Electronic Accessibility

SUNY Oneonta is committed to providing equal access to university information by ensuring our digital content is accessible by everyone regardless of physical, sensory or cognitive ability. Learn more in our Accessibility Plan

What is accessible content and assistive technology?

Accessible electronic and information technology are websites, documents, and digital materials that can be utilized by people with a wide range of abilities and disabilities. When materials have been developed to incorporate the principles of universal design, all users are able to interact with the technology in the ways that work best for them. Accessible content may be usable without assistive technology or may be compatible with standard assistive technology. Braille displays, audio interfaces, screen readers, and mobile phones are all examples of assistive technology. When documents are formatted according to existing accessibility standards assistive technology can manipulate and display the materials for the user.

Frequently Asked Questions

Web Accessibility Perspectives Videos: Explore the Impact and Benefits for Everyone provides videos demonstrating how web accessibility is essential for people with disabilities and useful for all. Each video is about 1 minute (the compilation is 7:36) and each page includes supporting information.

Digital content materials produced or published before January 2017 is considered legacy content and is exempt from compliance with the standards outlined in the SUNY Oneonta Accessibility Plan, unless requested.

Members of the SUNY Oneonta campus community can access additional information via the Electronic IT Accessibility Group intranet site.

If you are having any issues with electronic accessibility please contact our Information Technology Service Desk at 436-4567 or email at helpme@oneonta.edu.

Students who need help finding resources related to accessibility accommodations or other disability-related services can refer to the Office of Accessibility Resources.

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