Transcript Design Process - National Center on AIM
Welcome to the AIM Basics for Educators and Families Webinar September 17, 2012 Introductions:
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The following materials were used in a webinar presented on September 17, 2012 under the auspices of the National Center on Accessible Instructional Materials 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. (September 17, 2012).
Accessible Instructional Materials: The Basics for Educators and Families.
Presented by the National Center on Accessible Instructional Materials. Retrieved [month, date, year], from http://aim.cast.org/experience/training/presentations
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Accessible Instructional Materials: The BASICS for Educators and Families
Joy Zabala, Ed.D., ATP Director of Technical Assistance Center for Applied Special Technology (CAST) and the AIM Center
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Getting Started
Are you aware of any students who are not reading “typical” grade level instructional materials in ways that leads to expected high achievement?
Building dissatisfaction with current state by a critical mass
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Getting Started
Could grade level progress be increased if barriers to accessing, learning from, and responding to instructional materials were lowered?
Creating a vision of the desired state by a critical mass
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Getting Started
If more students were successful readers, would that positively impact educational, vocational, and quality of life outcomes?
Creating a vision of the desired state by a critical mass
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If so, what are they, how do we know who needs them, and where do we get them?
Practical steps for moving forward
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What are Accessible Instructional Materials?
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Accessible Instructional Materials… .
• Accessible instructional materials are designed or enhanced in a way that makes them usable by the widest possible range of student variability regardless of format (print, digital, graphical, audio, video) • Content may be “born print” and require retrofitting • Content may be “born digital” and difficult to retrofit if not accessible from the start • Technology that delivers the content must be “accessible” to the person who is using it
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Lesson Learned… It is important to understand that content and delivery technology are two sides of the AIM coin and both require careful consideration and selection.
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• The information is the content • Technology is the delivery system upon which the content is presented to the student
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Big Ideas for THIS Webinar
In this session, we will be discussing AIM in the context of typical printed materials (born print).
Main Ideas: • Rationales for providing AIM • Legal and pedagogical issues • Decision-making process • Available tools and resources • A glimpse of the future
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Legal and Pedagogical Issues
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The Legal Connection Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require state and local education agencies to ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.
Section 300.172, Final Regulations of IDEA 2004
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Accessible Instructional Materials
The Legal Connection
State and local education agencies must also • “ Adopt the NIMAS ”
National Instructional Materials Accessibility Standard SEAs and LEAs must include the requirement to produce a NIMAS-compliant file in all purchasing contracts. No statutory requirement is placed on publishers.
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Accessible Instructional Materials
The Legal Connection
State and local education agencies must also • Decide whether to “ coordinate with the NIMAC ”
National Instructional Materials Access Center All 50 states have opted to coordinate with the NIMAC as a means for providing specialized formats in a timely manner to students served under IDEA who meet copyright criteria.
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Frequently Asked Questions
• • • • • • • Which textbooks and related materials? What is a “print disability?” What does “timely manner” mean?” What are “specialized formats?” What is the NIMAS?
Who needs AIM?
Where can we get AIM?
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Textbooks and Core Materials?
Printed textbooks and related printed core materials published with texts… – Written and published primarily for use in elementary and secondary school instruction – Required by a state education agency or a local education agency for use by students in the classroom
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Which Textbooks and Related Core Materials
?
Printed textbooks and related printed core materials published with texts “ published after July 19, 2006 ”
OSEP has interpreted
“
published
” “
available for purchase
”
to mean
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What is a print disability?
In general usage, it refers to being unable to read or use standard print materials because of blindness or other disability
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What are specialized formats?
• braille, large print, audio, and digital text • Exactly the same information as the printed materials • Only the presentation of the material is different
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What does “timely manner” mean?
• Must be defined by states as mandated in Section 300.172 of the Final Regulations of IDEA 2004 • Generally means “at the same time” that other students receive their instructional materials in print format.
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What does this have to do with NIMAS?
XML files that are developed to the National Instructional Materials Accessibility Standard (NIMAS) can be readily transformed into student-ready specialized formats.
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Who
“
qualifies
”
for NIMAS?
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Who
“
qualifies
”
for NIMAS and/or AIM?
Need comes before qualification!
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Reframing the Question
“
Who NEEDS specialized formats of print-based instructional materials for educational participation and achievement?
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How do we know who needs AIM?
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Many students are unable to read or use standard print based materials, such as those who have – Blindness or visual impairments – Physically impairments – Learning disabilities – Other disabilities that impact the ability to read standard print
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Lesson Learned… The need or preference for instructional materials in accessible formats goes well beyond students with identified disabilities and well beyond print.
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The Four Components of UDL
The Pedagogical Connection
Goals, Assessment, Methods, and
Materials
Who Needs AIM?
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.
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Who NEEDS AIM?
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 AIM.
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Let’s unpack this a bit…
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 AIM.
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Who Needs AIM?
If all students are • expected to participate and progress in the general education curriculum • held accountable for high achievement they need access to the information contained in the print-based instructional materials in formats from which they can gain meaning.
Good Common Sense http://aim.cast.org
What are the sources of AIM and who can use each source?
