aem.cast.org accessible educational materials: just in time basics for educators and families joy...
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aem.cast.org
Accessible Educational Materials: Just in Time Basics for Educators and Families
Joy Zabala, Ed.D., Director of Technical AssistanceDiana Carl, MA, LSSP, Special Projects CoordinatorCenter for Applied Special Technology (CAST) and
the National Center of Accessible Educational Materials for Learning
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Purpose and Big Ideas of this Session
The purpose of this webinar is to provide foundational information related to the timely provision of AEM. Content will focus on the following main ideas:• The National Center on Accessible Educational Materials for
Learning (AEM Center)• Legal Issues – IDEA and other Federal Regulations, OSEP
and AEM• The changing language of AEM• Making decisions about AEM• Sources of AEM and who can use each source• Supportive tools and resources
The New Center:National Center for Accessible
Educational Materials for Learninghttp://aem.cast.org
October 2014 to October 2019
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Materials are Materials
Instructional=
Educational=
Learning
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AEM Center Goal
To build the capacity of states, districts, postsecondary institutions, families, publishers, and other stakeholders to increase the availability and use of high-quality accessible educational materials (AEM) that support improved learning opportunities for students with disabilities.
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http://aem.cast.org
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Legal Issues
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Relationship of AEM to FAPE?
“Timely access to appropriate and accessible instructional materials is an inherent component of [an LEA’s/SEA’s] 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
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IDEA Fed. Reg. Section 300.172
Provisions require state and local education agencies to ensure that printed textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.
Legal requirement is placed on state and local education agencies. IDEA cannot place requirements
on publishers
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Print Disability
• Term appears in IDEA and specifies who has a print disability
• Term is not specifically defined
• In general usage, it refers to being unable to read or use standard print materials because of blindness or other disability
Lesson Learned
A print disability is related to FUNCTION rather than to a specific disability category.
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What OSEP says about AEM in 2015
“Accessible educational materials” means print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are required by SEAs and LEAs for use by all students, produced or rendered in accessible media, written and published primarily for use in early learning programs, elementary, or secondary schools to support teaching and learning.”
CFDA 84.327Z, Footnote #10
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AEM and Civil Rights
Two federal civil rights acts, Section 504 of the Rehabilitation Act and Tittle II of the Americans with Disabilities Act (ADA) • prohibit discrimination on the basis of disability• speak to the obligation of public schools to
provide accessible educational materials to students with disabilities who need them.
http://aem.cast.org/navigating/selection-faq.html#p-online
A Brief Introduction to Accessible Materials
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Joint Dear Colleague Letter June 29, 2010Department of Justice and Department of Education
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What are AEM?
• Materials that are designed or enhanced in a way that makes them usable by the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)
• Content may be “designed to be used as print” and require retrofitting
• Content may be “designed to be used digitally” and difficult to retrofit if not accessible from the start
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The Changing Language of AEM
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Keeping Language Current
Language as a barrier• Changes over time
• Acting from common misunderstandings
Language as a capacity-builder• Keeping up with change
• Common vocabulary
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AEM as NIMAS
XML files the National Instructional Materials Accessibility Standard (NIMAS) can be readily transformed into student-ready specialized formats.
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AEM as NIMAS
The national repository of NIMAS-compliant files that are created by publishers and deposited when required by SEA/LEA purchasers.
