Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document.
Students with disabilities should receive materials in accessible formats at the same time as their peers receive their textbooks. Instructional materials Instructional materials include textbooks and related core materials such as workbooks.
Accessible formats Accessible formats include Braille, large print, audio and digital text.
Accessible instructional materials afford the flexibility to meet the needs of a broad range of students, even those without disabilities. Fully accessible format means that: All text is digital and can be read with text-to-speech, 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 individual writing activities 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. Math equations are provided as images with alternative text or in the content file using MathML.
Content reading order, levels and headings are determined by publisher tagging. Text can be converted to Braille. School districts should note that just because a document is digital or online, it is not inherently accessible.
File types to consider, from most to least flexible are: It is a technical specification, endorsed by the U. Department of Education that publishers must use in preparing files.
Please note that a NIMAS file is not student ready; it requires conversion to the desired specialized format. The purpose of NIMAC is to make it easier for districts to obtain materials for students with disabilities, and to do so in a more timely manner. NIMAC houses files for printed textbooks and related core instructional materials published primarily for use in elementary and secondary school instruction.
Students eligible to use materials from NIMAC NIMAC relies on an exemption to copyright law, and as such materials are only available to elementary and secondary students who are blind, visually impaired, have a physical disability, or have a reading disability resulting from an organic dysfunction.
In addition, these students must have an individualized education program IEP. Only students with a qualifying disability and an IEP can use these materials.
Students who are not eligible to use materials from NIMAC School districts are responsible for providing accessible instructional materials to students with disabilities who need them, regardless of whether the students are eligible for materials from NIMAC.
Schools can purchase accessible materials directly from the publisher, make their own or use materials in the public domain. School districts should note that all students can access materials purchased directly from publishers or through other commercial options.
First, a school district must determine if there is a need for AIM. It is possible that an individual student may need different types of formats based on the environment in which he will be using the material.
Third, the district must determine the appropriate route for acquiring the specialized format s. Fourth, the school district must determine what, if any, additional assistive technologies are needed and develop a plan to implement these technologies.
NYSED has developed two flowcharts that demonstrate the acquisition process. There is one flowchart for obtaining Braille and large print, and another flowchart for obtaining audio and digital text. Each flowchart has links to resources embedded within the document; it is recommended that districts use these materials together to provide a full understanding of the process.Definition of Diversity The concept of diversity encompasses acceptance and respect.
It means understanding that each individual is unique.
Latest writing activity Text lingo. On these pages you will find ideas for classroom activities which involve writing. Access Canvas, get training, find support, look-up grades, and download apps.
Students and faculty use canvas to complete and administer course materials. The first activity that came to my mind when thinking about collaborative writing was the time-honoured circle writing activity. One student writes a line, then passes it on to another who writes the next line and so on.
Other individual writing activities include personal responses to literature, which involve having the students place themselves into the story.
For example, in the play Romeo and Juliet, ask the students to write a paragraph or two . Exhibit 1. FW 2. Page 1 of 2. Tips for Writing Your Individual Development Plan (IDP) An IDP is an employee development tool that identifies activities that will help you.