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AIMing for the Achievement: Curricular and Assessment Access for ALL
Joy Zabala, Ed.D., Director of Technical Assistance CAST and the National Center on Accessible Instructional Materials
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Big Ideas for this Session
• Legal and pedagogical issues related to AIM • Determining need for AIM • Sources of accessible content • The relationship between accessible content and
technology • Accessibility and digital materials • Indicators of accessibility • Points to ponder: accessibility and large-scale
assessment
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Change Equals” Equation
CHANGE = a + b + c > x
a = shared dissatisfaction with current state by critical mass
b = shared vision of desired state c = knowledge of practical next steps x = cost of change (resistances/blockages) Garmston, R., & Wellman B. (1997). The adaptive school: Developing and facilitating collaborative groups. Mansfield, OH: Bookmasters, Inc.
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Getting Started
Are you aware of any students who are not reading/using “typical”
grade-level instructional materials in ways that leads to expected high
achievement?
Building dissatisfaction with current state by a critical mass
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Getting Started
Do you think that grade level progress could be increased if barriers to
accessing, learning from, and responding to
instructional materials were lowered?
Creating a vision of the desired state by a critical mass h"p://aim.cast.org
Getting Started
If more students had materials they could use,
would that positively impact educational,
vocational, and quality of life outcomes?
Creating a vision of the desired state by a critical mass
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If so, what are these materials? How do you know who needs them?
Where can you get them?
Practical steps for moving forward
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There are compelling legal and pedagogical issues related to
accessible materials
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Provisions within the Individuals with Disabilities Education Improvement Act of 2004 require state and local education agencies to ensure that textbooks and related core instructional materials are provided to students with print disabilities in specialized formats in a timely manner.
Legal requirement is placed in State and Local education agencies. IDEA cannot place requirements on publishers
Regulations of IDEA 2004 Section 300.172Final
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References to adopting National Instructional Materials Accessibility Standard (NIMAS) References to the coordinating with the National Instructional Materials Access Center (NIMAC)
Also Included in Section 300.172
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Specialized Formats of Printed Materials
• 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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Lesson Learned…
In this time of unprecedented change in the ways educational materials are created and provided: • Access to printed materials is important, but not
enough • NIMAS is important, but it is not enough! • Specialized formats are important, but not enough
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Accessible Instructional Materials
• 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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It is critical to think about need before eligibility for sources of AIM
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Who “qualifies” for AIM?
Need comes before qualification! h"p://aim.cast.org
Reframing the Question
“Who NEEDS instructional materials in one or more accessible formats for educational
participation and achievement?
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Who Needs AIM?
• 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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Lesson Learned…
The need or preference for instructional materials in accessible formats goes well beyond students with identified disabilities and well beyond print.
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For example… The Four Components of UDL The Pedagogical Connection
Goals, Assessment, Methods, and Materials h"p://aim.cast.org
If all students are: • expected to participate and progress in the
general education curriculum • are held accountable for high achievement they
need access to the information contained in the print-based instructional materials in formats from which they can gain meaning.
Good Common Sense
Why Provide AIM? The Pedagogical Connection
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Some Indicators of the Need for AIM
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 AIM.
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There are ongoing concerns about sources for accessible content of
printed materials
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There are multiple sources for acquiring materials for students needing AIM but most sources do not deal all
types of AIM and some cannot be used to provide materials to for all students
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Multiple Sources of AIM
• NIMAS/NIMAC
• Accessible media producers (AMPs)
• Locally produced
• Free sources
• Commercial sources
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Multiple Sources of AIM
The NIMAC
Students using materials created from NIMAS-source files stored in the NIMAC must: 1) meet copyright criteria (certified by a competent authority as
unable to read printed materials because of blindness or other disability) AND
2) be served under IDEA.
There are varying Interpretations of “Qualifying Disability”
The National Library Service of the Library of Congress Blind, Visual Impairment, Physical Limitations,
or a Reading Disability based on Organic Dysfunction
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Multiple Sources of AIM
Accessible Media Producers:
Use of materials from this source are 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!
