Aim.Nimas Cec 2009

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/

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

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

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.

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.

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

What are “Specialized Formats”?
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

The Techie Bits (Deciphered)

Digital Media can be “tagged”
For Structure

Digital Media can be “tagged”
For Meaning

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

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

Other Sources of A.I.M.
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

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.

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

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

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

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?

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

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

Revisiting Sources of A.I.M .
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

The Near Future

What does this all mean for students?
Access Examples

New Opportunities

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

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

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

Accomplishments
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

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!!!!

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)

Aim.Nimas Cec 2009

by SkipStahl on Mar 25, 2009

Accessibility

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Aim.Nimas Cec 2009 — Presentation Transcript