4 new AIM resources

April/May 2012

Greetings from the AIM Center -

New releases from the AIM Center -- just in time for those spring planning meetings!

Quality Indicators for the Provision of Accessible Instructional Materials - newly enhanced with the addition of "Critical Components" to help you with implementing and sustaining your dynamic AIM systems.

2 new legal briefs offering the most comprehensive discussion of eligibility, copyright and the legal basis for accessible instructional materials that we know of.

AIM Navigator Print Version - now you can use this IEP decision-making resource with or without Internet access.

Audio-Supported Reading for Students Who are Blind or Visually Impaired - a new approach to improving reading proficiency.

Enjoy!
The AIM Center Team

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AIM Critical Components

Critical Components of Quality Indicators for AIM (2012)

Back in 2008, leaders in the 15 AIM Consortium states described seven major elements of effective AIM systems, published as the Quality Indicators for the Provision of Accessible Instructional Materials.

While the Quality Indicators provide a solid foundation of consistent goals for SEAs and LEAs regarding AIM systems, the AIM Center's newly released Critical Components (2012) will assist you with planning, implementing and evaluating dynamic, coordinated systems for the timely provision of AIM - in ways that are flexible and adaptable to your state/district's unique policies and practices. Get the AIM Critical Components document.

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The Right of Students

The Right of Students to Receive AIM (2012)

All students with disabilities who need accessible instructional materials have the right to receive these materials in a timely manner, regardless of whether they qualify to receive materials developed from NIMAS files through the NIMAC.

This definitive brief will help you understand the various legal requirements in IDEA and Section 504 that establish the right of students with disabilities to receive AIM.

As you prepare for IEP team meetings, this document will be a useful resource to share with families and educators wondering about legal rights and procedures. Get the Rights of Students brief.

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NIMAS/NIMAC Provisions in IDEA

An Examination of NIMAS/NIMAC Provisions in IDEA 2004 (2012)

This brief is especially useful for those seeking a definitive overview of the legal requirements concerning AIM. It explains provisions that were included in IDEA 2004 to improve the quality and delivery of AIM to students with disabilities. These include the establishment of the National Instructional Materials Accessibility Standard (NIMAS) and the National Instructional Materials Access Center (NIMAC).

Specifically, this brief presents an overview of the basic legal requirements concerning AIM, including the definition of students who qualify for materials developed using the NIMAS Standard and the process for obtaining materials through the NIMAC. Get the NIMAS/NIMAC brief.

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AIM Navigator

The AIM Navigator Print Version

You asked and we listened; the highly popular AIM Navigator is now available in print too!

The AIM Navigator is a robust web-based interactive tool that facilitates the process of decision-making around accessible instructional materials for an individual student. The AIM Navigator Print Version contains the entire contents of the tool and accompanying forms in a printable format that can be used when no Internet connection is available. Also available in printable form: AIM Navigator Student Summary Worksheet, AIM Navigator To-Do List.

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Meet this Month's AIM Authors

Joanne Karger, J.D., Ed.D.

Joanne is the author of the two new legal briefs featured in this month's newsletter. She is a postdoctoral fellow in Universal Design for Learning at CAST and Boston College's Lynch School of Education. As part of her fellowship this year, she is providing expertise to the AIM Center in legal issues regarding AIM and IDEA, Section 504, and Title 1/NCLB.

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Richard Jackson, Ed.D.
Richard is the lead author of the newly released Audio-Supported Reading (ASR) paper featured in this newsletter. He is a Senior Research Scientist at CAST, member of the AIM Center team and an Associate Professor at Boston College where he teaches in the Lynch School and serves as Project Director for the UDL Postdoctoral Leadership Preparation Program.

TA TIPS

It is very exciting to share four new OSEP-approved documents with you this month as a part of the proactive technical assistance always available from AIM Center!

I am sure that all will find the important information in the AIM/NIMAS papers and the audio-supported reading paper enlightening and useful. State and local education agencies are sure to be both challenged and supported by the the critical components document as they develop, implement, evaluate and refine systems for the timely delivery of AIM.

We are very excited to share these new resources with you and would, as always, welcome your comments and questions.

With deep appreciation of your good work,

Joy Zabala

Director of Technical Assistance
AIM Center and CAST

AIM QUICK TIPS
3 things educators and families can do to promote the timely provision of AIM

1. Check out the revised "Acquiring Specialized Formats" section of the AIM Navigator.

2. Use the print version of the AIM Navigator as an individual or small group learning opportunity.

3. Visit the "AIM in Your State" section on the right side of the AIM Center home page to find out about the AIM-related contacts and information you need.

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Audio-Supported Reading

Audio-Supported Reading (ASR) for Students Who are Blind or Visually Impaired

Given the current state of technologies for displaying refreshable braille or magnified text, paired with speech driven by screen reader technology, students can now access information available in text through multiple modalities. Rather than teaching the skills essential for braille reading, print reading, and listening in isolation as separate pedagogies, the apparent benefits of ASR suggest that a more robust and integrated approach for teaching and acquiring literacy skills will be more advantageous.

This paper uses a question/answer format for addressing the theoretical underpinnings of ASR as an approach for improving the reading proficiency of students who are blind or visually impaired. Improvement of reading proficiency should translate into greater academic achievement as students enjoy increased opportunity to learn by reading after they have learned to read. Get the Audio-Supported Reading paper.

Visit our other sites to learn more about CAST and Universal Design for Learning