Presentation on theme: "Accessible Instructional Materials (AIM) Louisiana Literacy and Numeracy Conference, 2009 Louisiana Department of Education Paul Pastorek State Superintendent."— Presentation transcript:
Accessible Instructional Materials (AIM) Louisiana Literacy and Numeracy Conference, 2009 Louisiana Department of Education Paul Pastorek State Superintendent of Education
Session objectives Understand application of AIM for students with significant disabilities – Legal requirements – Considerations in making AIM decisions for student – Documentation on IEP – Suitability of materials for a student – PD opportunities & support
What are AIM? Accessible Instructional Materials (AIM) Core instructional materials in formats other than the print-based, hard-copy materials Alternate formats – braille – large print – audio material – digital media more specialized formats – varied font style, size, color – picture-symbols – structured styles
Is AIM NIMAS? NIMAS is a standard – National Instructional Materials Accessibility Standard (NIMAS) – used by publishers to produce source files (in XML) – files are used to produce multiple specialized formats (Braille or audio books) Some AIM are produced from NIMAS source files and some are not
Certifying Print Disability District Competent Authority certifies print disability – Verification of Eligibility to Use NIMAS Materials form – If medical referral, include copy in student record District Responsibility – Superintendent identifies the Districts Competent Authority May be staff assigned by Superintendent May include multiple members based on student criteria – District maintains a record of student eligibility – District informs state AU of student eligibility at request for alternate format
What is a print disability? Defined by the Library of Congress regulations (36 CFR 701.6(b)(1)) Based on copyright law – Act to Provide Books for the Adult Blind – Approved March 3, 1931, 2 U.S.C. 135a 3 criteria of eligibility Federal Register 34 CFR Parts 300 and 301, p , published August 14, 2006
Eligibility Criteria i and ii i.Blind persons whose visual acuity, as determined by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees. ii.Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material. Most commonly identified student Straight forward criteria Currently supported by the LIMC
Eligibility Criteria iii iii.Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations. Who is a competent authority? How is the decision made?
Eligibility Criteria iv iv.Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner. Competent authority – medical doctor Record of medical referral
Determining Need Given standard *print-based curriculum materials used in the content areas, does the student have difficulty accessing or gaining meaning from these materials? * print-based core materials are textbooks, workbooks, worksheets, basal textbooks and reproducible materials printed on paper, in book, or single sheet format
Factors Have any factors related to the students disability been identified? Evidence Physical Cognitive Visual Reading Disability Auditory Perceptual Attention Deficit Behaviors Dyslexia Other
Current Reading Ability Is the student able to read at a sufficient rate and with adequate comprehension in order to complete academic or curricular tasks with success, relative to same-age peers? Evidence Current performance indicated by data Reading efficiency Reading comprehension
Other Barriers Identify any barriers other than the print- based format that prevent student access to instructional materials. Evidence Lack of instruction Inadequate prerequisite skills Behaviors Other:
Examining Curriculum Barriers How Goals Methods Materials Assessment What 5 Components of Reading Comprehension Learning Differences Listening
Strategies List the strategies or accommodations to materials that have already been tried to address reading or access. Have they been successful? Evidence Typical reading strategies (non-technology-related) Any technology-related strategies Multiple texts or any teacher-created texts
Features of Electronic Reading Systems Functionality Scan & Read Read Only Single User Multiple User Color or Black/White Portability Input Text Source Input Type in Scanner Internet Text files PDF files DAISY files Navigation Between pages Go directly to… Skim by heading… Bookmark
Output Features - Reading Visual Feedback Highlight Color Size Formatting Masking Auditory Feedback Unit read Synthesizer/Digitized Synthesizer Language Digitized Recording Speed, Pace, Pausing Speech Access Word Prediction List
Study Skill Features Highlighting Create new file with highlights Word Features Annotations Bookmarking
Writing Features Word Prediction Outlining Writing Supports
Alternate Formats Identify any changes to format of standard print material that the student needs. Alternate Formats enlarged print braille audio digital
Specialized Formats Identify any changes to style of standard print material that the student needs. Specialized Formats Electronic Text Picture-symbols Color of text or background color Use of Style Sheet structure for headings, subheadings, etc.
