Who Needs AEM?
If a student is...

unable to read or use grade level materials at a sufficient rate and with adequate comprehension to complete academic tasks with success relative to same-age peers or
cannot do this independently or across environments or tasks,
then the student may need AEM. For example, students with visual impairments may not be able to see a textbook, students with physical disabilities may not be able to turn a page, and students with learning disabilities whose decoding abilities are significantly below grade level may require support - all these students may require AEM.

Contact the AT & AEM Center to discuss your student's need

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

This source is intended for pre-service teachers to learn about typical v. atypical development in children and teens and the effects of disabilities and abuse or neglect. 

Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level
arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes
of DD and how best to treat it have been impeded by lack of widespread research and variation in
characterizations of the disorder across studies. However, recent years have witnessed significant growth
in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying
deficit in the representation and processing of numerical magnitude information as a potential core
deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a
distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to
impaired development of brain mechanisms for processing numerical magnitude information, while the
latter refers to mathematical deficits stemming from external factors such as poor teaching, low socioeconomic status, and behavioral attention problems or domain-general cognitive deficits. Increased
awareness of this distinction going forward, in combination with longitudinal empirical research, offers
great potential for deepening our understanding of the disorder and developing effective educational
interventions.

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.

This is a template for creating an accessible, mobile-friendly e-text using other openly licensed content. It can be customized and re-branded to work for any subject area at any institution. A working knowledge of HTML and CSS is required.

In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. Objects, tools, and materials that are selected for inclusive activities provide options for engaging through multiple sensory, physical, and perceptual means. The Quality Indicators for Early Childhood describe how agencies, programs, and services can work together to improve the accessibility of early learning environments for children with disabilities.

Explore this resource guide with links and handouts detailing inclusionary resources in an Early Learning setting.  

OSPI and DCYF collaborated to compile resources useful to the Preschool Development Grant Transitions initiatives including:100 Schools Reach Initiative: local community early learning- elementary school partnerships pursuing Wildly Important Goals in strengthened transitions for children birth through kindergarten.Transitional Kindergarten (TK) Partners in Transition: Scaffolding for districts to implement all five pillars of TK in collaboration with community-based early learning programs to support an array of options for four-year-olds to best meet individual needs.PreK to 3rd Grade Outdoor Learning and Since Time Immemorial: Early learning collaboration to support high-quality outdoor environmental and tribal cultural learning.

This lesson includes procedures ensuring the full participation of students and staff with special needs and disabilities through the planning and implementation of preparedness, response and recovery strategies as part of the overall management of school bus emergencies and disasters with special needs students.Students with special needs are those who cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief and recovery, whether their disability is chronic or temporary.

The transition from high school to higher education can be daunting, especially for blind and low vision students! In this session, professionals from K12 and higher education discuss what blind and low vision students need to know to make the transition process as smooth as possible. We'll discuss accessible materials, assistive technology, and the important differences between high school and higher education. We'll also discuss key support systems that students can access so they know who to turn to when they need a little help. This session is your roadmap to confident transition planning, helping teachers empower students as they get ready to embark on the next step of their educational journey.

This four part web broadcast series is aimed at supporting early intervention (EI) and early childhood special education (ECSE) systems leaders with building capacity in personnel and families to develop trusting partnerships. The series features discussions of the role that data play in strengthening family-professional partnerships. Suggestions and resources for designing personnel and family development activities to support partnerships are also shared.

U.S. Department of Education funded Technical Assistance Center - resources are free for online viewing.

This product was developed with preservice teacher needs in mind. Preservice teachers are often nervous about working with students with disabilities. The resources shared here are ideas that can be generalized to multiple classroom settings, for all different ages.

ObjectivesBy the end of this session, we will be able to:● Partner with administrators to develop a realistic,scaffolded action plan for beginning to align CSCPstaff use of time with 5030 and the ASCA NationalModel● Consider how the CSCP will begin to shift this yearto incorporate preventative, proactive,developmentally appropriate Tier 1 activities for ALLstudents

In this second video in our Accessible Learning Across the Lifespan series, you’ll be introduced to a variety of accessibility features that are built into t...

Federal ADA Regulations and Standards
The ADA statute identifies who is a person with a disability, who has obligations under the ADA, general non-discrimination requirements and other basic obligations. It delegates fleshing out those obligations to federal agencies. The agencies issue regulations and design standards. The regulations have the details on the rights of people with disabilities and responsibilities of employers, state and local governments, transportation providers, businesses and non-profit organizations. The design standards specify how many entrances need to be accessible, how many toilet rooms and the design for those elements. To know what the ADA requires, you need to read the law, regulations and design standards.

Federal Agencies and Resources
Many federal agencies issue regulations, provide technical assistance and enforce different sections of the ADA. For example the Department of Justice is responsible for title II, which applies to state and local governments, and title III, which applies to businesses and non-profit organizations. The Equal Employment Opportunity Commission handles all things related to the ADA and employment. Below is a list of the relevant federal agencies.

The Library of Congress is adopting amendments to its regulations regarding loans of library materials for blind and other print-disabled persons, as authorized by Title XIV of the Library of Congress Technical Corrections Act of 2019, to amend terminology, the description of services, and certification requirements, and to memorialize existing practices in the Library of Congress's National Library Service for the Blind and Print Disabled (NLS).