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
File used for testing purposes.
Some educational materials can create barriers for some students when they are not designed with accessibility in mind. Some students with disabilities may h...
Accessible Educational Materials was previously referred to in the IDEA as Accessible Instructional Materials. “Educational materials and technologies are “accessible” to people with disabilities if they are able to “acquire the same information, engage in the same interactions, and enjoy the same services” as people who do not have disabilities. As a person with a disability, you must be able to achieve these three goals “in an equally integrated and equally effective manner, with substantially equivalent ease of use” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).” (aem.org.cast)The NC Policies Governing Services for Children with Disabilities cites IDEA on Accessible Instructional Materials.
Accessible Educational Materials for Parents and Families
Schools use a considerable amount of print-based instructional materials to deliver content. Many students, however, cannot access content that requires them to interact with print-based materials. Students who struggle to read may have physical, sensory, cognitive, or learning differences and may need accessible educational materials (AEM) to access the general education curriculum.
The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instruc...
Watch move videos at www.perkinselearning.org/videos/webcastIn this webcast, Yue Ting Siu provides us with an introduction to current technologies employed t...
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.
Many struggling and special needs students have a print disability. Teachers can meet these students’ needs by translating the three principles of Universal Design for Learning (UDL)into practice. Learn about the seven features of "born accessible materials
According to a World Health Organization (WHO) Report, more than a billion people in the world today experience disability (2017). Higher education also has ...
This Module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).
This Module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).
The resources in this Module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).