Recent experiences have demonstrated that University staff and students expect to use online resources with a variety of devices, making full use of accessibility features such as reflow, captions, and text-to-speech. Such features benefit everyone, but especially the increasing proportion of university students who self-report a disability. University Information Technology departments know they must commit to accessibility; indeed, they have a legal obligation to do so, but how can they take this ambition and embed accessibility within their policies and processes?
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