Accessible Educational Materials (AEM)
A foundation of Universal Design for Learning (UDL), AEM ensures that all students can engage in equitable learning experiences.
Equitable Access to Education
FCPS is committed to providing an excellent education that meets the needs of all students, keeping equity at the center of all we do to ensure their academic and social emotional success. Part of that commitment means delivering accessible educational resources to everyone, including individuals with disabilities.
Providing accessible resources aligns to the pillars and goals of the FCPS Strategic Plan 2023-30 and ensures that all students have equitable, ‘barrier-free’ opportunities to engage in high quality learning experiences that support academic, social, and emotional growth.
Accessibility is everyone's responsibility. FCPS staff collaborate to provide accessible websites, accessibility resources, professional development, and guidance across the division.
What Does Accessibility Mean?
Accessibility is designing materials and environments so that everyone can use them. It is a fundamental element of Universal Design for Learning (UDL) that removes barriers to learning.
When we choose accessible educational materials (AEM), we provide multiple means of representation, engagement, action, and expression, supporting all learners and ensuring equitable access to learning opportunities.
Accessibility Principles (P.O.U.R.)
There are four principles of accessibility that help us consider how to ensure websites and classroom materials are accessible to all learners. They are commonly referred to by the acronym P.O.U.R.
- Perceivable content makes it possible for all learners to see and hear information. Examples include, but are not limited to, captions, alt text, high contrast, etc.
- Operable content means that all learners can navigate information and complete school work using their preferred tools. These tools include a mouse, keyboard, trackpad, joystick, switches, eye gaze, etc.
- Understandable content means that all learners are able to understand it. Language, reading level, clarity, simplicity, and other factors impact understanding.
- Robust content is programmed such that it is compatible with assistive technology and can be used consistently across applications, web pages, and platforms.
Considering P.O.U.R. when developing resources will help ensure that, to the greatest extent possible, all learners' needs are met. It should be applied when creating, choosing, and curating accessible educational materials.
What are Accessible Educational Materials?
Accessible Educational Materials are designed or converted in a way that makes them usable by a diverse range of learners. A foundation of Universal Design for Learning (UDL), AEM ensures that all students can engage in equitable learning experiences.
It is important to know that digital does not mean accessible. Uploading scanned documents into Schoology does not mean that a student will be able to engage in learning. Using only paper instead does not align with the guidelines of UDL. All documents and presentations should follow the principles of P.O.U.R.
FCPS Keep C.A.L.M. and Choose Accessible Learning Materials
The Keep C.A.L.M. and Choose Accessible Learning Materials (C.A.L.M.) campaign supports the FCPS commitment to implementing the Universal Design for Learning (UDL) Guidelines. Accessible materials allow for multiple means of representation, engagement, and action. But digital accessibility is huge and can feel overwhelming.
Keep C.A.L.M. is intended to break down digital accessibility into bite-sized insights, tips, and tricks that give inspiration and direction for including everyone in the teaching and learning process.
For additional information on FCPS Keep C.A.L.M and to see how FCPS teachers and staff are providing universal access through accessible learning materials, follow us on X (formerly known as Twitter) @accessible_fcps .
Universal Design for Learning (UDL) Guidelines
Accessible Documents, Presentations, and Resources
Accessible documents, presentations, and resources are part of the foundation of UDL. They allow for multiple means of representation, engagement, action, and expression.
“When I have to do extra work because materials aren't accessible, it makes school feel hostile, like school isn't made for me. I wish teachers would take more time to learn about accessibility and different ways to make school more accessible for students with different learning needs.” Elle, AT Ambassador
The following is not a complete list of features of accessible resources, but a great starting point.
Ensure text is presented as text and not as an image capture of the text. Text can be modified; users can enlarge it, change the font or style, increase the contrast, or anything else that makes it easier to read. Accessible text can be read with assistive technology such as read aloud tools (Natural Reader, Select to Speak) and screen readers (JAWS, Chromevox). The best way to test your document is to try selecting the text. If you can, it's text. If not, it's a picture of text.
Additional Considerations: Clutter & Crowding
- Provide ample space between items
- Separate complex information
- Allow for customized alteration of documents and materials
- Use Sans Serif Fonts (i.e. Arial, Verdana, Calibri, Tahoma)
When you use images, they should relate to the content because images provide visual support for learning. It is important to add alternate text, or Alt Text, so that people using screen readers can access the information. WebAIM: Alternative Text provides guidance for using Alt Text.
Note: If you use AI to generate alt text, be sure to review it for context and accuracy.
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Ensure that colors are not the only method of conveying information. People with color blindness may not be able to identify information that is only shown in color. Use additional visual markers like labels, asterisk, bold font, or underline.
