National Center for Systemic Improvement – Helping states transform systems to improve outcomes for infants, toddlers, children, and youth with disabilities

The Need for a National Center for Systemic Improvement State education agencies play a key role in policy development and implementation, striving to support the field in meeting the needs of students with disabilities and their families. To succeed, they turn to trusted partners to strengthen capacity to lead systems change that improves both learning conditions and outcomes. NCSI is a critical partner to states in these pursuits, assisting them to both learn about and understand seminal research, as well as translate that research into practice. Paying attention to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, NCSI helps SEAs to cultivate knowledge and skills that enable them to achieve lasting impact for students.

Material Type: Primary Source

Author: West Ed: National Center for System Improvement

Webinar: 5030 Implementation: CSCP Support in a MTSS (Tier 1)

All comprehensive school counseling programs include Tier 1 supports - provided within the larger context of a schoolwide MTSS - to promote students' academic, social/emotional, and college/career development. Join us to explore what Tier 1 truly means for CSCPs and learn how to assess your site’s school counseling Tier 1 implementation.Learning Objectives:(1) Explore ways to thoughtfully consider how to deliver Tier 1 school counseling supports that ensure ALL students gain the attitudes, knowledge, and skills they need to be successful(2) Learn strategies to assess our current level of implementation and make plans for strengthening the Tier 1 school counseling program, in partnership with administrators.

Material Type: Interactive, Module

Authors: Carrie Penkman, Kim Reykdal, Whitney Triplett

Coordinating Higher Education Systems

Coordinating Higher Education Systems Adults in a higher education environment collaborating Multiple indicators show a positive trend in the number of students with disabilities enrolling in higher education programs. Equitable access to learning for these students requires that all learning materials and activities be made accessible to them. This extends to textbooks, courseware, learning management systems, instructional software programs—in short, any and all curriculum resources required for use in academic programs. The Critical Components for the Quality Indicators for Higher Education were first released in 2018 and include actionable language for developing a coordinated system that leads to the timely provision of accessible materials and technologies in higher education settings for all students who need them.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Apps for students with learning disabilities/dyslexia – Maine-AEM

Apps for students with learning disabilities/dyslexia Overview Student using iPad to readMost of the Assistive Technology (AT) software applications designed for students with learning disabilities/dyslexia are focused on accommodating the reading process. However, there are also a large number of software applications that can assist students with learning disabilities in other ways including, planning, time management, organization, speech-to-text (for students who also have written expression issues), audio recordings, note-taking and many others. The following are lists and resources for locating lists of apps, software applications and other technologies designed to assist students with learning disabilities/dyslexia.

Material Type: Primary Source

Author: Maine AEM Program

State/Territory AT Programs

The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan. The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

Material Type: Primary Source

Authors: AR3 Center, Jeremy W

Coordinating Early Childhood Systems

Coordinating Early Childhood Systems Adults and a young child collaborating in an early learning classroom While early childhood providers and families prioritize activities that optimize interactivity with peers and the natural environment, print and digital materials and technologies are commonly present in early learning settings, including the home and community. If and when they are determined to be appropriate, interactive materials and technologies need to be accessible if children with disabilities are to benefit from inclusive settings. Examples of accessible materials and technologies in early learning settings can include: Tactile books that include a combination of print and braille Video that includes captioning of sounds and audio description of visual elements Mobile apps that are compatible with a child’s assistive technology (AT) Ensuring that children with disabilities in early childhood programs can participate in all range of activities in early childhood programs is effectively achieved through a coordinated approach requiring collaboration between a number of agencies, federal, state, and local service providers, and families and caregivers.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Coordinating Workforce Development Systems

Coordinating Workforce Development Systems Adults in a workplace environment collaborating Career training and other workforce development activities take place across a variety of settings. For example, students with disabilities transition to a range of postsecondary programs, including two- and four-year colleges, career training programs (e.g., pre-apprenticeships and apprenticeships), and directly to employment or to seeking employment. The Critical Components of the Quality Indicators for Workforce Development are designed to assist in the development of coordinated systems that result in the timely provision of accessible materials and technologies for all students and job seekers with disabilities who need them, regardless of the setting where services are provided to them.

Material Type: Primary Source

Author: CAST

The Right of Students with Disabilities Who Need Accessible Educational Materials to Receive These Materials in a Timely Manner

The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Questions and Answers on the National Instructional Materials Accessibility Standard (NIMAS) (Aug. 9, 2021)

This Q&A provides states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC.

Material Type: Primary Source

Author: IDEA

Sec. 300.172 Access to instructional materials

IDEA Section 300.172 Access to Instructional Materials

Material Type: Primary Source

Author: IDEA

OSEP's Monitoring & State Improvement Planning Division (MSIP) State Leads

This is a list of the IDEA Part B and Part C Leads for each state.

Material Type: Primary Source

Author: U.S. Department of Education

Open for Everyone: Integrating Universal Design for Learning in Open Education Practice

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Material Type: Lecture, Lesson, Teaching/Learning Strategy

Author: Tacoma Community College Library

The UDL Guidelines

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Material Type: Primary Source

Author: CAST

Accessible Instructional Materials (AIM): Simply Said

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

Author: National Center on Accessible Instructional Materials

What's new for Microsoft Learning Tools and the inclusive classroom

Discover the latest updates for Microsoft Learning Tools and the inclusive classroom including support for reading, writing, math and communication. The pres...

Material Type: Primary Source

Author: Microsoft

View ADA Publications & Videos

The ADA National Network provides several ways to access informational materials about the ADA.

Material Type: Primary Source

Federal ADA Regulations and Standards

Federal ADA Regulations and Standards The ADA statute identifies who is a person with a disability, who has obligations under the ADA, general non-discrimination requirements and other basic obligations. It delegates fleshing out those obligations to federal agencies. The agencies issue regulations and design standards. The regulations have the details on the rights of people with disabilities and responsibilities of employers, state and local governments, transportation providers, businesses and non-profit organizations. The design standards specify how many entrances need to be accessible, how many toilet rooms and the design for those elements. To know what the ADA requires, you need to read the law, regulations and design standards.

Material Type: Primary Source

Author: ADA National Network

Get Started: Center on Inclusive Technology and Education Systems

Get Started Sometimes the hardest part of making change is getting started. The CITES framework offers districts a step-by-step process for identifying and removing any barriers to student or staff success caused by learning disabilities by planning for and implementing inclusive technology practices. The process requires a coordinated effort by district teams to move forward seamlessly with the framework and its practices. To get started with the terms and concepts we use throughout the CITES framework, visit our Glossary.

Material Type: Primary Source

Author: CAST- Center on Inclusive Technology and Education Systems

School District Policy for Providing Captions

──────────Description: Weekly support for the PATINS AEMing for Achieving Grant on Assistive Technology, Accessible Educational Materials, and Universal Design for learning.School Corporation: School Town of MunsterClosed consultation. If you would like to request a consultation on this topic, please submit the IDOE's Technical Assistance Request Form. This form is required before PATINS is permitted to provide you with support. We strongly value your assistance in fulfilling this state requirement. Your responses on the IDOE's form are necessary to be able to provide you support now, but it's also critical to be able to sustain PATINS services at no cost in the future. It shouldn't take much of your time and it's important for you to state in the notes that you're already working with PATINS. 

Material Type: Primary Source

Author: Jennifer Conti

Marrakesh Treaty Impact Act

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