GradeLiteracyInformational 450% 845%55% 1230%70%

Who are not reading “typical” grade level instructional materials? Whose problem solving teams believe progress would increase if barriers to accessing instructional materials were lowered?

The need or preference for instructional materials in accessible formats goes well beyond students with identified disabilities and well beyond print.

Content Print based (textbook) – may require retrofitting Digital based (web site)- may be difficult to retrofit if not accessible from the start Technology How the content presented must be accessible Presents exactly the same content in a format that makes the information usable by the widest range of students.

If more students were successful readers, would that impact educational, vocational and quality of life outcomes? How?

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.

WV Data Disconnect: – August students served – August student served – WESTEST2 Read Aloud Accommodation (2012) – 17,095 National Studies – Statistical Probability (approx 2- 4% of general pop)– 5, ,285 – Statistical Probability for Students with IEPs (20% - 40%)- 8, ,703

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. Why Provide AIM? The Legal Connection Section , Final Regulations of IDEA 2004

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

Library of Congress regulations (36 CFR (b)(1)) related to the ACT to Provide Books for the Adult Blind…blind persons* or other persons with disabilities*: Prevented from reading standard printed materials as result of blindness or visual impairment Unable to read or unable to use standard print as result of physical limitation Having a reading disability resulting from organic dysfunction (*Certified by Competent Authority)

What does the Copyright Act of 1931 have to do with IDEA? – Addresses Publishers Concerns – Clarifies “Print Disability” (language found in IDEA) – IDEA: Unified standard for textbooks and core instructional materials: NIMAS Centralized location: NIMAC (only accessed by Authorized Users) Meeting Copyright definition + IDEA = ease of access to materials

Braille Large Print Audio Digital text

Accessible Instructional Materials (AIM) presents exactly the same content of core instructional materials in a format that makes the information usable by the widest range of students.

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 A.provided to students with print disabilities B.in specialized formats C.in a timely manner D.All of the above E.None of the above

The four types of specialized formats include: L______ P_____, B______, A______, and D______ T______

NIMAC Center Instructional Resource Center WV School for the Blind WVDEBookshare Learning Ally

What is Bookshare? Who is eligible? How do I search for and download books?

Must meet copyright criteria Free for eligible students (IDEA and copyright) Text-to-speech voice Access to NIMAC (IDEA and copyright) Multi-modalities: see and hear words as they are being read and highlighted eBooks on computers, tablets, phones, assistive technology, MP3 players and more

Membership Required Human Voice Must meet copyright criteria

Goal:Same time as classmates Problem:Schedules are determined in the Fall Solution:Make sure the IEP Coordinator is aware

1.How do you establish the need for accessible instructional materials? 2.Once you identify need, how do you select the specialized format(s) needed by a student? 3.Now that we know the student has the need for accessible instructional materials, and we have selected the format(s), who will do what and when to acquire needed format(s) in a timely manner? 4.How do we determine what supports are needed for effective use of the specialized format(s)?

The student can read and use the standard print- based materials used by the other students. (Note: Specialized formats would not be needed at this time) The student needs exactly the same content in one or more specialized formats. The student needs modified content or alternate materials.

a.Instructional Context b.Specialized Formats Needed c.Match formats to Materials Key Points to Remember: Students may require different formats depending on need, instructional material and environment Consider the student’s – Access to the information – Ability to work as independently as possible – Development of literacy skills – Participation in educational activities

Where do I go for accessible materials? It depends…

Five basic sources: NIMAC (National Instructional Materials Access Center) – National repository – Student meets copyright criteria AND is served under IDEA AMPs (Accessible media producers) – Create and produce materials for students who meet copyright criteria – Can access NIMAC, without cost, if student meets copyright criteria AND is served under IDEA – Bookshare and Learning Ally are AMPs

Commercial Sources – Purchased from publishers – Tumble Books (story books) Free source – Internet – Copyright-free – Open source “Locally Created” – Teacher developed materials

Technology Training – Student, staff and family Instructional Strategies – Auditory Listening – Equipment training Support Services – Braille instruction – OT services for a child with a physical disability – Case management, equipment management Accommodations and/or Modifications – Outlet, cart specialized table – Frequent breaks Where is this information documented on the IEP/504 Plan?

Authorized Users of NIMAC in WV: Bookshare and Learning Ally *Not all web based materials are accessible.

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 scaffold supports –Extensive references and resources –Student Summary and To Do List Not a screening or evaluative tool

CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning.

WVDE AIM Website Accessible Instructional Materials: AIM Basics for Families Accessible Instructional Materials (AIM): A Technical Guide for Families and Advocates AIM Implementation Guide

Advisory Commission on AIM in Postsecondary Education Report Mike Marotta’s eReader Wiki Indiana Center for Accessible Instructional Materials (ICAM) MITS: Michigan’s Integrated Technology Supports – AIM/NIMAS

Much of this information was provided by: the-people-around-it?c=upw1