How are Decisions Made?
If a student is able to understand content presented in textbooks and related core instructional materials that are used by other students across the curriculum, but is unable to read or use them, that student will need another way to obtain the information contained in the print materials. In this case, the student may need one or more specialized formats of the curricular materials.
The most effective way to consider issues related to the provision of accessible instructional materials (AIM) is through a decision-making process. Basically, there are four major decision points that teams address in order to ensure that students who need materials in specialized formats have them when needed for educational participation and achievement. The steps in the process include—
- Establish need for instructional materials in specialized formats
- Select specialized format(s) needed by the student for access to the curriculum
- Initiate SEA and/or LEA-defined steps to acquire needed formats in a timely manner
- Determine supports needed for effective use for educational participation and achievement
Using the decision-making process facilitates the work of a collaborative team as they consider the AIM-related needs of individual students. The following sections of All About AIM address a step-by-step series of decision options and checkpoints:
- Who needs AIM?
- How are AIM Selected?
- Where are AIM Acquired?
- What Supports are Needed for Effective Use?
Each section includes an overview of the decision point, a set of frequently asked questions (FAQs), and AIM Center resources which are specifically related to each decision point.
The decision-making process is made available online in the AIM Navigator, a process facilitator which contains in-depth information, scaffolded supports, and extensive references and resources to guide the decision-making process.