Accessibility Advisory Committee June Newsletter: Covid-19 and Long Covid as a Disability Under the Americans with Disabilities Act

As the United States passes two years of Covid-19-related illness, the country and the world have felt how many parts of daily life have been affected by this virus. Federal departments including the Department of Justice (DOJ), Health and Human Services (HHS), and the Equal and Employment Opportunity Commission (EEOC) now recognize the impact of Covid as well as its long-lasting effects. Since 2020, there have been millions of Covid survivors in the United States alone, and according to the U.S. Government Accountability Office, as many as 23 million of those survivors may have developed “Long Covid.”

What is Long Covid?

Long Covid is described as the lasting effects of the Covid-19 virus. Symptoms may include pulmonary conditions, heart palpitations, difficulty sleeping, fatigue, tinnitus, depression, anxiety, chronic pain. Covid is still considered a relatively new condition, and there is not much known about Long Covid. Subsequently, research continues as more people report reactions to the Covid vaccine as well as Long Covid symptoms.

Are People Diagnosed with Covid-19 and Long Covid Covered by Federal Legislation?

The EEOC published an introductory technical assistance page, What You Should Know About COVID-19 and the ADA, the Rehabilitation Act, and Other EEO Laws, in March 2022. This document discusses Covid and Long Covid in the workplace, including reasonable accommodations, as both the virus and the after-effects are now considered disabilities by the EEOC. The EEOC’s page cites their many pandemic-related webinars and webpages and includes a series of Frequently Asked Questions.  

The DOJ and HHS published Guidance on “Long COVID” as a Disability Under the ADA, Section 504, and Section 1557 in July 2021. This guidance sheet explains that Long COVID can be considered a disability under Titles II and III of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and Section 1557 of the Patient Protection and Affordable Care Act (Section 1557). While the guidance sheet does not address Covid-19 as a disability, it does state that Long Covid does meet the federal definitions of “disability” when it limits one or more daily life activities.

Accessibility and Covid

Since early 2020, there has been plethora of websites sharing information about Covid-19. After a number of complaints and settlements, the DOJ published a fact sheet describing Accessibility of COVID-19 Vaccine Websites and the Americans with Disabilities Act. This fact sheet explained the DOJ’s commitment to providing equal access to information, and as a part of the settlements with the private businesses mentioned in the fact sheet, all were required to ensure that their Covid websites were accessible. Related, with the updated Guidance on Web Accessibility and the ADA, all Title II entities (such as colleges) now must have accessible websites.

Treatments

Though research continues on the most effective treatments, advances have been made. In their Interim Clinical Considerations for Use of COVID-19 Vaccines Currently Approved or Authorized in the United States, the Centers for Disease Control (CDC) has stated that children over the age of five are now eligible to receive booster shots. The Food and Drug Administration (FDA) has also approved the use of Evusheld for certain patients, as described in AstraZeneca’s Fact Sheet for Patients, Parents And Caregivers Emergency Use Authorization (EUA) of EVUSHELD™ (tixagevimab co-packaged with cilgavimab) for Coronavirus Disease 2019 (COVID-19).

Resources:

Link to Advisory Committee

What is the Accessibility Advisory Committee? AAC’s April 2022 Update

This year, the members of the Accessibility Advisory Committee (AAC) would like to continue its goal of disability awareness and allow the campus community to get to know this long-standing College Committee. 

As an advisory committee within the participatory governance system, the purpose of the Accessibility Advisory Committee (AAC) is to sustain and advance the College’s commitment to accessible physical, instructional, and technological environments, and the related climate for students, staff, faculty, and visitors. The committee serves as a catalyst for continuous improvement to ensure equitable and effective access for persons with disabilities and advises the College’s Executive Team on appropriate actions that might be taken in order to make this campus as accessible as possible. The committee seeks input, involvement, and support from all members of the campus community. Among other things, AAC performs annual “night walks” to review the campus’ physical accessibility and safety, provides training for staff on disability-related topics, organizes Disability Awareness events.