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There are multiple sources of AIM • If a student cannot use current instructional materials effectively, AIM should be explored • If AIM is needed, it must be provided to some and, logically, should be provided to each • There are multiple sources but all are not equally robust and barriers for their use may exist
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Multiple Sources of AIM • NIMAS/NIMAC • Accessible media producers (AMPs) • Commercial sources • Free sources • Locally produced
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Who can use specialized formats converted from NIMAC-sourced files? • Students with a disability under IDEA (with an IEP) • Students who have been certified by a competent authority as unable to read printed materials because of blindness or other disability as per the 1931 Act to Provide Books to the Adult Blind as Amended.
Varying Interpretations of “Qualifying Disability” The National Library Service of the Library of Congress
Blind, Visual Impairment, Physical Limitations, or a Reading Disability based on Organic Dysfunction
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Multiple Sources of AIM Accessible Media Producers: Use of materials from this source are constrained by copyright restrictions (e.g., Bookshare, Learning Ally, APH) Commercial Sources: Purchase for anyone, use with anyone!
Free Sources: No limitations Locally Produced: May have constraints and certainly requires significant human resources
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Lesson Learned… As the publishing industry “goes digital” the most promising source of AIM for widespread use will be accessible digital learning materials developed by publishers and made available for purchase.
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In a world going digital, this does not seem to be a problem, right?
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WRONG!
Not all digital materials are accessible!
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Introducing the PALM Initiative from the AIM Center Purchase Accessible Learning Materials
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Benefits of purchasing digital materials that are accessible from the start • Supports inclusion • Benefits all students’ learning • Benefits teachers • Reduces complexity • Reduces additional costs
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Steps to Increase the Production and Availability of Accessible Digital Materials for Purchase Require that all materials purchased from publishers/developers be aligned with relevant accessibility standards (e.g., DAISY, WCAG 2.0, minimum)
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Steps to Increase the Production and Availability of of Accessible Digital Materials for Purchase Seek out and purchase materials that have demonstrable indicators of accessibility, such as: • Device-agnostic file formats (e.g., accessible HTML, Microsoft Word, PDF, ePUB, etc.) • Content represented in multiple ways (e.g., video captions, alt text, live text for audio, digital braille, etc.) • Compatibility with screenreaders, refreshable braille, text-to-speech, and human-voice reading software
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(Indicators of Accessibility Continued) • Compatibility with assistive technology (AT) • Text image descriptions that can be voiced • Navigation alternatives (e.g., keyboard shortcuts/mapping or screen gestures, etc.) • Location supports such as page numbers and/or progress bars • Mathematical, scientific, and music symbols, formulas, and notations represented in multiple ways (e.g., explained with text alternatives, MathML)
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(Indicators of Accessibility continued) • If writing is required, keyboard entry is supported by alternatives (e.g., word prediction, on-screen keyboards, voice input, etc.) • Digital rights management (DRM) must not prevent access to built-in accessibility features or necessary assistive technologies • e-book content can be voiced and navigated with appropriate delivery systems (e.g., iBooks, ePUB, etc.)
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Lesson Learned… There ’s a LOT to think about… a decision-making process is important to assist with sorting through all this.
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How do we make decisions about AIM?
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A Four-Step Process for Decision-Making
1. Establish need for instructional materials in accessible format(s) 2. Select format(s) and features needed by a student for educational participation and achievement 3. Commence steps to acquire needed format(s) in a timely manner 4. Determine supports needed for effective use for educational participation and achievement.
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Lesson Learned… It SOUNDS simple, but it ’s not! A variety of information, tools, and resources must be readily available to educators, families, and others who need them where and when they are needed!
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Where can we learn more and get help when we need it?
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The AIM Center Web Site:
Knowledge, Tools, and Supports at Your Fingertips!
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The AIM Navigator
A process facilitator that assists educators, families, and students with decisions about AIM for an individual student • Four major decision points
Need, Selection, Acquisition, and Supports for Use
• Guiding questions and instant feedback • Built-in scaffolded supports • Extensive references and resources • Student Summary and To-Do List
Not a screening or evaluative tool!
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“Make things as simple as possible, but not simpler.
” Albert Einstein
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• Visit the AIM Center web site at: http://aim.cast.org
• Use the information and tools here to help you identify need and then explore options to meet the need • Go to “AIM in Your State” to find out about state and local policies, procedures, and practices related to the selection and acquisition of instructional materials • Move beyond any statutory obligations to excellent instructional practices • Push for AIM in the marketplace
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Handy Information to Share
• • • •
AIMing for Achievement Article Series
http://aim.cast.org/learn/accessiblemedia/allaboutaim/aimbasics
Accessible Instructional Materials: AIM Basics for Families
http://aim.cast.org/learn/aim4families/aim_basics_families
Accessible Instructional Materials (AIM): A Technical Guide for Families and Advocates
http://aim.cast.org/learn/aim4families/aim_families_advocates
AIM Implementation Guide
http://aim.cast.org/experience/training/aim_implementation_guide
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Handy Resources
• • • •
Advisory Commission on AIM in Postsecondary Education Report
http://www2.ed.gov/about/bdscomm/list/aim/index.html
Mike Marotta
’
s eReader Wiki
http://aim.cast.org/learn/aim4families/aim_basics_families
Indiana Center for Accessible Instructional Materials (ICAM)
http://www.icam.k12.in.us/
MITS: Michigan
’
s Integrated Technology Supports —AIM/NIMAS
http://mits.cenmi.org/AIMNIMAS.aspx
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