Ableism Online

Federal and state laws regarding the rights of persons with disabilities, as well as guidelines mandating Web accessibility in higher education, have not assured full access to Web information and materials for persons with disabilities. In fact, the more social and dynamic the Web becomes, the more likely it is for accessibility barriers to be encountered. In higher education, a pivotal problem in providing students with disabilities with fully accessible e-learning environments and materials involves ableist biases in Web accessibility policies and policy implementation practices.

Using qualitative research methodologies, this study examined the extent of ableism and social inclusiveness in Web accessibility policy and its implementation in higher education institutions as evidenced in the California Community Colleges.

The study’s findings were presented through a dialogue introducing the perspectives of sixteen interviewees, as well as perceptions included in thirty policies and policy-informing documents from seven stakeholder groups. Stakeholder groups included the U.S. government policymakers, state higher education representatives, California Community College policymakers and implementers, leaders and developers in the information and communication technologies industry, persons with disabilities, textbook publishers and e-content providers, and advocates for the rights of persons with disabilities.

The findings of this study revealed that ableist biases in Web accessibility policymaking and implementation practices are widespread; they exceed indications of social inclusiveness at all levels examined. New knowledge in this study demonstrated how, in spite of inclusive intentions and commitment to civil rights, ableist biases of players in various stakeholder groups at all levels interfere with successful Web accessibility policymaking and make it difficult to implement.

These findings carry several implications for practice, addressing matters related to procurement and cost, the scope of policies and their intended audience, players responsibilities, as well as implications involving innovations and Hope.

The knowledge gained from this study can be used in redirecting future practices to focus on federal accessibility standards for curriculum integration in higher education, the inclusion of ICT industry in government initiatives and directives, and the active participation of higher education and the California Community College system in future global policymaking processes to promote the successful implementation of inclusive Web accessibility policies.