In this module we will provide a comprehensive description of the legal landscape of the assistive technology locally and on an international level as well as best practices.

Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

This animation seeks to lead students to a deeper understanding of the challenges that come with online learning for those with disabilities, and a newfound or renewed sense of empathy towards others.

Music by VYEN.

Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context.

Introduction to Accessibility

In this first video in our series, you’ll build an understanding of what accessibility means. People who need accessible materials and technologies describe how access creates inclusion where they live, learn, and work. Ultimately, accessibility is achieved when we remove barriers — or better yet, design environments that are inclusive for everyone from the beginning.

Turn learning barriers into learning opportunities by exploring the world of accessibility and Universal Design for Learning.

Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.

This module gives a comprehensive overview of the cognitive and learning difficulties and related assistive technologies.

Events such as conferences, festivals, annual meetings, award ceremonies, fundraisers and seminars are an important part of the lives of many people including persons with disabilities and the elderly. Thus, it is important to ensure that such events are planned and organized in an accessible and inclusive manner to meet the needs of all visitors and participants.
This document aims to help organizations to make events more digitally accessible for persons with disabilities who may be attending as presenters, participants, or sponsors. It provides guidance on how to ensure ICT Accessibility before, during and after the event, offering a set of best practices adopted internationally and locally with reference to the topics outlined in the CPRD policy framework that will open up a section of a potential market that is often overlooked and help to meet existing legal responsibilities of the organizations from an ICT perspective.

In this module we will discuss all built-in accessibility features in different operating systems.

This module gives a comprehensive review of communication impairment and related assistive technologies.

In this module we will give a detailed description of the project required to complete the Assistive Technology Foundation Course.

This module gives a comprehensive overview about daily living assistive technologies for people with disabilities as well as the latest smart technologies.

This product was developed with preservice teacher needs in mind. Preservice teachers are often nervous about working with students with disabilities. The resources shared here are ideas that can be generalized to multiple classroom settings, for all different ages.

Framing the Future of Learning with Technology
The goal of the Center on Inclusive Technology & Education Systems (CITES) is to empower school districts to create and sustain inclusive technology systems that serve all students, including students with disabilities who require assistive technology or accessible educational materials. To do this work, we are creating and disseminating a framework of evidence-based practices to enhance the successful use of technology by all students. We provide technical assistance to districts, educators, and families to ensure that students with disabilities are able to use the technology tools they need to foster learning and life success.

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

The main objective of the MADA ICT-AID competency framework is to provide the community with a framework that can be used as a template to assist educational institutions, organizations and individuals in delimiting the required relevant competencies in the ICT accessibility and inclusive design field. This framework can help in creating learning resources and teaching materials on ICT accessibility and inclusive design, and also to make other courses accessible.

The potential of information and communication technology (ICT) to promote economic growth, eradicate poverty, and assist the integration of emerging countries into the global economy has garnered widespread agreement. Accessible ICTs has become an obligation that as is governed by policies and procedures all around the world. Therefore, training the next generation of experts has now strategic aim of governments and institutes working toward inclusion and sustainable future. there also is a growing consensus that strengthening research capacity requires a concerted effort across multiple institutes. This paper discusses an overview of the ICT accessibility Research Capacity Building in the State of Qatar, including a Case Study on Our Experience at HBKU University and Working Together with the Mada Centre.

This course entitled “Introduction to Assitive Technology Typesand Categories" was prepared and designed by Mada Center, Qatar. It is part of the program : "Introduction to ICT Accessibility and Inclusive Design".

in this module we introduce all types of assistive technologies and mains categories.

Mada’s Glossary is the first dictionary of its kind, which includes terms related to ICT accessibility and assistive technology (AT) in the Arabic language. The Glossary was developed to serve as a vital resource for capacity building within ICT services, accessibility, and assistive technology in Qatar and beyond. Mada’s Glossary is essential to educate professionals, researchers, and individuals interested in the basic terms used in these fields. It is considered one of the first initiatives to provide such resources in Arabic.