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:

• Slide titles are descriptive and unique
• Links are meaningful
• Images have text alternatives
• Design is perceivable and predictable
• Empathy drives design

The goal for this module is to be able to explain the importance of accessible documents to a colleague, apply accessibility best practices when creating a document, and create a document that can pass an accessibility check, demonstrating proficiency with accessibility best practices.There is the option to watch a 1-hour webinar recording. The webinar will introduce some of the skills you will learn in this module, including how to:

• Add alternative text to images and other visuals to make them accessible to screen reader users
• Use headings, unique slide titles and descriptive hyperlinks to ensure documents are easy to navigate
• Check for sufficient color contrast in order to make sure the content can be  viewed in a variety of settings 
• Perform an accessibility check to confirm that your documents follow best practices

The explosion of Accessible Educational Materials (AEM) made possible by technologies, materials, and manipulatives creates a UDL pathway to using multiple representations of the same object to meet the needs of varying student populations and learning preferences at the same time. Educators have become aware that they can cross over exceptionalities to use materials, manipulatives, and technologies to meet the needs of general education, special education, gifted, sighted, visually impaired students, etc. In this resource, a modified version of Jerome Bruner’s mathematical Concrete to Abstract theory is used as a mnemonic device to provide an organizational structure for a variety of science materials. 

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.

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.