Think about the diverse learners in your classroom. How do we engage ALL learners in the curriculum content?  In the Accessible Content for All modules, you will learn about Accessible Educational Material (AEM) and tech tools that are hidden in plain sight in your schools.  You will hear teacher accounts of using tools like read-aloud, closed captioning, and translation to increase student engagement.  These modules are self-paced and cover ways to create accessibility within Google, Microsoft, and IOS.  Peruse the modules and explore the topics you want to learn more about.  Create your own learning journey toward building accessibility, equity, and engagement in your classroom.

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

Michael Cantino from Northwest Regional Education Service District presents Creating Accessible Documents in the Microsoft and Google Suites.

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

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

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).