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What are accessible educational materials (AEM) & why do I need them?

The purpose of accessible materials is to provide access to an individual with a disability who would otherwise be unable to gain information from the material in its original format. (National Center on Accessible Educational Materials, 2021)

Both the Elementary and Secondary Education Act (ESSA) and the Individuals with Disabilities Education Improvement Act (IDEA) include compelling requirements for State and Local Education Agencies (SEAs and LEAs) to ensure that all students, including those with disabilities, receive the educational materials, supports, and services they need to access, participate, and achieve in the general educational curriculum. Providing Accessible Educational Materials (AEM) to eligible students is an important component of the required services and supports outlined in ESSA & IDEA. This site contains key information from the AEM Navigator to support districts in determining need and providing access to educational materials. Click on the headings below, or see the FAQ at the bottom of this page for additional information.

3 people icons with question marks

Step 1: Determining Need

Who is eligible for accessible educational materials?

There are many reasons why a student may have difficulty using text-based educational materials, whether print or digital. Examples of questions a team should explore include:


  • Can the student see the material well enough to read the information?

  • Can the student physically manipulate the material without undue effort?

  • Does the student have the necessary physical stamina (e.g., sitting upright, alertness) to read for extended periods of time?

  • Can the student decode letters and words at or near grade level?

  • Can the student read with fluency & comprehension at or near grade level?


For additional resources to support team consideration of a student's need for AEM, please see the Determining Need page.

hands over braille, talking computer, large text document & books with headphones

Step 2: Selecting Formats

How to determine which formats to use?

Selecting appropriate accessible formats for students who need them is a team decision-making process. Decision-making teams might include IEP teams, 504 plan teams, and teams related to a school’s multi-tier system of supports (MTSS). Parents and caregivers are key members of the team and the student is an active participant.

For additional information on format types for AEM and how to select appropriate format(s), please see the Selecting Formats page.

looking glass in front of book with question mark on cover

Step 3: Acquiring Materials

Where can you find materials in accessible formats?

After establishing that a student needs accessible formats, and selecting which formats are needed for what materials, the decision-making team determines how and where to acquire the materials.

Accessible formats of materials can be acquired through three general means:

  • Publishers

  • Accessible Media Producers (AMPs)

  • Local Conversion


For additional information on where and how to acquire AEM, please see the Acquiring Materials page.

icon of adult standing next to student at desk with computer open

Step 4: Supports & Services

What supports & services will be needed for students to access AEM materials?

When a decision-making team determines eligibility for AEM, they must consider supports & services needed for a student to use the accessible materials. To ensure student success, the district will need to consider and plan for the following factors.

  • Technology tools required to access AEM at school, home, and in the community

  • Training needs for students, staff, and families

  • Instructional strategies necessary for successful use

  • Student-level support services needed for continued learning/use of AEM

For additional resources to support team consideration and selection of needed supports & services, please see the Supports & Services page.

FAQ

Who is eligible to receive accessible formats?

As a result of the Marrakesh Treaty Implementation Act (2018), the term “eligible person” replaced “blind persons or other persons with print disabilities” in section 121 of the U.S. Copyright Act, also known as the Chafee Amendment. An eligible person is defined as someone who is either blind, has a “visual impairment or perceptual or reading disability” rendering them unable to read printed works “to substantially the same degree as a person without an impairment or disability,” or has a physical disability making them unable to hold or manipulate a book or focus or move their eyes to read. A condition making one an “eligible person” must be “determined by a competent authority possessing experience in making such determinations.” (National Center on Accessible Educational Materials, 2021)

Who can determine a student's eligibility for AEM?

As a result of the Marrakesh Treaty Implementation Act (2018), the list of professionals who can certify a person’s eligibility to receive accessible formats, defined by Library of Congress regulations, was revised. The revision was posted in the Federal Register on February 12, 2021 and states: Eligibility must be certified by one of the following: doctor of medicine, doctor of osteopathy, ophthalmologist, optometrist, psychologist, registered nurse, therapist, and professional staff of hospitals, institutions, and public or welfare agencies, such as an educator, a social worker, case worker, counselor, rehabilitation teacher, certified reading specialist, school psychologist, superintendent, or librarian. (National Center on Accessible Educational Materials, 2021)

Sources:

AEM navigator. AEM Center. (2022, July 22). Retrieved July 26, 2022, from https://aem.cast.org/get-started/resources/2021/aem-navigator

IDEA Topic Areas. Individuals with Disabilities Education Act. (2022, July 19). Retrieved July 26, 2022, from https://sites.ed.gov/idea/topic-areas/#Accessibility-Creating-Content

Every student succeeds act (ESSA). Every Student Succeeds Act (ESSA) | U.S. Department of Education. (n.d.). Retrieved July 26, 2022, from https://www.ed.gov/essa