Highlighting efforts at the Royal Ontario Museum, the video Making Museums Accessible promotes the full inclusion of individuals on the autism spectrum in museum offerings through focused efforts such as community partnerships, custom tours, and staff training.
The Visitor Voices session at the 2015 American Alliance of Museums Annual Expo highlighted the practice of listening to perspectives and access stories from museum visitors who have disabilities such as vision impairments, hearing loss, and autism.
The Access Informal STEM Learning (AccessISL) project supports efforts to develop a capacity building model for making informal STEM learning (ISL) opportunities more welcoming and accessible to individuals with disabilities.
There are many ways that informal STEM learning programs can support individuals with mobility impairments. Staff should consider adopting universal design (UD) principles. Universal design means that rather than designing for the average user, you design for people with differing native languages, genders, racial and ethnic backgrounds, and abilities. For more information, visit Equal Access: Universal Design of Your Informal STEM Learning Project.
There are many ways that informal STEM learning programs can support individuals with vision impairments. Ensuring that websites are accessible, that videos are captioned and, ideally, audio described, and that other electronic media is provided in accessible formats will help patrons with vision impairments feel welcome.
With thousands of fonts to choose from, selecting a font with accessibility in mind is no easy task. Several fonts have been developed specifically to address the needs of individuals with reading-related disabilities such as dyslexia. Examples include OpenDyslexic, Dyslexie, Read Regular, and Lexie Readable.
Skagit Valley Colleges (SVC) offers online (eLearning) courses that are academically rigorous and equivalent to traditional face-to-face courses. Courses offered online are the same in terms of credits, learning objectives, competencies, content, and transferability. They are also the same when it comes to policies concerning admission requirements and accessibility assurances.
Via a Colleague Letter (DCL), the National Science Foundation's (NSF) Directorates for Education and Human Resources (EHR) and Computer and Information Science and Engineering (CISE) funded nine projects to produce plans for developing forward-looking, highly adaptable, distributed digital environments that can personalize learning for individual, diverse learners in collaborative settings with potential applications across multiple and varying: (a) domains of knowledge, (b) learning contexts (including formal and informal education), and (c) time spans.
The AccessCyberlearning 2.0 Synthesis and Design Workshop, a project funded by the National Science Foundation’s (NSF) Cyberlearning and Future Learning Technologies program of the Division of Information and Intelligent Systems (#1824450), aims to inform the design of the next generation of digital learning environments for science, technology, engineering, and mathematics (STEM) content.