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The guide clarifies what AEM and accessible formats are, how print and technology-based materials support learner variability, and why both curriculum content and delivery technologies must meet accessibility standards. 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D. , Joanne Karger, J. D. , Ph. D. , and Cynthia Curry, M.S. Ed.  \nPublished: 2021  \nThe contents of this document were developed under a cooperative agreement with the US Department of Education,\\#H327Z190004 . However, those contents do not necessarily represent the policy of the US Department of Education and you should not assume endorsement by the Federal  \nGovernment. Project Officer, Rebecca Sheffield, Ph. D.  \nThis work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license. [http://creativecommons.org/licenses/by-sa/4.0/](http://creativecommons.org/licenses/by-sa/4.0/)  \nNational Center on Accessible Educational Materials (2021 ) . Accessible Educational Materials in the IEP. Wakefield, MA: National Center on Accessible Educational Materials.  \nThis guide discusses a number of locations in the IEP where it might be appropriate to refer to a student’s use of AEM. There is no specific requirement in IDEA regarding where to include the consideration and documentation of AEM in developing the IEP. To promote clarity and consistency across IEP teams, however, SEAs and LEAs are encouraged to provide guidance related to considering a student's need for AEM in the IEP.  \nAccessible Educational Materials in the IEP  \nQuestions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs) . The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be appropriate to refer to a student’s need for and use of AEM.  \nAs an accompaniment to this guide, see the AEM Center policy brief, The Right of Students with Disabilities Who Need Accessible Educational Materials.  \nWhat are AEM?  \nAccessible educational materials (AEM) are print-and technology-based educational materials, including printed and digital 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) . Thus, AEM includes text-based curricular materials that have been converted to accessible formats, as well as technologies that are developed to meet or exceed federal accessibility standards (i.e. , Section 508 of the Rehabilitation Act/Web Content Accessibility Guidelines) .  \nIn order for AEM to be most effective for students who need them, both the materials that provide the content of the curriculum and the technologies used to deliver those materials need to be accessible. The National AEM Center website has definitions of key terms related to accessibility of materials and technologies: What is Accessibility?  \nStates, districts, and schools can minimize the need to retrofit materials and technologies for students who require AEM by prioritizing accessibility in procurement procedures. See the National AEM Center resources, Vetting for Accessibility and Communicating Accessibility Requirements.  \nWhat are Accessible Formats?  \nAccessible formats are a subset of AEM. Specifically, they relate to converted versions of materials that contain primarily static or fixed text and images, referred to as “textbased materials.” Both print and digital materials can be text-based. For example, a digital textbook that replicates a standard print textbook would be considered a textbased material.  \nBooks 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","cbCaimJc11tlzUxA","https://ap.wps.com/l/cbCaimJc11tlzUxA","pdf",363884,18,"English","# Accessible Educational Materials in the IEP\n## What are AEM?\n## What are Accessible Formats?\n## What happened to the term “specialized format?”","[{\"question\":\"What is AEM and why is it relevant to IEPs?\",\"answer\":\"Accessible Educational Materials (AEM) are print-and technology-based materials designed to be usable across a wide range of learner variability. The brief explains that families and educators should include AEM in IEPs for students who require them.\"},{\"question\":\"How does the guide define accessible formats?\",\"answer\":\"Accessible formats are a subset of AEM, referring to converted versions of materials with primarily static or fixed text and images. It includes examples such as audio, braille, large print, tactile graphics, and digital text that conforms to accessibility standards.\"},{\"question\":\"What legal context does the document discuss regarding accessible formats?\",\"answer\":\"The document references Section 121 of the U.S. Copyright Act and discusses the Chafee Amendment definition. It also notes that the Marrakesh Treaty Implementation Act (MTIA) changed terminology from “specialized formats” to “accessible for” in 2018.\"}]","Accessible Educational Materials in the IEP | PDF",1792055381,45]