Find guides, templates, overviews, publications, videos and more. Our resources are developed by experts, covering a variety of topics to support evidence-based practices in postsecondary outcomes for deaf individuals.

This website provides a list of webinars on the topic of Deaf education.

The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward.

The goal of the OER Accessibility Toolkit is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

This is a list of the IDEA Part B and Part C Leads for each state.

The purpose of providing accessible educational materials (AEM), formerly known as accessible instructional materials (AIM), is to ensure that all students with print disabilities have the opportunity to perceive the information contained in educational materials. This site is designed for Oklahoma educators, parents and students. AEM services offered throughout our state are outlined below.

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

This webinar presents information about Bookshare and how the service can be used to ensure timely access to accessible instructional materials.

Audio Books
Books come on cartridges that are customized to a user’s requests and preferences. There can be up to 8 books on each cartridge. You can add, remove, or update your preferences at any time by contacting our helpful staff at 800-452-0292 or talkingbooks.info@slo.oregon.gov.

Our Very Own Tree: Tactile Graphics and Slide Presentations
Science, literacy, tactile graphics, concepts, slide presentation, identifying/labeling pictures, and more all rolled into these tree-related activities!

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.

Information and video tutorials to help teachers and students take advantage of built-in features, apps and extensions on a variety of devices to support a personalized and accessible reading experience for everyone.

This workshop, offered by the AEM Center, will explore the challenges and opportunities of transition and programmatic accessibility for workforce developmen...

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).

The purpose of the Protocol for Creating Accessible OER is to provide detailed yet easily implemented techniques for creating accessible OER with Microsoft Office and Google Workspace. These are the two most commonly used authoring suites in schools, and documents created with them are often the source files for other formats, such as PDF and EPUB publications.The techniques presented can be implemented by any educator who creates or adapts materials for use by students and families.

This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.

Ensuring accessibility of materials and technologies for learners with disabilities starts with a high-quality procurement system. The AEM Center’s Quality Indicators describe the essential elements of such a system, including compliance, guidelines, professional development, data procedures, and resources. The indicators can be used by decision makers in K-12, higher education and workforce development agencies to develop new procurement systems or to self-evaluate an existing system that may be absent best practices for accessibility.

This Q&A provides states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC.

Evidence Based Reading Training focused on Vocabulary, Fluency, Phonics & Comprehension. By learning about root words, prefixes and the like my students find more fluency & comprehension in the GED materials that they work with.
I am sharing some of the different resources I have found & created to use in teaching ABE, or Adult Basic Education.

Across the country, educators are beginning to expand RTI to secondary schools. Middle, junior, and high schools are very different places from elementary schools and, in fact, different from each other. Whether or not your school is presently implementing RTI, you will want to be prepared to ask and answer key questions regarding the opportunities RTI presents in high school settings.