1. Accessible Instructional Materials (AIM)
Welcome!

2. Introductions Put introductions here
This is an overview only. The follow-up webinars will contain more information on their respective topics.

3. Housekeeping
Put housekeeping items here

4. Objectives
Participants will be able to define accessible instructional materials
Participants will be able to list tools and strategies for identifying appropriate and accessible instructional materials for a student
Participants will be able to use the “AIM Discussion Guide” to prepare for an IEP meeting

5. Materials & Resources Presentation Handout AIM & NIMAS TAP
Areas of Disabilities
Student Scenarios
Assessment Tools & Strategies
FCAT Sample Tests
San Diego Quick Assessment
AIM Explorer
AIM Discussion Guide
Digital Accommodations Tutorials

6. Instructional Materials

7. Instructional Materials

8. Instructional Materials

9. Copyright Law History Act of 1931 Revised in 1952 to include children.
A funding act that provided dollars annually to the Library of Congress for the provision of books for adults who are blind.
Revised in 1952 to include children.
Revised in 1966 to include “physical handicaps.”
Library of Congress 1974 regulations added “reading disability resulting from organic dysfunction.”
The Act of 1931 authorized the Library of Congress to establish a national library program that would provide books for adults who were blind.
The Chafee Amendment exempts “authorized entities” from copyright infringement in the production of specialized formats exclusively for use by “blind or other persons with disabilities.”
IDEA included requirements for all SEAs to adopt the National Instructional Materials Accessibility Standard (NIMAS) and choose to coordinate with the National Instructional Materials Access Center (NIMAC). Within this language is the discussion and requirements regarding accessible instructional materials.

10. Copyright Law History Doctrine of Fair Use Chafee Amendment – 1996
codified in section 107 of the copyright law
guidelines for the use of a single copyrighted work with many students
not restricted to original intent
Chafee Amendment – 1996
establishes “authorized entity”
identifies “specialized formats” as braille, audio, or digital text

11. IDEA & Copyright Law IDEA 2004 established
accessible instructional materials
NIMAC . National Instructional Materials Access Center
national repository for electronic files of core print instructional materials
NIMAS . National Instructional Materials Accessibility Standard
flexible digital file format that can be used to create braille, audio, or digital text
Blind or visually impaired
Physical disability
Reading disability due to organic dysfunction

12. IDEA – AIM – FAPE
“Timely access to appropriate and accessible instructional materials is an inherent component of a public agency’s obligation under the Act to ensure that FAPE is available for children with disabilities and that children with disabilities participate in the general curriculum as specified in their IEPs.” Federal Register / Vol. 71, No. 156, Pg

13. IDEA – AIM – FAPE
“ . . the SEA must ensure that all public agencies take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials.” CFR (b)(4)

14. Accessibility & New Technologies
June 29, 2010 Letter from U.S. Dept of Justice
Addresses accessibility and ebook readers (e.g. Kindle)
Includes the language “emerging technologies”
States that, in regards to emerging technologies, individuals must be provided accommodations or modifications that permit them to receive all the educational benefits of that technology in an equally effective and equally integrated manner

15. Instructional Materials

16. What Are Accessible Materials
AIM does not have to be digital text. Braille is not digital text.

17. What Are Accessible Materials
AIM may require consideration of more than just the textbooks. Related instructional materials may need to be taken into account during the discussion. This is a holistic approach.

18. What Are Accessible Materials
AIM does not mean text to speech.

19. What Are Accessible Materials
For some students AIM can include looking at levels of representation.

20. What is Accessibility?
“Timely access to appropriate and accessible instructional materials is an inherent component of a public agency’s obligation under the Act to ensure that FAPE is available for children with disabilities and that children with disabilities participate in the general curriculum as specified in their IEPs.” Federal Register / Vol. 71, No. 156, Pg

21. W3C Principles of Accessibility
Perceivable – cannot be invisible
Operable – cannot require an action the user cannot do
Understandable (information & interface) – cannot be beyond the user’s understanding
Understandable – can the student derive meaning from the information?

22. Assessment Guidelines
Content – is it language appropriate and understandable
Structure – is the layout and amount of information appropriate
Presentation – is the sensory and physical aspect of the format appropriate
These are not sequential. Changing one area can have an impact on another area.

