Embedded Files
Accessible Instructional Materials/Accessible Educational Materials
Section 504 of The Rehabilitation Act ([504]1973), the Americans with Disabilities Act ([ADA]1990), and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) require schools to provide all students with disabilities equitable access to all instructional materials required in the K‐12 classroom. These include materials that may be required by the state (e.g. textbooks), district (e.g. additional required readings), or classroom teacher (e.g. syllabus). Understanding this requirement and how to provide these materials in specialized formats (Braille, large print, or digital) in a timely manner is the responsibility of all classroom teachers.
Instructional/educational materials typically are provided for students in one of four ways. Accessible Instructional Materials/Accessible Educational Materials (AIM/AEM) will vary depending on the individual need of the learner to access the formats: physical objects (manipulatives), print/text based (text books), audio (video, audio books), digitized (software or web based content). The method of providing AIM/AEM will vary depending on the individual need of the learner to access the material and the type of material.
Methods of providing Accessible Instructional Materials/Accessible Educational Materials are based on the individual need of the learner and/or type of material:
For students not identified as a student with a disability under the ADA, 504 or the IDEA, schools can provide print/text based materials whether paper based, digital document (ie. Adobe pdf document, Google doc, etc.), or web-based material using Google Apps for Education and the Read&Write for Google extension.
For students with a disability identified under the ADA, 504 or the IDEA, schools provide AIM/AEM following one or more of the following processes depending on the type of material:
Physical objects (manipulatives): To identify strategies for providing students with disabilities AIM/AEM involving physical objects, the IEP team reviews current IEP for information including accommodations and modifications. The team may utilize the Intervention Strategies Support Document.
Print/text based (textbooks):
Students may have print/text based materials provided in a digital or audio format by using Bookshare® and/or the Read&Write for Google extension.
We recommend students qualifying as a student with a disability under 504 or the IDEA, who also meet the eligibility requirements as a student with a print disability, are added to the district level Bookshare® account. Teachers of students with qualifying disabilities may be added to the district account. Contact the AT Support Team for details on trainings and becoming a sponsor.
Students with visual impairments are provided assistive technology providing them access to instructional/educational materials specifically identified to meet their individual learning needs through the recommendations of a certified teacher for students with visual impairment. These access needs are documented in the student’s individualized educational program (IEP).
Audio (video, audio books):
Teachers accessing video/audio materials through the Internet are encouraged to select materials with closed captioning.
Students with auditory impairments that qualify for special education services are supported with accommodations and/or assistive technology providing them access to instructional/educational materials specifically identified to meet their individual learning needs through the recommendations of a certified teacher for students with auditory impairment. These access needs are documented in the student’s individualized educational program (IEP).
Digital (computer, web-based):
Students with physical disabilities limiting their ability to independently access school computers and web-based content are supported with accommodations and/or assistive technology providing them access to instructional/educational materials. These supports are specifically identified to meet the individual learning needs of the student through the IEP process.
AIM/AEM Decision Making Tools
The National Center for Accessible Educational Materials provides two resources to support school teams in making AIM/AEM decisions aligned to individual student strengths and needs.
The AEM Navigator® facilitates a decision making team (IEP team or 504 committee) to identify the instructional materials the student may have difficulty accessing and the supports to consider for the student.
The AEM Explorer® is a simulation tool allowing individuals to experience the support provided by various computer based tools and determine which tools may be beneficial for the student.
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