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We are about to launch Yuja panorama, but we also use the inbuilt accessibility tester in Canvas for academic content

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Anthology A11y is embedded in the VLE

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been reading about and sharing links with students for Magic ToDo - GoblinTools

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Providing tools like Glean to disabled students.

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We identify online resources and try our best to reach out to students who have identified 'accessibility' issues.

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We identify online resources and try our best to reach out to students who have identified 'accessibility' issues.

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SensusAccess. We also have a resource list of free tools that have been recommended to us by students/staff. Most of them aren't AI, though, I'd say. Some of our students get the full version of Grammarly funded by their DSA.

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We already use Ally, but it's not really an AI tool.

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We use Yuja Panorama to:

offer alternative formats to students

help staff identify accessibility issues in their content and files

provide students a way to customise the look of our Moodle

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The UserWay Accessibility Widget is a tool that offers on-the-fly adjustments to a website's visual presentation, making it easy for users with disabilities to engage with its content.

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Using copilot and other tools to aid staff and students in discrete scenarios.

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JamWorks or Glean for students where this is identified as a tool by a needs assessor

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Concerns around digital poverty and accessibility tools with a cost implication.

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in our Moodle VLE

Plus Ally..

Plus auto captions in Panopto

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Tricky this as it's only approved by our disability service but not by our IT service

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This is not an accessibility tool. However the ability to create an summary podcast has really got some of my students doing more reading.

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I know there's other tools supported by the disabilty team at the uni, but I don't know what they are, sorry.

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We have students who through their diasbility funding have been given access to the Pro version of Grammarly and some staff are very unhappy about this. They do not like the fact that it suggest writing ideas.

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Building accessibility tools using AI, the tools don't necessarily use AI, but we can build tools fast for very discrete and niche scenarios. This helps us fill gaps that are not provided commericially.

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As a distance learn provider, the difficulty is in finding out students' accessibility issues.  Some students are happy to declare, but others aren't and I have to rely on my intuition to determine where there are 'undeclared' accessibility issues.

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As a distance learn provider, the difficulty is in finding out students' accessibility issues.  Some students are happy to declare, but others aren't and I have to rely on my intuition to determine where there are 'undeclared' accessibility issues.

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JamWorks and data protection (concern from staff)

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The grey area around tools recommended as assistive technologies and built-in AI tools and where the line is around 'acceptable' levels of use within assessments etc.

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Wispr Flow for speech to text

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Teaching staff and students about how to use it and its limitations

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We have concerns about tools that give you a percentage score around the accessibility of your content because:

it does not reflect the reality that automated testing can only test for around 30% of issues.

create a false sense that content is more accessible than it actually is

it doesn't account for nuance and complexity of having things that are both in/accessible simultaneously

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google chrome extension

Given we are a google college

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The OU can help by providing hardware to support accessibility.  Finance is a support that supports students.

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The OU can help by providing hardware to support accessibility.  Finance is a support that supports students.

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Different design of materials and modes of delivery help. Having varied tutorial times. Recording tutorials.

But I am not au fait with how students are resourcing AI for their studies.

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Accessibility of information

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Before purchasing. Concern as to the availability of staff with time and skill to survey the field.

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If AI becomes the 'quickets/cheapest option' for digital accessibility, there's a risk that disabled students will be forced to rely on AI tools that are not always accurate or replicate bias, which doesn't seem fair.

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How many people are using the voice version of ChatGPT. Having a conversation and asking questions in real time allows students to think in a more critical way. It really helps for those with CP or with disabilities that mean writing and reading is difficult.

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I have concerns that the idea of AI assessment statements on student assessments may prevent people from using the accessibility tools that they legitimately have a reason to use because the statements say they should not use AI. which would disadvantage them.

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Understanding the data issues when university teaching materials are uploaded outside of the university into the accessibility tools

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Extra scrutiny of AI tools blocking access to accessibility tools

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Extra scrutiny of AI tools blocking access to accessibility tools

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Slower or less likely to obtain approval to buy for students.

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Learners ebecoming too reliant on AI tools eg creating bots to support learning - validity of information that they receive

The need for more transparent guidance to be available to students about what can and what can't be used within our AI policy / guidelines

The disparity of what learners have access to depending on if they have the means to pay for different tools

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I've come across Speechify text to speech but I haven't used it much yet.

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We're having issues with the students being given tools that will generate notes/quizzes/help using AI, but it requires the student to upload the lecture recording to the tool.

Staff are not happy letting their lecture recordings being downloaded and shared with AI tools.

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CPD for staff is absolutely key to ensuring that all are aware of the best tools to use, so that they in turn can support accessibility for all students.

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I don’t currently use premium AI tools or agents, but I know some students do. How can we, as educators, evaluate the impact of tools we can’t access ourselves, and how do we tackle the equity/accessibility issues that might create?

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Reluctance to use AI tools for ethical reasons

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Reluctance to use AI tools for ethical reasons

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If students are unwilling to use AI tools (in general or particular ones) for ethical reasons, then they may well end up being disadvantaged.

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I think we need agreed and share guidelines in the academic context in the same way as there are guidelines for citing and referencing. I've seen students copying whole paragraphs of books in their essays but they knew that was not acceptable!. With AI tools, what is considered student's own work is harder to tell and very few institutions have a clear policy of approved uses A) for accessibility and B) for general academic use.

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We need to understand how employers ensure accessibility for their employees and check we are aligned with this.

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This is a huge problem - so many staff, including those in charge of governance, haven't got a clue what is legally required from an accessibility front.

How do we get the message across to the sector as a whole that the Equalities Act 2010 has been updated in January, and its now been made very clear what the baseline accessibility requirements are in general.