23. Assessment Guidelines
Go to full screen for a few slides

24. Content Different languages.

25. Content
Different reading levels.

26. Structure
Different ways to visually restructure text.

27. Presentation
Different types of presentation.

28. Presentation http://www.sc.edu/scatp/aacsymbols.html
Different levels of representation.
Drop out of full screen mode.

29. Make the process holistic
Assessment for AIM
Make the process holistic
Avoid separate assessments
Utilize common threads between accommodations, materials, and assessments

30. Make the process holistic
Assessment for AIM
Make the process holistic
Instructional Environments
Instructional Materials
Instructional Assessments
Instructional environments include the classroom, classroom set-up, media center, science labs, etc.
Instructional materials can include core textbooks, related materials, instructional manipulatives, etc.
Instructional assessments can include high stakes tests like the FCAT or EOC exams.

31. Student Scenario Select a student scenario
Complete the AIM Analysis Form

32. Example Tool
Add testing guide.

33. Example Tool AIM Discussion Guide
Assessment tools for media comparison
Accessibility questions
Accommodations
Instructional materials questions
IEP planning

34. IEP Information
Determination that the student is unable to read standard print material effectively due to the disability / that standard print materials are not accessible
Specific format(s), features, and accommodations needed
Assistive technologies, related services
Eligibility for NIMAS/Florida services
Are the materials needed in the home or another setting in addition to the classroom
Responsible person

35. Other Consideration Print – Digital – Web Impact of Change
Highlighting
Color Overlays
Magnification
Impact of Change
Allowable Testing Accommodations
“The use of allowable statewide assessment accommodations must align with current instructional accommodations and accessible instructional materials used regularly by the student in the classroom.” DPS: , B-2

36. Obtaining AIM – Print Simple Technologies Magnification Reading Guides
Highlighters
Highlighter Tape
Color Overlays
Post-it Notes
Post-it Arrows
Magnification
If you are able to make standard print accessible with the use of simple technologies, how are you going to support the same types of technologies with digital/web based materials?

37. Obtaining AIM – Digital
CD Based Materials
Locked, partial lock, or unlocked pdf
Magnification
Highlighting
Commenting
Select text (text-to-speech)
Highlighting (commenting) is a needed feature just to provide the basic tool of highlighting.
Content copying for accessibility must be allowed for the built-in pdf text to speech to work. With current versions of Acrobat Professional there is a Section 508 compliance warning if you disallow content copying for accessibility.

38. Obtaining AIM – Web Based
McGraw-Hill
Pearson
Harcourt
If you are using web based textbooks then you will need to make sure the accessibility features the student needs are available in the web browser. Otherwise you may have digital text but it can still be inappropriate for that student.

39. Obtaining AIM – NIMAS Core Instructional Materials Specialized Formats
Eligibility Categories
Blind or visually impaired
Physically disabled
Reading disabled
Competent Authorities
NIMAS Florida System
National Instructional Materials Accessibility Standard
National Instructional Materials Access Center
The specialized formats required must be noted in the IEP. See the NIMAS training materials.

40. Obtaining AIM – Other Providers
PL (1996) based services
Bookshare
RFB&D
Same basic eligibility standards as NIMAS except for the IEP requirement.

41. Obtaining AIM – Scanning – Permission
Macmillan/McGraw-Hill/Glenco
Pearson/Prentice Hall
Houghton Mifflin Harcourt
The Pearson site includes a form with questions regarding file security. These would be good questions to have answered in a district policy or set of procedures for digital files.

42. Obtaining AIM – Scanning – Fair Use
The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes
The nature of the copyrighted work
The amount and substantiality of the portion used in relation to the copyrighted work as a whole
The effect of the use upon the potential market for, or value of, the copyrighted work

43. Obtaining AIM – Scanning – Fair Use
Clear and specific information in the IEP
Clear and specific district policies on digital file management

44. AIM – Section 504 Plans
FAPE – appropriate and accessible instructional materials are an inherent component of FAPE
Needs should be clearly described in the 504 plan
Students with 504 plans are not eligible for NIMAS Florida services
May be eligible for PL (1996) based services