AIM AEM December 2015

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  Presentation on accessible educational materials. Online resources available at fdlrs2015.wikispaces.com Developed by the Technology & Learning Connections Team, a part of Florida's MTSS Projects.
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  • 1. Accessible Educational Materials: Ensuring Participation & Progress in the General Curriculum 1 Sponsored by Florida Instructional Materials Center for the Visually Impaired Problem Solving/Response to Intervention Project Suzanne Dalton FIMC/VI David Davis PS/RtI
  • 2. What Do You Believe? OSERS Policy Guidance on FAPE
  • 3. Instructional Materials •For purposes of state adoption, the term “instructional materials” means items having intellectual content that by design serve as a major tool for assisting in the instruction of a subject or course. These items may be available in bound, unbound, kit, or package form and may consist of hardbacked or softbacked textbooks, electronic content, consumables, learning laboratories, manipulatives, electronic media, and computer courseware or software. FL 1006.29(2) 3
  • 4. Instructional Materials Core Information Manipulatives Hardbacked or softbacked textbooks, electronic content, consumables, learning laboratories, manipulatives, electronic media, and computer courseware or software that serve as the basis for instruction for each student in the core courses of mathematics, language arts, social studies, science, reading, and literature.
  • 5. Instructional Materials Core Information Manipulatives Information, reading, and research materials not considered “major instructional tools” but used by the school and classroom teachers Examples include encyclopedias, dictionaries, reference materials, content enhancement materials, novels, periodicals, videos, etc. Informational materials may be printed to paper, digital files (pdf, PPT, etc.), ebooks, web-based, or a combination
  • 6. Instructional Materials Core Information Manipulatives Manipulatives include those items that are universally used as curriculum instruction & learning aids, such as math manipulatives and science lab equipment.
  • 7. Instructional Materials • Electronic Materials • text-based or image-based content in a form that is produced on, published by, and readable on computers or other digital devices and is an electronic version of a printed book, whether or not any printed equivalent exists. • Digital Materials • text-based or image-based content in a form that provides the student with various interactive functions; that can be searched, tagged, distributed, and used for individualized and group learning; that includes multimedia content such as video clips, animations, and virtual reality; and that has the ability to be accessed at any time and anywhere. 7
  • 8. Instructional Materials •1003.4203 Digital materials, recognitions, certificates, and technical assistance.— •(1) Each district school board, in consultation with the district school superintendent, shall make available digital materials for students in prekindergarten through grade 12 in order to enable students to attain digital skills. The digital materials may be integrated into subject area curricula, offered as a separate course, made available through open-access options, or deployed through online or digital computer applications, subject to available funding. 8
  • 9. Instructional Materials •1003.4203 Digital materials, recognitions, certificates, and technical assistance.— •(2) Beginning with the 2013-2014 school year, each district school board, in consultation with the district school superintendent, shall make available digital and instructional materials, including software applications, to students with disabilities who are in prekindergarten through grade 12. 9
  • 10. Legal Requirements •IDEA 2004 •“ . . the SEA must ensure that all public agencies take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials.” •CFR 300.172 (b)(4)
  • 11. FAPE •Federal Register Vol 71, No. 156, Pg. 46618 •“Timely access to appropriate and accessible instructional materials is an inherent component of a public agency’s obligation under the Act to ensure that FAPE is available for children with disabilities and that children with disabilities participate in the general curriculum as specified in their IEPs.”
