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In AIM: It Takes a Team, the second of our three-part series, Juna Gjata, a remarkable young woman, is not able to read standard print materials due to a visual impairment and needs AIM to access the curriculum. Hear how a collaborative team of educators, parents, and students worked along with Juna to create a school culture where she could thrive.
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As part of its intensive technical assistance efforts, the AEM Center works closely with a group of eight states to identify and disseminate best practices related to the provision and use of AEM. This page describes AEM-related work in Maryland.
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Both state education agencies (SEAs) and local education agencies (LEAs) have critical roles in developing coordinated systems for the timely provision of accessible instructional materials (AIM) and collaboration is essential.
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The AEM Navigator is an interactive tool that facilitates the process of decision-making around specialized formats of print instructional materials for an individual student. The four major decision points in the process include 1) determination of need, 2) selection of format(s), 3) acquisition of format(s), and 4) selection of supports for use.
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presentation
1:00AM – 2:00PM EDT on Friday, February 2, 2018
Whether AEM is new to you or you’ve been working for years to provide them for your students, this session has something for you. Come and take away new and updated perspectives on what “accessible” means, who needs AEM and accessible technologies, where to acquire them, and uses for student independence, participation, and progress. Recent lessons from the National Center on Accessible Educational Materials (AEM Center) collaboration with states and local districts will be featured. Get up to date about the AEM Center’s 24/7 technical assistance and learning opportunities that can help you in your efforts to learn, share, and lead.
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In TVIs Take AIM, the third of our three part series, discover how a teacher of students with visual impairments (TVI) negotiates and collaborates within a school system to support a student, Juna Gjata, who uses AIM and assistive technology.
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As part of its intensive technical assistance efforts, the AEM Center works closely with a group of eight states to identify and disseminate best practices related to the provision and use of AEM. This page describes AEM-related work in Indiana.
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As part of its intensive technical assistance efforts, the AEM Center works closely with a group of eight states to identify and disseminate best practices related to the provision and use of AEM. This page describes Iowa's AEM-related work.
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statement
CAST, 2013
CAST offers recommendations to the Partnership for Assessment of Readiness for College and Careers (PARCC) to improve its proposed accommodations for students with disabilities who take PARCC’s large-scale assessment. The accommodations in question concern writing.
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As part of its intensive technical assistance efforts, the AEM Center works closely with a group of eight states to identify and disseminate best practices related to the provision and use of AEM. This page describes AEM-related work in Texas.