Imagine this scenario: a student in your class is reviewing lecture materials late at night while their roommates sleep. They rely on closed captions because headphones are unavailable. Meanwhile, another student, who is hard of hearing, uses the same captions to follow along. This is accessibility in action—not just a necessity for students with disabilities but an indispensable tool that benefits everyone in the classroom. As the ADA Title II web accessibility compliance deadline approaches in 2026, instructors and administrators face a pivotal moment to turn a compliance challenge into an opportunity for innovation and equity. Accessibility isn’t just about making materials accessible to a specific group of students. It’s about creating a culture of flexibility, innovation, and inclusivity that elevates everyone's learning experience. By integrating accessibility into teaching practices, educators can not only meet legal requirements but also create an environment where all students thrive. From clearer communication and streamlined workflows to more engaging and usable course materials, accessibility has far-reaching benefits that can transform education for the better. To learn more we spoke with Bryan Libbin, Associate Chief Information Officer, at the University of Illinois Chicago and Ann Fredricksen, Coordinator of Accessible Media Services, at the University of Illinois Urbana-Champaign about how to turn compliance challenges into opportunities. The Big Picture: Accessibility Matters for All Students The ADA Title II regulation measures compliance against the Web Content Accessibility Guidelines (WCAG) 2.1 AA published by the World Wide Web Consortium (W3C). It is easy to get overwhelmed when scrolling through those guidelines, so it is important to take a step back to understand the “why” behind this essential directive. According to Libbin, “Accessibility is not just about accessible content and screen readers… It is about the flexibility to meet all students’ needs regardless of the specific issue.”  While WCAG was released to primarily support people with disabilities in order to make web content more accessible, the benefits extend to all students. Some accessibility features, like closed captions, transcripts, text-to-speech, adjustable font sizes, adjustable playback speeds, and screen magnification, are used by many students. At this pivotal moment, you have the opportunity to redefine the culture around accessibility on your campus for your colleagues and students. By inviting accessibility best practices into your current workflows and course design processes, you will help create more equitable learning experiences.  Start Small & Build Momentum It’s easy to feel overwhelmed when scrolling through the WCAG guidelines, but accessibility doesn’t have to happen all at once. Keeping the big picture in mind can help you to break accessibility best practices into manageable chunks. Fredricksen explains “You don’t eat an elephant in one bite. Start with new content you are creating, and make that accessible.”  Fredricksen shared that you can begin by remediating new or frequently used materials. This could mean checking your syllabi and lecture slides to ensure that they meet accessibility standards. Over time, this practice can expand to older materials, prioritizing those that students use most. A good place to start is by asking yourself what your current students need to be successful and how you can provide a learning environment that accounts for those needs. You may find that some of the building blocks are already in place. If you need support with getting started, consult the accessibility experts at your institution or check out this recent blog post that provides some ideas about where to start when designing an accessible course. By gradually incorporating accessibility best practices into your materials, you will overcome the trickiest part of accessibility: getting started.  Tools & Trainings In order to meet the April 2026 deadline, colleges and universities across the United States will need to prioritize. Accessibility is a shared responsibility that thrives on continuous education and collaboration. Proper training and awareness of accessible tools are critical to success. Fredricksen shared, “Programs have built-in functions that will allow [instructors] to meet their needs as well as be accessible. [Instructors] just need the time and opportunity to learn.” There are a number of accessibility trainings to help you get started:  Texthelp webinars feature insights from industry experts and cover various topics relevant to educators aiming to enhance accessibility in their teaching practices. Level Access webinars focus on digital accessibility compliance and best practices.  Deque offers an extensive curriculum of self-guided online courses. If you have a disability, you qualify for free access to the full curriculum courses. Additionally, fostering a culture of curiosity can amplify efforts. According to Libbin: “I work hard to inspire [my team] to go out and research… and challenge what they bring back until we find the right fit for our university.” Training works best when supported by accessibility professionals like those on Fredricksen and Libbin’s teams. Partnering with experts and following up-to-date accessibility protocols are key to driving meaningful, lasting change.  Building an Accessible Future Accessibility improvements today can create lasting, systemic change in education. Fredricksen shares an optimistic and hopeful outlook for the future of accessibility: “If professors learn how to make things accessible in response to Title II changes, they might get into a habit of making other things accessible… This can trickle down to their students.” Incorporating accessibility best practices into materials and actively teaching and encouraging your students to utilize those techniques fosters a culture of inclusivity for future generations.  By viewing accessibility as an evolving journey rather than a daunting tickbox, instructors can create more inclusive learning environments. With the right tools, training, and mindset, educators can turn compliance challenges into opportunities for innovation and equity, benefiting not just their students, but the broader educational community. Ann Fredricksen is the Coordinator of Accessible Media Services in the Disability Resources and Educational Services at the University of Illinois Urbana-Champaign. She ensures course content is accessible for students registered with Disability Resources and Educational Services as well as advises the University of Illinois at large on accessibility best practices. Bryan Libbin is the Associate Chief Information Officer of Academic Technology and Learning Innovation at the University of Illinois Chicago. Bryan’s team oversees the integration of LTIs and applications into their LMS and Teaching and Learning Ecosystem. His team vets applications for WCAG compliance and works with vendors on application remediation.  ... View more

Big changes are happening in the accessibility world, and with it comes big benefits to students. The Department of Justice (DOJ) recently finalized a groundbreaking rule that sets clear and actionable standards for making web content and mobile apps more inclusive for all students. This is a welcome change, and we at Macmillan Learning have been preparing for it for quite some time. In practical terms, these changes mean that all public colleges and universities, along with other state and local government entities, must now ensure their online platforms are fully accessible to individuals with disabilities. By aligning with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA, this new rule offers a clear roadmap for creating digital spaces that welcome and empower everyone.  These updates signal a strong commitment to equity, ensuring that all students, faculty, and community members can engage with public programs and services online. This is a pivotal step forward in building a more inclusive digital future. It’s more than a legal requirement—it’s an opportunity for instructors and colleges to lead with equity and innovation. What are the new changes under Title II of the ADA? Under the updated rule, all state and local government entities, including public colleges and universities, are required to make their web content and mobile applications accessible to people with disabilities. In practical terms, this means complying with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA standards. Why are there concerns about the new guidelines? While the changes aim to enhance accessibility and inclusivity, the implementation process poses concerns and challenges for colleges, particularly in terms of resource allocation and the tight compliance timelines of 2-3 years, depending on population size. Some colleges are worried about the logistical and financial challenges of updating vast amounts of content hosted on a variety of platforms to meet these standards. Also, the new regulations require significant technical expertise and resources, which may be challenging for institutions to allocate, especially smaller colleges.  