  • 12. Accessibility To be accessible, instructional materials must be: •Perceivable: If the material is audio the student must be able to hear it. If it is visual the student must be able to see it. •Operable: The student must be able to physically manage the materials. •Understandable: The student must be able to understand how to use the materials and be able to understand the content. •Robust: The materials must respond to assistive technologies. http://www.w3.org/TR/UNDERSTANDING-WCAG20/intro.html
  • 13. AIM or AEM? •Accessible Instructional Materials (AIM) is a phrase found in IDEA 2004 and has often been used with a focus on making print materials accessible. •Accessible Educational Materials (AEM) is a phrase being used to help people understand that accessibility is required for all types of instructional materials, especially digital curriculums. 13
  • 14. AIM or AEM? •So, accessible educational materials, or AEM, are print- and technology-based educational materials, including printed, electronic, and digitial textbooks and related core materials that are designed, adapted, or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphical, audio, video). 14
  • 15. Brainstorming … •Why is AEM so important to exceptional students? 15
  • 16. Who can benefit? • Students who cannot decode text and/or have language- related disabilities have shown positive effects for fluency with text-to-speech. • Students with attention, organizational, and/or learning disabilities have shown improved academic gains with visual mapping supports, such as concept mapping. • Students who cannot hold a printed book or turn the pages benefit from digital books where the pages can be “turned” by a switch or key press. • Students who are deaf or hard-of-hearing have demonstrated academic gains with sequential text highlighting and captioning. • Students who are blind or visually impaired benefit from digital text that can be converted to braille, used by refreshable braille displays, or converted to audio.
  • 17. Challenges •How many students are actively accessing digital files in your district? •Have you encountered any challenges related to securing digital files? If so, please share with the group. •What can we do to increase that number? 17
  • 18. Students •Exactly who qualifies for AEM? Students with disabilities who cannot read standard print effectively and/or are unable to independently manage and operate standard instructional materials, and are therefore unable to meet grade-level expectations due to their disability, require accessible educational/ instructional materials to participate and progress in the general curriculum. 18
  • 19. Brainstorming Together … Questions • What information is needed BY THE IEP TEAM to determine instructional assessibility needs? • How do we know if accessible educational materials are appropriate for an individual student? • Where do we get information relating to the student’s need and/or an individual student’s progress? • Where can we locate the of a student’s performance on assessments? • How do we select the accommodations and specialized formats that will benefit a student? 19
  • 20. Assessment Guidelines When evaluating basic accessibility of instructional materials, consider: Sensory PhysicalCognitive
  • 21. Assessment Resources •National Center on Accessible Educational Materials http://aem.cast.org/ 21
  • 22. AEM Center Decision Making Tools, cont. The AEM Navigator provides extensive support for decision-making at each point by providing guiding questions resources, and links to other tools. The AEM Navigator collects all decisions and all supporting information entered by a team and creates a summary that can be printed or saved to a local computer, along with a running To Do List. 22
  • 23. AEM Center Decision Making Tools •AEM Navigator http://aem.cast.org/navigating/decision- tools.html#.VgQ4IPPD9pg facilitates the process of decision-making about accessible instructional materials for an individual student by IEP or other decision-making teams. The four major decision points in the process include 1) determination of need, 2) selection of format(s), 3) acquisition of formats, and 4) selection of supports for use. 23
  • 24. AEM Center Decision Making Tools, cont. • AIM Explorer http://aem.cast.org/navigating/aim- explorer.html#.VgQ57PPD9pg The AIM Explorer is a free simulation that combines grade-leveled digital text with access features common to most text readers and other supported reading software. Magnification, custom text and background colors, text-to-speech (synthetic and human), text highlighting, and layout options are presented in a logical sequence to help struggling readers decide which of these supports might help them to access and understand text. The AIM Explorer collects information and prepares a summary. 24
  • 25. Procurement – How to get accessible materials. 25
  • 26. AEM Center Resources/Born Print • Born Digital vs. Born Print? • IDEA (Individuals with Disabilities Education Act) specifically focuses on accessible formats of educational materials in print. • On the AEM website, there is sample contract language (Purchase Order) for accessible materials that were born print. http://aem.cast.org/policies/local-purchase-order-contract- language.html#.VgV60vPD9pg 26
