3rd EAI International Conference on e-Learning e-Education and Online Training August 31–September 2, 2016 - Dublin, Republic of Ireland Online Distance Education Materials and Accessibility: Case Study of University College of Estate Management Tharindu Rekha Liyanagunawardena, and Asma Hussain University College of Estate Management, Whiteknights, Reading. RG6 6AW, UK. {tharindu,a.hussain}@ucem.ac.uk Abstract. Distance education is accessible to those who have restricted access to more traditional forms of education due to their geographical location, employment, caring duties or disabilities. Therefore, it is important that online distance education providers seriously consider the accessibility of their materials. However, accessibility measures may limit the scope of interactive learning resources and may result in less dynamic and eye-catching materials, unless alternative accessible content is offered. If the content is not designed with accessibility in mind, there is also the financial cost of additional time and resources required to make reasonable adjustments. This case study examines the development of a comprehensive approach by University College of Estate Management to make its materials more accessible. Awareness-raising amongst staff and gaining senior management support are important factors that determine the success of accessibility initiatives. Weaving accessibility into an institutional culture is a long-term project that requires dedication and thorough planning. Keywords: accessibility; distance education; online education. 1 Introduction Distance education caters for a diverse range of needs in different settings and is widely considered to be a more accessible form of higher education than traditional routes. UNESCO identifies distance education as being more accessible for indigenous people and communities based in rural, remote locations without convenient access to higher educational institutions [1]. Furthermore, it is accessible to armed forces personnel, prison inmates, carers and people with disabilities (including but not limited to motor, visual, hearing, cognitive/learning impairments) who may find it difficult or impossible to travel to attend lectures. This form of education also helps working professionals to keep up with the fast pace of change in this knowledge economy by providing an opportunity for lifelong learning alongside full-time employment. A variety of technologies can be used to provide learning materials and facilitate communication between students and educators and based on the technologies used at the time, various phases of distance education have been identified in the literature