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Accessibility Evaluation
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This activity guides students through the evaluation of a website that they have created to see if it is accessible for users with disabilities. Students will simulate a number of different disabilities (e.g. visual impairments, color blindness, auditory impairments, motor impairments) to see if their website is accessible; they will also use automated W3 and WAVE tools to evaluate their sites. Students will consider the needs of users with disabilities by creating a persona and scenario of a user with disabilities interacting with their site. Finally, students will write up recommendations to change their site and implement the changes.

Comments
Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

Subject:
Computer Science
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Provider:
CUNY Academic Works
Provider Set:
Brooklyn College
Author:
Devorah Kletenik
Date Added:
09/03/2020
Accessibility Mindfulness
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CC BY-NC-ND
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This animation seeks to lead students to a deeper understanding of the challenges that come with online learning for those with disabilities, and a newfound or renewed sense of empathy towards others.

Music by VYEN.

Subject:
Higher Education
Material Type:
Lecture
Author:
Callista Dawson
Megan Jones
Date Added:
02/10/2021
Accessibility Toolkit – 2nd Edition – Open Textbook
Unrestricted Use
CC BY
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The goal of this 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.

Subject:
Communication
Education
Educational Technology
Higher Education
Material Type:
Full Course
Provider:
BCcampus
Provider Set:
BCcampus Open Textbooks
Author:
Amanda Coolidge
Josie Gray
Sue Doner
Tara Robertson
Date Added:
05/22/2019
Accessibility: the Whys and the Hows
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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.

Comments
These slides use Poll Everywhere polls; to use them, create your own Poll Everywhere account and duplicate the polls.

Subject:
Computer Science
Material Type:
Lecture
Provider:
CUNY Academic Works
Provider Set:
Brooklyn College
Author:
Devorah Kletenik
Date Added:
09/03/2020
Bay College Accessibility Course
Unrestricted Use
CC BY
Rating

This course/lesson/material was developed from Creating Accessible Course Content, a course developed by @ONE, a project of the California Community Colleges.

Creating Accessible Course Content by @ONE, a project of the California Community College's Online Education Initiative (Links to an external site.) is licensed under a Creative Commons Attribution 4.0 International License (Links to an external site.)

Re-mixed and created content for Bay College by Bay College Online Learning, also CC-BY.

CC-BY Images from Pixabay.

Subject:
Education
Higher Education
Material Type:
Full Course
Author:
Edie Erickson
Date Added:
09/24/2018
Best Practices in Accessible Online Design
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CC BY-NC
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Accessibility is frequently the last thing course and website developers want to think about when creating an online content. There is extra time involved up front, but it can help prevent problems down the line. I think most of us in higher education care about all students and want to help them to our best ability. There are also laws protecting the rights of individuals with disabilities to have access to programs and services that institutions of higher education offer. Section 504 of The Rehabilitation Act of 1973 says that public institutions receiving federal funds, this includes student financial aid, need to ensure that people with disabilities can participate in programs & activities and have the same benefits that people without disabilities have. It requires academic adjustments and accommodation to ensure full participation. Section 508 is an amendment that requires electronic information and technology, such as websites and online courses be accessible. The American with Disabilities Act of 1990 expands the Rehabilitation Act of 1973 to private as well as public institutions of higher education. The newest is The 21st Century Communications and Video Accessibility Act of 2010. It requires modern communications to be accessible to people with disabilities. This includes VOIP services, electronic messaging, video conferencing, video communications and mobile browsers.

Subject:
Educational Technology
Material Type:
Textbook
Provider:
Cleveland State University
Provider Set:
Michael Schwartz Library Pressbooks
Author:
Heather Caprette
Date Added:
01/03/2020
Bookshare: Providing Accessible Materials for Students with Print Disabilities
Only Sharing Permitted
CC BY-NC-ND
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This Module presents an overview of Bookshare, a project supported by the U.S. Department of Education and OSEP, which provides books in digitized formats to individuals who have print disabilities. On hand is information about how such students can access textbooks, other instructional materials, and text-reader software at no cost, as well as how teachers can use this information in their daily instructional planning (est. completion time: 2 hours). (Note: Because Bookshare works hard to improve the experience of its users, the screenshots and tutorials in this Module might differ slightly from what Bookshare visitors will find on their Website.)

