Oklahoma: Accessible Educational Materials (AEM)

The purpose of providing accessible educational materials (AEM), formerly known as accessible instructional materials (AIM), is to ensure that all students with print disabilities have the opportunity to perceive the information contained in educational materials. This site is designed for Oklahoma educators, parents and students. AEM services offered throughout our state are outlined below.

Material Type: Primary Source

Author: Oklajoma: State Department of Education

State/Territory AT Programs

The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan. The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

Material Type: Primary Source

Authors: AR3 Center, Jeremy W

Coordinating Workforce Development Systems

Coordinating Workforce Development Systems Adults in a workplace environment collaborating Career training and other workforce development activities take place across a variety of settings. For example, students with disabilities transition to a range of postsecondary programs, including two- and four-year colleges, career training programs (e.g., pre-apprenticeships and apprenticeships), and directly to employment or to seeking employment. The Critical Components of the Quality Indicators for Workforce Development are designed to assist in the development of coordinated systems that result in the timely provision of accessible materials and technologies for all students and job seekers with disabilities who need them, regardless of the setting where services are provided to them.

Material Type: Primary Source

Author: CAST

The Right of Students with Disabilities Who Need Accessible Educational Materials to Receive These Materials in a Timely Manner

The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Questions and Answers on the National Instructional Materials Accessibility Standard (NIMAS) (Aug. 9, 2021)

This Q&A provides states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC.

Material Type: Primary Source

Author: IDEA

Sec. 300.172 Access to instructional materials

IDEA Section 300.172 Access to Instructional Materials

Material Type: Primary Source

Author: IDEA

OSEP's Monitoring & State Improvement Planning Division (MSIP) State Leads

This is a list of the IDEA Part B and Part C Leads for each state.

Material Type: Primary Source

Author: U.S. Department of Education

Open for Everyone: Integrating Universal Design for Learning in Open Education Practice

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Material Type: Lecture, Lesson, Teaching/Learning Strategy

Author: Tacoma Community College Library

Accessible Instructional Materials (AIM): Simply Said

The National Center on Accessible Instructional Materials and PACER Center are pleased to announce the release of our new video explaining Accessible Instruc...

Material Type: Primary Source

Author: National Center on Accessible Instructional Materials

Coordinating K–12 Systems

Coordinating K–12 Systems Teachers collaborating in a K–12 environment The Critical Components of the Quality Indicators for K-12 are designed to facilitate the coordination that is needed to ensure students with disabilities in K-12 settings have timely access to the accessible materials and technologies they need for equal participation in learning. They were the initial set of Critical Components of the Quality Indicators developed between 2007 and 2014 and have since been updated twice to reflect changes in the dynamic K-12 educational environment, such as the increasing use of digital materials and technologies. Implementation of the Quality Indicators and Critical Components for K-12 is supported through the AEM Pilot, a free online tool that allows state and district teams to set goals and track their progress toward creating more inclusive learning environments.

Material Type: Primary Source

Author: National Center on Acessible Educational Materials

School District Policy for Providing Captions

──────────Description: Weekly support for the PATINS AEMing for Achieving Grant on Assistive Technology, Accessible Educational Materials, and Universal Design for learning.School Corporation: School Town of MunsterClosed consultation. If you would like to request a consultation on this topic, please submit the IDOE's Technical Assistance Request Form. This form is required before PATINS is permitted to provide you with support. We strongly value your assistance in fulfilling this state requirement. Your responses on the IDOE's form are necessary to be able to provide you support now, but it's also critical to be able to sustain PATINS services at no cost in the future. It shouldn't take much of your time and it's important for you to state in the notes that you're already working with PATINS. 

Material Type: Primary Source

Author: Jennifer Conti

Coordinating Early Childhood Systems

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

AEM Basics

AIM or AEM? Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers. To succeed in school, these students need learning materials presented in a way that works for them. In 2014, the term "accessible educational materials" or "AEM" was expanded to include both print- and technology-based educational materials including electronic textbooks, and related core materials. Practically speaking the terms AIM and AEM are often used interchangeably. In the following video learn from AEM users, educators, parents, and state and national leaders about how AEM can be a game changer for those with print disabilities.

Material Type: Primary Source

Author: Assistive Technology and Accessible Educational Materials Center

Personlizing the Reading Experience

Information and video tutorials to help teachers and students take advantage of built-in features, apps and extensions on a variety of devices to support a personalized and accessible reading experience for everyone.

Material Type: Module

Author: National AEM Center at CAST

Making Everyday Curriculum Materials Accessible for All Learners

A free online course to assist all educators, including those new to the profession, in improving the accessibility of the materials their students use for learning...

Material Type: Teaching/Learning Strategy

Author: AEM Center

Accessible Educational Materials

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

Introduction to Web Accessibility

Introduction Most of us can hardly conceive of life without the internet. Some have argued that no other single invention has been more revolutionary since Gutenberg's printing press in the 1400s. The world can be “at your fingertips” at the click of a mouse—if you can use a mouse... and see the screen... and hear the audio.

Material Type: Primary Source

Author: WebAIM

Personalizing the Writing Experience

Personalizing the Writing Experience A person using both a paper notebook and pen alongside a laptop computer We often take for granted just how complex the act of writing is, and the range of mental and motor skills it involves. While we each go about the process of writing in our own unique way, some distinct steps are typically involved: pre-writing, drafting, revising and editing. You may experience barriers in any of these steps of the writing process that can keep you from being a successful writer. Fortunately, the devices many of us already own have a range of built-in features to support you at each stage of the writing process, and many free or low-cost apps and extensions are also available.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Our Very Own Tree: Tactile Graphics and Slide Presentations

Our Very Own Tree: Tactile Graphics and Slide Presentations Science, literacy, tactile graphics, concepts, slide presentation, identifying/labeling pictures, and more all rolled into these tree-related activities!

Material Type: Primary Source

Author: Perkins School For The Blind

Psychosocial Aspects of Visual Impairment

This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.

Material Type: Full Course, Lecture Notes, Syllabus