What does WCAG 2.1, Level AA compliance entail? WCAG 2.1, Level AA compliance includes (but isn’t limited to) the following criteria: Text alternatives: Provide descriptions for non-text content like images or charts. Multimedia Accessibility: Include captions and audio descriptions for videos. Adaptability: Content should be presented / displayed in multiple formats without losing information, structure or meaning. Ease of Use: Enhance readability to make it easier for users to see and hear content, including good contrast and separating foreground from background. Keyboard Navigation: All functionality should be available from a keyboard and other assistive technology. User-Friendly Navigation: There should be clear labels, headings and navigation aids as well as different ways to help users find content, and determine where they are. What specific web content needs to be updated? There are very limited exceptions within the Title II update. Colleges will need to update the following web content to meet WCAG 2.1, Level AA standards: Institutional Websites: All public-facing web pages, including admissions, course catalogs, and student services. Learning Management Systems (LMS): Platforms like Blackboard, Canvas, or Moodle must be fully accessible. Course Materials: Syllabi, lecture notes, assignments, and any other materials should be uploaded to the LMS. Multimedia Content: Videos must include captions and audio descriptions. Interactive Tools: Online forms, surveys, and other interactive tools must be accessible. Are Macmillan Learning’s products WCAG, 2.1, Level AA compliant? Our digital textbooks are accessible. They provide text-to-speech functionality, are compatible with screen readers, include text alternatives, have good contrast, and more. While printed materials themselves are not subject to digital accessibility standards, we work closely with colleges to provide accessible alternatives upon request, such as digital versions that comply with WCAG standards and are compatible with Braille devices. Achieve and iClicker meet WCAG 2.1 standards with some exceptions. We outline these exceptions in our VPAT and are happy to meet with schools to discuss how these exceptions will impact the student experience, the accommodations we can provide, and our roadmap for making fixes.  Is Macmillan Learning ready for the Title II update? Yes. Accessibility is not new to us. Macmillan Learning was the first higher education company to become Global Certified Accessible by Benetech -- a standard we renew every year -- to ensure that all students are able to use our eBooks. In 2020, our commitment to accessibility resulted in winning the Accessible Book Consortium’s International Excellence Award for Accessible Publishing. We’re staying ahead of the curve with materials that are not only compliant with current standards but also designed to adapt to future accessibility requirements. Our platforms and content are improving every day. How long do colleges have to implement Title II changes? The compliance timeline varies based on the size of the governing jurisdiction. Large public entities must comply within two years, while smaller entities have three years. The Macmillan Learning accessibility team is happy to meet with schools to discuss how our product roadmaps fit within these timelines and our continued efforts to support students.  What are the best practices for conducting internal audits to ensure ongoing compliance? Conducting regular audits can ensure ongoing compliance. Here are a few tips: Use accessibility tools to scan websites and flag issues. Partner with IT and instructional design teams to review LMS content. Regularly update VPATs (Voluntary Product Accessibility Templates) for third-party tools. Gather feedback from users with disabilities to identify barriers. Does this impact OER? OER materials, like digital textbooks, videos, and interactive tools, will need to meet WCAG 2.1, Level AA standards to comply with Title II. Institutions using OER must ensure the resources are accessible to all students, including those with disabilities. In practical terms, this means providing text alternatives for images, graphs, and other non-text elements. It also means adding captions and transcripts to multimedia content like videos and audio files. OER platforms should also support keyboard navigation and assistive technologies like screen readers. Non-compliance with accessibility standards could unintentionally exclude students with disabilities. To avoid this, instructors may want to learn accessibility best practices for creating new resources and use accessibility checkers or tools to audit materials before publishing them. How does Title II address the use of emerging technologies like AI? The updated guidelines don’t explicitly address AI, but compliance applies to any technology that facilitates learning or public services. Institutions using AI tools must ensure features like auto-captioning, predictive text, and adaptive learning platforms meet accessibility standards. Where can I find more information and resources on these changes? DOJ Guidance: The Department of Justice website provides detailed guidance on the new rule and compliance requirements. WCAG Standards: Detailed information on WCAG 2.1 standards can be found on the W3C website. ADA.gov Fact Sheet on Web Content and Mobile Apps: A great starting point for understanding the broad requirements and specific compliance details. Accessible.org’s Guide on the New ADA Title II Rule: This highlights specific standards that need to be met and the exceptions for certain types of content. It offers practical advice on conducting accessibility audits and preparing for compliance. ... View more

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:   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. 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! 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. 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. 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. 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. 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. 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. 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. 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. ... View more

Employee Resource Groups (ERGs) are voluntary, employee-led groups whose aim is to foster a diverse, inclusive workplace aligned with a company’s overall mission, vision and values. At Macmillan Learning, we value the unique contributions of all of our employees and understand the importance of identity, perspective, and community as we show up in our work everyday. We support the work of our ERGs who provide a framework and a platform for our employees to identify with the voices, issues, challenges, and experiences of the communities they represent.  There are eight ERGs at Macmillan Learning, and each is engaged in raising awareness, celebrating affinity moments, engaging in community challenges and opportunities, and sponsoring career development opportunities for the communities they represent. Get to know Macmillan Learning’s ERGs and learn from several ERG leaders what events and programming they’ve enjoyed most during their time in the ERG community. AVID AVID (Awareness of Visible and Invisible Disabilities) provides a forum for Macmillan Learning employees to broaden their understanding regarding people with disabilities by sharing ideas and participating in the disability community. This ERG subscribes to a broad model of disability that includes (but is not limited to) anyone who faces societal barriers due to physical, mental, neurological, or other differences or health concerns.  What do AVID’s leaders say is their favorite ERG event they’ve organized? “We really love our annual game show event that we host each year during National Disability Employment Awareness Month (NDEAM),” said Rachel Comerford and Sherry Mooney, Co-Leads of AVID. “It’s a great opportunity to learn more about disability advocacy and history, and to have fun doing it!”  BLACC BLACC (Black Leaders Actively Changing Culture) exists to meaningfully impact Macmillan Learning’s products, policies, practices, and programs by supporting and amplifying the perspectives of its Black employees. BLACC provides community and safe spaces for Black employees to restore themselves and empower them for the shared work that they do to change lives through learning. What do BLACC leaders say are some of their favorite events organized by ERGs? “My favorite event is our Black Voices series because it offers invaluable perspectives on the Black experience,” said Jason Walker, Co-Lead of BLACC. “By sharing diverse stories and insights, we create a space for empathy, unity, and a deeper appreciation for the richness of the Black diaspora.” Mishpuchah Mishpuchah is Macmillan Learning’s ERG for Jewish community and culture, whose aim is to educate one another about Jewish heritage and culture. A Yiddish word that means family or social unit–including close or distant relatives, the word “Mishpuchah” was chosen as the name of this ERG because its leaders believe that by understanding and embracing each other’s stories as a unit, they can contribute to a workplace that goes beyond tolerance, and instead thrives on the richness of differences.  What do Mishpuchah’s leaders say is their favorite ERG event they’ve organized? “Our interview with Holocaust survivor Gary Eichenwald was so compelling and uplifting to hear from someone who faced impossible odds and survived,” said Craig Bleyer, Co-Lead of Mishpuchah, “especially because he was able to do so with the help of non-Jewish allies.” PAAN  PAAN (Pan Asian Alliance Network) has the mission to connect, grow, and nurture the diverse voices of the Pan Asian Community through professional development programs and commitment to sharing their perspectives to positively impact Macmillan Learning’s people, products, and practices.  What do PAAN leaders say are some of their favorite events organized by ERGs? “I loved the film series we hosted earlier this year as part of AANHPI (Asian American and Native Hawaiian/Pacific Islander) Heritage Month,” said Harriet Wald, Co-Lead of PAAN, “because it brought so many employees together from all across the country.” Harriet also added that one of her favorite events another ERG has organized was when AVID invited a Guide Dog Mobility Instructor of Guiding Eyes for the Blind.  Proud Proud’s mission is to promote the professional growth, development, and sense of belonging of LGBTQIA+ employees at Macmillan Learning through outreach that improves LGBTQIA+ representation in the company’s products and the development of a social community focused on mentorship and allyship.  What do Proud leaders say are some of their favorite events organized by ERGs? “We really enjoy our annual Virtual Pride Parade,” said Adam Whitehurst and Derek Wiebke, Co-Leads of Proud. Adam added “I have a great time looking through all of the submissions and assembling them into a presentation for an audience that always brings amazing energy!”  