Skip to main content

Showing results 1-10 of 14 for policy guidance in Publications

Search Results:

  • 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 …

  • 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.

  • article

    R. Jackson & J. Karger, 2015

    This paper provides an introduction to the concept of audio-supported reading (ASR) for students with specific learning disabilities. Jackson (2012) defined ASR as a technology-based technique for reading in which individuals read digital text in conjunction with listening to the text in an audio format such as text-to-speech (TTS).

  • policy brief

    AIM Center, 2014

    The Office of Special Education Programs (OSEP) of the U.S. Department of Education charged the National Center on Accessible Instructional Materials (AIM Center) with developing and reporting three national snapshots of the current status …

  • article

    A. Hashey & S. Stahl, 2014

    This document has been designed to provide an overview of open educational resources (OERs) for personnel involved in the selection, acquisition, and/or use of instructional materials.

  • 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.

  • report

    AIM Postsecondary Commission, 2011

    This report is based on the shared experiences and perspectives of the 19 stakeholder representatives who make up the AIM Postsecondary Commission. These Commissioners speak with one voice in stating that barriers that would deny students with disabilities their rights to full and complete access to their educational experience are unacceptable in a society that values achievement through education.

  • 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 …

  • Page 1 (current)
  • 2