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Language Change Over Time
• Facilitator: purchasers, publishers and media producers
• Barrier: decision-makers for individual students, educators, families
• Common misunderstandings: eligibility, student-ready, is all that’s needed
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AEM as Specialized Formats
• Braille, large print, audio, and digital text
• Exactly the same information as the printed materials
• Only the presentation of the material is different
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Language Change Over Time
AEM = Specialized Formats• Facilitator: broadens understanding beyond NIMAS as
sole means of providing accessible materials• Barrier: applies only to print-based materials, limited to
students meeting copyright criteria, equates need to specific disability categories
• Common misunderstandings: need is equated to falling within specific disability categories, acquiring for one opens access to all, fair use
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• AEM is not just NIMAS
• AEM is not just specialized formats
Lesson Learned…
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Taking Another Look at AEM…
• Are designed or enhanced in a way that makes them usable by the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)
• Content may be “designed to be used as print” and require retrofitting
• Content may be “designed to be used digitally” and difficult to retrofit if not accessible from the start
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Language Changes Over Time
AEM = Materials designed to be highly usable across full range of student variability
• Facilitator: expands beyond printed materials, includes digital materials, increases importance of the market, extends thinking to non-text material
• Barrier: lack of demand, limited availability in the market
• Common misunderstandings: all digital materials are accessible to everyone
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When thinking about accessible materials, it is important to understand that the content and the delivery technology are two sides of the AEM coin and both require careful consideration and selection.
Lesson Learned…
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Two Sides of the AEM Coin…
• The information is the content
• Accessible technology is the delivery system that the student uses to perceive and interact with the content
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Making Decisions about AEM
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A Four-Step Process for Decision-Making
1. Establish need for educational materials in accessible format(s)
2. Select format(s) and features needed by a student for educational participation and achievement
3. Commence steps to acquire needed format(s) in a timely manner
4. Determine supports needed for effective use for educational participation and achievement.
The AEM Navigator:http://aem.cast.org/navigating/aem-navigator.html
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Who “qualifies” for AEM?
Need comes before qualification!
Determining the Need for AEM
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Reframing the Question
“Who NEEDS accessible versions of educational materials for
participation and achievement?
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Who Needs AEM?
Many students with disabilities are unable to read or use educational materials, because of”
– Blindness or visual impairments– Physical impairments– Learning disabilities – Other disabilities that impact
the ability to read standard print or use standard materials
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The need or preferences for educational materials in accessible formats goes well beyond print and well beyond students with identified disabilities.
Lesson Learned…
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Who Needs AEM?
• Students with disabilities that prevent them from using “typical” instructional materials, such as print or “locked” digital materials, effectively
Students with sensory, physical, or learning-related disabilities
• Students without identified disabilities who cannot make effective use of “typical” instructional materials
Struggling readers; students lacking English proficiency, etc.• Students who simply prefer options for different tasks or for
use in different environments.
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Who Needs AEM?
If any student is unable to read or use grade level 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 AEM.
Sources of AEM and Who Can Use Each Source
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There are multiple sources for acquiring accessible versions of educational materials but most sources do not deal all types of AEM and some cannot be used to provide materials to for all students
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Multiple Sources of Accessible Materials
• NIMAS source files from the NIMAC: Printed materials. Use constrained by copyright AND IDEA
• Accessible Media Producers: Printed materials. Use constrained by copyright restrictions (Bookshare, Learning Ally, APH, etc.)
• Locally Produced: May have constraints and certainly require significant human resources
• Free Sources: No limitations, but may not be the same as used by others
• Commercial Sources: Purchase for anyone, use with anyone!
Where can I get help when I need it?
National Center for Accessible Educational Materials for Learning
October 2014 toOctober 2019
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AEM Homepage - Top
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AEM Homepage 2
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AEM Homepage 3
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AEM Website Footer
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Knowledge is power. Information is liberating. Education is the premise of progress,
in every society, in every family.
Kofi Anan
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What can you do?
• Visit the AEM Center web site at: http://aem.cast.org
• Use the information and tools on the AEM Center site to help identify need and then explore options to meet the need
• Go to “AEM State Contacts ” to find out about state policies, procedures, and practices in your state http://aem.cast.org/policies/aem-state-contacts-and-sea-information.htm
• Fulfill statutory obligations and go beyond to ensure that EVERY student has access to materials
• Attend additional webinars
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Join us next week!
Acquiring Accessible Formats of Printed Materials: Just in Time!Tuesday, August 25. 2:00-3:00 EDT
Acquiring Accessible Digital Materials: What to Look For! What to Ask For!Thursday, August 27, 2:00-3:00 EDT
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