The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes…

Questions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs). The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be…

This special education reopening guidance has been developed as a companion resource to "Reopening Washington Schools 2020: District Planning Guide" (ED606044) to provide information and resources for supporting students with disabilities throughout the school reopening process. The intent of this document is to offer guidance for all…

The manual, the first of 16 documents on the accreditation program conducted by the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped, presents a step-by-step account of the accreditation process. Covered are such aspects as the preparation of the statement of philosophy of service, suggestions for doing the…

Leisure education is the focus of accreditation standards for agencies serving blind and visually handicapped students. A self study format is used to examine standards in the following four areas: planning and organization, personnel, leisure education programs, and program evaluation. (CL)

The second in a series of 16 self study and evaluation guides for accreditation of agencies serving the blind and visually handicapped focuses on the school profile. Among items considered are organizational patterns, followup studies, staff assignments and certification, information on handicapping conditions in addition to visual impairment,…

The self study guide designed for accreditation of programs serving the blind and visually handicapped covers function and structure standards, standards address five areas: basic characteristics of the organization (legal base, planning, consumer rights), governing authority, the Chief administrator, basic administrative structure (fees for…

The self study and evaluation guide, one of 16 documents for accreditation of agencies serving the blind and visually handicapped, focuses on accounting for services and finances. Standards address five areas: planning for accounting for services and finances, service accounting systems, financial accounting systems, evaluation, and public…

The self evaluation guide is explained to be designed for accreditation of services to blind and visually handicapped students in service programs for which the NAC (National Accreditation Council for Agencies Serving the Blind and Visually Handicapped) does not have specific program standards (such as radio reading services and library services).…

The last of 16 self study and evaluation guides for agencies serving blind and visually handicapped students presents standards for educational diagnostic and counseling services. Planning and organization, personnel, scope of diagnostic and counseling services, and program evaluation standards are included. (CL)

Intended to aid state departments of social services, the publication focuses on social implications of severe visual impairment and the provision of needed services. Chapters are given to the following topics: the relationship between the social service worker and the client who is blind, general terms and special services related to blindness,…

Standards regarding physical facilities for programs serving visually handicapped and blind students are presented. Standards address the following topics: planning for new construction and renovation, suitability of present facilities, activity areas, health and safety, and evaluation. (CL)

One of 16 self study and evaluation guides developed by the National Accreditation Council for Agencies servinq the Blind and Visually Handicapped, the document focuses on curriculum planning and evaluation. Standards are set forth for planning and organization (covering such aspects as individualized education programs), curriculum development,…

Intended for the individual providing vocational guidance to the blind student, the publication is based on a conference on attitudes toward blindness and occupations the blind are pursuing. Section I deals with past and present attitudes toward blindness; the second section discusses alternative techniques used by the blind; and the final section…

Accreditation standards describe an integrated educational resources program for agencies serving blind and visually handicapped students. Seven areas are examined: planning and organization, personnel, textbook and instructional materials services, library services, equipment services, staff development and consultative services, and program…