Scheduled at 9:00am in Penrose 1 on Tuesday, November 17.
#43182Speaker(s)
- RaLynn McGuire, Associate Director of Digital Accessibility, University of Texas at San Antonio
- Vanessa Garza, Lead Digital Accessibility / UDL Specialist, University of Texas at San Antonio
Session Details
- Length of Session: 3-hr
- Format: Interactive/Discussion
- Expertise Level: All Levels
- Type of session: Pre-conference
Summary
After an intense year of ADA Title II accessibility compliance efforts, many accessibility professionals are navigating mixed emotions and uncertainty about what may come next. This interactive pre-conference session offers a supportive space to reflect on the past year, learn from peers across institutions, and identify strategic priorities for the year ahead. Participants will leave with renewed clarity, practical ideas, and a stronger sense of shared community.
Abstract
The year leading up to the anticipated April 2026 accessibility compliance milestone required extraordinary effort from many higher education accessibility professionals. Institutions mobilized resources, launched trainings, revised workflows, and asked teams to accelerate progress under significant pressure. When the compliance date shifted, many professionals were left navigating a complex mix of frustration, fatigue, uncertainty, and important questions about what comes next.
This interactive pre-conference session creates a structured and supportive space for accessibility professionals to come together with others who understand the realities of this work. Participants will have the opportunity to reflect on the past year, share institutional experiences, identify lessons learned, and discuss how changing timelines and expectations are shaping current priorities. Through facilitated discussion, guided reflection, peer exchange, and strategic planning activities, attendees will explore what proved effective, what created barriers, and how to use the year ahead intentionally. Topics will include sustaining momentum, communicating with leadership, managing shifting expectations, prioritizing limited capacity, and building collaborative support models.
A core goal of this session is community: creating a room where accessibility professionals can speak honestly, learn from one another, and leave feeling less isolated in our work. Participants will also develop a personalized action plan for the year ahead based on their institutional context and current realities. Attendees will leave with renewed clarity, practical strategies, peer connection, and a stronger sense of direction for what comes next.
Keypoints
- Shared reflection helps professionals turn uncertainty into clearer strategic priorities.
- Community and shared experience can re-energize professionals facing exhaustion and isolation.
- Intentional planning can sustain accessibility momentum despite shifting deadlines.
Disability Areas
All Areas
Topic Areas
Accessibility and Accommodation in the Current Political/Legal Environment, Campus & System-wide initiatives, Uncategorized
Speaker Bio(s)
RaLynn McGuire
RaLynn McGuire is a lecturer and the Lead Accessibility and Universal Design for Learning Specialist at her institution, where she partners with faculty to create accessible and engaging learning environments. With a foundation in K-12 teaching and deep experience in higher education, RaLynn is dedicated to advancing campus-wide accessibility and Universal Design for Learning (UDL) initiatives. She is currently a doctoral candidate in Educational Leadership and Policy Studies, and her expertise is further informed by her active service on local and national boards and committees focused on accessibility in education. RaLynn is passionate about empowering educators, fostering inclusive practices, and sharing her lifelong love of learning.
Vanessa Garza
Vanessa worked as an educator, developer, and instructional designer before developing a passion for creating accessible content in higher education. Vanessa currently focuses on training and supporting faculty to create accessible content and promote a culture of inclusive education.