Since May 2019, the AEM Center has facilitated a #GoOpen Accessibility Community of Practice to seek creative solutions to the OER accessibility challenges facing the #GoOpen Network.. The goals of the Accessibility CoP were informed by a series of listening calls with #GoOpen States and districts. . Our current activity is the development of an OER curation protocol based on the best practices outlined in the Accessibility Checklist in ISKME's OER Curation Framework for School Librarians. The rapid move to remote learning in response to COVID-19, and the challenges many school districts are facing in making sure students with disabilities have access to materials, , has made the development of such a protocol even more relevant and urgent for educators and families.

This page provides an overview of classroom tools for making math content more accessible with supports such as text to speech for reading math expressions aloud, handwriting recognition, sonification of graphs and more.

Case study of a K-12 learner illustrating the impact of accessible educational materials and technologies.

An introduction to the four POUR principles that make for a more accessible experience in learning materials.

Practical tips and techniques for ensuring educational materials follow the POUR principles of accessible design.

Model language is to be included in all purchase orders, bid specifications, and contracts related to digital materials, including commerical as well as OER

A set of questions to evaluate educational materials for conformance to accessibility best practices.

Case study of a college learner illustrating the impact of accessible educational materials and technologies.

A free online course to assist all educators, including those new to the profession, in improving the accessibility of the materials their students use for learning...

This Guide details a variety of resources useful for evaluating and selecting appropriate and accessible OERs that will be usable by the broadest range of learners

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

Resources to help TAACCCT grantees learn how best to design, evaluate, and remediate their Open Educational Resources (OER) to maximize the accessibility of the learning resources for all.

The National AEM Center at CAST has enjoyed collaborating with the #GoOpen Network on improving access to OER for learners with disabilities in your states and districts. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), one of our primary roles is to provide technical assistance to states and districts on how to select, procure, and distribute accessible educational materials (AEM), including OER. Accessibility in this context means that learners with disabilities are afforded the same opportunity for independence, participation, and progress in the curriculum as learners without disabilities. A common misconception is that inaccessible materials can be efficiently retrofitted by special educators or that alternatives can be readily acquired through special education services. The reality is that many learners with disabilities, who are estimated to represent 11% of the student population, experience delays or even full barriers to learning when materials are selected without consideration for accessibility. The good news is that resources and tools are available to guide states and districts on accessibility best practices. One of these is the newly released AEM Pilot.

A brief video in easy-to-understand language that provides an overview of accessibility features to look for in digital learning materials.