Presentation on theme: "Accessible Instructional Materials (AIM)"— Presentation transcript:
1Accessible Instructional Materials (AIM) Louisiana Literacy and Numeracy Conference, 2009Louisiana Department of EducationPaul PastorekState Superintendent of Education
2Session objectivesUnderstand application of AIM for students with significant disabilitiesLegal requirementsConsiderations in making AIM decisions for studentDocumentation on IEPSuitability of materials for a studentPD opportunities & support
3What are AIM? Accessible Instructional Materials (AIM) Core instructional materials in formats other than the print-based, hard-copy materialsAlternate formatsbraillelarge printaudio materialdigital mediamore specialized formatsvaried font style, size, colorpicture-symbolsstructured styles
4Is 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
5Certifying “Print Disability” District Competent Authority certifies “print disability”Verification of Eligibility to Use NIMAS Materials formIf medical referral, include copy in student recordDistrict ResponsibilitySuperintendent identifies the District’s Competent AuthorityMay be staff assigned by SuperintendentMay include multiple members based on student criteriaDistrict maintains a record of student eligibilityDistrict informs state AU of student eligibility at request for alternate format5
6What is a “print disability”? Defined by the Library of Congress regulations (36 CFR 701.6(b)(1))Based on copyright lawAct to Provide Books for the Adult BlindApproved March 3, 1931, 2 U.S.C. 135a3 criteria of eligibilityFederal Register 34 CFR Parts 300 and 301, p , published August 14, 2006
7Eligibility Criteria i and ii 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.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 studentStraight forward criteriaCurrently supported by the LIMC
8Eligibility Criteria 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?
9Eligibility Criteria 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 doctorRecord of medical referral
10Determining NeedGiven 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
11FactorsHave any factors related to the student’s disability been identified?Evidence Physical Cognitive Visual Reading Disability Auditory Perceptual Attention Deficit Behaviors Dyslexia Other
12Current 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?EvidenceCurrent performance indicated by dataReading efficiencyReading comprehension
13Other BarriersIdentify any barriers other than the print-based format that prevent student access to instructional materials.Evidence Lack of instruction Inadequate prerequisite skills Behaviors Other:13
14Examining Curriculum Barriers What5 Components of ReadingComprehensionLearning DifferencesListeningHowGoalsMethodsMaterialsAssessment14
15StrategiesList the strategies or accommodations to materials that have already been tried to address reading or access. Have they been successful?EvidenceTypical reading strategies (non-technology-related)Any technology-related strategiesMultiple texts or any teacher-created texts
16Features of Electronic Reading Systems InputText Source InputType inScannerInternetText filesPDF filesDAISY filesNavigationBetween pagesGo directly to…Skim by heading…BookmarkFunctionalityScan & ReadRead OnlySingle UserMultiple UserColor or Black/WhitePortability16
20Alternate FormatsIdentify any changes to format of standard print material that the student needs.Alternate Formats enlarged printbrailleaudio digital
21Specialized FormatsIdentify any changes to style of standard print material that the student needs.Specialized FormatsElectronic Text Picture-symbols Color of text or background color Use of Style Sheet structure for headings, subheadings, etc.
22Sample Uses of Alternate Format Example of Text Read AloudFree ResourcesReading a PDF fileWordTalk for MS WordTypeIt ReadIt for Apple and MP3Read the Words on the InternetExamples of Word PredictionExample of Tools for Comprehension22
23Additional SupportsWould the student/educational team require additional supports for successful use/implementation of materials in an alternate format?Training Equipment Time Other
24How will the team obtain AIM? Order from LA Book DepositoryOrder from LIMC (blind/low-vision)Request NIMAC file from the Louisiana Authorized User (AU)Order within district resourcesOrder the CD-ROM or audio version direct from the vendorOrder from Bookshare.orgTeacher-CreatedOther (Describe):
25Document and Communicate Need Identify the need for AIM on the IEP or 504Describe alternate or specialized formatRequest resources from textbook coordinator and state AU in a “timely manner”Inform educational team of AIM needsSpecial EducationRegular EducationExtension: Library, Computer Labs, Tutors
26Documenting AIM on the IEP (pre-7/1/09) IEP HELP PAGES INFORMATIONOn the GSI page in the Progress or Lack of Expected Progress in General Education Curriculum narrative boxDoes 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).OROn the GSI page in the Consideration of Special Factors – Assistive Technology narrative boxDoes 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).
27Documenting 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
28HELP 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
29HELP pages (7/1/09)Utilize large print: The student may be provided with books/materials that have been printed with enlarged textUtilize 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 user’s device, or transmitted electronically over distance.
30Two 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.
31Adapted/Alternate Materials Age considerate?Tied to grade-level curriculum?Appropriate for student’s 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?
32Regular 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?
33Access Guide Significant Disabilities (http://sda.doe.louisiana.gov) Home(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.