AT vs. AEM – What’s the difference?
In Connecticut schools, AEM and AT serve different but complementary roles in supporting students with disabilities:
Accessible Educational Materials (AEM)
Accessible Educational Materials (AEM) are learning resources designed to be usable by the broadest range of students, including those with disabilities. These materials may include printed and digital textbooks, as well as supplemental content that is created or adapted to support diverse learning needs. Formats such as braille, large print, audio, video, and digital text ensure that all students can access content in a way that works best for them. By offering flexible formats, AEM promotes equitable access to education and helps remove barriers to learning. (Sources: www.aem.cast.org; www.ncademi.org)
Assistive Technology (AT)
Assistive Technology (AT) is defined by IDEA as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” AT allows a student to complete tasks that they could not otherwise do and removes barriers by improving access to core curriculum. AT devices can include screen readers, text-to-speech apps and software, alternative keyboards, communication devices, tablets with specialized apps, and even simple tools like pencil grips or book stands.
AT and AEM Working Together
AT and AEM are interconnected, representing two crucial aspects in creating inclusive learning environments. While assistive technology focuses on providing tools to overcome individual learning barriers, AEM ensures learning materials are designed or converted to be usable by all learners, regardless of their disabilities. They work together to remove barriers and promote equitable access to education. It is important to note that not all AEM require AT. Connecticut schools are required under federal law to provide both. The IEP in Connecticut mandates AT and AEM should be considered simultaneously based upon the students’ strengths, needs and challenges, and materials should be made accessible by design rather than retrofitted later. This coordinated approach helps ensure students receive appropriate accommodation while maintaining access to grade-level curriculum alongside their peers.
AT provides the tools to access content, while AEM ensures the content itself is accessible.