1. AEM in the IEP: Where do Accessible Materials and Technologies Fit
AEM in the IEP: Where do Accessible Materials and Technologies Fit? Joy Zabala, Ed.D., Co-Director Diana Carl, MA, Special Projects Coordinator National Center of Accessible Educational Materials for Learning

2. Major Topics for this Session
What are AEM and accessible technology?
Two sides of the accessibility coin
Brief overview of IEPs
Where might AEM and accessible technologies be considered and documented in the IEP?

3. What are accessible educational materials (AEM)?

4. IDEA Fed. Reg. Section
Provisions require state and local education agencies to ensure that printed textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.
Legal requirement is placed on state and local education agencies. IDEA cannot place requirements on publishers

5. AEM as Specialized Formats
Braille, large print, audio, and digital text
Exactly the same information as the printed materials
Only the presentation of the material is different 5

6. Language Change in 2015
“Accessible educational materials” means print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are required by SEAs and LEAs for use by all students, produced or rendered in accessible media, written and published primarily for use in early learning programs, elementary, or secondary schools to support teaching and learning.” CFDA Z, Footnote #10

7. prohibit discrimination on the basis of disability
AEM and Civil Rights
Two federal civil rights acts, Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act (ADA)
prohibit discrimination on the basis of disability
speak to the obligation of public schools to provide accessible educational materials to students with disabilities who need them.

8. What are Accessible Materials?
Materials that are designed or enhanced in a way that makes them usable by the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)
Content may be “born print” and require retrofitting
Content may be “born digital” but difficult or impossible to retrofit
Content should be “born accessible”

9. In general practice… AIM = AEM
AEM and AIM
What IDEA says….AIM
Instructional – refers to IDEA and specialized formats of print materials
What is said in 2015…. AEM
Educational - print AND technology-based materials and technologies
In general practice… AIM = AEM

10. Two Sides of the AEM Coin…
The information is the content
Accessible technology is the delivery system that the student uses to perceive and interact with the content

11. What are Accessible Technologies?
Any device, hardware, software or handheld equipment that provides access to life's activities
Can be used by people with a wide range of abilities and disabilities.  
Directly usable without assistive technology or
Compatible and made usable with assistive technology 
Adapted from AccessibleTech.org’s What is Accessible Electronic and Information Technology?

12. Assistive Technology Devices and Services in IDEA Section 300
Assistive Technology Devices and Services in IDEA Section and 300.6
Assistive technology device means any item, piece of equipment, or product system…that is used to increase, maintain, or improve the functional capabilities of a child with a disability. Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

13. @AEM_Center | #aem4all | http;//aem.cast.org
And another thing…
Digital text is a specialized format of print instructional materials
Digital technology-based materials include many types of electronic learning materials such as:
E-texts
Websites
Learning management systems
Software programs
Apps
@AEM_Center | #aem4all | http;//aem.cast.org

14. Lesson Learned
The need for accessible materials and accessible technology is related to FUNCTION rather than to a specific disability category.

15. Examples of Functional Skills
Reading
Written Expression
Math
Problem-solving
Communication
Daily organization
Specific task-related skills
Behavior
Hearing
Seeing
Seating/Positioning
Self-Care
Mobility
Recreation

16. A Brief Overview of IEPs

17. 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 Document
IEP 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)

18. Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA)

19. Connection to AEM and Technology
Access
Independence
Involvement
Participation
Progress
Achievement

20. Where might accessible materials and technologies be considered and documented in the IEP?

21. Where AEM/Tech Might be Considered
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

22. Evaluations and AEM/Tech
Requirements
Assess students in all areas of suspected disability.
Use a variety of assessment tools and strategies.
Obtain information to assist in developing the content of the IEP.
AEM/Tech Considerations
Is printed text or digital media a barrier for the student?
Does the student need AEM?
Does the student need AT to access specialized formats or digital materials?
@AEM_Center | #aem4all | http;//aem.cast.org

23. Putting It Into Action (a)
Example of Summary of Evaluation Data:
Sean is a seventh grade student previously identified as having a learning disability. According to the most recent evaluation data reviewed by the team, Sean is able to understand grade-level content but is unable to independently derive meaning from print and technology-based materials. These data suggest that Sean needs further evaluation to determine the specific formats and features needed to support his learning.

24. Putting It Into Action (b)
Example of Summary of Evaluation Data:
Further evaluation indicates that, to participate and progress in the general education curriculum, Sean requires a digital text format of printed materials and assistive technology that enables him to see and hear the content at the same time for audio supported reading. Digital learning materials will need to be accessible and allow the use of text to speech tools.

25. Present Levels and AEM/Tech
Requirements
Describe the student’s present levels of academic achievement and functional performance.
Describe how the student’s disability affects his/her involvement and progress in the general curriculum.
AEM/Tech Considerations
Is the student able to access and derive meaning from print- based instructional materials and digital media?
Is the student currently using AEM and AT to access the general education curriculum?
@AEM_Center | #aem4all | http;//aem.cast.org

26. Example of Present Levels Statement:
Putting It Into Action
Example of Present Levels Statement:
Sean is a seventh grade student who has a learning disability. He understands instructional content at grade level but independently reads printed materials at the fourth grade level. Using a tablet computer with audio supported reading software, he successfully perceives and interacts with digital text formats of grade-level textbooks and printed materials across the content areas. .

