This 4-week template outlines learning objectives, assignments or assessments, formative feedback, learning …
This 4-week template outlines learning objectives, assignments or assessments, formative feedback, learning activities, and lecture topics with readings and other resources for ED 259. ED 259 is an introductory class that provides an overview of the aspects of disabilities including legal, social, and educational issues in the provision of education and related services from early intervention through transition to adulthood.
The ADA National Network provides informal guidance on the Americans with Disabilities …
The ADA National Network provides informal guidance on the Americans with Disabilities Act (ADA) and other disability-related laws. The ten regional Centers that comprise the ADA National Network staff a toll-free information line and respond to inquiries submitted online via email or regional Center websites.
Business owners, architects and designers, representatives of state and local government agencies, employers, people with disabilities and their family members, service providers, educational entities, and others interested in the ADA can receive individualized responses - Find Your Region/ADA Center.
Our ADA Specialists can answer most questions immediately and, if necessary, will research complex questions to provide you the most thorough guidance possible. Referrals to local and state/territory resources for disability issues, which are not addressed by the ADA, can also be provided.
The ADA National Network offers a variety of training opportunities to increase …
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.
AIM or AEM? Accessible Educational Materials (AEM) are materials designed or converted …
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.
The purpose of the National AEM Center’s Quality Indicators with Critical Components …
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.
AEM Pilot Home Welcome to the AEM Pilot*, an interactive web-based tool …
AEM Pilot Home Welcome to the AEM Pilot*, an interactive web-based tool that guides states and K-12 school districts to create more inclusive learning environments for students with disabilities. Building background knowledge about accessible educational materials (AEM), conducting self-assessments, and monitoring continuous progress are all facilitated by the AEM Pilot. If your state or district has work to do to improve the accessibility of the materials and technologies provided to learners with disabilities, take off with the AEM Pilot!
AEM for Families Accessible Educational Materials: The following resources will assist students …
AEM for Families Accessible Educational Materials: The following resources will assist students and families with questions regarding Accessible Educational Materials (AEM) and Assistive Technology (AT):
Accessible Educational Materials (AEM) help students with disabilities access print- and technology-based …
Accessible Educational Materials (AEM) help students with disabilities access print- and technology-based materials in school. But what about accessing educational materials in the community? Learn about AEM in the community: where you might find it, what it can look like, what to do if community materials are not accessible, and how to equip and advocate for yourself or those you support. In addition, hear what Community Vision is doing to help make businesses, organizations, and public spaces more accessible. They also share a few resources they have created around accessibility.
Trata-se de um produto didático do Programa de Pós-Graduação em Rede Nacional para …
Trata-se de um produto didático do Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB) contou com uma série de etapas e considerou diversos aspectos para garantir que o produto final fosse eficaz, relevante e aplicável no contexto educacional.
ESTE PRODUTO EDUCACIONAL FOI PRODUZIDO A PARTIR DE UM ESTUDO DE PESQUISA …
ESTE PRODUTO EDUCACIONAL FOI PRODUZIDO A PARTIR DE UM ESTUDO DE PESQUISA DE MESTRADO,VOLTADO A CAPACITAÇÃO DE PROFESSORES DA EDUCAÇÃO BASICA NA MODALIDADE ESPECIAL.O QUAL FOI PRODUZIDA UMA SEQUENCIA DIDÁTICA COMO ESTRATEGIA DIDÁTICA PARA SE TRABALHAR O TEMA ARBORIZAÇÃO URBANA E EDUCAÇÃO AMBIENTAL.
Welcome to the TIES therapist onboarding resource! These resources are available to …
Welcome to the TIES therapist onboarding resource! These resources are available to help standardize school-based therapist training throughout the state of OR while also allowing individual school districts and ESDs to remix each resource to suit the needs of their region. By doing so, we aim to ensure continuity of training and services throughout the state.
Understanding accessible formats requires some background knowledge of the barriers many learners …
Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.
"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.
Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.
Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.
Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.
The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:
Universal Design for Learning (UDL) is a framework to improve and optimize …
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
About the AEM Center at CAST Share: National Center on Accessible Educational …
About the AEM Center at CAST Share: National Center on Accessible Educational Materials logo Based at CAST, the AEM Center is funded by the Office of Special Education Programs at the U.S. Department of Education. We work with states and districts to build capacity for developing and sustaining robust systems for providing accessible materials and technologies for all learners who need them. To us, accessibility means that individuals with disabilities—from early childhood through the workforce—have equal access to materials and technologies for reaching educational outcomes and advancing in employment.
We provide three levels of technical assistance:
Universal technical assistance is available to everyone. You’ll find products and services throughout our website and collected on our resources page. Webinars and conference presentations are listed on our events page. Targeted technical assistance describes the Center's strategic collaborations to address problems of practice in early childhood programs, higher education, and workforce development. Supports for families are also a part of our targeted technical assistance. Intensive technical assistance describes the Center's capacity-building activities with a small cohort of states. This partnership is designed to produce practices that can be scaled nationally.
Accommodations are provided by a school, employer, or other institution to ensure …
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.
Join us for an insightful session on accessibility supports available on the …
Join us for an insightful session on accessibility supports available on the Oregon Statewide Assessments. We will review 2022-23 assessment data, explore commonly used supports, and discuss integrating them into everyday instruction. Learn how to prepare students for success on statewide assessments and gain valuable insights into the accessibility process at the Oregon Department of Education (ODE). Join us to empower your students and enhance their assessment experiences!
Short Description: The goal of the Accessibility Toolkit - 2nd Edition is …
Short Description: The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.
Long Description: The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.
This second edition has built upon, and improved, the original toolkit—a collaboration between BCcampus, Camosun College, and CAPER-BC—with a new “Accessibility Statements” chapter, bibliography and list of links by chapter for print users in the back matter, updated information, and corrections to content, style and layout.
The French translation of the first edition of the Accessibility Toolkit—La Trousse d’outils d’accessibilité —is still available. In time, a French translation of this second edition will be made available.
Word Count: 14319
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description: The goal of the Accessibility Toolkit - 2nd Edition is …
Short Description: The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.
Long Description: The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.
This second edition has built upon, and improved, the original toolkit—a collaboration between BCcampus, Camosun College, and CAPER-BC—with a new “Accessibility Statements” chapter, bibliography and list of links by chapter for print users in the back matter, updated information, and corrections to content, style and layout.
The French translation of the first edition of the Accessibility Toolkit—La Trousse d’outils d’accessibilité —is still available. In time, a French translation of this second edition will be made available.
Word Count: 14908
ISBN: 978-1-77420-030-8
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
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