AEM Process Recommendations
This document will cover a wide range of material related to the provision of AEM for students in public schools. For quick reference, this information has been condensed into a workflow list and best practices.
AEM Workflow
For every student with a disability:
- Consider the need for AEM, and if need exists, determine specialized format(s) required (audio, braille, digital, or large print). Document print disability category (blindness or visual impairment; physical disability; and/or reading disability), and plans for acquiring specialized format(s) needed in IEP or 504 plan.
- Acquire materials in specialized format(s) by contacting the AMP, publisher, or other source directly (see Oklahoma AEM Service Providers under Acquisition, page 8).
- Consider, trial, and acquire AT that may be needed to read specialized format(s). Document decisions related to AT in IEP or 504 plan.
- Train student, teachers, support staff, and parent/guardian in procedures for acquiring and reading AEM, and proper use and maintenance of related AT.
- Monitor student progress, consider if specialized format(s) and AT are adequate, and consider other specialized formats or AT as needed. Document progress and changes needed in IEP.
Best practices for provision of AEM and related AT:
| Below Minimum |
Minimum |
Best Practice |
| LEA does not consider AEM/AT for every student on IEP. | LEA considers AEM/AT for every student on IEP. | LEA considers AEM/AT for every student with a disability. |
| LEA does not provide AEM/AT for every student who needs it. | LEA provides AEM/AT for every student who needs it. | LEA provides AEM/AT for every student who needs it. |
| LEA assists families in obtaining individual AMP memberships for qualified students. |
