Hows your AEM? Providing Accessible Educational Materials to - - PowerPoint PPT Presentation

How’s your AEM?

Providing Accessible Educational Materials to Students

Purpose of our time

• Review AEM law and regs
• Identify Qualifying Students
• Develop strategies to implement AEM

Our Schedule

• Introductions
• Overview of AEM
• Tools
• Break 2:00pm
• More Tools
• Implementation of AEM

Introductions

• What is your level of knowledge about AEM?

AEM poll

A quick survey

• How many students get materials read to them

by a person (school staff or family) ?

• How many students aren’t in a general ed.

classroom because they can’t (or won’t) access the materials ?

• How many students are in ERC classes working
• n reading skills?

What is AEM?

Accessible educational materials, or AEM, are print- and technology- based educational materials, including printed and electronic textbooks and related core materials that are designed or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphic, audio, video). IDEA (the Individuals with Disabilities Education Act) specifically focuses on accessible formats of print instructional materials.

National Accessible Educational Materials. http://aem.cast.org/about/what-are-aem.html#. Vp1vTJMrKA8

AEM Simply Stated

Who Qualifies for AEM?

• Students who have disabilities that prevent

access to traditional print formats of instructional materials – “print disability”

• Vision Impairment
• Physical Impairment
• Reading Disability – “Organic Dysfunction”

Other Students Who Qualify for AEM

• Students with Print Disabilities on 504 Plan
• Students without Print Disabilities who benefit

from alternate format such as ADD, OHI, ED, ASD

What IDEA says:

Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require State and Local Education Agencies to ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner. Section 300.172, Final Regulations of IDEA 2004

OARs for AEM

• Oregon Administrative Rules Regarding Accessible

Instructional Materials

• Accessible Materials
• (1) School districts must ensure the timely provision of print

instructional materials, including textbooks, that comply with the National Instructional Materials Accessibility Standards (NIMAS) for students who are blind or print disabled, in accordance with OAR 581‐022‐1640.

OARs for AEM - Instructional Materials

• Definitions
• (1) Instructional material for purposes of Oregon law is defined as any
• rganized system which constitutes the major instructional vehicle

for a given course of study, or any part thereof.

• (2) A major instructional vehicle may include such instructional items

as a hardbound or a softbound book or books, or sets or kits of print and non‐print materials, including electronic and internet or web‐ based materials or media.

OARs for AEM - NIMAS

• 581‐011‐0052
• Accessible Instructional Materials Required
• As part of any print instructional materials adoption process, procurement

contract, or other practice or instrument used for purchase of print instructional materials, the Department of Education enters into a written contract with the publisher of the print instructional materials to require the publisher to prepare and, on or before delivery of the print instructional materials, provide to the National Instructional Materials Access Center (NIMAC) electronic files containing the contents of the print instructional materials using the National Instructional Materials Accessibility Standard (NIMAS).

• Stat. Auth.: ORS 337

OARS for AEM

• (2) School districts must ensure the timely provision of

instructional materials in accessible formats to children who need instructional materials in accessible formats, including those who are not blind or print disabled.

• Stat. Auth.: ORS 343.041, 343.045
• 581‐011‐0050

OARS for AEM

• (3) Basal instructional programs may be adopted by the

State Board of Education.

• (4) Accessible Instructional Materials are required under

OAR 581‐015‐2060, 581‐022‐1640, 581‐011‐1185, 581‐ 011‐1186, and 581‐011‐0052. Stat. Auth.: ORS 337

AEM vs AIM

• AIM is IDEA based.

○ Core Instructional Materials only (Focus on Publisher Made Materials)

• AEM is more inclusive

○ Teachers using many resources for instruction ○ These need to be accessible too!

Special Factors page on the IEP

• These are the key questions on the Special Factors page of the IEP that

need to be answered when accounting for Accessible Educational Materials Does the student need assistive technology devices or services? 34 CFR 300.324(a)(2)(v) _____ YES _____ NO If YES, the IEP addresses assistive technology devices or services.

