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.
This Module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom (est. completion time: 2 hours).
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.
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.
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.)
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
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.
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.
This Book Will Be Helpful to:
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 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.
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.
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.
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.
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.
Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.
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.
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.
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.
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.
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.
Lecture slides developed to accompany ARTID 569A: Inclusive Environments, an Interior Design course offered at Iowa State University. These slides cover the history of disability rights in the United States, design standards, and more. Questions are included within the slides for assessment.
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.