CAST “Scaffolds” The Teaching Every Student (TES) section of the CAST Web site supports educators in learning about and practicing Universal Design for Learning (UDL). http://www.cast.org/teachingeverystudent/

The Teaching Every Student (TES) section of the CAST Web site supports educators in learning about and practicing Universal Design for Learning (UDL).

http://www.cast.org/teachingeverystudent/

Reaching & Teaching Every Student Materials to Ensure High Standards for Every Learner Skip Stahl, Joy Zabala. CAST

Materials to Ensure High Standards for Every Learner

Universal Design for Learning Is a framework for ensuring access, participation and progress in the general education curriculum Assumes and plans for diverse student strengths and needs Places emphasis on using digital technology and other strategies and materials to support diverse learners Is not limited to high tech environments

Is a framework for ensuring access, participation and progress in the general education curriculum

Assumes and plans for diverse student strengths and needs

Places emphasis on using digital technology and other strategies and materials to support diverse learners

Is not limited to high tech environments

Principles of UDL Universal Design for Learning calls for ... Multiple means of representation , to give learners various ways of acquiring information and knowledge Multiple means of expression , to provide learners alternatives for demonstrating what they know Multiple means of engagement , to tap into learners' interests, offer appropriate challenges, and increase motivation.

Universal Design for Learning calls for ...

Multiple means of representation , to give learners various ways of acquiring information and knowledge

Multiple means of expression , to provide learners alternatives for demonstrating what they know

Multiple means of engagement , to tap into learners' interests, offer appropriate challenges, and increase motivation.

Overview of Accessible Instructional Materials

IDEA 2004 Final Regulations, Sec 300.172 Accessible Instructional Materials Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.

Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.

What are “Core Instructional Materials?” Printed textbooks and related printed core materials published with the texts… Written and published primarily for use in elementary and secondary school instruction Required by state education agency or local education agency for use by students on the classroom

Printed textbooks and related printed core materials published with the texts…

Written and published primarily for use in elementary and secondary school instruction

Required by state education agency or local education agency for use by students on the classroom

What are “Specialized Formats”? Braille (Some states include other Braille-related formats in this definition) Audio Digital text Large print

Braille (Some states include other Braille-related formats in this definition)

Audio

Digital text

Large print

(What you’ve always wanted to know about XML, but have been afraid to ask) Sources of Accessible Instructional Materials

(What you’ve always wanted to know about XML,

but have been afraid to ask)

The Techie Bits (Deciphered)

The Techie Bits (Deciphered)

The Techie Bits (Deciphered)

The Techie Bits (Deciphered) Digital Media can be “tagged” For Structure

Digital Media can be “tagged”

For Structure

The Techie Bits (Deciphered) Digital Media can be “tagged” For Meaning

Digital Media can be “tagged”

For Meaning

The Techie Bits (Deciphered) With proper tagging, subsequent transformations can create multiple “student-ready” versions (e.g.; Braille, Digital Talking Book, etc.) from a single source document. A Textbook sample

With proper tagging, subsequent transformations can create multiple “student-ready” versions (e.g.; Braille, Digital Talking Book, etc.) from a single source document.

A Textbook sample

The Techie Bits (Deciphered) This is NIMAS XML

The Techie Bits (Deciphered) Web page from NIMAS XML

The Techie Bits (Deciphered) DAISY Book from NIMAS XML

The Techie Bits (Deciphered) Braille from NIMAS XML

Multiple for Sources for Accessible Instructional Materials

Multiple for Sources for

Accessible Instructional Materials

Sources of A.I.M. The National Instructional Materials Access Center (NIMAC)

The National Instructional Materials Access Center (NIMAC)

Other Sources of A.I.M. Accessible Media Producers (AMPs) Free Sources Commercial Sources Do-It-Yourself

Accessible Media Producers (AMPs)

Free Sources

Commercial Sources

Do-It-Yourself

Think about the UDL Connection

A ccessible I nstructional M aterials are a key element of UDL

Purposes of A.I.M. To provide options in UDL environments To provide students who are unable to obtain information through the use of traditional print materials with accessible materials appropriate to their individual needs To enable students with print disabilities to gain the information they need to complete tasks, master IEP goals, and reach curricular standards

To provide options in UDL environments

To provide students who are unable to obtain information through the use of traditional print materials with accessible materials appropriate to their individual needs

To enable students with print disabilities to gain the information they need to complete tasks, master IEP goals, and reach curricular standards

IDEA 2004 Final Regulations, Sec 300.172 Accessible Instructional Materials Provisions in the Individuals with Disabilities Education Improvement Act of 2004 require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.

