Explore the story of a unique young woman who has overcome tremendous learning challenges to become a freshman at Harvard. Due to a significant visual impairment, Juna is not able to read standard print classroom materials and uses accessible instructional materials (AIM) available in specialized formats (braille, large print, audio and digital text) and assistive technologies to access the curriculum. As Juna and her team tell the story, you will hear about her development of self-determination skills and a clear sense of her individual preferences for technologies and tools that work well in her everyday life. Throughout her life technology, accessible instructional materials, and supportive people at school and home have leveled the playing field and enabled Juna to be fully participative in all aspects of her education and life.
Explore this series of videos to learn about Juna, a remarkable young lady with a significant visual impairment, and the team of educators, parents, and students, who worked along with her to build her participation, independence, and achievement. When interviewed, Juna was a senior at the elite Boston Latin School where she excelled, and she now attends Harvard University. As Juna is not able to read standard print materials, she needs accessible instructional materials or AIM to access the curriculum. Based on the content and the nature of the task, she uses a variety of specialized formats (braille, large print, audio, and digital text). Hear from Juna and her team about the different formats, technologies, and sources for acquiring AIM as well as specific strategies for teaching students with visual impairments.
Explore the evolving role of Terry Maggiore, a teacher of students with visual impairments (also known as a TVI or vision teacher) and the many issues involved in supporting a student whose visual impairment prevents her from reading standard print materials. Terry and a team of educators at the Boston Latin School worked with Juna, who now attends Harvard University, empowering her to use accessible instructional materials or AIM to access the curriculum. Hear how Juna developed independence in knowing what technology tools and specialized formats were best for her to use in various circumstances. Terry explains about how the role of the TVI changed over time and strategies for collaborating with the classroom teachers. Find out about the many sources for specialized formats (braille, large print, audio and digital text) that were used and instructional issues to consider when working with a student who needs AIM.
Dr. Richard Jackson is a professor at Boston College and a senior research scientist at CAST with severe low vision. In a series of videos, he offers a candid and first hand demonstration of how he blends the use of the latest cellphone, tablet and computer technology to dramatically increase his reading efficiency using a technique he calls Audio-Supported Reading. Dr. Jackson believes there is a great need for new pedagogical approaches in literacy to catch up with the multi-modal capabilities of current technology. Learn more about Audio-Supported Reading: http://aim.cast.org/learn/practice/future/audio_supported_reading#.UwysHl7B38A
Learn about a successful pilot project implementing AIM and text-to-speech (TtS) technology in eight districts in Missouri leading to improved academic outcomes and increased student engagement for high school students with disabilities. Includes perspectives of administrators, teachers, and students with disabilities. Each site provided TtS technology and AIM throughout the day to individual students and tracked educational outcomes. AIM were acquired and provided through a variety of methods in conformance with copyright provisions resulting in comprehensive access to print content. Although the information provided in this video pertains to these specific projects in Missouri, the principles, practices, and materials apply more broadly to the ongoing implementation of AIM in educational settings.
Meet Isa Arathoon and learn about her experiences as an English language learner growing up with learning disabilities, dyslexia. She discusses the challenges she needed to overcome, the study techniques she found most useful, and the assistive technology tools that work best for her as reads using the specialized format of digital text.