Village Village is dedicated to providing a community of support and advocacy for employees who take on the responsibilities of caring for another person. The ERG is committed to creating a space where caregivers can take a moment to prioritize their own wellbeing, while also providing support and ideas to help provide the best possible care for dependents.  What do Village leaders say are some of their favorite events organized by ERGs? “My personal favorite series that our ERG organized was about dealing with grief,” said Lisa Grosbier, Co-Lead of Village, “because the speaker made grief acceptable and real.” Lisa also added that her favorite event another ERG has organized was Proud’s Virtual Drag Bingo.  Viva Viva is a community of Macmillan Learning employees, Hispanic/Latino/a/e and allies alike, working together to foster a sense of belonging and explore the cultural diversity of the Hispanic/Latino/a/e community.  What do Viva’s leaders say is their favorite ERG event they’ve organized? “My favorite event that Viva has hosted is a toss up between Loteria and Viva Radio,” said Michael Emig, Co-Lead of Viva. “Both celebrate Latino/a/e and Hispanic culture in very specific ways: Loteria is a game that is both informational and fun, whereas Viva Radio celebrates our culture through music.”  WOMEN WOMEN (Women Of Macmillan Empowering and Networking) has the mission to support and to advocate for the personal and professional growth and development of people at Macmillan Learning who identify as women through discussion groups, networking and educational events, career training, and volunteer opportunities. What do WOMEN’s leaders say is their favorite ERG event they’ve organized? “Our networking events are my favorite,” said Heather Halter, Co-Lead of WOMEN. “It allows for women to meet other women they wouldn't normally interact with, and we have seen some great relationships built from them.”   For more information on Macmillan Learning’s ERGs, please visit our website. ... View more

“I can’t find her!” she repeated through an increasingly panicked voice as her eyes scanned the hall. “Momma? MOMMA?! I just…I just…can’t find her.” I stepped toward her quickly. “Can I help? Let’s see if we can find her together.” I felt her panic subside as she gripped my hand and we walked slowly toward the main dining room. By the time we reached it, her anxiety had disappeared as her dementia took hold again. She smiled at me, grateful for the nice walk and took a seat at a table.  As I turned away from her and stepped back down the hall to tend to my own mother, I couldn’t hold back the tears that started to burn my eyes. Although she was a stanger, I felt an incredible sadness for the 90-year-old woman overwhelmed by panic and confusion. Her distress mirrored that of a young child who had lost sight of their parents on a crowded playground—a childlike regression is heartbreaking to witness in someone who was likely once strong and independent.  More likely, the tears now streaming down my cheeks stemmed from my anger at what this same disease had taken from my mom, who day after day grew more confused, anxious, and angry about things she could no longer understand. Taking a deep breath, I wiped away the tears and walked back in my mom’s room, steeling myself to explain for the sixth time that hour why she needed to take her medication and that no one was trying to hurt her.  The Reality of Caregiving Being a caregiver to an aging parent is an enormous responsibility, especially with one who is in the grips of dementia. All at once, it is challenging, sad, frustrating, and exhausting, yet also rewarding and heartfelt as you tend to the person who gave you so much in life. Caregivers are crucial during our most vulnerable times; a presence that is fundamental to what it means to be human, regardless of when or how care is provided. Having been a caregiver for my children, a terminally-ill husband, and other family members, I understand the difficulties of this role. While it is rewarding in many ways, it can also be a lonely and stressful journey, underscoring the importance of kindness, support, and community.  As my children grew up, I continuously emphasized the importance of kindness in every interaction. I taught them that everyone had their own story and could be facing hidden challenges. Therefore, choosing to lead with kindness was always the best approach. This rule continues to guide me, especially in the workplace, where personal challenges are less often discussed.  Getting Support at Work I am fortunate to work at a company that values people so deeply. We are often reminded that our employees are our most valuable asset and are encouraged to “bring our whole selves” to work. This guidance has led to the creation of Employee Resource Groups (ERGs), which have increased our awareness, understanding, and acknowledgement of each other’s diverse experiences. Each group provides a safe space for colleagues to talk, listen, learn, or gain support. I am the Executive Sponsor of Macmillan Learning’s Caregivers ERG, known as Village, a group dedicated to providing a community and advocacy for employees who are any kind of caregiver. In our first year, Village has stood with employees through a variety of challenges, from early childhood to teenage college preparations, to grief, mental illness, and Alzheimer’s care. Along the way, we have celebrated important milestones and offered essential peer support.  Since the formation of our company’s first ERG, these groups have fostered community and belonging. They have been instrumental in promoting equity and inclusivity, ensuring that every voice is heard. We now support eight groups and have greatly benefited from their work that has led to important discussions, policy updates, and advancements. In all, they have helped to ensure that our workplace reflects the diversity of experiences and needs of our employees, solidifying our company value that “Inclusion is a choice we make every day.”   Creating a Culture of Kindness and Resilience Next month is National Caregivers Month. We will be celebrating all of the caregivers in our lives as well as the broader mission of each of Macmillan Learning’s ERGs: to build workplaces where all are supported, where every experience is valued, and where we come together to lift one another up. In doing so, we support a culture that is kind, resilient, empathetic, and ready to meet the needs of each employee. And for that, we are stronger. For more information on Macmillan Learning’s ERGs, please visit our website.  ... View more

Hispanic Heritage Month is the celebration of Hispanic and Latino/a/e culture, which often gets overlooked in education and work environments. At Macmillan Learning, we celebrate the vibrancy of diverse communities, and it is important to recognize the people who helped to get us to where we are today. As a member of Macmillan Learning’s employee resource group for Hispanic/Latino/a/e employees, Viva@ML, I would like to highlight a specific educator who had a great impact on me: my aunt. She served as an educator for 30+ years in California before retiring to Arizona with her husband. She was born in Texas to a Mexican father and Spanish mother. Not too long after, they moved to California where the remainder of her siblings were born, including my mother. Both my aunt and my mother grew up in a Spanish-speaking household. As my aunt was the oldest child, she helped her parents significantly, as she knew English the best out of all of her siblings. Eventually, she would attend university and become an elementary and middle school teacher. I was fortunate and honored to have been taught by her in fourth and fifth grade. As a teacher, during Hispanic Heritage Month, she displayed her heritage and identity more prominently to the classroom and allowed students to ask questions and comprehend how important it was to celebrate every culture. She shared her culture by teaching basic sentences in Spanish to students, playing various music styles to the class that are prominent in Latin America, and explaining the importance of various holidays to a mostly non-Hispanic/Latino/a/e class. Throughout most of her teaching career, she had mostly non-hispanic students, to my recollection, so she wanted to display the importance of all cultures in our multicultural society. This is increasingly important today as California’s demographics are constantly changing. As I continued my education, she was there to cheer me on, while keeping me rooted in my culture, even when I decided to leave the United States to pursue a masters degree abroad.  My aunt was one of the many influential educators (from elementary teachers to university professors) who were there to cheer me on throughout every step of my life journey, and we know everyone has their unique educational influences. These educators stimulate your mind and encourage you to search for knowledge while learning more about and staying true to yourself.  In my current role at Macmillan Learning/Bedford, Freeman & Worth as a Media Editor, I use the lessons I’ve learned from every teacher and professor, including from my aunt, to connect with people and to learn from others that comprehend the publishing industry better than myself. I’ve witnessed the impact of education on one’s life, as a one-time university lecturer in Germany, and comprehended how it can make a difference in one’s life, which is why I chose to work for Macmillan Learning/Bedford, Freeman & Worth. I believe that the work I do today equally impacts the lives of students as much as a teacher like my aunt. During this Hispanic Heritage Month, I remember my aunt as she taught me and my classmates and displayed the importance of both celebrating diverse cultures in our ever-evolving world and making sure we always remember our roots as we explore them. ... View more