AAC membership has representation from Classified staff, Exempt staff, Faculty, and Student Government. All members are passionate about disability awareness, physical accessibility, sustainability, and equity and have a diverse array of skillsets. AAC works together as a team to make decisions and to achieve our goals, sometimes bringing in non-member visitors to consult for their expertise. 

The Accessibility Advisory Committee will be sending out monthly posts on DAAG featuring resources related to accessibility and the Americans with Disabilities Act (ADA). All College staff and students are encouraged to check out AAC’s public Sharepoint page. Also, keep an eye out for AAC’s YouTube playlist, coming very soon! There will be a number of videos, with more added regularly, featuring information about our Committee members, specific disabilities, and disability-related legislation and guidelines.

https://shorelineccwa.sharepoint.com/sites/AccessAdvisoryCommittee

Accessibility tip of the day: ADA Compliant Astronomy Lab

As we conclude Accessibility Action Week, today’s post is about another innovation in accessibility happening on our campus.

Jim Hughes, Shoreline Astronomy faculty, is collaborating with Astronomy faculty from Arizona State University and Spokane Colleges to create an accessible astronomy lab here at Shoreline.

ASU has developed ADA compliant descriptions for the images in Starry Night lab software so that students with low/no vision can hear (via assistive technology) what is being shown in the image. This is no easy task!

Here is an example:

“The figure shows the Sun on the right and Earth on the left. The orbit of the Moon is shown as a dotted circular path, and one location for the Moon is labeled. The illustration shows that one-half of the Moon’s surface is illuminated by sunlight. A person is placed on Earth such that it is noon (the Sun is directly overhead). Earth’s rotation is indicated by a curving counterclockwise arrow.” See example below:
orbit
If you are interested in learning more about this project, please contact Jim Hughes at jhughes@shoreline.edu.

Thanks for your enthusiasm and support this week! Our last and most exciting Accessibility Action Event is happening today!! Don’t miss it!

“Digital Accessibility in Higher Ed: Risk Assessment, Responsibility and Benefits”
with special guest Dr. Janet Sedgley, University of Montana
11:30 a.m. – 12:30 p.m., PUB Quiet Dining Room
Presentation Description:  It feels like a new buzz phrase – digital accessibility.  Those steeped in it, throw the term around daily.  Most others don’t find the term very accessible (aka approachable).  More individuals are starting to understand a little about how to create accessible Word documents and that web images require alt tags.  We have added more steps to our work processes. Why?

Let’s take a step back and get a general view of what’s happening with higher education and digital accessibility.  Is it truly an issue that needs our attention, how involved are each of us and what is higher education’s return on investment as far as digital accessibility.

Accessibility Week tip of the day for Thurs., April 28: Captioning Video Content

As we continue to celebrate Online Accessibility Action Week at Shoreline, today’s daily tip is about captioning video content.

We’ve been reading lately about universities such as MIT and Harvard being sued for lack of video captioning. While captioning is absolutely necessary for those who are hard-of-hearing, captions are also incredibly helpful for English language learners. A recent study found that 80% of viewers that use captions are in fact not deaf or hard of hearing, but simply prefer captioned content. Closed captions can improve video comprehension for all viewers, and as we use more video content in our courses, captioning becomes more important.

Live captioning has had a great impact on Business Professor Steve McCloskey’s teaching and on his students’ learning. Please take a few minutes to watch this captioned video of their experience.

We are taking a proactive approach here at Shoreline and faculty were surveyed last year about the types of video content they are using for learning activities. While faculty are welcome to provide their own video captioning, eLearning is here to help!  Unlike many other colleges, we have been able to set aside funds specifically for captioning instructional video content. Do you have videos that you use on a regular basis that need captioning? Contact eLearning: Amy Rovner (arovner@shoreline.edu) or Randy Gottfried (rgottfried@shoreline.edu)

If you want to learn more, join us for our Accessibility Sessions on campus this week!

