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Accessibility Toolkit – 2nd Edition – Open Textbook
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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
Bay College Accessibility Course
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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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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
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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
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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
Comparative Land Use and Transportation Planning, Spring 2006
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This course focuses on the land use-transportation "interaction space" in metropolitan settings. The course aims to develop an understanding of relevant theories and analytical techniques, through the exploration of various cases drawn from different parts of the world. The course begins with an overview of the role of transportation in patterns of urban development and metropolitan growth. It introduces the concept of accessibility and related issues of individual and firm travel demand. Later in the semester, students will explore the influence of the metropolitan built environment on travel behavior and the role of transportation on metropolitan land development. The course will conclude with an examination of the implications of the land use-transportation interaction space for metropolitan futures, and our abilities to forecast them.

Subject:
Architecture and Design
Material Type:
Full Course
Provider:
MIT
Provider Set:
MIT OpenCourseWare
Author:
P. Christopher Zegras
Date Added:
01/01/2006
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
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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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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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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
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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:
12/10/2019
Inclusive Learning Design Handbook
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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
Introducing Accessibility
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This lesson will introduce students to the topic of designing websites that take web accessibility issues into account and will introduce students to Section 508 Of The Rehabilitation Act.

Subject:
Career and Technical Education
Material Type:
Lesson Plan
Provider:
Butte County Office of Education
Provider Set:
CTE Online
Date Added:
10/10/2016
An Introduction to Global Health - Health Care Facilities in Burkina Faso (08:49)
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The purpose of this video lesson is to expand the student's knowledge about the use and non-use of public health care facilities in low-income societies. Students will learn that a range of different factors, such as availability, accessibility, cost and quality of care play important roles when rural citizens take decisions about health care seeking. Based on ethnographic fieldwork in Burkina Faso, West Africa, this lesson explains why public health care facilities in the global south sometimes are underutilized.

Subject:
Health, Medicine and Nursing
Material Type:
Lecture
Provider:
University of Copenhagen
Provider Set:
An Introduction to Global Health
Author:
Professor Helle Samuelsen
Date Added:
01/07/2013
MSDE Accessibility Presentation
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Accessibility presentation presented at the Inspired Designer session. The session includes an overview of the legal requirements that must be met when creating or evaluating digital resources, and the various tools used to analyze websites and documents. Activities are included that allow participants to use their own devices to create Microsoft Word and PowerPoint resources that will be accessible to all students.

Subject:
Education
Material Type:
Lecture
Author:
Morrall Thompson
Gregg Ford
MSDE Admin
Date Added:
09/05/2018
Making Our School Safe & Accessible
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In this problem-based learning module, students will work collaboratively to improve the accessibility or safety of their school or community. For example, students could identify that accessibility ramps need to be added to the school property or additional sidewalks need to be created/repaired to increase the safety of students as they walk to school. Students would work together to create models of these improvements and create a communications plan that informs the stakeholders of the materials needed to create these improvements (i.e. using volume to determine the amount of concrete, using angles to determine measurements for ramps, etc..).

Subject:
Geometry
Material Type:
Lesson Plan
Author:
Blended Learning Teacher Practice Network
Date Added:
11/21/2017
OER Rubrics | Achieve.org
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Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K–12 education. Many state education agencies now have offices devoted to identifying and using OERs and other digital resources in their states. To help states, districts, teachers, and other users determine the degree of alignment of OERs to the Common Core State Standards, and to determine aspects of quality of OERs, Achieve has developed eight rubrics in collaboration with leaders from the OER community.

Subject:
Arts and Humanities
Business and Communication
Material Type:
Assessment
Teaching/Learning Strategy
Provider:
Achieve
Provider Set:
Individual Authors
Author:
Achieve
Date Added:
07/07/2011