Document Type

Other

Publisher

University of Maine Center for Community Inclusion and Disability Studies

Rights and Access Note

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).

Publication Date

2012

Abstract/ Summary

How do students benefit from accessible instructional materials? Diedrich (2009) explains: With today’s classrooms more diverse than ever before, grade level content expectations more rigorous, and the expectation that ALL students achieve at high levels, educators face great challenges. If we continue to rely on printed text as the main, and often only, source for delivering educational content, then we risk failing many of our students. A struggling reader who does not have efficient access to printed text may be unable to participate in classroom discussions or complete assignments. In addition, students may “tune out” due to lack of engagement. Every student has a different learning style; accessible instructional materials afford the flexibility to meet the needs of a broad range of students. (p.2)

Citation/Publisher Attribution

University of Maine Center for Community Inclusion and Disability Studies. (2012). Learning ideas: Accessing and implementing accessible instructional materials (AIM): Tips for K-12 educators. Orono, ME.

Publisher Statement

University of Maine Center for Community Inclusion and Disability Studies. (2012). Learning ideas: Accessing and implementing accessible instructional materials (AIM): Tips for K-12 educators. Orono, ME.

Version

publisher's version of the published document

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Rights Statement

In Copyright - Educational Use Permitted.