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There are two sides of the AIM “coin”.
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Lesson Learned…
When thinking about accessible digital materials it is important to understand that content and delivery technology are two sides of the AIM coin and both require careful consideration and selection.
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• The information is the content
• Technology is the delivery
system that the student uses to perceive and interact with the content
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The Content/Technology Balance
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Digital materials can reduce accessibility issues… or compound them!
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Lesson Learned…
As the publishing industry “goes digital” the most promising sources of AIM for widespread use are: • accessible digital learning materials developed
by publishers and made available for purchase • accessible open educational resources (OERs)
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Center for Online Learning Teacher Resources
“Accessibility problems can be eliminated and the ‘‘playing field leveled’’ when course content is delivered using various and redundant modes such as speech, text, and graphics…These modes make it possible to deliver content based not only on disabilities, but also on learner preferences or preferences.”
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Many of the digital educational materials and their delivery systems are not currently accessible!
but here’s the problem…
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White paper. The Foundation of Online Learning Center for Students with Disabilities. Center for Online Learning
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Introducing the PALM Initiative from the AIM Center
Purchase Accessible Learning Materials
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Lesson Learned…
Purchasing materials designed from the start with rich options that increase their accessibility and make them more widely useable is beneficial in many ways.
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Benefits Of Purchasing Materials that are Accessible From The Start
• Supports inclusion All students use same materials at the same time
• Benefits all students’ learning All have access to supportive features and scaffolds
• Benefits teachers Easier to plan and teach
• Reduces complexity Eliminates eligibility questions
• Reduces costly accommodations No need for different sets of materials or to provide accommodations for inaccessible materials
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As exciting, inviting digital materials are being developed, publishers are not hearing much of a
demand for accessibility or broad usability!
and here’s another problem…
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Steps to Increase the Production and Availability of Accessible Digital Materials
for Purchase
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Lesson Learned…
Asking a commercial publisher or a creator of OERs if their digital materials are “accessible” often leads to answers that are not very enlightening. More pertinent information is needed.
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Steps to Increase the Production and Availability of Accessible Digital Materials for Purchase
If you are a purchaser of materials require that all materials purchased from publishers/developers be aligned with relevant accessibility standards (e.g., DAISY, WCAG 2.0 at minimum, Section 508)
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Web Content Accessibility Guidelines (WCAG)
developed by the
World Wide Web Consortium (W3C)
http://www.w3.org
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WCAG 2.0, Level AA Principles
Perceivable Information and user interface components must be presentable to users in ways they can perceive.
Operable User interface components and navigation must be operable.
Understandable Information and the operation of user interface must be understandable
Robust Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including AT
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Section 508? DAISY? WCAG 2.0?
?
?
?
?
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There are “show me” indicators of accessibility that can work for you and me.
