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

Webinar: Finding the AEM to Meet Student Goals: The Search Begins Within Your District

AEM for Inclusion session #5, originally recorded 2.20.24Wendy Burkhardt, MS ATACP | High Desert ESDOnce your team has determined and documented that a student requires Accessible Educational Materials, it is time to search for and acquire the materials in the format(s) the student needs to meet their goals. This session reviews the types of accessible formats and the technologies they are compatible with. We will discuss best practices to provide alternative formats in a timely manner, including resources at a district, state and national level. Best practice incorporates accessibility into curriculum purchasing for universal access to all students. We will share AEM repositories such as the well-known Bookshare and Learning Ally to acquire accessible materials not currently available at the district level.

Material Type: Lecture

Authors: Chandra Pinnock, Wendy Burkhardt

Webinar: Access for Every Student with Accessible Educational Materials (AEM) & Technologies

Join this session to gain insight on easy-to-implement techniques to create educational materials and vet technology tools for accessibility. Participants will learn how to create accessible Google and Word docs and how to quickly decide which tools should be used and which ones should be left on the curb! While it is important to ensure ed tech tools meet accessibility requirements, we recognize that educators and practitioners have many demands already placed on them. Our goal for this session is to have simple ways to create accessible educational materials with immediate implementation and to demystify vetting for accessibility. That way, we can direct our limited resources to those tools that will better meet the needs of all of our learners. Learning Objectives: 1. Define what it means for an educational tool to be “accessible” 2. Perform a simple test of keyboard (or switch) accessibility to identify any significant barriers on an educator selected tool that might keep groups of learners from using the app for learning. 3. Use a built-in accessibility features on devices to quickly test how well an educational app meets basic accessibility requirements before it can be considered for use with learners 4. Create accessible materials using Google and Word docs

Material Type: Lecture, Reading

Authors: OTAP-RSOI Programs, Bruce Alter

Teaching with Accessible Math

Information on tools for making math notation more accesible to learners.

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

Georgia: Accessible Educational Materials (AEM)

Georgia AEM Vision​​​​​​​​ All Georgia students will have access to educational materials in the most appropriate ​format and with the technology to make those formats accessible.​​

Material Type: Primary Source

Author: Georgia Department of Education

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

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

Webinar: After the Assessment: Ideas about AEM Classroom Implementation

When the team has assessed a student's need for AEM, chosen formats and acquired them, it is only the beginning of the effective use of AEM. In this session we will explore ideas about how teachers and students use AEM in real classroom settings. We will share ideas about questions like "How do students develop skills to use AEM independently?" and "What do teachers need to know about teaching in classroom groups where some students require accessible formats?" When you join this session you will have the opportunity to explore basic concepts of classroom management for AEM and apply them to real students and educators in your own practice.

Material Type: Primary Source

Authors: OTAP-RSOI Programs, Gayl Bowser

Accessible Instructional Materials in the Digital Classroom

Watch move videos at www.perkinselearning.org/videos/webcastIn this webcast, Yue Ting Siu provides us with an introduction to current technologies employed t...

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

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

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

National Center on Deaf-Blindness - Info Center

Welcome to NCDB's Info Center. Here you will find information about deaf-blindness, educational practices for children and youth, and the National Child Count. Our goal is to help users find high-quality resources and avoid information overload. Information includes links to a wide variety of resources—factsheets, websites, articles, videos—for families, service providers, and anyone else involved in the life of a child with deaf-blindness. We have also kept all of our popular legacy publications from previous OSEP-funded projects (see bottom of page). If you are having trouble finding what you need, please email support@nationaldb.org.

Material Type: Reading

Author: National Center on Deaf-Blindness

National Deaf Center

We believe that all deaf people can THRIVE.GROW.BLOSSOM. As deaf people leave high school and prepare for college or careers, the National Deaf Center wants them to succeed. Our research shows that deaf people are not completing college degrees, getting jobs, or earning as much as hearing people. We’re here to change that.

Material Type: Primary Source

Author: National Deaf Center

National Deaf Center - Webinars

This website provides a list of webinars on the topic of Deaf education.

Material Type: Lecture

Author: National Deaf Center

National Center on Deaf-Blindness - Practice Guides

Practice Guides One of NCDB's current product development projects is the creation of practice guides that outline essential components of instructional practices commonly used with children who are deaf-blind. They are primarily intended as a tool for state deaf-blind project personnel and practitioners to inform training and coaching needs. A key purpose is to let technical assistance providers or coaches and practitioners know what a practice involves when implemented correctly. The more clearly the components of an intervention are known and defined, the better it can be successfully implemented (Fixsen et al., 2013). NCDB Practice Guides also serve as quick reminders of the purpose and key elements of a practice. The guides are not intended to provide instruction on how to implement a practice and should be used in combination with technical assistance/coaching and information resources (e.g., factsheets, articles, videos, modules).

Material Type: Reading

Author: National Center on Deafblindess

Deaf Pathways: Guiding Questions and Resources

This resource from the Washington Center for Deaf and Hard of Hearing Youth  provides guiding questions and resources to help student reach their full potential as they work towards their post high school and transition goals.

Material Type: Lesson, Teaching/Learning Strategy

Authors: Barbara Soots, cathy corrado, Washington OSPI OER Project

Deafblindness Professional Development Opportunities

This page provides information about opportunities in the United States for teachers and related service providers to learn about deaf-blindness and instructional practices for children and youth who are deaf-blind. Available opportunities come in a variety of forms—online courses, webinars, and self-study modules. These are organized topically below. Some have opportunities to obtain CEUs or credits. Please note that NCDB does not host modules or offer CEUs or credits, so be sure to contact the relevant sponsoring agencies for more information.

Material Type: Primary Source

Author: National Center on Deaf-Blindness

State Library Catalog

Public Access to Collections We strongly encourage making an appointment to request materials or meet with library staff. Staffing availability may not support immediate walk-ins.

Material Type: Reading

Dyscalculia: Characteristics, Causes and Treatments

Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes of DD and how best to treat it have been impeded by lack of widespread research and variation in characterizations of the disorder across studies. However, recent years have witnessed significant growth in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying deficit in the representation and processing of numerical magnitude information as a potential core deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears related to impaired development of brain mechanisms for processing numerical magnitude information, while the latter refers to mathematical deficits stemming from external factors such as poor teaching, low socioeconomic status, and behavioral attention problems or domain-general cognitive deficits. Increased awareness of this distinction going forward, in combination with longitudinal empirical research, offers great potential for deepening our understanding of the disorder and developing effective educational interventions.

Material Type: Reading

Authors: Daniel Ansari, Gavin R. Price