Accessible instructional materials (or accessible educational materials) are instructional materials that are formatted or adapted to meet the individual needs of students with disabilities. The definition of instructional materials in Florida includes hardback or softback textbooks, electronic content, consumables, learning laboratories, manipulatives, electronic media, and computer courseware or software that serve as the basis for instruction for each student in the core courses of mathematics, language arts, social studies, science, reading, and literature.

Accessibility in education is fundamental to ensuring that all students, regardless of their abilities, can fully engage in the learning process. For teachers, this means implementing adaptable teaching strategies, utilizing specialized tools, and providing materials that meet the varied needs of every learner. Without accessible resources, students with disabilities may face significant obstacles that hinder their comprehension, limit their participation in activities, and restrict their ability to demonstrate their knowledge. Accessibility goes beyond physical accommodations; it encompasses delivering information in perceivable, operable, understandable, and robust formats (POUR) for all students. Schools must use instructional materials that are accessible and flexible to support the learning needs of all students.

It is important for Individual Educational Plan (IEP) teams to consider Accessible Instructional Materials (AIM) for several key reasons, primarily related to ensuring access, legal compliance, and supporting student progress:

• Legal Compliance with IDEA: Under the Individuals with Disabilities Education Act (IDEA), school districts must provide a free appropriate public education (FAPE) to students with disabilities. The education provided must be tailored to the student’s individual needs, as outlined in their IEP, which specifies goals, accommodations, modifications, and necessary services, and is delivered through the public school system in compliance with federal and state standards.

• Participation in the General Curriculum: AIM enables students with disabilities to access, participate in, and make progress within the general education curriculum based on the grade-level standards, alongside their peers.

• Timely Access: IDEA emphasizes that students who require AIM must receive them in a timely manner. Delays in providing accessible formats can hinder a student’s ability to keep up with instruction and meet grade-level expectations​.

• Determination of Need and Format: The IEP team is responsible for assessing whether a student requires AIM, determining the appropriate format (such as braille, large print, audio, or digital text), and documenting these decisions in the IEP. This ensures that the instructional materials are tailored to meet each student’s unique needs​​.

• Determination of Training Support: Students, educators, and parents may need training and support on how to use AIM effectively.

• Assistive Technology Integration: AIM must be operable with assistive technology that students use.

Considering AIM in the IEP process ensures that students with disabilities can access instructional materials in formats that support their learning, thus promoting academic success.

Creating an accessible environment ensures that all students, regardless of ability, can fully engage with learning materials in ways that support their individual needs. By implementing strategies for removing barriers and evaluating instructional materials for accessibility, educators can foster a learning space where every student has the opportunity to succeed. The resources below provide useful guidance to help educators enhance and assess accessibility within their instructional settings.