Accessible Instruction Materials (AIM)
Why is it important?
Good readers have success with reading, learn more, develop a richer reading vocabulary, therefore become better readers. Poor readers have less success, learn less, do not develop a rich reading vocabulary, therefore fall behind their peers who are good readers. One way to look at this is through 'The Matthew Effect'. 'The Matthew Effect' is when the 'rich get richer, and the poor get poorer'. Accessible Instruction Materials (AIM) are a critical feature of free and appropriate education (FAPE) for students with disabilities .
What is AIM?
AIM is Accessible Instructional Materials. As a proper noun AIM refers to accessible instructional materials that are guaranteed and provided to specific students by law ex. Braille, audio, large text. But as a common noun AIM is a general concept that means any materials that make learning more accessible for students who struggle in school.
Federal Special Education law and AIM
AIM, must be provided to a specific set of students and in a particular manner. However, not all students with an IEP qualify for AIM.
There are four components to the definition of AIM.
1. textbooks and related core instructional materials
2. are provided to students with print disabilities
3. in specialized formats ex. braille, large print, audio
4. in a timely manner ex. all students given materials at the same time
Under these laws, eligible students are guaranteed to receive AIM, but not necessarily alternative materials.
Where do schools obtain AIM for their students?
IDEA requires that specific students be provided with AIM and charges State and Local Education Agencies to take the lead in providing students with AIM. NIMAS is National Instructional Materials Accessibility Standard, which helps with standard file format. Standard file format ensures that textbooks can easily be converted to specialized formats such as audio or Braille.NIMAC is National Instructional Materials Access Center, which makes sure file format meets standards.
Who is eligible for AIM?
Only a student who meets 2 criteria can use NIMAS files distributed by NIMAC:
1. they are served under IDEA and
2. they are verified by a competent authority as having a print disability as defined by copyright statue
Determination of the need for AIM
The IEP team determines if a child needs AIM. An AT evaluation or AT specialist is usually a member.
The following questions are usually asked:
1. Does the student have an IEP?
-only students served under IDEA can receive AIM, but not all students with an IEP are eligible for NIMAS
2. Students must be certified by a competent authority as having a print disability as defined by copyright statue (copyright act of 1931)
1. blindness
2. a visual impairment
3. physical limitations
4. an organic dysfunction
A competent authority must certify students-some school-based teachers are not considered "competent authority". An organic dysfunction must be diagnosed by a doctor, and a school-based diagnosis of reading or learning disability is not sufficient unless medical professional certifies students limit to read and understand print.
The AIMing for Achievement Series is what Educators and Families Need to Know about Accessible Instructional Materials. The AIM Center, NIMAS Center, AIM consortium deal with legal issues.
Students who DO NOT qualify as having a print disability under the copyright act may still be eligible for AIM. Teachers must abide by copyright laws and if a student doesn't qualify, but would benefit from AIM there are other materials available:
-K-12 publishers
-Accessible media producers (AMPS)
-Free or low cost accessible instructional materials
AIM Acquisition Flowchart is a pathway to receiving assistance needed.
Part 2: Navigating the Decision-Making Process
There are 4 Steps:
1. establish needs for instructional materials in specialized formats
2. select specialized format(s) needed by the student for educational participation and achievement
3. commence SEA and/or LEA-defined steps to acquire needed formats in a timely manner
4. determine supports needed for effective use for educational participation and achievement
The Role of the IEP Team
The Responsibilities are to establish and analyze the need for instructional materials in specialized formats. Members select specialized format(s) needed by the student for educational participation and achievement. The team determines supports needed for effective use of specialized formats and initiate the SEA and/or LEA-defined acquisition steps for obtaining AIM.
If AIM is to make an impact of student's learning and motivation, the IEP team and family must do much more. Teams also must consider technology needed to use AIM, technology instruction to use effectively, any training needed for the student, his, her teachers, family members in order to make best use, and any other accommodations/modifications that influence the privison of AIM.
-AIM Tips Part 1: Introducing AIM to students
http://www.youtube.com/watch?v=GfZ2ICTZonE&feature=related
-are students getting the information?
-AIM Tips Part 2: Technology and Skills
http://www.youtube.com/watch?v=E__zzu_rJKY&feature=relmfu
-involve students and consider their choices
-operational skills
-functional skills
-strategic decision skills
-social skills
-all skills needed to use AIM successfully in the classroom
-AIM Tips Part 3: Self-Advocacy and Post-Secondary
http://www.youtube.com/watch?v=jEo5AbvtE5M&feature=relmfu
-understand own strengths and weaknesses
-can help lead IEP Meetings
http://aim.cast.org/glossary#aim
http://pogue.blogs.nytimes.com/2012/05/10/how-compatible-are-rival-e-readers/
http://www.nimac.us/
http://www.aph.org/
http://www.audible.com/
http://aim.cast.org/experience/decision-making_tools/aim_explorer/explorer_installation
http://aim.cast.org/navigator/page/lStart
Good readers have success with reading, learn more, develop a richer reading vocabulary, therefore become better readers. Poor readers have less success, learn less, do not develop a rich reading vocabulary, therefore fall behind their peers who are good readers. One way to look at this is through 'The Matthew Effect'. 'The Matthew Effect' is when the 'rich get richer, and the poor get poorer'. Accessible Instruction Materials (AIM) are a critical feature of free and appropriate education (FAPE) for students with disabilities .
