The AEM Quality Indicators Logo

Accessibility When You Select Digital Materials

This resource explores the Quality Indicators for the Provision of Accessible Educational Materials (AEM), including a tool that curriculum and procurement teams can use for continuous self-assessment and progress monitoring.

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Educational materials, one of the four components of a UDL curriculum, must be accessible to students with disabilities if every learner is expected to make progress in the general curriculum. Successful provision of accessible educational materials (AEM) requires comprehensive and collaborative processes for purchasing, selecting, and creating commercial, open, and educator created materials for learning. Key factors can guide educators in setting up such a system, including compliance, timely delivery, written guidelines, professional learning opportunities, data collection, data use, and allocation of resources. This resource explores the Quality Indicators for the Provision of AEM, including a tool that curriculum and procurement teams can use for continuous self-assessment and progress monitoring.

Authors/Creators
Cynthia Curry, Luis Pérez

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Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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March 25, 2019

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The POUR Principles

Accessibility Makeover of Your Media

This resource can serve as a guide for helping teachers create educational materials that follow accessibility best practices in order to remove barriers to learning.

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As presented in the UDL Guidelines, teachers can optimize access to learning by providing learners with options for both perceiving information and for physically interacting with curriculum materials. Designing for accessibility is foundational to meeting these UDL checkpoints. The POUR (Perceivable, Operable, Understandable, Robust) accessibility principles from the W3C (World Wide Web Consortium) are outlined in this resource, serving as a guide for helping teachers create educational materials that follow accessibility best practices in order to remove barriers to learning.

Authors/Creators
Cynthia Curry, Luis Pérez

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Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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May 5, 2019

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Students interacting and learning from one another.

Course Design for Student Success in Higher Education

This document summarizes the "Course Design for Student Success in Higher Education" session content that was offered at UDL-IRN Summit 2018.

Average: 4 (2 votes)

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Academic Resources at Chattanooga State Community College, in the past few years, has adopted Universal Design for Learning (UDL) principles into their course design process for developing successful and engaging online courses. In their research on accessibility and UDL, they have collaborated campuswide as well as with other colleges and universities across their state.

This paper summarizes the Course Design for Student Success in Higher Education session that  wasoffered at UDL-IRN 2018. It will provide Learning Management System (LMS) tools, software, and pedagogy currently used in their course design process that promotes UDL and how their process is tied to the UDL principles. They will also provide recent course examples. This will include recent examples of STEM, Nursing, General Education, and Tennessee Center of Advanced Technology courses. In addition, it will provide resources solutions to common problems that occur during course design/re-design, including common LMS tips and tricks.

Authors/Creators
Toney Phifer, Adrian Ricketts

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Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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Posted date:

March 23, 2021

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Students interacting and learning from one another.

Course Design for Student Success in Higher Education

This document summarizes the "Course Design for Student Success in Higher Education" session content that was offered at UDL-IRN Summit 2018.

Average: 4 (2 votes)

About

Academic Resources at Chattanooga State Community College, in the past few years, has adopted Universal Design for Learning (UDL) principles into their course design process for developing successful and engaging online courses. In their research on accessibility and UDL, they have collaborated campuswide as well as with other colleges and universities across their state.

This paper summarizes the Course Design for Student Success in Higher Education session that  wasoffered at UDL-IRN 2018. It will provide Learning Management System (LMS) tools, software, and pedagogy currently used in their course design process that promotes UDL and how their process is tied to the UDL principles. They will also provide recent course examples. This will include recent examples of STEM, Nursing, General Education, and Tennessee Center of Advanced Technology courses. In addition, it will provide resources solutions to common problems that occur during course design/re-design, including common LMS tips and tricks.

Authors/Creators
Toney Phifer, Adrian Ricketts

Resource Quick Find
Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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Posted date:

March 23, 2021

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Tennessee state sign

Accessibility Solutions: Hands-on Fun

In 2014, the state of Tennessee mandated that digital content be made accessible for all students in order to remove barriers to learning. Inspired to build on that mandate, the team at Chattanooga State Community College set out to make post-secondary courses accessible.

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In 2014, the state of Tennessee mandated that digital content be made accessible for all students in order to remove barriers to learning. Inspired to build on that mandate, the team at Chattanooga State Community College set out to make post-secondary courses accessible. In the process, the team discovered that removing learning barriers involved more than simply increasing accessibility. It evolved into an examination and embrace of Universal Design for Learning (UDL). In researching accessibility and UDL, Chattanooga State Community College collaborated with stakeholders across campus as well as with other colleges and universities across the state. The original focus centered on the creation or redesign of traditional and online classrooms. The discovery of tools, technologies, and options for content presentation allowed us to meet accessibility standards and implement the three principles of UDL to improve student experience and success (UDL Center, 2016). The team was guided by the concept of Systematic Learner Variability as we learned about options for presenting course material (CAST, CAST UDL Exchange, 2016). Finding non-traditional options for submitting work encourages ownership and engagement among today’s tech savvy students.

Authors/Creators
Hollyanna White, Adrian Ricketts, Toney Phifer

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Teaching Resource
Implementation

Accessibility
WCAG v2.0 A

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Posted date:

January 31, 2019

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ACCESS to Post Secondary Learning through UDL

Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. At its core is the assertion that allstudents benefit when they are given multiples ways to take in new information, express their comprehension, and become engaged in learning.

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Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. At its core is the assertion that allstudents benefit when they are given multiples ways to take in new information, express their comprehension, and become engaged in learning.

Organization/Publishers:

ACCESS at Colorado State University

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Posted date:

October 4, 2018

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Higher Ed Tech Tool Improves Accessibility

DMU Replay, a tech tool implemented by De Montfort University, improves access to curriculum for students with disabilities in Higher Education.

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DMU Replay, tool implemented by De Montfort University for recording lecture material and providing just-in-time resources, improves access to the curriculum for students with disabilities.  Links provided to a description of DMU Replay in action, and the tool itself.   

Authors/Creators
Abigail Moriarty

Organization/Publishers:

Efficiency Exchange

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Teaching Resource

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Posted date:

March 23, 2021

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UDL: Classroom Implementation

This lengthy presentation, "Universal Design for Learning: What Is It and Where Does It Fit In My Teaching", offers a comprehensive examination of UDL's general education classroom applications.

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"Universal Design for Learning:  What Is It and Where Does It Fit In My Classroom" is designed to help educators 1) develop understanding of UDL as an overarching framework for inclusive instructional design 2) identify the principles of Universal Design for Learning 3) identify ways UDL can provide access to the general ed curriculum 4) implement strategies based on UDL principles to infuse digital materials versus traditional curricula 5)  develop an action plan

Authors/Creators
Dr. Nancy J. Aguinaga

Organization/Publishers:

Southeast Missouri State University

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Professional Development

Resource File Type
Document
Slides

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Posted date:

October 7, 2018

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Making Online Courses Accessible With UDL

This Journal of Educators Online article discusses increasing the accessiblity of online higher ed curriculum through the application of UDL.

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Higher education professionals concerned with online learning may benefit from this lengthy article in the Journal of Educators Online when designing curriculum to ensure accessiblity to all students.  

Authors/Creators
Cindy Ann Dell
Thomas F. Dell
Terry L. Blackwell

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Posted date:

October 21, 2018

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Accessible Educational Materials (AEM)

Lnk to the National Center for Accessible Educational Materials website.

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The National Center on Accessible Educational Materials provides resources and technical assistance for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM or implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS).

Organization/Publishers:

The National Center for Accessible Educational Materials

Accessibility
WCAG v2.0 AA

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Posted date:

October 21, 2018

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