Transcript Digital Textbooks

Digital Textbooks
Who Qualifies?
How Are They Acquired?
Session Objectives

Understand the procedures and legal
requirements for supplying AIM to
students with disabilities.
Legal requirements
 Considerations in determining the need
for AIM
 Documentation on the IEP/IAP
 How to acquire AIM in JPPSS

Kara Dennison
Student at Grace King High School.
 Received Assistive Technology
devices in November, 2008.
 Video made in February, 2009.
 Will receive her first NIMAS textbooks
in 2009-2010.

What is AIM? (Accessible
Instructional Materials)

Core and core-related materials which
are created to help students who
struggle to decode or extract
meaning from print-based materials,
such as textbooks, worksheets,
workbooks, and teacher-printed
handouts.
Required by Law


Federal law (IDEA 2004) requires State and
Local Education Agencies to adopt the
National Instructional Materials Accessibility
Standard (NIMAS) and to determine
efficient approaches to provide core
curricular materials in accessible, NIMAScompliant formats.
Local Education Agencies are required to
provide accessible formats to all students
who are identified as struggling with access
to print, whether or not they qualify for
NIMAS-derived materials.
Eligible Students: Students with Disabilities (IEP or 504)
Demonstrates Print Disability
Eligibility
Qualified under the
Copyright Act as Amended
(IEP)
Qualified under the
Copyright Act as Amended
(Section 504 Plan)
Does not qualify under
Copyright Act as Amended
(IEP)
Does not qualify under the
copyright Act as Amended
(504 Plan)
Definition
Students who have:
a print disability based
on(i) blindness, (ii)visual
impairment or (iii)physical
disability or have a
(iv)reading disability
based upon an organic
dysfunction
AND
have an IEP.
Students who have:
A physical or mental
impairment that
substantially limits one or
more major life activities
but are not in need of
specially designed
instruction.
Students who have a print
disability based on:
(i)Blindness, (ii)visual
impairment, (iii)physical
disability or a (iv)reading
disability based upon
organic dysfunction
Students who:
do not qualify under the
Copyright Act as
Amended but whose print
disability still requires the
use of accessible
instructional materials in
order for them to
progress in the general
education curriculum, as
determined by their IEP
Students who:
do not qualify under the
Copyright Act as
Amended, have a physical
or mental impairment
that substantially limits
one or more major life
activities;
Are not in need of
specially designed
instruction;
Do not fall into the four
categories of disabilities
listed for the Copyright
eligibility as determined
by their 504 plan.
Competent Authority
For Disability Categories (i) Blindness,(ii) Visual impairment,(iii)Physical limitations:
Districts may designate: Pupil appraisal coordinators; reading specialist, special education teachers, Ed.
diagnosticians, psychologists or speech therapists who meet prescribe criteria and training
For Disability Category (iv) Reading disability resulting from organic dysfunction:
Must be doctor of medicine who may consult with colleagues in associate disciplines
Alternate Formats
Braille, Large Print, Audio,
or Digital Text
Braille, Large Print, Audio,
or Digital Text
Large Print, Audio, or
Digital Text
Large Print, Audio, or
Digital Text
Sources of AIM
(Can use NIMAC files)
District textbook
ordering;
LIMC;
LEA purchased
Publishers;
Other Sources:
Bookshare, Louis,
Accessible Book
Collection ,RFB&D;
LEA produced
Cannot use NIMAC files
Acquire from:
District textbook
ordering;
Publishers
Other Sources:
Bookshare, Louis,
Accessible Book
Collection ,RFB&D;
LEA produced
LEA purchased
Publishers
LEA Produced
Online sources not
covered under copyright
law
Publishers
LEA Produced
Online sources not
covered under copyright
laws
NIMAC

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National Instructional Materials Access
Center
The NIMAC is a federally-funded, national
electronic file repository that makes NIMAS
files available for the production of core print
instructional materials in specialized formats.
The NIMAC receives source files in NIMAS
format from textbook publishers, and
makes these files available for download to
Authorized Users in the United States and its
territories through an online database.
NIMAS



National Instructional Materials Accessibility
Standard
The term 'National Instructional Materials
Accessibility Standard' means the standard
established to be used in the preparation of
electronic files suitable and used solely for
efficient conversion into “specialized
formats”
The NIMAS file sets are provided for the
sole, express purpose of producing
accessible instructional materials for blind or
other persons with print disabilities in
elementary and secondary schools as
defined in section 674(e)(3) of IDEA.
Specialized Formats
“Specialized formats” are Braille,
audio, digital text or large type.
 “Specialized formats” are exclusively
for use by:

blind students
 students with print disabilities (other
than blind) as defined in the next few
slides.

