and Learning: A Practical Guide for Higher Education<\/h2>\r\nhttps:\/\/youtu.be\/Akm8JA5gcbc\r\n\r\nDigital accessibility in higher education is both a legal responsibility and a teaching practice that supports full participation and student success. When course materials, media, documents, and web content are designed accessibly, more learners can engage fully and independently.\r\n\r\nThis chapter introduces the foundations of digital accessibility, explains the relevance of the <a href=\"https:\/\/www.ada.gov\/resources\/2024-03-08-web-rule\/\">ADA Title II web rule<\/a>, and explores how accessibility strengthens teaching and learning. It also examines how AI tools can support accessibility work when they are used thoughtfully and reviewed by humans.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Learning Objectives<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBy the end of this chapter, you should be able to:\r\n<ul>\r\n \t<li>Explain why digital accessibility matters in higher education from legal, educational, and ethical perspectives.<\/li>\r\n \t<li>Summarize the ADA Title II web and mobile accessibility rule and its implications for public institutions.<\/li>\r\n \t<li>Describe the core principles of accessible digital design at a high level.<\/li>\r\n \t<li>Identify practical strategies for improving accessibility in course materials.<\/li>\r\n \t<li>Evaluate the role of AI in supporting accessibility while recognizing its limitations.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-terms\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Key Terms<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><strong>Accessibility:<\/strong> Designing content so people with disabilities can access and use the content.<\/li>\r\n \t<li><strong>Alternative Text (Alt Text):<\/strong> A description of an image for users who cannot see the image.<\/li>\r\n \t<li><strong>Assistive Technology:<\/strong> Tools like screen readers or voice input that support access to digital content.<\/li>\r\n \t<li><strong>Captions:<\/strong> Text that represents spoken audio in video.<\/li>\r\n \t<li><strong>Digital Accessibility:<\/strong> Designing digital content so it can be accessed, used, and understood by all learners.<\/li>\r\n \t<li><strong>Moral Imperative:<\/strong> A moral imperative is something that a person feels they are ethically or morally obligated to do, not because of laws or external pressure, but because it is the <em>right thing to do<\/em> according to their values or principles.<\/li>\r\n \t<li><strong>Transcript:<\/strong> A written version of audio content.<\/li>\r\n \t<li><strong>WCAG:<\/strong> Web Content Accessibility Guidelines used to guide accessible design.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3>Why Digital Accessibility Matters<\/h3>\r\nStudents interact with course content through websites, learning management systems, documents, videos, and mobile applications. When these materials are not accessible, learners may encounter barriers that prevent full participation in their courses and programs.\r\n\r\nAccessible design supports a wide range of learners, including those with permanent disabilities, temporary conditions, and situational limitations. It also improves usability for everyone through clearer structure, better navigation, and flexible ways to engage with content.\r\n<div class=\"textbox textbox--tip\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Teaching Perspective<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAccessibility is most effective when it is built into course design from the beginning, rather than added after barriers are identified.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>The Moral Imperative Beyond the Law<\/h3>\r\nAccessibility is not only a matter of compliance. It is also a <strong>legal and moral imperative<\/strong> in higher education. Educators have a responsibility to ensure that students can access course content, participate fully in learning, and engage independently with digital materials. When accessibility is overlooked, unnecessary barriers can limit student participation and success.\r\n\r\nPrioritizing accessibility helps create learning environments that are both compliant and effective. It supports student independence, strengthens course design, and reinforces the responsibility of institutions and educators to reduce barriers before they affect learning.\r\n<div class=\"textbox textbox--accessibility\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Accessibility Check<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Does this content reduce barriers before students encounter them?<\/li>\r\n \t<li>Can learners engage with the material in multiple ways?<\/li>\r\n \t<li>Is the experience effective for users of assistive technology?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3>ADA Title II and the 2027 Accessibility Deadline<\/h3>\r\nIn April 2027, the U.S. Department of Justice updated Title II of the Americans with Disabilities Act to include specific digital accessibility requirements.