Accessibility Best Practices Guidance for Content Providers, Edx Open Source

The guidelines are organized around several principles, one of which is that web content must be perceivable. That is, information and user interface components must be presentable to users in ways they can perceive; it cannot be invisible to all of their senses. In almost all cases, this means that the information should be available as text, which can be rendered or transformed into a format that can be perceived. To produce content that is perceivable by all learners, follow these guidelines.

Temporary Assistance and Supplemental Nutrition Assistance Program SNAP Employment Policy Manual

All applicants for and recipients of public assistance must participate in public assistance work activities assigned by the social services official in accordance with the requirements of the Supplemental Nutrition Assistance Program SNAP Employment Policy. All applicants for and recipients of public assistance must comply with employment requirements and social services districts should facilitate an individual’s progression to economic self-sufficiency by providing appropriate services. Additionally, the work activity that will most benefit a client differs depending on the client’s skills, abilities and limitations.

State of Missouri – Developmental Disabilities Waivers Manual

The Missouri Department of Mental Health's Division of Developmental Disabilities administers four Medicaid Home and Community-Based Services Waiver programs for individuals with developmental disabilities. The four waivers are the Comprehensive Waiver; Missouri Children with Developmental Disabilities Waiver; Community Support Waiver; and Partnership for Hope Waiver. Authority for the Division of DD waivers is the result of a federal law enacted by Congress in 1981 that added a new section to the Social Security Act in 1915(c). Under home and community-based waivers, a state may use Medicaid funding for HCBS provided only to a target group of people who have intellectual and developmental disabilities and whose care needs would otherwise require services in an institution.

Code of Practice on Managing Disability in the Workplace

This code has been drawn up to guide employers – be they large, medium-sized or small enterprise, in the private or public sector, in developing or highly industrialized countries – to adopt a positive strategy in managing disability-related issues in the workplace. While this code is principally addressed to employers, governments play an essential role in creating a supportive legislative and social policy framework and providing incentives to promote employment opportunities for people with disabilities. Moreover, the participation and initiative of people with disabilities is important for the code to be achievable.

Access for All – A Resource Manual for Meeting the Needs of One-Stop Customers with Disabilities

The intent of this manual is to serve as a training and staff development tool for enhancing the ability of One-Stop Systems to meet the needs of customers with disabilities, and also as a reference work for ongoing use “as needed” in serving people with disabilities. There are significant efforts made to enhance the usability of this manual as a reference work, with a detailed table of contents, index, and dividers. Also this manual is produce in a three-ring binder, so that One-Stop systems can add additional materials concerning local resources and services, making this manual even more useful for the user.

The ADA National Network Disability Law Handbook

This handbook is a broad overview of rights and obligations under federal disability laws. The ADA is a comprehensive civil rights law. It prohibits discrimination on the basis of disability in employment, state and local government programs, public accommodations, commercial facilities, transportation, and telecommunications. The ADA defines a person with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activity. This includes people who have a record of such impairment, even if they do not currently have a disability. It also includes individuals who do not have a disability but are regarded as having a disability. The ADA also makes it unlawful to discriminate against a person based on that person’s association with a person with a disability.

Implementation Manual for the United Nations Convention on the Rights of Persons with Disabilities

This manual is intended for users and survivors of psychiatry, and user/survivor organizations, as an informational guide and reference for working with the Convention. Users and survivors have the opportunity to work with their government, through a national consultation process, on implementing the Convention, and also incorporate the Convention into advocacy they are doing. The Convention is a rich document and people may choose to focus on one or another area, depending on circumstances and priorities.

Disability Rights – Facilitating the Empowerment of People with disability – Unit of Competency CHCDIS007 – Trainer’s Manual – 2016

This resource has been developed by the Australian Human Rights Commission (the Commission) to enable trainers to teach CHCDIS007 – Facilitate the Empowerment of People with Disability using a disability rights framework and a human rights-based approach. A human rights-based approach is about translating the principles, standards and goals of international human rights law into the policies, practices, and practical realities of everyday life. Human rights principles and standards provide guidance about what should be done to achieve freedom and dignity for all.

Accessibility – Disability and the Law

The Rights of Disabled Persons Law Number 20 of 2017 (the “Law”), effective from 30th August 2017, repeals and replaces the previous law issued in 2007. The Law introduces a robust legislation offering rights and protection to disabled persons in education, healthcare and workplace, amongst other things. It also emphasizes the importance of raising public awareness of the rights of the disabled. In order for the disabled persons with long-term incapacity to enjoy the protections and rights granted by the Law, they must be Jordanian citizens and obtain an “identification card” that encompasses personal identification as well as details pertaining to the disability, its nature and degree.

United Nations Disability Inclusion Strategy

In April 2018 the Secretary-General initiated a process to develop a UN system policy, action plan and accountability framework to strengthen system-wide accessibility and mainstreaming of the rights of persons with disabilities. To inform the development of these tools, an extensive assessment of the current approach was undertaken. The United Nations Disability Inclusion Strategy provides a foundation for sustainable and transformative progress on disability inclusion through all pillars of the United Nations’ work. It includes a system-wide policy, and an accountability framework with two components, along with other implementation modalities. The accountability framework establishes clear and achievable objectives against which the United Nations will be accountable at individual entity and country team levels.

The Inclusive Approach to Teaching and Learning

The School Based Teacher Development (SBTD): Transforming Classroom Practices (TCP) is one of the dimensions UNRWA’s Reform Strategy. The programme aims at improving the teaching and learning practices of teachers in the classroom by developing active learning pedagogies that will support effective engagement of students. It will be the basis for an in-service training programme for all UNRWA teachers. The programme adopts a blended learning approach and consists of 6 modules. Each module focuses on one of the aspects of the teaching-learning process. Collectively, the programme materials are the backbone of providing quality teaching and learning practices in UNRWA schools.

