OER for disability support

What are OER for disability support

Definition of OER

Open Educational Resources (OER) are instructional materials designed to be freely accessed, used, adapted, and shared. When applied to disability support, OER emphasize materials that are not only openly licensed but also designed or adaptable to meet diverse accessibility needs. This means content can be reformatted, captioned, translated, or reorganized to accommodate different learning styles and accessibility requirements without legal or technical barriers.

How OER supports disability access

OER supports disability access by enabling educators to tailor resources to individual learners. Materials can be reformatted for screen readers, increased contrast, or enlarged text. They can include captions and transcripts for multimedia, alternative representations of information, and adjustable pacing for asynchronous learning. The open licenses enable modifications that align with universal design principles, ensuring that resources remain usable to students with a wide range of abilities and living situations.

Examples of OER for disabilities

• Open textbooks available in multiple accessible formats (HTML, accessible PDFs, ePub).
• Captioned lecture videos and sign language resources.
• Accessible slide decks and lecture notes with alt text for images.
• Open course modules that include transcripts, quizzes with accessible feedback, and adaptable layouts.
• Sign language dictionaries and disability-focused tutorials released under open licenses.

Why OER matters for accessibility

Cost and equity

OER reduce or eliminate material costs for students, which is especially impactful for learners with disabilities who may incur additional expenses for assistive technologies or accommodations. By removing financial barriers, OER widen participation, support consistent access to course materials, and reduce disparities in learning opportunities across institutions and regions.

Accessibility standards and formats

Open resources can be created or converted to formats that meet accessibility standards. This includes WCAG-compliant HTML, accessible PDFs, tagged ePub, synchronized captions, audio descriptions, and transcripts. When materials are designed with accessibility in mind from the outset, they are easier to adapt for different assistive technologies and language needs.

Open licenses and reuse rights

Open licenses, such as Creative Commons licenses, empower educators to adapt and redistribute resources to suit learners with disabilities. Clear licensing clarifies permissions for modifying formats, adding accessible features, and distributing updated versions, reducing legal and logistical friction in implementing inclusive practices.

Key concepts for OER and disability

Accessibility and WCAG

Accessibility involves designing resources that work for people with a broad range of abilities. WCAG (Web Content Accessibility Guidelines) provides a framework for perceivable, operable, understandable, and robust content. Applying WCAG guidelines during creation or adaptation helps ensure materials function with assistive technologies and across devices.

Universal Design for Learning (UDL)

UDL promotes multiple means of representation, engagement, and action/expression. OER aligned with UDL enable learners to choose how to access content, demonstrate understanding, and participate in learning activities, reducing barriers related to modality, pace, or format.

Licensing: Creative Commons

Creative Commons licenses specify who can use, adapt, and share resources. Understanding licenses (e.g., CC BY, CC BY-SA) helps educators legally modify materials for accessibility, translate content, or build derivative works that better meet learners’ needs.

Metadata and accessibility

Rich metadata for OER, including accessibility statements, formats, language, and licensing, improves discoverability and compatibility. Accessibility metadata helps educators quickly identify resources that meet specific needs, such as compatibility with screen readers or availability of transcripts.

Finding and evaluating OER for disability support

Repositories and search tips

Explore established OER repositories that support accessibility tagging and disability-focused searches. Use keywords like disability, accessibility, captioned, alt text, sign language, and UDL. Filter by format (HTML, accessible PDFs, ePub) and by license to ensure reuse rights.

Evaluating quality and accessibility

Assess OER on several fronts: licensing clarity, currency, accuracy, and technical accessibility. Check for accessibility conformance statements, available transcripts or captions, semantic markup, properly labeled images, and navigable structures. Consider whether the resource has been tested with assistive technologies and whether authors welcome feedback from users with disabilities.

Example sources

• Open educational repositories that carry disability-focused materials and accessibility notes.
• Open textbooks and course modules designed with multiple formats and adjustable layouts.
• Multimedia libraries offering captioned videos and ASL resources under open licenses.

Creating and adapting OER for disability support

Tools for creating accessible content

Use authoring tools and workflows that promote accessibility from the start: semantic headings, proper lists, descriptive alt text for images, and accessible tables. When producing videos, include accurate captions and audio descriptions. Ensure that documents are structured with headings, logical reading order, and accessible color contrasts.

Adapting existing OER

Adaptation may include reformatting for screen readers, adding transcripts or translations, adjusting font sizes and color contrasts, and creating alternative representations of data. Maintain the original licensing and document changes to preserve openness while meeting learners’ needs.

Collaboration and authoring

Effective adaptation often involves collaboration among instructional designers, subject-matter experts, accessibility specialists, and learners with disabilities. Co-creation ensures that the final materials reflect diverse perspectives and real-world accessibility considerations.

Implementing OER in education and training

Curriculum integration

Integrate OER into course sequences by mapping open resources to learning outcomes, ensuring alignment with standards, and embedding accessibility checks into the design process. Create modular units that can be combined or substituted to meet varying curriculum needs and learner profiles.

Accessibility testing in classrooms

Test OER in real classroom settings using assistive technologies and with input from students with disabilities. Collect feedback on readability, navigation, and the usefulness of accessibility features. Use the feedback to refine resources and to plan ongoing professional development for instructors.

Case studies

Case studies illustrate how institutions redesigned courses with open, accessible materials, supported by policy guidance and funding for accessibility improvements. These examples demonstrate improved learner engagement, reduced wait times for accommodations, and greater flexibility for students with disabilities.

Policy, funding, and governance

Funding models

Funding for OER projects often comes from digital equity initiatives, accessibility grants, and institutional innovation funds. Sustainable models combine initial development support with ongoing maintenance, updates, and community contributions to keep resources current and accessible.

Policy frameworks

Policy frameworks at the institutional or national level should incentivize the creation and adoption of accessible OER. Key elements include mandatory accessibility standards, open licensing requirements, and clear guidance for faculty on finding and using OER with disability considerations.

Quality assurance and accreditation

Quality assurance processes should incorporate accessibility criteria alongside pedagogy and content accuracy. Accreditation and program reviews can include checks for the availability of accessible OER, staff training in inclusive design, and evidence of ongoing accessibility testing and updates.

Trusted Source Insight

Key takeaways from the trusted source

UNESCO emphasizes that inclusive education requires accessible, adaptable learning resources and open licensing to ensure equal access for all learners. It highlights strategies for implementing OER, applying universal design for learning, and providing policy guidance to support learners with disabilities. For practitioners, this translates into deliberate design choices, openness in licensing, and a governance approach that prioritizes accessibility from the outset.

How the source informs OER strategy for disability support

The source informs a concrete strategy for disability support that centers on three pillars: accessibility by default, adaptability through open licenses, and supportive policy that enables institutions to scale inclusive practices. By adopting WCAG-aligned design, embracing UDL principles, and choosing permissive licenses, education and training programs can create a resilient OER ecosystem. For easy access to the primary resource, consult UNESCO’s document repository at UNESCO document repository.