Oregon Instructional Materials & Bookshare
(View Complete Item Description)This webinar presents information about Bookshare and how the service can be used to ensure timely access to accessible instructional materials.
Material Type: Lecture
This webinar presents information about Bookshare and how the service can be used to ensure timely access to accessible instructional materials.
Material Type: Lecture
Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.
Material Type: Diagram/Illustration, Lecture
Advocating For My Accessible Educational Materials (AEM) is a workbook designed for students to use as they begin to learn to advocate for the accommodations and accessibility features they need in their educational programs. It applies common self-advocacy principles to the needs of students who use AEM in their daily educational programs. Students and their support teams will find this guide useful when an assessment has been completed to establish the need for accessible educational materials, technology, and assistive technology. In creating this workbook, the authors have assumed that the student is already using their AEM in functional ways in their educational environments. Because students can start building self-advocacy skills as soon as they begin to use AEM, individual sections of the workbook may be useful as soon as students begin to learn to use AEM.
Material Type: Student Guide
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
This publication is designed to assist IEP Teams in: • Understanding What is ‘Print disability’ • Understanding What are Accessible Educational Materials (AEM) • Determining a Student’s Need for AEM • Determining how and where to obtain AEM
Material Type: Primary Source
AEM for Inclusion Session #4, originally recorded 1.16.24Gayl Bowser, M.Ed | Independent Consultant | Assistive Technology CollaborationsSession Description: There are four main activities involved in IEP team consideration of a student's need for AEM. 1.)Determine the student’s need for AEM; 2.)Select the Accessible format(s) the student needs; 3.)Plan to acquire the Materials; 4.) Determine services and support that the student will need. In this AEM for Inclusion webinar, we will use the Oregon Standard IEP form to identify the ways that team decisions can be recorded in meaningful ways so that everyone on a student's educational team understands the plan for AEM.
Material Type: Lecture
Learning Center ATIA Learning Center logo The new ATIA Learning Center is a user-friendly source of high-quality education, presented by leading AT professionals and designed for educators, consultants, and service professionals working at the local, state and national levels in government and private organizations. The Learning Center is the place to: Discover courses covering a wide variety of AT topics* Expand your knowledge and skills on your own time Download handouts for future use Earn CEU certificates immediately (upon completion of course assessments) Store your unfinished courses, completed assessments, and CEU certificates in one place – indefinitely! Complete feedback surveys to improve the user experiences
Material Type: Primary Source
Inclusion of all learners in classrooms begins with access to curriculum. Diverse learners include those who have a perceptual or reading disability, are blind, visually impaired or are unable to hold or manipulate a printed book. Federal and Oregon regulations require all materials for these eligible persons to be made available in alternative formats such as digital or recorded text, braille, or large print, captioning and video description to ensure Accessible Educational Materials (AEM) are provided in a timely manner and at the same time as non-disabled peers. Accessible versions of educational materials can turn learning barriers into learning opportunities. This guide was developed to assist IEP, 504 and other student support teams in Oregon to determine whether a student requires accessible formats of their educational materials, ways to acquire and provide them and strategies for their use across educational environments.
Material Type: Primary Source
This ia an example of AEM in an IEP.
Material Type: Case Study
This is an example of AEM in an IEP.
Material Type: Case Study
Sarah Statham, MEd Transition Network Facilitator (TNF) Multnomah, Washington, Columbia & Clatsop counties | Lon Thornberg, MEd Transition Network Facilitator (TNF) Eastern Oregon with InterMountain ESD |The Transition IEP contains post-secondary goals in education, training, employment, and independent living. This session will share universal tech tools for transition that support and accommodate transition age students on the journey to reaching their post-secondary goals. This session will also highlight collaborative and coordinated relationships between students, educators, specialist’s and outside agencies that can be enhanced by the understanding of student’s use and past history with AEM & AT. Use of tools and AEM strategies to access transition activities and resources will be shared.
Material Type: Lecture
Rebecca Arce, Inclusion and Equity Specialist | HECC-Higher Ed Coordinating Commission | Felicia Arce, Disabilities Coordinator | Disability Resource Center (DRC) | Clackamas Community College
Material Type: Lecture
Sheila Hoover, MA, CAGS, CRC, CVE | VR Field Services Specialist | Oregon Department of Human Services/Vocational Rehab |Nathaniel (Nathan) Baniqued, OTD | OT/AT NWRESD
Material Type: Lecture
This workshop, offered by the AEM Center, will explore the challenges and opportunities of transition and programmatic accessibility for workforce developmen...
Material Type: Primary Source
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
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
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
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
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
The ADA National Network offers a variety of training opportunities to increase your knowledge of the ADA. We provide training on all ADA topics and on all levels from basic to advanced. Trainings are available in-person, webcast, and online.
Material Type: Reading