27. Special Factors and AEM/Tech
Requirements
When 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/Tech 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 and/or digital materials?
@AEM_Center | #aem4all | http;//aem.cast.org

28. Putting It Into Action: Special Factors (a)
Example of Special Factors Statement: Sean understands educational content at grade level, but is unable to read with sufficient accuracy and fluency to support comprehension at that level. Sean needs materials provided in a digital format to access the general curriculum.

29. Putting It Into Action: Special Factors (b)
Example of Special Factors Statement: Sean needs a tablet and/or other computer with text-to-speech and word predication capabilities in order to perceive and interact with a digital text format of grade-level textbooks and other printed materials used across the content areas. He also needs these features when interacting with technology-based materials.

30. 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

31. 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?

32. Annual Goals and AEM/Tech
Requirements
State measurable annual goals, including academic and functional goals.
Describe how the goals will meet the student’s disability- related needs in order to enable the student to be involved and progress in the general curriculum.
AEM/Tech Considerations
For which goals will AEM/Tech be needed to support achievement of IEP goals and progress in the general education curriculum?
@AEM_Center | #aem4all | http;//aem.cast.org

33. Putting It Into Action: IEP Goals
Example of IEP goal related to AEM: By May, 2018, when using the digital text format of social studies materials and delivery technology, Sean will identify examples of sequential, comparative and causal presentations of information in text with 80% accuracy.

34. AEM/Tech Considerations
Special Education & Related Services, Supplementary Aids & Services, Program Modifications, and Supports
Requirements
State the services, aids, modifications, and supports that will help the student:
advance toward annual goals;
be involved and progress in the general education curriculum;
be educated with students with and without disabilities.
AEM/Tech Considerations
How can AEM/Tech help the student be involved and progress in the general education curriculum?
Is AEM/Tech needed as a part of special education and related services?
What supports will help the student use AEM/Tech?
What training related to the AEM or technology will be needed for the student, educators, or family?
@AEM_Center | #aem4all | http;//aem.cast.org

35. Supports for Use of AEM/Technology
Training
Instructional strategies
Support services
Accommodations and/or modifications

36. Putting It Into Action: Services and Supports (a)
Example of Services and Supports Related to AEM and Technology:
Sean will use a tablet computer and/or other device that provides simultaneous visual and auditory output to support perception of and interaction with the digital text format and technology-based materials across the content areas.
Sean will receive training in how to use the text to speech feature that he needs for participation and achievement.

37. Putting It Into Action: Services and Supports (b)
Example of Services and Supports Related to AEM:
Sean’s teachers and parents will receive training to support his use of the materials and technology.
Sean will require headphones and preferential seating in a quiet area of the classroom when he is reading with text-to-speech.

38. Statewide Assessment and AEM/Tech
Requirements
Include a statement of appropriate assessment accommodations.
If the team determines that the student needs to take an alternate assessment, state why the student cannot take the regular assessment and why the particular alternate assessment is appropriate.
AEM/Tech Considerations
What assessment accommodations are needed for a student who uses AEM?
How do these accommodations relate to the AEM and AT that the student receives in the classroom?
@AEM_Center | #aem4all | http;//aem.cast.org

39. Putting It Into Action: Assessment
Example of Assessment Statement:
Consistent with the accommodations that Sean is using in the classroom, he will receive the following accommodations on the statewide assessment:
Read-aloud: Simultaneous visual and auditory access to text through the independent use of text- to-speech on all allowable parts of the assessment
Scribe: Text input through independent use of word prediction software on all allowable parts of the assessment

40. Transition and AEM/Tech
Requirements
Include postsecondary goals and transition services in the IEP.
Develop a Summary of Performance (SOP) of the student’s academic achievement and functional performance, providing recommendations to help the student meet postsecondary goals.
AEM/Tech Considerations
How can we help the student develop self-determination skills in order to advocate for his/her own needs in relation to AEM/Tech?
How can we help the student plan for his/her need for AEM and related technology in the new environment?
@AEM_Center | #aem4all | http;//aem.cast.org

41. Putting It Into Action: Transition
Example of how Transition Planning Relates to AEM:
In Carl’s home state, transition planning begins at the age of 14; however, in his school district, building self- determination skills begins earlier. Future transition planning might include goals such as:
Carl will advocate on his own behalf determining when he needs a specific specialized format and what technology works best for him in different contexts and with different digital materials.
Carl will build the skills needed to advocate for himself in post-secondary environments by leading discussions during IEP development.

42. Leveraging Resources

43. AEM Center Home Page - Top http://aem.cast.org

44. AEM Center Home Page - Middle http://aem.cast.org

45. Leveling the Playing Field
Meet Juna….
To see an example of the importance of self-determination skills and independence for students related to their use of AEM, see the video series - Meet Juna: Leveling the Playing Field with AIM. Explore the story of Juna Gjata who has a visual impairment that prevents her from reading standard print materials; and learn how she—with the help of supportive teachers, assistive technology, and accessible instructional materials—has been able to excel academically. In the segment, Paving the Way to Harvard, observe how Juna's team supported the building of her independence and self-determination over time so that she was well prepared for college.

46. Lesson Learned: Implementation
“When AEM and technology are 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)
There is no specific requirement regarding the exact location where the use of AEM and related technology is to be included in the IEP. However, 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. This resource has highlighted several components in the IEP in which it might be appropriate to refer to a student’s use of AEM. For purposes of consistency and clarity, SEAs and LEAs provide guidance to IEP Teams on the various ways in which the student’s use of AEM can be included in the IEP document.

47. AEM Center on Social Media
#aem4all
AEM Center on Social Media

48. We’re Just a Fingertip Away!
Thank you for joining us!
Joy Diana AEM #AEM4all