1. aem.cast.org 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., Carl, D. F. and Hendricks, V. (February 10, 2014). Accessible Instructional Materials on 2015: The Basics for Educators and Families. Presented by the National Center on Accessible Educational Materials. Retrieved [month, date, year], from http://aem.cast.org/about/webinars-presentations.html http://aem.cast.org/about/webinars-presentations.html The following materials were used in a webinar presented on February 10, 2015, under the auspices of the National Center on Accessible Educational Materials

2. aem.cast.org Welcome to the Accessible Educational Materials in 2015: The Basics for Educators and Families February 10, 2015 Introductions: In the chat text box on the lower right of the Adobe Connect screen, please enter your name, state and primary role which interested you in attending this webinar (for example, parent, parent center, educator, etc). Also use the chat box for questions, comments, etc during the webinar. Audio Information: Audio for this webinar is available via phone bridge and via VOIP on the computer in “listen only” mode. When the audio is started by the leader (about 10 minutes before the hour), you will be prompted to choose how to connect. NOTE: If you are not prompted by 5 minutes before the hour, call in to 877-512-6886 and enter Conference ID 1004121004. If you elect to use the telephone dial-in or call back option for audio, PLEASE ENSURE THAT YOUR PHONE IS MUTED AND THAT THE AUDIO ON YOUR COMPUTER IS ALSO MUTED. If you elect to listen on the computer, PLEASE DO NOT DIAL IN ON THE TELEPHONE because your computer sound will be heard by everyone else on the telephone. If you have technical difficulty, please email Ms. Hendricks at vhendricks@cast.org

3. 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 Valerie Hendricks, Senior Producer and Technical Support Center for Applied Special Technology (CAST) and the National Center of Accessible Educational Materials for Learning

4. 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: Brief introduction to the AEM Center Legal and pedagogical rationales for providing AEM The changing language of AEM Sources of AEM and who can use each source A glimpse of the present and future – Digital Materials A Decision-making process Supportive tools and resources

5. The New Center: National Center for Accessible Educational Materials for Learning October 2014 to October 2019

6. aem.cast.org AEM Center Goal 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 with disabilities in Part C, K-12, higher education and workplace environments. 5

7. aem.cast.org Materials are Materials Instructional = Educational = Learning 6

8. aem.cast.org What’s Different? 7

9. aem.cast.org Expansion of AEM Stakeholders The AEM Center for Learning has a significantly expanded role that includes availability and use of AEM not only K-12, but in Early Learning (Part C), and post-secondary Higher Education and Workforce Development. 8

10. aem.cast.org What do the regulations for the implementation of IDEA say about Access to Instructional Materials? Section 300.172

11. aem.cast.org IDEA Fed. Reg. Section 300.172 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 10

12. 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

13. Joint Dear Colleague Letter June 29, 2010 Department of Justice and Department of Education 12

14. aem.cast.org What are Accessible Educational Materials?

15. 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

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

17. 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.

18. 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

19. 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

20. 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

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

22. 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

23. 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

24. 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…

25. aem.cast.org Two Sides of the AEM Coin… 24 The information is the content Technology is the delivery system that the student uses to perceive and interact with the content

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

27. 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 http://aem.cast.orghttp://aem.cast.org

28. aem.cast.org Who needs AEM?

29. aem.cast.org Who “qualifies” for NIMAS?

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

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

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

33. 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…

34. 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.

35. 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.

36. aem.cast.org What are the sources of AEM and who can use each source?

37. 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 36

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

39. 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.

40. 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

41. 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!

42. 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…

43. aem.cast.org Library of Accessible Materials

44. aem.cast.org Library of Accessible Materials - Past

45. aem.cast.org Library of Accessible Materials - Present

46. aem.cast.org Library of Accessible Materials - Future

47. 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…

48. In a world going digital, accessiblity does not seem to be a problem, right?

49. aem.cast.org Many of the digital educational materials and their delivery systems are not currently accessible! Wrong!! 48

50. aem.cast.org 49 Center for Online Learning and Students with Disabilities http://centerononlinelearning.org

51. aem.cast.org The PALM Initiative 50 Purchase Accessible Learning Materials Purchase Accessible Learning Materials

52. 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. 51

53. 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

54. aem.cast.org There’s a LOT to think about…remind me of the decision-making process that assists with sorting through all this. Lesson Learned…

55. 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 http://aem.cast.orghttp://aem.cast.org

56. aem.cast.org 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! Lesson Learned…

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

58. The New Center: National Center for Accessible Educational Materials for Learning October 2014 to October 2019

59. aem.cast.org 58

60. aem.cast.org Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. Kofi Anan 59

61. aem.cast.org What can you do? Attend to statutory obligations but strive for excellent instructional practices for ALL. Push for AEM in the marketplace Visit the AEM Center: http://aem.cast.org Check out the PALM Initiative http://aem.cast.org/supporting/palm.html 60

62. aem.cast.org What can you do? 61 Visit the AEM Center web site at: http://aem.cast.orghttp://aem.cast.org Use the information and tools here to help you identify need and then explore options to meet the need Go to “AEM 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 AEM in the marketplace

63. aem.cast.org Where there was once an observer, let there now be a participant. Jerome Bruner

64. aem.cast.org We’re always just a fingertip away! Joy Zabala jzabala@cast.org Diana Carl diana.carl@comcast.net

65. aem.cast.org 1-Minute Evaluation Thank you for joining us! AEM Center Webinar Evaluation Please take a few moments to complete a brief survey, which is intended to gather information about the quality, relevance, and usefulness of the webinar you just attended. Your responses are completely confidential. https://www.surveymonkey.com/s/AEMBasicsFeb2015