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The report synthesizes two ninety-minute virtual focus groups with state assessment and special education leaders, identifying barriers related to explicit accessibility requirements, student access to equivalent tools used in daily learning, and the way common security measures can interfere with accessibility. It also highlights needs for better SEA–LEA coordination and differentiated training, alongside a call for states to adopt a holistic, unified approach.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-the-accessibility-of-state-mandated-assessments-findings-from-a-focus-group-of-state-education-agency-representatives/585884/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-the-accessibility-of-state-mandated-assessments-findings-from-a-focus-group-of-state-education-agency-representatives/585884.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the interim report?","Question",{"text":112,"@type":113},"To provide state leaders and test developers with initial considerations for improving the accessibility of state-mandated assessments for students with disabilities, especially those using AT and AEM in daily instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the findings collected?",{"text":117,"@type":113},"The AEM Center held two ninety-minute virtual focus group meetings in early 2022 with assessment and special education leaders from nine states.",{"name":119,"@type":110,"acceptedAnswer":120},"What key barriers affect accessibility of state-mandated assessments?",{"text":121,"@type":113},"Accessibility requirements may not be explicit for test developers, students may lack access to the same daily learning features and tools, and security measures can interfere with accessibility. Coordination gaps between SEAs and LEAs and insufficient training and technical assistance are also identified.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585884,1792458854,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Improving the Accessibility of State-Mandated Assessments:  \nFindings from a Focus Group of State Education Agency Representatives  \nBy National AEM Center at CAST  \nPublished: 2022  \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 Government. 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 (2015) . Improving the Accessibility of State-Mandated Assessments: Findings from a Focus Group of State Education Agency Representatives. Wakefield, MA: National Center on Accessible Educational Materials.  \nTable of Contents  \nIntroduction .................................................................................................................. 3  \nPurpose ....................................................................................................................... 3  \nFindings ....................................................................................................................... 4  \nFinding 1: Accessibility requirements need to be explicit and strategically communicated to test developers............................................................................. 4  \nFinding 2: Students need access to the same features and tools used for daily learning.................................................................................................................... 5  \nFinding 3: Security measures commonly interfere with accessibility........................ 5  \nFinding 4: The coordination between SEAs and LEAs needs to be improved......... 5  \nFinding 5: Differentiated training and technical assistance are needed................... 6  \nFinding 6: States should support each other by adopting a holistic, unified approach.................................................................................................................. 6  \nSummary ..................................................................................................................... 6  \nIntroduction  \nThe National Center on Accessible Educational Materials for Learning at CAST (AEM Center) is funded by the Office of Special Education Programs (OSEP), U.S. Department of Education, to increase the availability and use of accessible educational materials (AEM) and related technologies for learners with disabilities who need them. AEM is defined as “print-and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in away that makes them usable across the widest range of learner variability, regardless of format (e.g. , print, digital, graphic, audio, video)” (Footnote 10, Federal Register / Vol. 79, No. 90 / Friday, May 9, 2014 / Notices, page 26728) . The provision of AEM is an obligation of state and local education agencies under the Individuals with Disabilities Education Act (IDEA) .  \nEnsuring participation in state-mandated assessments by students who need AEM and related technologies is an extension of the AEM Center’s technical assistance activities. The needs of students who rely on AEM for daily learning transfer to state-mandated and large-scale assessments. As stated by the Office of Special Education Programs,“Far too often,[students with disabilities] cannot use their accommodations or assistive technology (AT) on State-mandated tests due to issues with interoperability, privacy, and security concerns. These problems persist even when the AT is an approved device or resource”(Federal Register / Vol. 84, No. 148 / Thursday, August 1, 2019 / Notices, page 37634) . Whe","cbCaig7QVIBic32e","https://ap.wps.com/l/cbCaig7QVIBic32e","pdf",304484,"English","# Introduction\n## Purpose\n# Findings\n## Finding 1: Accessibility requirements need to be explicit and strategically communicated to test developers\n## Finding 2: Students need access to the same features and tools used for daily learning\n## Finding 3: Security measures commonly interfere with accessibility\n## Finding 4: The coordination between SEAs and LEAs needs to be improved\n## Finding 5: Differentiated training and technical assistance are needed\n## Finding 6: States should support each other by adopting a holistic, unified approach\n# Summary","[{\"question\":\"What is the main purpose of the interim report?\",\"answer\":\"To provide state leaders and test developers with initial considerations for improving the accessibility of state-mandated assessments for students with disabilities, especially those using AT and AEM in daily instruction.\"},{\"question\":\"How were the findings collected?\",\"answer\":\"The AEM Center held two ninety-minute virtual focus group meetings in early 2022 with assessment and special education leaders from nine states.\"},{\"question\":\"What key barriers affect accessibility of state-mandated assessments?\",\"answer\":\"Accessibility requirements may not be explicit for test developers, students may lack access to the same daily learning features and tools, and security measures can interfere with accessibility. Coordination gaps between SEAs and LEAs and insufficient training and technical assistance are also identified.\"}]","Improving the Accessibility of State-Mandated Assessments - Findings from a Focus Group of State Education Agency Representatives | PDF",1792056236,15]