The Described and Captioned Media Program is the nation’s leading source for accessible educational content, providing services for students who are blind, visually impaired, deaf, hard of hearing, or deaf-blind.
Families and school personnel with early learners through Grade 12 students can register for free access to over 6,000 Educational Media titles on-demand and on DVD. The DCMP Learning Center contains a wealth of information related to education, accessibility, deafness, blindness, and other related topics. DCMP provides Media Accessibility Guidelines through their Captioning Key and Description Key, used by media professionals as well as amateurs around the world.
DCMP membership provides unlimited access to thousands of accessible educational videos. We’re fully funded by the U.S. Department of Education, so there are no costs associated with any of our services. Family members, school personnel, and other professionals who work with early learners through Grade 12 students with a hearing or vision loss do qualify for membership.
Photo credit: Image licensed through Creative Commons by Hero Images
OSEP Webinar: Highlighting Strategies and Practices in Providing Related Services to Enhance the Continuity of Learning During COVID-19
June 29, 2020 2:00 – 3:00 PM EDT
The Office of Special Education Programs (OSEP) is hosting the second in a series of webinars focused on ready-to-use resources, tools, and practices from OSEP partners to support the educational, developmental, behavioral, and social/emotional needs of infants, toddlers, children, and youth with disabilities through remote and distance learning.
The Maine CITE Assistive Technology Program is pleased to release the revised Guide for Maine Families on Assistive Technology and Accessible Educational Materials. The 2020 Guide provides Maine families who have children with disabilities an easy to use resource describing how to get the assistive technology (AT) devices and services they need. Information about accessible education materials (AEM) and families’ important role in the planning process are also provided.
The 2020 Guide updates general information about AT and AEM. It includes new resources about assistive technology used during “learning at home” activities, as well as AT device demonstration and loan services – AT4Maine.org.
“…the Department interprets the phrase ‘printed textbooks and related printed core materials’ referred to in the definition of ‘print instructional materials’ in section 674(e)(3)(C) of IDEA (20 U.S.C. 1474(e)(3)(C)) to include digital instructional materials that comply with NIMAS, because that is the primary medium through which many textbooks and core materials are now produced.”
ACTEM and all ISTE affiliates have been asked to pass along the following information from Digital Wish…
Hotspot Donations and $10/Month Wireless for Educators
With nationwide school closures due to COVID-19, nonprofits Mobile Beacon and Digital Wish have a major hotspot donation program available that can significantly increase remote connectivity for students and teachers. Visit digitalwish.org and get up to 11 donated hotspots per school. Discounted $10/month unlimited 4G LTE internet service is provided so that teachers and students can connect and learn from anywhere in the Mobile Beacon coverage area. With a lending pool of hotspots, students-in-need can access the internet to embark on a distance learning journey during isolation.
Each hotspot has unlimited, high-speed 4G LTE mobile broadband service, and can connect up to 10 people on the internet on only one plan.
This donation program is open to all public, private, and non-profit K-12 schools and universities. For higher-need schools that exceed the cap of 11 hotspots per school, behind the scenes Digital Wish is purchasing modems that will qualify for the subsidized $10/month broadband service. If you need more, please contact: Heather Chirtea 802-379-3000, firstname.lastname@example.org.
Mobile Beacon is a 501(c)(3) nonprofit and the second-largest Educational Broadband Service (EBS) provider in the United States. The nonprofit has been given an EBS spectrum license by the FCC, specifically to support broadband use in schools. Nonprofit Digital Wish teamed up to make the 4G LTE hotspot device donation program available to schools throughout the United States. If your schools have connectivity issues, this subsidized service will allow you to fill the gaps with wireless hotspot donations and equitably connect all students. Schools can easily create a Hotspot Lending Pool for students needing internet access at home.
In response to the rapidly changing educational landscape, Google has created a new resource for teachers Teach from Home. The new web resource is available in eleven languages and provides teachers with answers to many questions and links to make additional resources found on their Google in Education service. There is a complete section on accessibility that describes how to turn on and use access features in Chrome and on Chromebooks.
The Teach From Home resource is also available to download (in PDF) for teachers who have limited access to the internet.
Google has also created a complementary resources, Learn @ Home a guide for parents and guardians. Google partnered with learning creators to bring parents and families meaningful resources and activities. These resources are not meant to replace homework assigned by teachers, but meant to complement that work.
At the outset, OCR and OSERS must address a serious misunderstanding that has recently circulated within the educational community. As school districts nationwide take necessary steps to protect the health and safety of their students, many are moving to virtual or online education (distance instruction). Some educators, however, have been reluctant to provide any distance instruction because they believe that federal disability law presents insurmountable barriers to remote education. This is simply not true. We remind schools they should not opt to close or decline to provide distance instruction, at the expense of students, to address matters pertaining to services for students with disabilities. Rather, school systems must make local decisions that take into consideration the health, safety, and well-being of all their students and staff.
To be clear: ensuring compliance with the Individuals with Disabilities Education Act (IDEA), † Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act should not prevent any school from offering educational programs through distance instruction. School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students. In this unique and ever-changing environment, OCR and OSERS recognize that these exceptional circumstances may affect how all educational and related services and supports are provided, and the Department will offer flexibility where possible. However, school districts must remember that the provision of FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically.
The Department understands that, during this national emergency, schools may not be able to provide all services in the same manner they are typically provided. While some schools might choose to safely, and in accordance with state law, provide certain IEP services to some students in-person, it may be unfeasible or unsafe for some institutions, during current emergency school closures, to provide hands-on physical therapy, occupational therapy, or tactile sign language educational services. Many disability-related modifications and services may be effectively provided online. These may include, for instance, extensions of time for assignments, videos with accurate captioning or embedded sign language interpreting, accessible reading materials, and many speech or language services through video conferencing.
