AbleGamers
Join AbleGamers for an introduction on inclusivity in video games.
Session Video Recording
Interactive Notes Document
AbleGamers Website
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Posted date:
November 24, 2020
Join AbleGamers for an introduction on inclusivity in video games.
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Posted date:
November 24, 2020
Slide presentations can have hidden barriers. Get started on making accessible slide shows.
This document shares tips to help you remember the best practices for presentation accessibility. It will share how to use the mnemonic SLIDE, which stands for:
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Posted date:
May 6, 2020
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Getting Started with Presentation Accessibility
The WCAG guidelines are written in technical language that can be confusing to even veteran developers. Fortunately, they can be distilled into a set of simpler principles, as captured by the acronym POUR, that define four qualities of an accessible user experience.
Many of the learning materials educators use in the classroom are self-created. This has been made possible by the greater availability and improved ease of use of authoring tools. These tools now often include options for adding accessibility into the content creation workflow, and standards such as the Web Content Accessibility Guidelines (WCAG) provide guidance for how to do so. WCAG, which is now at version 2.1, is the international standard for making web content accessible. It is the foundation for many national accessibility laws, including Section 508 in the U.S.
The WCAG guidelines are written in technical language that can be confusing to even veteran developers. Fortunately, they can be distilled into a set of simpler principles, as captured by the acronym POUR, that define four qualities of an accessible user experience.
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Posted date:
July 26, 2021
A feature-rich, responsive, mobile-first, accessible, front-end framework for web developers. Get started fast with reusable components, interactive widgets, and customization options with plenty of examples and documentation.
A feature-rich, responsive, mobile-first, accessible, front-end framework for web developers. Get started fast with reusable components, interactive widgets, and customization options with plenty of examples and documentation.
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Posted date:
March 17, 2020
Accessible educational materials (AEM) can play an important role in ensuring students with disabilities are able to continue their education without a significant disruption during eLearning Days.
Accessible educational materials (AEM) can play an important role in ensuring students with disabilities are able to continue their education without a significant disruption during eLearning Days. In addition to the opportunities they provide for learners with disabilities to continue their education, accessible educational materials (AEM) have benefits for all learners.
Guidance: The U.S. Department of Education has set up a web page with resources that provide guidance for administrators and others tasked with coordinating the response to COVI-19. This page includes a Q & A document focusing on the provision of services to students with disabilities. We recommend you bookmark that page and check back frequently for updates.
Organization/Publishers:
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Posted date:
March 15, 2020
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.
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.
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Posted date:
March 25, 2019
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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.
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.
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Posted date:
May 5, 2019
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This document summarizes the "Course Design for Student Success in Higher Education" session content that was offered at UDL-IRN Summit 2018.
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.
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Posted date:
March 23, 2021
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This document summarizes the "Course Design for Student Success in Higher Education" session content that was offered at UDL-IRN Summit 2018.
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.
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Posted date:
March 23, 2021
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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 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.
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Posted date:
January 31, 2019
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