This AEM session will review the meaning of accessibility, and look at why standard formats can create barriers for certain learners. In contrast, we will outline and explore the basic accessible formats. Ideally, educators would provide materials that their students can access, but when that doesn’t happen, learners need a solution. Additionally, some accessible formats may require the use of an assistive technology tool to allow the student to fully interact with the materials being presented. This session will focus on free or low-cost accessible technology tools available on a variety of devices and platforms. Having the right tool for the task can mean the difference in a student’s meaningful and successful participation in their education!
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Link to SMORE: https://www.smore.com/6cxh4

This reading list is an example of curated readings using free and/or fair use resources.

In this project, each student will be assigned to a group of three to four students. Each group will be given random character description cards. These characters will be treated as the first generation in a fictitious town. The cards will include specific genetic traits, skills, jobs, as well as reference if the character suffers from type 2 diabetes. Students will need to use the character cards to author and illustrate a short story about the fictitious town which follows at least three generations of the families in the cards. Students must also include pedigrees for a minimum of three traits as well as diabetes as evidence of inheritance.

Acquiring the accessible formats a learner needs is part of a multi-step decision-making process. By prioritizing accessibility, access barriers for learners with disabilities will be minimized when materials are acquired. In cases where inaccessible materials have been selected, alternative forms - accessible formats - of those materials will have to be acquired for learners who need them. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

Accessible formats of materials can be acquired from:

Accessible Media Producers (AMPs)
Publishers
Local Conversion

This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco's "Pink and Say".

This is an information sheet on the species, Acris crepitans, provided by the University of Michigan Museum of Zoology.

This is an information sheet on the species, Acrobates pygmaeus, provided by the University of Michigan Museum of Zoology.

This is an information sheet on the species, Acrochordus arafurae, provided by the University of Michigan Museum of Zoology.

This is an information sheet on the species, Acrochordus javanicus, provided by the University of Michigan Museum of Zoology.

This is an information sheet on the species, Acropora millepora, provided by the University of Michigan Museum of Zoology.

How can you use the Engineering Design Process to access a geographically inaccessible location to deliver supplies?

A boy and his family endure a difficult nine-week journey across the ocean and survive the first winter at Plymouth. Based on true events, "Across the Wide Dark Sea" poetically narrates a young boy's account of risking the ocean to find religious freedom in a new land.

This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.

Students are given an online dictionary and exampe of an acrostic poem. Students then use the dictionary and example to create thier own acrostic poem using the letters in their name.