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  • presentation

    11:00AM – 12:00PM PDT on Saturday, March 21, 2015

    CUE Conference 2015: Diverse Learners Symposium Spotlight Presentation. Explore ways in which the principles UDL are used to flexible, engaging learning environments that support improved participation and outcomes for ALL learners and how individualized special education services such as technology and accessible materials ensure that EVERY student can actively participate and achieve in UDL environments.

  • presentation
    Photo of students in a classroom

    6:00PM – 7:30PM EDT on Tuesday, December 5, 2017

    Looking for a development framework designed to include accessibility from the start? Join us for an overview of CAST (http://www.cast.org/), the AEM Center (http://aem.cast.org/), and the latest version of CAST Figuration (http://figuration.org/) - “A feature rich, responsive, mobile first, accessible, front-end framework.”

  • presentation

    10:10AM – 11:10AM CT on Wednesday, June 15, 2016

    Presentation for the Texas Assistive Technology Network Annual Conference.

  • webinar

    2:00PM – 3:00PM ET on Wednesday, May 25, 2016

    Overview of UDL and accessibility as applied to blended learning initiatives including production of digital materials, selection of technologies, and effective integration of assistive technologies. Hosted by the Massachusetts Department of Elementary and Secondary Education.

  • presentation

    9:00AM – 10:00AM ET on Tuesday, May 17, 2016

    This is a one hour keynote and question and answer for the faculty of Worcester State University in Worcester, MA.

  • presentation

    1:00PM – 2:30PM CT on Monday, April 25, 2016

    Learn about new initiatives from the AEM Center and about how eight stakeholder states are collaborating to improve services in their states. Results will be shared on a national level for scaling up.

  • webinar

    3:30PM – 4:30PM CST on Thursday, March 10, 2016

    Educators and families often struggle with questions about accessible educational materials (AEM), and accessible, assistive technology (AT), the relationship between the two and how they are included in the IEP. Join Joy and Diana for an interactive session that assists with this challenge by looking at each side of the AEM coin – accessible content and accessible delivery technology. The Quality Indicators for Including AT in the IEP will be referenced as we take a practical look at essential points in the IEP process where AEM and AT are considered and documented to support students’ participation and progress in the general education curriculum.

  • presentation

    9:00AM – 4:00PM ET on Thursday, March 31, 2016

    This all-day keynote and workshop will cover: (1) integrating UDL into the course design process, (2) UDL in the context of institutional policies and practices, and (3) creating accessible instructional materials.

  • online course

    Wednesday, July 11 – Wednesday, March 27, 2019

    The National AEM Center invites you to participate in a free professional development opportunity to improve the accessibility of the materials your students use for learning. Many students with disabilities experience barriers to using curriculum materials due to physical, sensory, or learning disabilities. The outcome of the offered professional development is that you will improve your students’ access to the same curriculum materials as their classmates. And, we’re certain that you’ll discover that accessibility improves the quality of your curriculum for all learners. For this activity, we’re targeting educators in their first, second, or third year of teaching; however, we welcome all interested participants. Small groups from the same school or district are encouraged.

  • presentation

    10:00AM – 11:00AM ET on Tuesday, July 24, 2018

    Unpack the challenges faced by students who use AEM as they exit high school and enter postsecondary settings. Working backward from the first year in higher ed, this session will highlight critical strategies for preparing students to articulate their need for AEM, self-advocate, and be independent users as they progress from Kindergarten through high school completion.

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