The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.

This webinar presents information about Bookshare and how the service can be used to ensure timely access to accessible instructional materials.

Audio Books
Books come on cartridges that are customized to a user’s requests and preferences. There can be up to 8 books on each cartridge. You can add, remove, or update your preferences at any time by contacting our helpful staff at 800-452-0292 or talkingbooks.info@slo.oregon.gov.

About 15% of the world’s population lives with some form of disability.  Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.

Our Very Own Tree: Tactile Graphics and Slide Presentations
Science, literacy, tactile graphics, concepts, slide presentation, identifying/labeling pictures, and more all rolled into these tree-related activities!

In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.

The process of leaving the support systems put in place by our high school can sometimes be difficult to navigate. As AT Specialists, we have a wealth of experience in assisting and witnessing the varied paths people take to find meaningful work and/or post-high school education after leaving high school. This presentation focuses on the technology that has opened doors for people that have successfully transitioned to the adult world.

Personalizing the Writing Experience

A person using both a paper notebook and pen alongside a laptop computer
We often take for granted just how complex the act of writing is, and the range of mental and motor skills it involves. While we each go about the process of writing in our own unique way, some distinct steps are typically involved: pre-writing, drafting, revising and editing.

You may experience barriers in any of these steps of the writing process that can keep you from being a successful writer. Fortunately, the devices many of us already own have a range of built-in features to support you at each stage of the writing process, and many free or low-cost apps and extensions are also available.

Information and video tutorials to help teachers and students take advantage of built-in features, apps and extensions on a variety of devices to support a personalized and accessible reading experience for everyone.

The PPSC team's goal for this  Landscape Analysis series is to improve our accessibility and UDL knowledge by using SLIDE and POUR. We will then educate faculty and staff on the importance of accessibility and introduce SLIDE and POUR as tools they can use to improve their accessibility skills.We have been on our OER journey since 2018 but there is always more to learn. Please note that the Pikes Peak State College logo is copywritten. Please contact Jacqueline Tomrdle at Jacqueline.tomrdle@pikespeak.edu for more information on use.

This article describes the principle of Universal Design for Learning and how teachers can use this principle when designing lessons.

User Scenarios and Use Cases for Tools developed for the Preferences for Global Access Research and Design Project.

This is a recording of the monthly Oregon AT and AEM Cohort meeting from September 26, 2024. Guest speakers Daniel Cochrane and Sayard Bass join us to discuss the use of AT in Post-Secondary settings and transitions.

6.811: Principles and Practice of Assistive Technology (PPAT) is an interdisciplinary, project-based course, centered around a design project in which small teams of students work closely with a person with a disability in the Cambridge area to design a device, piece of equipment, app, or other solution that helps them live more independently.

This resource explains what accessibility means, why it’s important, who requires it, and how educational agencies can meet their responsibilities.

Digital accessibility skills are in high demand, as the world becomes more aware of barriers in digital content that prevent some people from participating in a digital society. These are essential skills for web developers, and essential knowledge for organizations that want to ensure their web content is reaching the broadest audience possible.

This workshop, offered by the AEM Center, will explore the challenges and opportunities of transition and programmatic accessibility for workforce developmen...

This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).

The purpose of the Protocol for Creating Accessible OER is to provide detailed yet easily implemented techniques for creating accessible OER with Microsoft Office and Google Workspace. These are the two most commonly used authoring suites in schools, and documents created with them are often the source files for other formats, such as PDF and EPUB publications.The techniques presented can be implemented by any educator who creates or adapts materials for use by students and families.