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AEM for Families – Maine-AEM
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AEM for Families
Accessible Educational Materials: The following resources will assist students and families with questions regarding Accessible Educational Materials (AEM) and Assistive Technology (AT):

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
Maine AEM Program
Date Added:
11/23/2022
AP US Cold War Youtube clips.docx
Conditional Remix & Share Permitted
CC BY-NC
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This lesson is a series of videos that cover Cold War fears of the 1940s and 50s. It describers how the American Public were given measures to protect themselves against and invasion or an atomic attack. The lesson also has the student to view several videos on the domestic policies of the United states and a general overview of Cold war policies. Students will have to interpret point of view and argumentation from both sides of the political spectrum.

Subject:
History
Material Type:
Activity/Lab
Case Study
Primary Source
Date Added:
03/16/2018
ARBORIZAÇÃO URBANA:PROPOSTA DE SEQUÊNCIA DIDÁTICA SOBRE OS BENEFÍCIOS DAS ÁRVORES
Only Sharing Permitted
CC BY-NC-ND
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ESTE PRODUTO EDUCACIONAL FOI PRODUZIDO A PARTIR DE UM ESTUDO DE PESQUISA DE MESTRADO,VOLTADO A CAPACITAÇÃO DE PROFESSORES DA EDUCAÇÃO BASICA NA MODALIDADE ESPECIAL.O QUAL FOI PRODUZIDA UMA SEQUENCIA DIDÁTICA COMO ESTRATEGIA DIDÁTICA PARA SE TRABALHAR O TEMA ARBORIZAÇÃO URBANA E EDUCAÇÃO AMBIENTAL.

Subject:
Applied Science
Ecology
Education
Environmental Science
Life Science
Special Education
Material Type:
Primary Source
Student Guide
Teaching/Learning Strategy
Author:
MARLI SCHMITT ZANELLA
APARECIDA ALVES DOS SANTOS LUSTOSA
Date Added:
08/05/2021
About Accessible Formats
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Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
08/11/2022
About the AEM Center at CAST
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About the AEM Center at CAST
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National Center on Accessible Educational Materials logo
Based at CAST, the AEM Center is funded by the Office of Special Education Programs at the U.S. Department of Education. We work with states and districts to build capacity for developing and sustaining robust systems for providing accessible materials and technologies for all learners who need them. To us, accessibility means that individuals with disabilities—from early childhood through the workforce—have equal access to materials and technologies for reaching educational outcomes and advancing in employment.

We provide three levels of technical assistance:

Universal technical assistance is available to everyone. You’ll find products and services throughout our website and collected on our resources page. Webinars and conference presentations are listed on our events page.
Targeted technical assistance describes the Center's strategic collaborations to address problems of practice in early childhood programs, higher education, and workforce development. Supports for families are also a part of our targeted technical assistance.
Intensive technical assistance describes the Center's capacity-building activities with a small cohort of states. This partnership is designed to produce practices that can be scaled nationally.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center On Accessible Educational Materials
Date Added:
11/23/2022
Abraham Lincoln, First Debate with Stephen A. Douglas at Ottawa, Illinois, August 21, 1858, Excerpts
Unrestricted Use
CC BY
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Lincoln, Abraham. 1858. "First Debate with Stephen A. Douglas." Excerpts of speech delivered at Ottawa, Illinois, August 21, 1858. https://www.nps.gov/liho/learn/historyculture/debate1.htm

Subject:
U.S. History
Material Type:
Primary Source
Author:
Susan Jennings
Christopher Gilliland
Nancy Schurr
Linda Coslett
Date Added:
02/02/2022
Abraham Lincoln: Rise to National Prominence
Unrestricted Use
Public Domain
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A selection of Library of Congress primary sources exploring Abraham Lincoln and his national role. This set also includes a Teacher's Guide with historical context and teaching suggestions. Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln���s rise to national prominence

Subject:
History
U.S. History
Material Type:
Diagram/Illustration
Primary Source
Provider:
Library of Congress
Provider Set:
Primary Source Set
Date Added:
08/19/2022
Abridged Scholarly Edition of the 1860 "The Tragedy of Hamlet"
Conditional Remix & Share Permitted
CC BY-NC-SA
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"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.

In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.

This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.

Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.

This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.

Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.

Other contextual material are provided to help the student understand early appreciations of the play.

Subject:
English Language Arts
Material Type:
Primary Source
Date Added:
03/08/2016
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Unrestricted Use
CC BY
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This collection uses primary sources to explore The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Subject:
Arts and Humanities
Ethnic Studies
Literature
Social Science
Material Type:
Primary Source
Provider:
Digital Public Library of America
Provider Set:
Primary Source Sets
Author:
Susan Ketcham
Date Added:
04/11/2016
Access & Accommodations for Students Experiencing Deaf or Hard on Hearing
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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing.

In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act mandate that reasonable accommodations be provided when requested.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Deaf Center
Date Added:
11/23/2022
Accessibility of Educational Materials
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K-12 classrooms are embracing technology and are working to overcome accessibility issues associated with digital and online educational materials. While there are legal accessibility standards in place (see resources below), educational materials are not always accessible to students with visual impairments or blindness. Most developers – and the companies who produce digital/online educational materials – are more aware of accessibility and are often striving to incorporate accessibility into their products. For some, the lack of awareness and/or the lack of accessibility knowledge is a key factor. This is especially true with educational app developers who produce a small apps geared for emerging readers or basic math apps for young students.

Many larger organizations that are creating digital textbooks and online assignments have a small accessibility team. Unfortunately, accessibility is not always given priority and companies need a gentle push to bring or keep accessibility as a priority goal. States and school districts do have the power of writing accessibility into their contracts with providers.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
Perkins School For The Blind
Date Added:
11/23/2022
Accessibility related links by state
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This document provides a list of all the States with link to each state's information in the following areas: procurement policy, State Department of Ed., Accessible Educational Materials, IEP forms, transition and graduation

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
National Center on Accessible Educational Materials
Date Added:
11/23/2022
Accessible Educational Materials
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Accessible Educational Materials was previously referred to in the IDEA as Accessible Instructional Materials. “Educational materials and technologies are “accessible” to people with disabilities if they are able to “acquire the same information, engage in the same interactions, and enjoy the same services” as people who do not have disabilities. As a person with a disability, you must be able to achieve these three goals “in an equally integrated and equally effective manner, with substantially equivalent ease of use” (Joint Letter US Department of Justice and US Department of Education, June 29, 2010).” (aem.org.cast)The NC Policies Governing Services for Children with Disabilities cites IDEA on Accessible Instructional Materials.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
North Carolina Department Of Public Instruction
Date Added:
11/23/2022
Accessible Educational Materials for Parents and Families
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Accessible Educational Materials for Parents and Families
Schools use a considerable amount of print-based instructional materials to deliver content. Many students, however, cannot access content that requires them to interact with print-based materials. Students who struggle to read may have physical, sensory, cognitive, or learning differences and may need accessible educational materials (AEM) to access the general education curriculum.

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
State Education Resource Center (SERCC)
Date Added:
11/23/2022