Provisions in the Individuals with Disabilities Education Improvement Act of 2004 require that textbooks and related core instructional materials be provided to students with print disabilities in specialized formats in a timely manner.

Accessible Instructional Materials… Are related to print textbooks and “core instructional materials” Include four specialized student-ready formats: Braille, Large Print, Digital and Audio formats Include but are not limited to materials produced from NIMAS source files from the NIMAC Are influenced by educational and copyright statues Must be provided to students with print disabilities served under IDEA, whether or not they qualify to receive NIMAS files through the NIMAC because of blindness, visual impairment, physical disabilities or organic dysfunction

Are related to print textbooks and “core instructional materials”

Include four specialized student-ready formats: Braille, Large Print, Digital and Audio formats

Include but are not limited to materials produced from NIMAS source files from the NIMAC

Are influenced by educational and copyright statues

Must be provided to students with print disabilities served under IDEA, whether or not they qualify to receive NIMAS files through the NIMAC because of blindness, visual impairment, physical disabilities or organic dysfunction

There is no statutory requirement placed on publishers to develop NIMAS files and deposit them in the NIMAC . SEAs and LEAs must include the requirement to produce a NIMAS file and deposit it in the NIMAC in all purchasing contracts. Accessible Instructional Materials

There is no statutory requirement placed on publishers to develop NIMAS files and deposit them in the NIMAC .

SEAs and LEAs must include the requirement to produce a NIMAS file and deposit it in the NIMAC in all purchasing contracts.

Accessible Instructional Materials What Decision-Makers Need to Know about Establishing Need, Selection, Acquisition, and Use

Responsibilities of Decision-Making Teams Establish need for instructional materials in specialized formats Select specialized format(s) needed by the student for educational participation and achievement Determine supports needed for effective use of specialized formats Commence SEA and/or LEA-defined acquisition steps that ensure provision of needed formats in a timely manner

Establish need for instructional materials in specialized formats

Select specialized format(s) needed by the student for educational participation and achievement

Determine supports needed for effective use of specialized formats

Commence SEA and/or LEA-defined acquisition steps that ensure provision of needed formats in a timely manner

Key questions to guide Decision-making about Accessible Instructional Materials Does this STUDENT need instructional materials in specialized formats to access the curriculum and receive a free, appropriate, public education? What materials are being used in the student’s classes? In which ENVIRONMENTS are specialized materials needed? For which TASKS will the student require materials in which specialized format? What TOOLS will the student and others need to support participation and achievement? Formats? Teaching? Technology? Training? Accommodations? Modifications?

Does this STUDENT need instructional materials in specialized formats to access the curriculum and receive a free, appropriate, public education?

What materials are being used in the student’s classes? In which ENVIRONMENTS are specialized materials needed?

For which TASKS will the student require materials in which specialized format?

What TOOLS will the student and others need to support participation and achievement?

Formats? Teaching? Technology? Training? Accommodations? Modifications?

The Student Can the student effectively use the standard print-based textbooks and core related instructional materials that will be used across the curriculum by all students? IF YES…PROCEED WITH IEP DEVELOPMENT IF NO… The team explores the cause of the difficulty and potential solutions

Can the student effectively use the standard print-based textbooks and core related instructional materials that will be used across the curriculum by all students?

