All resources in Oregon Accessible Educational Materials

Search

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

(View Complete Item Description)

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

ESSA Consolidated Plans

(View Complete Item Description)

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

State Performance Plans/Annual Performance Reports (SPP/APR)

(View Complete Item Description)

The Individuals with Disabilities Education Act (IDEA) requires each state to develop a state performance plan/annual performance report (SPP/APR) that evaluates the state’s efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation. The SPP/APRs include indicators that measure child and family outcomes and other indicators that measure compliance with the requirements of the IDEA. A state is required to submit a state performance plan (SPP) at least every six years. Each year, states must report against the targets in its SPP in an annual performance report (APR).

Material Type: Primary Source

Author: U.S. Department of Education

Safeguarding Students' Civil Rights: Promoting Educational Excellence

(View Complete Item Description)

This report is submitted under Section 203(b)(1) of the Department of Education Organization Act of 1979, Pub. L. No. 96–88, which provides: “The Assistant Secretary for Civil Rights shall make an annual report to the Secretary, the President, and the Congress summarizing the compliance and enforcement activities of the Office for Civil Rights and identifying significant civil rights or compliance problems as to which such Office has made a recommendation for corrective action and as to which, in the judgment of the Assistant Secretary, adequate progress is not being made.” 20 U.S.C. §3413(b)(1

Material Type: Primary Source

Author: U.S. Department of Education

What is the Americans with Disabilities Act (ADA)?

(View Complete Item Description)

What is the Americans with Disabilities Act (ADA)? The Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. The ADA is divided into five titles (or sections) that relate to different areas of public life. In 2008, the Americans with Disabilities Act Amendments Act (ADAAA) was signed into law and became effective on January 1, 2009. The ADAAA made a number of significant changes to the definition of “disability.” The changes in the definition of disability in the ADAAA apply to all titles of the ADA, including Title I (employment practices of private employers with 15 or more employees, state and local governments, employment agencies, labor unions, agents of the employer and joint management labor committees); Title II (programs and activities of state and local government entities); and Title III (private entities that are considered places of public accommodation).

Material Type: Primary Source

Author: ADA National Network

National Center for Systemic Improvement – Helping states transform systems to improve outcomes for infants, toddlers, children, and youth with disabilities

(View Complete Item Description)

The Need for a National Center for Systemic Improvement State education agencies play a key role in policy development and implementation, striving to support the field in meeting the needs of students with disabilities and their families. To succeed, they turn to trusted partners to strengthen capacity to lead systems change that improves both learning conditions and outcomes. NCSI is a critical partner to states in these pursuits, assisting them to both learn about and understand seminal research, as well as translate that research into practice. Paying attention to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, NCSI helps SEAs to cultivate knowledge and skills that enable them to achieve lasting impact for students.

Material Type: Primary Source

Author: West Ed: National Center for System Improvement

Protecting Students With Disabilities

(View Complete Item Description)

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

Coordinating Higher Education Systems

(View Complete Item Description)

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

State/Territory AT Programs

(View Complete Item Description)

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

(View Complete Item Description)

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

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

(View Complete Item Description)

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

The UDL Guidelines

(View Complete Item Description)

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Material Type: Primary Source

Author: CAST

The Accessible Learning Experience Podcast

(View Complete Item Description)

Turn learning barriers into learning opportunities by exploring the world of accessibility and Universal Design for Learning. Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Load more