UDOIT Party!!
Thursday, April 28, 1:30-3:00pm Room 4214

What does UDOIT mean?! UDOIT is a great new tool that is now inside Canvas – a few clicks and it has checked your full course for Accessibility.  It also provides information on how to fix the issues!  Our FLC has also put together a handy checklist if you want to check your course that way.  FLC Members will be present to show you how to use the tools and to help you quickly make improvements.

“Digital Accessibility in Higher Ed: Risk Assessment, Responsibility and Benefits”
with guest speaker Dr. Janet Sedgley, University of Montana

Friday, April 29 11:30-12:30pm, PUB
It feels like a new buzz phrase – digital accessibility.  Those steeped in it, throw the term around daily.  Most others don’t find the term very accessible (aka approachable).  More individuals are starting to understand a little about how to create accessible Word documents and that web images require alt tags.  We have added more steps to our work processes. Why?

Let’s take a step back and get a general view of what’s happening with higher education and digital accessibility.  Is it truly an issue that needs our attention, how involved are each of us and what is higher education’s return on investment as far as digital accessibility.

This presentation is part of the T&L Conference but you are welcome to attend this session even if not registered for the full conference. Please RSVP here so we have enough seats set up for you.

If you cannot attend an on campus training, please reach out to eLearning Services and we can set up individual or small group sessions.

Accessibility Week events plus the Accessibility Tip for Wed., April 27

This week we are celebrating Online Accessibility Action Week at Shoreline. The Faculty Learning Community on Accessible Online Course Content – has put together daily tips for you!

Today’s tip is: Creating Accessible Word Documents
According to the Office of Special Services here at SCC, one of the greatest needs for students with disabilities is that instructional documents be free from accessibility barriers. This would include syllabi as well as other course materials. Happily, Microsoft Word has the ability to quickly check documents for issues that people with disabilities might experience. Portland Community College has pulled together a nice resource that includes checking for accessibility issues in both MS Word and PowerPoint files.

If you want to learn more, join us for our Accessibility Training Sessions on campus this week! Today is our in depth look at 5 steps to creating accessible syllabi and other documents. See details about that event, and the other events this week, below:

5 Steps to Accessible Syllabi
Wednesday, April 27, 1:30-3:00pm Room 4214
Quickly learn the 5 steps that make documents accessible!  We’ll be at computers so please bring a syllabus or other document that you’d like to improve.

UDOIT Party
Thursday, April 28, 1:30-3:00pm Room 4214
What does UDOIT mean?! It is finally easy for anyone to check their Canvas classroom for accessibility. UDOIT is a great new tool that is inside Canvas – a few clicks and it has checked your full course for Accessibility.  It also provides information on how to fix the issues!  Our FLC has also put together a handy checklist if you want to check your course that way.  FLC Members will be present to show you how to use the tools and to help you quickly make improvements.

“Digital Accessibility in Higher Ed: Risk Assessment, Responsibility and Benefits” with Dr. Janet Sedgley, University of Montana
Friday, April 29 11:30-12:30pm, PUB
It feels like a new buzz phrase – digital accessibility.  Those steeped in it, throw the term around daily.  Most others don’t find the term very accessible (aka approachable).  More individuals are starting to understand a little about how to create accessible Word documents and that web images require alt tags.  We have added more steps to our work processes. Why?

Let’s take a step back and get a general view of what’s happening with higher education and digital accessibility.  Is it truly an issue that needs our attention, how involved are each of us and what is higher education’s return on investment as far as digital accessibility.

This presentation is part of the T&L Conference but you are welcome to attend this session even if not registered for the full conference.  Please RSVP here so we have enough seats set up for you.

If you cannot attend an on campus training, please reach out to eLearning Services and we can set up individual sessions as needed.

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