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Accessible Educational Materials
Definition
Accessible educational materials (AEM) are print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g., print, digital, graphic, audio, video). AEM also includes materials and technologies usable for learning across the widest range of individual variability, regardless of format or features. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM ( aem.cast.org).
Examples
Examples of AEM include:
(A) printed materials in specialized formats
(B) accessible digital materials and technologies.
Printed materials, such as textbooks, manuals, workbooks, paper assessments, and handouts, may be converted to make them accessible to eligible learners.
Eligibility
Individuals are eligible to receive AEM under the Individuals with Disabilities Education Act (IDEA) if, regardless of any other disability, they have a diagnosis of
(A) blindness;
(B) visual impairment or perceptual or reading disability that cannot be improved to give visual function substantially equivalent to that of a person who has no such impairment or disability and so are unable to read printed works to substantially the same degree as a person without an impairment or disability; or
(C) are otherwise unable, through physical disability, to hold or manipulate a book or to focus or move the eyes to the extent that would be normally acceptable for reading.
The IDEA specifically focuses on accessible formats of printed instructional materials and includes timely provision of accessible formats to students who need them. The four accessible formats included in IDEA are braille, large print, audio and digital text (www.aem.cast.org). Digital materials and technologies are considered to be accessible when they can be used by anyone, including people with disabilities. From the start, materials are designed so that they can be directly used without assistive technology or made usable with assistive technology (adapted from AccessibleTech.org). Digital materials, such as websites, ebooks, podcasts, and videos, are media-rich sources of course content, meaning that they may include text, audio, video, graphics, and require interaction. Technologies include any hardware devices or software programs that provide learners with access to the content contained in digital materials. In other words, technology can be both the learning materials and the systems that deliver them. Web-based applications, social media, video players, simulation programs, adaptive learning platforms, learning management systems, tablets, smartphones, and computer stations are all examples of technology-based delivery systems (www.aem.cast.org).
Technology and Design Considerations
Digital materials and technologies are considered to be accessible when they can be used by anyone, including people with disabilities. From the start, materials are designed so that they can be directly used without assistive technology or made usable with assistive technology (adapted from AccessibleTech.org). Digital materials, such as websites, ebooks, podcasts, and videos, are media-rich sources of course content, meaning that they may include text, audio, video, graphics, and require interaction. Technologies include any hardware devices or software programs that provide learners with access to the content contained in digital materials. In other words, technology can be both the learning materials and the systems that deliver them. Web-based applications, social media, video players, simulation programs, adaptive learning platforms, learning management systems, tablets, smartphones, and computer stations are all examples of technology-based delivery systems ( aem.cast.org).