Quality Indicators for Alternative Education Materials (AEM)
The AEM Quality Indicators help schools provide alternative educational materials like textbooks that can be easily accessed by all students, regardless of disability or learning needs. They offer guidance on selecting these materials and implementing policies/training for using them. The ICM for the Quality Indicators is a guide for tracking progress over time and making sure schools have the resources they need. Ultimately, these indicators make sure every student has the same access to alternative education materials no matter where they live (Quality Indicators for the Provision of Accessible Educational Materials & Technologies – AEM Center. (2022, August 31).
Quality Indicators for Alternative Education Materials
The Quality Indicators for Alternative Educational Materials are as follows:
ICM Quality Indicator 1: A Coordinated System
ICM Quality Indicator 2: Timely Manner
ICM Quality Indicator 3: Written Guidelines
ICM Quality Indicator 4: Learning Opportunities and Technical Assistance
ICM Data Collection 5: Data Use
ICM for Quality Indicator 6: Allocation
Please review the table below to review the details of the basic quality indicators.
| Indicator | Relevant Details |
| ICM Quality Indicator #1: A Coordinated System | High-quality curriculum and assessments for students with disabilities are designed with accessibility in mind, including print, digital materials, and technology. A State-level cross-sector leadership team works alongside districts and families to create and maintain a coordinated system for providing accessible materials and technologies. |
| ICM Quality Indicator #2: A Timely Manner | “TImely manner” means making sure that students who require accessible materials and technologies get them at the same time as other students. Any possible delays that may affect the distribution of these materials and technologies need to be identified and resolved promptly. |
| ICM Quality Indicator #3: Written Guidelines | The guidelines clearly outline what needs to be done to maintain the high standards. The obligations and responsibilities are communicated through various formats and shared extensively with all the relevant groups to help them better understand and implement these guidelines. |
| ICM Quality Indicator #4: Learning and Technical Assistance | The state and school districts provide comprehensive learning opportunities along with technical assistance to make sure high-quality materials and technologies remain accessible. These resources cover everything from procurement to the deployment of these materials and technologies. |
| ICM Quality Indicator #5: Allocation | The state and school make sure to protect student privacy when we collect data by looking at how students access and use materials and technologies. We also assess any differences in disabilities or demographics of the students being served. The State uses the data it collects to ensure high-quality accessible materials and technologies are available and being used to support students with disabilities. |
| ICM Quality indicator #6: | The State and school use data collection processes to examine how students access and use materials and technologies while also protecting their privacy. We make sure these are accessible to all students regardless of any disability or demographic differences. The State’s review process ensures that high-quality materials and technologies are available to support students with disabilities, and the data collected helps in reviewing these materials and technologies. |
| ICM Quality Indicator #7: | Adequate funding, personnel, and infrastructure are allocated to ensure that students and their families’ needs are being met effectively. |
References:
Quality Indicators for the Provision of Accessible Educational Materials & Technologies – AEM Center. (2022, August 31). AEM Center. https://aem.cast.org/coordinate/quality-indicators-provision-accessible-materials-technologies