What is AIM?
AIM is Accessible Instructional Materials. As a proper noun AIM refers to accessible instructional materials that are guaranteed and provided to specific students by law ex. Braille, audio, large text. But as a common noun AIM is a general concept that means any materials that make learning more accessible for students who struggle in school.
Federal Special Education law and AIM
AIM, must be provided to a specific set of students and in a particular manner. However, not all students with an IEP qualify for AIM.
There are four components to the definition of AIM.
1. textbooks and related core instructional materials
2. are provided to students with print disabilities
3. in specialized formats ex. braille, large print, audio
4. in a timely manner ex. all students given materials at the same time
Under these laws, eligible students are guaranteed to receive AIM, but not necessarily alternative materials.
Where do schools obtain AIM for their students?
IDEA requires that specific students be provided with AIM and charges State and Local Education Agencies to take the lead in providing students with AIM. NIMAS is National Instructional Materials Accessibility Standard, which helps with standard file format. Standard file format ensures that textbooks can easily be converted to specialized formats such as audio or Braille.NIMAC is National Instructional Materials Access Center, which makes sure file format meets standards.
Who is eligible for AIM?
Only a student who meets 2 criteria can use NIMAS files distributed by NIMAC:
1. they are served under IDEA and
2. they are verified by a competent authority as having a print disability as defined by copyright statue
Determination of the need for AIM
The IEP team determines if a child needs AIM. An AT evaluation or AT specialist is usually a member.
The following questions are usually asked:
1. Does the student have an IEP?
-only students served under IDEA can receive AIM, but not all students with an IEP are eligible for NIMAS
2. Students must be certified by a competent authority as having a print disability as defined by copyright statue (copyright act of 1931)
1. blindness
2. a visual impairment
3. physical limitations
4. an organic dysfunction
A competent authority must certify students-some school-based teachers are not considered "competent authority". An organic dysfunction must be diagnosed by a doctor, and a school-based diagnosis of reading or learning disability is not sufficient unless medical professional certifies students limit to read and understand print.
The AIMing for Achievement Series is what Educators and Families Need to Know about Accessible Instructional Materials. The AIM Center, NIMAS Center, AIM consortium deal with legal issues.
Students who DO NOT qualify as having a print disability under the copyright act may still be eligible for AIM. Teachers must abide by copyright laws and if a student doesn't qualify, but would benefit from AIM there are other materials available:
-K-12 publishers
-Accessible media producers (AMPS)
-Free or low cost accessible instructional materials
AIM Acquisition Flowchart is a pathway to receiving assistance needed.
Part 2: Navigating the Decision-Making Process
There are 4 Steps:
1. establish needs for instructional materials in specialized formats
2. select specialized format(s) needed by the student for educational participation and achievement
3. commence SEA and/or LEA-defined steps to acquire needed formats in a timely manner
4. determine supports needed for effective use for educational participation and achievement
The Role of the IEP Team
The Responsibilities are to establish and analyze the need for instructional materials in specialized formats. Members select specialized format(s) needed by the student for educational participation and achievement. The team determines supports needed for effective use of specialized formats and initiate the SEA and/or LEA-defined acquisition steps for obtaining AIM.
If AIM is to make an impact of student's learning and motivation, the IEP team and family must do much more. Teams also must consider technology needed to use AIM, technology instruction to use effectively, any training needed for the student, his, her teachers, family members in order to make best use, and any other accommodations/modifications that influence the privison of AIM.
-AIM Tips Part 1: Introducing AIM to students
http://www.youtube.com/watch?v=GfZ2ICTZonE&feature=related
-are students getting the information?
-AIM Tips Part 2: Technology and Skills
http://www.youtube.com/watch?v=E__zzu_rJKY&feature=relmfu
-involve students and consider their choices
-operational skills
-functional skills
-strategic decision skills
-social skills
-all skills needed to use AIM successfully in the classroom
-AIM Tips Part 3: Self-Advocacy and Post-Secondary
http://www.youtube.com/watch?v=jEo5AbvtE5M&feature=relmfu
-understand own strengths and weaknesses
-can help lead IEP Meetings
http://aim.cast.org/glossary#aim
http://pogue.blogs.nytimes.com/2012/05/10/how-compatible-are-rival-e-readers/
http://www.nimac.us/
http://www.aph.org/
http://www.audible.com/
http://aim.cast.org/experience/decision-making_tools/aim_explorer/explorer_installation
http://aim.cast.org/navigator/page/lStart
Hands-on Project Ideas for Autistic Students
http://autism.lovetoknow.com/Hands_On_Projects_for_Autistic_Students
This site offers teachers and parents a variety of projects for working with their autistic students. Projects vary in level to offer options for younger and older children. There is also a lot of variety when it comes to different subject matter, with topics including science, language arts, and math.
This site offers teachers and parents a variety of projects for working with their autistic students. Projects vary in level to offer options for younger and older children. There is also a lot of variety when it comes to different subject matter, with topics including science, language arts, and math.