Determining the Need for AEM

Who Needs AEM? If a student is... unable to read or use grade level materials at a sufficient rate and with adequate comprehension to complete academic tasks with success relative to same-age peers or cannot do this independently or across environments or tasks, then the student may need AEM. For example, students with visual impairments may not be able to see a textbook, students with physical disabilities may not be able to turn a page, and students with learning disabilities whose decoding abilities are significantly below grade level may require support - all these students may require AEM. Contact the AT & AEM Center to discuss your student's need

Material Type: Primary Source

Author: Assistive Technology and Accessible Educational Materials Center

Low Incidence Disabilities

This module is designed for pre-service teachers who are learning about low-incidence disabilities. The following are included: Multicultural and Bilingual Aspects of Special EducationLow-Incidence, Multiple, and Severe DisabilitiesAutism Spectrum Disorder (ASD) Learners with Emotional or Behavioral DisordersLearners who are Deaf or Hard of HearingLearners with Blindness or Low VisionLearners with Physical Disabilities and Other Health ImpairmentsGifted

Material Type: Module

Author: Jeanne Burth

Framing the Future of Learning with Technology

Framing the Future of Learning with Technology The goal of the Center on Inclusive Technology & Education Systems (CITES) is to empower school districts to create and sustain inclusive technology systems that serve all students, including students with disabilities who require assistive technology or accessible educational materials. To do this work, we are creating and disseminating a framework of evidence-based practices to enhance the successful use of technology by all students. We provide technical assistance to districts, educators, and families to ensure that students with disabilities are able to use the technology tools they need to foster learning and life success.

Material Type: Primary Source

Authors: CAST, Center on Inclusive Technology and Education System

Early Childhood Critical Components of the Quality Indicators for the Provision of Accessible Educational Materials & Accessible Technologies

In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. Objects, tools, and materials that are selected for inclusive activities provide options for engaging through multiple sensory, physical, and perceptual means. The Quality Indicators for Early Childhood describe how agencies, programs, and services can work together to improve the accessibility of early learning environments for children with disabilities.

Material Type: Primary Source

Author: CAST

Game Changing Technology

Students describe the impact of technology on their learning. They share specific examples of accessibility tools and highlight how each has supported their engagement and learning in school in powerful ways. This video is a great tool for highlighting the importance of making sure that instructional materials are accessible to all students. It is easier to ask instructional material providers before adopting curriculum rather than trying to retrofit materials (if that is even possible) after adopting materials.

Material Type: Activity/Lab

Author: National Center on Accessible Educational Materials

Features We Can Start Using Today

In this second video in our Accessible Learning Across the Lifespan series, you’ll be introduced to a variety of accessibility features that are built into t...

Material Type: Primary Source

SLIDE Into Accessibility

Are you new to accessibility? This resource is meant to be your entry point into the creation of accessible content with familiar tools such as Microsoft Office and Google Docs. You will learn about five practices that can have a significant impact on the learner experience for all students, especially those who rely on assistive technology for their access to the curriculum.

Material Type: Reading

Author: Luis Perez

Protocol for Creating Accessible OER

The purpose of the Protocol for Creating Accessible OER is to provide detailed yet easily implemented techniques for creating accessible OER with Microsoft Office and Google Workspace. These are the two most commonly used authoring suites in schools, and documents created with them are often the source files for other formats, such as PDF and EPUB publications.The techniques presented can be implemented by any educator who creates or adapts materials for use by students and families.

Material Type: Reading

Author: National Center on Accessible Educational Materials

AEM Center: K-12 Critical Components of the Quality Indicators for the Provision of Accessible Educational Materials & Accessible Technologies

The purpose of the National AEM Center’s Quality Indicators with Critical Components for K-12 is to assist state and local education agencies with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.

Material Type: Primary Source

Author: CAST

Transform Your Teaching with UDL

The theory behind Universal Design for Learning inspires many educators. However, there are some common stumbling blocks teachers face when they start applying UDL to their instructional design. With years of experience implementing UDL in her own work at the University of Kentucky’s Center for the Enhancement of Learning and Teaching and as a CAST National Faculty member, Jennifer Pusateri offers six steps to jumpstart your practice. These easy-to-implement steps can help you meet the needs of the diverse learners in your classrooms.

Material Type: Lecture

Author: CAST- Center on Inclusive Technology and Education Systems

AEM Center: Innovation Configuration for the Quality Indicators with Critical Components for Providing AEM and Accessible Technologies in K-12

This practice brief outlines a series of recommendations for improving the timely provision and use of high-quality braille – both embossed and electronic – and tactile graphics for state-mandated assessment. The primary target audience for these recommendations is State Education Agency (SEA) assessment leaders and others at the State-and national level who are responsible for ensuring that braille readers are full participants in their state assessment, whether general or alternate. Most desirable is that these recommendations will initiate conversations between and among states, districts, braille service providers, and test developers.

Material Type: Reading

Author: National Center on Accessible Educational Materials

High-incidence Disabilities

High-Incidence Disabilities are disabilities that are more often seen in the regular education classroom. This resource is intended to be used by pre-service teacher who are learning about disabilities in the classroom and how to make accommodations for all learners. 

