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.

Comments
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:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

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.

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.

Comments
These slides use Poll Everywhere polls; to use them, create your own Poll Everywhere account and duplicate the polls.

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).

This Module presents information on legal requirements and accommodations for testing students with disabilities, in addition to highlighting considerations for interpreting performance data for this population (est. completion time: 2 hours).

Our brains control every movement we make. Most of us take for granted our ability to pick up a cup or change the television station. However, for people who have lost a limb or become paralyzed, the inability to do these things means a loss of freedom and independence. This video segment from Greater Boston describes how neuroscientists and bioengineers have teamed up to create a system that allows people who have lost motor functions to control electronic devices through their thoughts alone. Grades 6-12

This is a unit about the ADA. It has hands on activities that simulate physical and cognitive impairments to build empathy in relation to the social justice standards.

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.

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.

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.

Syllabus Description: 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.

This six-part curriculum introduces working with children with disabilities and is based on a model that sees disability as an issue of diversity rather than of dysfunction and medicine. It may be used in part, but use in whole is strongly recommended. The modules address the competencies involving cultural skills and knowledge and impact competencies regarding child welfare skills and knowledge about child abuse. They cover: quantifying the number of persons with disabilities in the United States and California, having participants understand their own values and attitudes regarding children with disabilities, physical and sexual abuse affecting children with disabilities, families with children with disabilities, a generic model of practice that includes children with disabilities and their families, and a resource directory. (189 pages)Salsgiver, R. O. (2000).

Persons with disabilities may be facing difficulties in reading documents created by you. Many documents contain hidden obstacles that can sometimes deny or restrict access to users with disabilities, particularly persons with blindness, low vision, color blindness, reading disabilities, and certain mobility impairments.
People with disabilities use digital documents in different ways. Some of them may want to get it Read Aloud using Text-To-Speech software, or read it on Refreshable Braille Devices, while others may want to magnify the text and change the foreground and background color to suit their visual disability. Some of your readers may be using the keyboard to navigate through your documents, while others may be using touch, voice commands, a modified mouse, Head Stylus, or even Eye Tracking technology.

This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).

This Module, a DEC-recommended resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).

This lesson includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of preparedness, response and recovery strategies as part of the overall management of school bus emergencies and disasters with special needs students.Students with special needs are those who cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief and recovery, whether their disability is chronic or temporary.

The Library of Congress is adopting amendments to its regulations regarding loans of library materials for blind and other print-disabled persons, as authorized by Title XIV of the Library of Congress Technical Corrections Act of 2019, to amend terminology, the description of services, and certification requirements, and to memorialize existing practices in the Library of Congress's National Library Service for the Blind and Print Disabled (NLS).

An infographic showcases statistics and trends in accessible learning in the US, types of disabilities, and accommodations and modifications for each type.This work is created for a college project.

Mada Assistive Technology Portal is the first digital platform specialized in assistive technology in Arabic. The portal provides a wide range of information, resources and assistive technology services to enable and support the independence of persons with disabilities through accessible information and communication technology ICT.