Presentation on theme: "Aem.cast.org These materials may be used for educational and informational purposes only. Credits must be maintained. When referencing, please provide."— Presentation transcript:
aem.cast.org These materials may be used for educational and informational purposes only. Credits must be maintained. When referencing, please provide appropriate attribution. APA citation: Zabala, J.S., Carl, D.F. (February, 2015). AEM in the IEP: Who needs them and where do they fit?. Presented by the National Center on Accessible Educational Materials. Retrieved [month, date, year], from http://aem.cast.org/about/webinars-presentations.html http://aem.cast.org/about/webinars-presentations.html The following materials were used in a webinar presented on February 24, 2015, under the auspices of the National Center on Accessible Educational Materials
aem.cast.org Welcome to AEM in the IEP: Who Needs Accessible Materials and Where Do They Fit? February 24, 2015 Introductions: In the chat text box on the lower right of the Adobe Connect screen, please enter your name, state and primary role which interested you in attending this webinar (for example, parent, parent center, educator, etc). Also use the chat box for questions, comments, etc during the webinar. Audio Information: Audio for this webinar is available via phone bridge and via VOIP on the computer in “listen only” mode. When the audio is started by the leader (about 10 minutes before the hour), you will be prompted to choose how to connect. NOTE: If you are not prompted by 5 minutes before the hour, call in to 877-512-6886 and enter Conference ID 1004121004. If you elect to use the telephone dial-in or call back option for audio, PLEASE ENSURE THAT YOUR PHONE IS MUTED AND THAT THE AUDIO ON YOUR COMPUTER IS ALSO MUTED. If you elect to listen on the computer, PLEASE DO NOT DIAL IN ON THE TELEPHONE because your computer sound will be heard by everyone else on the telephone. If you have technical difficulty, please email Ms. Hendricks at email@example.com
aem.cast.org AEM in the IEP: Who Needs Accessible Materials and Where Do They Fit? Joy Zabala, Ed.D., Director of Technical Assistance Diana Carl, MA, LSSP Special Projects Coordinator Center for Applied Special Technology (CAST) and the National Center of Accessible Educational Materials for Learning
National Center for Accessible Educational Materials for Learning http://aem.cast.org October 2014 to October 2019
aem.cast.org Major Discussion Questions for this Session What are AEM? Who needs AEM? Brief overview of IEPs Where might AEM be considered and documented in the IEP?
What are accessible educational materials (AEM)?
aem.cast.org What are AEM? AEM (accessible educational materials) are materials that are designed or converted in a way that makes them usable across the widest range of student variability in any format (print, digital, graphical, audio, video). IDEA specifically focuses on accessible formats of print instructional materials. In relation to IDEA, the term AEM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text.
aem.cast.org What Is the Relationship to FAPE? “Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA’s/SEA’s] obligation under [IDEA] to ensure: that FAPE is available for children with disabilities and that children with disabilities participate in the general education curriculum as specified in their IEPs.” Office of Special Education Programs (OSEP), 71 Fed Reg. 46618
Who needs accessible educational materials (AEM) ?
aem.cast.org Who Needs AEM? Students with disabilities that prevent them from using “typical” instructional materials, such as print or “locked” digital materials, effectively Students with sensory, physical, or learning-related disabilities Students without identified disabilities who cannot make effective use of “typical” instructional materials Struggling readers; students lacking English proficiency, etc. Students who simply prefer options for different tasks or for use in different environments.
aem.cast.org Who Needs AEM? If any student is unable to read traditional grade level print instructional materials at a sufficient rate and with adequate comprehension to complete academic tasks with success, relative to same-age peers, or cannot do this independently, or cannot do this across environments and tasks, then the student may need AEM.
aem.cast.org Decision-Making Process 1.Establish need for instructional materials in specialized format(s) 2.Select specialized format(s) needed by a student for educational participation and achievement 3.Commence SEA- and/or LEA-defined steps to acquire needed format(s) in a timely manner 4.Determine supports needed for effective use for educational participation and achievement. Responsibilities of Decision-Making Teams
aem.cast.org The AIM Navigator A process facilitator to help educators, families, and students make decisions about AIM for an individual student Not a screening or evaluation tool! http://aem.cast.org/supporting/aim-navigator.html
aem.cast.org What is an IEP? Represents the foundation of the child’s educational program and serves as a tool/roadmap to help teachers provide instruction IEP as a DocumentIEP as a Process Describes the services the student will receive Enables educators, parents, and the student to work together to develop an individualized plan (McLaughlin & Warren, 1995)
aem.cast.org Cycle of Access, Involvement, and Progress in the General Education Curriculum (IDEA) (1) Access Perceive information in the curriculum (2) Involvement Participate in the curriculum (3) Progress Make progress in the curriculum
aem.cast.org Connection to AEM AccessIndependence InvolvementParticipation ProgressAchievement
Where might AEM be considered and documented in the IEP?