Subject:
Special Education
Material Type:
Module
Provider:
Vanderbilt University
Provider Set:
IRIS Center
Date Added:
09/04/2018
CB Trousse d’outils d’accessibilité pour les
Unrestricted Use
CC BY
Rating

La Trousse d’outils d’accessibilité est une collaboration entre BCcampus et le Centre for Accessible Post-Secondary Education (CAPER-BC ou Centre pour les études post-secondaire accessible). BCcampus est une organisation financée par les fonds publics qui utilise la technologie pour relier les compétences, les programmes et les ressources de tous institutions post-secondaire de C.B. dans un réseau de services de livraisons collaborative. BCcampus est l’organisation en tête du projet de manuels scolaires ouverts en CB. CAPER-BC fournit des matériaux d’enseignement et d’apprentissage aux étudiants et instructeurs qui ne peuvent pas utiliser l’impression conventionnelle à cause de déficiences. English translation: http://opentextbc.ca/accessibilitytoolkit

Subject:
Education
Material Type:
Textbook
Provider:
BCcampus
Provider Set:
BCcampus Open Textbooks
Author:
Amanda Coolidge
Sue Doner
Tara Robertson
Date Added:
08/09/2017
Clusive Learning Environment
Unrestricted Use
CC BY
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The Center on Inclusive Software for Learning's flexible, adaptive, and customizable digital learning environment.

Subject:
Education
Material Type:
Interactive
Provider:
CAST
Author:
CISL
Date Added:
09/29/2020
Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders
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This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

Subject:
Education
Material Type:
Textbook
Provider:
Portland State University
Provider Set:
PDXOpen
Author:
John Romig
Kristy Lee Park
Luis F. Pérez
Michael J. Kennedy
Samuel Sennott
Sheldon Loman
Wendy J. Rodgers
Date Added:
02/02/2015
Digital Accessibility as a Business Practice
Conditional Remix & Share Permitted
CC BY-SA
Rating

This Book Will Be Helpful to:

Managers-
This book is aimed primarily at those who are responsible for implementing accessibility at an organizational level. These people tend to be managers, but may also be accessibility specialists, whose role it is to oversee the implementation of accessibility strategies and awareness throughout an organization.

Web Developers-
Web developers may also wish to read this book to expand their understanding of the organizational aspects of implementing accessibility, extending their role as an IT accessibility specialist, often being the person who leads the implementation of accessibility culture in an organization.

Everyone Else-
While managers and web developers are the primary audience for this book, anyone who has an interest in the aspects of implementing accessibility culture in an organization will find this book informative.

Subject:
Management
Material Type:
Textbook
Provider:
Ryerson University
Author:
Greg Gay
Date Added:
11/06/2018
Documentation:Open UBC/Guide/OER Accessibility Toolkit
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CC BY-SA
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The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the OER Accessibility Toolkit is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

Subject:
Educational Technology
Material Type:
Case Study
Teaching/Learning Strategy
Author:
Amanda Coolidge
Sue Doner
Tara Robertson
Date Added:
06/14/2018
E-Text Template
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CC BY-NC-SA
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This is a template for creating an accessible, mobile-friendly e-text using other openly licensed content. It can be customized and re-branded to work for any subject area at any institution. A working knowledge of HTML and CSS is required.

Subject:
Applied Science
Arts and Humanities
Business and Communication
Career and Technical Education
Education
English Language Arts
History
Law
Life Science
Mathematics
Physical Science
Social Science
Material Type:
Textbook
Provider:
Schoolcraft College
Date Added:
10/10/2019
Fast Food Inclusion, Advanced-Low, ASL 301, Lab 03
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Students will be learning Fast Food slang vocabulary via a Google Slide Presentation. (Note: These signs have been verified with multiple Deaf adults). Students will also be given a prompt as to how to make a specific Fast Food business more accessible to the Deaf.

Subject:
Languages
Material Type:
Activity/Lab
Author:
Amber Hoye
Sarra Foerster
Camille Daw
Mimi Fahnstrom
Date Added:
04/07/2020
Inclusive Energy Systems: Exploring Sustainable Energy for All
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For the first time in history, the number of world citizens without access to electricity services has dropped below one billion, but still more than 2.8 billion people lack access to clean and affordable cooking fuels. Access to clean, affordable and reliable energy services for all world citizens is a precondition for the achievement of many other Sustainable Development Goals, such as health and economic development.

The provision of sustainable energy services for all is not just a technological challenge or one confined to developing countries. Industrial and post-industrial societies also need to address issues of energy poverty and energy injustice.

Rather than tackling the technological dimension of the formidable challenge to provide an inclusive energy system with renewable and climate-neutral energy resources, this course will focus on its social and institutional dimension. Introduction to the principle of the 4 As of energy services – Accessibility, Availability, Affordability, and Acceptability (environmental and social) will enrich your perspective as an engineering professional. Balancing these four critical and interdependent criteria is a recurrent challenge for individuals and society as a whole, as the characterization of the four As evolves with economic development and changing societal preferences.

