Ensure Accessibility as Part of Defining High-Quality Content
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.
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 digital content is not only high-quality but also accessible. Digital materials and technologies are accessible when they can be used by people with and without disabilities. They are designed from the start to be directly usable without assistive technology or made usable with assistive technology. The technology infrastructure includes both the learning materials and the systems that deliver them. When high-quality educational materials are designed to be accessible without retrofitting, all students have the opportunity to gain the same information, engage in the same interactions, and enjoy the same services as students without disabilities with essentially equal ease of use.
Guide to Quality Instructional Materials (State Educational Technology Directors Association (SETDA))
Making Content Accessible for All Students (AIR/Center on Technology and Disability (CTD))
Born Accessible Learning Resources: What State and District Education Leaders Need to Know (AIR/Center on Technology and Disability (CTD))