The Inclusion of Persons with Disabilities in EU-funded Humanitarian Aid Operations

Response-to-Intervention (RTI) as a Model to Facilitate Inclusion for Students with Learning and Behaviour Problems

Many students with learning and behavior problems are routinely excluded from regular education. Although calls have been made to educate students with these problems in the same settings as their typically developing peers, it remains unclear how best to support their needs for academic and behavioral support. This work addresses this question first by describing response to intervention, a specific model of prevention and early intervention for learning and behavior problems. A comprehensive summary of the RTI literature is provided. Second, it will discuss the feasibility and applicability of RTI as one approach to facilitate inclusion of students with learning and behavior problems. Third, limitations of RTI as a model to facilitate inclusion will be discussed.

Moving towards Inclusive Education for All_Examining Stakeholder Perceptions of Educating Students with Special Needs in Schools Operated by the Jordan Field of the UNRWA

The purpose of this study applied to schools operated by the Jordan Field of the UNRWA was to identify (a) how stakeholders defined inclusive education, (b) what perceptions stakeholders held towards inclusive education, and c) if stakeholders believed all students with disabilities should receive an inclusive education.

Inclusive Policy in Brief

As part of its’ Education Reform UNRWA adopted an Agency-wide Inclusive Education Policy which applies to all schools in the five Fields where UNRWA operates. The policy was developed in participation of all five Fields and various stakeholders to establish shared commitment and understanding of inclusive education, and an approach for the teaching and learning of all Palestinian refugee children.

Inclusive Policy in Brief (Arabic)

As part of its’ Education Reform UNRWA adopted an Agency-wide Inclusive Education Policy which applies to all schools in the five Fields where UNRWA operates. The policy was developed in participation of all five Fields and various stakeholders to establish shared commitment and understanding of inclusive education, and an approach for the teaching and learning of all Palestinian refugee children.

Inclusive Education

Inclusive education is UNRWA’s approach for ensuring that all Palestine refugee children, regardless of gender, abilities, disabilities, socio-economic status, health, and psychological needs have equal opportunity for learning in UNRWA schools and are supported to develop their full potential. UNRWA has developed an Inclusive Education Policy and Strategy to establish an Agency-wide commitment and a unified understanding of inclusive education.

Inclusive Education Training Manual

The objective of developing this Inclusive Education Training Manual is to be used in the “Promoting all children to enroll in primary school project”. It, in particular, will be used for training in target districts in Savanakhet province. This training manual consists of 2 Parts: First part, to strengthen the capacity of provincial, district, school administrator and village education development committee; Second part, to strengthen the capacity of teachers who teach in school on inclusive education.

Inclusive Education Policy (January 2013)

Inclusion is a central tenet of the UNRWA Education Reform, recognizing the need to address specific challenges of equity and relevance, in order to ensure that the potential of all children is realized. The Education Reform highlights the importance of an UNRWA Inclusive Education Policy in order to ensure there is a shared understanding and commitment to inclusive education. The policy and its supportive documents thus serve to provide a framework for UNRWAs approach to teaching and learning of all Palestine refugee children, reflecting its commitment as an UN Agency and inline with international conventions.

Inclusive Education (Arabic)

Inclusive education is UNRWA’s approach for ensuring that all Palestine refugee children, regardless of gender, abilities, disabilities, socio-economic status, health, and psychological needs have equal opportunity for learning in UNRWA schools and are supported to develop their full potential. UNRWA has developed an Inclusive Education Policy and Strategy to establish an Agency-wide commitment and a unified understanding of inclusive education.

Doing Digital Inclusion – Disability Handbook

There are around 11.9 million disabled people in the UK, many of whom face barriers to getting online, meaning specialist knowledge and tools can be required to help them access all the benefits the internet has to offer. This handbook outlines some of those barriers, and offers advice and resources for those already delivering digital skills who would like to better support disabled people, and disability support organizations wishing to offer digital inclusion activities for the first time.

Disability Inclusive Development Toolkit

As an organization committed to learning, CBM is continually on a journey to improve our practice of disability-inclusive development. This toolkit helps meet this commitment. Disability-inclusive development and its practice is an organizational wide commitment, and so this toolkit has been designed to support different audiences. Chapter one provides materials for staff induction; chapter two focuses on support for managers; chapter three is for staff and partners working in programmes; and chapter four on inclusive training and facilitation.

Disability Inclusion Annual Report 2019

UNRWA currently has up to 5.5 million Palestine refugees registered in all its five fields of operation in Jordan, Syria, Lebanon, West Bank (including East Jerusalem) and Gaza. Approximately 15 per cent of the global population is living with a disability, which implies that, at least, 839,632 Palestine refugees with disabilities are under UNRWA programmes. However, this figure may go up in humanitarian contexts due to its associated vulnerabilities, as is the case with UNRWA beneficiaries. Disability inclusion is at the heart of UNRWA programmes and services. In fact, persons with disabilities are historically stigmatized and marginalized. This has limited their access to basic services, and participation in the mainstream of life on an equal basis with others. Disability is closely linked to poverty.

Dictionary of Terms Used in the Field of Learning Difficulties

This is a new edition from the research and development educational center. The dictionary of terms used in the field of learning difficulties is placed at the disposal of researchers and teachers with the aim of unifying the terms used in the field of learning difficulties and psychological disorders found in school students in all learning stages. When the terms and concepts are unified, everyone will be able to understand and communicate in a language that is grasped by all the concerned teachers, researchers and specialists in diagnosing and treating difficulties and disorders that the students and children with disabilities suffer from.