Showing results 1-10 of 51 in Publications
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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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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 …
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article
C. Curry, 2018
Edtech developers have been making significant advances in accessibility in response to states and districts that have made buying accessible a priority. This one-page document outlines five actions educators can take to ensure the procurement of accessible materials.
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guide
AEM Center, 2017
AMPs produce instructional materials in specialized formats such as braille, large print, audio, or digital text. This guide provides basic information about three AMPs that use NIMAS source files to convert materials into student-ready specialized formats.
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article
J. Zabala, 2016
Universal Design for Learning is the firm foundation for the education all students. Some students with more intensive support needs also require individualized services.
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report
AEM Center, 2015
Provisions introduced to the Individuals with Disabilities Education Act (IDEA) in 2004 improve the delivery of accessible instructional materials (AIM) to students with print-related disabilities. ...
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booklet
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 that can be used when no Internet connection is available.
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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).
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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 …
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article
R. Jackson & V. Hendricks, 2014
Currently, students with vision challenges are learning to read through the medium of either large print or braille, following or coinciding with a Learning Media Assessment (LMA). They are also learning to use universally designed or assistive technologies, which may or may not be infused with their school’s technology curriculum. …