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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.

Material Type: Primary Source

Author: North Carolina Department Of Public Instruction

Accessible Learning Across the Lifespan

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Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context. Introduction to Accessibility In this first video in our series, you’ll build an understanding of what accessibility means. People who need accessible materials and technologies describe how access creates inclusion where they live, learn, and work. Ultimately, accessibility is achieved when we remove barriers — or better yet, design environments that are inclusive for everyone from the beginning.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Background Information on the AEM Quality Indicators

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The purpose of the Quality Indicators and Critical Components is to assist state and local education agencies, institutions of higher education and workforce development agencies with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of accessible educational materials and accessible technologies. Given the variability of policies and practices across these organizations, the Quality Indicators and Critical Components are designed to provide agencies with consistent goals and to promote discussion around multiple methods to achieve those goals.

Material Type: Primary Source

Author: CAST

Chrome Extensions for Struggling Students and Special Needs

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Technology can be a powerful tool to assist students with special needs or any sort of learning challenge. In particular the Chrome web browser allows users to install a wide variety of web extensions that provide tools that can help all learners, regardless of ability level. In this blog post we will take a look at over 30 Chrome web extensions that can assist students in five main categories: Text to Speech Readability Reading Comprehension Focus Navigation Some of the tools fit into more than one topic, but each is only listed once. Certainly this list does not cover all of the useful web extensions available for struggling learners, but it is a great place to begin. In addition to the list of extension, I have also linked in the video from a webinar I did a while back on "Google Tools for Special Needs".

Material Type: Teaching/Learning Strategy

Author: Eric Curts

Coordinating Higher Education Systems

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Coordinating Higher Education Systems Adults in a higher education environment collaborating Multiple indicators show a positive trend in the number of students with disabilities enrolling in higher education programs. Equitable access to learning for these students requires that all learning materials and activities be made accessible to them. This extends to textbooks, courseware, learning management systems, instructional software programs—in short, any and all curriculum resources required for use in academic programs. The Critical Components for the Quality Indicators for Higher Education were first released in 2018 and include actionable language for developing a coordinated system that leads to the timely provision of accessible materials and technologies in higher education settings for all students who need them.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Creating Accessible Websites

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Creating Accessible Websites Illustration of website icons surrounding a computer monitor Creating a website is not as difficult as it used to be. Today, most websites are created by entering information into a form, not by writing lines of code. A number of publishing systems are available for creating a website or a blog, and many of them have options for making the content accessible.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Remix

Evidence-based Inclusive Instructional Strategies for Supporting Students with High-incidence Disabilities

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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.

Material Type: Activity/Lab, Assessment, Homework/Assignment, Reading

Author: Jean Ann Joest

Fall 2022 ESD Regional Workshop: Use of Time and Tier 1 Supports

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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

Material Type: Module, Teaching/Learning Strategy

Authors: Carrie Penkman, Kim Reykdal, Whitney Triplett, Washington OSPI OER Project

Federal Register :: Loans of Library Materials for Blind and Other Print-Disabled Persons

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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).

Material Type: Primary Source

Author: Library of Congress

Get Started: Center on Inclusive Technology and Education Systems

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Get Started Sometimes the hardest part of making change is getting started. The CITES framework offers districts a step-by-step process for identifying and removing any barriers to student or staff success caused by learning disabilities by planning for and implementing inclusive technology practices. The process requires a coordinated effort by district teams to move forward seamlessly with the framework and its practices. To get started with the terms and concepts we use throughout the CITES framework, visit our Glossary.

Material Type: Primary Source

Author: CAST- Center on Inclusive Technology and Education Systems

IT Accessibility Laws and Policies

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In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. The law (29 U.S.C § 794 (d)) applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508, agencies must give disabled employees and members of the public access to information comparable to the access available to others.

Material Type: Primary Source

Author: General Services Administration

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