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Develop a Robust, Comprehensive Infrastructure Through Accessibility & Inclusivity

The infrastructure section of the CITES framework is undergoing the Knowledge Development Process. The content on these pages is a place holder while we research best practices, exemplars and potential resources.

In today’s schools, technology is one of the central drivers of productivity and success. But when technology isn’t accessible, it excludes our learners and becomes a barrier to learning. It can limit opportunities for students with disabilities to participate and achieve when they are unable to accomplish the learning tasks to reach high expectations, goals, and outcomes because they can’t use the learning tools used by other students.

The NETP identifies the ability to curate and share digital learning content as an important component of a robust infrastructure and crucial to delivering engaging and relevant learning experiences. It is imperative that all students have equal access to learning and that the digital content is not only high-quality but also accessible. Digital materials and technologies are accessible when they can be used by learners with and without disabilities. They are designed from the start to be directly usable without assistive technology or made usable with assistive technology. An inclusive technology ensures that learning materials and the technology systems that deliver them are accessible and useable by all. When high-quality educational materials are designed to be accessible, with or without AT, students with disabilities can gain the same information, engage in the same interactions, and enjoy the same services as students without disabilities with essentially equal ease of use.


Quality Indicators for the Provision of Accessible Educational Materials & Technologies (AEM Center at CAST) 

AEM Pilot: A Self-assessment & Progress Monitoring Tool (AEM Center at CAST)

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