5 Things We Shared and 5 More We Learned During Accessing Higher Ground 2024

[rachel_comerfor]

Last week, the Accessing Higher Ground (AHG) conference brought together accessibility leaders, educators, and technologists to explore the latest trends in universal design, assistive technology, and digital inclusion in higher education. My colleague Deanna (Senior Project Manager, Accessibility) and I attended on behalf of Macmillan Learning to engage with the accessibility community and learn how we can make an even greater impact for students and instructors. This was my eighth year at the conference, and as usual, it did not disappoint. It was also a joy to see it through Deanna's eyes, as she was attending for the first time.

AHG’s mission aligns with ours: to advance accessibility in education. During our time there, we learned a lot about the impact of accessible course design, strategies for inclusive teaching, and advancements in assistive technologies. We also had the opportunity to share some of what we’ve earned over the past few years from our own accessibility work and from listening to the needs of students, instructors and administrators. We left the conference energized and full of ideas about how we can continue advancing accessibility—and not just as a feature of our products.

Five Things We Shared

While there, Deanna and I participated in several presentations, and we want to share those insights with you. You can access the abstracts and slides from our sessions by clicking on the presentation titles below. Even if you couldn’t attend, there’s still a lot to gain from our experience:  

1. Improving the Accessibility of Digital Courseware through UX Research: Engaging the disability population in UX research requires extra planning, but it results in more inclusive designs and research practices. Deanna led a treasure hunt for improving digital courseware accessibility through user experience research. She highlighted the importance of including students with disabilities and instructors in the process to ensure better outcomes.
2. Building a Knowledge Base for Accessibility Support: I hosted an interactive workshop on creating accessibility knowledge bases. I shared our tips for building a comprehensive resource (which you can find in our slides) and invited participants to contribute their favorite accessibility tools and information. Stay tuned for a blog on that early next year!
3. I Have an ePub…Now What?  Here Christine Foushi (One Step Beyond) and Charles LaPierre (Benetech), and I took a deep dive into all that an ePub file format has to offer, exploring the features that make ePub reading an engaging experience. The slides have valuable tips on what to do with an EPUB once you get it, including  figuring out if it's accessible, how to read it, and where to find them.
4. Scaling Alternative Format Output: In-House vs. Vendor Support: Is your disability services team struggling to keep up with the demand of alternative format requests? It’s not uncommon -- especially during exam time. I presented with Danae Harris (University of North Texas) and Ramya Karthikeyan (UCLA) about scaling accessibility remediation. Together we discussed what works within universities and when it might be time to seek third-party support.
5. Advancing Accessibility by Fostering Collaboration: It’s critical to work together as a community to create the most accessible experience possible for students. With Mike WIlliamson (University of Colorado, Boulder) Deanna shared the ongoing work of our Macmillan Learning Accessibility Advisory Board and how collaborative efforts are advancing accessibility in higher education.

Five Key Takeaways

Here are five key takeaways we got from this year’s conference that we believe that instructors and administrators will find helpful and can apply to support accessibility and inclusive learning.

1. Accessibility Starts with Universal Design. “Accessible content benefits everyone—not just students with disabilities,” noted one speaker. The sessions underscored how Universal Design principles—like clear navigation, readable documents, captioned videos, and accessible assessments—make courses better for all students. Instructors were encouraged to view accessibility as an opportunity to enhance learning experiences rather than as a box to check.
2. Post-Procurement Accessibility Is a Must. Institutions sometimes purchase digital tools without fully assessing their accessibility. A session on remediation strategies stressed the need for ongoing collaboration with vendors to address accessibility gaps. Establishing strong reporting processes and holding vendors accountable were key strategies discussed. For administrators, this means asking the tough questions both before committing to new technology and assessing after to ensure feedback loops continue.
3. Leverage AI Thoughtfully in Accessibility Efforts. Generative AI can be a game-changer for tasks like alt-text generation, document remediation, and audio descriptions. But as many speakers cautioned, AI is no substitute for human judgment. For example, an AI tool might describe an image accurately but miss the nuance of its educational context. AI tools can assist but should never replace careful, thoughtful accessibility practices.
4. Accessibility Is Everyone’s Responsibility. Accessibility shouldn’t just fall on the shoulders of a single department. Faculty, IT staff, and administrators all have vital roles to play. Speakers emphasized that the most effective institutions are those where accessibility training is integrated into onboarding, role-specific professional development, and ongoing resources for all employees. Simply put, the more people equipped to recognize and address barriers, the better.
5. Policies Aren’t Just Paperwork—They’re a Roadmap. Institutions need clear, actionable accessibility policies that account for evolving standards like WCAG 2.2, Title II of the ADA, and the EU Accessibility Act. Administrators and instructors were encouraged to incorporate feedback from a range of stakeholders when reviewing policies and to schedule regular assessments to ensure their relevance. The takeaway? Strong policies are a shared foundation for accountability and progress. More information about preparing for the changes to Title II can be found at Five Practical Steps You Can Take To Ensure You’re Ready for Recent Changes to Title II.

Accessing Higher Ground reminded us that accessibility is an ongoing journey that requires collaboration, innovation, and a commitment to universal inclusion. At Macmillan Learning, we’re inspired by these insights and will continue working with the education community, working toward a more inclusive educational experience for all learners. And we remain committed to sharing what we learn along the way.