Revised Guidelines on the Inclusion

of Learners with Disabilities in Open

and Distance Learning (ODL)
Published in 2023 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy,
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 S H O R T S U M M A R Y

Guiding Inclusive Education: Tech-Driven Learning

for Persons with Disabilities

Inaccessible learning environments pose a significant barrier to quality education for all,
affecting the rights of learners. Approximately 15% of the global population, representing
one billion people, live with a disability. Amid this, these Guidelines shed light on inclusive
education, delving into technology-based approaches for learners with disabilities.

These revised Guidelines on the Inclusion of Learners with Disabilities in open and distance
learning (ODL) navigate the contemporary landscape, drawing lessons from the COVID-19
era. They specifically address open and distance learning (ODL) during crises, recognizing
its role in overcoming educational barriers. Highlighting the use of open educational
resources (OER), free and open-source software (FOSS), and open access (OA) research, the
guidelines envision a comprehensive ODL-facilitated education system.

In the face of financial, age-related, social, and disability barriers, ODL emerges as a crucial
avenue, temporarily separating teachers and learners in time and/or place. This publication
serves as a compass for governments, institutions, educators, and instructional designers,
providing an accessible overview for developing ODL
platforms and processes. Stakeholders can strategically
address issues in the ODL delivery process, from
emergency actions to program implementation.
Approximately
Governments, institutions, educators and instructional
designers, along with quality assurance and 15% of the global
recognition bodies are urged to swiftly implement population, representing
the recommendations outlined in this publication.
one billion people, live
Together, let’s forge a future where education is
inclusive, accessible, and empowers all learners. with a disability

“Since wars begin in the minds of men and

women it is in the minds of men and women
that the defences of peace must be constructed”
Revised Guidelines on the Inclusion
of Learners with Disabilities in Open
and Distance Learning (ODL)
Contents

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.1 Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2.1 Global Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2.2 Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.3 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.3.1 Convention on the Rights of Persons with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.3.2 Open and Distance Learning (ODL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.3.3 Open and Inclusive Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4 Scope of the Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2 Guidelines for Educational Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2.1 Introduction to the Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.2 Guidelines for Governments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3 Guidelines for Educational Institutions Delivering Open and Distance Learning (ODL) . . . . . . 14
2.4 Guidelines for Instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.5 Guidelines for Quality Assurance and Recognition Bodies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2.6 Guidelines for an Emergency Transition to Online and Distance Learning . . . . . . . . . . . . . . . . . . . . . . . . 17

3 Matrix of Actions for Educational Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.1 Universal Design for Learning (UDL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.2 Matrix: Emergency Response Actions, Prerequisite Actions,
Implementation Actions, Monitoring Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.2.1 EmergencyResponse Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.2.2 Prerequisite Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.2.3 Implementation Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.2.4 Monitoring Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4 Technical Annexes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Annex 1. Examples of Accommodations for Specific Functional Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Annex 2. List of Available Journals – Open Learning and Distance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Annex 3. Examples of Free and Open-Source Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Annex 4. Open Education Resource (OER) Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Annex 5. Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Annex 6. Emergency Response Action Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Annex 7. Prerequisite Action Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Annex 8. Implementation Actions Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Annex 9. Monitoring Processes Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 1

Acknowledgments

2023 Revised Edition

> AUTHORS
Dianne Chambers, Associate Professor, Teacher Education Coordinator of Special and Inclusive Education,
University of Notre Dame, Australia
Zeynep Varoglu, Senior Programme Specialist, Communication and Information Sector, UNESCO

> INTERNAL REVIEWERS

Naoufal Aouane, Consultant, UNESCO Communication and Information Sector
Eleni Boursinou, Consultant, UNESCO Communication and Information Sector
Aissatou Dabo, Consultant, UNESCO Communication and Information Sector
Jaco Du Toit, Chief of Section, UNESCO Communication and Information Sector
Florence Migeon, Programme Specialist, UNESCO Education Sector
Michela Pagano, Associate Project Officer, UNESCO Education Sector
Linda Tinio-Le Douarin, Programme Specialist, UNESCO Social and Human Sciences Sector

2016 Original Edition

> AUTHORS
Dianne Chambers, Associate Professor, Coordinator of Special and Inclusive Education, Postgraduate Research
Coordinator, University of Notre Dame, Australia
Zeynep Varoglu, Senior Programme Specialist, Communication and Information Sector, UNESCO
Irmgarda Kasinskaite-Buddeberg, Advisor for Communication and Information sector, Communication and Information
Sector, UNESCO

> EDITORS
Susan Curran, Freelance Editor, United Kingdom of Great Britain and Northern Ireland
Stamenka Uvalić-Trumbić, Senior Advisor on International Affairs, Council for Higher Education
Accreditation (CHEA) and Former Chief of the Section for Higher Education, Education Sector, UNESCO
The authors also acknowledge the advice and comments of the following people:

> CONTRIBUTORS (2016 edition)

Technical Reviewers
Indrajit Banerjee, former Director of the Knowledge Societies Division, Communication and Information Sector, UNESCO
Stamenka Uvalić-Trumbić, Senior Advisor on International Affairs, Council for Higher Education
Accreditation (CHEA) and Former Chief of the Section for Higher Education, Education Sector, UNESCO
Donal Fitzpatrick, Lecturer, School of Computing, Dublin City University, Ireland
Daniel Goldstein, Attorney and Partner, Brown, Goldstein & Levy, United States of America
Pete Denman, User Experience, Design Researcher, Intel Corporation, United States of America
Zahid Majeed, Assistant Professor, Department of Special Education, Allama Iqbal Open University, Pakistan
Reviewers and Participants of the International Conference “From Exclusion to Empowerment:
Role of ICTs for Persons with Disabilities”, 24-26 November 2014, New Delhi, India
Liz Campbell-Dorning, Branch Manager Europe, Americas and Multilateral Branch International
Group, Australian Government Department of Education, Australia
2 • Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)

Narend Baijnath, Former Pro Vice Chancellor, University of South Africa (UNISA), South Africa
Isabelle Turmaine, Director, Information Projects and Services, International Association of Universities (IAU), France
James O’Meara, Professor and President, International Council on Education for Teaching (ICET), Australia
Donal Fitzpatrick, Lecturer, School of Computing, Dublin City University, Ireland
Danguolé Rutkauskienė, Head of Projects and Trainings Department, Kaunas University of Technology, Lithuania
Jingjing Zhang, Associate Professor, Faculty of Education, Beijing Normal University, China
Susan Moisey, Associate Professor, Centre for Distance Education, Athabasca University, Canada
Sanjaya Mishra, E-learning Specialist, Commonwealth of Learning, Canada
S.K. Prasad, Director, National Centre for Disability Studies (NCDS), Indira Gandhi National Open University, India
Sudesh Mukhopadhyay, Expert, India
Experts of the Global Consultative Meeting on the Validation of the Draft Guidelines
for the Inclusion of Persons with Disabilities in Open and Distance Learning,
17-18 September 2015, Paris, France
Sir John Daniel, Former Assistant Director-General for Education, UNESCO, Research Associate, Contact North,
Ontario, Canada, Chancellor, Acsenda School of Management, Vancouver and Member, Guiding Coalition,
Alberta 2030 Advanced Education Project
Alan Tait, Emeritus Professor of Distance Education and Development, The Open University,
United Kingdom of Great Britain and Northern Ireland,
Stamenka Uvalić-Trumbić, Senior Advisor on International Affairs, Council for Higher Education
Accreditation (CHEA) and Former Chief of the Section for Higher Education, Education Sector, UNESCO
Mohamed Jemni, Director of the Information and Communication Technology (ICT) Department,
The Arab League Educational, Cultural and Scientific Organization (ALECSO)
Paul Kawachi, Open Education Network, London / Global
Primrose Kurasha, Former President and Vice Chancellor, African Council for Distance Education, Zimbabwe
Open University, Zimbabwe
Cyndi Rowland, Associate Director, Institute for Disability Research, Policy and Practice, Utah State University,
United States of America
Donald Fitzpatrick, Lecturer, School of Computing, Dublin City University, Ireland
Sanjaya Mishra, E-learning Specialist, Commonwealth of Learning, Canada
Jennie Augustyniak, Manager, Disability Resources Team, Disabled Student Services,
The Open University, United Kingdom of Great Britain and Northern Ireland
María José Lemaitre, Executive Director of the Interuniversity Development Centre, Santiago, Chile
Ethel Agnes P. Valenzuela, Director of the Secretariat, SouthEast Asian Ministers
of Education Organization (SEAMEO) and Education Advisor on the Future of Education of ASEAN
Daniel Goldstein, Attorney and Partner, Brown, Goldstein & Levy, United States of America
George Ubachs, Managing Director of the European Association of Distance Teaching Universities (EADTU),
Maastricht, Netherlands

> OTHER CONTRIBUTORS

Michaela Martin, Programme Specialist, International Institute for Educational Planning (IIEP), UNESCO
Hara Padhy, Programme Specialist, UNESCO,Paris
Misako Ito, Communication and Information Advisor, UNESCO Office in Bangkok
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
Foreword
The digital revolution has transformed knowledge
creation, production and sharing, affecting education
and information access. The COVID-19 pandemic
disrupted learning and knowledge sharing worldwide,
driving education systems to adopt new teaching
methods, tools and technologies. Despite these
initiatives, digital skills’ gaps continue between
and within countries, disproportionately affecting
marginalized groups, such as individuals with disabilities.
These disparities risk leaving people who need access
to information and education even further behind.
To improve disability inclusion in education, capacity
building and policy assistance are needed now.
In response to this need, UNESCO revised ‘Learning
for All: Guidelines on the Inclusion of Learners with
Disabilities in Open and Distance Learning (ODL)’.
These revised guidelines aim to improve disability
accessibility, inclusivity, equality of opportunity and non-
discrimination.
These guidelines benefit governments, educational
institutions, instructors, and Quality Assurance and
Qualifications Recognition Bodies. They explain how ODL
may leverage open solutions, such as Open Educational
Resources (OER), Free and Open-Source Software (FOSS)
and Open Access (OA) research to provide lifelong
learning opportunities to people with disabilities.
This initiative supports UNESCO’s work to enhance
digital capacity development using only openly licensed
content. UNESCO’s 2019 Recommendation on Open
Educational Resources is a standard-setting document
• 3
that helps Member States and other stakeholders to
promote and harness OER in five key areas: (1) building
stakeholders’ capacity to create, access, use, adapt
and distribute OER, (2) developing supportive policies,
(3) Encouraging inclusive and equitable quality OER,
(4) nurturing sustainability models for OER, and (5)
facilitating international cooperation.
Any effort to promote inclusive and quality education
must be human rights based. This publication follows
the United Nations’ Convention on the Rights of Persons
with Disabilities (UNCRPD) and the United Nations
2030 Agenda for Sustainable Development. As the
lead agency for Sustainable Development Goals (SDG)
4 (Quality education and lifelong learning for all) and
SDG 16.10 (Public access to information and protect
fundamental freedoms), UNESCO is committed to
advancing these Sustainable Development Goals, with
a focus on the inclusion of persons with disabilities.
We support our Member States to foster truly inclusive
national education systems, which underpin inclusive
knowledge societies and sustainable development.
It is my hope that these Guidelines will serve as a useful
tool in this direction.
Dr Tawfik Jelassi
UNESCO Assistant Director-General
for Communication and Information
1
©Pressmaster/Shutterstock.com
Introduction
1.1 Purpose
1.2 Rationale
1.3 Background
1.4 Scope of the Guidelines
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 5

1.1 Purpose
This publication addresses the role and obligations strong institutions). It aims to promote concrete actions
of stakeholders – governments, institutions, teachers, for the systematic inclusion and conventionalization of
instructional designers, and quality assurance and accessibility aspects via open solutions: open educational
qualifications recognition bodies, as well as industries resources (OER), free and open-source software (FOSS) and
and developers, families and persons with disabilities – open access (OA) to scientific information, in open and
in contributing to the implementation of relevant articles distance learning (ODL).
(9, 21 and 24) of the Convention on the Rights of Persons
This document addresses ODL in a variety of environments
with Disabilities (CRPD – 2006) to support access to quality
where education and learning are increasingly technology-
learning opportunities, information and knowledge using
mediated, whether it be completely remote or in an
inclusive, accessible and affordable solutions for persons
increasingly prevalent blended framework where
with disabilities. It supports the achievement of the
students use technology some of the time. There is also
2030 Agenda for Sustainable Development, in particular
an examination of the procedures required for a sudden
Sustainable Development Goal (SDG) 4 (on quality
transition to ODL, in emergency situations, for instance.
education and lifelong learning opportunities for all),
SDG 5 (on gender equality), SDG 16 (on peace, justice and