It is important to emphasize that federal disability law allows for flexibility in determining how to meet the individual needs of students with disabilities. The determination of how FAPE is to be provided may need to be different in this time of unprecedented national emergency. As mentioned above, FAPE may be provided consistent with the need to protect the health and safety of students with disabilities and those individuals providing special education and related
services to students. Where, due to the global pandemic and resulting closures of schools, there has been an inevitable delay in providing services – or even making decisions about how to provide services – IEP teams (as noted in the March 12, 2020 guidance) must make an individualized determination whether and to what extent compensatory services may be needed when schools resume normal operations.
Finally, although federal law requires distance instruction to be accessible to students with disabilities, it does not mandate specific methodologies. Where technology itself imposes a barrier to access or where educational materials simply are not available in an accessible format, educators may still meet their legal obligations by providing children with disabilities equally effective alternate access to the curriculum or services provided to other students. For example, if a teacher who has a blind student in her class is working from home and cannot distribute a document accessible to that student, she can distribute to the rest of the class an inaccessible document and, if appropriate for the student, read the document over the phone to the blind student or provide the blind student with an audio recording of a reading of the document aloud.
As schools in Maine close in response to concerns about the spread of COVID-19 and begin to educate their students “from a distance,” we offer some resources to assist in the process.
This resource includes links to articles, videos and services which will assist Maine educators to ensure access to all of their students as they move to teaching online. There are also some references for therapists.
Thanks to our colleagues for sharing their resources. We acknowledge the work of Hillary Goldthwait-Fowles, PhD, ATP of RSU 21, Kennebunk, ME and Mike Marotta, Director, The Richard West Assistive Technology Advocacy Center, NJ, and Luis Perez, Ed.D. from the National Center on Accessible Educational Materials.
In an article published by Disability Scoop, the US Department of Education has offered guidance to educators across the nation on how to handle the needs of students with disabilities.
The article notes:
The U.S. Department of Education’s Office for Civil Rights issued a webinar and fact sheet this week for education leaders aimed at ensuring that students’ civil rights are upheld while schools are closed due to COVID-19.
The webinar reminds school officials that distance learning must be accessible unless “equally effective alternate access is provided.”
Online learning tools should be compatible with any assistive technology that students use and schools must regularly test their online offerings for accessibility, the Education Department said.
Yes, Bookshare DOES Have Many of the Textbooks Your Students Need!
Many people view Bookshare’s large collection of ebooks primarily as a source of classroom reading or pleasure reading books, such as novels, biographies, and the like. Indeed, Bookshare does offer a rich selection of these materials. However, did you know that our library also includes more than 25,000 textbooks?
The largest single source of Bookshare’s textbooks is the National Instructional Materials Access Center (NIMAC), a federal repository of K-12 textbooks in accessible formats established by the 2004 Individuals with Disabilities Education Act (IDEA). The NIMAC contains more than 50,000 files supplied by publishers in compliance with IDEA, and Bookshare is one of the largest distributors of NIMAC-sourced titles. In fact, Bookshare already contains nearly 11,000 book files from the NIMAC, and Bookshare members benefited from more than 30,000 downloads of these titles in the past twelve months. To get an idea of the breadth of materials available in the NIMAC, check out these special collections of NIMAC-sourced titles already available in Bookshare.
Generally, NIMAC-sourced textbooks contain images, are of high quality, and offer an excellent user experience. So why doesn’t Bookshare have all 50,000+ files that are in the NIMAC? Because NIMAC-sourced books are added to Bookshare at the request of educators serving qualified students. If a textbook is in the NIMAC but not already available on Bookshare, educators can submit a book request, and the Bookshare Team will work with the NIMAC and/or the appropriate state agency to obtain the title, convert it into a student-ready format, and make the title available in the collection. Any representative of a U.S. K-12 public or charter school with an organizational Bookshare account can share Bookshare’s NIMAC books with their qualified K-12 students — those who both qualify for Bookshare AND have IEPs. (Students do not need an IEP to access most Bookshare books, but they do need one to obtain NIMAC-sourced books. This is because the NIMAC was created by IDEA specifically to serve students served in special education.) These students can then log in to their Bookshare accounts to access and read the books. For more information on how Bookshare and the NIMAC work together,check out this list of frequently asked questions.
Bookshare Has Even More Textbooks for Students with Reading Barriers
In addition to NIMAC-sourced books, Bookshare offers thousands of textbooks that are available to any member. Some of these may be alternative versions of books we obtained from the NIMAC, but we have purchased, chopped, scanned, and proofread them to make them available to students who do not have IEPs. Some may be textbooks we obtained from publishers. In addition, Bookshare offers a selection of “freely available” textbooks, which are available under Creative Commons licensesor are in the public domain and therefore available to anyone, not just Bookshare members. (So in most cases, even non-members will be able to download them or select “Read Now” next to the titles to open them in Bookshare Web Reader.) Many of these “freely available” titles are “open educational resources” (OER) published by organizations interested in making educational content available to all.
Educators Can Access Reading Lists Created by U.S. School Districts
Most importantly, Bookshare members can read their textbooks in the ways that work for them, just as they can all other books in the collection. They can read them on computers, Chromebooks, tablets, mobile devices and refreshable Braille displays. They can even download every textbook as a Microsoft Word document, with all of the flexibility that format offers.
At Bookshare, we believe that when students have all the learning materials they need (even their textbooks!) in formats that work for them, they can succeed in school and become more engaged and confident learners.