aem.cast.org Accessible Educational Materials in 2015: The BASICS for Educators and Families 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

aem.cast.org Purpose and Big Ideas of this Session The purpose of this webinar is to provide foundational information related to the timely provision of AEM. Content will focus on the following main ideas: Legal and pedagogical rationales for providing AEM The changing language of AEM Sources of AEM and who can use each source Supportive tools and resources

aem.cast.org AIM Center to AEM Center The goal is to build the capacity of states, districts, postsecondary institutions, families, publishers, and other stakeholders to increase the availability and use of high-quality accessible educational materials (AEM) that support improved learning opportunities for students in K-12, Higher Education and workplace environments. 2

aem.cast.org Materials are Materials Instructional = Educational = Learning 3

aem.cast.org What do the IDEA regulations say about accessible materials? Section

aem.cast.org IDEA Fed. Reg. Section Provisions 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. Legal requirement is placed on state and local education agencies. IDEA cannot place requirements on publishers 5

aem.cast.org Print Disability Language appears in IDEA and is not specifically defined. In general usage, it refers to being unable to read or use standard print materials because of blindness or other disability

7 Joint Dear Colleague Letter June 29, 2010, Department of Justice and Department of Education

aem.cast.org What are Accessible Educational Materials?

aem.cast.org Keeping Language Current  Language as a barrier Changes over time Acting from common misunderstandings  Language as a capacity-builder Keeping up with change Common vocabulary

aem.cast.org AEM as NIMAS XML files the National Instructional Materials Accessibility Standard (NIMAS) can be readily transformed into student-ready specialized formats.

aem.cast.org AEM as NIMAS The national repository of NIMAS-compliant files that are created by publishers and deposited when required by SEA/LEA purchasers.

aem.cast.org Language Change Over Time Facilitator: purchasers, publishers and media producers Barrier: decision-makers for individual students, educators, families Common misunderstandings: eligibility, student- ready, is all that’s needed

aem.cast.org AEM as 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

aem.cast.org Language Change Over Time AEM = Specialized Formats Facilitator: broadens understanding beyond NIMAS as sole means of providing accessible materials Barrier: applies only to print-based materials, limited to students meeting copyright criteria, equates need to specific disability categories Common misunderstandings: need is equated to falling within specific disability categories, acquiring for one opens access to all, fair use

aem.cast.org AEM is not just NIMAS AEM is not just specialized formats Lesson Learned…

aem.cast.org Accessible Educational 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 “designed to be used as print” and require retrofitting Content may be “designed to be used digitally” and difficult to retrofit if not accessible from the start

aem.cast.org Language Changes Over Time AEM = Materials designed to be highly usable across full range of student variability Facilitator: expands beyond printed materials, includes digital materials, increases importance of the market, extends thinking to non-text material Barrier: lack of demand, limited availability in the market Common misunderstandings: all digital materials are accessible to everyone

aem.cast.org When thinking about accessible digital materials, it is important to understand that the content and the delivery technology are two sides of the AEM coin and both require careful consideration and selection. Lesson Learned…

aem.cast.org Two Sides of the AEM Coin… 19 The information is the content Technology is the delivery system that the student uses to perceive and interact with the content

aem.cast.org How are decisions made about AEM?

aem.cast.org 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. AEM Navigator at

aem.cast.org Who needs AEM?

aem.cast.org Who “qualifies” for AEM? Need comes before qualification!

aem.cast.org Reframing the Question “Who NEEDS accessible versions of educational materials for participation and achievement?

aem.cast.org Who needs AEM? Many students with disabilities are unable to read or use educational materials, because of” – Blindness or visual impairments – Physical impairments – Learning disabilities – Other disabilities that impact the ability to read standard print or use standard materials

aem.cast.org The need or preferences for educational materials in accessible formats goes well beyond print and well beyond students with identified disabilities. Lesson Learned…

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 or use grade level 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 What are the sources of AEM and who can use each source?

aem.cast.org There are multiple sources for acquiring accessible versions of printed materials but most sources do not deal all types of AEM and some cannot be used to provide materials to for all students 30

aem.cast.org Multiple Sources of Accessible Materials NIMAS source files from the NIMAC Accessible Media Producers Locally Produced Free Sources Commercial Sources

aem.cast.org Multiple Sources of Accessible Materials The NIMAC Students using materials created from NIMAS-source files stored in the NIMAC must: meet copyright criteria (certified by a competent authority as unable to read printed materials because of blindness or other disability) AND be served under IDEA.

aem.cast.org Multiple Sources of AEM There are varying Interpretations of “Qualifying Disability” under copyright The National Library Service - Library of Congress Blind, Visual Impairment, Physical Limitations, or a Reading Disability based on Organic Dysfunction

aem.cast.org Multiple Sources of Accessible Materials NIMAS source files from the NIMAC: Printed materials. Use constrained by copyright AND IDEA Accessible Media Producers: Printed materials. Use constrained by copyright restrictions (Bookshare, Learning Ally, APH, etc.) Locally Produced: May have constraints and certainly require significant human resources Free Sources: No limitations, but may not be the same as used by others Commercial Sources: Purchase for anyone, use with anyone!

aem.cast.org As the publishing industry “goes digital” the most promising sources of AEM for widespread use are: Accessible digital learning materials developed by publishers and made available for purchase Accessible open educational resources (OERs) Lesson Learned…

aem.cast.org Library of Accessible Materials

aem.cast.org Library of Accessible Materials - Past

aem.cast.org Library of Accessible Materials - Present

aem.cast.org Library of Accessible Materials - Future

aem.cast.org As the publishing industry “goes digital” the most promising sources of AEM for widespread use are: Accessible digital learning materials developed by publishers and made available for purchase Accessible open educational resources (OERs) Lesson Learned…

In a world going digital, accessibility does not seem to be a problem, right?

aem.cast.org Many of the digital educational materials and their delivery systems are not currently accessible! Wrong!! 42

aem.cast.org 43 Center for Online Learning and Students with Disabilities

aem.cast.org The PALM Initiative 44 Purchase Accessible Learning Materials Purchase Accessible Learning Materials

aem.cast.org Lesson Learned… Purchasing materials designed from the start with rich options that increase their accessibility and make them more widely usable is beneficial in many ways. 45

aem.cast.org Supports inclusion All students use same materials at the same time Benefits all students’ learning All have access to supportive features and scaffolds Benefits teachers Easier to plan and teach Reduces complexity Eliminates eligibility questions Reduces costly accommodations No need for different sets of materials or to provide accommodations for inaccessible materials Benefits of Purchasing Accessible Materials

aem.cast.org Where can I get help when I need it?

National Center for Accessible Educational Materials for Learning October 2014 to October 2019

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aem.cast.org Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. Kofi Anan 50

aem.cast.org What can you do? 51 Visit the AEM Center web site at: Use the information and tools on the AEM Center site to help identify need and then explore options to meet the need Go to “AEM State Contacts ” to find out about state and local policies, procedures, and practices in your statehttp://aem.cast.org/policies/aem-state-contacts-and- sea-information.htmhttp://aem.cast.org/policies/aem-state-contacts-and- sea-information.htm Move beyond statutory obligations to excellent instructional practices Push for AEM in the marketplace

aem.cast.org We’re always just a fingertip away! Joy Zabala Diana Carl