1.2 Rationale
1.2.1 Global Context
Approximately 15 per cent of the global population,
representing one billion people, live with a disability.1
Women are more likely than men to become disabled
throughout the course of their lives. One in five women
lives with a disability worldwide, compared to one in
eight men.2 This figure is accelerating with population
increases, poverty, natural disasters, ongoing conflicts, a
rise in chronic health conditions and aging. With such a
large number of people living with a disability, it is vital
to overcome any possible barriers that could hinder their
access to quality, inclusive and equitable educational
opportunities. It is important to adopt gender specific
measures. In this regard, opportunities for ODL.3 may
provide some solution to the difficulties faced by persons
with disabilities in accessing information and education.
The inclusion of learners with disabilities in open and
distance learning is crucial for the achievement of the
Education 2030 Agenda and Sustainable Development
Goal (SDG) 4 on quality education. Target 4.5 emphasizes
the need to ensure equal access to affordable and quality
technical, vocational and tertiary education, including
university education, for all, including persons with
disabilities. Similarly, Target 4.a focuses on building and
upgrading education facilities that are child, disability and
gender-sensitive and provide safe, nonviolent, inclusive
and effective learning environments for all. Thus, the
inclusion of learners with disabilities in ODL is crucial for
realizing these targets. These targets also highlight the
importance of tracking the progress made in providing
inclusive education to people with disabilities. Therefore,
in line with the “leave no one behind” principle of the
2030 Agenda, it is essential to ensure that learners with
disabilities are not excluded from ODL opportunities
and that the appropriate support is provided to facilitate
their full and meaningful participation in such learning
opportunities.
The Universal Declaration of Human Rights4 states that
all people have basic inalienable rights and fundamental
freedoms that include civil and political rights, liberty and
privacy, and the right to education. It is the human right
to education that drives the agenda for inclusive and
accessible practices and the requirement for persons with
disabilities to have access to education at all levels and in
all forms.
Furthermore, access to information is recognized as one of
the fundamental human rights. Without access to reliable
information and effective means of communication,
it is difficult to ensure an effective, inclusive and open
learning process.

1 World Bank. Disability Inclusion. Available at: https://www.worldbank.org/en/topic/disability, (accessed 11 Oct. 2022)
2 United Nations Entity for Gender Equality and the Empowerment of Women (UNWomen). Women and girls with disabilities. Available at: https://www.
unwomen.org/en/what-we-do/women-and-girls-with-disabilities (Accessed on 29/06/2023).
3 The term ‘open’ in ‘open and distance Learning’ (ODL) refers to “…any scheme of education or training that seeks systematically to remove barriers to
learning, whether they are concerned with age, time, place or space. With open learning, individuals take responsibility for what they learn, how they
learn, where they learn, how quickly they learn, who helps them and when they have their learning assessed” ). The use of ‘open’ in ‘open solutions’ refers
to software and courseware that is freely available, or open, to all users, at prescribed levels of access. COL, Open and distance learning: key terms and
definitions, 2015 (revised 2020)
4 United Nations. Universal Declaration of Human Rights. Available at: https://www.un.org/en/about-us/universal-declaration-of-human-rights (accessed
on 29/06/2023)
6 • Introduction

Moreover, the Convention on the Rights of Persons with
Disabilities (CRPD)5 emphasizes access to education
among other things as an important consideration
towards making reasonable accommodation for persons
with disabilities.
According to the International Labour Organization
(ILO),6 the inclusion of persons with disabilities in the
workforce represents a very high level of untapped
human resources. An ILO pilot study of ten low and
middle-income developing countries found that the
loss from the exclusion of persons with disabilities from
the labour market is estimated to be between three and
seven per cent of gross domestic product (GDP).7
At the EU level, “less than one person out of two with
basic activity disabilities is employed. In general, the
employment rate of people with basic activity disabilities
in the EU in 2017 was 50.6%, compared to 74.8% of
persons without disabilities.8 One of the main reasons
mentioned for this disparity was ‘education or training”. In
developing countries, the unemployment rate is much
higher, at approximately 80-90%.9 Adequate learning
opportunities that take into account issues of inclusion
and accessibility are vital to ensure that all citizens,
including those with disabilities, are active participants
in and contributors to increasingly technology-based
knowledge societies. Actions to support accessibility are
required, such as ensuring that the principles of universal
design for learning (UDL)10 benefit all members of
society by improving the quality of learning for all.
With the prevalence of the use of technologies in all
aspects of society, and specifically for educational
purposes, new opportunities for overcoming challenges
to the inclusion of learners with disabilities in education
become increasingly possible. Reasonable important
anticipatory accommodations include modifications or
adjustments to tasks and the environment to enable
individuals with disabilities to have an equal opportunity
to participate in an academic programme or a job (U.S.
Department of Education, 2007).11 In this regard, assistive
technology12 provides an opportunity for people with
disabilities in educational settings (students, instructors
and institutional staff ) to access information and
knowledge.
This document emphasizes both policy and the
legal obligations of different stakeholders to provide
inclusive education to persons with disabilities, with the
understanding that reasonable accommodation should
be a ‘pre-existing’ obligation. In this regard, accessibility
issues should be considered from the beginning of
the planning cycle for any educational process, and
immediately in the case of an emergency situation such
as health emergencies, forced displacement, natural
disasters or war. While policies do exist, including some
provisions for accessibility, the main issue has been
increasingly whether there are legal implications to
ensure that they are implemented and related incentive
measures for their implementation.
The wide range of available ODL methods, tools and
solutions, in tandem with open educational resources
(OER), open access (OA) to scientific information, free
and open source software (FOSS) and other accessible
and inclusive technological solutions, can enable
persons with disabilities to learn and contribute
knowledge and skills to their communities, as well as
change negative attitudes, stigma and discrimination.
1.2.2 Research
There is wide-ranging research on ODL, and many
peer-reviewed and non-peer-reviewed journals publish
such research on a regular basis13 although there is less
research on persons with disabilities enrolling in ODL
(e.g., hearing impairment,14 learning disability,15 physical
impairment16).
The research indicates that increasing numbers of
persons with disabilities are enrolling in distance
education courses and that there is tremendous
potential for ODL to have a significant impact on the
educational pathway of many persons with disabilities,17
particularly women and girls. This is due to its ability to
offer accessible and inclusive educational opportunities,

5 United Nations. Convention on the Rights of Persons with Disabilities (CRPD). Available at: https://social.desa.un.org/issues/disability/crpd/
convention-on-the-rights-of-persons-with-disabilities-crpd (accessed on 29/06/2023)
6 Buckup, S. (2009)
7 http://ec.europa.eu/eurostat/statistics-explained/index.php/Disability_statistics_-_labour_market_access
8 https://www.europarl.europa.eu/RegData/etudes/BRIE/2020/651932/EPRS_BRI(2020)651932_EN.pdf
9 United Nations. Disability and Employment – Fact Sheets 1, 2 and 3. Available at: https://www.un.org/development/desa/disabilities/resources/
factsheet-on-persons-with-disabilities/disability-and-employment.html (accessed on 29/06/2023)
10 Wikipedia. Universal Design for Learning. Available at: https://en.wikipedia.org/wiki/Universal_Design_for_Learning (accessed on 03/07/2023)
11 http://www.apa.org/pi/disability/dart/toolkit-three.aspx
12 Assistive technology is any item, equipment, hardware, software, product or service which maintains, increases or improves the functional
capabilities of individuals of any age, especially those with disabilities, and enables them more easily to communicate, learn, enjoy and live better,
more independent lives (British Assistive Technology Association), Further information on this definition is available in Annex 5 ‘Glossary’.
Annex 2 provides a list of available journals
13 Mpofu, Chimhenga & Mafa (2013)
14 Heiman (2006)
15 Guseynova & Manuilova (2020)
16 https://www.researchgate.net/publication/347462078_Organizational_and_methodological_aspects_of_distance_learning_for_children_with_
special_educational_needs
17 UNESCO Institute for Information Technologies in Education (IITE). Understanding the impact of COVID-19 on the education of persons with
disabilities: challenges and opportunities of distance education: policy brief, p .4 and 5. Available at: https://unesdoc.unesco.org/ark:/48223/
pf0000378404 (accessed on 29/06/2023)
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
empowering women and girls with disabilities who may
have faced barriers in traditional educational settings.
• geographical distance;
• mobility difficulties (including fine motor control);
• sensory issues (vision, hearing);
• learning or cognitive difficulties;
• speech and language difficulties;
• lack of access to appropriate resources;
• lack of disability-friendly infrastructure;
• cultural factors (e.g., parent involvement,
stigma and discrimination, gender-based
discrimination, domestic violence);
• linguistic differences;
• social and emotional difficulties;
• unequal educational opportunities;
• free and low-cost education;
• availability of trained, experienced staff/ educational
professionals;
• lack of assistive technology;
• economic factors.
1.3 Background
1.3.1 Convention on the Rights
of Persons with Disabilities
The Convention on the Rights of Persons with Disabilities
(CRPD) includes, in the definition of persons with
disabilities, persons with “long-term physical, mental,
intellectual or sensory impairments which in interaction
with various barriers may hinder their full and effective
participation in society on an equal basis with others”
(CRPD, 2006, Article 1, para. 2).
The following articles of this Convention are directly
linked to issues related to ODL and education:
• Article 3 – General Principles – of the Convention
on the Rights of Persons with Disabilities (2006) provides
general principles for the enjoyment of all rights in the
Convention and expresses these principles as:
- “Respect for inherent dignity, individual autonomy
including the freedom to make one’s own choices,
and independence of persons;
- Non-discrimination;
- Full and effective participation and inclusion in
society;
- Respect for difference and acceptance of persons
with disabilities as part of human diversity and
humanity;
- Equality of opportunity;
- Accessibility;
- Equality between men and women;
- Respect for the evolving capacities of children with
disabilities and respect for the right of children with
disabilities to preserve their identities”.
• 7
The increasing availability of ODL, coupled with
technological advances that allow for information to be
presented in a variety of ways, may assist persons with
disabilities to overcome some of the barriers to learning
they face. These barriers include:
The literature also highlights the need for decision
makers, policy makers developers and educators to
plan ODL effectively to ensure that students with
disabilities experience as few barriers as possible in their
educational setting. Absent from the literature on ODL
and persons with disabilities is specific reference to
attitudinal barriers, which are often the cause of other
barriers such as access barriers, communication barriers,
information barriers and physical or structural barriers.
Further research and data on gender and ODL would
be useful. It is important to note that, without the use of
assistive technology, persons with disabilities will have
limited access to learning content and will not be able to
fully participate in learning processes. In short, learning
opportunities will be substantially limited.
• In Article 4 – General Obligations – States Parties
are called upon:
- “To adopt all appropriate legislative, administrative
and other measures for the implementation of the
rights recognized in the present Convention;
- To take into account the protection and promotion
of the human rights of persons with disabilities in all
policies and programmes;
- […] to ensure that public authorities and institutions
are in conformity with the present Convention;
- To take all appropriate measures to eliminate
discrimination on the basis of disability by any
person, organization or private enterprise;
- […] to promote universal design in the development
of standards and guidelines;
- To undertake or promote research and development
of, and to promote the availability and use of
new technologies, including information and
communications technologies, mobility aids, devices
and assistive technologies, suitable for persons with
disabilities […];
- To provide accessible information to persons
with disabilities about mobility aids, devices and
assistive technologies […], as well as other forms of
assistance, support services and facilities”.
• Article 9 – Accessibility, including access to new
information and communications technologies
and systems, including the Internet;
8 • Introduction
• Article 21 – Freedom of expression and opinion,
and access to information
- “Providing information […] in accessible formats […]
- Encouraging the mass media, including providers
of information through the Internet, to make their
services accessible to persons with disabilities”.
• Article 24 – Education
- “Persons with disabilities are not excluded from the
general education system […]”.
Countries that ratified the CRPD should provide
reasonable accommodation for persons with disabilities,
including making education inclusive to all, as well as
ensuring that information is accessible using information
and communication technologies (ICT).
1.3.2 Open and Distance
Learning (ODL)
ODL is a broad term that embraces online learning/
e‑learning, distance education, correspondence
education, external studies, flexible learning and massive
open online courses (MOOCs). For the purposes of this
paper, ODL will be defined as a way of learning that
incorporates these main features:
• teacher-learner separation by space and time
(or both);
• two-way communication and group communication
(network);
• the use of media and technology;
• a personalized educational experience18
The development of ODL has been enhanced through
an increasing use of technology to support both ODL
users and facilitators. Interactive technology-based
(digital) educational resources are increasingly being
developed for both distance and blended learning
options and this trend is likely to accelerate in the
future. The interactive nature of many technology-based
learning tools serves to engage learners and stimulate
learning.19
ODL can address issues that persons with disabilities
may face such as geographical distance from learning
centres, issues with sensory systems (e.g., vision,
hearing), and mobility difficulties (e.g., physical
disabilities), barriers that stem from and cost factors and
discrimination and access impediment based on gender
18 Spector (2009)
19 Shank (2014)
20 Laad (2012)
21 Abeywardena (2012)
22 Hilton, Wiley, Stein, & Johnson (2010)
23 Annex 4 provides a list of open solutions that can be used as assistive technology
24 UNESCO. Open Educational Resources. Available at: https://www.unesco.org/en/open-educational-resources (accessed on 03/07/2023)
25 UNESCO/ Commonwealth of Learning, 2011 (n.d.), p. 2
26 Butcher, Kanwar & Uvalić-Trumbić (2011)
27 See http://creativecommons.org/ for further information
stereotypes, norms and roles,20 in different cultural and
societal settings where stigmas or prejudices against
persons with disabilities, traditional gender roles and
stereotypes making it more difficult for them to access
education and participate in learning activities, further
exacerbating the barriers they face. By providing flexible
and personalized learning, ODL empowers learners,
particularly women and girls, to overcome these barriers
and access education in any cultural context. While
these guidelines concentrate on ODL for persons with
disabilities, they are relevant to all learners.
1.3.3 Open and Inclusive Solutions
Open solutions include materials, strategies, processes
and technologies that are available through an open
license and that can be used (and reused) by any
person21 to enhance learning by increasing access
to resources and learning experiences. There are a
number of levels of openness, which include (in order
of increasing openness) reuse, redistribution, revising
and remixing.22 Universal availability and access are vital
components of open solutions.
It is important to note that open solutions are not
inherently accessible. An objective of this document is
to raise awareness of the importance of accessibility and
support the development of accessible open solutions.
This document underscores that accessibility should be
an integral part of policy related to open solutions. These
guidelines focus on the most common open solutions
for education: OER, FOSS and open access (OA) to
scientific information.23
Open Educational Resources (OER)
OER are any type of educational materials that are in the
public domain or introduced with an open license.24
OER range from textbooks to curricula, syllabi, lecture
notes, assignments, tests, projects, audio, video and
animation. OER “[…] Open Educational Resources allow
for more flexibility in the use, reuse and adaptation of
materials.”25
While OER are generally freely available to use and
share, the author maintains intellectual property over
the materials.26 A Creative Commons license27 (or
similar) indicates how the resources can be used and
whether any adaptation of the material is allowed. Open
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 9