  • 27. AEM Center Resources/Born Digital •For digital materials, sample contract language: http://aem.cast.org/policies/local-purchase- order-contract-language.html#.VgV60vPD9pg •For more resources on the AEM Center website, see Purchase Accessible Learning Materials (PALM) Initiative at http://aem.cast.org/navigating/palm.html#.Vg V79PPD9pg 27
  • 28. Florida UDL Questionnaire •Universal Design for Learning & Digital Accessibility Questionnaire •All publishers who submitted instructional materials to FLDOE for review had to fill out one of these questionnaires. •Your districts can use this with their publishers also. 28
  • 29. Procurement: Florida Statute Publishers: (15) Grant, without prior written request, for any copyright held by the publisher or its agencies automatic permission to the department or its agencies for the reproduction of instructional materials and supplementary materials in braille, large print, or other appropriate format for use by visually impaired students or other students with disabilities that would benefit from use of the materials. FS 1006.38(15) 29
  • 30. Procurement: NIMAS/Florida Services •According to IDEA, who qualifies for NIMAS? (National Instructional Materials Accessible Standard) A much smaller number of students: •Students with visual impairments •Students with physical impairments •Students with a reading disability based on organic dysfunction (interpretation of definition and “competent authorities” may vary by vendor) 30
  • 31. Accessing Files •What are the steps to accessing electronic files? •Source textbook titles needed by the student from vendors such as Bookshare or Learning Ally •Search vendor databases by title, author, publisher, International Standard Book Number (ISBN) •Download electronic files from vendor 31
  • 32. Vendor: Bookshare •Bookshare – www.bookshare.org •Membership is FREE for qualifying students in U.S. •Membership is FREE for schools in U.S. •Search Bookshare database for availability •School organizations (teachers) must download textbooks from Bookshare •Students can download recreational reading materials from Bookshare 32
  • 33. Vendor: Learning Ally •Learning Ally/Florida – www.learningally.org/florida •There are no membership fees for qualifying students if schools in Florida access Learning Ally through website address listed above (register school using Florida DOE Institutional Membership Application). •Alternative is for districts to pay an annual individual membership fee of $119.00 if registered through www.learningally.org 33
  • 34. FIMC-VI •Florida Instructional Materials Center for the Visually Impaired – www.fimcvi.org •AEM materials for students with visual impairments are registered and book orders are submitted through FIMC-VI by teachers of the visually impaired that are authorized by District Administrators of Exceptional Student Education 34
  • 35. FIMC-VI, cont. • Qualifying for AEM materials through NIMAS eligibility criteria for students with physical impairments or reading disabilities due to an organic dysfunction are registered and book orders submitted through FIMC-VI by Digital Rights Managers (DRMs) that are authorized by District Administrators of Exceptional Student Education, annually. • FIMC-VI then authorizes the National Instructional Materials Access Center (NIMAC) to send file to vendor selected by district; FIMC-VI notifies district when books are ready for download. 35
  • 36. FIMC-VI, cont. • When accessible educational materials are needed by students with physical impairments or reading disabilities, FIMC-VI is used most often for titles that are new state adoptions. • Once Bookshare or Learning Ally have produced a newly-adopted title sourced via NIMAC through FIMC-VI, districts usually can then order needed materials directly from the selected vendor for additional copies needed for other students. Check vendor database to identify if title is listed. If not, order additional copies through FIMC-VI. 36
  • 37. Brainstorming Together … District Needs •What are your district plans/objectives for 2015-16 related to AEM including students eligible for NIMAS? •How do we increase the number of students using AEM including those eligible for NIMAS in your district? •What additional information is needed by district level staff or school level IEP teams for effective integration of AEM for students? 37
  • 38. Review •What is AEM? NIMAS? •Who can benefit? •What information is needed to access AEM? •What is a national resource on AEM? •Who are the vendors for AEM? •What role does FIMC-VI play in the AEM process? •What are district needs? 38
  • 39. Why AEM? •Because achievement opportunities for exceptional students are … 39
  • 40. Accessible Educational Materials: Ensuring Participation & Progress in the General Curriculum 40 Sponsored by Florida Instructional Materials Center for the Visually Impaired Problem Solving/Response to Intervention Project Suzanne Dalton FIMC/VI David Davis PS/RtI
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