Material Type: Assessment, Case Study, Homework/Assignment, Lecture Notes, Module

Author: Jeanne Burth

Special Education: RTI and MTSS

This resource is for pre-service teachers who are learning about special education and the Response to Intervention (RTI) and the Multi-tiered System of Supports (MTSS). 

Material Type: Diagram/Illustration, Reading

Author: Jeanne Burth

Accessibility in OER - Webinars 1-6

This resource contains all of links and materials for the Accessibility in OER Webinars One through six that were co-facilitated by CAST and ISKME.

Material Type: Lecture Notes, Reading

Author: Joanna Schimizzi

Accessible OER Materials: Creating More Inclusive Learning Materials with UDL

According to a World Health Organization (WHO) Report, more than a billion people in the world today experience disability (2017). Higher education also has ...

Material Type: Primary Source

Author: Open Education Southern Symposium

Bridging the Transition from EI to Preschool Unit 1: Understanding the Impact of a Child's Disability on the Family

Course Objectives in alignment with CA ECSE TPEs:Unit One: Understanding the Impact of a Child's Disability on the Family Unit1.8  Understand the unique care, development, and learning needs of infants and toddlers and how to support their growth, development, and learning within the early childhood special education setting.4.5 Identify​ ​each​ ​child's​ ​strengths, ​ ​preferences, ​ ​and​ ​interests​ ​in​ ​collaboration​ ​with families​ ​to​ ​engage​ ​the​ ​child​ ​in​ ​active​ ​learning​ ​within​ ​and​ ​across​ ​routines, activities, ​ ​and​ ​environments. 

Material Type: Module

Author: Robin Dodds

Bridging the Transition from EI to Preschool Unit 2: Cultural Awareness and Developing Partnerships with Families

Objectives: CA ECSE TPEs1.5 Communicate effectively & in a culturally & linguistically appropriate manner with families & other service providers to facilitate & strengthen ongoing partnerships & collaborations that can support young children’s learning goals & outcomes.2.2 Promote children’s access, learning & participation in a variety of environments using models of support​ ​that​ ​are​ ​strengths-​ ​based, ​​family-centered, ​ ​and​ ​culturally & linguistically​ ​responsive.6.7 Effectively​ ​articulate​ ​the​ ​rationale​ ​for​ ​instruction​ ​and​ ​intervention​ ​plans​ ​through culturally & linguistically appropriate verbal​ ​& ​written​ ​communications​ ​to and with​ ​family​ ​members, ​ ​other​ ​service​ ​providers, administration, ​ ​&​ ​other​ ​stakeholders.

Material Type: Module

Author: Robin Dodds

Bridging the Transition from EI to Preschool Unit 3: Family-Professional Partnership for a Positive Preschool Transition

CA ECSE TPEs: 1.11 Facilitate​ ​the​ ​continuation of young children’s learning progress​ ​across​ ​multiple​ ​contexts​ ​&​ ​transitions including a variety of​ ​environments​, 5.6 Use​ ​ongoing​ ​assessment​ ​data​ ​from​ ​a​ ​variety​ ​of​ ​sources​ ​& ​settings​ to establish​ ​meaningful,​ ​individualized​ ​learning​ ​goals​ ​& ​intervention​ ​activities, 6.2 Develop​ ​& ​implement​ ​policies, ​structures, & ​practices​ ​that​ ​promote​ ​shared decision​ ​making​ ​w/​ ​service​ ​providers​ &​ ​families, 6.4 Develop​ ​&​ ​implement​ ​effective​ ​transitional​ ​plans​ ​to​ ​support​ ​the​ ​ongoing learning​ ​& ​development​ ​of​ ​children​ ​entering​ ​different​ ​learning​ ​settings​, 6.5 Promote​ ​efficient​ ​&​ ​coordinated​ ​service​ ​delivery​ ​for​ ​children​ ​& ​families​ ​by creating & supporting​ ​the​ ​conditions​ ​for​ ​service​ ​providers​​ ​&​ ​the family​ ​to​ ​work​ ​as​ ​a​ ​team, 6.8 Facilitate​ ​effective collaborative​ ​transitions between​ ​the​ ​stages of schooling & educational settings​.

Material Type: Module

Author: Robin Dodds

Chapter 1: Inclusionary Practices Handbook Synchronous Modules

This is a nine-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter One; Collaborative Practices that Support Inclusion. These modules offer participants opportunities to engage and collaborate around practices to support making their classrooms more inclusive for all students.

Material Type: Module, Student Guide, Teaching/Learning Strategy

Authors: Stephanie Prosser, Washington OSPI OER Project, Barbara Soots

Chapter 2: Inclusionary Practices Handbook Synchronous Modules

This is a ten-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter Two; Inclusive Learning Environments. These modules offer participants opportunities to engage and collaborate around practices making their classrooms more inclusive for all students.

Material Type: Module, Student Guide, Teaching/Learning Strategy

Authors: Stephanie Prosser, Barbara Soots, Washington OSPI OER Project