Educational Resources call for the attribution of the
author of the work, while allowing for the sharing of
other rights such as those of translation, sharing and/or
adaptation.
The Recommendation on OER (2019)28 describes a
number of key international conventions and statements
that lend support to the use of OER for persons with
disabilities, including the (1948),s (1948), the Dakar
Framework for Action on Education for All (2000) and
the Convention on the Rights of Persons with Disabilities
(CRPD – 2006).the Dakar Framework for Action on
Education for All (2000) and the Convention on the
Rights of Persons with Disabilities (CRPD – 2006).
Free and Open-Source Software (FOSS)
FOSS refers to software that has been designed by
a person or group, openly modified and then freely
distributed for use.
The source code (basic underlying programming) of the
software can generally be changed and shared within
specific license conditions.29 FOSS products are licensed
in such a way that they can be freely used, studied,
shared and improved.30 The open-source concept has
resulted in the development of online encyclopedias
(Wikipedia) and OER. The goal is to continuously improve
the product through user input.
Open Access (OA) to Scientific Information
Open access (OA) to scientific information is the
provision of free access to peer-reviewed scholarly
research to all.31
OA requires that the copyright holder grant worldwide
right of access to copy, use, distribute, transmit and
make derivative works in any format with proper
attribution to the original author. OA uses information
and communication technology (ICT) to increase and
enhance the dissemination of scholarship.
With OA, researchers and students can gain increased
access to knowledge, authors have greater access
to audiences and the potential impact of research is
heightened. OA improves the sharing of knowledge
and leads to opportunities for economic and social
development that may not have been recognized.

1.4 Scope of the Guidelines

UNESCO, in close collaboration with other international,
regional and national partners, has developed these
Guidelines to provide recommendations to the
stakeholders involved in the design, delivery and
monitoring of ODL tools and solutions.
These include governments, institutions, instructional
designers, teachers and quality assurance and
recognition bodies, as well as industry and developers,
families and, most importantly, persons with disabilities.
The aim of the Guidelines is to support access to quality
learning opportunities for persons with disabilities
through ODL by harnessing open solutions (OER, OA
and FOSS). These opportunities have been thrust to
the forefront, notably with emergency responses to the
COVID-19 pandemic.
The document consists of two parts. The first part
provides specific recommendations to policymakers,
educational institutions, instructional designers, quality
assurance and recognition bodies, as well as industry
and developers, for use in both emergency and standard
educational situations. The second provides a matrix
of actions addressing issues that may be of value to
educational stakeholders through the implementation
of the educational delivery process. In view of the
fast-developing nature of the technological field,
references to technological tools made in this document
are intended to serve as a starting point for persons
searching for ICT solutions. The issues covered apply to
all levels of education, both formal and non-formal, in a
context of lifelong learning, as well as disability-specific
and disability mainstreaming initiatives.