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POUR: Perceivable
• Content is represented in multiple ways so it can be used based on what students might need or prefer (e.g., video captions, alt text, audio, text-to-speech, digital braille)
• Mathematical, scientific, and music symbols, formulas, and notations are represented in multiple ways (e.g., explained with text, MathML)
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POUR: Operable • Both visual and non-visual forms of navigation are
possible (e.g. keyboard shortcuts/mapping, screen gestures, voice)
• Location and progress supports are included (e.g. page numbers, progress bars)
• If writing is required, there are multiple ways to enter text (e.g. word prediction, on-screen keyboards, voice input)
• Timing and pace can be controlled
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POUR: Understandable • Content is structured in a predictable, coherent, and
logical way • Content can be rendered at levels that can be
adjusted based on student abilities and needs • Supports and scaffolds for difficult content are
available to students (e.g. glossaries, highlighters, sentence starters, spellcheckers, graphic organizers)
• Feedback on errors and progress is provided to students
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POUR: Robust • Content can be used on multiple devices and with
different assistive technology (AT) • Nothing prevents access to built-in accessibility
features or necessary AT (e.g. Digital rights management (DRM))
• Products are tested by the publisher/developer to ensure compatibility with AT (e.g., screen readers, refreshable braille, text-to-speech, human-voice reading software)
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And another thing…
Electronic Digital Rights Management (DRM) MUST NOT prevent access
to built-in accessibility features or necessary assistive technologies
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If purchasers consistently DEMAND accessibility in all digital products, the production and
availability of accessible digital materials for purchase WILL increase
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The Power of Demand
Video Excerpt
“The Myth of Average” by Todd Rose
at TEDxSonoma County
http://www.youtube.com/
watch?v=4eBmyttcfU4
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And then, there’s the large-scale assessment
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Large-Scale Assessments in the 21st Century
Points to Ponder
20th Century Imagining
1931: Chester Gould's timeless comic strip detective, Dick Tracy., with his wrist radio
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21st Century Reality
Wear the future on your wrist - LG GD910 Mobile Phones 1.3 inch full touch screen, 3G+ connectivity, Video call capabilities, Bluetooth v2.1 with A2DP, MP3 player, Voice recognition software
21st Century Reality
Eric Sheninger, Principal New Milford High School, Bergen County, NJ.
21st Century Reality
http://www.educatorstechnology.com/2013/03/the-7-transformational-concepts-in-21st.html.
Personalization
21st Century Reality
Eric Sheninger, Principal New Milford High School, Bergen County, NJ.
21st Century Assessments
360 million dollars has been awarded to four consortia to develop 21st
Century assessments
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General Observations about 21st Century Assessments
p Assessments are developed primarily intended for electronic/digital delivery
q There is great concern about security and construct validity
p In some areas, more than one construct is being measured (e.g. reading) in the same item.
Observations about 21st Century Assessments
p Three levels of supports are currently planned: general for all, supports for some, accommodations for a few
p Some supports will be “built into” the system (e,g, APIP)
p Little information is currently available about interoperability across platforms
p Little information is currently available about assistive technology
AT Mentioned–or not– in Current Consortia Accessibility Documents (as of 8/13)
p PARCC - “Additional Assistive Technology: Guidelines will be provided in Fall, 2013
p SBAC – No specific mention p DLM - “a variety of assistive technologies
commonly used by students” p NCSC – No specific mention
Considerations in Policy and Practice
When thinking about accessible digital assessments it is important to understand that
content and delivery technology are two sides of the AIM coin and both require
careful consideration and selection.
Flexible, Inclusive Assessments
Center for Online Learning Teacher Resources
“Accessibility problems can be eliminated and the ‘‘playing field leveled’’ when course content is delivered using various and redundant modes
such as speech, text, and graphics…These modes make it possible to deliver content based
not only on disabilities, but also on learner preferences or preferences.”
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Functional Requirements
Perceive the information Produce
Response
Interact with
Construct and the System
Understand the
Construct(s) and the System
There are cognitive, linguistic, sensory, physical and social-emotional requirements for participation in assessments that involve
both the content and the delivery system.
Commonly Used Supports
Scaffolds, access supports and accommodations provided to students during instruction should be available during assessment as long as they do
not violate the construct(s) being assessed.
If technology or any other support/accommodation is commonly used in education and life, why would it be
unavailable in assessment?
Flexible, Malleable Content
If content is inflexible or “locked down”, delivery systems will not be able to deliver the content in ways
that promote wide usability and accessibility.
• Is the content designed be “displayed” in multiple ways? (video captions, alt text, text and image descriptions that can be
voiced, digital braille, etc .)
The Dilemma of Multiple Constructs
When more than one construct is being assessed and
the inability to successfully deal with one construct blocks the way for assessing the others,
consideration should be given to accessing the constructs separately.
Is the assessment designed to confirm what we already know a
student cannot do or to determine what she CAN do?
System/Tool Interoperability
Interoperability across platforms and tools
(hardware and software) is critical to a flexible system that can be effectively and efficiently
used across the widest possible range of student diversity and variability.
