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Guide for IEP Teams: Supporting Students with Print Disabilities
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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

Subject:
Education
Special Education
Material Type:
Primary Source
Author:
Wisconcin DPI staff
Date Added:
11/23/2022
IEP Teams' Guide to AEM in Oregon
Conditional Remix & Share Permitted
CC BY-NC-SA
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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.

Subject:
Special Education
Material Type:
Primary Source
Author:
OTAP-RSOI Programs
Gayl Bowser
Oregon Open Learning
Date Added:
04/08/2024
My Culminating Project
Conditional Remix & Share Permitted
CC BY-NC
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This will be accessible to everyone, including my classmates, colleagues, neighbors, the Dept. of State, and FHI 360. 

Subject:
Languages
Material Type:
Module
Author:
Brandon Decker
Date Added:
04/19/2018
Webinar: Consideration & Documentation of AEM in the IEP
Conditional Remix & Share Permitted
CC BY-NC-SA
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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.

Subject:
Education
Special Education
Material Type:
Lecture
Author:
Chandra Pinnock
Gayl Bowser
Date Added:
02/08/2024
Workload Rating Guidelines/IEP Service Times
Unrestricted Use
CC BY
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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.

Subject:
Special Education
Material Type:
Reading
Author:
Nathaniel Baniqued
Date Added:
07/17/2023