On this page students with special learning needs, and their family members, can find information and resources related to Accessible Instructional Materials (AIMs).
What are Accessible Instructional Materials (AIMs)?What are Accessible Instructional Materials (AIMs)?
AIMs are instructional materials designed in ways that allow all students regardless of ability to understand and learn from them. These materials are often in digital format and accessed using computers to accentuate multiple learning styles that may benefit from voice output, video clips, simulations, 3-D models, etc. AIMs are not solely dependent on technology and can be simple instructional manipulatives such as counting blocks or picture cards.
AIMs are accessible, flexible learning tools that can be used by and with students who are struggling readers or otherwise unable to access printed text. They are accessible and flexible because: text is digital (sometimes referred to as "electronic" or "e-text") and can be read with text-to-speech software, modified with regard to font size, and navigated by unit, chapter, section, and page number (or other appropriate segments); images include alternative text and long descriptions when appropriate (alternative text is a replacement for an image that serves the same purpose as the image itself. It is read by a screen reader in place of the image); text can be converted into other specialized formats, such as Braille, audio, and large print.
Why are there Accessible Instructional Materials (AIMs)?
The passage of the Individuals with Disabilities Education Act of 2004 (IDEA 2004) resulted in an obligation for all State Educational Agencies (SEAs) to "ensure that children with disabilities who need instructional materials in accessible formats are provided those materials in a timely manner". Further, IDEA 2004 requires that "the SEA must ensure that all public agencies take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials."
Who can benefit from Accessible Instructional Materials (AIMs)?
Almost any student could potentially benefit from access to instructional materials that are in digital formats. However, because of their flexible, accessible nature, AIMs are generally thought to be most appropriate for use by students who have been identified as being "print disabled".
While there is some debate as to the precise definition of "print disabled", George Kerscher originally coined the term and defined it as "a person who cannot effectively read print because of a visual, physical, perceptual, developmental, cognitive, or learning disability". More recently, the Google Library Project Settlement defined “print disabled” as "[u]ser is unable to read standard printed material due to blindness, visual disability, physical limitations, organic dysfunction or dyslexia".
Once it has been determined that a student has a print disability the next question is deciding what kind, or kinds, of AIMs the student will need. This decision is made by the school team and may involve outside consultants and additional assessments.
In 2002, the Kentucky Senate passed Senate Bill 243, which required that any publisher of a textbook adopted for use in K-12 public schools provide those textbooks in an accessible electronic format in order to assist schools in meeting their obligation to provide equal access to the general curriculum for students with disabilities. SB 243 also established the need for facilitating the timely delivery of accessible materials to schools. To accomplish this, the Kentucky Accessible Materials Database (KAMD) was established in October 2003. The KAMD is managed by the University of Louisville’s School Research Partnership. The mission of the KAMD includes:
The KAMD is one avenue that schools have to acquire textbooks and core instructional materials** in an accessible format. To find out more about how your school can request materials, please visit our "Digital Textbooks" page. Each school must have a Digital Rights Manager (DRM) appointed in order to request materials through the KAMD. To find out who the DRM for your school is, visit out "Digital Rights Manager Search" page. If you do not see a DRM listed for your school, contact the school's principal.
To find out more about the KAMD and how it works, visit our KAMD FAQs page.
**Textbooks and core instructional materials are defined as those materials that are 1) written and published primarily for use in elementary and secondary school instruction, and 2) required by state education agency or local education agency for use by students in the classroom.
Where can I find Accessible Instructional Materials (AIMs)?
The Kentucky Accessible Materials Database (KAMD) can provide qualifying students with accessible versions of textbooks and core instructional materials. You will need to contact your school's Digital Rights Manager (DRM) in order request these materials.
However, there are students who will not qualify to receive KAMD materials but who would still benefit from the flexibility that accessible instructional materials allow. In this case, consider the following options:
1. Many publishers produce an online or CD version (usually a simple text file or a PDF) of their textbooks that is available with purchase of the print version. Check with the publisher’s area sales representative to see if these options are available. When making your inquiry, make certain that the materials are “Section 508 compliant”, which means that they are accessible to various assistive technology devices.
2. Under certain conditions, school personnel are allowed to make their own digital file of a textbook, usually through scanning or creation of an audio file. See the "Copyright Issues" section of the Kentucky Department of Education’s Digital Curriculum web page http://education.ky.gov/curriculum/conpro/Libmed/Pages/Copyright-Issues---Library-Media.aspx to understand what conditions must be present in order to take advantage of this option.
3. While a digital version of the textbook may be ideal, it may not always be possible (e.g., the student doesn’t qualify, the publisher doesn’t have a digital version available, scanning is too labor intensive, etc.). In those instances, one option may be to locate supplemental materials that support the curriculum and are available in a digital format. Please visit our Accessible Instructional Materials web page for ideas on where to locate these types of materials. Other resources may also be found on our “Resources” page.
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