Accessibility

Considerations for Student Access to Instruction and Materials, Utilizing Technological Accommodations or Support

• • Providing Equal Access to Distance Curriculum Google Doc link: bit.ly/remoteaccess4all

  • Some of the links within this link are duplicated to address the specific questions below. http://aem.cast.org/supporting/aem-state-contacts-sea-information.html

  • Document Accessibility Considerations Link http://aem.cast.org/binaries/content/assets/aem/creating-aem/getting-started-with-document-accessibility.docx-2.pdf

  • Is your remote learning platform accessible? Below are some resources for guidance:

    1. • https://nomouse.org/

       • Do It Yourself Tricks You Can Do To Make Sure your Content is Accessible

       • Accessing the Accessibility of Web 2.0 Tools: What to look for

       • Google Hangouts Accessibility

       • Zoom Accessibility

       • How to use Canvas Accessibility Checker

       • Immersive Reader Extension for Google Chrome

       • Have your educators worked to provide accessible digital materials?

  • Does the student require additional Assistive Technology(AT) that is available?

  • What will training of AT look like for those needing to help implement AT?

Consider Access to AT Devices/Services

• If you are using browser-based AT supports (Chrome extensions), make sure that students/families understand how to log into the browser on a home computer in order to access these tools.

• If you are a 1-1 school where devices remain in school, have you considered developing a system to sign those devices out for home access?

• AAC Resources Google Doc

Considerations for Students Receiving Information/Instruction

• Who at home will support the student in accessing instructional materials online or paper/pencil format?

• Is the student able to read, understand, and engage with materials presented via online learning platforms (Google Classroom, Schoology, Blackboard, educational websites, etc.)?

  • • Can the student understand and engage with the information when it is read aloud?

      • If yes, consider using Google Read and Write or other speech to text applications.

      • If no, consider how the content can be modified to be presented at the student’s level through the use of video clips and other online educational applications. Consider how the student will have meaningful engagement with the content though assistive technology.

    • For students who may not be able to receive instruction through a virtual learning platform, consider how they will receive instruction.

      • Can teachers and paraeducators provide instruction online at scheduled times?

      • Can school districts provide access to instructional tools such as:

        • TeachTown http://web.teachtown.com/products/teachtown-basics/

        • Bitsboard Pro http://bitsboard.com/

        • Camp Discovery http://campdiscoveryforautism.com/

        • PaTTan Website

    • Here are some paper/pencil resources that may be appropriate from the Autism Helper: Dropbox Resource Link