Accessible Instructional Materials(AIM)

Best Practices
Part 2: Strategies for integrating accessible instructional materials in the classroom.

Getting Started in the Classroom

Accessible Instructional Materials (AIM) are essential for helping students with disabilities engage with curriculum content in ways that meet their needs. Whether in braille, large print, audio, or digital text, these formats provide access to the same instructional materials used by their peers. Effective AIM implementation in the classroom begins with identifying the right format for each student, incorporating assistive technology, and selecting perceivable, operable, understandable, and robust materials. Collaborating with the Individual Educational Plan (IEP) team and applying strategies grounded in Universal Design for Learning (UDL) helps create flexible ways to support student progress. Teachers can implement AIM through both functional and universal approaches—by meeting individual needs through the IEP process and by designing learning environments that support a wide range of learners from the start.

Functional Approach and Universal Approach

Functional Approach

Functional approaches refer to individualized strategies that focus on a student’s specific needs related to their disability and how it affects their ability to access and use instructional materials. These approaches are developed based on the student’s present levels of academic achievement and functional performance, as documented in their Individual Educational Plan (IEP). The goal is to ensure that instructional materials are perceivable, operable, understandable, and robust for the student. For example, a student with a visual impairment may require textbooks in braille or digital formats that are compatible with screen reader technology.

Universal Approach

Universal approaches are strategies used during the design and selection of instructional materials that ensure they are accessible to the broadest range of learners from the start, including students with disabilities. This method is based on the principles of Universal Design for Learning (UDL), which encourages the use of flexible and adaptable materials that do not require significant changes or specialized formats. Universal approaches aim to minimize the need for individual accommodations by embedding accessibility into the core design of curriculum materials; for example, a digital textbook that allows students to adjust font size, change contrast, or activate text-to-speech features is designed using universal principles.

Functional Approach vs. Universal Approach

Shifting from a functional approach to a universal approach in education and accessibility means moving beyond individual accommodations toward flexible designs that benefit all learners.

Functional Approach vs. Universal Approach (1).pdf

Example: A Student with Motion Sickness on the School Bus: Need for a Different Format

Scenario

An 11th-grade student, Jordan experiences severe motion sickness when trying to read print or digital text on the school bus. He is an athlete and regularly experiences bus rides that are over 45 minutes long to games, making it difficult for him to complete assigned reading or review materials while traveling.

Functional Approach (Individual Accommodation)

Jordan is provided with printed materials but must complete reading assignments outside of his bus ride.
Jordan is excused from reading during transit and given extra time in class.

Universal Approach (Inclusive Design for All Students)

The school provides audiobook versions of required readings and assignments through a digital learning platform.
All students, not just Jordan, have access to text-to-speech tools and podcast-style lessons that allow them to engage with content without relying on reading print or screens.
Voice-recorded teacher notes and interactive discussion podcasts enable students to absorb key concepts in multiple ways.

Key Takeaway

Instead of creating an individual exception for Jordan, a universal approach ensures that multiple formats (text, audio, video, and interactive content) are available for all students. Doing this will benefit those with motion sickness and students with reading difficulties, visual impairments, or those who prefer auditory learning.

Responsibility in Implementing Accessible Instructional Materials (AIM)

Teachers must ensure that all students can access and engage with instructional content, including students who cannot use standard materials due to a disability. While the IEP team determines if a student needs accessible instructional materials, it’s teachers who implement those supports in day-to-day instruction.

The Importance of AIM in Teaching

Accessible Instructional Materials (AIM) are a key part of meeting the requirements of the Individuals with Disabilities Education Act (IDEA 2004). Every student with a disability has the right to Free Appropriate Public Education (FAPE), including timely access to instructional materials in formats they can use.

AIM isn’t just a legal responsibility — it’s a way to ensure that instruction reaches every student.

Developed by the PS/RtI Technology & Learning Connections Team

This resource was funded through The Bureau of Exceptional Education and Student Services (BEESS). The information and resources are provided as a free awareness service to the educational community and do not reflect any specific endorsement by any parties involved. Please note that access to some resources may be blocked by individual school districts.

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