Accessible Instructional Materials(AIM)

Louisiana Literacy and Numeracy Conference, 2009

Louisiana Department of EducationPaul 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 District’s 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. 46621, published August 14, 2006

Eligibility Criteria i and iii. 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 student’s 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 dataReading efficiencyReading 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

GoalsMethodsMaterialsAssessment

What

5 Components of Reading

ComprehensionLearning DifferencesListening

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 strategiesMultiple texts or any teacher-created texts

Features of Electronic Reading SystemsFunctionality

Scan & Read Read Only Single User Multiple User Color or

Black/White Portability

InputText Source Input

Type inScannerInternetText filesPDF filesDAISY files

Navigation Between pages Go directly to… Skim by heading… Bookmark

Output Features - Reading

Visual FeedbackHighlightColor Size FormattingMasking

Auditory FeedbackUnit readSynthesizer/DigitizedSynthesizer LanguageDigitized RecordingSpeed, Pace, PausingSpeech Access Word Prediction List

Study Skill Features

HighlightingCreate new file with highlightsWord FeaturesAnnotationsBookmarking

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 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).

Documenting AIM on the IEP (7/1/09) On the Accommodations Page

MATERIALSUse 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 magnificationOther (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 http://www.atanswers.com/aim/

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 user’s 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 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?

• 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)

• 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.

St. Charles Parish

• Don Johnson - Literacy Starters• http://www.donjohnston.com/products/

start_to_finish/literacy/index.html

• Lessons 4 All - http://www.lessons4all.org/

Daphne Jones, Curriculum, S.E. Curriculum LiaisonDebra Washington, S.E. Curriculum Liaison

The following is a list of some resources used and suggested for

use to provide literacy-based instruction and accessible

instructional materials to students with significant disabilities

BookShare.org

Lafourche Parish is currently in process of accessing this registering students for access to digitized text

WordTalk

A free text-to-speech plug-in for Microsoft Word

http://www.wordtalk.org.uk/Home/

LIVINGSTON PARISH LIBRARY

Free e-books online collection of talking booksTumbleBooks

Grades K-4

http://www.livingston.lib.la.us/

ADAPTED BOOKS AND CALENDARS

as suggested by Caroline Musselwhite

with rhyming and repetitive lines

Unique Learning Systemsand

NEWS2YOUAdapted Curriculum for all levels

with state standards includedhttp://www.uniquelearningsystem.com

References

• AIM– www.atanswers.com/aim

• Assistive Technology– www.louisianaschools.net/lde/eia/1538.html

• Textbooks– http://www.louisianaschools.net/lde/eia/577.html

• LIMC– http://www.lsvi.org/LIMC.htm

PresentersLouisiana Department of Education• Donna Broussard (donna.broussard@la.gov)• Nanette Olivier (nanette.olivier@la.gov)

Lafourche Parish• Debra Washington (dwashington@lafourche.k12.la.us)• Daphne Jones (djones@lafourche.k12.la.us)• Jennifer Toups• Christina Berry

St. Charles Parish• Celeste Chiasson (cchiasson1@stcharles.k12.la.us)