The purpose of the National AEM Center’s Quality Indicators with Critical Components for K-12 is to assist state and local education agencies with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
The goal of this resource is to support scholarly communication librarians wanting to implement accessibility measures in their open access, open education, and open data initiatives.
These materials are intended to be used both in graduate courses related to copyright or accessibility and by practitioners interested in learning more on the topic. Topics covered include the Chafee Amendment and how it has changed post-Marrakesh Treaty, the role of accessibility in the Authors Guild, Inc. v. HathiTrust decision, the importance of the Marrakesh Treaty for international efforts to make materials accessible across borders, and how licensing provisions can impact these various rights. The resources include videos explaining the key points of each topic, along with editable slide decks for those who wish to build on the existing materials, activities and options for assignments, recommended pre-class readings, discussion prompts, and related resources for those who want to learn more on the topics introduced in this OER module. There are also teaching notes for those interested in using the module in a class they are teaching.
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.
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:
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation
Join Aujalee Moore (ODE), Debra Fitzgibbons (OTAP), Linda Brown (ODE), and Michael Cantino (BVIS) for shared learning about accessibility and instructional materials in Oregon K-12 schools.
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.
The NSCC Edition is a revised version of the BC Campus Accessibility Toolkit - 2nd Edition. The goal of this book 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.
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 guide articulates University Writing's practices for accessibility and inclusivity. We use this guide for internal training within our program.
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.
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.
These slides use Poll Everywhere polls; to use them, create your own Poll Everywhere account and duplicate the polls.
Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context.
Introduction to Accessibility
In this first video in our series, you’ll build an understanding of what accessibility means. People who need accessible materials and technologies describe how access creates inclusion where they live, learn, and work. Ultimately, accessibility is achieved when we remove barriers — or better yet, design environments that are inclusive for everyone from the beginning.
Turn learning barriers into learning opportunities by exploring the world of accessibility and Universal Design for Learning.
Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.
Acquiring the accessible formats a learner needs is part of a multi-step decision-making process. By prioritizing accessibility, access barriers for learners with disabilities will be minimized when materials are acquired. In cases where inaccessible materials have been selected, alternative forms - accessible formats - of those materials will have to be acquired for learners who need them. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.
Accessible formats of materials can be acquired from:
Accessible Media Producers (AMPs)
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.
Survey of speech, language, and communication disorders for educators. Consideration of varied disorders that might be encountered in educational settings; application to children from culturally and linguistically diverse backgrounds.
This course is an overview of speech, language, and hearing disorders. It will investigate the impact of communication on children with developmental disabilities and enable non-specialists to work effectively with this population. Throughout this course, we will consider a range of problems (i.e. neurological and physiological disabilities), as well as applications to children from culturally and linguistically diverse backgrounds.