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How can you use the POUR (Perceivable, Operable, Understandable, Robust) accessibility principles to help you provide materials that are accessible?
How can you take steps to integrate the POUR accessibility principles into your materials?

Build background: Integrate AEM

Students use a range of senses and modalities to learn and make meaning of the educational materials they are provided. Some learners don’t have the same choices in how they receive information from materials due to disabilities that impact mobility, sight, hearing, and how the brain processes language.

Educational materials can be designed to be accessible from the beginning. Accessibility doesn’t change the content of a material; it ensures a student can access the same content and engage in the same interactions as students without disabilities. When materials are not accessible, the format of certain materials can be adapted to match the modality used by a learner.

Accessibility begins with following consistent guidelines. Whether you’re determining if a material is accessible or you’re designing your own material, the POUR accessibility principles provide a helpful guide. The model is useful for asking specific questions that indicate the accessibility of a material.

Video: Designing for Accessibility with POUR (length 3:04)

Download the transcript (doc) | Access this video on YouTube

Takeaways:

Perceivable content is presented in a way that it can be accessed with more than one sense.
Operable content in digital materials can be operated with a variety of input methods and navigation.
Understandable content is presented in a logical and predictable way as a user navigates through it and language is defined.
Robust digital materials are compatible across platforms and work well with a range of assistive technologies.
Use the POUR principles whenever you’re determining if a material is accessible for a student, as well as when you’re creating your own materials.

When you ask the right questions, you start to uncover the extent to which materials are accessible for the widest range of learners. This improves opportunities for learning by keeping the rigor where it should be: on the learning! Consider how this educator uses the POUR accessibility principles to consider the accessibility of a podcast episode for a social studies lesson:

Is the material perceivable?

Consider how students take in information (e.g., options to see, hear, manipulate, and process the content).

Educator idea: I can make sure there’s a text transcript of the podcast episode available for any student who needs alternatives to listening.

Is the material operable?

Consider the ways learners can navigate and control the material independently.

Educator idea: I can make sure the podcast player has a progress bar to help students get to the material they need. I can also make sure the player has an option for speeding up and slowing down the playback speed of the audio.

Is the material understandable?

Consider how the information is presented in an intuitive, logical, and predictable way so learners know what they are expected to do and how to do it.

Educator idea: I can make sure the reading level of the content in the podcast episode is appropriate for all my students. I can also provide guided questions and a vocabulary list for students to reference while listening to the episode.

Are the materials robust?

Consider if the information can be accessed on a variety of devices - so learners can access the content on whatever technology works best for them (e.g., tablet, smartphone, operating system, web browser, etc.).

Educator idea: I can make sure the podcast is available on a platform that is accessible to students who use AT, like screen readers and switches.

Now, it is your turn to use these prompts to take steps to integrate AEM into your work. Perhaps you want to analyze one of your videos or texts.

Integrating AEM is everyone's responsibility...

Remember to collaborate with educators to learn more about the AEM a student may need. Get input and feedback from the student and family about what is working, or what is not working. Foster a sense of ownership over the learning, as each student will have different needs and preferences.

Deeper insights to provide AEM

Choose from this list of resources that showcase student and practitioner voices that can help build on your understanding of how to provide AEM.

Websites

Designing for Accessibility
Learn how you can create content to be accessible using the POUR principles.
Vetting for Accessibility
Learn how you can evaluate a material for accessibility using the POUR principles.
AEM Navigator
Learn about the process of decision-making around accessible formats of educational materials for individual students.
Creating Accessible Documents
Learn to create accessible documents with familiar tools such as Microsoft Office and Google Docs.

Creating Accessible Video
Learn to create accessible video by exploring a number of workflows for creating your own captioned videos with free tools.

Creating Accessible Websites
Learn to create an accessible website or blog. A number of publishing systems are available and many of them have options for making the content accessible.

Personalizing the Reading Experience
Learn how technology features like on-demand read-aloud and customizable supports enable students to tailor their reading experience to their specific requirements.

Teaching with Accessible Math
Math notation can be challenging to make accessible. Learn how some tools offer various options like typing, speaking, or drawing to support inclusive math learning for students.

Teaching with Accessible Video
Learn how using video as a versatile tool for entertainment, learning and communication, aligned with the principles of UDL, can be a powerful tool for learners.

Videos

AEM in the IEP (length 5:44)
Learn how families and educators can understand more about the IEP and use of AEM.

Simply Said: Understanding Accessibility in Digital Learning Materials (length 10:24)
Learn about accessibility features to look for in digital learning materials.

Creating Adaptable Classrooms for All Students (length 3:38)
Learn when classrooms are designed with accessible, flexible materials, all students benefit and fewer additional accommodations are needed for students with disabilities.

Reflect on new insights

How have the resources you explored impacted your understanding of how to provide AEM?

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