Uploaded on

AIM for AT Bootcamp

AIM for AT Bootcamp

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
963
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Chafee AmendmentMeets copyright criteria – illustrate using Joy Z’s demonstration?
  • Hardcopies of braille include braille and tactile graphics; also allows learners to understand the layout of information on a page (e.g. paragraphs, tabs, spaces etc.) Learning about how information is laid out facilitate the learning of creating quality-looking documents (name, date, heading, numbering of answers, use of lines and spaces)Electronic braille will not have tactile graphics – can images/pictures and graphics be described? Will the description be fully understood by the learner?
  • An enlarged copy is NOT large printEvery learner with low vision will need some type of contrast; currently, large print textbooks in TX does not provide contrasts Sans-serif fonts preferred; APH has APHont, specially-designed font type based on feedback from their users with low vision
  • Nature of hearing – when something is heard, it’s there and then it’s gone. Visual and tactile learning allow information to be seen or touched. When using audio, be sure to work on listening skills. Listening for pleasure (e.g. story, radio show) is VERY different from listening for information (e.g. textbook) and many times, the content of what a learner has to listen to affects his/her concentration and recall (of the information); example: listening to a language arts textbook vs. chemistry textbook
  • DAISY books – explain differences between DAISY books and books that are commercially available (e.g. textbooks on Kindle or Nook); address how pictures may be presented in DAISY booksKeep explanation simple and to the point
  • Louis Plus database – search for books that have been submitted by publishers; for books that had been adopted and books that might be already converted into various formats, check the database as well. In general, just because a book is available in an electronic format does not always mean that it is fully accessible.
  • The selection and decision of AIM for any learner MUST be based on documented evidence of needsWhen the Navigator is completed, and a working email address has been included, then after the information is submitted, an email will be sent to retrieve the information. This provides a summary / baseline data for the ARD committee.

Transcript

  • 1. Accessible InstructionalMaterials (AIM)AT BootcampATIA 2013Behnke, Marotta, & Wojcik
  • 2. Agenda Video Overview A Roadmap for Accessible Instructional Materials (AIM) Eligibility Print Disability Specialized Formats Acquisition of AIM AIM Navigator Resources Comments and Suggestions
  • 3. Review Video “AIM Simply Said” by the National Center on AIM http://aim.cast.org/learn/accessiblemedia/ allaboutaim
  • 4. The Texas Road Map forAccessible Instructional Materials Developed to help give a visual GPS to help you navigate the way through accessible instructional material acquisition Provides 2 routes: Eligibility and acquisition routes
  • 5. 5
  • 6. Federal Eligibility1. Blind persons: visual acuity is 20/200 or less in the better eye with correction or visual field no greater than 20°2. Persons certified by competent authority: even with correction, visual disability is preventing the reading of standard printed materials
  • 7. Federal Eligibility3. Persons certified by competent authority: unable to read or use standard printed materials due to physical limitations4. Persons certified by competent authority: have reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading of printed materials in a normal manner
  • 8. Print Disability Student /child is not able to use standard print materials Frequently the result of a visual impairment, physical disability or reading disability Meets copyright criteria for specialized formats Federal definition of “Print Disability”
  • 9. Accessible Instructional Materials Included in IDEA 2004 Requires that core instructional materials be provided in a timely manner in specialized formats when needed by students with disabilities 4 specialized formats: Braille, large print, audio and digital text
  • 10. Braille Tactile literacy medium used by learners who are blind Uses six dots, presented in various combinations, to represent text, numbers, punctuation, and special signs and symbols Can be accessed using technology such as a PDA (e.g. note-taker) or braille display
  • 11. Large Print  Serif Font Enlarged copy of regular-print-sized materials Facilitates ease of reading for learners withSans-serif  low vision  At least 18 point and larger  Readability depends on font type, use of white space and other features (e.g. bold or underline vs. italicized text)  APH Print Guidelines for Document Design www.aph.org/edresearch/lpguide.htm
  • 12. Audio Sound files Does not include text Includes recorded files, usually saved as Wave or MP3 files Files can be accessed using the computer (e.g. Windows Media Player) or portable media players (e.g. iPod, Book Port Plus, VictorReader Stratus)
  • 13. Digital Text  May be referred to as electronic text or e-text  Provides visual and auditory supports  Available in various formats such as online HTML or EPub  Can be accessed using specialized software (e.g. Read Hear™) or hardware (e.g. Apex, VictorReader Stratus, VictorReader Stream)
  • 14. Authorized Users for NIMAC Authorized Users (AUs) of the NIMAC have direct access to the NIMAC to download NIMAS file sets or assign NIMAS file sets for download by Accessible Media Producers (AMPs) who are registered with the NIMAC. Bookshare Learning Ally
  • 15. Publishers and Others American Printing House for the Blind is also a federally-funded Accessible Media Provider Accessible materials can also be purchased from publishers (e.g. Pearson) and other commercial resources Top 10 questions to ask publishers
  • 16. What do you currently do for accessing AIM?Review the top 10 questions to ask publishers. Group or Indivdiual Activity
  • 17. Determination of MaterialsThings to consider:  Learner’s needs  Recommendations from personnel  Availability  Implementation and support  Parental involvement  Environments  Technologies
  • 18. AIM Navigator Interactive tool to facilitate the process of decision-making of AIM for individual learners Process consists of 4 major decision points:  determination of need  selection of format(s)  acquisition of format(s)  selection of supports for use Useful resources provided to help guide the ARD committee http://aim.cast.org/experience/decision-making_tools/aim_navigator