aem.cast.org Parts of the IEP that Relate to AEM Evaluation Results Present Levels of Performance Special Factors Annual Goals Special Education & Related Services, Supplementary Aids & Services, Program Modifications, and Supports Statewide Assessment Participation Postsecondary Goals and Transition Services
aem.cast.org Evaluations and AEM Requirements Assess students in all areas of suspected disability. Use a variety of assessment tools and strategies. Obtain information to assist in developing the content of the IEP. AEM Considerations Is printed text a barrier for the student? Does the student need AEM? Does the student need AT to access specialized formats (braille, audio, digital and/or large print)?
aem.cast.org Putting It Into Action - a Example of summary of evaluation data: Sean is a seventh grade student previously identified as having a learning disability. According to the most recent evaluation data reviewed by the team, Sean is able to understand grade-level content but is unable to independently derive meaning from print-based materials. These data suggest that Sean needs a specialized format of printed materials and assistive technology. Note to Team: Review AIM Navigator –Need, Selection, and Use
aem.cast.org Putting It Into Action - b Example of summary of evaluation data: Further evaluation indicates that, to participate and progress in the general education curriculum, Sean requires a digital text format of printed materials and assistive technology that enables him to see and hear the content at the same time for audio supported reading. Notes to Team: 1) Review AIM Navigator –Need, Selection, and Use, 2) Check out Audio Supported Reading (ASR) on the AEM site
aem.cast.org Present Levels and AEM Requirements Describe the student’s present levels of academic achievement and functional performance. Describe how the student’s disability affects his/her involvement and progress in the general curriculum. AEM Considerations Is the student able to access and derive meaning from print-based instructional materials? Is the student currently using AEM and AT to access the general education curriculum?
aem.cast.org Putting It Into Action Example of Present Levels statement: Sean is a seventh grade student who has a learning disability. He understands instructional content at grade level but independently reads printed materials at the fourth grade level. Using a tablet computer with audio supported reading software, he successfully perceives and interacts with digital text formats of grade-level textbooks and printed materials across the content areas. Note to Team: Current use of AEM
aem.cast.org Special Factors and AEM Requirements In developing, reviewing or revising IEP, must consider the need for: Behavior supports Language supports for LEP Braille instruction Communication AT devices and/or services AEM Considerations Does the student need instruction in braille or use of braille in relation to AEM? Does the student need AEM to perceive and interact with written or aurally presented information? Does the the student need AT to perceive and interact with specialized formats of printed materials (e.g., digital braille, audio, digital text)?
aem.cast.org Putting It Into Action - a Example of Special Factors statement: Sean understands educational content at grade level, but is unable to read with sufficient accuracy and fluency to support comprehension at that level. Sean needs materials provided in a digital format to access the general curriculum. Note to Team: Review AIM Navigator – Selection and Supports for Use
aem.cast.org Putting It Into Action - b Example of Special Factors statement: Sean needs a tablet and/or other computer with text-to-speech and word predication capabilities in order to perceive and interact with a digital text format of grade-level textbooks and other printed materials used across the content areas. Note to Team: Review AIM Navigator – Selection and Supports for Use
aem.cast.org Joint Dear Colleague Letter Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools Department of Education and Department of Justice IDEA, 504, and Title II of ADA mandates FAPE and Effective Communication analyses apply Communication includes visually, aurally and motorically presented communication 30 http://www2.ed.gov/about/offices/list/ocr/docs/dcl-faqs-effective- communication-201411.pdf
aem.cast.org Effective Communication The IEP might include a specific prompt(s) such as: Does the student have a disability that prevents effective use of standard educational materials? If yes, does the student require specialized formats of printed materials and/or accessibility options in digital materials? 31
aem.cast.org Annual Goals and AEM Requirements State measurable annual goals, including academic and functional goals. Describe how the goals will meet the student’s disability-related needs in order to enable the student to be involved and progress in the general curriculum. AEM Considerations For which goals will AEM be needed to support achievement of IEP goals and progress in the general education curriculum?