Accessibility is fundamentally important to the teaching and learning journeys of people with disabilities. It is a cornerstone of creating inclusive learning environments that support student and faculty success, no matter their abilities. But creating truly effective learning environments requires more than just policies—it requires good communication and collaboration between students, faculty, and administrators with disabilities. By working together, institutions can create practices that meet real needs and foster an inclusive educational experience for everyone. At Macmillan Learning, we understand the importance of integrating accessibility into the design of our courseware and content. We established a board of expert advisors to help us better understand how accessibility is being addressed on different campuses and to learn what we can do to help foster an even more inclusive learning environment. We discussed with them some of the challenges that they’re seeing most on campus as well as solutions that they recommend to ensure that all students have equal opportunities to succeed. Accessibility thrives when people with disabilities are included in the conversation, and that's why history professor Dr. Suzanne Ament at Radford University and Jeff Toorongian, Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University both brought up collaboration and communication as areas for improvement in the accessibility landscape. As Dr. Ament, who is blind, noted: the people who need the services should have a say in what goes on—or at least have a voice in that determination. Gaps in Today’s Accessibility Landscape Despite significant progress, accessibility programs and services have room to grow to support the teaching and learning needs of people with disabilities. Differences in technological know-how, uneven resources, and varying levels of support mean that not everyone has equal access to the tools they need. Moreover, accessibility efforts often center on students, leaving faculty and staff with disabilities overlooked and undersupported. As Dr. Ament noted, “The office for accessibility at my institution, even with its limited resources, is only for students.” Faculty and staff with disabilities deserve clear processes for receiving the teaching support that they need. A stronger focus on communication and collaboration could help close these gaps, ensuring that all members of the educational community have the tools and support they need. There is also a lack of comprehensive training for instructors–many don’t know how to best integrate accessibility into their course design. Jeff Toorongian, a digital accessibility expert, noted “Instructors often have limited or no knowledge of digital accessibility and rarely can commit the time necessary to learn and then remediate their content.” That can leave educators feeling unequipped to provide accessible learning environments for all students. Adding to that, there can also be inconsistent communication between departments, leading to confusion and delays in implementing necessary accommodations. This leaves faculty and staff without the support they need, as offices responsible for these services often don’t have the right tools or resources to step in quickly and effectively. Clear processes and communication can create a more efficient system for supporting people with disabilities on campus.  Why Collaboration Matters Creating truly effective and accessible solutions requires the input of those who use them. Both students and faculty with disabilities offer a unique perspective that can shed light on what works and what doesn’t. Their lived experiences are critical in shaping policies and practices that genuinely meet their needs. Dr. Ament expressed concern that faculty are often left out of these conversations: “Textbooks may be made accessible, but the teachers’ manuals? The clicker program—is that readable quickly for the instructor?”  Jeff Toorongian echoed the importance of collaboration in solving accessibility challenges, noting that while tools like LMS accessibility checkers are helpful, “some materials can’t realistically be made accessible,” which shows just how important alternative solutions developed from the feedback of the students and faculty that use them can be. Educators’ lived experiences can help guide the creation of solutions that are both functional and truly inclusive. Dr. Ament shared a personal story where collaboration made all the difference: “Once I was on a panel about disability. I was paired with a deaf speaker. I do not know ASL, and that person could not hear me. There was not an official interpreter there, which would have prevented the problem, and I think what we did was use one of her friends who knew some signing to help out.”  Similarly, Jeff Toorongian shared a success story where collaboration with a student improved accessibility outcomes: “A quick check in Canvas revealed dozens of scanned PDF files that were completely inaccessible. Realizing that working with the instructor to fix the documents would take too much time, I introduced the student to the alternative formats feature of our Ally accessibility tool in Canvas. The student was able to request alt format documents that allowed him to use his speech-to-text software more successfully.” Accessibility should be a collaborative effort, where the voices of those directly impacted play a central role in shaping policies and practices. With the rise of new technologies, including generative AI, accessibility solutions are becoming more advanced and collaboration will be more necessary than ever. Toorongian expressed optimism about the role of AI in this field, noting that “GenAI tools will continue to make a positive impact in the accessibility field,” but stressed that human input is still essential to validate these tools’ accuracy. By removing barriers to education, accessibility in both digital and physical spaces helps foster an inclusive environment where every student can fully participate and engage. Importantly, having learning materials and experiences that are accessible helps to ensure that all students, regardless of their abilities, have the same kinds of opportunities to succeed and thrive. At Macmillan Learning, we’re proud to play a part in this journey, and we encourage institutions everywhere to make accessibility a shared priority. After all, when we design with accessibility in mind, we design for everyone’s success. Read more practical tips from faculty advisors about how to enhance accessibility in your classroom and check out these practical steps you can take to ensure you’re ready for Title II changes.   Dr. Suzanne Ament is a history professor at Radford University who is also totally blind. While she never studied accessibility, her life experiences provide important expertise and help contribute to the conversation and knowledge base on accessibility. Dr Ament is a Russian historian and linguist by training and also teaches World History and History of China. Jeff Toorongian is the Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University. As ICT Coordinator he leads a small team of staff that work diligently to address digital accessibility issues across the campus. This includes continuously monitoring the college’s public web and the thousands of documents posted there as well as the accessibility of content in their Canvas learning management system. He provides training and consultation to staff and instructors on how to remove digital barriers from their content.   ... View more

In February, I attended a panel at axe-con called "Human-Centered AI and Accessibility" that combined two topics I often think about separately, but rarely together: AI and the disability community. The webinar is free, so I don't want to spoil it too much, but the speakers shared a variety of ways AI is and could further be applied to accessibility technology, as well as the very real risks of applying it without due thought or caution.  The talk was interesting and informative, but it mostly got me thinking: every major technological advance I can think of has had both positive and negative effects on people with disabilities. The internet opened the floodgates of information and community for many people, and mobile devices make apps like BeMyEyes and Speak For Yourself possible – but inaccessible technology also leaves a lot of people behind. Just ask the many blind users who can look up a restaurant website, but not read the menu.  So: as AI takes over the world (hopefully not literally), I wanted to learn more about how it can also help or hinder students and instructors with disabilities. Naturally, I started my research by asking ChatGPT, and after some back and forth conversation and a couple of iterations, it gave me the following benefits and risks: Benefits of AI for Instructors and Students with Disabilities: Personalized Support and Adaptive Tools: AI offers customized learning experiences for students and adaptive teaching resources for instructors, accommodating unique needs and enhancing academic success for both. Assistive Communication and Engagement: AI-powered communication aids and immersive technologies improve classroom interactions and create engaging, dynamic learning environments, benefiting students and instructors with disabilities. Enhanced Mobility and Independence: AI technologies like robotics and exoskeletons assist with physical navigation and independence, supporting both students and instructors in accessing and participating fully in educational activities. Risks of AI for Instructors and Students with Disabilities: Dependence on Technology: Over-reliance on AI tools may reduce the development of essential skills and coping strategies for both students and instructors, potentially impacting effectiveness and independence. Bias and Inequity: AI systems may perpetuate biases, leading to unequal access to resources and opportunities, and failing to adequately address the diverse needs of students and instructors with disabilities. Privacy Concerns: The collection of sensitive data about disabilities raises privacy and security concerns, posing ethical and legal challenges for both students and instructors in managing and protecting