https://youtu.be/iCrSZWcEhYU
Joy Zabala AEM Center, CAST
Accessible Educational Materials- IDEA provisions to ensure printed textbooks are provided for students in specialized format in timely manner. Information in print must be provided. AEM, also appears title II of ADA, and 504 prohibit discrimination based on disability, speak to school's responsibility.
What are specialized formats?
Braille, large print, audio, and digital text
Students may get information tactually, aurally, visually. They have a choice with digital text.
large print vs enlarged digital print- large print is a physical document printed larger. Not magnified.
Retrofitting digital documents is challenging. The goal is to create accessible documents from the start- designed or enhanced to be used by the widest range of students.
The goal is for AEM that are usable without technology and Compatible with technology.
Instructional materials that are printed materials. Now it includes technology materials- this includes print and digital materials. They are used synonymously.
Content and technology delivery system for content. That tech is AT if it's needed (not just a preference).
- Is printed text or digital media a barrier for the student? Does the student have a disability that prevents effective use of standard educational materials?
- Does the student need AEM?
- Does the student need AT to access specialized formats or digital materials?
For VI students:
- Does the student need instruction in braille or use of braille in relation to AEM?
- Does the student need AEM to perceive and interact with written or aurally presented information?
- Does the student need AT to perceive and interact with specialized formats of printed materials and/or digital materials?
The need for accessible materials and AT is related to function rather than a specific disability category. Function meaning task to be completed and may include daily living skills.
Access (independence) connects to Involvement (engagement) connects to progress in a spiral upwards.
Endrew F (2017) reasonably calculated to enable a student to make progress appropriate in light of the child's ability. goals may differ but must have chance to meet challenging objectives.
Where might they be documented in the IEP?
For a student who needs audio-supported reading due to learning disability.
- Evaluation results- Evaluator provides the information that points to a particular technology and AEM. The IEP team makes the decision.
- Present levels of performance- Sean is a 7th grade student who has a LD. He understands instructional content at grade level but independently reads printed materials at 4th grade level. Using a tablet computer with audio supported reading software, he successfully perceives and interacts with digital text formats of grade-level textbooks and printed materials across the content areas. Joy says you may put what he's using by name not just features (an iPad with apps XYZ). There will be a learning curve if this is changed. It isn't something that can be swapped out easily. We need this information when considering different AT.
- Special factors- Searn understands educational content at grade level, but is unable to read with sufficient accuracy and fluency to support comprehension at that grade level. Sean needs materials provided in a digital format to access the general curriculum. Sean needs a tablet and/or other computer with text-to speech and word prediction capabilities in order to perceive and interact with a digital text format of grade-level textbooks and other printed materials used across the content areas. You may write in the change here if different from present levels.
- Annual goals- Example of IEP goal related to AEM: by ... When using digital text format of social studies materials and delivery technology, S will identify examples of sequential, comparative and causal presentations of information in text with....
Other option via Joy Z: rather than putting the means in the goal, provide a paragraph stating how student uses technology somewhere (in notes??)
- Special education & related services, supplementary aids and services, program modifications & supports Sean will use a tablet computer and/or other device that provides simultaneous visual and auditory output ot support perception of and interaction with the digital text format of grade-level printed materials across the content areas.
or
Sean will receive training in how to use the digital text format and technology for participation and achievement.
- Statewide assessment participation
- Postsecondary transition-
IDEA does not require you to document in a certain way, every school does it a bit differently. These are some considerations.