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 StudentMaterials 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 300.172Accessible 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)

The Techie Bits (Deciphered)

The Techie Bits (Deciphered)

The Techie Bits (Deciphered)

Digital Media can be “tagged”

For Structure

The Techie Bits (Deciphered)

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

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

Accessible Instructional Materials 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 300.172Accessible 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

1. Establish need for instructional materials in specialized formats

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

3. Determine supports needed for effective use of specialized formats

4. 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 SupportsThe 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

Not all sources of AIM are available to all students

Eligibility

Library of Accessible Text

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

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

2. Use high-quality procedures and practices

3. 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

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

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)