28 UNESCO (2019). Recommendation on Open Educational Resources (OER). Available at: https://www.unesco.org/en/legal-affairs/recommendation-
open-educational-resources-oer (accessed on 02/07/2023).
29 See http://opensource.com/ for further information.
30 UNESCO (2013). UNESCO global report: Opening new avenues for empowerment: ICTs to access information and knowledge for persons with
disabilities. Available at: http://unesdoc.unesco.org/ images/0021/002197/219767e.pdf
31 UNESCO (n.d.). Open Access to Scientific Information and Research. Available at: https://en.unesco.org/sites/default/files/3544.11_ci_e_open_
access_brochure.indd_.pdf (accessed on 03/07/2023)
2
©Chansom Pantip/Shutterstock.com
Guidelines for Educational
Stakeholders
2.1 Introduction to the Guidelines
2.2 Guidelines for Governments
2.3 Guidelines for Educational Institutions Delivering
Open and Distance Learning (ODL)
2.4 Guidelines for Instructors
2.5 Guidelines for Quality Assurance and Recognition
Bodies
2.6 Guidelines for an Emergency Transition to Online
and Distance Learning
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
2.1 Introduction to the Guidelines
The Convention on the Rights of Persons with Disabilities
(CRPD) highlights the importance of reasonable
accommodation for persons with disabilities, including
in terms of education and information. These Guidelines
were developed to ensure that open and distance
learning (ODL) is inclusive for students with disabilities
and systematically provide relevant stakeholders with
information on accommodating the special needs of
students with disabilities within reason. Reasonable
accommodation requires some harmonization and
standardization. This document should facilitate
the sharing of good practices and solutions to
common problems to support inclusive practices for
delivering ODL.
It is recognized that all stakeholders are responsible for
ensuring inclusive access to learning. Communication
between the educational community and capacity
development for all stakeholders are key to the success
of initiatives in this area.
2.2 Guidelines for Governments
Governments play a crucial role in providing access to
ODL for persons with disabilities. Governments provide
legislative and policy direction to institutions and
instructors, while industry provides appropriate support
and materials to enable access. This legislative and
policy role often requires for inter- and cross- ministerial
collaboration and coordination. In an emergency
situation, governments may provide guidance in the
form of national policies on ODL for all educational
institutions providing educational services.
Within the context of the CRPD, national governments
are key players in the ratification and implementation
process. Governments that ratify the CRPD are
expected to set strategic plans aligned and harmonized
with national development goals and priorities
and allocate resources for its implementation. The
CRPD, as a comprehensive normative framework,
includes a number of general obligations (Article
4) requesting governments to progressively adopt
appropriate legislative, administrative and other
measures. Governments are also responsible for
providing infrastructure such as broadband networks
and communication systems within a country. Few
other normative instruments directly refer to the use
of inclusive ICT and assistive technology in education
(Articles 2, 9, 21 and 24) and call for the adoption of
interconnected actions in legislative and policy fields.
However, governments’ mainstreaming of the needs
of persons with disabilities into national education
• 11
These Guidelines may also support the development
of standard procedures for institutions providing
ODL opportunities, including in times of emergency,
through their alignment with teaching and learning
processes, curricula and content development, as
well as the application of technological solutions
and related aspects. This does not necessarily mean
developing international normative instruments such
as recommendations, conventions or treaties, but
practical standards for procedures. The task of standard
setting begins with a review of key concepts, definitions,
classifications and methods, as well as existing solutions
used by various stakeholders in different countries, in
order to identify challenges and barriers, and potential
procedures that could be harmonized to support
standardized procedures for the further development
of common approaches. It is also important to state
that the standard procedures can be considered
legitimate when a performance standard is linked to the
requirement of practice.
strategies and policies is uneven across countries, and
significant challenges remain. With regards to national
education policies and strategies, governments have
the key role of ensuring that disability and accessibility
aspects are equally mainstreamed into educational
settings, from early childhood to higher education,
including through ODL, in formal, non-formal and
informal education and in a lifelong learning perspective,
including during emergency situations that may arise.
In this context, it is suggested that governments address
the areas below:
• Legislative and policy provisions: Support
and foster legislation and/or policy development
to ensure persons with disabilities are included in
ODL. Such policies should address monitoring and
compliance with appropriate standards, procedures
and mechanisms.
• Funding: Secure adequate funding to ensure the
smooth functioning of an enabling environment,
necessary for the inclusion of persons with disabilities
in ODL. Additional funding may be required to support
access to ODL during emergency situations in which
ODL is the only available form of education.
• Cooperation and partnership: Facilitate
communication amongst all ODL stakeholders,
including for the exchange of best practices.
Governments are central to ensuring interministerial
cooperation between relevant stakeholders in
different sectors such as education, health, social
12 • Guidelines for Educational Stakeholders
affairs, technology, infrastructure and employment,
and thus to clearly addressing the rights of learners
with disabilities. An important aspect of this
cooperation is the application of the principles of
universal design for learning (UDL) by all stakeholders
to support educational delivery.
• Access to assistive technology and inclusive ICT:
Facilitate access of persons with disabilities to assistive
technology and ICT to enhance learning through
ODL. Provisions should also be formulated for the
procurement of inclusive technology, as well as the
development of tools and services adapted to the
needs of persons with disabilities.
• Research: Support research and development on the
use of FOSS, OER and OA to enhance the accessibility
of open solutions.
• Infrastructure: Facilitate and strengthen the
development and use of appropriate infrastructure for
persons with disabilities in ODL.
• Capacity development: Support the training of
instructors, support staff and IT administrators on
2.3 Guidelines for Educational Institutions
Delivering Open and Distance Learning (ODL)
Educational institutions, which may or may not use
ODL as their main form of educational delivery, often
make key decisions in regard to educational content
and the platform used for ODL courses. For this
reason, the following guidelines, based on the matrix
of actions (Table 1 at the end of this chapter), may
serve to inform the decisions made in these areas. It
is also important to ensure that the mainstreaming
of accessibility and UDL issues is considered within
a broader educational context. While educational
institutions must recognize that teaching and learning
provisions should accommodate the needs of students
with disabilities as disability-specific interventions, it is
important that educational institutions aim to introduce
and implement policies, procedures and standards that
respect accessibility and inclusion based solutions for
all students. A focus on inclusion is also critical during
times of emergency, as people with disabilities require
more consistent access to content and pedagogy
during such periods to meet the challenges of possible
interruptions of access to education during such times.
It is inappropriate to provide support based on type
of disability alone, as it is essential to identify common
challenges and barriers in a coherent and systematic
manner. Central to this is the need to take into account
inclusive design and learning principles. In this context,
it is suggested that educational Institutions address the
areas below:
accessibility issues and assistive technology, OER,
OA and FOSS so they can work with students with
disabilities through ODL effectively.
• User-targeted work: Work together with
organizations and associations targeting persons
with disabilities to identify difficulties and solutions
to access inclusive ODL. Special attention should be
paid to the empowerment of women and young
girls with disabilities who may face multiple forms of
discrimination and stigma.
• Standard procedures: Require quality assurance
and recognition bodies to include accessibility-related
quality assurance issues.
• Training and learning materials: Consider
ensuring that universal design for learning (UDL) and
accessibility aspects, including open solutions, for
students with disabilities are an integral part of the
national teacher training curriculum (pre and in-
service).
• Enrolment: Give deliberate consideration to the
enrolment of persons with disabilities in ODL, using
accessible open solutions at every step of the
enrolment process (access to public information on
the courses offered, registration, entrance exams,
facetoface interviews and acceptance).
• Needs assessment: Ensure an initial assessment of all
students with disabilities to provide full access to the
programme. The needs assessment will also be useful
when determining the needs to be addressed within
emergency responses.
• Strategy and internal disability policy: Ensure
strategies and internal disability policies for the
systematic inclusion of students and staff with
disabilities (including recruitment and adjustments
of the workplace) are in place. This would include
examining the roles of different stakeholders as well
as the processes and technology within an institution.
Other issues are procurement policies and the
development and maintenance of accessible content
and technology.
• Content: Ensure that content is designed for all
students, taking into account a variety of needs and
contexts, by applying the principles of UDL.
• Integration of open solutions: Examine the
integration of FOSS, OER and OA in programme design
and delivery with a view to addressing accessibility
issues.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
• Removal of barriers: Ensure that assistive
technology is able to remove barriers to learning,
including, but not limited to, cognitive, physical
and sensory barriers. This includes recognizing the
responsibilities of all departments in educational
institutions to remove barriers to accessible learning
by utilizing the principles of UDL.
• Training: Consider and address the training
requirements of students, faculty and other
professionals in terms of accessible content and
technology.
2.4 Guidelines for Instructors
Instructors and other teaching personnel are tasked
with ensuring that students are able to access content
and required learning resources as well as guiding
them through the course to achieve the expected
learning outcomes. They are key to making decisions
regarding the pedagogy used to convey content, hold
discussions and monitor student progress32. Instructors
are generally the people most aware of the needs
of students with disabilities and are able to propose
adjustments as required while the course is active,
including directing students to appropriate OER, FOSS
and OA materials where applicable. Furthermore, they
are able to monitor students’ progress and learning
experience and adjust their teaching as needed to
ensure continuous improvement. Due to instructors’
proximity to students, they are best placed to convey
to the educational institution (e.g., support staff, IT
administrators) the need for any additional adjustments
required in different aspects of the institution to ensure
that students have access to learning facilities and are
able to achieve their learning outcomes. In this context,
it is suggested that instructors address the areas below:
• Awareness: Seek information from all students on
their needs and functional capabilities to provide
timely, accurate and relevant support and make
necessary adjustments to the learning process and
learning environment.
• Tutoring and learner support: Include appropriate
pedagogies that are accessible to students with
disabilities, making individual effective adjustments as
32 Hashey & Stahl (2014)
• 13
• Efficacy: Ensure that feedback, monitoring and
evaluation mechanisms are in place.
• Support services: Establish knowledgeable, informed
support services, including the identification and
provision of financial support.
• Compliance: Ensure the deployment of best
practices, supported, recommended and/or required
by quality assurance bodies and recognition
authorities
required, including the application of open solutions
and inclusive technology.
• Accessibility integration: Integrate accessible
open solutions in ODL that comply with accessibility
standards (e.g., technical, physical infrastructure
standards) at all stages of development and
implementation.
• Assessment: Ensure compliance with the accessibility
criteria supported, recommended and/ or required by
quality assurance bodies and recognition authorities.
• Effective communication: Facilitate regular contact
with students to assess progress.
• Periodical review of content accessibility: Ensure
that content is regularly monitored to comply with
accessibility standards and ensure modifications as
needed.
• Monitoring: Integrate mechanisms for student
participation in course design through ongoing
feedback and analytics as well as formal course
reviews. Collect and collate data on student
experiences and their needs to improve subsequent
iterations of courses.
• Professional development and exchange of
knowledge: Keep up to date on research findings
and empirical evidence in the field of accessibility and
apply them where possible in professional practice.
Participate in the exchange of best practices between
peers in the professional community.
14 • Guidelines for Educational Stakeholders
2.5 Guidelines for Quality Assurance
and Recognition Bodies
Quality assurance and qualification recognition have
become key to supporting the overall relevance and
value of learning offered.
Quality is primarily the responsibility of higher education
institutions. External quality assurance bodies play an
essential role in fostering a quality culture through the
establishment of standards and criteria as well as the
assessment of programmes and reviews of institutional
quality assurance mechanisms. When assessing the
quality of a higher education institution or programme,
quality assurance bodies generally consider the
qualifications of the teaching staff, the teaching and
learning resources and the mode of educational delivery
in their analysis of the fitness for purpose of the overall
educational experience. Quality assurance bodies
therefore have a role in ensuring that policies are in place
to support the needs of students with disabilities in a
manner that promotes quality teaching and learning.
Qualification recognition is a formal acknowledgement
by the relevant authority of the value of a qualification
for a particular purpose, whether gained in that country
or overseas. Recognition authorities should endeavour
to adhere to the principles established in UNESCO’s
regional recognition conventions, which include
fairness and non-discrimination in assessments, the
assessment of nontraditional learning modes and the
sharing of information on higher education systems,
quality assurance and qualifications between relevant
bodies33. Recognition authorities should also have an
understanding of issues related to ensuring the inclusion
of students with disabilities in learning environments
in general, and for the purposes of these Guidelines, in
ODL frameworks in particular. The missions of quality
assurance bodies and recognition authorities are
closely linked, and recognition authorities often rely on
information provided by quality assurance bodies. In
this context, it is suggested that quality assurance and
recognition authorities address the areas below:
33 See, in particular, the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (1997), the Regional
Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific (1983) and the Asia-Pacific Regional
Convention on the Recognition of Qualifications in Higher Education (2011)
34 UNESCO. Higher education regional conventions. Available at: https://www.unesco.org/en/higher-education/conventions (accessed on
02/07/2023)
• Application of non-discriminatory recognition:
Apply principles of fair and non-discriminatory
recognition of qualifications undertaken in non-
traditional modes (such as online and distance
learning) established in UNESCO’s regional recognition
conventions34.
• Awareness raising: Develop an understanding
of issues related to the inclusion of persons with
disabilities. This would include highlighting the
benefits of inclusiveness and the provision of a wider
range of learning experiences.
• Standard setting: Include, across quality standards
and criteria, explicit provisions to make learning
accessible to a wide diversity of students including
persons with disabilities.
• Retention and learning outcomes: Quality
standards must require higher education institutions
to have mechanisms in place that provide all enrolled
students with effective opportunities for retention and
graduation, and that ensure that all graduates have
achieved equivalent learning outcomes regardless of
the mode of delivery.
• Continuous improvement of quality assurance
processes by quality assurance agencies: Consider
the particular areas where quality assurance and
recognition criteria and procedures may need to be
re-visited to ensure quality teaching and learning for
persons with disabilities in higher education, including
ODL.
• Phased implementation: Quality assurance bodies
should work with higher education institutions for a
phased implementation of inclusive practices such
as capacity development for academic staff, student
services, delivery modes, instructional materials and
resources and physical facilities.
• Sharing of best practices: Quality assurance bodies
should ensure the collection and dissemination of
best practices to support the ongoing improvement
of the quality of ODL.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
2.6 Guidelines for an Emergency Transition
to Online and Distance Learning
During times of emergency or in response to situations
of global regional, national and/or local significance,
it may be necessary for institutions to move learning
rapidly and unexpectedly to an ODL environment.
While some institutions already have systems in place,
many do not and may be significantly challenged
by these events35. During the COVID-19 pandemic,
governments, educational institutions, instructors and
quality assurance bodies had to make adjustments to
