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Mada Accessibility & AT Glossary

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Mada’s Glossary is the first dictionary of its kind, which includes terms related to ICT accessibility and assistive technology (AT) in the Arabic language. The Glossary was developed to serve as a vital resource for capacity building within ICT services, accessibility, and assistive technology in Qatar and beyond. Mada’s Glossary is essential to educate professionals, researchers, and individuals interested in the basic terms used in these fields. It is considered one of the first initiatives to provide such resources in Arabic.

Material Type: Reading

Author: Mada

Accessibility Toolkit

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NSCC EDITION Short Description: The NSCC Edition is a revised version of the BC Campus Accessibility Toolkit - 2nd Edition. The goal of this book is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. Word Count: 13596 ISBN: 978-1-77420-030-8 (Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Material Type: Textbook

Authors: Amanda Coolidge, Josie Gray, Lauri Aesoph, Sue Doner, Tara Robertson

OER Accessibility Toolkit

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The focus of many open education projects is to provide access to education. But what does access mean? If the materials are not accessible for each and every student, do they fulfill the mandate to deliver fully open education? The open education movement has helped people in different parts of the world access content that they would otherwise not be able to view or interact with. Open education resources reduce costs for students and allow for greater flexibility for instructors. Accessibility can help push the movement even further forward. The goal of the OER Accessibility Toolkit is to provide the needed resources needed to each content creator, instructor, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open and accessible educational resource — one that is accessible for all students.

Material Type: Teaching/Learning Strategy

National Center for Systemic Improvement – Helping states transform systems to improve outcomes for infants, toddlers, children, and youth with disabilities

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The Need for a National Center for Systemic Improvement State education agencies play a key role in policy development and implementation, striving to support the field in meeting the needs of students with disabilities and their families. To succeed, they turn to trusted partners to strengthen capacity to lead systems change that improves both learning conditions and outcomes. NCSI is a critical partner to states in these pursuits, assisting them to both learn about and understand seminal research, as well as translate that research into practice. Paying attention to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, NCSI helps SEAs to cultivate knowledge and skills that enable them to achieve lasting impact for students.

Material Type: Primary Source

Author: West Ed: National Center for System Improvement

Webinar: 5030 Implementation: CSCP Support in a MTSS (Tier 1)

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All comprehensive school counseling programs include Tier 1 supports - provided within the larger context of a schoolwide MTSS - to promote students' academic, social/emotional, and college/career development. Join us to explore what Tier 1 truly means for CSCPs and learn how to assess your site’s school counseling Tier 1 implementation.Learning Objectives:(1) Explore ways to thoughtfully consider how to deliver Tier 1 school counseling supports that ensure ALL students gain the attitudes, knowledge, and skills they need to be successful(2) Learn strategies to assess our current level of implementation and make plans for strengthening the Tier 1 school counseling program, in partnership with administrators.

Material Type: Interactive, Module

Authors: Carrie Penkman, Kim Reykdal, Whitney Triplett

AEM Basics

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AIM or AEM? Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers. To succeed in school, these students need learning materials presented in a way that works for them. In 2014, the term "accessible educational materials" or "AEM" was expanded to include both print- and technology-based educational materials including electronic textbooks, and related core materials. Practically speaking the terms AIM and AEM are often used interchangeably. In the following video learn from AEM users, educators, parents, and state and national leaders about how AEM can be a game changer for those with print disabilities.

Material Type: Primary Source

Author: Assistive Technology and Accessible Educational Materials Center

Low Incidence Disabilities

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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

Deafblindness Professional Development Opportunities

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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

Framing the Future of Learning with Technology

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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.

Material Type: Primary Source

Authors: CAST, Center on Inclusive Technology and Education System

Early Childhood Critical Components of the Quality Indicators for the Provision of Accessible Educational Materials & Accessible Technologies

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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.

Material Type: Primary Source

Author: CAST

Game Changing Technology

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Students describe the impact of technology on their learning. They share specific examples of accessibility tools and highlight how each has supported their engagement and learning in school in powerful ways. This video is a great tool for highlighting the importance of making sure that instructional materials are accessible to all students. It is easier to ask instructional material providers before adopting curriculum rather than trying to retrofit materials (if that is even possible) after adopting materials.

Material Type: Activity/Lab

Author: National Center on Accessible Educational Materials

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