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Slide1
Accessible Instructional Materials (AIM)
aka
Accessible Educational Materials (AEM)
by Valerie Wilson
Slide2Join Val’s Poll Everywhere session
Audience texts
VALERIEWILSO174
to
37607
to join the session
Slide3West Virginia’s Landscape
Demographic Data
Slide4State Enrollment by Special Education Status Trend
Slide5Special Education Status by Race for 2014-2015
Slide6Slide7Slide8All students
Grades: PK - 12
Of all students, 48% qualify as
Low-SES
Student demographics, SY 2013-2014
Of all students, 15% qualify as SWD
62% of SWD qualify as Low-SES
Data source: End of Year Certified Enrollment file, 2013 – 2014
Notes: Results incorporate all school districts (including WVSDB & Institutional Programs), Grades Pre-K – 12, analysis excludes exceptionally gifted (EG) and gifted (GF) from SWD classification
Slide943,250 of West Virginia’s 274,363 students have IEPs Ages 3-21
Represent 15-16% of the student population
Special education status by race between 16% of White and 16% of Black or African American subgroups
Largest eligibility groups are speech language impaired at 29% and specific learning disabled at 29%
16% of students intellectually disabled including mild, moderate, and severe
84% of SWDs within average range of intelligence
Approximately 62% are low socio-economic status (SES)
West Virginia’s percentage of students with disabilities ages 6-21 is 2.8% higher than the nation
West Virginia’s percentage of students with disabilities ages 3-5 is 2.6% higher than the nation
West Virginia Students with Disabilities - Demographics
Slide10Online at
http://wvde.state.wv.us/osp/accessiblematerials.html
Slide11What is
AEM
?
AIM
or AEM are
materials that are designed or converted in a way that makes them usable across the widest range of student variability in any format (print, digital, graphical, audio, video).
IDEA specifically focuses on accessible formats of print instructional materials. In relation to IDEA, the term AIM refers to print instructional materials that have been transformed into the specialized formats of braille, large print, audio, or digital text.
AIM provides exactly the same content in a format that makes the information usable by the widest range of students.
Slide12Accommodations vs. Modifications
Accommodations and Modifications:
How
They’re Different
Slide13Formats for AEM
Slide14I
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Slide15ACTUAL PASSAGE:
LEARNING DISABILITY SIMULATION
I suspect that children with learning
disabilities may
experience an "Alice
in Wonderland
" existence. They may become confused by
symbols
we give them,
may feel
pressured by the length of time in which to do it
and may become
frustrated by failure.
Often
, students with learning
disabilities do
not learn
the traditional
way, so we must teach
them differently.
Slide16Do you have students:
who are not reading “typical” grade level instructional materials? or
whose problem solving teams believe progress would increase if barriers to accessing instructional materials were lowered
?
Then you have students who need
AEM
!
Slide17Slide18Slide19Data Disconnect
WV Data Disconnect:
August 2011- 292 students served
August 2012- 611 student served
August 2014 – 749 students served
Physical disability – 38%
Visual Impairment – 16%
Learning Disability – 47%
National Studies:
Statistical Probability (approx 2- 4% of general pop)– 5,643 - 11,285 in WV
Statistical Probability for Students with IEPs (20% - 40%) - 8,852 -
17,703 in WV
2013 WESTEST2
Read Aloud
Accommodation:
All grades: 18,926
3 – 11 grades: 16,743
Slide20What Is the Relationship to FAPE?
“Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA
’
s/SEA
’
s] our obligation under [IDEA] to ensure:
that
FAPE
is available for children with disabilities and
that children with disabilities
participate in the general education curriculum as specified in their IEPs
.
”
Office of Special Education Programs (OSEP), 71 Fed Reg. 46618
Slide21AIM-Related Responsibilities
of Decision-Making Teams
Establish
need
for instructional materials in specialized format(s)
Select
specialized format(s) needed by a student for educational participation and achievement
Commence the defined steps to
acquire
needed format(s) in a timely manner
Determine
supports
needed for effective use for educational participation and achievement.
Slide22#1
Establish the
need
for instructional materials in specialized format(s
)
Slide23Who Needs AIM?
Students whose disability presents difficulty accessing traditional instructional materials, such as print or locked digital materials effectively.
Students
with sensory, orthopedic or learning-related impairments
Slide24Who Needs AIM?
Struggling readers?
Students lacking English proficiency?
Slide25Who Needs AIM?
Students who simply prefer options for different tasks or for use in different environments.
Slide26Who Needs AIM?
If any student is unable to read traditional grade level print 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 AIM.
