Quality Indicators for the Provision of Accessible Instructional Materials
The Quality Indicators were updated on 3/15/12.
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Section CFR 300.172 of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires state and local education agencies to ensure the provision of accessible instructional materials in a timely manner to students with print disabilities who require them. These quality indicators are designed to describe the critical attributes of a comprehensive set of mechanisms, supports, guidelines, policies, practices, etc. that are aligned across agencies to address this requirement. These indicators can help with analysis of current status and support planning for growth at all organizational levels.
1. The education agency supports the provision of appropriate, high-quality accessible instructional materials to all students with disabilities who require them.
Intent: The IDEA requires the provision of instructional materials in accessible formats to students with disabilities who need them. No SEA or LEA can deny instructional materials in accessible formats to students with disabilities who need them for any reason (e.g., type of disability, copyright eligibility, type of specialized format needed, administrative concerns, fiscal concerns).
2. The education agency supports the provision of appropriate accessible instructional materials in a timely manner.
Intent: IDEA requires states to define "timely manner." In general, "timely manner" means that schools provide accessible instructional materials to students with disabilities who need them at the same time that non-disabled peers receive their instructional materials. Appropriate consideration should be given to factors that could delay that access. Agencies should have clearly defined policies and procedures to identify and address sources of delay.
3. The education agency develops and implements written guidelines to define the responsibilities and actions needed for effective and efficient provision of accessible instructional materials.
Intent: Written guidelines identify the roles of all responsible parties and the knowledge, skills, actions, alignment, and coordination required for delivery of accessible instructional materials in a timely manner. IDEA requires SEAs to work collaboratively with the state agency responsible for assistive technology programs.
4. The education agency supports learning opportunities and technical assistance to facilitate the identification of students with disabilities who need instructional materials in accessible formats, as well as the selection, acquisition, and use of appropriate accessible formats.
Intent: Learning opportunities are based on the needs of and are readily available to students, families, staff, pre-service educators, and other stakeholders. Training and technical assistance include topics pertinent to the identification of students with disabilities who need instructional materisl in accessible formats as well as the selection, acquisition, and use of accessible instructional materials.
5. The education agency develops and implements a systematic process to monitor and evaluate the equitable, timely provision of appropriate, high-quality accessible instructional materials.
Intent: Data are collected that measure the degree to which accessible instructional materials are 1) provided to students with all types of disabilities in an equitable manner, 2) provided at the same time as print formats and 3) of quality sufficient to support appropriate instruction and achievement.
6. The education agency uses data to guide changes that support continuous improvement in the selection, acquisition, and use of accessible instructional materials.
Intent: Data are systematically analyzed to gauge effectiveness of current practice and are used to inform actions needed to improve future practice.
7. The education agency allocates resources sufficient to ensure the delivery and sustainability of quality services to students with disabilities who need accessible instructional materials.
Intent: Sufficient fiscal, human, and infrastructure resources are committed to ensure that student needs are appropriately addressed (e.g., identification, delivery of services, professional development).