This practice brief outlines a series of recommendations for improving the timely provision and use of high-quality braille – both embossed and electronic – and tactile graphics for state-mandated assessment. The primary target audience for these recommendations is State Education Agency (SEA) assessment leaders and others at the State-and national level who are responsible for ensuring that braille readers are full participants in their state assessment, whether general or alternate. Most desirable is that these recommendations will initiate conversations between and among states, districts, braille service providers, and test developers.

The purpose of the National AEM Center’s Quality Indicators with Critical Components for K-12 is to assist state and local education agencies with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. States and local school districts will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.

Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

Discover accessible learning across the lifespan in these short and informative videos designed to start conversations about the importance of accessibility and accessible materials in your context.

Introduction to Accessibility

In this first video in our series, you’ll build an understanding of what accessibility means. People who need accessible materials and technologies describe how access creates inclusion where they live, learn, and work. Ultimately, accessibility is achieved when we remove barriers — or better yet, design environments that are inclusive for everyone from the beginning.

Acquiring the accessible formats a learner needs is part of a multi-step decision-making process. By prioritizing accessibility, access barriers for learners with disabilities will be minimized when materials are acquired. In cases where inaccessible materials have been selected, alternative forms - accessible formats - of those materials will have to be acquired for learners who need them. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

Accessible formats of materials can be acquired from:

Accessible Media Producers (AMPs)
Publishers
Local Conversion

Learning Center
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Discover courses covering a wide variety of AT topics*
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In this module, we will explore how Individual Education Plan (IEP) teams can assess if assistive technology is required to reduce or remove learning barriers for students with a disability.  In the past, IEP teams have looked to specialists as experts to conduct an assistive technology assessment for their students. However, the IEP team is the best expert on their student. It is best practice for the IEP to conduct an AT assessment on their students, with each team member contributing in the area of the assessment that aligns with their expertise.  In this module, we will share the steps necessary for an assistive technology assessment, as well as resources and tools that will help the IEP team make data-informed decisions.  Assessment ideas for common types of assistive technology tools will be discussed, such as tools for reading, writing, and math.  In addition, resources will be shared for AT assessments that involve AT for vision, hearing, motor, and communication.  We will also share WA State support agencies who exist to guide IEP teams during the AT assessment process.  

Michael Cantino from Northwest Regional Education Service District presents Creating Accessible Documents in the Microsoft and Google Suites.

On March 13, 2017, the Department released a revised template for the consolidated State plan under section 8302 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). The purpose of the consolidated State plan is to provide parents with quality, transparent information about how the ESEA, as amended by the ESSA, will be implemented in their State.

Even though a State Educational Agency (SEA) submits only the required information in its consolidated State plan, an SEA must still meet all ESEA requirements for each included program. For any program not included in a consolidated State plan, the SEA must submit individual program State plans that meet the statutory and regulatory requirements of each respective program.

In inclusive early childhood programs and settings, social and learning activities are designed for the participation of all children. Objects, tools, and materials that are selected for inclusive activities provide options for engaging through multiple sensory, physical, and perceptual means. The Quality Indicators for Early Childhood describe how agencies, programs, and services can work together to improve the accessibility of early learning environments for children with disabilities.

Framing the Future of Learning with Technology
The goal of the Center on Inclusive Technology & Education Systems (CITES) is to empower school districts to create and sustain inclusive technology systems that serve all students, including students with disabilities who require assistive technology or accessible educational materials. To do this work, we are creating and disseminating a framework of evidence-based practices to enhance the successful use of technology by all students. We provide technical assistance to districts, educators, and families to ensure that students with disabilities are able to use the technology tools they need to foster learning and life success.

The purpose of the National AEM Center’s Quality Indicators with Critical Components for Higher Ed is to assist institutes of higher education, both at the system and campus level, with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. Higher Ed institutions, both universities and community colleges, will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.

Checklist of best practices for creating accessible resources.The Accessibility Checklist is adapted from BC Open Textbook Accessibility Toolkit, CC-BY 4.0 International License.

This module is part of a course on Inclusive Educational Practices that offers professional development for educators who aspire to provide a supportive learning environment for dyslexic and with learning difficulties learners.Students have different needs, interests, and abilities. In order to effectively teach them and provide them with rich learning experiences, lesson plans need to be as diverse as they are. This module aims to help educators analyze different learning styles and accordingly build  their lesson plans as to embrace and support not only the needs of specific learners but provide quality education for all students. To this end, tools, articles, guidelines, videos, and examples are provided. Planning a lesson for an inclusive classroom entails less modifications for future use in a different learning context, facilitates a substitute to take over the class, and ensures learning for every child."It is not the disabilities of the students that prevent the implementation of a long effective instructional model, but the environment that is disabling"                               Katz, 2015 

The National Instructional Materials Accessibility Standard (NIMAS) is a technical standard publishers can use to produce source files (in XML) that may be used to develop multiple accessible formats (such as Braille or audiobooks).

In addition to the technical specification, our NIMAS Exemplars provide NIMAS-conformant filesets you can inspect to learn more about best practices based on the technical specification and the DAISY Structure Guidelines.

MathML is the recommended way to represent mathematical notation in NIMAS. For more information, visit MathML in NIMAS.

Visit Resources for Publishers and Conversion Houses on the NIMAC website for additional resources related to the production of NIMAS files.

On November 17, 2004, a bipartisan House-Senate conference committee approved a final special education reform bill that reauthorized the Individuals with Disabilities Education Act (IDEA) and set in motion important reforms that helped teachers, parents, and schools ensure every student with disabilities receives a quality education. The bipartisan agreement is based on legislation authored by House Education Reform Subcommittee Chairman Mike Castle (R-DE) that passed the House in 2003 with bipartisan support. The measure includes reforms recommended in 2002 by President Bush's special education commission, as well as key elements of the IDEA reauthorization bill passed by the Senate in 2004. On December 3, 2004, the President signed IDEA 2004 and stated:

"All students in America can learn. That's what all of us up here believe. All of us understand we have an obligation to make sure no child is left behind in America. So I'm honored to sign the Individuals with Disabilities Education Improvement Act of 2004, and once again thank the members for being here."

The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Oregon Department of Education's Program Analyst and Instructional Materials Coordinator Aujalee Moore shares the states processes and guidelines for school district purchases of accessible curriculum and supplemental materials for K-12.