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  • Photo of a child with a hearing aid reading a book

    Accessible educational materials, or AEM, are materials and technologies usable for learning across the widest range of individual variability, regardless of format or features. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM.

  • Photo of a laptop computer on a desk

    What are accessible educational materials? What are specialized formats? What are accessible technologies? Answer these questions and more.

  • article

    R. Jackson, 2004

    The Individuals with Disabilities Education Act (IDEA) of 1997 stipulates that all students with disabilities must have access to the general curriculum. and stresses the importance of the IEP document in educating students with …

  • Photo of a student speaking

    Hear from high school students and educators in Missouri about the empowerment of using accessible materials with text-to-speech (TTS) technology.

  • Closed captioning options on a video

    Other than embossed braille and large print, specialized formats require technology to deliver accessible content to students. For students served under IDEA, delivery technology falls under the definition of assistive technology (AT). Find out more about how AT and AEM work together.

  • Photo of a justice statue with scale

    Why provide accessible educational materials and accessible technologies for students? Find out more about this topic along with some guidance regarding AEM.

  • presentation

    9:20AM – 10:50AM ET on Friday, February 1, 2019

    Transition services are integral to preparing students for higher education and employment. For many students with disabilities, independent use of accessible educational materials (AEM) and accessible technologies is essential to meeting postsecondary education and career goals, and therefore need to be included in transition plans. Join this session as we unpack the challenges faced by students as they exit high school and enter postsecondary settings, and the role of AEM and accessible technologies in providing equal access to education and employment. Strategies for scaffolding students’ independent use of AEM and accessible technologies as they progress from Kindergarten through high school completion will be shared.

  • 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.

  • The Critical Components of Quality Indicators for the Provision of Accessible Educational Materials and Accessible Technologies in Workforce Development include actionable language specific to a workforce development audience.

  • 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 …