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Advocating for my AEM Workbook

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Advocating For My Accessible Educational Materials (AEM) is a workbook designed for students to use as they begin to learn to advocate for the accommodations and accessibility features they need in their educational programs. It applies common self-advocacy principles to the needs of students who use AEM in their daily educational programs. Students and their support teams will find this guide useful when an assessment has been completed to establish the need for accessible educational materials, technology, and assistive technology. In creating this workbook, the authors have assumed that the student is already using their AEM in functional ways in their educational environments. Because students can start building self-advocacy skills as soon as they begin to use AEM, individual sections of the workbook may be useful as soon as students begin to learn to use AEM.

Material Type: Student Guide

Authors: OTAP-RSOI Programs, Oregon Open Learning

The Importance for Families to Understand How AEM Can Create Possibilities in Education

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This interactive and conversational session will focus on increasing awareness of AEM to families of students who receive special education. We’ll talk about barriers that can impede access, such as ableism and bias, and how increasing their knowledge can support their advocacy so their youth receive access and accommodations that create opportunities and possibilities!

Material Type: Primary Source

Author: OTAP-RSOI Programs

Self-Advocacy: The Basics

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Self-advocacy is the ability to articulate one’s needs and make informed decisions about the support necessary to meet those needs. It includes four important elements: knowledge of self, knowledge of rights, communication skills, and leadership skills. For people with one or more disabilities, including those who are deaf, increases in self-advocacy skills contribute to increased quality of life, sense of agency, and overall well-being.1 Self-advocacy is a lifelong endeavor and can never be learned too early or too late in life. Practicing self-advocacy is a critical element of the self-advocacy developmental process, and people who practice are better prepared to self-advocate in the future.

Material Type: Reading

Author: National Deaf Center

Inclusive Education in Oregon: Exploring Resources to Empower Access for All Learners

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This eighth and final session takes a look at the materials developed by the Oregon AEM Cohort. We will dive into the archived resources in the cohort OER Commons communications page. Join us as we explore the IEP Teams’ Guide to Accessible Educational Materials in Oregon and Advocating for My Accessible Educational Materials: An AEM Guide for Students. You too can be an AEM evangelist as we partner to dismantle barriers and empower learners across the lifespan through access to their education and their dreams.

Material Type: Primary Source

Authors: OTAP-RSOI Programs, Debra Fitzgibbons, Toni Nickell

Access for All: Navigating Accessibility Supports on Oregon Statewide Assessments

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Join us for an insightful session on accessibility supports available on the Oregon Statewide Assessments. We will review 2022-23 assessment data, explore commonly used supports, and discuss integrating them into everyday instruction. Learn how to prepare students for success on statewide assessments and gain valuable insights into the accessibility process at the Oregon Department of Education (ODE). Join us to empower your students and enhance their assessment experiences!

Material Type: Primary Source

Author: OTAP-RSOI Programs

Webinar: Consideration & Documentation of AEM in the IEP

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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.

Material Type: Lecture

Authors: Chandra Pinnock, Gayl Bowser

IEP Teams' Guide to AEM in Oregon

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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.

Material Type: Primary Source

Authors: OTAP-RSOI Programs, Gayl Bowser, Oregon Open Learning

Coordinating Early Childhood Systems

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Coordinating Early Childhood Systems Adults and a young child collaborating in an early learning classroom While early childhood providers and families prioritize activities that optimize interactivity with peers and the natural environment, print and digital materials and technologies are commonly present in early learning settings, including the home and community. If and when they are determined to be appropriate, interactive materials and technologies need to be accessible if children with disabilities are to benefit from inclusive settings. Examples of accessible materials and technologies in early learning settings can include: Tactile books that include a combination of print and braille Video that includes captioning of sounds and audio description of visual elements Mobile apps that are compatible with a child’s assistive technology (AT) Ensuring that children with disabilities in early childhood programs can participate in all range of activities in early childhood programs is effectively achieved through a coordinated approach requiring collaboration between a number of agencies, federal, state, and local service providers, and families and caregivers.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Webinar: AEM and Universal Tools for Transition

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Sarah Statham, MEd Transition Network Facilitator (TNF) Multnomah, Washington, Columbia & Clatsop counties | Lon Thornberg, MEd Transition Network Facilitator (TNF) Eastern Oregon with InterMountain ESD |The Transition IEP contains post-secondary goals in education, training, employment, and independent living. This session will share universal tech tools for transition that support and accommodate transition age students on the journey to reaching their post-secondary goals. This session will also highlight collaborative and coordinated relationships between students, educators, specialist’s and outside agencies that can be enhanced by the understanding of student’s use and past history with AEM & AT. Use of tools and AEM strategies to access transition activities and resources will be shared.

Material Type: Lecture

Authors: Chandra Pinnock, Debra Fitzgibbons, OTAP-RSOI Programs

Empowering Transitions: Accessible Educational Materials Paving the Way for Blind Students

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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.

Material Type: Primary Source

Authors: OTAP-RSOI Programs, Michael Cantino

Webinar: AEM Inclusive School Libraries: Connecting Assistive Tech & Library Staff to Strengthen School Library Policies & Practice

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Material access is a topic that both school library staff and assistive technologists are deeply connected with and passionate about. However, there are often times in which professionals in these fields are disconnected. In this session, Kasey Fernandez, MEd shares policy and practice changes the Tigard-Tualatin School District has made as a result of collaboration between the assistive technology and school library leads.

Material Type: Primary Source

Authors: Chandra Pinnock, Debra Fitzgibbons, Kasey Fernandez, OTAP-RSOI Programs

Protecting Students With Disabilities

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This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).

Material Type: Primary Source

Author: U.S. Department of Education

ESSA Consolidated Plans

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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.

Material Type: Primary Source

Author: U.S. Department of Education

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