Supports & Services

Many accessible formats are provided through a digital medium, including accessible digital text, audio, and digital braille. Technology is needed to deliver these digital materials to the student. For example, accessible digital text files are commonly used with an accessible reading software program or an app. Students use audio players - either software or hardware - to listen to audio books. And digital braille is accessed through digital braille displays, such as notetaker devices.

After a team has selected what features and accessible format(s) a student needs, decisions are made regarding what type of technology will be the best match. Known information about the student, the features of the technology and accessible format(s) needed, along with how and where the student will use the accessible materials will be helpful in making decisions.

The complexity of the technology selected for use with accessible formats will inform the type, intensity, and frequency of training needed. For example, use of a large print book does not require technology training but may require accessible reading instruction. Use of text-to-speech software or a screen reader for using accessible digital text requires specific technological skills, in addition to reading supports the team may determine are needed.

Personnel (teachers, therapists, counselors, job coaches, etc.) should be trained on how to support the student at school, work, home, or in the community. Students may also need training on when to use a particular format or tool for a specific task, and how and whom to ask for assistance when needed.

Educators may need to use various instructional strategies to support students using accessible formats and supporting technologies. Multiple opportunities for the student to understand the purpose, benefits, and outcomes of using the tools can lead to engagement and confidence. For example, start by having the student use the tools to successfully complete familiar learning tasks in a familiar environment. Gradually build on early successes by increasing the functional complexity of the tasks in various environments. This scaffolded approach will enable the student to build skills with mastery and independence. The team should ensure that personnel are coordinating assistance for the student, as well as monitoring the effectiveness of the student’s experience with the accessible format(s) and technologies.

A student’s service plan (e.g., IEP or 504) should describe any support services needed for effective use of accessible formats and who is responsible for providing them. Different support services may be needed for different formats. For example, a student using braille may require accessible instruction from a teacher of the visually impaired (TVI). An apprentice with a physical disability may need the support of an occupational or physical therapist. Additional supports such as case management, classroom organization and arrangement, equipment management and maintenance, and file acquisition may be needed.