teaching and learning to accommodate the movement
restrictions imposed on populations to control the
virus36. A number of challenges may be encountered
when transitioning to online learning, including ensuring
that appropriate content delivered through platforms is
available and accessible to all students, that the needs
of students with disabilities are considered, that training
for those delivering and receiving the teaching and
learning is available and that suitable support personnel
are available to assist the students37. In this context,
it is suggested that governments, institutions and
instructors address the areas below:
• National policy requirements: Educational
institutions in some countries may be guided
through national policy in regard to actions to take
in emergency situations. These policies may relate to
the types of content and timelines for programme
completion. In addition, governments will indicate
when it is appropriate for educational institutions to
re-open. Safety guidelines for such situations have
been developed by the World Health Organization
(WHO)38.
• Assessment of student needs: Identify any
disabilities and other special needs that will have to
be addressed during ODL, if ODL tools and solutions
become the main mode of education delivery. This
information can be sought directly from students
and families, and/or via the records of educational
institutions, if such information is available. This
information will inform the decisions made on
35 Bryson & Andres (2020)
36 Adedoyin & Soykan (2020)
37 Narvekar (2020)
38 WHO (2020a)
39 Jeste, Hyde, Distefano, Halladay, Ray, Porath, Wilson & Thurm (2020)
40 See Annex 3 for some examples of free learning management systems (LMS)
• 15
platforms and content for the students, taking into
account disability and situation39.The use of OER and
OA should be examined in an emergency, as content
required for teaching may already be available in
appropriate formats.
• Institutional support personnel: Appropriate staff
should be identified to liaise with students and their
families to ensure continuity of learning and open
and clear communication with stakeholders. Support
personnel may also be required if students do not
have appropriate support in their home environment
to facilitate online learning.
• Selection of tools including platforms, software:
An appropriate platform or appropriate software
should be selected to facilitate teaching and learning
programmes that accommodate all students. There
are several free and open-source platforms and
different software that can be used by educational
institutions40.
• Resources: The provision of devices and access to
Internet resources is a consideration for governments
and educational institutions during an emergency.
Many students who are living in poverty or in
remote areas may not have access to technological
resources. A system of distance education consisting
of alternatives to the aforementioned technology may
be needed, such as printed material, braille resources
or material on USB drives. In the immediate aftermath
of an emergency situation, additional funding may be
required to provide devices and other infrastructure
for ODL.
• Training: It is possible that stakeholders such as
staff, students and families do not have experience
with ODL and the associated technology prior to the
emergency situation. Appropriate training should be
available for all parties to ensure that teaching and
learning can be accessed by all. The training may take
many forms, including online and by television or
radio broadcast.
 ©Wirestock Creators/Shutterstock.com
3
Matrix of Actions for
Educational Delivery
3.1 Universal Design for Learning (UDL)
3.2 Matrix: Emergency Response Actions,
Prerequisite Actions, Implementation Actions,
Monitoring Processes
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
3.1 Universal Design for Learning (UDL)
Universal design for learning (UDL) refers to a process
in which a curriculum (goals, methods, materials and
assessments) is intentionally designed to offer flexible
and inclusive approaches that can be customized and
adjusted for individual needs. The key components of
UDL are to ensure flexibility and accessibility in the ways
information is presented, the way students respond or
demonstrate knowledge and skills, and the way they
are engaged in the learning process (e.g., with the
course content, interactions with peers and instructors
etc.), and, in addition, to reduce barriers by providing
appropriate accommodations, support and assignments
while maintaining high achievement expectations for all
students.41
Current technology can impose barriers on persons with
disabilities. While this technology may provide more
information to learners in a greater variety of ways, it
does not necessarily allow all users to access learning
3.2 Matrix: Emergency Response Actions,
Prerequisite Actions, Implementation
Actions, Monitoring Processes
In order to make ODL accessible to persons with
disabilities in a variety of educational contexts and
circumstances, a number of actions are necessary
at all stages of the learning process. The following
actions relate to the different phases of the learning
process; emergency, prerequisite, implementation and
monitoring processes need to be considered. These
actions would benefit all students regardless of their
level of ability.
While there are specific considerations for governments
(e.g., infrastructure legislation/policy), industry (e.g.,
website designers, tool developers), institutions (e.g.,
courseware designers) and instructors (e.g., teachers,
lecturers), it is useful for all parties involved in ODL,
including persons with disabilities and their families,
41 CAST. UDL in Public Policy. Available at: http://www.udlcenter.org/aboutudl/udldefined (consulted on 02/07/2023).
42 Hashey & Stahl (2014)
• 17
environments and information equally42. The Web
Content Accessibility Guidelines (WCAG) published
by World Wide Web Consortium (W3C, 2008) not only
target webcontent and tool developers to design
appropriate websites and web-based resources for a
diverse range of users, but also constitute an important
tool for ensuring UDL principles in terms of access
to web-based resources for persons with disabilities.
Students with disabilities must have access to all
the components of the learning process (including
registration, administrative matters, course work and
others) that would be available to students without a
disability, and teachers should have positive attitudes
and use appropriate pedagogy.
The matrix discussed in section 3.2 below outlines
further elements of UDL that could be included to
ensure ODL is accessible to students with disabilities.
to have a common understanding of each phase of
development and the actions involved in each phase.
This section is made of three components:
• Table 1 provides a matrix of emergency response
actions, prerequisite actions, implementation actions
and monitoring processes for designing ODL with
open solutions for persons with disabilities;
• Section 3.2.1 provides key considerations for each of
the elements of this matrix in addition to the Annex
section;
• Annexes 6, 7, 8 and 9 provide checklists for each of
the elements of the matrix that can be contextualized
to fit different purposes as needed.
 18 • Matrix of Actions for Educational Delivery
Table 1. Matrix of prerequisite actions, implementation actions and monitoring processes for designing
open and distance learning (ODL) with open solutions for persons with disabilities. The matrix includes
monitoring at all levels.
EMERGENCY- PREREQUISITE
1 RESPONSE ACTIONS ACTIONS
Determine an Determine an overall
appropriate learning institutional vision and
management system commitment to ensuring
(LMS) (using FOSS if accessibility for men and
possible) if not already women in all aspects of
in use. ODL delivery.
Ensure the LMS and Establish an institutional
any additional software policy concerning
is appropriate for the platforms for learning
learners. that secures the
Designate staff to engagement of all relevant
support students in the institutional stakeholders
and that appropriately
use of the technology.
serves the needs of
Identify the training students, academics and
needs of all stakeholders administrative staff with
(learners, educators, disabilities.
policymakers, content
designers). Where possible, build on
available best practices on
Provide targeted training policy and practice.
to educators on using the
Appoint a responsible
platform on a variety of
devices. person or office with
adequate authority
Provide training to to ensure the
instructors on how implementation of the
PLATFORMS
to provide inclusive policy concerning the
education for instructors. platform chosen.
Develop accessible
resources and standards
in anticipation of a
wide range of needs for
students and academic
and administrative staff.
Determine a process
for selecting accessible
technology and content
involving platforms,
content and modalities.
This would be included
in relevant procurement
guidelines.
Develop appropriate
training for all members
of the institutional
community involved
(including students,
academic and
administrative staff).
IMPLEMENTATION
ACTIONS
In all implementation, harmonize
actions concerning platforms and
content.
Ensure that actions are fragmented
and remain cohesive throughout
the system. Ensure that actions
related to platforms and content are
consistently coherent and cohesive
throughout the implementation.
Make platforms and technologies
available.
Ensure that instructors and students
are prepared.
Test with a wide variety of users.
Ensure continuous evaluation and
feedback from a variety of users.
Raise awareness on available
policy, legislation and options as to
training and software.
Take into consideration
genderequality issues when
ensuring accessibility to platforms,
to ensure equal conditions and
opportunities to access and use
platforms. Concrete examples
include ensuring equal access
to resources by considering how
gender may intersect with disability
and impact access to resources.
For example, female students with
disabilities may face additional
barriers related to gender-based
violence or discrimination that
could affect their ability to access
online learning resources. Ensure
that all students, regardless of
gender or other identities, have
equal access to resources and
support services.
Ensure that materials are inclusive
and free from gender-based bias.
Foster an inclusive and respectful
learning environment: encourage
a culture of respect and inclusivity
in online learning environments,
where all students are valued and
feel safe to participate. This may
involve establishing guidelines
for respectful behaviour and
addressing any instances of gender-
based harassment or discrimination.
Use gender-neutral and inclusive
language throughout the platform
and course material to promote
gender equality.
MONITORING
PROCESSES
Obtain feedback from users.
Update where required with
FOSS.
Add additional platform
functionality if required.
Conduct periodic assessments
to determine compliance
with accessibility policies and
agreedupon standards and
user satisfaction.
Make necessary adjustments
based on assessment results.
Take into consideration
genderequality issues when
monitoring to ensure equal
conditions and opportunities
to access and use platforms.
Concrete examples include
ensuring equal access to
resources by considering how
gender may intersect with
disability and impact access to
resources. For example, female
students with disabilities may
face additional barriers related
to genderbased violence or
discrimination that could
affect their ability to access
online learning resources.
Ensure that all students,
regardless of gender or other
identities, have equal access
to resources and support
services.
Ensure that materials are
inclusive and free from
gender-based bias.
Foster an inclusive and
respectful learning
environment: encourage
a culture of respect and
inclusivity in online learning
environments, where all
students are valued and feel
safe to participate. This may
involve establishing guidelines
for respectful behaviour and
addressing any instances of
gender-based harassment or
discrimination.
Use gender-neutral and
inclusive language throughout
the platform and course
material to promote gender
equality.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
EMERGENCY-
2 RESPONSE ACTIONS
Consider students’ home
environments and their
access to resources and
support as well as their
financial situation.
Ensure those who cannot
access ODL have a suitable
alternative access to content.
CONTENTS
Develop materials
incorporating UDL guidelines
and ensure that they are
accessible to all learners,
including those in vulnerable
situations, and that gender
issues are addressed so that
all learners can access them
with the same ease.
Ensure that FOSS and OER
that may be appropriate
are identified Ensure that
FOSS and OER that may be
appropriate are identified.
EMERGENCY-
3 RESPONSE ACTIONS
Assess students to determine
access to assistive technology
and Internet connectivity to
address infrastructure needs.
Determine the specific needs
of students in the cohort/
institution.
Identify a learning
management system (LMS)
MODALITIES
that provides accessibility for
students with disabilities.
Address the training needs
of staff, students and
families, taking into account
all genders, cultural and
language minorities (or
underserved groups) to
ensure accessibility.
PREREQUISITE
ACTIONS
Establish a policy on the use
of accessibility criteria in
curricular development and
course material, as well as any
other materials provided to
learners.
Provide capacity
development to relevant
staff on the development of
accessible content.
Ensure an internalreview
mechanism to guarantee that
course content complies with
accessibility standards and
user needs before the public
launch of content materials.
Examine the context in which
learning will take place.
Include available OER and
OA resources in structuring
content.
PREREQUISITE
ACTIONS
Ensure the course is
accessible to a wide range of
users by using UDL and ODL
principles.
Ensure capacity development
for instructors in different
modes of teaching and
learning, including ODL on
how to produce accessible
content.
Address gender equality in all
development processes.
IMPLEMENTATION
ACTIONS
Regularly check the
accessibility of content,
including OER, FOSS and
websites.
Ensure all users can access
materials/content.
Adjust content according to
user feedback immediately.
Collect data about student
learning experiences.
Provide ongoing support
and capacity development to
relevant staff as necessary to
provide accessible inputs.
Avoid gender stereotypes
when developing accessible
content.
IMPLEMENTATION
ACTIONS
Use an accessible support
service or helpline such
as video, text and voice
feedback for students and
instructors to support
persons with disabilities.
Replace inaccessible content
with a reasonable alternative
to accommodate a wide
range of different modalities.
Support research on
accessibility issues.
Ensure that support services
are equally available and
accessible to both men and
women with disabilities. If
needed, make any necessary
adjustments.
• 19
MONITORING
PROCESSES
Monitor users’ progress.
Identify and address
reasons resulting in the
non-completion of learning
objectives or the failure to
achieve them.
Use satisfaction data and
feedback from students to
improve access to content.
Incorporate perspectives from
a variety of users (learners
with different disabilities,
instructors).
MONITORING
PROCESSES
Collect data on a wide variety
of ODL user experiences.
Monitor gender equality
in accessing physical
environments.
Develop a database of
potential solutions to
difficulties experienced.
Develop a compliance
database of platforms/
software with technical/
accessibility standards.
Troubleshoot any difficulties
encountered.
Re-examine materials on
a regular basis to address
changes in catering to
modalities.
Keep abreast in the
development of international
standards and make
necessary adjustments.
Provide feedback to users.
20 • Matrix of Actions for Educational Delivery
3.2.1 EmergencyResponse Actions
Emergencyresponse actions are actions that educators
and developers take in response to an emergency
situation requiring the immediate dissemination of
ODL resources that may be used by persons with
disabilities. Please note that there is an overlap between
the emergencyresponse actions that need to be
taken and the standard prerequisite implementation
and monitoring actions, which are critical to overall
delivery.The overlap is due to the shared objective of
addressing accessibility, inclusivity and effective learning
experiences, with emergencyresponse actions focused
on immediate dissemination and standard actions
tackling planned and systematic implementation.
Selecting and Utilizing Platforms
When institutions and teachers turn to ODL due to
circumstances external to the institution, it may be
considered an emergency response. Immediately
upon learning that a move to or increase in online and
distance education is required, institutions should select
an appropriate platform for the students so that content
can be accessed and instruction continued with as little
interruption as possible. Actions may include:
• adhering to any national policy and measures related
to the emergency situation (such as social distancing,
curfews or remaining in isolation for a period of time);
• having staff available to liaise with students regarding
their academic programmes, using whatever means
are available;
• using a learning management system (LMS), if one
is not already in place, to centralize content and
schedules;
• considering the availability of free and opensource
LMS and additional software to support all student
needs;
• identifying additional training needs and developing
appropriate training for all stakeholders including
instructors, students and families.
Consideration for all parties is critical when selecting
a platform to use during an emergencyresponse
situation, as all students will need to access content
and instruction through the platform. In rare occasions,
such as for persons living in extremely remote locations
or lacking Internet access, alternative ways of accessing
content should also be considered. These may consist of
OER in printed form, or on USB drives or CDs.
Developing Open and Distance Learning
Content in an Emergency Situation
In an emergencyresponse situation, careful
consideration of content that is accessible to and
achievable for students studying in ODL formats is
required. This could include developing, selecting and
curating content. There are a number of factors that
must be considered, including the support available to
assist the students in their home environments, and any
additional time needed to study in ODL mode. Actions
may include:
• considering home situations to identify what access
the students have to resources and support, family
structures and financial situations. These elements
should be taken into account when designing ODL
content;
• using FOSS alongside OER to ensure all students have
access to content;
• considering alternative assessments and ways to
access content for students who may have difficulty
accessing online resources and/or require additional
support;
• developing training for all stakeholders based on need
