Breaking Barriers: The Accessibility of Open Educational Resources for Learners with Disabilities

Open Educational Resources (OERs) have been a game-changer in the world of education, providing free and accessible resources to learners across the globe. However, not all learners have equal access to these resources. In particular, individuals with disabilities or special needs often face barriers when it comes to accessing OERs. In this retrospective-style post, we’ll take a closer look at the accessibility of OERs for learners with disabilities or special needs.

Before digging into the specifics, let’s first define what we mean by “accessibility.” According to WebAIM (Web Accessibility In Mind), accessibility means that “people with disabilities can use the Web.” This includes people who are blind or visually impaired, deaf or hard-of-hearing, physically disabled, and those with cognitive limitations.

When it comes to OERs specifically, there are a few key areas where accessibility is particularly important:

1. Text-based materials: Many OERs consist of text-based materials such as articles, textbooks, and other written content. For learners who are blind or visually impaired, these materials must be made available through alternative formats such as Braille or audio files.

2. Multimedia content: Video and audio files may not be accessible for those who are deaf or hard-of-hearing without closed captions or transcripts.

3. User interface: The user interface of an OER platform should be designed in such a way that users can navigate easily using keyboard commands alone rather than relying on mouse clicks which some users may find difficult due to physical impairments.

So how well do current OER platforms fare when it comes to accessibility? Unfortunately, many fall short in one way or another.

One study published in 2018 found that only 60% of surveyed higher education institutions reported having policies related to digital accessibility for students with disabilities. Of those that did have policies in place, only half required faculty members to ensure their course materials were accessible.

Another study from the same year found that while many OERs were technically accessible, they often failed to provide alternative formats or lacked proper labeling and navigation features.

Despite these challenges, there are some positive developments worth noting. For example, the U.S. Department of Education has launched a new website called Accessibility for All dedicated to helping educators create and share accessible digital content. Additionally, there are several resources available online to help guide creators of OERs in making their materials more accessible.

One such resource is the Inclusive Design Guide developed by the University of Central Florida’s Center for Distributed Learning. This guide provides practical tips and strategies for designing inclusive digital content including text-based materials, multimedia content, and user interfaces.

Another helpful resource is WebAIM’s accessibility evaluation tool which can help identify potential barriers within an OER platform or other digital content.

While progress is being made when it comes to improving accessibility in OERs, there is still much work to be done. Educators must prioritize accessibility in their course design processes and make use of available resources like those mentioned above. Additionally, greater awareness among policymakers and funding bodies about the importance of accessibility could lead to increased support for initiatives aimed at addressing this issue.

Ultimately, ensuring that all learners have equal access to OERs requires a commitment on all fronts – from individual creators to higher education institutions as well as governing bodies. By working together towards this goal we can create a more equitable educational landscape for everyone regardless of ability or disability status.