\r\n\r\nThe <span data-teams=\"true\">\u00a0<a id=\"menur1ja\" class=\"fui-Link ___1q1shib f2hkw1w f3rmtva f1ewtqcl fyind8e f1k6fduh f1w7gpdv fk6fouc fjoy568 figsok6 f1s184ao f1mk8lai fnbmjn9 f1o700av f13mvf36 f1cmlufx f9n3di6 f1ids18y f1tx3yz7 f1deo86v f1eh06m1 f1iescvh fhgqx19 f1olyrje f1p93eir f1nev41a f1h8hb77 f1lqvz6u f10aw75t fsle3fq f17ae5zn\" title=\"https:\/\/public-inspection.federalregister.gov\/2026-07663.pdf?utm\" href=\"https:\/\/public-inspection.federalregister.gov\/2026-07663.pdf?utm\" rel=\"noreferrer noopener\" aria-label=\"Link DEPARTMENT OF JUSTICE 28 CFR Part 35\">DEPARTMENT OF JUSTICE 28 CFR Part 35<\/a>\u00a0 states that a <\/span>compliance date for State and local government entities with a total population of 50,000 or more is extended from April 24, 2026, to April 26, 2027.\r\n<h4>What This Means for Educators<\/h4>\r\n<ul>\r\n \t<li>Required digital course materials should be designed and maintained to meet applicable accessibility requirements and reduce barriers for students with disabilities.<\/li>\r\n \t<li>Digital tools and platforms must support accessibility.<\/li>\r\n \t<li>Accessibility should be part of course design, not an afterthought.<\/li>\r\n<\/ul>\r\n<div class=\"textbox textbox--tip\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Practical Tip<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nStart with the materials students use most often. Improving high-impact content first can significantly increase access.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Core Principles of Accessible Design<\/h3>\r\nAccessible digital content is guided by four core principles: content should be perceivable, operable, understandable, and robust. Together, these principles provide a practical framework for thinking about accessibility across different types of course content.\r\n\r\nRather than memorizing technical standards at this stage, instructors can begin by asking simple questions: Can students perceive the content? Can they navigate it? Can they understand it? Will it work with assistive technologies?\r\n<h3>Using AI to Support Accessibility<\/h3>\r\nAI tools can support accessibility work across multiple areas, but they must be used carefully and always reviewed by a human.\r\n<h4>Text Accessibility<\/h4>\r\nAI tools can help simplify complex language, suggest clearer wording, and improve organization for student audiences. These suggestions should still be reviewed for accuracy and tone.\r\n<h4>Image Accessibility<\/h4>\r\nAI can help draft alt text for photographs, diagrams, and charts. Human review remains essential to ensure that the alt text reflects the instructional purpose of the image.\r\n<h4>Video and Audio Accessibility<\/h4>\r\nAI transcription tools can generate captions and transcripts. These outputs should always be reviewed and corrected, especially for punctuation, speaker identification, technical vocabulary, and accuracy.\r\n<h4>Interactive Content<\/h4>\r\nAI tools can help identify accessibility barriers in forms, navigation, and interactive materials. They can support accessibility work, but they do not replace testing and manual review.\r\n<div class=\"textbox textbox--warning\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Important Note About AI<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAI can assist with accessibility tasks, but it cannot replace human judgment. Always review AI-generated content for accuracy, clarity, and instructional purpose.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Getting Started<\/h3>\r\nAccessibility is an ongoing practice. Begin by using clear headings, descriptive links, meaningful alt text, and captions for multimedia. Small improvements can make a significant difference for learners.\r\n\r\nIn the next chapter, you will explore accessibility standards in more detail, including how to evaluate content using WCAG and how to apply accessibility guidelines in practice.\r\n<div class=\"textbox textbox--summary\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Chapter Summary<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nDigital accessibility is a legal requirement, a teaching responsibility, and an ethical commitment. The ADA Title II web rule establishes clear expectations, while accessibility practices support stronger learning experiences. AI tools can assist accessibility work, but human review remains essential.\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Key Takeaways<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Accessibility improves learning for all students.<\/li>\r\n \t<li>The ADA Title II rule creates clear expectations for digital accessibility.<\/li>\r\n \t<li>Accessibility is both a legal and ethical responsibility.<\/li>\r\n \t<li>Simple design choices can reduce barriers significantly.<\/li>\r\n \t<li>AI can support accessibility work but requires human review.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Review Questions<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ol>\r\n \t<li>Why is accessibility important beyond legal compliance?