this information. Technical Barriers: The effectiveness of AI tools is limited by technical issues, insufficient resources, and lack of training, which can hinder the benefits for both students and instructors with disabilities. Exclusion from Mainstream Activities: Poor integration of AI solutions can lead to feelings of isolation and exclusion from general classroom activities, affecting social inclusion and participation for both students and instructors with disabilities. Not wanting to rely solely on AI, I asked Macmillan Learning’s AVID (Awareness of Visible and Invisible Disabilities) employee resource group the same question in our monthly meeting. What do my fellow disabled employees think are the actual benefits and risks AI presents them with? The responses I got only proved that the human element remains invaluable – ChatGPT could never have predicted some of what was said. Of course, some of the ideas put forward by ChatGPT were echoed by our community members. We talked about the potential promise of virtual tools that could help with organization or communication, and some further added that they already use ChatGPT to help lessen anxiety around things like brainstorming ideas or writing emails. Community members also agreed with ChatGPT's concerns around AI causing job displacement, and some even shared real-world examples they'd witnessed. Others recounted more disturbing encounters, ranging from Google Search AI's now-infamous recommendation to drink urine for kidney stones to actual medical misinformation showing up in AI tools used by their doctors' practices. In researching this post, I landed on a story about parents with disabilities being possibly flagged by AI for presumed neglect. Overall, AVID members were most concerned about losing the human touch. People with disabilities often have specific needs or circumstances that may require out-of-the-box thinking; our current crop of AI tools, by definition, can't think too far outside of the box. One of my own chronic illnesses was ultimately diagnosed because a doctor thought to ask a question that no one else had thought to ask; if she had relied too much on AI, would I still be undiagnosed today? Will workers with disabilities who don't fit certain norms find themselves on the wrong end of an employer AI tool's decision making? Will things like AI accessibility tools and AI-powered design make it easier for people with disabilities to navigate the world, or will it lead to less human oversight? Without enough buy-in and/or stringent checks and balances, these are very real concerns.  Ultimately, as one AVID member put it: we keep learning about AI tools and uses we didn't know about, for better and for worse. As AI continues to surge forward, how can we make sure that for people with disabilities, especially students and instructors, it's better more often than not?  Resources: Human-Centered AI and Accessibility – a free webinar from axe-con Generative AI holds great potential for those with disabilities - but it needs policy to shape it Trained AI models exhibit learned disability bias Why AI fairness conversations must include disabled people Designing Generative AI to Work for People with Disabilities ... View more

Co-design is a collaborative approach, where students and instructors work together with designers and developers to create products. This process ensures that the products are tailored to meet the actual needs and preferences of the users. At Macmillan Learning, we believe that involving students in the co-design process is crucial for creating educational tools that truly enhance their learning experiences.   When the company began developing a new tool to help facilitate a sense of belonging, they knew it was critical to gather insights and feedback directly from the students who would use it. Several studies have characterized sense of belonging as a key contributing factor regarding student retention, and Macmillan Learning’s product and learning science and research teams wanted to better understand whether technology can help foster it. This is especially important for historically underserved students, as they tend to report a weaker sense of belonging on their campuses. Despite going through alpha and beta tests over several semesters, the company continued to work closely with students to gather more insights.  Because who would better understand whether a product would foster a community and make them feel more comfortable and at home in their learning environment than the students themselves? Co-design was an incredibly important part of understanding whether and to what extent the tool was helping students form connections based on shared interests or life experiences. Working as a “Student Influencer”  One of the most impactful voices on the new tool’s design was Kendraih Moore, a recent graduate who participated in the co-design sessions the summer before her senior year at Talladega College. She described her role in the co-design process as a "student influencer."  While she started as a beta tester, she quickly saw the potential for improvement and spoke up to the instructor that was testing the new app. This led to her becoming an active voice in the company’s development sessions, where she shared her ideas and expertise.  As a “student influencer” she gave voice to students, with feedback that helped ensure that both the design and the program that it supports does what it is meant to do. “I thought that the digital tool could be even better for students. I voiced my opinions about different things, like the app features we did use and those we didn’t use as much, so that it could be more useful," Kendraih said. Because of her valuable feedback, Kendraih was invited to speak at TechEd, an event that brings STEM instructors from around the country to Macmillan Learning’s Austin office to share teaching practices and learn from each other. There she spoke about her experience offering feedback on the product and she encouraged instructors to use it to help foster a sense of belonging with students. She also offered advice for students using the new tool: actively participate, find strategies to integrate the tool into their daily routines, and focus on time management. The Co-Design Experience By working directly with students, Macmillan Learning gains valuable insights that help us develop products that are not only functional but also engaging and effective. While Kendraih was initially skeptical about how much influence she would have, she found her voice was respected and her ideas to be thoughtfully considered.  She believed the experience was “collaborative and inclusive” and that Macmillan Learning was genuine in their desire to improve students' educational experiences. The experience offered  “a safe space for us to talk about the things going on.” Kendraih said. “The team was very diligent, gentle, and interactive with everybody. It was just a great environment to share our thoughts.” Further, Kendraih noted that the hands-on experience she got while co-designing was vital for both understanding and improving educational tools. By testing and providing feedback about the new digital tool, she believed that her voice had a real impact and she encouraged students to do the same whether in an official capacity or not. "Don’t knock it till you try it. Get your own experience and make [the products] memorable for yourself and others." She also emphasized just how important it is to help students feel at home in their learning environment. “It’s crucial for their comfort and success. Students come from all over the world, and you have to make the school their home. If you're not comfortable in your learning space, you're not comfortable at school.” She noted that the new tool could help create that comfort. Kendraih's suggestions ultimately led to the introduction of new features such as trophies and streaks representing social media trends and enhanced student interaction capabilities. She credits her involvement in the project with improvement in her public speaking and networking skills. “By involving students in the development process, we ensure that our products meet their needs and enhance their learning experiences,” said Marcy Baughman, Vice President of Learning Science and Research at Macmillan Learning. “Kendraih’s contributions have been invaluable in making the digital resource more engaging and useful for her peers by helping us understand what features students truly need and use. ... View more

Every June, we celebrate Pride Month in the United States (and elsewhere), and many of us reflect on the moments that have shaped the struggle for civil rights in the LGBTQIA+ community. It has been a journey with moments of heartbreak, celebration, social change, and cultural revolution. As I make my way from Grand Central to our offices in lower Manhattan, my first thoughts mark another anniversary of the Stonewall Uprising (1969), of how Greenwich Village became the stage for daily protests in response to an early morning police raid on the Stonewall Inn that ignited a global movement for LGBTQIA+ rights. The Stonewall Uprising became a pivotal moment in the fight for LGBTQIA+ rights, symbolizing courage, resilience, and an enduring struggle for equality.  I also have in mind a Saturday in June 2011. I had spent a few hours that morning at our New York office near Madison Square Park when I decided to leave the office to head across the park to see the parade coming down Broadway. In the days preceding the NYC Pride Parade in 2011, the governor of New York had signed into law the Marriage Equality Act, legally recognizing same sex marriage in the state.  As I watched the crowds on the streets, the parade marchers advancing down Broadway, equality flags waving in the air – the simple yet powerful design: blue field framing a yellow equal sign – I was struck by a feeling. This moment, and other moments like this one, is what struggle can look like when it turns into joy. Equality, measured not just by the passing of a law, but in the faces and expressions of those passing by, some perhaps feeling it for the first time.  