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

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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

Oklahoma: Accessible Educational Materials (AEM)

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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

Determining the Need for AEM

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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

Personalizing the Writing Experience

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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

Webinar: After the Assessment: Ideas about AEM Classroom Implementation

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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

Psychosocial Aspects of Visual Impairment

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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

Marrakesh Treaty Impact Act

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What is the Marrakesh Treaty? The Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print Disabled, was adopted on June 27, 2013 by the member states of the World Intellectual Property Organization (WIPO).  Prompting its adoption was the widespread recognition of the problem known as a “book famine,” the situation where very few books are published in formats that are accessible to those who are blind and visually impaired.  The goal of this treaty is increase access to printed materials for these persons around the world.     The Marrakesh Treaty requires its contracting member nations to create limitations and exceptions to copyright law that will make it easier for those with these kinds of print disabilities to access printed works in accessible formats such as Braille and digital audio files.  It also establishes rules for the exchange of such accessible format copies across borders.   On September 30, 2016, the Marrakesh Treaty entered into force with 20 member states.    On February 8, 2019, the United States became the 50th member to deposit its instrument of ratification of this treaty with WIPO, and the treaty came into force in the United States on May 8, 2019.   To see how many other countries are covered by this treaty, see the Copyright Office’s circular at https://www.copyright.gov/circs/circ38a.pdf.

Material Type: Primary Source

Author: United State Copyright Office

National Center on Deaf-Blindness - Practice Guides

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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

National Center on Deaf-Blindness - Family Resources

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Family members are the most important people on the educational team and in the life of a child or youth with deaf-blindness. They are the one consistent presence as children move from early intervention to school, and then transition to adult life. Educational settings change and practitioners come and go, but the family is always there. In this section of the website, you will find resources to help you: Connect to agencies and organizations Learn about deaf-blindness and key topics for families Access family stories Find events

Material Type: Reading

Author: National Center on Deafblindness

Access & Accommodations for Students Experiencing Deaf or Hard on Hearing

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Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing. In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act mandate that reasonable accommodations be provided when requested.

Material Type: Primary Source

Author: National Deaf Center

National Center on Deaf-Blindness - Info Center

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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

Dyscalculia: Characteristics, Causes and Treatments

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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

The Accessible Learning Experience Podcast

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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

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