<\/li>\r\n \t<li>What does the ADA Title II rule require?<\/li>\r\n \t<li>How does accessibility support student participation and success?<\/li>\r\n \t<li>What role can AI play in accessibility work?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<h3 class=\"textbox__title\">Further Reading<\/h3>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\">Web Content Accessibility Guidelines (WCAG) Overview<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.ada.gov\/resources\/web-rule-first-steps\/\">ADA Title II Web Rule: First Steps Toward Compliance<\/a><\/li>\r\n \t<li><a href=\"https:\/\/webaim.org\/intro\/\">Introduction to Web Accessibility (WebAIM)<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.section508.gov\/\">Section 508 Accessibility Requirements<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\">Universal Design for Learning (CAST)<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.w3.org\/WAI\/fundamentals\/accessibility-intro\/\">W3C Introduction to Accessibility<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n\r\n<hr \/>\r\n\r\n<div class=\"textbox\">\r\n<h3>Licenses and Attribution<\/h3>\r\n<h4>CC Licensed Content, Original<\/h4>\r\nCC Licensed Content, Original. This educational material includes AI-generated content from ChatGPT by OpenAI. The original content created by Josh Hill, Neida Abraham, and Emiliana Olavarrieta from Hillsborough College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). All images in this textbook generated with DALL\u00b7E are licensed under the terms provided by OpenAI, allowing their use, modification, and distribution with appropriate attribution.\r\n<h4>Other Licensed Content<\/h4>\r\nHill, J. S. (2026). <em>Digital accessibility in higher education: Introduction<\/em> [AI-generated video]. Synthesia. CC BY-NC 4.0.\r\n\r\n<strong>Introduction to Web Accessibility and W3C Standards<\/strong>\r\nW3C Web Accessibility Initiative (WAI)\r\nLicense: Standard YouTube License.\r\n\r\n<\/div>","rendered":"<h2>Digital Accessibility for Teaching and Learning: A Practical Guide for Higher Education<\/h2>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Digital Accesibility In Higher Education Introduction\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Akm8JA5gcbc?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Digital accessibility in higher education is both a legal responsibility and a teaching practice that supports full participation and student success. When course materials, media, documents, and web content are designed accessibly, more learners can engage fully and independently.<\/p>\n<p>This chapter introduces the foundations of digital accessibility, explains the relevance of the <a href=\"https:\/\/www.ada.gov\/resources\/2024-03-08-web-rule\/\">ADA Title II web rule<\/a>, and explores how accessibility strengthens teaching and learning. It also examines how AI tools can support accessibility work when they are used thoughtfully and reviewed by humans.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Learning Objectives<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>By the end of this chapter, you should be able to:<\/p>\n<ul>\n<li>Explain why digital accessibility matters in higher education from legal, educational, and ethical perspectives.<\/li>\n<li>Summarize the ADA Title II web and mobile accessibility rule and its implications for public institutions.<\/li>\n<li>Describe the core principles of accessible digital design at a high level.<\/li>\n<li>Identify practical strategies for improving accessibility in course materials.<\/li>\n<li>Evaluate the role of AI in supporting accessibility while recognizing its limitations.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-terms\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Key Terms<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><strong>Accessibility:<\/strong> Designing content so people with disabilities can access and use the content.<\/li>\n<li><strong>Alternative Text (Alt Text):<\/strong> A description of an image for users who cannot see the image.<\/li>\n<li><strong>Assistive Technology:<\/strong> Tools like screen readers or voice input that support access to digital content.<\/li>\n<li><strong>Captions:<\/strong> Text that represents spoken audio in video.<\/li>\n<li><strong>Digital Accessibility:<\/strong> Designing digital content so it can be accessed, used, and understood by all learners.<\/li>\n<li><strong>Moral Imperative:<\/strong> A moral imperative is something that a person feels they are ethically or morally obligated to do, not because of laws or external pressure, but because it is the <em>right thing to do<\/em> according to their values or principles.<\/li>\n<li><strong>Transcript:<\/strong> A written version of audio content.<\/li>\n<li><strong>WCAG:<\/strong> Web Content Accessibility Guidelines used to guide accessible design.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>Why Digital Accessibility Matters<\/h3>\n<p>Students interact with course content through websites, learning management systems, documents, videos, and mobile applications. When these materials are not accessible, learners may encounter barriers that prevent full participation in their courses and programs.