The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instruc...
This is an example of AEM in an IEP.
This ia an example of AEM in an IEP.
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
This resource can be used by an individual to learn more about the history of special education and the process of special education.
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.
This will be accessible to everyone, including my classmates, colleagues, neighbors, the Dept. of State, and FHI 360.
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.
In this resource, workload rating guidelines for both OT and PT are provided. It is recommended to discuss with new therapists that IEP minutes are written for the IEP year and not the school year. These resources should be revisited once the therapist has established their caseload.