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Use high contrast between background and text so that it is distinguishable. For example, a black background with yellow text versus light gray background and dark gray text.
Related Resources
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APCA Contrast Checker
This contrast checker provides a more in depth analysis of color contrast.
Descriptive link text helps make links more meaningful for everyone, including screen reader users and people with cognitive disabilities. Reading a linked word is easier than a full URL.
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Easy: Accessibility in FCPS
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Difficult: https://www.fcps.edu/accessibility-in-fcps
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Vague:Click here to learn more
Non-specific words like "here," "this," or "link" as linked words can be confusing, especially for screen reader users.
Related Resources
Using headings on documents, webpages, and presentations organizes content and helps make your materials easy to navigate. Bolding text or making it a larger size does not create a heading. Instead, change the text "style" to create headings in a page.
Headings are especially important for people who use screen readers.
Related Resources
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Screen reader user talks about navigating documents Learn more about the importance of headings in this short video shared by the University of Colorado.
Closed Captioning
Captions can (and should) be used on videos and live presentations. They benefit many people in many settings, and are particularly beneficial for those watching videos in their non-native language, for children and adults learning to read, and for people who are D/deaf or hard of hearing.
All videos shared by FCPS staff should be accurately captioned. According to a video captions study posted by the National Institute of Health (NIH), captions improve comprehension of, attention to, and memory for the video.
Related Resources
Audio Description
Audio descriptions can (and should) be used for videos and presentations to provide audio narration of visual information to support people who are blind or have low vision.
Provide audio description by describing what is presented visually, including graphics, charts, graphs, etc. For example, instead of “the formula is here,” you might say “the formula is y=5x +3” and note its location on the screen.
Related Resources
The following tools can help simplify vocabulary and improve readability. When using a readability tool, be sure to check the accuracy of the message and edit as needed.
- Hemingway App checks readability by grade level score.
- Rewordify helps simplify vocabulary.
- Text Compactor provides automatic text summarization.
- Canva AI: Magic Write writes or rewrites text based on a prompt. For example, paste in a passage at a 12th grade level and prompt, "Rewrite the passage at a fifth grade level."
The following tools help identify and fix accessibility issues.
Accessible Instructional Materials (AIM)
Printed textbooks, trade books, and other educational materials can be provided in alternate formats to support students with documented visual, physical, or print disabilities.
AIM-VA , funded by the Virginia Department of Education, provides printed textbooks, trade books, and other educational materials that are converted to alternate formats (Braille, Large Print, Electronic/Digital Text, and Audio Recordings). Students with a documented visual, physical or print disability who have an IEP may require accessible instructional materials (AIM) if the limitations of print materials are the barrier to their success. IEP teams are required to consider whether a student requires materials in an alternate format. Each school should have a Lead Digital Rights Manager to help manage accounts.
AIM-VA Center The AIM-VA center, located at the Helen A. Kellar Institute at George Mason University, provides accessible instructional materials at no cost to eligible Virginia K-12 students with IEPs.
How does a student get the materials from AIM-VA? Each school will have a designated Lead Digital Rights Manager who can add teachers into the AIM-VA system as Digital Rights Managers. After a student is found eligible and the teacher is added, the teacher can go into the system and order the needed materials.
Why would a student want to use these materials? For some students, access to print materials in an alternate format can drastically enhance their ability to interact with and comprehend text. Materials provided through AIM-VA can offer features that are not available in online textbooks or other digital or online materials. Students can also access popular literature titles and other materials that are often not available electronically from other sources.
What if a student does not qualify for materials from AIM-VA, but still requires accessible materials in alternate formats? If an IEP team or 504 team finds that a student requires an accommodation of materials in an alternate format and they are not eligible for AIM-VA materials, then the school will need to provide alternate access to materials. Additionally, the school team may work with the Assistive Technology Services resource teacher assigned to their building to explore resources available to support the student.
Learning Ally provides accessible books for eligible students who have a demonstrated reading based learning difference, visual impairment, or physical disability that makes it difficult to read using traditional print. Users can access their books by using Learning Ally's app for computer, web, smartphone or tablet. To access resources from Learning Ally:
- Schools may purchase school memberships.
- Parents may also purchase an individual membership .
Related Resources
Bookshare provides free accounts to students with qualifying disabilities. Families can request an individual membership for their eligible student through Bookshare's Sign Up page . Once the account is set up, students and parents can add books to their Bookshelf as needed.
Related Resources
FCPS Library Online Resources, Databases, and eBooks are centrally purchased for the use of all Fairfax County Public Schools students and staff. Many schools purchase additional databases. Please see your school's librarian for more information. Home access requires a password. See your librarian for a password list.