Special Factors page on the IEP

• These are the key questions on the Special Factors page of the IEP that

need to be answered when accounting for Accessible Educational Materials

Does the student require one or more specialized formats (braille, large

print, audio, and/or digital text) of educational materials because blindness or other disability prevents effective use of standard print materials?

34 CFR 300.210(b)(3); 300.172(b)(4) _____ YES _____ NO . If YES, alternate format(s) is/are identified in the IEP.

The Case against Assistive Technology: Why do we need it?

Barriers

• What barriers exist in your district or school

that make it difficult to provide AEM to your students?

Barriers

• Access to Technology Device
• Teachers already “Accommodate” in the Classroom
• Difficulty getting materials from teacher
• Don’t know how
• No time
• Students don’t know how to use
• Fears of “cheating” or kids sharing tests with other friends

+ NIMAS/NIMAC and AEM

• Not an IEP/504
• ELL
• Private School
• Stated in the IEP the

required need for AEM

NIMAS Eligible students Non NIMAS eligible students but could still require AEM

• IEP and 504
• Print disability (Vision,

Physical, Learning)

• Public school
• Stated in the IEP the

required need for AEM

+ Why should we care about AEM?

Accessibility features provide:

• Independence
• Practice for state testing
• Opportunity to be in a less

restrictive environment

• More opportunities with

their peers

• Accessibility features

support:

• Less Adult support needed

for a specific student. Support can be spent on a variety of students instead For Students For Teachers

AEM Formats

• IEP team makes the determination of the type of

specialized format the student requires

• Braille
• Large Print
• Audio
• Digital Text

Procedures for AEM

• Determine Print Disability
• Determine type of AIM Use PAR
• Digital Text
• Audio
• Determine Device(s) to use
• http://coat.hdesd.org
• Add to the IEP

Which AEM? PAR can help!

• Collect information on reading accommodations

via PAR (Protocol for Accommodations in Reading)

• Free download from www.donjohnston.

com/PAR

PAR

• Compare reading levels and comprehension

using:

• Student Oral Reading/Silent Reading
• Adult Reading
• Text-to-Speech with Digital Text (on device)

PAR IN ACTION

https://youtu.be/2cLoj1ct_ys

PAR Passages

• Expository and Narrative
• Grades 2-10
• Comprehension Questions

▫ Main Idea ▫ Facts ▫ Inference ▫ Vocabulary

PAR Record Sheet

• Comprehension

Scores

• Green –

independent level

• Yellow –

instructional level

• Red – frustration

level

Closer look at PAR

• Scenarios

Questions to be asked

• Are the materials already available electronically? If so, in what

formats? (CD, online, teacher made materials, pdf’s)

• What materials are needed to be converted? What does it look like to

provide materials at the same time?

• What tools are your district currently using that can support AEM?

(ie. Chromebooks, iPads, BYOD)

• Who can support the student to get the materials ready?
• Proactive lesson planning? How far in advance are materials

available?

+ What if a student doesn’t qualify for AEM but still needs Accessible text? Provide it!

https://www.gutenberg.org/ Library- Overdrive http://www.readworks.org http://www.symbaloo.com http://www.naturalreaders.com http://bookbuilder.cast.org http://www.online-literature.com http://www.openculture. com/free_ebooks http://etc.usf.edu/lit2go/ http://onlinebooks.library.upenn.edu

What supports will students need?

• Assistance acquiring materials
• Learn to use the device, software, apps
• Reading comprehension strategies
• Strategies to become more independent with

reading tasks

Now for some TOOLS!