Who Qualifies for Digital
Textbooks?
1.
2.
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 of 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.
Amended Copyright Act 1966 (Chaffee Amendment)
Who Qualifies? (continued)
3. Persons certified by competent
authority as unable to read or
unable to use standard printed
material as a result of physical
limitations.
4. 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.
Amended Copyright Act 1966 (Chaffee Amendment)
Who is the Competent
Authority?

In cases of eligibility under:



(1) blindness
(2) visual disability
(3) physical limitations

"competent authority" is defined to include

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


doctors of medicine,
doctors of osteopathy,
ophthalmologists,
optometrists,
registered nurses,
therapists,
professional staff of hospitals, institutions, and
public or welfare agencies (e.g., social workers,
case workers, counselors, rehabilitation
teachers, and superintendents)
Competent Authority in
JPPSS

For our district, the LDOE recognized
Competent Authority for:





(1) blindness
(2) visual disability
(3) physical limitations
is the Assistive Technology Coordinator,
Ozala Mazar.
Qualified teachers and qualified pupil
appraisal personnel are also able to identify
students with print disabilities 1, 2, and 3.
Verification of Eligibility


must be documented and saved
must have the signature of the JPPSS Competent
Authority.
Competent Authority

In the case of a reading disability
from organic dysfunction,
competent authority is defined as
doctors of medicine who may
consult with colleagues in associated
disciplines.
Organic Dysfunction
(found at: http://www2.merriam-webster.com/cgi-bin/mwmednlm
Providing AIM

Regardless of whether the Chafee exemption is interpreted
narrowly or broadly, its enactment set a precedent in its
affirmation of the right of "print disabled" individuals to be
provided timely access to the same information as is
available to their non-disabled peers, and, pursuant to
Section 504 of the Rehabilitation Act, that access should be
provided in a format most appropriate to their needs.9

The fact that some students with Learning Disabilities may
not qualify under existing Chafee guidelines, or that students
with attention, cognitive or hearing disabilities are, in fact,
excluded collides with the "Access, Participation and
Progress" requirements of IDEA and the "Equal Access"
requirements of the Rehabilitation Act and the ADA.

It is precisely this collision that has motivated educators and
disability service providers to err on the side of civil
rights legislation and federal special education law
when determining which students receive accessible
materials and when.
Documenting AIM on the IEP
(as of 7/1/2009)

IEP teams will now document on the
Accommodations page the type of format
required for AIM

Materials

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Use text/workbooks/worksheets at a modified reading
level
Alter format of materials on page
(type/highlight/spacing)
Color code materials
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
Additional IEP Help

IEP Help pages

Utilize large print:


Utilize Braille:


The student may be provided with books/materials that
have been printed with enlarged text
The student may be provided with or books/materials that
have been Brailled.
On the Accommodations Page under Materials,
there are new additions to the IEP:

Utilize audio/recorded book:


The student may be provided with recordings of printbased media in a recorded, 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.
Additional AIM Materials
(added as of 7/1/2009)


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.
Documenting AIM on IAP
How Do I Acquire Digital
Textbooks For My Students?
The referring teacher must:
1. Refer the student identified (or suspected
of having a qualifying print disability) to
the AT Team by using the AIM 1 and
supporting evidence (IEP, evaluation,
standardized test scores, grades, etc.)
2. Send these in the pony-mail to:
Ozala Mazar
Admin. Bldg.
(501 Manhattan Blvd.)
How Do I Acquire Digital
Textbooks For My Students?
3.
4.
5.
6.
An AT Team Member will contact you
and/or see the referred student.
Forms and instructions will be sent by the
AT Team to the referring teacher.
Referring teacher will complete the forms
(AIM 2 and AIM 3), place copies of the
forms in the student’s SPED files at school
and send the originals to the AT
Coordinator.
Requests for NIMAS files will be sent to the
Textbook Specialist who will order the files
from the School Book Supply Company of
Louisiana.
How Do Teachers Acquire Digital
Textbooks For Students?
Student
demonstrates
print disability.
Need
Shown
AIM Liaison
reviews info and
sends Eligibility
form (AIM 2) and
Textbook Request
form (AIM 3) to
teacher for
completion.
Step 1
Teacher
collects
supporting data
and submits
AIM referral
(AIM 1) form to
AIM Liaison.
Step 2
Competent
Authority signs
eligibility forms
and keeps file for
documentation of
eligibility.
Step 3
Step 4
Teacher:
(1) submits
completed forms to
AIM Liaison and
(2) files copies of
forms in student
IEP/IAP folders.
Step 5
Authorized User
converts files to
user ready file.
Step 6
Alternate format
textbook order is
submitted to
Textbook
Specialist for
ordering through
SBSC.
District Personnel
supplies student
with all needed for
access to digital
textbooks.
Step 7
Authorized User
notifies AIM
Liaison when
textbook files
are available.
Step 8
Step 9
District
Personnel
trains student,
teachers,
parents, etc. on
use of device
and/or
software.
Difficulties Encountered

