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  • guide

    AEM Center, 2019

    AMPs produce instructional materials in specialized formats such as braille, large print, audio, or digital text. This guide provides basic information about three AMPs that use NIMAS source files to convert materials into student-ready specialized formats.

  • guide

    AEM Center, 2019

    AMPs produce instructional materials in specialized formats such as braille, large print, audio, or digital text. This guide provides basic information about three AMPs that use NIMAS source files to convert materials into student-ready specialized formats.

  • article

    D. Carl, et al., 2018

    Questions often arise about how accessible educational materials (AEM) might be included in individualized education programs (IEPs). This resource discusses a number of locations in the IEP where it might be appropriate to refer to …

  • guide

    AEM Center, 2017

    AMPs produce instructional materials in specialized formats such as braille, large print, audio, or digital text. This guide provides basic information about three AMPs that use NIMAS source files to convert materials into student-ready specialized formats.

  • booklet
    AIM Navigator logo

    AEM Center, 2015

    This document contains the entire contents of the AEM Navigator interactive decision making tool and accompanying forms in a static, printable format that can be used when no Internet connection is available.

  • policy brief

    J. Karger, 2014

    The U.S. Copyright law is reviewed in light of the "fair use" doctrine. To date, there have been very few court cases in either the K–12 or higher education context that address the applicability of this doctrine to the conversion of print …

  • guide

    AEM Center, 2012

    The purpose of the quality indicators and critical components is to assist state and local education agencies (SEAs and LEAs) with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of AIM.

  • guide

    AEM Center, 2011

    Implementation of the NIMAS and a corresponding increase in NIMAS filesets and their submission to the NIMAC have brought questions to light regarding practical implementation of the Standard.

  • booklet

    PACER & AIM Centers, 2010

    Some students with disabilities have difficulty reading textbooks and other learning materials. For example, a student who is blind may not be able to see a book, and a student who has a physical disability may not be able to hold the book. …

  • booklet

    PACER & AIM Centers, 2010

    Some students with disabilities have difficulty reading and accessing standard print and learning materials, such as textbooks and supplementary materials. To succeed in school, these students need learning materials in specialized …

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