Reflecting on these events invites us to reaffirm our commitment to championing equal rights, and value diversity and inclusion within our workforce and through our business practices. It compels us to ensure that we are actively fostering a more equitable society. As a learning company, we are anchored in the belief of the transformative power of learning. This commitment and responsibility lives in our mission: to inspire what’s possible for every learner. We work with intention to create educational products that resonate with the diverse populations of students we serve. The intrinsic benefits of diverse and inclusive educational environments inspire our research, product development, and pedagogical strategies. We are unwavering in our commitment to developing materials where every student feels represented and supported, irrespective of their background or identity. We understand that student success is intricately linked to a sense of belonging. When students see themselves reflected in their learning materials, they are more likely to engage deeply and thrive academically. Representation matters; it fosters a learning environment where students feel validated and empowered to reach their full potential. No student should have to adopt a specific political or cultural point of view to succeed in the classroom, but every learner deserves an education that respects and acknowledges their identity. Inclusion drives innovation and creativity, qualities that are essential for educational excellence. Our commitment to diverse learners and inclusive learning environments is not just a corporate value—it is a guidepost critical to who we are and what we strive to achieve. Despite significant progress, discrimination and inequality persist. We see this in various forms, including attempts to silence marginalized communities through censorship.  As we celebrate Pride Month, we stand alongside all of our employees, customers, and partners—no matter their gender, gender identity, or sexual orientation. Inclusion is a choice we make every day. Macmillan Learning remains dedicated to creating a world where every learner feels seen, supported, and inspired. We envision a world in which every learner succeeds and we believe we play an important role in making that possibility a reality.  ... View more

To learn is to change. Learning literally changes the networks in our brains. It transforms the way we see our world and our relationship to it. Learning is why those of us who commit our careers to education–whether teachers, designers, researchers, developers, technologists, or writers–do what we do. It’s a mission. We got hooked on that lightbulb moment, that epiphany of connecting ideas and capabilities that help build the next bridge. Of course, learning is sometimes bewildering, prompting us to ask, “What if I don’t get it? Where does that leave me?” I sometimes hear that wariness, and even fear, in discussions about generative AI and the important questions it raises about assessing learning. There are risks, such as the many outstanding questions about the efficacy of gen AI detection and the inherent bias against English language learners whose work may be falsely identified as being AI generated. But what if, as we learn, we turn in a more courageous direction? When we approach changes before us with interest, curiosity and even awe, we open ourselves up to different lessons and new opportunities to perhaps find a way to do better. At Macmillan Learning, our exploration of the potential applications of AI tools focuses on careful design and implementation, bringing forward its best uses, just as we’ve done with other new technologies and teaching practices before it. The foundation of our work as a learning company is based on being open to change, building on successful practices that improve learning, and also respecting (and protecting) the humans in the process. Importantly, that commitment is what led to Macmillan Learning creating a new team that I’m honored to lead—the Pedagogical Design Group (PDG).  Translating Theory into Practice: Inclusion, Accessibility, and Course Design Bringing together three interconnected areas–course design, inclusive pedagogy, and accessibility–into one Pedagogical Design Group ensures an integrated approach in our early  planning and development and enables us to share best practices across all disciplines at Macmillan Learning. These efforts are a part of our journey from being simply a textbook publisher to flourishing as a digital learning company.  Working with Macmillan Learning’s learning science team and the experts within our disciplines, the PDG serves as a bridge, translating research into practices implemented across our products in a way that is impactful and scalable. Our work begins with ensuring that students feel like they belong and culminates in learning that helps them succeed in the classroom and beyond. It’s critical that our resources reflect the diversity of learners who use them. Designing for inclusion goes beyond attending to representation. While Macmillan Learning has historically invested in pedagogically-focused products and services developed through the lens of inclusive teaching, our new team is focused on deepening our impact by designing equitable and accessible learning experiences for more learners.  We aim to create a learning environment where every student can thrive, and do this by creating best-in-class materials that support diverse learners and needs. That includes raising the bar on our accessibility journey so that all learners have the same opportunities for success. Because we were the first higher education company to become “Global Certified Accessible” by Benetech for our digital native course materials, we know how critical it is to continue to partner with thought leaders and make ongoing investments in our materials.  Our team is committed to developing learning materials that are not only compliant with accessibility standards but are also engaging and effective for all learners. This is more than just a legal requirement to us–it is a moral imperative. Listening: The Key to Creating Responsive and Responsible Resources Listening to our customers about what matters most to them allows us to be as responsive and responsible as possible, and our new team is dedicated to ensuring our products do just that. Approaches to teaching and learning vary across contexts, and no two instructors, classes or disciplines have the same needs. Active learning and critical thinking are just empty buzzwords if we aren’t attentive to the values and content knowledge within each discipline. The PDG knows how essential it is to carefully design products that support developing skills in ways that respect these differences.  A recent Macmillan Learning survey, conducted in collaboration with our learning science and marketing colleagues, revealed enthusiasm among instructors across disciplines for adopting new evidence-based teaching practices by incorporating discrete new elements, like activities that support a sense of belonging, gradually into their resources, rather than making a wholesale shift. Being responsible means understanding when change is needed as much as how. We understand the need to balance enthusiasm and optimism about the future with meaningful change. Listening to students talk about how they’re using new AI-infused tools has been instructive. While many are exploring them to engage more critically with information and to foster curiosity, others are a bit more wary, protective of their own distinct writing voice and ideas. The best learning materials are adaptive, meeting students where they are and providing the support they need to succeed. Generative AI is just one of the many tools we can use to support student learning, the heart of our work. To learn is to change, and by bridging student and instructor needs with our company’s mission to inspire what’s possible for every learner, we are well-equipped to embrace it. ... View more

Accessibility is fundamentally important to students’ learning journeys. By removing barriers to education, accessibility in both digital and physical spaces helps foster an inclusive environment where every student can fully participate and engage. Importantly, having learning materials and experiences that are accessible helps to ensure that all students, regardless of their abilities, have the same kinds of opportunities to succeed and thrive. At Macmillan Learning, we understand the importance of integrating accessibility into the design of our courseware and content. We established a board of expert advisors to help us better understand how accessibility is being addressed on different campuses, and what we can do to help foster an even more inclusive learning environment. We discussed with them some of the challenges that they’re seeing most on campus as well as solutions that they recommend to ensure that all students have equal opportunities to succeed. Here are some recommendations from the advisors that can help you on your accessibility journey. Develop Greater Understanding: Addressing accessibility requires a fundamental shift in perspective to recognize and embrace the diverse needs of all students. Director of the Center for Teaching Excellence at Our Lady of the Lake University, Stacy Ybarra Evans, elaborated on this, noting: "One of the greatest challenges instructors face is the lack of awareness and understanding of accessibility guidelines and best practices. Many instructors may not know where to start or how to incorporate accessibility into their course design without additional support and training." Read on for some ideas on how to start the process. Conduct Accessibility Audits: Ybarra Evans suggests an audit should be a first step when working towards creating a more accessible learning environment. An audit involves assessing your content for accessibility issues. A common accessibility standard that is used to help identify areas that need improvement is the W3C’s Web Content Accessibility Guidelines (WCAG). The audits will help you locate where you need to revise image descriptions, add captions to videos, or redesign interactive elements to be more user-friendly. “Once you have identified potential barriers, you can start implementing solutions to make your course more accessible," she said. On the Macmillan Learning Accessibility catalog page, you can download some quick checklists for auditing your documents and presentation decks.  