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As a condition of a textbook series being
adopted, LaDOE has written language into
the contracts of publishers of textbooks,
since October, 2006, that textbook and
ancillary files be sent to the NIMAC.
The publishers have not always sent the
textbook files to the NIMAC even though it is
required of them since October, 2006.
JPPSS will also require this of the publishers
as a stipulation of a textbook purchase
contract.
Textbooks adopted before October, 2006 will
probably not be in the NIMAC.
Guiding Question for
AIM Consideration
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
AIM 1
Factors
Have any factors related to the
student’s disability been
identified?
Evidence
 Physical
 Reading Disability
 Attention Deficit Behaviors
 Cognitive
 Auditory
 Dyslexia
 Visual
 Perceptual
 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
Examining Curriculum Barriers
What
How
Goals
 Methods
 Materials
 Assessment

5 Components of Reading
 Comprehension
 Learning Differences
 Listening

Other Barriers
Identify any barriers other than
the print-based format that
prevent student access to
instructional materials.
Evidence
 Lack of instruction
 Behaviors
 Inadequate pre-requisite skills
 Other:
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
AIM 2
AIM 3
Bookshare.org
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www.bookshare.org
AT Coordinator adds students (members) and
teachers (sponsors) as they are identified. Please
contact Ozala to be added as a sponsor:
[email protected]
JPPSS has an Organization Account.
Students must meet same qualifications as the
eligibility for NIMAS files in order to get a free
membership except that 504 students are included
for all downloads (except NIMAS files).
Teachers of qualifying students may download
books, novels, newspapers, etc. for the student.
Qualifying students may open a personal account,
as well, through their parents for leisure reading.
How to Download from
Bookshare.org


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Teachers must be enrolled as a Sponsor for
the JPPSS Organization Account.
Teachers must sign to agree to abide by
legal requirements by Bookshare.org
(Copyright Laws).
More information about Bookshare.org can
be found at:
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http://sped.jppss.k12.la.us/bookshare
www.bookshare.org
Step-by-step directions for downloading
from Bookshare.org are available at:

http://sped.jppss.k12.la.us/bookshareinstructions
Devices and Software

Software
Kurzweil 3000
 Microsoft Word


Devices
VictorStream
 Classmate Reader
 Fusion
 MP3 Player

File Formats
FILE
FORMAT
SOFTWARE
.DOC, .RTF, HTML,
.TXT
WORD, KURZWEIL, WYNN,
R&W GOLD, READ PLEASE,
READ OUTLOUD , NATURAL
READER
.KESI
KURZWEIL
.TXT
NOTEBOOK
FUSION
.PDF
(ACCESSIBLE)
ACROBAT, ADOBE READER,
WYNN, CLAROREAD,
KURZWEIL, READ
OUTLOUD
KINDLE
.XML
(DAISY FORMAT)
DOLPHIN EASY READER(?)
CLASSMATE READER,
VICTOR STREAM,
PLEXTALK
.XML
(NAVIGATION IS
LOST)
KURZWEIL, R&W GOLD,
WORD
MP3
ITUNES, LIMEWIRE, ETC.
DEVICE
IPOD/MP3 PLAYER,
MOBILE PHONES
AIM Guide for Teachers
Contains forms, directions and
procedures for obtaining Accessible
Instructional Materials (AIM) for
students.
 AIM Guide and AIM Forms are
available at:
http://sped.jppss.k12.la.us/AIMforms

Assistive Technology Guide for
Teachers/ABIT Teams
Contains forms and procedures for
identifying students to receive
Assistive Technology evaluations and
recommendations.
 AT Guide and AT Forms are available
to view, print, and download at:
http://sped.jppss.k12.la.us/ATforms

JPPSS AT Team Members
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Ozala Mazar, AT Coordinator,
[email protected]
Judy Nodurft, EB Coordinator of SHL Services,
[email protected]
Michele Norris, VI Itinerant and AT Specialist,
[email protected]
Ida Richards, OT, [email protected]
Donna St.Romain, AAC-SLP,
[email protected]
Pat Almquist, Job-Trainer,
[email protected]
Terri Joia, Pupil Appraisal,
[email protected]