Showing results 31-40 of 183 for Accessible Educational Materials
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Article
C. Curry, et al., 2018
Learn what accessibility means, why it’s important, who requires it, and how educational agencies can meet their responsibilities.
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Presentation
6:00PM – 7:00PM ET on Tuesday, March 19, 2024
Join this session to gain insight on easy-to-implement techniques to create educational materials and vet technology tools for accessibility. Participants will learn how to create accessible Google and Word docs and how to quickly decide which tools should be used and which ones should be left on the curb!
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Guide
AEM Center at CAST, 2022
Protocol to provide detailed yet easily implemented techniques for evaluating the accessibility of web-based OER for learners with disabilities.
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Get started on your accessibility journey by selecting AEM Center resources based on your role.
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What actions need to be taken so that learners who need accessible formats receive them in a timely manner? Whether a learner is in PreK-12, higher education, or career training, the process is multi-step.
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Webinar
11:15AM – 12:15PM ET on Wednesday, June 15, 2022
Learn how to use the POUR principles of accessible design to vet educational materials for accessibility and ensure their use does not result in barriers to equitable participation in learning for all students.
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Presentation
11:20AM – 12:20PM CT on Wednesday, October 23, 2024
In this session, participants delve into the interplay between Accessible Educational Materials (AEM), Assistive Technology (AT), and classroom technology. Expect clarity on their distinctions, real-world examples of collaboration, and actionable strategies for educators. By the end, attendees will grasp how AEM, AT, and technology synergize to empower students with disabilities, fostering an inclusive and equitable learning environment.
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Guide
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. …
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The purpose of the Quality Indicators and Critical Components is to assist state and local education agencies, institutions of higher education and workforce development agencies with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of accessible educational materials and accessible technologies.