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A.I.M Special considerations related to students with the most significant disabilities

A.I.M Special considerations related to students with the most significant disabilities. Presented by Nanette Olivier, Significant Disabilities Program Consultant, Literacy Section as part of the Accessible State Approved Textbooks two day training Louisiana Department of Education

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A.I.M Special considerations related to students with the most significant disabilities

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  1. A.I.M Special considerations related to students with the most significant disabilities Presented by Nanette Olivier, Significant Disabilities Program Consultant, Literacy Section as part of the Accessible State Approved Textbooks two day training Louisiana Department of Education Division of Curriculum Standards/Ancillary Resources Section August 2010

  2. Who are these students? • Significant intellectual impairments • Complex needs in areas such as communication, health care, behavior support, skill acquisition (e.g., academic, self-help, social, vocational), and generalization • May experience sensory deficits and motor challenges which require targeted interventions • Generally qualify for LEAP Alternate Assessment, Level 1 participation (grades 3-11) 

  3. Why signal out AIM issues for this population of students? In the past, the program content for these students focused strictly on functional skills. These students are now required to have access to the general education curriculum/academic standards. Because of this shift in what is considered best practice, AIM related professional development/ support for teachers of these students is likely necessary to ensure compliance.

  4. What does AIM look like for these students? • Related to grade level GLEs/Extended Standards • Content/text modified extensively • Use of pictures/symbols/graphics to convey ideas • Combined use of speech and/or signing with the printed text, symbol, picture and object (may include a voiced output device or electronic book) • Accommodations/modifications considerate of students abilities and needs (etc., communication mode, motor issues, intellectual impairments, sensory impairments)

  5. Adapted Glossary: Glossary in a regular education text book adapted with the specific vocabulary for a student with significant disabilities.

  6. Reading with an electronic reader.

  7. Using a multi level switch to participate in a reading activity.

  8. Reading- Interactive Board

  9. Reading-Physical supports for engagement.

  10. Math access using an alternate keyboard.

  11. Sample video clips of AIM “in action” for students with significant disabilities • Identifying Vocabulary Using Symbols: • http://sda.doe.louisiana.gov/ResourceFiles/Literacy/Identifying%20Vocabulary%20Using%20Symbols.wmv • Reading Electronic Reader: • http://sda.doe.louisiana.gov/ResourceFiles/Reading%20Electronic%20Reader.wmv • Symbol Manipulation: • http://sda.doe.louisiana.gov/ResourceFiles/Literacy/Symbol%20Manipulation%20Increases%20Attention.wmv

  12. Helpful Links • Significant Disabilities Access Guide (http://sda.doe.louisiana.gov) • Literacy assessment options (Access Guide) (http://sda.doe.louisiana.gov/Site%20Pages/LiteracyView.aspx) • Tarheel Reader (www.tarheelreader.org) • Louisiana Technology Initiative • (http://www.louisianaschools.net/lde/eia/1538.html) • A Framework for Conducting Assistive Technology Consideration, Screening and Assessment(http://www.louisianaschools.net/lde/uploads/8163.pdf) • Center for Literacy and Disability Studies (http://med.unc.edu/ahs/clds) • National Center on AIM (http://aim.cast.org/collaborate/AIMCtr) • LA Department of Education AIM Web Page (http://www.louisianaschools.net/lde/eia/2977.html)

  13. Top 5 AIM issues related to these students to convey to teachers • Every student with a significant disability must be considered for AIM. • Every student with a significant disability who has a print disability must receive his/her materials in a timely manner. • Determining AIM for these students may require an AT Assessment (http://www.louisianaschools.net/lde/uploads/8163.pdf). • Appropriate AIM determinations for these students likely involve assessments related to the students mode of communication. • The solution will likely be something other than the text book in digital format!

  14. How will you spread the word about AIM for students with significant disabilities to all stakeholders? What are the stakeholders’ roles and responsibilities in ensuring AIM for these students? • School building level administrators • Teachers (special and general education) • Reading coaches • Text book coordinators • IEP facilitators • Central office personnel • Family members • Others?

  15. Sample announcement • Accessible Instructional Materials (AIM): • Are your systems in place for ALL students?

  16. For further information related to significant disabilities issues, contact Nanette Olivier Louisiana Department of Education nanette.olivier@la.gov

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