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Accessible tools and resources that combat legal and institutional ambiguity about providing assistive technology may aid in providing a buffer for the difficult transition between secondary and post-secondary institutions. A website proposal was subsequently created to help visualize how these tools and resources may be designed ethically by implementing results from a survey similar to the one conducted in this study. The website would satisfy the WCAG 2.0 web accessibility standards and dynamically display the survey results, qualifying as an accessible, cohesive and refined search engine of accommodations by college for prospective students with disabilities.   To initially create an accessible design for the website, a "Web Accessibility Tutorial" was used to implement best practice solutions for meeting WCAG 2.0 requirements. Additionally, a quick reference page similar to the tutorial was used for standard WCAG 2.0 guidelines. These guidelines include implementations like labeling sections, headers, and object types clearly along with providing alternative text for images and other multimedia accessories. Other interesting aspects of accessible design are user navigation, keyboard accessibility, timed content, and even the readability of the language on the page. The perspective of using devices such as screen readers and alternative keyboards played a significant role on the design and implementation of the website. WAI-ARIA (Web Accessibility Initiative - Accessible Rich Internet Applications) is a web accessibility specification which was used to "increase the accessibility of dynamic content and user interface components". Bootstrap was used along with it's accessibility plug-in, which was meant to assist with keyboard navigation (increasing accessibility of widgets like carousels and drop-down menus), compatibility with screen readers (using ARIA roles and states) and the color contrast of the web page.   Describe how we wrote our website, including accessibility  \subsection{Recommendations}  Due to the lack of federal funding backing the Americans with Disabilities Act, it is not possible for all post-secondary institutions to fund and procure the hardware and software required by all students. However, in order to progress towards compliance, colleges must put concerted effort into meeting legal and industry guidelines for AT services in post-secondary education. Outlined below is a phased plan for implementing an AT Lab. The first phase is designed for colleges that are building their first AT lab, and have limitations such as funding or space. The second phase is designed to help colleges identify key AT computer hardware and software that address a wide variety of needs. The final phase is designed to encourage colleges to approach AT services proactively, seeking the best devices and systems for students, rather than waiting for students to address inaccessibility. The services that At  each step step, devices  will identify are broken up into the five following categories: impaired vision, blindness, speech, mobility, and facilities. identified which can serve a variety of needs.  The category of impaired vision is defined as: any individual who has vision loss resulting in the diminished ability to discern basic shapes and/or colors at various distances. The category of impaired vision is further broken up into services that AT labs could accommodate for which include: large print keyboards, color filtering software, and screen enlargers. The requirements for an AT lab to reach their first step include an option for a large print keyboard for each computer; basic large print keyboards can be found at prices close to their normal print counterparts. Color filtering and screen enlargement can be achieved through the additional options on the Microsoft Windows operating system. Since most computer labs will offer the Windows operating system by default both of these options can be used without anything extra. In order to reach the second step AT labs need more advanced screen enlargement software such as ZoomText (Al Squared) or MAGic (Freedom Scientific) which both offer licensing plans specific to computer labs at post secondary institutions. The AT lab also needs 19 inch or larger monitors. In order to achieve the level three \subsubsection{Phase 1: Building  an AT lab would need everything previously mentioned and monitors above 23 inches in size. Lab}  The blindness category refers for the specific assistances that are \begin{itemize}  \item Dedicated, quiet space with strong lighting  \item At least one support staff during open hours  available to any AT user that is blind or has close to no vision. This category is broken up into speech-to-text, screen readers, and scanners. The first step for an AT lab is to provide scanners for the users in order to digitize the documents in order to use a screen reader or text to speech assist students  \item At least 2 computer stations, each with:  \begin{itemize}  \item Ergonomic chairs  \item Large monitors  \item Large-print keyboards  \item Headphones with built-in microphone  \item Basic assistive  software to read. Text-to-speech and (speech-to-text,  screen readers are rudimentary functions that can be found in Microsoft Windows and can be used by a blind users to understand what is on their screen. In order to reach the second step an AT lab should have some ability to produce braille documents to the users that need them. Better text-to-speech reader, screen magnifier)  \end{itemize}  \item Optical Character Recognition (OCR) scanning  software is also needed such as Read and Write Gold (texthelp) or JAWS (Scientific Freedom). For step three an AT lab needs braille printers, braille displays, and braille labels. for alternate format requests  \item Braille labels  \item Digital sound recorders  \end{itemize}  The speech section refers to any user that has any type of hearing difficulty. The hearing subsection includes speech-to-text and email. For the first step all \subsubsection{Phase 2: Improving an  AT labs should include email services, these are plenty and most are available for free and empowers the AT users to communicate with peers and teachers in alternative ways. For step two users should have a speech-to-text system in place, a recommended system is Dragon NaturallySpeaking (Nuanca). Lab}  Mobility of any person looking \begin{itemize}  \item Separate room for private study or exam accommodations  \item At least two support staff during open hours available  to use an AT lab is a great concern and can be condensed into adjustable assist students  \item At least 6 computer stations  \item Educational support software for the computer stations  \item Adjustable  height equipment, custom keyboards, and mice. The first step is to supply desk for  at least adjustable height chairs. This gives one of  the basic adjustability that many users want or need. The second step is to have adjustable height desks and chairs so any users can use them, even those with their own chairs. Custom mice and computer stations  \item Braille embosser  \item Braille  keyboards for any users that may have different needs in regards to their movements. \item Left-hand/right-hand keyboards  \item Alternate computer mice  \item Digital talking book readers  \item Smart pens  \end{itemize}  Every At facility no matter what step it is on needs to have strong lighting so all users, even those with poor vision, can see clearly. There should also be both public and private places so that users can decide the environment that they would like to use \subsection{Phase 3: Proactive  AT facilities in. Finally there should be Lab}  \begin{itemize}  \item At least four  support staff during open hours available  to help AT users with question at any time that assist students  \item Separate room for private study  \item Separate room for exam accommodations  \item At least 10 computer stations  \item Math/science support software for  the AT lab is open. computer stations  \item Adjustable height desks for the computer stations  \item Support for math content in braille  \item Refreshable braille display  \item Graphical embosser  \item Laptops and/or tablets  \item Custom keyboards  \item Assistive science equipment  \end{itemize}  \subsection{Further research}  Looking towards the future there are areas where this This  research has areas of improvement. Due to the lack of random sampling and the limited sample size, virtually no generalizations  can be improved upon. The scope of colleges made. Increasing the sample size  and universities in extending the scope beyond  Washington State state would improve data relevancy. A website  was a good place to start, but to extend that to a national level in order created according  toserve a greater audience. Extending  the website to make more use of the data. Since the database behind the contains all proposal in section []. Powered by a SQL database,  the raw data from all the schools that were questioned; additions surveyed was displayed. Extending this work leads to greater oversight of post-secondary education and their AT service departments.   Additions  to the website could include searching and filtering user query functions to display  schools that meet exact needs by location or available accommodations. This type  of websites users. More school involvement would resource could  be an improvement for the future, instead of developed and maintained by  a survey if there was non-profit organization dedicated to transparent solutions to post-secondary AT services. Ideally, creating  a way funded mandate guaranteeing students with disabilities an accessible post-secondary education would provide federal funding  for schools to submit their data directly into the database the website uses, that could cause much less work for future exploration into the topic. Lastly, research into free software solutions to the problems that the project identified as common among users. Possible future proactively provide AT services. This type of  research could give beginning adaptive labs an economical place be used  to start, or students a resource audit college adherence  toget  the solutions mandate, and provide recommendations  to their needs without spending exurbanite amounts of their own money. the college for compliance or improvement.