1. Introducing the PALM Initiative

2. The Shift from Print to Digital http://aim.cast.org/learn/practice/palm

3. The Shift from Print to Digital Not new in Texas Senate Bill 6……a reference to a textbook means instructional material, as defined by Section 31.002. http://aim.cast.org/learn/practice/palm

4. http://aim.cast.org The Shift from Print to Digital Texas Education Code § 31.002. DEFINITIONS "Instructional material" means ……a combination of a book, workbook, and supplementary materials, computer software, magnetic media, DVD, CD-ROM, computer courseware, on-line services, or an electronic medium, or other means of conveying information to the student or otherwise contributing to the learning process through electronic means, including open-source instructional material.

5. http://aim.cast.org The Shift from Print to Digital State Educational Technology Directors Association New Report -- Out of Print: Reimagining the K-12 Textbook in the Digital Age Download at www.setda.org

6. http://aim.cast.org In a world shifting to digital, accessibility does not seem to be a problem, right?

7. http://aim.cast.org Not all digital materials are accessible! WRONG!

8. The Shift from Print to Digital Digital educational materials need to be accessible from the start. http://aim.cast.org/learn/practice/palm

9. http://aim.cast.org What are: Accessible Instructional Materials(AIM)?

10. http://aim.cast.org Accessible Instructional Materials are... … materials that are designed or enhanced in a way that they are usable by the widest possible range of students regardless of format (print, digital, graphical, audio, video). PLEASE NOTE: IDEA focuses on specialized formats of print instructional materials only and uses the term “AIM” only in that context.

11. http://aim.cast.org The Need for AIM Many students are unable to read or use standard print or other instructional materials such as those who have: –Blindness or visual impairments –Physically impairments –Learning disabilities –Other disabilities that impact the ability to read or use standard materials

12. http://aim.cast.org Lesson Learned… It is important to understand that content and delivery technology are two sides of the AIM coin and both require careful consideration and selection.

13. http://aim.cast.org The information is the content Technology is the delivery system upon which the content is presented to the student

14. The PALM Initiative

15. What is the PALM Initiative? The PALM Initiative (Purchase Accessible Learning Materials) is focused on encouraging purchasers to buy and publishers and developers to create accessible learning materials. http://aim.cast.org/learn/practice/palm

16. Why buy accessible? Provides access and usability up front Benefits all students’ learning Benefits teachers Reduces complexity Reduces additional costs http://aim.cast.org/learn/practice/palm

17. Equal access to learning Office of Civil Rights and Department of Justice Joint Dear Colleague Letters (DCL) June 29, 2010, DCL outlining the legal requirements concerning the use of ebook readers and other emerging technology in institutions of higher education. May 26, 2011, FAQ issued regarding the legal obligations of schools (both elementary and secondary and post-secondary) under Section 504 and the ADA in the use of emerging technology. http://aim.cast.org/learn/practice/palm

18. What can you do? http://aim.cast.org/learn/practice/palm

19. Steps to Increase the Production and Availability of Accessible Digital Materials for Purchase Require that all materials purchased from publishers/developers be aligned with relevant accessibility standards (e.g., DAISY, Section 508, WCAG 2.0, minimum) http://aim.cast.org/learn/practice/palm

20. Steps to Increase the Production and Availability of Accessible Digital Materials for Purchase Seek out and purchase materials that have demonstrable indicators of accessibility, such as: Device-agnostic file formats (e.g., accessible HTML, Microsoft Word, PDF, ePUB) Content represented in multiple ways (e.g., video captions, alt text, live text for audio, digital braille, etc.) Compatibility with screen readers, refreshable braille, text-to- speech, and human-voice reading software http://aim.cast.org/learn/practice/palm

21. Indicators of Accessibility (continued) Compatibility with assistive technology (AT) Text image descriptions that can be voiced Navigation alternatives (e.g., keyboard shortcuts/mapping or screen gestures, etc.) Location supports such as page numbers and/or progress bars Mathematical, scientific, and music symbols, formulas, and notations represented in multiple ways (e.g., explained with text alternatives, MathML) http://aim.cast.org/learn/practice/palm

22. Indicators of Accessibility (continued) If writing is required, keyboard entry is supported by alternatives (e.g., word prediction, on-screen keyboards, voice input, etc.) Digital rights management (DRM) must not prevent access to built-in accessibility features or necessary assistive technologies e-book content can be voiced and navigated with appropriate delivery systems (e.g., iBooks, ePUB, etc.) http://aim.cast.org/learn/practice/palm

23. Purchasers Check current purchasing policies and practices for alignment with PALM Require that all materials purchased are accessible Include accessibility in purchasing contract language Educators When purchasing learning materials, require accessibility Urge your colleagues to purchase accessible learning materials Share PALM resources with your purchasing and technology coordinators http://aim.cast.org/learn/practice/palm

24. Advocates Make presentations about PALM to your stakeholder group, share handouts Share PALM resources through your networks Working with publishers? Include accessibility in purchasing contract language Families Share PALM resources with classroom teachers, administrators Share PALM resources with parent groups http://aim.cast.org/learn/practice/palm

25. http://aim.cast.org Center on Online Learning and Students with Disabilities National Association of State Directors of Special Education (NASDSE) Center for Research on Learning (CRL) Center for Applied Special Technology (CAST) www.centerononlinelearning.com

26. http://aim.cast.org The Shift from Print to Digital So how do educators, parents & students know what’s accessible? Section 508 as a baseline Section 508 Voluntary Product Accessibility Template as a guide. Not foolproof, but functional

27. http://aim.cast.org A Representative Sampling http://centerononlinelearning.org/a-quick-guide-to-accessible-products-in-education/

28. http://aim.cast.org Keys to Progress Visit the AIM Center website at http://aim.cast.org Visit the PALM webpage at http://aim.cast.org/learn/practice/palm Visit the LEA webpage at http://aim.cast.org/learn/policy/local Work with those who purchase instructional materials to demand accessibility Make sure contracts with publishers and vendors include accessibility language Push for AIM in the marketplace

29. http://aim.cast.org Contact Information Diana Carl, MA, LSSP Independent Consultant diana.carl@comcast.net Thank you!