IF YES…PROCEED WITH IEP DEVELOPMENT

IF NO… The team explores the cause of the difficulty and potential solutions

Selecting Format(s) and Supports The Environments and Tasks One format does not fit all… Different alternate formats may be needed for different tasks in different environments

Selecting Formats and Supports The Tools Formats, Technology, Instruction, Services, Training, Accommodations, Modifications

The Tools

Formats, Technology, Instruction, Services, Training, Accommodations, Modifications

Revisiting Sources of A.I.M . The NIMAC Accessible Media Producers (AMPs) Free Sources Commercial Sources Do-It-Yourself

The NIMAC

Accessible Media Producers (AMPs)

Free Sources

Commercial Sources

Do-It-Yourself

Eligibility Not all sources of AIM are available to all students

Library of Accessible Text

Library of Accessible Text

The Near Future

What does this all mean for students? Access Examples

Access Examples

New Opportunities

OK, I get the idea, but who’s making this happen?

The AIM Consortium

The AIM Consortium

The AIM Consortium working collaboratively to develop quality state-specific solutions CAST, Delaware, Georgia, Iowa, Louisiana, Massachusetts, Maine, Michigan, Minnesota, Missouri, New York, Pennsylvania, Utah, Vermont, Wisconsin, Wyoming

Development at Two Levels State and Local Education Agencies Student IEP Teams

Three Goals of the AIM Consortium Increase awareness and timely provision of accessible instructional materials via NIMAS/NIMAC for qualifying students and other means for non-qualifying students. Use high-quality procedures and practices Produce related products and services that contribute to improving outcomes for all students with print disabilities

Increase awareness and timely provision of accessible instructional materials via NIMAS/NIMAC for qualifying students and other means for non-qualifying students.

Use high-quality procedures and practices

Produce related products and services that contribute to improving outcomes for all students with print disabilities

Accomplishments Quality Indicators for the Provision of Accessible Instructional Materials Ensure appropriate, high-quality instructional materials in specialized formats Delivery in a timely manner Written guidelines at all levels Provides learning opportunities and technical assistance Has a systematic process to monitor and evaluate Uses data to guide changes Allocates adequate resources for sustainability

Quality Indicators for the Provision of Accessible Instructional Materials

Ensure appropriate, high-quality instructional materials in specialized formats

Delivery in a timely manner

Written guidelines at all levels

Provides learning opportunities and technical assistance

Has a systematic process to monitor and evaluate

Uses data to guide changes

Allocates adequate resources for sustainability

Accomplishments 1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

Accomplishments 1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

Accomplishments 1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

1 = Emerging; 2 = Planning stages; 3 = Under development; 4 = Partly implemented; 5 = Fully implemented

Accomplishments

Accomplishments In Progress: Best Practices Products &Services AIM Decision-Making Guidelines for Identification of Need, Selection, Acquisition, and Use Online Simulation Tool and many others AIM DVD Training and Technical Assistance Series AIM Software Demonstration Project A User’s Guide to Federally Funded Accessible Media Producers Online courses Introduction to Accessible Instructional Materials Production of accessible formats

AIM Decision-Making Guidelines for Identification of Need, Selection, Acquisition, and Use

Online Simulation Tool and many others

AIM DVD Training and Technical Assistance Series

AIM Software Demonstration Project

A User’s Guide to Federally Funded Accessible Media Producers

Online courses

Introduction to Accessible Instructional Materials

Production of accessible formats

Some Lessons Learned so Far The potential difference that A.I.M. can make in student participation and achievement is TREMENDOUS! Implementation involves more complex issues than most of us ever imagined A single solution doesn’t meet all needs Software to interface with accessible files and knowledge about how to use it effectively is emerging The market is a very important part of the solution! Collaboration is CRITICAL!!!!

The potential difference that A.I.M. can make in student participation and achievement is TREMENDOUS!

Implementation involves more complex issues than most of us ever imagined

A single solution doesn’t meet all needs

Software to interface with accessible files and knowledge about how to use it effectively is emerging

The market is a very important part of the solution!

Collaboration is CRITICAL!!!!

Resources Accessible Instructional Materials – http://aim.cast.org NIMAS at CAST – http://nimas.cast.org OSEP NIMAS Training Materials http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C10%2C)

Accessible Instructional Materials – http://aim.cast.org

NIMAS at CAST – http://nimas.cast.org

OSEP NIMAS Training Materials http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C10%2C)