1. Accessible Educational Materials and the IEP

2. Introduction to the National Center for Accessible Educational Materials for Learning October 2014 to October 2019

3. aem.cast.org 3

4. What are accessible educational materials (AEM)?

5. aem.cast.org Materials are Materials Instructional = Educational = Learning 5

6. aem.cast.org What are AEM? AEM (accessible educational materials) are materials that are designed or converted in a way that makes them usable across the widest range of student variability in any format (print, digital, graphical, audio, video). IDEA specifically focuses on accessible formats of print instructional materials. In relation to IDEA, the term AEM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text.

7. aem.cast.org What Is the Relationship to FAPE? “Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA’s/SEA’s] obligation under [IDEA] to ensure: that FAPE is available for children with disabilities and that children with disabilities participate in the general education curriculum as specified in their IEPs.” Office of Special Education Programs (OSEP), 71 Fed Reg. 46618

8. Who needs accessible educational materials (AEM)?

9. aem.cast.org Who Needs AEM? Students with disabilities that prevent them from using “typical” instructional materials, such as print or “locked” digital materials, effectively Students with sensory, physical, or learning-related disabilities Students without identified disabilities who cannot make effective use of “typical” instructional materials Struggling readers; students lacking English proficiency, etc. Students who simply prefer options for different tasks or for use in different environments.

10. aem.cast.org Who Needs AEM? If any student is unable to read traditional grade level print instructional materials at a sufficient rate and with adequate comprehension to complete academic tasks with success, relative to same-age peers, or cannot do this independently, or cannot do this across environments and tasks, then the student may need AEM.

11. aem.cast.org Decision-Making Process 1.Establish need for instructional materials in specialized format(s) 2.Select specialized format(s) needed by a student for educational participation and achievement 3.Commence SEA- and/or LEA-defined steps to acquire needed format(s) in a timely manner 4.Determine supports needed for effective use for educational participation and achievement. Responsibilities of Decision-Making Teams

12. aem.cast.org The AIM Navigator A process facilitator to help educators, families, and students make decisions about AIM for an individual student Not a screening or evaluation tool! http://aem.cast.org/supporting/aim-navigator.html

13. A Brief Overview of IEPs

14. aem.cast.org What is an IEP? Represents the foundation of the child’s educational program and serves as a tool/roadmap to help teachers provide instruction IEP as a DocumentIEP as a Process Describes the services the student will receive Enables educators, parents, and the student to work together to develop an individualized plan (McLaughlin & Warren, 1995)

15. Where might AEM be considered and documented in the IEP?

16. aem.cast.org Parts of the IEP that Relate to AEM Evaluation Results Present Levels of Performance Special Factors Annual Goals Special Education & Related Services, Supplementary Aids & Services, Program Modifications, and Supports Statewide Assessment Participation Postsecondary Goals and Transition Services

17. aem.cast.org Special Factors and AEM Requirements In developing, reviewing or revising IEP, must consider the need for: Behavior supports Language supports for LEP Braille instruction Communication AT devices and/or services AEM Considerations Does the student need instruction in braille or use of braille in relation to AEM? Does the student need AEM to perceive and interact with written or aurally presented information? Does the the student need AT to perceive and interact with specialized formats of printed materials (e.g., digital braille, audio, digital text)?

18. aem.cast.org Joint Dear Colleague Letter Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools Department of Education and Department of Justice IDEA, 504, and Title II of ADA mandates FAPE and Effective Communication analyses apply Communication includes visually, aurally and motorically presented communication 18 http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective- communication-201411.pdf

19. aem.cast.org Effective Communication The IEP might include a specific prompt(s) such as: Does the student have a disability that prevents effective use of standard educational materials? If yes, does the student require specialized formats of printed materials and/or accessibility options in digital materials? 19

20. aem.cast.org Lesson Learned “When AEM is explicitly incorporated into the IEP, the likelihood is increased that the student’s use of AEM will become an effective and integrated part of the learning process.” National Center on Accessible Educational Materials (2015) 20

21. aem.cast.org Questions? Comments? 21 Joy Zabala (jzabala@cast.org) Diana Carl (diana.carl@comcast.net)