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FAQ: Trialing a Range of Formats

Checkpoint 2 of selecting accessible formats is to have the learner trial a range of formats. Information collected from checkpoint 1 will inform the nature of the accessible format(s) that the learner needs. Under the guidance of a special education or AT professional, the learner tries a variety of options.

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What does “accessible format” mean?

The term “accessible format” is technically defined in copyright law. Visit About Accessible Formats for a comprehensive overview and definition. Simply put, an accessible format is an alternative way of presenting the information in a material. The purpose of an accessible format of a material is to provide access to an individual with a disability who would otherwise be unable to gain information from the material in its original format.  

What is the range of accessible formats a team should consider?

By definition, “accessible format” is an inclusive and functional term. While no specific formats are listed under the definition, customary formats for consideration are braille, tactile graphics, large print, audio, and digital text.  Details about each of these formats is provided in FAQ: Selecting Formats a Learner Needs.

What are sources of accessible formats for the purpose of student trials?

Reach out to your State AEM Contact for suggestions on how to access accessible format files for the purpose of student trials.

What aspects of the student's performance during trials should the team consider?

Teams can evaluate a student's performance during trial periods and instruction in the use of an accessible format. Information collected can help a team decide which accessible formats are most effective for student use in a particular task. Data that might be collected during instruction in the use of a format or during trial periods might include the amount of time it takes the student to use each format option and the student's level of independence in the use of each format.

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