and scheduling it appropriately;
• incorporating UDL principles so as to address the
needs of indigenous peoples and cultural and
linguistic minorities, ensuring content is, at minimum,
gendersensitive.
• ensuring materials meet the standards of accessible
electronic publications (ePubs) or version 2.1 of the
Web Content Accessibility Guidelines (WCAG) (WAIAA
– with level AA conformance).
As emergency responses are often sudden and
unexpected, institutions may not have factored ODL into
the teaching plan or budget. Locating and using FOSS
and OER is an appropriate way to address the needs of
students in a rapid manner.
Assessing Student Needs and Modalities
In order to clearly address the learning needs of all
students in the institution, it is necessary to assess
the student body and/or student records, if available,
to determine specific modalities which must be
addressed. Actions include:
• assessing the specific needs of students, including
their modality requirements;
• assessing student access to technology, connectivity
and assistive technology that may be required as part
of infrastructure enhancements;
• identifying an open source LMS that provides
accessibility for students with disabilities;
• determining the training needs of all stakeholders.
Such assessments should take into account specific
needs that may depend on the gender identity or sex
of the stakeholder, the cultural context, their language
and other needs that may be specific to minority or
underserved groups.
When assessing student needs in an emergency
situation, students’ living situations must be considered,
as learning will take place in their homes. The learning
modalities available to students will vary, as will the
support they receive in accessing education. This
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
variability will impact the student’s progress and must be
considered in emergency situations. Possible extensions
to complete set work and educational programmes
should also be considered.
3.2.2 Prerequisite Actions
Prerequisite actions require the establishment of
wide-ranging institutional policies, covering admission
to graduation, including curricular and extra-
curricular activities.
Selecting Platforms
There are a number of actions that institutions,
teachers and instructional designers must take prior
to the procurement of appropriate platforms and the
development and dissemination of ODL resources that
may be used by persons with disabilities. These actions
include:
• reflecting constitutional, legislative and policy (e.g., in
the area of nondiscrimination) requirements;
• considering non-proprietary platforms, where possible
using open solutions;
• considering the types of platforms that users will be
accessing (Windows, Mac, tablet devices, paper based)
and respect accessibility standards;
• reviewing the characteristics of the platforms and
devices (operating systems, languages used) including
accessibility criteria;
• determining whether training is required to use the
platforms and devices to access ODL.
The type of platform will define the levels of accessibility
and inclusiveness of processes and content. It is
therefore essential to ensure that, from as early as the
development and procurement phases, accessibility
principles are respected and taken into consideration.
Accessibility should be seen as one of the key criteria
for acquisition by those who are responsible for making
decisions about which products, services and content
to procure. For the procurement of accessible products,
be they IT, platforms, devices, content or services, the
following steps should be respected:
(i) Procurement announcements should include
accessibility in their criteria.
(ii) Vendors should provide information about the
accessibility of their products.
43 Fileinfo.EPUB. Available at: https://fileinfo.com/extension/epub (accessed on 03/07/2023.
44 Wikipedia. Digital Accessible Information System. Available at: http://en.wikipedia.org/wiki/DAISY_Digital_Talking_Book
(consulted on 02/07/2023)
45 Certain .pdf files are not accessible
46 American Foundation for the Blind (2008)
47 Banerjee & Brinckerhoff (2002)
• 21
(iii) The assessment of the proposal should include
an accessibility evaluation as part of the vendor’s
proposal. If, at the early stages of development
and procurement, accessibility is not included as a
prerequisite action, it is difficult and, in some cases,
nearly impossible to ensure it at later stages.
Developing Creating Content
The content must be developed with a logical structure
around stated outcome. Clear policies or legislation will
guide all stakeholders involved in developing content in
considering the needs of persons with disabilities. When
developing content, consideration must be given to:
• potentially including access to training in the ODL
content to ensure that learners can negotiate specific
software or systems, which may mean providing
students with disabilities with instruction in digital and
information literacy;
• ensuring the language used in the materials is
accessible to all students.
Students who utilize additional assistive technology to
access online materials may have difficulty when trying
to use assistive technology alongside the online material.
Solutions include using:
• only accessible formats such as accessible ePubs,43
standard text documents, Open Document Formats,
the Digital Accessible Information System (DAISY)44 or
accessible pdfs;45
• mainly asynchronous features (i.e., not using instant
messaging in chat rooms);
• pedagogical agents within the online learning material
to assist the learners (e.g., sequencing and chunking of
materials);
• consistent designs and cascading style sheets (CSS);
• a clear and logical structure for documents with a
consistent use of headings and subheadings to easily
navigate documents at a technical and intellectual
level;
• fewer frames;
• fewer animations and moving objects;
• contrasting colours.46
It may be necessary to assess the specificities of some
students’ devices due to different primary modes of
communication47 (i.e., use of keyboard, speechoutput
device) or time constraints that occur when using
assistive technology.
22 • Matrix of Actions for Educational Delivery
Considering Modalities
When considering different modalities:
• research the modalities used by intended participants
in the ODL course in the planning stage through
conducting a needs analysis;
• field-test the materials with persons with visual,
hearing, mobility and learning disabilities to provide
inside into the enablers and barriers to address within
the course;
• incorporate a wide range of materials that can be
accessed in a multitude of ways (UDL principles),
which ensures that the modalities the student
participants use will be less of a barrier to ODL;
• consider user-friendliness in regard to different
modalities in order to ensure that a wide variety of
learners are able to participate;
• ensure that the materials, including OER and FOSS, are
reliable and can be accessed on a consistent basis by
the user.
Some accommodation suggestions for students
with vision, hearing or speech impairments, mobility
difficulties or learning disabilities are presented in
Annex 1.
Students with hearing impairments, for example, who
may have difficulty interacting in online discussions
or video conferences may nevertheless be included in
these pedagogies through the use of telephonerelay
services, sign language interpreters and/or open
captioning. Alternatively, organising activities on
an online discussion board where all participants
respond to threads set by the instructor may be a more
appropriate way to interact and share ideas.
Resources have been developed to support both
the institutions and instructors in making content as
accessible as possible. In the United States of America,
for instance, all producers and educational institutions
must comply with legal requirements for accessible
content and tools. A tool known as the Voluntary Product
Accessibility Template (VPAT48) (U.S. Department of State,
n.d.) assists them by providing a list of the expectations
for software and online systems. For educators, the
FLOE Inclusive Learning Design Handbook (ILDH – OCAD
University, n. d.), an online wiki OER, assists with creating
adaptable educational resources that can accommodate
diverse individual needs.
48 See https://www.section508.gov/sell/vpat/ (accessed on 02/07/2023)
49 Burgstahler (2002)
50 Roberts & Crittenden (2009)
51 Web Accessibility in Mind (WebAIM – 2014), WAVE – Web accessibility evaluation tool. Available at: http://wave.webaim.org/ (accessed on
01/07/2023)
52 W3C (2012). Markup Validation Service. Available at: http://validator.w3.org/ (accessed on 01/07/2023)
3.2.3 Implementation Actions
Using Platforms
During the implementation of the ODL course, using a
range of platforms or media to provide content to one
student will give many participants the opportunity
to access the materials. Access may occur through
computers, tablets/phones and paper-based versions
(for students with vision impairments, the contents may
be available in DAISY format).
A close examination of the students enrolled can provide
instructors with useful information on how they can
further assist students. If there are students with specific
impairments, they may require specific training to
access content via different platforms, including learning
management systems (LMS) such as Moodle.
Streamlining Content
During implementation, institutions and instructors,
preferably in collaboration with industry, should regularly
check the accessibility of content, including any OER,
FOSS and OA used as components of the course. Just
because content is openly available does not mean it is
accessible to everyone. There are several openly available
tools that allow all parties to assess the accessibility of
websites.49, 50 These tools include:
• WAVE51
• and the World Wide Web Consortium (W3C) Markup
Validation Service.52
Aspects that may not be accessible include:
• graphics (without text explanations);
• contrasts;
• navigation tools within the website;
• navigation complexity levels.
Regular checks or sampling of the course content
can assist with identifying any changes or additional
requirements that were not addressed in the initial
design of the course. Instructors may also be able
to adjust the content immediately based upon user
concerns. Ensuring that users have an accessible
way to comment on any difficulties they have with
the system will enhance the responsiveness of the
instructors. Collecting data about student experiences
in compliance with ethics and data privacy is important
to measure the success of the programme, individual
learner satisfaction and future improvement.
For the successful implementation of ODL, it is
imperative that the target population be made aware of
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
it through campaigns. Online campaigns, for instance,
can reach many people within a comparatively short
period of time and across a greater geographical area,
although accessibility and connectivity issues could be a
concern.
Supporting Modalities
During the implementation of the course, access to a
helpline or support service will provide students and
instructors with assistance if required.53
• Information about the support service or assistance
available should be made clear to students and
instructors prior to the beginning of the course.
• A reasonable alternative to non-accessible content
may be provided.
• Services should be made available in various modes,
including video, text and voice feedback, to allow for
interaction with persons with disabilities.
• At a governmental or systemic level, support is
provided for:
- legislation to support access to ODL,
- policy requirements at the institutional level.
• At an institutional or macro level, support is
provided for:
- enrolment processes,
- development of policies regarding persons with
disabilities and ODL overarching learning resources,
including additional equipment and training,
- access to information about the processes employed
by the institution.
• At a subjectspecific or micro level, support is
provided for:
- pedagogy,
- human and material resources,
- individual student needs.
3.2.4 Monitoring Processes
Monitoring processes are important to assess
the ongoing and final outcomes of ODL and user
satisfaction. Processes for monitoring ODL are discussed
here in relation to the use of specific platforms, the
content of the course and the modalities of the users.
Assessing and Adjusting Platforms
Feedback from learners and instructors regarding
the platform used to teach the ODL course could be
immediate, as difficulties can arise as soon as they use
the platform. Common difficulties include:
• insufficient bandwidth;
• lack of Internet access;
• incompatibility between old technology/software and
the ODL course material;
53 Chatpakkarattana & Khlaisang (2012)
54 Abeywardena (2012). https://oasis.col.org/server/api/core/bitstreams/6a47eb21-26a2-4fca-af98-0bfc36ec37ff/content (accessed on 18/07/23)
55 Moisey 2004
• 23
• lack of training in how to use the platform;
• lack of knowledge in how to optimize the accessibility
features of the platform;
• lack of funding to purchase the software required;
• incompatibility between the platform and assistive
technologies;
• the periodic assessment of platforms, content and
monitoring processes.
Institutions are responsible for conducting periodic
assessments to determine the persistent compliance of
ODL with accessibility standards.
Governments, institutions and industry have a part to
play in addressing these issues, particularly in relation to
infrastructure. Occasionally, it may be possible to address
issues raised with specific platforms by using free or
open-source software (FOSS)54 or by adapting current
platforms.
Determining Assessing Accessibility
and Suitability of Content
Research indicates that persons with disabilities
complete courses at a lower rate than persons
without disabilities due to a range of factors
including accessibility and support. Students who
are provided with more support services, including
assistive technology, have higher completion rates.55
When a student with a disability does not complete
an ODL course, it is important for the government,
institution and instructor to determine the cause. It is
also important to consider student attainment and
satisfaction so that:
• measures may be taken in future to address any
accessrelated issues ;
• accountability for the education of the person with
a disability is transparent.
A mechanism should be included in the ODL course
material that allows users to report difficulties and
provide feedback to the instructors, institutions and
industry on the accessibility of the course content
and, possibly, on the suitability of the content for the
student. Embedded links to survey software, such as free
versions of online survey tools, can assist students with
providing general feedback on courses, while a direct
email link can assist with providing more specific or
detailed feedback. For ODL courses that contain some
face-to-face communication, the educator can question
the student/s about the suitability of the course for their
needs, both academic and functional.
By monitoring participants and providing them with
support (including metacognitive and affective support)
during ODL, educators can intervene when a user is
24 • Matrix of Actions for Educational Delivery
having difficulty. A series of ‘checks’ can be built into
the course content to periodically request feedback
from users. These ‘checks’ are useful for monitoring the
progress of all participants, not only those who have
disabilities. By their nature, technological systems have
the potential to enable instructors to keep track of their
students’ progress by examining discussion threads and
emails.
Examining Modalities
Collecting data on a wide variety of the experiences of
ODL users will enable a government, institution and/or
instructor to compile a database of known difficulties
and potential solutions. A database will:
• be useful for current and future ODL users;
• help instructors and developers to troubleshoot
difficulties related to modality differences as they arise;
• identify appropriate OER, OA, and FOSS content to
include.
Re-examining ODL course material on a regular basis
to address the experiences of users will strengthen the
course for all learners.
Collecting data on the compliance of platforms/
software with technical/accessibility standards will
make procurement decisions easier for governments,
institutions and instructors.
4
©SibFilm/Shutterstock.com
Technical Annexes
Annex 1. Examples of Accommodations for Specific Functional Areas
Annex 2. List of Available Journals – Open Learning and Distance Education
Annex 3. Examples of Free and Open-Source Software
Annex 4. Open Education Resource (OER) Sources
Annex 5. Glossary
Annex 6. Emergency Response Action Checklist
Annex 7. Prerequisite Action Checklist
Annex 8. Implementation Actions Checklist
Annex 9. Monitoring Processes Checklist
References
26 • Technical Annexes
Annex 1. Examples of Accommodations
for Specific Functional Areas
IMPAIRMENT
CONSIDERATIONS
TYPE
Vision Students may have limited (or no) vision
and be unable to view online or printed
materials in the same way as others.
Hearing Students may have difficulty with audio
inputs on video or with participating in
online or telephone discussions.
Mobility Students may not be able to operate a
mouse or keyboard. They may also have
difficulty accessing buildings (if required)
for any face-to-face course component.
Learning Students may have difficulty with reading,
Disability writing and processing information quickly
or retaining information in the same way
as others.
Speech Students may have difficulty
contributing to interactive sessions
(e.g., videoconferences).
Other/
General
56 With Adobe Acrobot Pro, see https://helpx.adobe.com/au/acrobat/using/create-verify-pdf-accessibility.html (accessed on 02/07/2023)
57 Burgstahler (2002)
POSSIBLE ACCOMMODATIONS
> Screenreading software
> E-readers
> Refreshable Braille displays
> Text-only mode in browsers
> Text alternatives for graphics/non-text
> Contrast adjustments
> Information on USB drives, CDs or MP3
> Braille print
> Accessible PDFs.56
> Text captioning or transcripts for audio/ video (rather
than subtitles, which do not convey all information)
> Sign language interpreters
> Relay service (and teletypewriter - TTY)
> Printed material.
> Alternative keyboards (including on-screen keyboards)
> Modified mouses or styluses
> Speechrecognition software
> Accessible buildings (ramps, wide doorways, disabled
toilets)
> Switch interfaces
> Page turners
> All functions keyboardaccessible.
> Books on CDs, tablets or USB drives
> Speech output on computers
> Speech input to assist with writing
> Extra time to read and use materials
> Text at an appropriately readable level.
> Use e-mail or a chat room (where the student can type a
response) to convey thoughts and ideas.
> Do not use content that may cause
> seizures57 as it can pose a risk to individuals. It is
important to prioritize the safety and well-being of
all users.
> Clearly locate content.
> Ensure users can operate particular platforms.
> Content must be able to be “read” by all software
(including assistive technology).
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 27