Ybarra Evans shared some resources that could be helpful for educators: Web Content Accessibility Guidelines (WCAG): The international standard for web accessibility. Use the WCAG checklist to evaluate your digital content. WAVE Web Accessibility Evaluation Tool: A free browser extension that helps identify accessibility issues on web pages. Accessibility Insights: A free tool from Microsoft for testing websites and Windows applications for accessibility. AChecker: An online tool that checks single HTML pages for conformance with accessibility standards. Start Small and Make Incremental Changes. It can be daunting trying to overhaul an entire course to make it accessible, so beginning with small, manageable steps is a practical approach. There are some quick wins that instructors can easily accomplish. "Begin by incorporating basic accessibility practices such as providing alternative text for images and captions for videos,” Ybarra Evans said. She also encourages instructors to gradually explore and implement more advanced techniques as they become more familiar with accessibility guidelines. For some ideas on how to get started, check out Reading Rockets: Accessibility Tools and Resources, a guide to getting started with accessibility, including information on audits, technology, and professional development. Rethink Your Materials: Instructors may find it more convenient to make incremental adjustments rather than starting from scratch. However, this approach could result in a patchwork of modifications that may resolve only a few accessibility needs. Senior Digital Accessibility Specialist at the University of North Texas, Danae Harris, elaborated on this challenge, explaining: "One frequent challenge I encounter in digital accessibility within higher education is the faculty's preference for remediation over recreation. Faculty often find it easier to modify their existing content rather than create new content with accessibility in mind from the start. However, this approach can diminish the overall learning experience for all students." Ensure Digital Spaces Are Accessible. Digital educational content and platforms can be complex, incorporating multimedia elements like videos, interactive quizzes, and simulations. Ensuring that all these elements are accessible requires detailed knowledge of accessibility standards and best practices. Samm Nelson, Coordinator of UMass Amherst’s Assistive Technology Center, ensures faculty, students, and staff have equitable access to digital spaces. They help the institution keep up with digital advancements and meet accessibility standards through training, auditing, and remediation. UDL is one way to accomplish this, which is explained in more detail below.  Implement Universal Design for Learning (UDL). Harris calls UDL "The most important strategy for faculty.” This critical framework enhances learning experiences by catering to the diverse needs of students. It provides learners with various ways to engage with course material. Harris continued that University of North Texas “faculty are encouraged to provide learners with multiple means of engagement, multiple means of representation of information and multiple ways for students to express themselves," which are the three core principles of UDL. It’s an effective best practice that minimizes barriers for students with disabilities, “though it may not meet the needs of every individual student it is still a beneficial method of creating an inclusive learning experience,” Harris added. Ybarra Evans shared the official guidelines from the Center for Applied Special Technology (CAST), the pioneers of UDL.  Nelson shared that “UDL is the best practice, but it will never be a substitute for listening to our disabled community and directly addressing accommodations.” They noted the importance of asking if anyone needs accommodations and listening to what is shared because access needs can conflict between students with various disabilities. “When I am in a virtual meeting with a colleague who speech reads it is important to share my screen as little as possible so my deaf colleague can see my face with ease. When I'm in a virtual meeting with a student with ADHD sharing my screen can help with focus and understanding. When I am in a meeting with both of them together I need to best accommodate both their needs. Often that means sharing meeting materials prior to meeting so we all can follow along and see each other's faces,” Nelson said. Leverage Student Input: Involving students with disabilities in shaping accessibility policies and practices is crucial. Harris emphasizes the importance of hiring Accessibility Testers who are current or former students and expert assistive technology users. Their input is invaluable in creating and advocating for accessible content. Accessible materials not only help level the playing field for students with disabilities, they enhance learning, support a more diverse student body, and encourage continuous improvement. Ultimately, making education accessible is not just about meeting legal requirements, but about upholding the moral imperative to provide an inclusive and supportive learning environment for all.     Stacy Ybarra Evans, Ed.D., is the Director of the Center for Teaching Excellence at Our Lady of the Lake University. She collaborates with faculty to design accessible course materials and provides professional development on incorporating Universal Design for Learning (UDL) principles into their teaching practices. Samm Nelson, CPACC is the IT Digital Accessibility and Assistive Technology Specialist at UMass Amherst. They are responsible for ensuring faculty, students, and staff have equitable access to digital spaces on campus.  Danae Harris is the Senior Digital Accessibility Specialist at the University of North Texas. In addition to reviewing online courses to help faculty create accessible content, she also works with third-party representatives, including publishers and e-learning software providers, to address accessibility concerns and shares best practices and tools for making digital content accessible. ... View more

Jewish American Heritage Month this May offers us an opportunity to reflect on the rich history and contributions of Jewish Americans. This year, Macmillan Learning was privileged to host a webinar featuring Holocaust survivor, Gary Eichenwald, who shared an experience that was both a reminder of the dark chapters in history and a testament to the resilience, compassion and humanity that can emerge even in the face of unimaginable adversity. Here are some of the things we learned from him during the moving hour-long discussion. The Power of Resilience: One of the most striking aspects of the story of Gary and his family was their incredible resilience. Despite facing the horrors of the Holocaust, they managed to find strength within themselves to survive and rebuild their lives. From escaping Germany to seeking refuge in the Netherlands and living in hiding, his ability to maintain strength and dignity serves as a powerful reminder of the human spirit's capacity to overcome adversity. Gary and his family hid with a Dutch farmer, Hendrick Bloem, who had nine children. Initially, they worked on the farm, posing as cousins. However, when the danger increased, they moved to a shack in the woods. Their journey is a powerful reminder of the human ability to endure even the most devastating circumstances. Compassion in Crisis: Throughout the webinar, Gary shared instances of compassion and kindness that he experienced, even in the darkest times. Gary recounted stories of small acts of kindness that provided immense comfort and hope. For instance, when his family was hiding with the Bloem family, they were treated with great care and respect and provided two meals a day. These moments of compassion not only provided immediate relief but also restored faith in humanity. The Courage to be Brave: When we think of bravery during the Holocaust, we think of the many Jewish victims who were forced to make life or death decisions -- from whether to send their children away, to who they should trust and where they should go. Yet it’s also important to remember and honor those who were not Jewish, but made hard and courageous choices that ultimately saved lives. While Oskar Schindler may be one of the most well-known, there were many others whose bravery deserves recognition. Among them are Polish social worker Irena Sendler, who saved about 2,500 Jewish children from the Warsaw Ghetto; Swedish diplomat Raoul Wallenberg, who issued protective passports and sheltered Jews in buildings designated as Swedish territory; and Chiune Sugihara, a Japanese diplomat in Lithuania, who issued thousands of transit visas to Jewish refugees, allowing them to escape through Japan. These and many other persons just like Hendrick Bloem are among the 27,000 recognized as “Righteous Among the Nations” and have their names enshrined in Yad Vashem, The World Holocaust Remembrance Center, for their bravery throughout the Holocaust, risking not just their own lives but the lives of their families. The Importance of Memory: Gary emphasized the critical importance of remembering and sharing stories like his, as well as the history of the Holocaust. His detailed recollections of Kristallnacht, when Nazi soldiers and thugs broke into and vandalized his grandmother's textile store and severely beat his grandfather, were reminders that the Holocaust didn’t begin with concentration camps. Rather, it began by making an “other” of the Jewish community. His and his family's experiences during the war highlight the importance of remembrance and the need to educate future