The resource introduces the audience to the OER Service as well as the university’s efforts to improve the accessibility and inclusivity of its resources. By looking at and together analysing three already published OER (all listed below), learners are taught what points to keep in mind as they are creating their own resources. The resource is available as a video and in transcript format with PowerPoint slides embedded.

This resource is a collaborative effort and was created for Geoscience Outreach students to practice considering the accessibility, inclusivity, and OER suitability of their created resources. It was originally run as a workshop by Open Content Curator Interns Molly Wickett and Alyssa Heggison in 2022, and has now been adapted for sustainable use as a video with accompanying transcript by an Intern August Enger in 2023.

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.

Understanding the VPAT®
Share:
You may come across the Voluntary Product Accessibility Template (VPAT) as you research vendors of digital materials and technologies and consider their products for procurement. The VPAT is meant to help U.S. federal government agencies determine how well the products they purchase meet the Section 508 accessibility standards. Many organizations outside the federal government now require the submission of a VPAT in their procurement process, especially if they receive any kind of federal funding. This includes K-12 schools and institutions of higher education.

Start with general information about the VPAT, then review a sample Accessibility Conformance Report (ACR) similar to one a vendor would submit for your consideration. Each section of the sample ACR (which is just a filled out VPAT) includes comments to help you understand the information you would find in that section of an ACR.

Sarah Statham, MEd Transition Network Facilitator (TNF) Multnomah, Washington, Columbia & Clatsop counties | Lon Thornberg, MEd Transition Network Facilitator (TNF) Eastern Oregon with InterMountain ESD |The Transition IEP contains post-secondary goals in education, training, employment, and independent living. This session will share universal tech tools for transition that support and accommodate transition age students on the journey to reaching their post-secondary goals. This session will also highlight collaborative and coordinated relationships between students, educators, specialist’s and outside agencies that can be enhanced by the understanding of student’s use and past history with AEM & AT. Use of tools and AEM strategies to access transition activities and resources will be shared.

Georgeann HartyLow Incidence Disabilities SpecialistOregon Department of EducationOffice of Enhancing Student Opportunities | Debra FitzgibbonsCoordinator, Oregon Technology Access Programand Regional and Statewide Services for Students with Orthopedic ImpairmentDouglas ESD | Session Description: This introductory AEM session builds a foundation for understanding the meaning of Accessible Educational Materials and how they support inclusion of all learners, across the lifespan.Timely provision of AEM, Accessible Educational Materials ensures learners with disabilities can get the same information, engage in meaningful participation, and enjoy the same services as non-disabled students, with the same ease of use. This session will establish common vocabulary, discuss the POUR Principles and reference relevant state and national legislation that pertains to AEM.It is never too early to help learners explore and discover what works for them. They will grow to advocate for these tools that lead to independence. When we make these choices available to all learners, no one stands out. Intentional planning, conversations and collaborations ensure we ask ourselves “Who am I leaving out?”