<\/p>\n<p>Accessible design supports a wide range of learners, including those with permanent disabilities, temporary conditions, and situational limitations. It also improves usability for everyone through clearer structure, better navigation, and flexible ways to engage with content.<\/p>\n<div class=\"textbox textbox--tip\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Teaching Perspective<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Accessibility is most effective when it is built into course design from the beginning, rather than added after barriers are identified.<\/p>\n<\/div>\n<\/div>\n<h3>The Moral Imperative Beyond the Law<\/h3>\n<p>Accessibility is not only a matter of compliance. It is also a <strong>legal and moral imperative<\/strong> in higher education. Educators have a responsibility to ensure that students can access course content, participate fully in learning, and engage independently with digital materials. When accessibility is overlooked, unnecessary barriers can limit student participation and success.<\/p>\n<p>Prioritizing accessibility helps create learning environments that are both compliant and effective. It supports student independence, strengthens course design, and reinforces the responsibility of institutions and educators to reduce barriers before they affect learning.<\/p>\n<div class=\"textbox textbox--accessibility\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Accessibility Check<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Does this content reduce barriers before students encounter them?<\/li>\n<li>Can learners engage with the material in multiple ways?<\/li>\n<li>Is the experience effective for users of assistive technology?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>ADA Title II and the 2027 Accessibility Deadline<\/h3>\n<p>In April 2027, the U.S. Department of Justice updated Title II of the Americans with Disabilities Act to include specific digital accessibility requirements.<\/p>\n<p>The <span data-teams=\"true\">\u00a0<a id=\"menur1ja\" class=\"fui-Link ___1q1shib f2hkw1w f3rmtva f1ewtqcl fyind8e f1k6fduh f1w7gpdv fk6fouc fjoy568 figsok6 f1s184ao f1mk8lai fnbmjn9 f1o700av f13mvf36 f1cmlufx f9n3di6 f1ids18y f1tx3yz7 f1deo86v f1eh06m1 f1iescvh fhgqx19 f1olyrje f1p93eir f1nev41a f1h8hb77 f1lqvz6u f10aw75t fsle3fq f17ae5zn\" title=\"https:\/\/public-inspection.federalregister.gov\/2026-07663.pdf?utm\" href=\"https:\/\/public-inspection.federalregister.gov\/2026-07663.pdf?utm\" rel=\"noreferrer noopener\" aria-label=\"Link DEPARTMENT OF JUSTICE 28 CFR Part 35\">DEPARTMENT OF JUSTICE 28 CFR Part 35<\/a>\u00a0 states that a <\/span>compliance date for State and local government entities with a total population of 50,000 or more is extended from April 24, 2026, to April 26, 2027.<\/p>\n<h4>What This Means for Educators<\/h4>\n<ul>\n<li>Required digital course materials should be designed and maintained to meet applicable accessibility requirements and reduce barriers for students with disabilities.<\/li>\n<li>Digital tools and platforms must support accessibility.<\/li>\n<li>Accessibility should be part of course design, not an afterthought.<\/li>\n<\/ul>\n<div class=\"textbox textbox--tip\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Practical Tip<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Start with the materials students use most often. Improving high-impact content first can significantly increase access.<\/p>\n<\/div>\n<\/div>\n<h3>Core Principles of Accessible Design<\/h3>\n<p>Accessible digital content is guided by four core principles: content should be perceivable, operable, understandable, and robust. Together, these principles provide a practical framework for thinking about accessibility across different types of course content.<\/p>\n<p>Rather than memorizing technical standards at this stage, instructors can begin by asking simple questions: Can students perceive the content? Can they navigate it? Can they understand it? Will it work with assistive technologies?<\/p>\n<h3>Using AI to Support Accessibility<\/h3>\n<p>AI tools can support accessibility work across multiple areas, but they must be used carefully and always reviewed by a human.<\/p>\n<h4>Text Accessibility<\/h4>\n<p>AI tools can help simplify complex language, suggest clearer wording, and improve organization for student audiences. These suggestions should still be reviewed for accuracy and tone.<\/p>\n<h4>Image Accessibility<\/h4>\n<p>AI can help draft alt text for photographs, diagrams, and charts. Human review remains essential to ensure that the alt text reflects the instructional purpose of the image.<\/p>\n<h4>Video and Audio Accessibility<\/h4>\n<p>AI transcription tools can generate captions and transcripts. These outputs should always be reviewed and corrected, especially for punctuation, speaker identification, technical vocabulary, and accuracy.