Short Description:
The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.

Long Description:
The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.

This second edition has built upon, and improved, the original toolkit—a collaboration between BCcampus, Camosun College, and CAPER-BC—with a new “Accessibility Statements” chapter, bibliography and list of links by chapter for print users in the back matter, updated information, and corrections to content, style and layout.

The French translation of the first edition of the Accessibility Toolkit—La Trousse d’outils d’accessibilité —is still available. In time, a French translation of this second edition will be made available.

Word Count: 14319

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.

Long Description:
The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.

This second edition has built upon, and improved, the original toolkit—a collaboration between BCcampus, Camosun College, and CAPER-BC—with a new “Accessibility Statements” chapter, bibliography and list of links by chapter for print users in the back matter, updated information, and corrections to content, style and layout.

The French translation of the first edition of the Accessibility Toolkit—La Trousse d’outils d’accessibilité —is still available. In time, a French translation of this second edition will be made available.

Word Count: 14908

ISBN: 978-1-77420-030-8

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This guide articulates University Writing's practices for accessibility and inclusivity. We use this guide for internal training within our program.

"Accessibility Considerations for Different Multimedia Formats" is a component of Unit 6, titled "Accessible Digital Content," within the course "An Introduction to ICT Accessibility and Inclusive Design" developed by MADA Center in Qatar.
This section covers accessibility best practices when working with various multimedia formats including audio, video, images, text, and animations. The goal is to teach principles of accessible and inclusive design to create digital content and websites that are usable for everyone, including people with disabilities. It outlines important considerations for making different media formats accessible based on Web Content Accessibility Guidelines (WCAG).

This slide deck is Part I of a two part professional learning series for educators to learn about accessibility, Universal Design for Learning, and how to think about accessibility for digital resources.This slide deck was presented to educators in a 90 minute virtual webinar session.Make a copy of the slide deck to customize for your needs.

This slide deck is Part II of a two part professional learning series for educators to learn about accessibility, Universal Design for Learning, and how to think about accessibility for digital resources.This slide deck was presented to educators in a 90 minute virtual webinar session.Make a copy of the slide deck to customize for your needs.

This resource will contain all of the links and resources from the Accessibility in OER - IHE Spring 2023 Cohort webinar series. 

In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.

This resource contains all of links and materials for the Accessibility in OER Webinar One that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinar Two that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinar Three that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinar Four that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinar Five that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinar Six that is co-facilitated by CAST and ISKME.

This resource contains all of links and materials for the Accessibility in OER Webinars One through six that were co-facilitated by CAST and ISKME.

K-12 classrooms are embracing technology and are working to overcome accessibility issues associated with digital and online educational materials. While there are legal accessibility standards in place (see resources below), educational materials are not always accessible to students with visual impairments or blindness. Most developers – and the companies who produce digital/online educational materials – are more aware of accessibility and are often striving to incorporate accessibility into their products. For some, the lack of awareness and/or the lack of accessibility knowledge is a key factor. This is especially true with educational app developers who produce a small apps geared for emerging readers or basic math apps for young students.

Many larger organizations that are creating digital textbooks and online assignments have a small accessibility team. Unfortunately, accessibility is not always given priority and companies need a gentle push to bring or keep accessibility as a priority goal. States and school districts do have the power of writing accessibility into their contracts with providers.

This document provides a list of all the States with link to each state's information in the following areas: procurement policy, State Department of Ed., Accessible Educational Materials, IEP forms, transition and graduation

This presentation introduces Computer Science students to the notion of accessibility: developing software for people with disabilities. This lesson provides a discussion of why accessibility is important (including the legal, societal and ethical benefits) as well as an overview of different types of impairments (visual, auditory, motor, neurological/cognitive) and how developers can make their software accessible to users with those disabilities. This lesson includes videos and links to readings and tutorials for students.

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Think about the diverse learners in your classroom. How do we engage ALL learners in the curriculum content?  In the Accessible Content for All modules, you will learn about Accessible Educational Material (AEM) and tech tools that are hidden in plain sight in your schools.  You will hear teacher accounts of using tools like read-aloud, closed captioning, and translation to increase student engagement.  These modules are self-paced and cover ways to create accessibility within Google, Microsoft, and IOS.  Peruse the modules and explore the topics you want to learn more about.  Create your own learning journey toward building accessibility, equity, and engagement in your classroom.