What are Accessible Instructional Materials (AIM)?
In general, AIM refers to accessible, specialized formats such as Braille, large print, audio, and digital text. In digital form, AIM can be: read with text-to-speech software; modified with regard to font size; navigated by unit, chapter, section, and page number, etc.
- Images include alternative text and long descriptions when appropriate.
- Math equations are provided as images with text descriptions.
- Order of content, levels, and headings are appropriately formatted
(What You Need to Know About National Instructional Materials Accessibility Standard (NIMAS) and Accessible Instructional Materials (AIM) A GUIDE FOR ADMINISTRATORS, 2009)
In general, AIM refers to accessible, specialized formats such as Braille, large print, audio, and digital text. In digital form, AIM can be: read with text-to-speech software; modified with regard to font size; navigated by unit, chapter, section, and page number, etc.
- Images include alternative text and long descriptions when appropriate.
- Math equations are provided as images with text descriptions.
- Order of content, levels, and headings are appropriately formatted
(What You Need to Know About National Instructional Materials Accessibility Standard (NIMAS) and Accessible Instructional Materials (AIM) A GUIDE FOR ADMINISTRATORS, 2009)
What information or data would indicate that the student can use the standard print-based instructional materials?
If the student is making adequate progress and spending reasonable amounts of time on tasks that require obtaining information from print using standard print-based instructional materials, then the team can determine that there is no need for specialized formats. Data and information can be collected through:
- Informal observations by teachers and parents
- Interviews with students, parents and teachers
- Classroom-based assessments
- Curriculum-based assessments
- Academic progress
- State-wide and district-wide assessment results
(AIM Navigator, 2010)
If the student is making adequate progress and spending reasonable amounts of time on tasks that require obtaining information from print using standard print-based instructional materials, then the team can determine that there is no need for specialized formats. Data and information can be collected through:
- Informal observations by teachers and parents
- Interviews with students, parents and teachers
- Classroom-based assessments
- Curriculum-based assessments
- Academic progress
- State-wide and district-wide assessment results
(AIM Navigator, 2010)
Who needs AIM?
If the student with a disability on an IEP is able to understand the content presented in textbooks and other related core instructional materials that are used by other students across the curriculum, but is unable to read or use them, the student will need another way to get the information contained in the print materials. In this case, the student may need specialized formats of the curricular materials (AIM Navigator, 2010).
If the student with a disability on an IEP is able to understand the content presented in textbooks and other related core instructional materials that are used by other students across the curriculum, but is unable to read or use them, the student will need another way to get the information contained in the print materials. In this case, the student may need specialized formats of the curricular materials (AIM Navigator, 2010).
Is there a general indicator that the student could use or learn to use a specialized format effectively?
The main indicator would be that the student understands the content of print materials when the information is presented in another format. For example, if printed material is read aloud to the student, the student understands and can use the information (AIM Navigator, 2010).
The main indicator would be that the student understands the content of print materials when the information is presented in another format. For example, if printed material is read aloud to the student, the student understands and can use the information (AIM Navigator, 2010).
What is the timely manner in which the students receive their accessible instructional materials?
Local Education Agencies (LEAs) must take all reasonable steps to provide print instructional materials in accessible formats to children with disabilities at the same time as other children receive those materials.
AIM Center (2010). Navigator. Retrieved on July 27, 2010 http://demo.cast.org/navigator/page/l32
Iowa State Department of Education (2009). What You Need to Know about National Instructional Materials Accessibility Standard (NIMAS) and Accessible Instructional Materials (AIM) A GUIDE FOR ADMINISTRATORS. Retrieved on July 28, 2010 from http://trueaim.iowa.gov/index.php?option=com_content&view=article&id=7&Itemid=7
Local Education Agencies (LEAs) must take all reasonable steps to provide print instructional materials in accessible formats to children with disabilities at the same time as other children receive those materials.
AIM Center (2010). Navigator. Retrieved on July 27, 2010 http://demo.cast.org/navigator/page/l32
Iowa State Department of Education (2009). What You Need to Know about National Instructional Materials Accessibility Standard (NIMAS) and Accessible Instructional Materials (AIM) A GUIDE FOR ADMINISTRATORS. Retrieved on July 28, 2010 from http://trueaim.iowa.gov/index.php?option=com_content&view=article&id=7&Itemid=7