<\/p>\n<h4>Interactive Content<\/h4>\n<p>AI tools can help identify accessibility barriers in forms, navigation, and interactive materials. They can support accessibility work, but they do not replace testing and manual review.<\/p>\n<div class=\"textbox textbox--warning\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Important Note About AI<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>AI can assist with accessibility tasks, but it cannot replace human judgment. Always review AI-generated content for accuracy, clarity, and instructional purpose.<\/p>\n<\/div>\n<\/div>\n<h3>Getting Started<\/h3>\n<p>Accessibility is an ongoing practice. Begin by using clear headings, descriptive links, meaningful alt text, and captions for multimedia. Small improvements can make a significant difference for learners.<\/p>\n<p>In the next chapter, you will explore accessibility standards in more detail, including how to evaluate content using WCAG and how to apply accessibility guidelines in practice.<\/p>\n<div class=\"textbox textbox--summary\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Chapter Summary<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<p>Digital accessibility is a legal requirement, a teaching responsibility, and an ethical commitment. The ADA Title II web rule establishes clear expectations, while accessibility practices support stronger learning experiences. AI tools can assist accessibility work, but human review remains essential.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Key Takeaways<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Accessibility improves learning for all students.<\/li>\n<li>The ADA Title II rule creates clear expectations for digital accessibility.<\/li>\n<li>Accessibility is both a legal and ethical responsibility.<\/li>\n<li>Simple design choices can reduce barriers significantly.<\/li>\n<li>AI can support accessibility work but requires human review.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Review Questions<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ol>\n<li>Why is accessibility important beyond legal compliance?<\/li>\n<li>What does the ADA Title II rule require?<\/li>\n<li>How does accessibility support student participation and success?<\/li>\n<li>What role can AI play in accessibility work?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<h3 class=\"textbox__title\">Further Reading<\/h3>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/standards-guidelines\/wcag\/\">Web Content Accessibility Guidelines (WCAG) Overview<\/a><\/li>\n<li><a href=\"https:\/\/www.ada.gov\/resources\/web-rule-first-steps\/\">ADA Title II Web Rule: First Steps Toward Compliance<\/a><\/li>\n<li><a href=\"https:\/\/webaim.org\/intro\/\">Introduction to Web Accessibility (WebAIM)<\/a><\/li>\n<li><a href=\"https:\/\/www.section508.gov\/\">Section 508 Accessibility Requirements<\/a><\/li>\n<li><a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\">Universal Design for Learning (CAST)<\/a><\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/fundamentals\/accessibility-intro\/\">W3C Introduction to Accessibility<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<hr \/>\n<div class=\"textbox\">\n<h3>Licenses and Attribution<\/h3>\n<h4>CC Licensed Content, Original<\/h4>\n<p>CC Licensed Content, Original. This educational material includes AI-generated content from ChatGPT by OpenAI. The original content created by Josh Hill, Neida Abraham, and Emiliana Olavarrieta from Hillsborough College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). All images in this textbook generated with DALL\u00b7E are licensed under the terms provided by OpenAI, allowing their use, modification, and distribution with appropriate attribution.<\/p>\n<h4>Other Licensed Content<\/h4>\n<p>Hill, J. S. (2026). <em>Digital accessibility in higher education: Introduction<\/em> [AI-generated video]. Synthesia. CC BY-NC 4.0.<\/p>\n<p><strong>Introduction to Web Accessibility and W3C Standards<\/strong><br \/>\nW3C Web Accessibility Initiative (WAI)<br \/>\nLicense: Standard YouTube License.<\/p>\n<\/div>\n","protected":false},"author":2,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[13],"contributor":[],"license":[],"class_list":["post-4","front-matter","type-front-matter","status-publish","hentry","front-matter-type-introduction"],"_links":{"self":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter\/4","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":102,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter\/4\/revisions"}],"predecessor-version":[{"id":1326,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter\/4\/revisions\/1326"}],"metadata":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter\/4\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/media?parent=4"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/pressbooks\/v2\/front-matter-type?post=4"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/contributor?post=4"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/digitalaccessibility\/wp-json\/wp\/v2\/license?post=4"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}