Annex 2. List of Available Journals –

Open Learning and Distance Education
SUBSCRIPTION
JOURNAL TITLE
REQUIRED
American Journal of Distance Education Subscription Required
http://www.tandfonline.com/loi/hajd20
Asian Journal of Distance Education Not required
http://www.asianjde.org/
Distance Education Subscription Required
http://www.tandfonline.com/loi/cdie20#.U9SzaJ2Q_IU (some open access)

European Journal of Open, Distance and E-Learning (EURODL) Not required

http://www.eurodl.org/
Indian Journal of Open Learning (IJOL) Registration Required
http://journal.ignouonline.ac.in/index.php/IJOL
International Journal on E-Learning (IJEL) Subscription Required
https://www.aace.org/pubs/ijel/
International Journal of Open Educational Resources Not required
https://www.apus.edu/academic-community/journals/ijoer/
International Journal on Open and Distance e-Learning (IJODeL) Not required
https://ijodel.com/
International Review of Research in Open and Distributed Learning (IRRODL) Not required
http://www.irrodl.org/index.php/irrodl
International Women Online Journal of Distance Education Not required
http://www.wojde.org/
International Journal of E-Learning & Distance Education Not required
(formerly Journal of Distance Education)
http://www.ijede.ca/index.php/jde
Chinese Journal of Distance Education In Chinese only
http://en.ouchn.edu.cn/index.php/research/journal-of-distance-education-in-china
Journal of Open, Flexible and Distance Learning (formerly the Journal Not required
of Distance Learning)
https://www.jofdl.nz/index.php/JOFDL
Online Learning (formerly the Journal of Asynchronous Learning Networks JALN) Not required
https://onlinelearningconsortium.org/read/journals/
Online Journal of Distance Learning Administration (OJDLA) Not required
http://www.westga.edu/~distance/ojdla/
Open Learning: The Journal of Open, Distance and e-Learning Subscription Required
https://www.tandfonline.com/toc/copl20/current (some open access)

Open Praxis Not required

https://openpraxis.org/
Pakistan Journal of Distance and Online Learning Not Required
http://journal.aiou.edu.pk/journal1/index.php/PJDOL
Revista de Educación a Distancia (RED) Not required (Most articles in
http://www.um.es/ead/red/red.html Spanish)

Turkish Online Journal of Distance Education Not required

http://tojde.anadolu.edu.tr/
 28 • Technical Annexes

Annex 3. Examples of Free and

Open-Source Software
TOOL FUNCTION LINK / SOURCE
ATutor (learning Open-source LMS, used to develop and share e-learning content. A
management large number of languages are supported. https://atutor.github.io/
system – LMS)
Audacity Audio alternatives to written text as audio tracks. http://audacity.sourceforge.net/
Balabolka Convert text to speech using in-built or pre-installed computer http://balabolka.en.softonic.com/
voices, usually to create a file for later use.
CamStudio A videocapture tool that digitally records computer screen outputs http://camstudio.org/
and allows for the inclusion of audio commentary.
CurrikiGo Open-source projects that address the creation of modern, https://www.currikistudio.org/what-
CurrikiStudio purpose-built distancelearning content. Free technology access and is-currikigo/
simplicity for authoring and publishing. https://www.currikistudio.org/what-
is-currikiStudio/
Dasher An authoring tool for users who cannot use a keyboard but may http://www.bltt.org/software/dasher/
only be able to control a mouse or joystick. It may be sightcontrolled
by a gaze tracker.
DesktopZoom A zooming/magnifying programme. Colours can be inverted and https://desktopzoom.fr.softonic.com
the original screen can be made transparent.
FreeMind A graphical mind-mapping tool for creating diagrams to connect http://freemind.sourceforge.net/wiki/
concepts and ideas. Used for organizing ideas and keeping track of index.php/Download
all the activities that are involved in completing a task.
KompoZer A webpagecreating programme for students and tutors, with https://kompozer.fr.softonic.
accessibility features. com/?ex=CS-1298.0
LetMeType Autocompletes words regardless of the programme. http://letmetype.en.softonic.com/
Offers suggestions by guessing a word after the first two or three
letters.
Lingoes Speaking dictionary that highlights words and has an option for http://www.lingoes.net/
reading them aloud. Examples of the use of the word in a sentence
are provided. Available in 80 languages.
Myicourse (LMS) A free LMS. Courses can be set as private or public. http://myicourse.com/welcome
MyStudyBar Includes: https://www.callscotland.org.uk/
> TBar, which places a rectangular colourfilter bar across the screen; mystudybar/
> SSoverlay, which provides colour filters over the whole screen;
> Vu-Bar, which provides an on-screen slotted ruler to highlight and
limit the field of view to an area as small as a single line.
PowerTalk Automatically voices any presentation or slideshow running in http://fullmeasure.co.uk/powertalk/
Microsoft PowerPoint for Windows.
Able to speak text as it appears in the presentation and can also
speak hidden text attached to images.
Sakai (LMS) Open-source LMS. Core features are accessible and usable by https://www.sakailms.org/
the greatest number of potential users, including persons with
disabilities.
Schoology (LMS) The free basic package is useful for instructors who want to manage https://www.powerschool.com/
the learning experience virtually at the classroom level. classroom/schoology-learning/
Seeing AI (App) App designed for people who are blind. The app identifies text, https://www.microsoft.com/fr-fr/ai/
people, scenery, bar codes and currency. seeing-ai
WordWeb 9 A one-click thesaurus and dictionary for Windows that can look https://wordweb.software.informer.
up words while the user is working in almost any programme. com/9.0/
The programme has a full dictionary and thesaurus for American,
British, Canadian, Australian, Indian and global English.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 29

Annex 4. Open Education Resource

(OER) Sources
SOURCE DESCRIPTION LINK
Citizendium Open education repository. https://en.citizendium.org/wiki/
Welcome_to_Citizendium
CommonSpaces Open education repository. https://www.commonspaces.eu/
CTE Online Curricular tools that help educators to collaboratively create and https://www.cteonline.org/
share effective instruction models. curriculum
Gooru Navigator Open app for K-12 learners and instructors in maths and science. https://gooru.org/
app
HippoCampus Free multimedia content – videos, animation and simulations-- https://www.hippocampus.org/
– on general education subjects for middle-, high-school and
college teachers and students.
Internet Archive Free courses, video lectures and supplementary materials from https://archive.org/details/education
– OER universities in the United States and China, licensed according to
each author’s wishes.
Illinois Open No-cost, online access to education and career resources and http://ioer.ilsharedlearning.org/
Educational tools for individuals, schools and organizations.
Resources –
IOER
Mason OER Launches a real-time, simultaneous search across 22 different https://oer.deepwebaccess.com/
Metafinder sources of open educational materials. oer/desktop/en/search.html
(MOM)
MERLOT Provides access to curated online learning and support materials https://www.merlot.org/merlot/
and contentcreation tools. index.htm
Openly Search tool that aims to make the discovery of open content https://oasis.geneseo.edu/
Available easier. Currently searches open content from 117 different
Sources sources.
Integrated
Search (OASIS)
OER Commons A collection of resources, authorship support and in-person and https://www.oercommons.org/
virtual OER workshops on open processes using the platform’s
tools, collaborative features and workflows.
Open Education A non-profit, global, members-based network of open education https://www.oeglobal.org/
Global (OEG) institutions and organizations.
OpenStax A library of open-source books with highlighting and note- https://openstax.org/
taking capabilities, available for most titles.
Teaching OER from leading colleges and universities available to educators https://teachingcommons.us/
Commons and students. Includes open-access textbooks, course materials,
lesson plans, multimedia, lectures and K-12 materials.
WikiEducator An evolving community for the collaborative: https://wikieducator.org/Main_Page
planning of educational projects linked with the development of
free content for e-learning.
30 • Technical Annexes

Annex 5. Glossary
Abbreviations and acronyms society in 2008 state that: ”E-accessibility is a necessary
prerequisite for a widespread use of ICT, and its
- CRPD –Convention on the Rights of Persons with cost can be greatly reduced through ‘designforall’
Disabilities approaches and better interoperability between
- UNESCO – United Nations Educational, Scientific services and devices”.
and Cultural Organization
- EPub – Electronic Publication Assistive technology (AT)
- FOSS – Free and Open Source Software The British Assistive Technology Association (BATA)
- ODL– Open and Distance Learning (2011) states that: “AT is any item, equipment,
- LMS – Learning Management System hardware, software, product or service which
- UDL – Universal Design for Learning maintains, increases or improves the functional
- WCAG – Web Content Accessibility Guidelines capabilities of individuals of any age, especially those
- WHO – World Health Organization with disabilities, and enables them more easily to
communicate, learn, enjoy and live better, more
Definitions independent lives”.
“The term ‘assistive technology service’ means
Accessibility
any service that directly assists an individual with
Article 9 of the CRPD states: “To enable persons with
a disability in the selection, acquisition, or use of
disabilities to live independently and participate fully
an assistive technology device.” This includes the
in all aspects of life, States Parties shall take appropriate
evaluation, acquisition, adaptation/modification,
measures to ensure to persons with disabilities
coordination of therapies, training of end users,
access, on an equal basis with others, to the physical
families and professionals, provision, maintenance,
environment, to transportation, to information
repair and replacement of accessible information
and communications, including information and
technology. (From the US Assistive Technology Act of
communications technologies and systems, and to
1998, as amended).59
other facilities and services open or provided to the
public, both in urban and in rural areas”.
COVID-19
Accessibility is one of the general principles listed in COVID-19 is the disease caused by a coronavirus
Article 3 of the CRPD. called SARS-CoV-2. The most common symptoms of
COVID-19 are fever, dry cough and fatigue. Among
Accessible electronic and information technology
those who develop symptoms, most (about 80%)
implies technology that can be used by people of all
recover from the disease without needing hospital
ages and abilities. As the Disabilities, Opportunities,
treatment. About 15% become seriously ill and require
Internetworking, and Technology Center (DOIT, United
oxygen and 5% become critically ill and need intensive
States of America), puts it, “Accessible electronic
care (WHO website, 2020).
and information technology is technology that […]
incorporates the principles of universal design. Each
Disability
user is able to interact with the technology in ways
The preamble of the CRPD recognizes that: “disability
that work best for them. Accessible technology is
is an evolving concept and that disability results from
either directly accessible – in other words, it is usable
the interaction between persons with impairments
without assistive technology – or it is compatible with
and attitudinal and environmental barriers that
standard assistive technology”.58
hinders their full and effective participation in society
E-accessibility describes the need to remove barriers on an equal basis with others”.
in accessing and using ICT products, services and
Article 1 states that: “Persons with disabilities
applications, as well as access to information and
include those who have long-term physical, mental,
knowledge. The conclusions formulated by the
intellectual or sensory impairments which in
European Council on the accessible information