Avoid writing one particular “solution” into a system. One size never did fit all.
System/Tool Navigation
Navigation support option are important
for EVERYONE!
How are users of the system move about through the content? When happens when they move about? (e.g.note maintained? time management cues?
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Tool/System Transparency
If a student is unfamiliar with available tools or with the way the tools are presented, the cognitive and
physical attention required to deal with the tools take cognitive attention away from the task.
.
Are available tools for the assessment those that are commonly used by THE INDIVIDUAL STUDENT who is
expected to use them in high stakes assessments?
Multiple Supports
Many students use more than one type of technology and/or strategy depending upon the task and the facilitators and barriers within the environments in
which the tasks occur.
Does the student have an array of “tools” from which to select depending on what needs to be done, where and when?
Assessment Guides Instruction
What is available in assessment has great influence on what is made available
and used during instruction.
Decision-making Responsibilities
Students, educators, families and others need support to build their familiarity with the strengths and challenges of various accommodations and
their capacity to select among them.
Do decision-makers know their roles and how to go about considering the barriers lowered – and possibly raised – by
various support options?
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There’s lots of help available!
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The AIM Center Web
Site: Knowledge, Tools, and
Supports at Your Fingertips!
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The AIM Navigator A process facilitator that assists educators, families,
and students with decisions about AIM for an individual student • Four major decision points
Need, Selection, Acquisition, and Supports for Use • Guiding questions and instant feedback • Built-in scaffolded supports • Extensive references and resources • Student Summary and To-Do List
Not a screening or evaluative tool!
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A Four-Step Process for Decision-Making
1. Establish need for instructional 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.
AIM Navigator at aim.cast.org
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• An OSEP-funded collaborative project of the University of Kansas, CAST and NASDSE
• Multiple Resources - White paper, VPAT Table, EPUB accessibility guidance, For Teachers section, “
http://centerononline.org
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Kelly Sorensen State Ed Tech Coordinator for Alaska
State Educational Technology Directors Association The mission of SETDA is to build and increase the capacity of
state and national leaders to improve education through technology policy and practice.
http://setda.org
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Alaska State NIMAS/NIMAC Coordinator
Samuel Jordan
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Mystie Rail Executive Director
http://www.atlaak.org/
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Handy Information to Share
• AIMing for Achievement Article Series http://aim.cast.org/learn/accessiblemedia/allaboutaim/aimbasics
• Accessible Instructional Materials: AIM Basics for Families http://aim.cast.org/learn/aim4families/aim_basics_families • Accessible Instructional Materials (AIM): A Technical Guide
for Families and Advocates http://aim.cast.org/learn/aim4families/aim_families_advocates • AIM Implementation Guide http://aim.cast.org/experience/training/aim_implementation_guide
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Handy Resources
• Advisory Commission on AIM in Postsecondary Education Report http://www2.ed.gov/about/bdscomm/list/aim/index.html
• Mike Marotta’s eReader Wiki http://aim.cast.org/learn/aim4families/aim_basics_families • Indiana Center for Accessible Instructional Materials (ICAM)
http://www.icam.k12.in.us/ • MITS: Michigan’s Integrated Technology Supports—AIM/NIMAS
http://mits.cenmi.org/AIMNIMAS.aspx
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It is not enough to stare up the steps… We must step up the stairs”
Vaclav Havel h"p://aim.cast.org
Stepping Up the Stairs
• Explore the National Center for Accessible Instructional Materials web site at http://aim.cast.org
• Meet and exceed statutory obligations by striving for excellent instructional practices for ALL.
• Acquire and use accessible technology • Ask publishers for accessible formats for
purchase • Ask for more than what is available…
Ask often!
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Help is always just a fingertip away…
Stephen Bailey [email protected]
Mystie Rail Assistive Technology of Alaska http://www.atlaak.org
Joy Zabala AIM Center at CAST http://aim.cast.org, [email protected]