Accessibility doesn’t help just

• ne, but ALL

Accessibility Features in Chrome

• Click on Settings.
• In the "Accessibility" section,

you can adjust the following: ○ Show accessibility options ○ Large cursor mouse ○ High contrast mode ○ Sticky keys: Holds down the ChromeVox keys so you don't have to press them first every time. ○ ChromeVox : similar to narrator or voice over ○ Screen magnifier ○ Turn on tap dragging: To move objects on the screen, tap and drag your finger. ○ Automatically click when the mouse pointer stops: Click without using your mouse. ○ On-screen keyboard

Accessibility Features - Windows PC

Narrator: It reads everything on the screen. Can be used with students with vision impairments or students with reading difficulties. Magnifier: Zooms or magnifies the screen. Can be used with students with vision impairments. On screen keyboard: Students can type while using the mouse by using the

• n screen keyboard. This is helpful not only as a teaching tool for

learning where the letters are in typing, but for those students who have physical impairments. The on screen keyboard has a dwell feature as well where students hover over the letter they want to type and it types it.

Additional Features in Vista, 7 , 8, and 10

• Speech recognition: Speech recognition is embedded in the

Accessibilities starting Vista. This is another option for students who are verbal and can not type. Students need to be able to read as there is a training process that is involved in order to train the computer to your voice.

• Use text or visual alternatives to sounds: Here you can turn on

captions for spoken dialog. This can be helpful for students learning English as a second language, students who with hearing impairments, and for students who have difficulty processing auditory information.

Accessibility features in a Mac

■ VoiceOver ■ Screen Magnification ■ Cursor Magnification ■ Talking Calculator ■ Safari Reader- takes out all the distractions when viewing text

• n the web.

■ Closed Captioning ■ Onscreen Keyboard ■ Converting text to speech

+ Accessibility features on an iPad

■ Under settings- go to general then accessibility ■ Under accessibility you can turn on of off features to support learning. ■ These features include:

■ Voiceover ■ Zoom ■ Large text ■ Speak Selection (text to speech) ■ Speak auto text (Speak all auto

corrections)

■ Guided Access-locks you into one

app at a time. Can not use the home button to get out of the app.

■ Assistive touch

Learning Ally

• Human read audio and audio/digital textbooks
• Paid subscription for students that require this format

Bookshare

• Digital e-text library for people with print disabilities
• Free for students of any age and school (public, private)
• Organizational, student, and individual memberships

A word about PDFs

• How was PDF created?
• saved as pdf in Adobe or Word - PDF Text
• Scanned on copy machine or picture taken - PDF image

○ Inaccessible unless converted

• Conversion Tools

○ Google Drive - “open with” ○ Snap and Read ○ Screenshot Reader ○ Office Lens

Chrome extensions and apps

• Read and Write for Google
• Snap and Read - Don Johnston
• Bookshare Web Reader
• Speakit
• Ginger
• Readability
• Co Writer Universal

iPad apps to support Reading and Access

• Voice Dream Reader
• Read 2 Go
• Capti
• ClaroPDF
• Office Lens
• Read Iris
• Ginger
• iReadwrite
• Co:Writer
• Speak Selection

(embedded in iPad)

• Siri (embedded in

iPad 3 and above)

+ Android apps to support Reading and Access

■ Voice Dream Reader ■ Go Read (bookshare app) ■ Text Grabber ■ eBook Reader ■ Office Lens ■ Read Iris ■ Natural Reader ■ EZ PDF Reader ■ Read and Write

Now what? AEM Plan- Individual

• Identify all Educational Materials needed

○ Textbooks ○ Other Books ○ Worksheets/Handouts ○ Other (internet, multi-media)

• Identify Tools to access AEM
• Identify Implementation Team

Sample Individual AEM worksheet

Sample Individual AEM worksheet

• AEM navigator- http://aem.cast.org/navigating#.

VqZ3ClMrJSw

• CAST- http://cast.org

Additional Resources to use for AEM

Contact info

Wendy Burkhardt wendy.burkhardt@hdesd.org Melanie Schaefer melanie.schaefer@hdesd.org