Accessible Educational Materials (AEM) are materials designed or converted in a way that makes them usable across the widest range of student variability regardless of format. In relation to the Individuals with Disabilities Education Act (IDEA), the term AIM refers to print instructional materials that have been transformed into four specialized formats (audio, braille, digital, and large print text). Sometimes students with disabilities have difficulty accessing print in the same way as their peers.

Academic Achievement and Inclusive Practices serves the educational landscape by building the knowledge and skills of professionals to ensure students with disabilities receive a FAPE in the least restrictive environment. Through strategic collaboration, we remove unintentional barriers, promote belonging, and support academic and functional outcomes that lead to meaningful progress for every learner.

Each public education agency (PEA) serving transition-aged students with disabilities must annually participate in the Post School Outcomes (PSO) Survey. This survey, consisting of 14 questions, is administered to students who have exited high school to assess their engagement in post-secondary education, training, or employment. The data collected from the PSO Survey enables comprehensive analysis and enhancement of secondary transition programs at both state and local levels.

Important Dates

January 15: Student lists are available for review and updates.

Residential vouchers are for students who are placed in residential treatment centers by state placing agencies and IEP teams. When a state placing agency places a student into a residential treatment center, it is the responsibility of the home school district to determine if the student is eligible or non-eligible for special education per A.R.S. §15-765(E) and A.R.S. §15-1183(B). The vouchers provide funding to the residential treatment centers for the educational services that they provide.