You will learn how the rules of the game as defined in laws, regulation and market designs impact the balance between the 4As. Using a wider socio-technical systems perspective you will discover new solutions for the inclusive provision of energy services beyond the purely technological solutions.

After this course you can engage in a richer, more informed debate about how to achieve an inclusive energy system. You will be able to translate this knowledge into strategies to serve society’s future energy needs. The cases presented from developed and developing countries will help you to develop and test your analytical skills. Interviews with industry leaders shaping the energy system will challenge you to reflect on the position these leaders take and the interests they serve.

Lastly, you will put yourself to the test by demonstrating your newly acquired knowledge and skills as a strategic policy advisor, in writing guidelines for a strategic action plan for the energy system and institutional context which are relevant for you, in your company, your city or your country.

Subject:
Engineering
Material Type:
Full Course
Provider:
Delft University of Technology
Provider Set:
Delft University OpenCourseWare
Author:
Prof.dr.ir. Margot Weijnen
Date Added:
02/14/2020
Inclusive Learning Design Handbook
Unrestricted Use
CC BY
Rating

The Floe Inclusive Learning Design Handbook is a free Open Educational Resource (OER) designed to assist teachers, content creators, Web developers, and others in creating adaptable and personalizable educational resources that can accommodate a diversity of learning styles and individual needs.

Subject:
Education
Material Type:
Reading
Teaching/Learning Strategy
Provider:
FLOE Project
Provider Set:
Inclusive Learning Reference Collection
Date Added:
11/29/2012
Instruction for Assignment (Accessibility)
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Media Produce Instruction Topic: Accessibility OverviewFollowing a series of lessons regarding characteristics of physical disabilities and accessibility, students will have opportunities to present their research on issues pertaining to accessibility in their communities. They can work on it as a group or individually. MethodStudents can demonstrate their learning using an application, Comic Life. The application provides several options for presentation. However, in this project, students have to select one from three options. Since each option provides at least 4 templates, 12 options are possible for your presentation. The three options consist of “Education,” “How to,” and “Life Stories.”You may find examples of the options by visiting here. Contents in your presentation●      Pictures - the application allow to using pictures from your computer. Students must use pictures that students took during their research. Pictures from websites might be used for the presentation. However, it will be allowed only to describe, introduce, explain something related to the topic.●      Writing - Your presentation should provide opinions, descriptions, explanations, or arguments in a written form. For example, when you use a photo, you should describe when and where it was taken, who took it, and description of the photo.●      Oral Presentation - Your presentation should provide opinions, descriptions, explanations, or argument in an oral form. That is, if there is unclear information or if you want to add more explanations on your written contents, you could provide oral presentation.* An example of presentation: visit here.        Rubric for presentation  Advanced (5 points)Good (4 points)Fair (3 points)Pictures-       Students utilize 5 and more photos taken during their research.-       The photos are highly related to a topic.-       Students utilize 4 photos taken during their research.-       The photos are related to a topic.-       Students utilize 3 photos taken during their research.-       The photos are barely related to a topic.Writing-       Students provide detailed information in a written form about photos used for their presentations(i.e., when and where they were taken, who took them). -       Students provide three opinions, arguments, or possible solutions to an issue in a written form. The issue should be associated with photos used in their presentations.-       Students provide detailed information in a written form about photos used for their presentations. However, the information does not include all components mentioned. -       Students provide two opinions, arguments, or possible solutions to an issue in a written form. The issue should be associated with photos used in their presentations.-       Students provide vague information in a written form about photos used for their presentations -       Students provide one opinion, argument, or possible solution to an issue in a written form. The issue should be associated with photos used in their presentations.Oral Presentation-       Students provide detailed information in an oral form about photos used for their presentations(i.e., when and where they were taken, who took them).-       Students provide opinions, arguments, or possible solutions to an issue in an oral form. The issue should be associated with photos used in their presentations.-       Students provide detailed information in an oral form about photos used for their presentations. However, the information does not include all components mentioned. -       Students provide two opinions, arguments, or possible solutions to an issue in an oral form. The issue should be associated with photos used in their presentations.-       Students provide vague information in an oral form about photos used for their presentations -       Students provide one opinion, argument, or possible solution to an issue in an oral form. The issue should be associated with photos used in their presentations. * Students can present their research using a written or oral form. If students utilize both written and oral forms for their presentation, they will get additional points.

Subject:
Elementary Education
Material Type:
Lesson Plan
Author:
Youngbin Kim
Date Added:
04/04/2017