All resources in Oregon Accessible Educational Materials

Search

Webinar: Finding the AEM to Meet Student Goals: The Search Begins Within Your District

(View Complete Item Description)

AEM for Inclusion session #5, originally recorded 2.20.24Wendy Burkhardt, MS ATACP | High Desert ESDOnce your team has determined and documented that a student requires Accessible Educational Materials, it is time to search for and acquire the materials in the format(s) the student needs to meet their goals. This session reviews the types of accessible formats and the technologies they are compatible with. We will discuss best practices to provide alternative formats in a timely manner, including resources at a district, state and national level. Best practice incorporates accessibility into curriculum purchasing for universal access to all students. We will share AEM repositories such as the well-known Bookshare and Learning Ally to acquire accessible materials not currently available at the district level.

Material Type: Lecture

Authors: Chandra Pinnock, Wendy Burkhardt

Webinar: Access for Every Student with Accessible Educational Materials (AEM) & Technologies

(View Complete Item Description)

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! While it is important to ensure ed tech tools meet accessibility requirements, we recognize that educators and practitioners have many demands already placed on them. Our goal for this session is to have simple ways to create accessible educational materials with immediate implementation and to demystify vetting for accessibility. That way, we can direct our limited resources to those tools that will better meet the needs of all of our learners. Learning Objectives: 1. Define what it means for an educational tool to be “accessible” 2. Perform a simple test of keyboard (or switch) accessibility to identify any significant barriers on an educator selected tool that might keep groups of learners from using the app for learning. 3. Use a built-in accessibility features on devices to quickly test how well an educational app meets basic accessibility requirements before it can be considered for use with learners 4. Create accessible materials using Google and Word docs

Material Type: Lecture, Reading

Authors: OTAP-RSOI Programs, Bruce Alter

Oklahoma: Accessible Educational Materials (AEM)

(View Complete Item Description)

The purpose of providing accessible educational materials (AEM), formerly known as accessible instructional materials (AIM), is to ensure that all students with print disabilities have the opportunity to perceive the information contained in educational materials. This site is designed for Oklahoma educators, parents and students. AEM services offered throughout our state are outlined below.

Material Type: Primary Source

Author: Oklajoma: State Department of Education

Personalizing the Writing Experience

(View Complete Item Description)

Personalizing the Writing Experience A person using both a paper notebook and pen alongside a laptop computer We often take for granted just how complex the act of writing is, and the range of mental and motor skills it involves. While we each go about the process of writing in our own unique way, some distinct steps are typically involved: pre-writing, drafting, revising and editing. You may experience barriers in any of these steps of the writing process that can keep you from being a successful writer. Fortunately, the devices many of us already own have a range of built-in features to support you at each stage of the writing process, and many free or low-cost apps and extensions are also available.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Webinar: After the Assessment: Ideas about AEM Classroom Implementation

(View Complete Item Description)

When the team has assessed a student's need for AEM, chosen formats and acquired them, it is only the beginning of the effective use of AEM. In this session we will explore ideas about how teachers and students use AEM in real classroom settings. We will share ideas about questions like "How do students develop skills to use AEM independently?" and "What do teachers need to know about teaching in classroom groups where some students require accessible formats?" When you join this session you will have the opportunity to explore basic concepts of classroom management for AEM and apply them to real students and educators in your own practice.

Material Type: Primary Source

Authors: OTAP-RSOI Programs, Gayl Bowser

Psychosocial Aspects of Visual Impairment

(View Complete Item Description)

This course investigates the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem are explored, along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures are also addressed.

Material Type: Full Course, Lecture Notes, Syllabus

National Center on Deaf-Blindness - Info Center

(View Complete Item Description)

Welcome to NCDB's Info Center. Here you will find information about deaf-blindness, educational practices for children and youth, and the National Child Count. Our goal is to help users find high-quality resources and avoid information overload. Information includes links to a wide variety of resources—factsheets, websites, articles, videos—for families, service providers, and anyone else involved in the life of a child with deaf-blindness. We have also kept all of our popular legacy publications from previous OSEP-funded projects (see bottom of page). If you are having trouble finding what you need, please email support@nationaldb.org.

Material Type: Reading

Author: National Center on Deaf-Blindness

Deafblindness Professional Development Opportunities

(View Complete Item Description)

This page provides information about opportunities in the United States for teachers and related service providers to learn about deaf-blindness and instructional practices for children and youth who are deaf-blind. Available opportunities come in a variety of forms—online courses, webinars, and self-study modules. These are organized topically below. Some have opportunities to obtain CEUs or credits. Please note that NCDB does not host modules or offer CEUs or credits, so be sure to contact the relevant sponsoring agencies for more information.

Material Type: Primary Source

Author: National Center on Deaf-Blindness

National Center on Deaf-Blindness - Practice Guides

(View Complete Item Description)

Practice Guides One of NCDB's current product development projects is the creation of practice guides that outline essential components of instructional practices commonly used with children who are deaf-blind. They are primarily intended as a tool for state deaf-blind project personnel and practitioners to inform training and coaching needs. A key purpose is to let technical assistance providers or coaches and practitioners know what a practice involves when implemented correctly. The more clearly the components of an intervention are known and defined, the better it can be successfully implemented (Fixsen et al., 2013). NCDB Practice Guides also serve as quick reminders of the purpose and key elements of a practice. The guides are not intended to provide instruction on how to implement a practice and should be used in combination with technical assistance/coaching and information resources (e.g., factsheets, articles, videos, modules).

Material Type: Reading

Author: National Center on Deafblindess

National Center on Deaf-Blindness - Family Resources

(View Complete Item Description)

Family members are the most important people on the educational team and in the life of a child or youth with deaf-blindness. They are the one consistent presence as children move from early intervention to school, and then transition to adult life. Educational settings change and practitioners come and go, but the family is always there. In this section of the website, you will find resources to help you: Connect to agencies and organizations Learn about deaf-blindness and key topics for families Access family stories Find events

Material Type: Reading

Author: National Center on Deafblindness

Low Incidence Disabilities

(View Complete Item Description)

This module is designed for pre-service teachers who are learning about low-incidence disabilities. The following are included: Multicultural and Bilingual Aspects of Special EducationLow-Incidence, Multiple, and Severe DisabilitiesAutism Spectrum Disorder (ASD) Learners with Emotional or Behavioral DisordersLearners who are Deaf or Hard of HearingLearners with Blindness or Low VisionLearners with Physical Disabilities and Other Health ImpairmentsGifted

Material Type: Module

Author: Jeanne Burth

Apps for students with learning disabilities/dyslexia – Maine-AEM

(View Complete Item Description)

Apps for students with learning disabilities/dyslexia Overview Student using iPad to readMost of the Assistive Technology (AT) software applications designed for students with learning disabilities/dyslexia are focused on accommodating the reading process. However, there are also a large number of software applications that can assist students with learning disabilities in other ways including, planning, time management, organization, speech-to-text (for students who also have written expression issues), audio recordings, note-taking and many others. The following are lists and resources for locating lists of apps, software applications and other technologies designed to assist students with learning disabilities/dyslexia.

Material Type: Primary Source

Author: Maine AEM Program

Load more