accessible educational materials and the iep. introduction to the national center for accessible...
TRANSCRIPT
Accessible Educational Materials and the IEP
Introduction to the National Center for Accessible
Educational Materials for Learning
October 2014 to October 2019
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What are accessible educational materials (AEM)?
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Materials are Materials
Instructional=
Educational=
Learning
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What are AEM?
• AEM (accessible educational materials) are materials that are designed or converted in a way that makes them usable across the widest range of student variability in any format (print, digital, graphical, audio, video).
• IDEA specifically focuses on accessible formats of print instructional materials. In relation to IDEA, the term AEM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text.
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What Is the Relationship to FAPE?
“Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA’s/SEA’s] obligation under [IDEA] to ensure: • that FAPE is available for children with
disabilities and • that children with disabilities participate in the
general education curriculum as specified in their IEPs.”
Office of Special Education Programs (OSEP), 71 Fed Reg. 46618
Who needs accessible educational materials (AEM)?
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Who Needs AEM?
Students with disabilities that prevent them from using “typical” instructional materials, such as print or “locked” digital materials, effectively
• Students with sensory, physical, or learning-related disabilities
Students without identified disabilities who cannot make effective use of “typical” instructional materials
•Struggling readers; students lacking English proficiency, etc.
Students who simply prefer options for different tasks or for use in different environments.
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Who Needs AEM?
If any student is unable to read traditional grade level print instructional 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 cannot do
this across environments and tasks, then the student may need AEM.
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Decision-Making Process1. Establish need for instructional materials in specialized
format(s)2. Select specialized format(s) needed by a student for
educational participation and achievement3. Commence SEA- and/or LEA-defined steps to acquire needed
format(s) in a timely manner4. Determine supports needed for effective use for educational
participation and achievement.
Responsibilities of Decision-Making Teams
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The AIM Navigator
A process facilitator to help educators, families, and students make decisions about AIM for an
individual student
Not a screening or evaluation tool!
http://aem.cast.org/supporting/aim-navigator.html
A Brief Overview of IEPs
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What is an IEP?
Represents the foundation of the child’s educational program and serves as a tool/roadmap to help teachers provide instruction
IEP as a Document IEP as a Process
Describes the services the student will receive
Enables educators, parents, and the student to work together to develop an individualized plan
(McLaughlin & Warren, 1995)
Where might AEM be considered and documented in the IEP?
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Parts of the IEP that Relate to AEM
• Evaluation Results• Present Levels of Performance• Special Factors• Annual Goals• Special Education & Related Services, Supplementary
Aids & Services, Program Modifications, and Supports• Statewide Assessment Participation• Postsecondary Goals and Transition Services
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Special Factors and AEM
Requirements
In developing, reviewing or revising IEP, must consider the need for:• Behavior supports• Language supports for LEP• Braille instruction• Communication • AT devices and/or services
AEM Considerations• Does the student need instruction
in braille or use of braille in relation to AEM?
• Does the student need AEM to perceive and interact with written or aurally presented information?
• Does the the student need AT to perceive and interact with specialized formats of printed materials (e.g., digital braille, audio, digital text)?
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Joint Dear Colleague Letter
Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools• Department of Education and Department of Justice• IDEA, 504, and Title II of ADA mandates• FAPE and Effective Communication analyses apply• Communication includes visually, aurally and
motorically presented communication
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http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective-communication-201411.pdf
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Effective Communication
The IEP might include a specific prompt(s) such as:• Does the student have a disability that prevents
effective use of standard educational materials?
• If yes, does the student require specialized formats of printed materials and/or accessibility options in digital materials?
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Lesson Learned
“When AEM is explicitly incorporated into the IEP, the likelihood is increased that the
student’s use of AEM will become an effective and integrated part of the
learning process.”
National Center on Accessible Educational Materials (2015)
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