Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.
Material Type: Diagram/Illustration, Lecture
Michael Cantino from Northwest Regional Education Service District presents Creating Accessible Documents in the Microsoft and Google Suites.
Material Type: Diagram/Illustration, Lecture, Lesson
Advocating For My Accessible Educational Materials (AEM) is a workbook designed for students to use as they begin to learn to advocate for the accommodations and accessibility features they need in their educational programs. It applies common self-advocacy principles to the needs of students who use AEM in their daily educational programs. Students and their support teams will find this guide useful when an assessment has been completed to establish the need for accessible educational materials, technology, and assistive technology. In creating this workbook, the authors have assumed that the student is already using their AEM in functional ways in their educational environments. Because students can start building self-advocacy skills as soon as they begin to use AEM, individual sections of the workbook may be useful as soon as students begin to learn to use AEM.
Material Type: Student Guide
This interactive and conversational session will focus on increasing awareness of AEM to families of students who receive special education. We’ll talk about barriers that can impede access, such as ableism and bias, and how increasing their knowledge can support their advocacy so their youth receive access and accommodations that create opportunities and possibilities!
Material Type: Primary Source
Accessibility & Accommodations Assessments should be designed to ensure that all test takers have the opportunity to demonstrate their knowledge and skills on what the assessment is measuring. Critical to realizing this is providing accessibility features so that assessments are fair, valid, and reliable. “Accessibility” is a general term currently used for three levels of supports. Universal features, which might include use of a highlighter for example, are available to all test takers. Designated features, which might include text-to-speech, are available to all students for whom an adult or team of adults has indicated a need for them. Accommodations are provided only to students with disabilities and English learners for content assessments (general and alternate), and only for English learners with disabilities for English language proficiency (ELP) assessments. Accessibility policies are state-determined, and often vary by content area. Universal features, designated features, and accommodations may be embedded in technology-based assessments or may be provided by a human. The terminology used for the levels, and the specific features included in each level, may differ by state and by assessment.
Material Type: Primary Source
AEM for Inclusion Session #4, originally recorded 1.16.24Gayl Bowser, M.Ed | Independent Consultant | Assistive Technology CollaborationsSession Description: There are four main activities involved in IEP team consideration of a student's need for AEM. 1.)Determine the student’s need for AEM; 2.)Select the Accessible format(s) the student needs; 3.)Plan to acquire the Materials; 4.) Determine services and support that the student will need. In this AEM for Inclusion webinar, we will use the Oregon Standard IEP form to identify the ways that team decisions can be recorded in meaningful ways so that everyone on a student's educational team understands the plan for AEM.
Material Type: Lecture
This publication is designed to assist IEP Teams in: • Understanding What is ‘Print disability’ • Understanding What are Accessible Educational Materials (AEM) • Determining a Student’s Need for AEM • Determining how and where to obtain AEM
Material Type: Primary Source
Personalizing the Writing Experience A person using both a paper notebook and pen alongside a laptop computer We often take for granted just how complex the act of writing is, and the range of mental and motor skills it involves. While we each go about the process of writing in our own unique way, some distinct steps are typically involved: pre-writing, drafting, revising and editing. You may experience barriers in any of these steps of the writing process that can keep you from being a successful writer. Fortunately, the devices many of us already own have a range of built-in features to support you at each stage of the writing process, and many free or low-cost apps and extensions are also available.
Material Type: Primary Source
Inclusion of all learners in classrooms begins with access to curriculum. Diverse learners include those who have a perceptual or reading disability, are blind, visually impaired or are unable to hold or manipulate a printed book. Federal and Oregon regulations require all materials for these eligible persons to be made available in alternative formats such as digital or recorded text, braille, or large print, captioning and video description to ensure Accessible Educational Materials (AEM) are provided in a timely manner and at the same time as non-disabled peers. Accessible versions of educational materials can turn learning barriers into learning opportunities. This guide was developed to assist IEP, 504 and other student support teams in Oregon to determine whether a student requires accessible formats of their educational materials, ways to acquire and provide them and strategies for their use across educational environments.
Material Type: Primary Source
This ia an example of AEM in an IEP.
Material Type: Case Study
This is an example of AEM in an IEP.
Material Type: Case Study
Coordinating Early Childhood Systems Adults and a young child collaborating in an early learning classroom While early childhood providers and families prioritize activities that optimize interactivity with peers and the natural environment, print and digital materials and technologies are commonly present in early learning settings, including the home and community. If and when they are determined to be appropriate, interactive materials and technologies need to be accessible if children with disabilities are to benefit from inclusive settings. Examples of accessible materials and technologies in early learning settings can include: Tactile books that include a combination of print and braille Video that includes captioning of sounds and audio description of visual elements Mobile apps that are compatible with a child’s assistive technology (AT) Ensuring that children with disabilities in early childhood programs can participate in all range of activities in early childhood programs is effectively achieved through a coordinated approach requiring collaboration between a number of agencies, federal, state, and local service providers, and families and caregivers.
Material Type: Primary Source
Learning Center ATIA Learning Center logo The new ATIA Learning Center is a user-friendly source of high-quality education, presented by leading AT professionals and designed for educators, consultants, and service professionals working at the local, state and national levels in government and private organizations. The Learning Center is the place to: Discover courses covering a wide variety of AT topics* Expand your knowledge and skills on your own time Download handouts for future use Earn CEU certificates immediately (upon completion of course assessments) Store your unfinished courses, completed assessments, and CEU certificates in one place – indefinitely! Complete feedback surveys to improve the user experiences
Material Type: Primary Source
This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).
Material Type: Primary Source
Sarah Statham, MEd Transition Network Facilitator (TNF) Multnomah, Washington, Columbia & Clatsop counties | Lon Thornberg, MEd Transition Network Facilitator (TNF) Eastern Oregon with InterMountain ESD |The Transition IEP contains post-secondary goals in education, training, employment, and independent living. This session will share universal tech tools for transition that support and accommodate transition age students on the journey to reaching their post-secondary goals. This session will also highlight collaborative and coordinated relationships between students, educators, specialist’s and outside agencies that can be enhanced by the understanding of student’s use and past history with AEM & AT. Use of tools and AEM strategies to access transition activities and resources will be shared.
Material Type: Lecture
Rebecca Arce, Inclusion and Equity Specialist | HECC-Higher Ed Coordinating Commission | Felicia Arce, Disabilities Coordinator | Disability Resource Center (DRC) | Clackamas Community College
Material Type: Lecture
Sheila Hoover, MA, CAGS, CRC, CVE | VR Field Services Specialist | Oregon Department of Human Services/Vocational Rehab |Nathaniel (Nathan) Baniqued, OTD | OT/AT NWRESD
Material Type: Lecture
This workshop, offered by the AEM Center, will explore the challenges and opportunities of transition and programmatic accessibility for workforce developmen...
Material Type: Primary Source
Material access is a topic that both school library staff and assistive technologists are deeply connected with and passionate about. However, there are often times in which professionals in these fields are disconnected. In this session, Kasey Fernandez, MEd shares policy and practice changes the Tigard-Tualatin School District has made as a result of collaboration between the assistive technology and school library leads.
Material Type: Primary Source
On March 13, 2017, the Department released a revised template for the consolidated State plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the consolidated State plan is to provide parents with quality, transparent information about how the ESEA, as amended by the ESSA, will be implemented in their State. Even though a State Educational Agency (SEA) submits only the required information in its consolidated State plan, an SEA must still meet all ESEA requirements for each included program. For any program not included in a consolidated State plan, the SEA must submit individual program State plans that meet the statutory and regulatory requirements of each respective program.
Material Type: Primary Source