Sample Uses of Alternate Format Example of Text Read Aloud Free Resources – Reading a PDF file – WordTalk for MS Word – TypeIt ReadIt for Apple and MP3 – Read the Words on the Internet Examples of Word Prediction Example of Tools for Comprehension
Additional Supports Would the student/educational team require additional supports for successful use/implementation of materials in an alternate format? Training Equipment Time Other
How will the team obtain AIM? Order from LA Book Depository Order from LIMC (blind/low-vision) Request NIMAC file from the Louisiana Authorized User (AU) Order within district resources Order the CD-ROM or audio version direct from the vendor Order from Bookshare.org Teacher-Created Other (Describe):
Document and Communicate Need Identify the need for AIM on the IEP or 504 Describe alternate or specialized format Request resources from textbook coordinator and state AU in a timely manner Inform educational team of AIM needs – Special Education – Regular Education – Extension: Library, Computer Labs, Tutors
Documenting AIM on the IEP (pre-7/1/09) IEP HELP PAGES INFORMATION On the GSI page in the Progress or Lack of Expected Progress in General Education Curriculum narrative box Does the student need core and/or supplemental instructional materials in alternate format, (e.g., digitized text books, Braille text books, text modified to present content through a primary graphic/pictorial mode). OR On the GSI page in the Consideration of Special Factors – Assistive Technology narrative box Does the student need core and/or supplemental instructional materials in alternate format (e.g., digitized text books, Braille text books, text modified to present content through a primary graphic/pictorial mode).
Documenting AIM on the IEP (7/1/09) On the Accommodations Page MATERIALS Use text/workbooks/worksheets at a modified reading level Alter format of materials on page (type/highlight/spacing) Color code materials (order of list was changed) Utilize large print Utilize braille Utilize audio/recorded books Utilize digital formats Utilize graphic/pictorial mode materials Utilize print with magnification Other (specify) BOLD – approved for statewide assessment
HELP pages (7/1/09) What is AIM? Accessible Instructional Materials (AIM) are core and core-related instructional materials in formats other than the print-based, hard-copy materials such as textbooks, worksheets, workbooks and teacher-printed handouts. AIM provide varied options for media for students who are unable to access the print-based materials due to issues such as visual impairments, reading disabilities, or physical disabilities. These students may require an alternate format such as braille, large print, digital media, or audio material. Digital formats can be further rendered into more specialized formats such as a specific font style, size or color, picture- symbols, or structured styles. If a student requires AIM, the LEA is responsible for the provision of the accessible format. For more information go to AIM website
HELP pages (7/1/09) Utilize large print: The student may be provided with books/materials that have been printed with enlarged text Utilize Braille: The student may be provided with or books/materials that have been brailled. On the Accommodations Page under Materials, we are adding: Utilize audio/recorded book: The student may be provided with recordings of print-based media in a recoded, taped, CD, DVD, MP3, SMF, TSP, WAV or other digital file format that provides access to the text by listening. Utilize digital formats: The student may be provided with print-based media in formats such as electronic text (txt), PDF, RTF, DAISY, XML, KSE, HTML, NIMAS or other formats that can be further rendered into specialized modes easily accessible by the user (e.g., braille, picture- symbols, enlarged text, colored fonts, style sheets), downloaded into the users device, or transmitted electronically over distance.
Two additional types of materials (7/1/09) Utilize graphic/pictorial mode materials: The student may be provided with graphical/pictorial mode materials that are a specialized style of re- formatting electronic text to provide a picture representation of the word, similar to a rebus story. Pictures and symbols are typically placed together with the picture above the text or vice-versa to promote association of the picture and text. Utilize print with magnification: The student may be provided with class materials (books, handouts, tests, etc.) and will utilize assistive technology that will magnify the print. The assistive technology device(s) could include, but is not limited to, hand-held magnifiers, stand magnifiers, CCTV, portable magnification device, etc.
Adapted/Alternate Materials Age considerate? Tied to grade-level curriculum? Appropriate for students learning level (e.g., language complexity, symbolic level)? Matched to accommodation needs (e.g., laminated, page flippers)? Would typical peers feel comfortable using the products (The eye roll test )? Enhance or detract from student dignity? Reflect student interest? Materials be easily replaced if lost or destroyed?
Regular ed teachers require use of similar materials? Peers/gen. ed teachers easily use the materials with the student? Parents understand materials/support use at home? Easily adapted/utilized across curriculum areas and across the day (e.g. a template that can used for different activities)? Did I slide into a developmental approach rather than an age-appropriate academic approach?
Access Guide Significant Disabilities (http://sda.doe.louisiana.gov)http://sda.doe.louisiana.gov Home (http://sda.doe.louisiana.gov/Accessguide)http://sda.doe.louisiana.gov/Accessguide Go to the home page of the Louisiana Department of Education (www.louisianaschools.net) and look for Access Guide under both Teachers and Administrators resources.www.louisianaschools.net
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