Integrated Approach to AEM

Case Study: Luke’s Educational Journey Using an Integrated Approach to AEM

Luke, a 6th-grade student at Sunshine Middle School, has a reading disability that makes decoding and comprehending standard text challenging. To support Luke, the educational team, including teachers, paraprofessionals, and an Accessible Media Producer (AMP), implemented a comprehensive strategy that integrates Accessible Educational Materials (AEM), Universal Design for Learning (UDL), and Assistive Technology (AT).

Luke’s reading materials were provided in accessible formats like audiobooks and digital text with read-aloud options, allowing access to grade-level content without delays. The AMP worked closely with Luke’s teacher to ensure timely availability of these materials. The classroom curriculum, designed with UDL principles, offered multiple means of representation, enabling Luke to engage with content through audio, visual supports, and interactive tools.

Assistive Technology played a vital role, with Luke using text-to-speech software and graphic organizers to enhance comprehension. These tools were tailored to Luke’s specific needs, promoting independence in learning.

By combining AEM, UDL, and AT, Luke’s team created a supportive learning environment that empowered them to overcome reading challenges and confidently navigate the curriculum, fostering success and self-directed learning

Integrated Approach to AEM

Luke’s Story: A Reading Disability in the Classroom Luke is a 6th-grade student with a reading disability attending Sunshine Middle School. Luke’s disability presents significant challenges in decoding and comprehending standard text. The journey to ensure Luke’s success involves a collaborative team effort, likened to the components of a bicycle:

Gears: Universal Design for Learning (UDL)
Spokes: Accessible Educational Materials (AEM) and Assistive Technology (AT)
Tire: Collaborative Team

The goal is for Luke to be actively engaged in learning, steering his own path, just like a student confidently riding and guiding their own bike.

Practical Examples in the Educational Setting

Accessible Educational Materials (AEM): Luke was provided with reading materials in accessible formats, such as audiobooks and digital text with read-aloud options. This ensured Luke could access the same content as his peers, albeit in a format suited to his needs.

Educators implement POUR principles (Perceivable, Operable, Understandable, Robust) to create educational materials that are accessible to all students.
Timing and Process: The educational team carefully plans the production of accessible materials, recognizing they may take additional time to prepare. Collaboration between Luke’s teacher and an Accessible Media Producer (AMP) ensures materials are ready in advance so Luke can use them alongside classmates.
Collaborative Effort: The AMP and classroom teacher work closely to provide the necessary materials, emphasizing the importance of timely preparation to support Luke's learning experience.

Universal Design for Learning (UDL): The classroom curriculum was designed to offer multiple means of representation, allowing Luke to access information through auditory and visual supports. For instance, Luke might listen to audio versions of texts or use visual aids to better understand concepts.

Procurement Language: When acquiring new curriculum materials, the school ensures that these resources meet UDL criteria, reducing the need for extensive adaptations.
Integration with AEM: By embedding features like customizable text-to-speech tools in digital materials, the burden on AEM specialists is reduced, allowing them to focus on more specialized needs, like providing specific graphic organizers.

Assistive Technology (AT): Luke was equipped with text-to-speech software and graphic organizers to facilitate learning. These tools are essential for Luke to independently access and interact with educational content.

Customized Tools: Just as UDL requires flexible strategies for different learners, AT must be tailored to Luke's unique needs. The educational team collaborates to identify the most effective tools for Luke, ensuring they are properly integrated into the learning environment.
Environment Considerations: The classroom is adjusted to accommodate the use of assistive technologies, ensuring there are outlets, storage, and a supportive setup that maximizes Luke's use of AT.

Three Principles of UDL:

Engagement: Offering choices in how students engage with the material to keep them motivated.
Representation: Providing content in multiple formats (e.g., text, audio, visuals) to support different learning preferences.
Action and Expression: Allowing students to demonstrate their knowledge in various ways, such as through writing, speaking, or using technology.

Assistive Technology (AT) and Its Legal Foundation Under IDEA 2004, assistive technology must be considered for every student with a disability. AT is not a one-size-fits-all solution but must be individualized to each student’s needs. For Luke, this means using a combination of tools like text-to-speech software and graphic organizers, selected through a collaborative process involving the educational team and parents. For Jamie, this means using a combination of tools like a screen reader and braille display, selected through a collaborative process involving the educational team and parents.

Resources for Further Exploration

This integrated approach, with UDL as the driving force, supported by AEM and AT, ensures that Luke—and all students—can navigate their educational journey with confidence and independence.