Influencing the Availability of Accessible Instructional Materials: What's New for 2010? Jeff Diedrich, Tom Starbranch, Joy Zabala, and Ruth Ziolkowski Key Learning Points Participants will be able to: List four examples of progress related to the provision of accessible instructional materials Explain how individuals working together can create large-scale change in product availability Name three activities actions that can lead to positive changes in increased accessibility in instructional materials wikispaces.com/ Progress in Four Areas Policy Practice Publishing Product Development POLICY Accessible Instructional Materials The Legal Connection Provisions within IDEA 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. Section , Final Regulations of IDEA 2004 Policy Issues Four specialized student-ready formats: Braille, Large Print, Digital and Audio formats Influenced by educational and copyright statues Must be provided to students with print disabilities served under IDEA, whether or not they qualify to receive NIMAS files through the NIMAC Places responsibility on education agencies, NOT publishers Federally Funded AIM Initiatives AIM Initiatives at CASThttp://aim.cast.org NIMAS Center AIM Center AIM Consortium Pacific CIMAPBookshare at BenetechRecording for the Blind and Dyslexichttp://www.rfbd.org/ American Printing House for the Blindhttp://www.aph.org/ Beyond Policy to Pedagogy: Universal Design for Learning Statutory policies and programs are a great step forward but do not address the needs of all students who have difficulty using and learning from print- based instructional materials. PRACTICE SAMPLE CONTRACT LANGUAGE FOR NIMAS By agreeing to deliver the materials marked with NIMAS on this contract or purchase order, the publisher agrees to prepare and submit, on or before ___/___/___ a NIMAS file set to the NIMAC that complies with the terms and procedures set forth by the NIMAC. Should the vendor be a distributor of the materials and not the publisher, the distributor agrees to immediately notify the publisher of its obligation to submit NIMAS file sets of the purchased products to the NIMAC. The files will be used for the production of alternate formats as permitted under the law for students with print disabilities. Progress.... But Insufficient! 2009 State of Learning Disabilities Report ONLY 11% of Students with Learning disabilities are reading above, at, or less than 1 grade level behind Take advantage of the ambiguity in the world. Look at something and think what else it might be. -Roger von Oech Curriculum Coordinators Decision-Making Teams Administrators Increasing Awareness: AIM Brochure Series Note to Self: Advocate for Accessibility when Purchasing Instructional Materials Another Note to Self: When Accessible Versions are available for Purchase Directly from Publishers - Buy Them! (No Eligibility Restrictions) PUBLISHING Publishing Issues The impact of NIMAS Routine uploads to the NIMAC Moving toward a market model The Market Model in Practice Pearson HTMLbook TM announced in 2009 Designed to work with all AT Available for all students Demo Advocating for Accessibility It works! Success stories Promotes integrated solutions PRODUCT DEVELOPMENT Advances in AT Tools Mainstream ebook readers Companies embracing the NIMAS standard New skill/knowledge for AT professionals Not all digital formats are created equally! How can we increase the availability of Accessible Instructional Materials? 90 SECOND SHARE OUT Influencing Availability through Policy Three Things You Can Do... Ask your states NIMAS coordinator about your states policies and practices related to AIM Push for preferential consideration for publishers who provide multiple formats of textbooks for sale Visit aim.cast.org to learn, experience, and collaborate with others about AIM Influencing Availability in Practice Three Things You Can Do... Become involved in Curriculum Committees /Textbook Adoption Committees Ask the Publisher (Give preference to those Publishers that offer Accessible Versions for Sale) Purchase when AIM is available (Eliminates eligibility criteria and aligns with existing educational initiatives) Influencing Availability from Publishers Three Things You Can Do... Know when materials are being purchased and make sure Special Education is involved Know and work with your publisher sales reps Let the publisher accessibility contacts know when youve been successful Influencing Availability of Products Three Things You Can Do... Adopt standards, then companies can focus on innovation. Make your requirements explicit Give preference to companies who meet your requirements. To change start immediately, do it flamboyantly, no exceptions. William James Thank you for attending this session! Watch for us in Chicago this October! Please help us improve the quality of our conference by completing your session evaluation form. Completed evaluation forms should be submitted as you exit or to staff at the registration desk. Thank You!