www.earnperhit.com/essay => Professional academic writing
www.Lucky-Bet.site => Bet on Sports - 50% Deposit Bonus
www.Lucky-Bet.site/casino => Online Casino - 5000$ Welcome Bonus
www.Lucky-Bet.site/lotto247 => Lotto247 - Win Big, Live Free
www.Lucky-Bet.site/eurobet => Best European Bookmaker
AIM for AT Bootcamp
2. Agenda
Video Overview
A Roadmap for Accessible Instructional
Materials (AIM)
Eligibility
Print Disability
Specialized Formats
Acquisition of AIM
AIM Navigator
Resources
Comments and Suggestions
3. Review Video
“AIM Simply Said” by the National Center
on AIM
http://aim.cast.org/learn/accessiblemedia/
allaboutaim
4. The Texas Road Map for
Accessible Instructional Materials
Developed to help give a visual
GPS to help you navigate the way through
accessible instructional
material acquisition
Provides 2 routes:
Eligibility and acquisition
routes
6. Federal Eligibility
1. Blind persons: visual acuity is 20/200 or
less in the better eye with correction or
visual field no greater than 20°
2. Persons certified by competent authority:
even with correction, visual disability is
preventing the reading of standard
printed materials
7. Federal Eligibility
3. Persons certified by competent authority:
unable to read or use standard printed
materials due to physical limitations
4. Persons certified by competent authority:
have reading disability resulting from
organic dysfunction and of sufficient
severity to prevent their reading of
printed materials in a normal manner
8. Print Disability
Student /child is not able to use standard
print materials
Frequently the result of a visual
impairment, physical disability or reading
disability
Meets copyright criteria for specialized
formats
Federal definition of “Print Disability”
9. Accessible Instructional Materials
Included in IDEA 2004
Requires that core instructional materials
be provided in a timely manner in
specialized formats when needed by
students with disabilities
4 specialized formats: Braille, large print,
audio and digital text
10. Braille
Tactile literacy medium used by
learners who are blind
Uses six dots, presented in various
combinations, to represent text, numbers,
punctuation, and special signs and symbols
Can be accessed using technology such as a
PDA (e.g. note-taker) or braille display
11. Large Print
Serif Font
Enlarged copy of regular-print-sized materials
Facilitates ease of reading for learners with
Sans-serif
low vision
At least 18 point and larger
Readability depends on font type, use of
white space and other features
(e.g. bold or underline vs. italicized text)
APH Print Guidelines for Document Design
www.aph.org/edresearch/lpguide.htm
12. Audio
Sound files
Does not include text
Includes recorded files, usually saved as
Wave or MP3 files
Files can be accessed using the computer
(e.g. Windows Media Player) or portable
media players (e.g. iPod, Book Port Plus,
VictorReader Stratus)
13. Digital Text
May be referred to as electronic text
or e-text
Provides visual and auditory supports
Available in various formats such as online
HTML or EPub
Can be accessed using specialized software
(e.g. Read Hear™) or hardware (e.g. Apex,
VictorReader Stratus, VictorReader Stream)
14. Authorized Users for NIMAC
Authorized Users (AUs) of the NIMAC have
direct access to the NIMAC to download
NIMAS file sets or assign NIMAS file sets for
download by Accessible Media Producers
(AMPs) who are registered with the NIMAC.
Bookshare
Learning Ally
15. Publishers and Others
American Printing House for the Blind is also
a federally-funded Accessible Media
Provider
Accessible materials can also be purchased
from publishers (e.g. Pearson) and other
commercial resources
Top 10 questions to ask publishers
16. What do you currently do for accessing AIM?
Review the top 10 questions to ask publishers.
Group or Indivdiual Activity
17. Determination of Materials
Things to consider:
Learner’s needs
Recommendations from personnel
Availability
Implementation and support
Parental involvement
Environments
Technologies
18. AIM Navigator
Interactive tool to facilitate the process of
decision-making of AIM for individual learners
Process consists of 4 major decision points:
determination of need
selection of format(s)
acquisition of format(s)
selection of supports for use
Useful resources provided to
help guide the ARD committee
http://aim.cast.org/experience/decision-making_tools/aim_navigator
Hinweis der Redaktion
Chafee AmendmentMeets copyright criteria – illustrate using Joy Z’s demonstration?
Hardcopies of braille include braille and tactile graphics; also allows learners to understand the layout of information on a page (e.g. paragraphs, tabs, spaces etc.) Learning about how information is laid out facilitate the learning of creating quality-looking documents (name, date, heading, numbering of answers, use of lines and spaces)Electronic braille will not have tactile graphics – can images/pictures and graphics be described? Will the description be fully understood by the learner?
An enlarged copy is NOT large printEvery learner with low vision will need some type of contrast; currently, large print textbooks in TX does not provide contrasts Sans-serif fonts preferred; APH has APHont, specially-designed font type based on feedback from their users with low vision
Nature of hearing – when something is heard, it’s there and then it’s gone. Visual and tactile learning allow information to be seen or touched. When using audio, be sure to work on listening skills. Listening for pleasure (e.g. story, radio show) is VERY different from listening for information (e.g. textbook) and many times, the content of what a learner has to listen to affects his/her concentration and recall (of the information); example: listening to a language arts textbook vs. chemistry textbook
DAISY books – explain differences between DAISY books and books that are commercially available (e.g. textbooks on Kindle or Nook); address how pictures may be presented in DAISY booksKeep explanation simple and to the point
Louis Plus database – search for books that have been submitted by publishers; for books that had been adopted and books that might be already converted into various formats, check the database as well. In general, just because a book is available in an electronic format does not always mean that it is fully accessible.
The selection and decision of AIM for any learner MUST be based on documented evidence of needsWhen the Navigator is completed, and a working email address has been included, then after the information is submitted, an email will be sent to retrieve the information. This provides a summary / baseline data for the ARD committee.