aem.cast.org Putting It Into Action Example of IEP goal related to AEM: By May, 2015, when using the digital text format of social studies materials and delivery technology, Sean will identify examples of sequential, comparative and causal presentations of information in text with 80% accuracy.
aem.cast.org Special Education & Related Services, Supplementary Aids & Services, Program Modifications, and Supports Requirements State the services, aids, modifications, and supports that will help the student: advance toward annual goals; be involved and progress in the general education curriculum; be educated with students with and without disabilities. AEM Considerations How can AEM help the student be involved and progress in the general education curriculum? Is AEM needed as a part of special education and related services? What supports will help the student use AEM? What training related to the AEM or technology will be needed for the student, educators, or family?
aem.cast.org Supports for Use of AEM Technology Training Instructional strategies Support services Accommodations and/or modifications
aem.cast.org Putting It Into Action- a Example of services and supports related to AEM: Sean will use a tablet computer and/or other device that provides simultaneous visual and auditory output to support perception of and interaction with the digital text format of grade-level printed materials across the content areas. Sean will receive training in how to use the digital text format and technology for participation and achievement. Note to Team: Review AIM Navigator – Supports for Use
aem.cast.org Putting It Into Action – b Example of services and supports related to AEM: Sean’s teachers and parents will receive training to support his use of the materials and technology. Sean will require headphones and preferential seating in a quiet area of the classroom when he is reading with text-to-speech. Note to Team: Review AIM Navigator – Supports for Use
aem.cast.org Statewide Assessment and AEM Requirements Include a statement of appropriate assessment accommodations. If the Team determines that the student needs to take an alternate assessment, state why the student cannot take the regular assessment and why the particular alternate assessment is appropriate. AEM Considerations What assessment accommodations are needed for a student who uses AEM? How do these accommodations relate to the AEM and AT that the student receives in the classroom?
aem.cast.org Putting It Into Action Example of assessment statement: Consistent with the accommodations that Sean is using in the classroom, he will receive the following accommodations on the statewide assessment: Read-aloud: Simultaneous visual and auditory access to text through the independent use of text-to- speech on all allowable parts of the assessment Scribe: Text input through independent use of word prediction software on all allowable parts of the assessment
aem.cast.org Transition Planning and AEM Requirements Include postsecondary goals and transition services in the IEP. Develop a Summary of Performance (SOP) of the student’s academic achievement and functional performance, providing recommendations to help the student meet postsecondary goals. AEM Considerations What opportunities and supports will be provided for the student to develop self-determination skills needed to advocate for his or her own needs in relation to AEM? What supports will be provided to help the student plan for the use of AEM and related technology in postsecondary environments?
aem.cast.org Putting It Into Action Example of transition statement: In Sean’s home state, transition planning begins at the age of 14. Future transition planning might include goals such as: Sean will learn to advocate on his own behalf in determining when he needs to use a specific specialized format and what technology works best for him in different contexts. Sean will build the self-determination skills needed to advocate for his needs in postsecondary environments by leading discussions during IEP development.
National Center for Accessible Educational Materials for Learning http://aem.cast.org October 2014 to October 2019
aem.cast.org Leveling the Playing Field Meet Juna…. 46 http://aem.cast.org/supporting/meet-juna.html
aem.cast.org Leveling the Playing Field Meet Bailey…. 47 http://aem.cast.org/supporting/meet-juna.html
aem.cast.org Lesson Learned “When AEM is explicitly incorporated into the IEP, the likelihood is increased that the student’s use of AEM will become an effective and integrated part of the learning process.” National Center on Accessible Educational Materials (2015) 48
aem.cast.org We’re always just a fingertip away! Joy Zabala firstname.lastname@example.org Diana Carl email@example.com
aem.cast.org 1-Minute Evaluation Thank you for joining us. Please take a few moments to complete a brief survey, which is intended to gather information about the quality, relevance, and usefulness of the webinar you just attended. Your responses are completely confidential. https://www.surveymonkey.com/s/AEMintheIEPFeb2015 50