generations to prevent such atrocities from happening again. By keeping the memory of the Holocaust alive, we honor those who perished and ensure that the lessons learned from this dark period are not forgotten. This act of remembrance is a call to action to stand against hatred and bigotry in all forms. It’s common to hear “never forget” within the Jewish community, and for good reason. Giving memory to these tragic events helps ensure they are not forgotten. Hope and Renewal Amidst the stories of suffering, there were also stories of hope and renewal. Gary spoke about rebuilding his life after the Holocaust, and the importance of finding meaning and purpose. His journey from a war-torn Europe to starting a new life in the United States is a testament to the possibility of renewal and growth even after profound trauma. This resilience and hope are crucial for moving forward and building a better future. The insights gained from Gary’s story are not just historical; they offer valuable lessons for our present and future. In a world still grappling with hatred and division, the experiences of Holocaust survivors like Gary teach us the importance of empathy, understanding and standing up against injustice. Sadly, antisemitism is not a relic of the past; it remains a significant issue in many parts of the world. This speaks to the ongoing importance of individuals and communities standing up against all forms of bigotry and speaking out against hate speech. By remembering the past and educating future generations, we can foster a more compassionate and understanding world. As we commemorate Jewish American Heritage Month, we should not forget the lessons from Gary, and should strive to build a world where our humanity triumphs. You can read more about Gary’s story and the Bloem family. ... View more

As today is Global Accessibility Awareness Day (GAAD), I want to draw attention to our company’s vision statement: at Macmillan Learning, we envision a world in which every learner succeeds. As a learning company, this means we’re working tirelessly to ensure that, regardless of demographics or ability, each learner has the best possible opportunity to flourish in their educational experience. An important part of getting that right is developing course materials that are accessible, and I’m pleased to share some of our recent progress on our accessibility journey as it evolves with the needs of both students and instructors.  For the fifth consecutive year, Macmillan Learning was recognized as Global Certified Accessible by Benetech. This means that we provide “born accessible” digital learning options that ensure that every student, no matter their ability, has the same access to information. Benetech certified our conformance to the accessible EPUB creation guidelines, which are based on WCAG 2.2 AA+ standards put in place by the international standards organizations and the publishing community.  While I am proud of our recognition, we understand that accessibility is not only about checking boxes or fulfilling requirements; rather to us, it is an ongoing journey of creating a world in which every learner succeeds. Our product and engineering teams have been busy at work trying to do just that with ongoing updates to Achieve, our digital learning platform, to make it more friendly for users with disabilities. Their work included experiments with tools and workflows that integrated accessibility testing and resolution earlier in their development process. Recognizing that accessibility is a journey we are on together, our teams wouldn’t be able to make these improvements to our products without a firm understanding of accessibility themselves. This is why we continue to focus on accessibility internally as well, offering training opportunities for all employees to become better allies to the students and instructors we support. This commitment to our employees is also a reason that we scored 100% on the Disability Equality Index, which ranks companies on their use of best practices that support disability inclusion, for the third consecutive year. Lastly, I would like to take the opportunity to shine a spotlight on one of our Employee Resource Groups, AVID (Awareness of Visible and Invisible Disabilities), for their partnership in helping  increase awareness of disabilities. Throughout the year, they’ve worked with individual employees to share blogs, stories, and informational posts about their experiences with disabilities, demonstrating to all of us that improving accessibility is helpful to everyone, not just those with disabilities.  Everything we do is in service to our common goal with educators—to see students succeed and inspire what’s possible. Accessibility will always be an important part of that journey.   Want to learn more? Read more about where to start when designing an accessible course and what it means to have “accessible” course materials. ... View more

Accessibility may be hard to spell, but it shouldn’t feel like it’s hard to achieve. Accessibility is the extent and ease with which a person with a disability can perceive, navigate, interact with, and contribute to a product, service, or environment. It’s also commonly abbreviated as a11y, a numeronym where the number 11 represents the eleven letters between the first 'a' and the last 'y' in the word "accessibility."  Disabilities vary broadly and can impact a student's vision, hearing, movement, speech, and cognition. Each disability category encompasses a range of experiences; for example, visual disabilities can range from color blindness to total blindness. The goal of accessibility is to remove barriers and provide equal access and opportunity for students with disabilities.  Accessibility in education is not just about compliance or meeting legal requirements; rather, it's about creating an inclusive learning environment where all students feel like they belong and have the resources to succeed. By prioritizing accessibility, educational institutions and instructors can significantly impact students' learning experiences, outcomes, and overall well-being. Here are four quick tips for instructors who want to design an accessible course but don’t know where to start: Designing an Accessible Course  Build a relationship with your disability/accessibility offices to learn about the assistive technologies and services available to students with disabilities. By establishing a strong relationship with these offices, you can tap into a wealth of expertise and resources, including up-to-date information on assistive tools and best practices for accessibility. Some examples of assistive technologies include text-to-speech tools for textbooks, notetaking browser extensions, alternative keyboards, etc. Offer various ways to interact with course content, such as providing printable and digital formats. This course adjustment would support not only students with disabilities but also students with diverse learning styles and students studying in different environments. Offering multiple ways to interact with content can lead to increased engagement and even improved learning outcomes. Some things to keep in mind when creating course content: Digital formats should include readable text, meaning that the content is not an image. This allows students to use their text-to-speech or screen reader technologies.  Images that convey meaning, such as a mitochondria cell in a Biology handout should include alternative text (alt text) which offers a way for students who are blind or have low vision to perceive the content.  Materials should have appropriate color contrast. WebAIM offers a free Contrast Checker which can help determine if your foreground and background colors are compliant. Color should not be the only way to convey meaning. For example, if a bar graph only uses color to differentiate the values, students who are colorblind may not be able to perceive the information. Instead, try combining two elements like a color and a pattern.  Audio/video files should be captioned and include a transcript. If your video generator provides automated captions, review the output for accuracy.  To support students who are blind or have low vision, provide audio descriptions for videos that describe the visuals without interpreting them. Audio descriptions can be integrated into your usual audio recording process. Include an accessibility statement in your syllabus that encourages students to reach out to you with access needs. Adding this language signals to students that you are willing to discuss their individual needs and emphasizes your commitment to inclusion. Importantly, it encourages students who may be hesitant to request accommodations to know that they won’t be penalized for doing so. You can work with your disability services office for language and assistance. Label course materials with an intuitive naming convention. This practice removes unnecessary barriers for students using screen readers and other assistive technologies, as clear and predictable file names are essential for navigating course content efficiently. For example: Week 1 - Introduction to Psychology, Week 2 - Child Development, etc.  Additional Resources for Getting Started For instructors who use Macmillan Learning’s digital courseware, Achieve, this support documentation shares tips for how to create an accessible Achieve course. The World Wide Web Consortium (W3C) shares tips for how to get started with accessible design, writing, and development. W3C also shares user journeys of how people with disabilities use the web.  WebAIM shares articles on topics from standards and laws to document accessibility.  Deque, whose mission is centered around digital equality, published a beginner’s guide to accessibility.   Tetralogical, an accessibility consultancy firm, shares 10 simple accessibility tests that can be completed without specialty knowledge or tools.    Macmillan Learning’s accessibility team is here for you. If you have any questions about the accessibility of Macmillan Learning’s products or services, please contact webaccessibility@macmillan.com.   ... View more