Slide27Video
Students Speak Out on Accessible Instructional Materials
Slide28#2
Select specialized format(s) needed by a student for educational participation and achievement
Slide29The
AEM
Navigator
A process facilitator to help educators, families, and students make decisions about AIM for an individual student
(Not a screening or evaluative tool)
Slide30The AIM Explorer
A free downloadable simulation tool that combines grade-leveled digital text with access features common to most text readers and supported reading software.
Slide31#3
Commence the defined
steps to acquire needed format(s) in a timely manner
Slide32Bookshare
and Learning Ally
Who qualifies to use these resources?
http://www.bookshare.org
/
- free
http://www.learningally.org
/
- paid
Online Comparison
Slide33Acceptable Devices
PC
Mac (app available on iTunes)
Android (app available on Google Play)
iOS Apple devices (
ipod
,
ipod
Touch, iPad)
Slide34NIMAC
National Instructional Materials Accessibility Center
Slide35Who Qualifies for NIMAC?
Slide36Authorized Users of NIMAC in WV:
Bookshare
and
Learning Ally
*
Not all web based materials are accessible.
Slide37Slide38Timely Provision of AIM
Slide39Page 17
of the AIM-WV guidance document shows the steps to acquire AIM for students with an IEP or 504 plan and a print disability.
Slide40Page18 of the AIM-WV guidance document shows the steps to acquire AIM for students who do not meet the criteria for copyright law but may benefit from AIM
Slide41Tools
for Students Who Don’t Qualify for AIM
Read&Write for Google
(Chrome Required
)
Read Write Gold
Kurzweil
3000
Access Tools From WVTIS
Slide42#4
Determine supports needed for effective use for educational participation and achievement
Slide43Technology
Slide44Assistive Technology
SETT Process
WVATS
Slide45Training
Slide46Instructional Strategies
Slide47Support Services
Slide48REMINDER:
Accommodations and Modifications
Slide49AIM Navigator
http://aem.cast.org/navigating/aem-navigator.html#.
VWouS1xVikp
AIM Explorer
http://aem.cast.org/navigating/aim-explorer.html#.
VWouc1xViko
AIM-WV Guidance Document
http://wvde.state.wv.us/osp/AIMwvguidanceMay2015.
pdf
Audio Supported Reading
http://aim.cast.org/learn/student_learning/ASR/forBVI#.U1_QGfldWSo
Jeff
Diedrich
, CCC-SLP, Director, Michigan’s Integrated Technology Supports Ruth
Ziolkowski
, MBA, OTR, President, Don Johnston Incorporated
Presentation
at
ATIA 2009, Orlando, Florida
National
Center
on
Accessible
Educational
Material
http://aem.cast.org
/
Accommodations and Modifications: How They’re Different
SETT
Process
http://www.joyzabala.com/Documents.html
Slide50Free Android and iOS Text-to-Speech
Most new android and iOS devices have text to speech built in
http://
www.dummies.com/how-to/content/how-to-prep-for-dictation-on-the-samsung-galaxy-ta.html
Text to speech translator can be used translating from English to English
Slide51Other AT web extensions
www.readability.com
Takes away distracting information from a webpage
http://www.readability.com/bookmarklets
Chrome extension: TLDR (Too Long, Didn’t Read) makes a summary of the webpage of information
Slide52West Virginia Library
Commision
Visit their
website:
http://www.librarycommission.wv.gov
/
Under Services, select “Special Services Library”
http://
www.librarycommission.wv.gov/services/specialservices/Pages/default.aspx
Download an application
Slide53Talking books
Receive in the mail, free of charge a Daisy reader
Receive a catalog with new book available every 3 months
Email titles and numbers for books you want to
talkbks@wvlc.lib.wv.us
Receive in the mail, listen, and return
Materials are free as long as you are using them
Slide54Features
Easy navigation (unlike cd’s)
Page
Chapter in the Table of Contents
Controls for speed, and tone without distortion of speaker’s voice
Bookmarking to save your place
Narration by real people; also includes charts, graphs, and pictures
Easy search by
isbn
,
autor
, title, keyword
Many current popular fiction available with
VoiceText
Slide55Great resource
Free Technology Toolkit for UDL in All
Classrooms
http
://
udltechtoolkit.wikispaces.com/home
Slide56What are the 4 formats of accessible instructional materials (AIM) described in IDEA
?
What 2 attributes must a student have to qualify for free AIM from the NIMAC (National Instructional Materials Access Center
)?
The AIM Navigator tool should be used during an IEP meeting
.
(T or F)
Ticket out the Door
Slide57Slide58What is wrong with this picture?
Slide59