58 Disabilities, Opportunities, Internetworking, and Technology Center (DO IT). What is accessible electronic and information technology?
Available at: https://www.washington.edu/doit/what-accessible-electronic-and-information-technology (accessed on 02/07/2023)
59 Congress.gov. Assistive Technology Act of 1998. Available at: https://www.congress.gov/bill/105th-congress/senate-bill/2432/text (accessed
on 02/07/2023)
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL)
interaction with various barriers may hinder their full
and effective participation in society on an equal basis
with others”.
Article 2 states that: “’Discrimination on the basis
of disability’ means any distinction, exclusion or
restriction on the basis of disability which has
the purpose or effect of impairing or nullifying
the recognition, enjoyment or exercise, on an
equal basis with others, of all human rights and
fundamental freedoms in the political, economic,
social, cultural, civil or any other field. It includes all
forms of discrimination, including denial of reasonable
accommodation”.
Inclusive education
UNESCO states: “Inclusive education is a process of
strengthening the capacity of the education system
to reach out to all learners [...]. As an overall principle,
it should guide all education policies and practices,
starting from the fact that education is a basic human
right and the foundation for a more just and equal
society”.60
Inclusive education does not mean that persons with
disabilities adapt themselves to the environment, but
that adaptations are made to the environment to suit
the person with disabilities (in line with the principles
of universal design as described in Article 2 of the
CRPD).
Information and communication
technology (ICT)
ICT refers to equipment and services related to
broadcasting, computing and telecommunications,
all of which process, store and transmit information
through computer and communications systems.
Knowledge societies
According to UNESCO, knowledge societies are
“societies in which people have the capabilities not
just to acquire information but also to transform it
into knowledge and understanding, which empowers
them to enhance their livelihoods and contribute
to the social and economic development of their
societies”.61
60 UNESCO (2009). Policy guidelines on inclusion in education. Paris: UNESCO; p. 8. Available at: https://unesdoc.unesco.org/ark:/48223/
pf0000177849 (accessed on 02/07/2023)
61 UNESCO (2010). Towards Inclusive Knowledge Societies. A Review of UNESCO’s action in implementing the WSIS outcomes. Available at:
https://uis.unesco.org/sites/default/files/documents/towards-inclusive-knowledge-societies-a-review-of-unescos-action-in-implementing-
the-wsis-outcomes-inclusive-knowledge-societies-wsis-communication-ict-2010-en.pdf (accessed on 02/07/2023)
62 Porta, M. (Ed.) (2014). A Dictionary of Epidemiology. New York: Oxford University Press, p. 209
63 Kelly (2011). The classical definition of a pandemic is not elusive, https://doi.org/10.2471/blt.11.088815
• 31
Lifelong learning
The Recommendation on Adult Learning and
Education (2015) defines lifelong learning as: “life-long
education and learning, for its part, denotes an overall
scheme aimed both at restructuring the existing
education system and at developing the entire
educational potential outside the education system;
creating an understanding of and respect for the
diversity of customs and cultures, on both the national
and the international planes; in such a scheme men
and women are the agents of their own education,
through continual interaction between their thoughts
‘and actions; education and learning, far from being
limited to the period of attendance at school, should
extend throughout life, include all skills and branches
of knowledge, use all possible means, and give the
opportunity to all people for full development of the
personality; the educational and learning processes in
which children, young people and adults of all ages
are involved in the course of their lives, in whatever
form, should be considered as a whole”.
Sanitary Emergency
A sanitary emergency is defined as “An epidemic
occurring over a very wide area, crossing international
boundaries, and usually affecting a large number
of people”.62 Kelly (2011)63 states that “Simultaneous
worldwide transmission of influenza is sufficient to
define an influenza pandemic and is consistent with
the classical definition of ‘an epidemic occurring
worldwide’”.
Reasonable accommodation
Article 2 of the CRPD states: “‘Reasonable
accommodation’ means necessary and appropriate
modification and adjustments not imposing a
disproportionate or undue burden, where needed in
a particular case, to ensure to persons with disabilities
the enjoyment or exercise on an equal basis with
others of all human rights and fundamental freedoms”.
Article 5.3 states: “In order to promote equality and
eliminate discrimination, States Parties shall take
all appropriate steps to ensure that reasonable
accommodation is provided”.
Within Article 2 of the CRPD, it is stated that:
“‘Discrimination on the basis of disability’ means any
distinction, exclusion or restriction on the basis of
disability which has the purpose or effect of impairing
32 • Technical Annexes
or nullifying the recognition, enjoyment or exercise,
on an equal basis with others, of all human rights and
fundamental freedoms in the political, economic,
social, cultural, civil or any other field. It includes all
forms of discrimination, including denial of reasonable
accommodation”.
Self-accommodation
Learners self-accommodate by learning the computer
features that best suit their needs. As stated in the
UNESCO publication Accessible ICTs and Personalized
Learning for Students with Disabilities: A Dialogue among
Educators, Industry, Government and Civil Society,”64 The
ability to personalise [sic] technology to suit ones [sic]
preferences and needs is a lifeskill [sic] that will benefit
students as they progress through the educational
system”. ().
64 UNESCO (2012). Accessible ICTs and Personalized Learning for Students with Disabilities: A Dialogue among Educators, Industry, Government
and Civil Society. Paris: UNESCO, p. 30. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000219827 (accessed on 02/07/2023)
Universal design
Article 2 of the CRPD states that universal design
“means the design of products, environments,
programmes and services to be usable by all people,
to the greatest extent possible, without the need for
adaptation or specialized design. ’Universal design’
shall not exclude assistive devices for particular groups
of persons with disabilities where this is needed”.
Universal design for learning
Universal design for learning (UDL) is an approach
to addressing the diversity of learner needs by
suggesting flexible goals, methods, materials and
assessment processes that support educators in
meeting varied needs. Curricula created using UDL
are designed from the outset to meet the needs of
all learners. A UDL framework incorporates flexible
designs for learning situations with customizable
options, which allow all learners to progress from their
own, individual starting points.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 33

Annex 6. Emergency Response Action Checklist

Open and Distance Learning for Persons with Disabilities
using Open Solutions Emergency Response Actions Checklist
Emergency response actions are actions that educators and developers can take in response to an emergency
situation requiring the dissemination of ODL resources that may be used by persons with disabilities.

CHECKLIST

Selecting and Utilizing Platforms

❏ Follow national policy responses to the emergency situation, including any requirements for the population to
isolate themselves and a requirement for distance learning.

❏ Designate staff to liaise with students in regard to the requirements of their study programme
and any adjustments needed.

❏ Determine if a learning management system (LMS) is required, if not already in place,

and if it is appropriate for the enhanced requirements of emergency ODL.

❏ Consider non-proprietary platforms using FOSS.

❏ Identify the characteristics of the platforms and devices (operating system, language used)
and ensure they are appropriate for the student cohort.

❏ Identify supplementary training for all instructors on the use of new platforms or tools, including
ways to provide inclusive education for all students.

❏ Ensure any training required to use the platforms and devices for accessing ODL is available to all stakeholders and
that it both adopts a gender-sensitive or gender-responsive approach and takes into consideration the specific
needs of all populations, including minority and underserved groups.

Developing ODL Content in an Emergency Situation

❏ Identify FOSS that can be used universally by all students to access content, along with OER to support learning.

❏ Consider home environments (access to resources, support from parents or others in the home or community,
financial situations) when developing tasks and assessments.

❏ Develop a plan to deliver training to all stakeholders and ensure training is scheduled and available to all.

❏ Ensure that alternative access to content is available for those students who are unable to access online resources
(due to disability or home environments), such as paper-based materials, illustrations and USB drives.

❏ Ensure that materials incorporate the needs of all populations, notably minority and underserved groups, and are,
at least, gender sensitive.

❏ Ensure that materials incorporate universal design for learning (UDL) principles.

❏ Ensure that materials meet the standards of accessible ePubs or WCAG 2.1 AA.

❏ Make alternative assessment accommodations for students requiring support.

Assessing Student Needs and Modalities

❏ Assess the student body to ascertain students’ access to technology and Internet services and identify needs in
regard to infrastructure and access to quality assistive devices/technology.

❏ Conduct a review of student records to identify students’ learning needs and any potential difficulties in regard to
accessing online content. If records are unavailable, survey students to identify needs/disabilities.

❏ Identify an open source LMS to use, if one is not already in place, that has accessible characteristics
and is available to all students.

❏ Identify the training needs of students, parents, and staff so they can use the platform and conduct training
ensuring all genders and cultural and linguistic minorities are considered.
34 • Technical Annexes

Annex 7. Prerequisite Action Checklist

Open and Distance Learning for Persons with Disabilities
using Open Solutions Prerequisite Actions Checklist
Prerequisite actions are actions that educators and developers must take prior to the dissemination
of ODL resources that may be used by persons with disabilities.

CHECKLIST

Selecting Platforms

❏ Develop an institutional policy by holding consultations with stakeholders on accessibility. This policy should reflect
national and institutional legislation as well as wider international policy frameworks.

❏ Select and appoint responsible individuals to ensure the implementation of the institutional p olicy on accessibility.

❏ Establish criteria and procedures for the selection of technology solutions.

❏ Consider non-proprietary platforms using FOSS

❏ Consider the types of platforms that users will be accessing (different software, operating systems, desktop devices,
mobile devices and/or paper-based).

❏ Identify the characteristics of the platforms and devices (operating system, language used) identified.

❏ Ensure the training required to use the platforms and devices for accessing ODL is available, adopting a gender-
sensitive or gender-responsive approach.

Devising Content

❏ Use accessibility criteria in selecting and developing curricular content.

❏ Ensure there are mechanisms in place so learners of all genders can achieve their expected learning outcomes.

❏ Include available OER and OA resources when structuring content

❏ Ensure that digital and information literacy instruction/training is available and possibly included in the content
of ODL.

❏ Make the materials used accessible to all students.

❏ Ensure that alternative access to content is available for students as required.

❏ Ensure that materials. use non-discriminatory language

❏ Ensure that materials are made as accessible as technically feasible.

❏ Ensure that materials meet the standards of accessible ePubs or WCAG 2.0 AA

❏ Consider accommodations for assessments, adopting a gender-sensitive or gender-responsive approach.

Considering Modalities

❏ Use UDL principles, as best adapted to ODL delivery.

❏ Ensure that materials are available anywhere at any time for all learners

❏ Provide capacity building for instructors in different modes of teaching and learning, including ODL.
 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 35

Annex 8. Implementation Actions Checklist

Open and Distance Learning for Persons with Disabilities using
Open Solutions Implementation Actions Checklist
Implementation actions are actions that educators and developers must take over the duration
of the ODL course to ensure the participation of persons with disabilities.

CHECKLIST

Using Platforms

❏ Ensure the availability and use of computers, tablets/phones and paper-based materials, taking into consideration
challenges for accessing platforms that may be gender specific to ensure equity of access and promote gender
equality.65 This means committing to removing gender-related barriers to access by providing diverse options for
educational materials and platforms, emphasizing the goal of promoting fairness and inclusivity in education and
ensuring that individuals of all genders have equal opportunities to utilize educational resources.

❏ Ensure that students with different modalities are accessing required content.

❏ Identify the needs of the cohort to determine where assistance may be required.

❏ Identify any training requirements for students and academic and administrative staff.

Streamlining Content

❏ Ensure regular assessments of the accessibility of content (including any OER, FOSS and OA) are undertaken.

❏ Use tools to assess the accessibility of websites (i.e., WAVE, W3C).

❏ Identify poorly accessible components regularly (e.g., graphics, contrast, navigation tools).

❏ Take timely and effective action in addressing user concerns.

❏ Streamlining content to ensure gender equity in terms of access.

❏ Provide accessible ways of giving feedback and comment to instructors.

Supporting Modalities

❏ Ensure that access to a helpline or support service is available to assist students.

❏ Ensure that information about the support service or assistance available is made clear prior to the beginning of the
course.

❏ Provide a reasonable alternative to poorly accessible content.

❏ Provide institutional support for enrolment.

❏ Employ a variety of appropriate pedagogies.

❏ Take into account the individual needs of the students and be sure to examine gender-specific challenges. Ensure
gender-responsive targeted action to address these.

65 Consider gender and disability intersections for resource access. For instance, female students with disabilities might face barriers due to gender-
based issues affecting online learning access.
36 • Technical Annexes

Annex 9. Monitoring Processes Checklist

Open and Distance Learning for Persons with Disabilities using Open Solutions
Monitoring Processes Checklist
Monitoring processes are important to assess the ongoing and final outcomes of ODL and user satisfaction.

CHECKLIST

Assessing and Adjusting Platforms

❏ Request feedback on the platform from learners and instructors on a regular basis, taking into consideration gender
specificities. Be sure to examine whether women students face specific challenges and ensure gender-responsive
targeted action to address these.

❏ Examine commonly experienced difficulties (for example: insufficient bandwidth, lack of Internet access, old
technology/software, lack of training, lack of funding, lack of training and knowledge in accessibility features,
incompatibility between platform and assistive technologies or any gender related issues) frequently.

❏ Consider free or open source software (FOSS) to address any difficulties encountered.

❏ Address additional platform functionality when required (institutions should advocate for vendors to address
accessibility issues concerning their own platforms).

❏ Implement free and open source alternatives to the use of some proprietary commercial software as needed.

Assessing Accessibility and Suitability of Content

❏ Include a mechanism (such as an embedded link to survey software) in the ODL course material to enable users to
report difficulties and provide feedback on the content and function of the materials.

❏ Follow up with students with disabilities who do not complete an ODL course to determine the cause of the non-
completion.

❏ Develop a strategy to investigate reasons of non-attainment and non attendance, adopting a gender-sensitive or
gender-responsive approach.

❏ Ensure that a series of ‘checks’ are built into the course to periodically request feedback from users.

❏ Collect, analyse and address satisfaction data and feedback from students to improve access to content.
Data is disaggregated by sex, and gender equality issues are taken into consideration in the elaboration and
implementation of data collection processes.

❏ Keep track of students’ progress by examining discussion threads and emails.

Examining Modalities

❏ Collect data on a wide variety of ODL user experiences regularly.

❏ Compile a database of known difficulties and potential solutions.

❏ Identify appropriate OER and OA content and FOSS to include.

❏ Re examine ODL course material on a regular basis to address the experiences of users and
for all learners.
strengthen the course

❏ Ensure that data on platforms/software complies with technical/accessibility standards.

 Revised Guidelines on the Inclusion of Learners with Disabilities in Open nd Distance Learning (ODL) • 37

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Revised Guidelines on the Inclusion
of Learners with Disabilities in Open
and Distance Learning (ODL)

These Guidelines recognize the value of ODL as one of the most sustainable methods for
overcoming the educational barriers faced by persons with disabilities. They also highlight
and illustrate the facets of an ODL- facilitated education system using open educational
resources (OER), free and open-source software (FOSS) and open access (OA) research.

These Guidelines provide an overview for governments, institutions, educators and

instructional designers, along with quality assurance and recognition bodies, when
developing ODL platforms, processes and related aspects of ODL and reviewing courses
with a view to incorporating the needs of users living with disabilities.

Communication and Information Sector

Division of Knowledge Societies
7, place de Fontenoy
75352 Paris 07 SP, France
9 789231 006432