QUESTIONS FOR PARENTS
• Does your child have the following I.E.P. or 504 accommodations:
- Tests and assignments read aloud by teacher, paraprofessional or
- Student dictates essays and assignments to a scribe
(teacher, para or parent)
- Extended time on tests and assignments?
• Is your child succeeding in his/her general
education classes (for example, social studies)?
• Do you know your child's instructional reading level?
• Did your child score at a Proficient level in reading and writing on
Pennsylvania's No Child Left Behind accountability test?
• Has your child's I.E.P. or Section 504 team discussed the use of
assistive technology to access grade level instructional materials?
• Does your child use text-to-speech, word prediction or speech
recognition software to independently access, understand and
complete assignments from grade level textbooks?
DID YOU KNOW?
IEP teams must ask to determine a student’s need for Accessible
Instructional Materials (AIM) is “Does the student read grade level
print instructional material at a sufficient rate and with adequate
comprehension in order to complete academic/curricular tasks with
success, relative to same-age peers?”
(Individuals with Disabilities Education Act or IDEA)
In order to meet its responsibility … to ensure that children with
disabilities who need instructional materials in accessible formats
are provided those materials in a timely manner, the SEA (State
Education Agency) must ensure that all public agencies take all
reasonable steps to provide instructional materials in accessible
formats to children with disabilities who need those instructional
materials at the same time as other children receive instructional
materials. [34 CFR 300.172(b)] [20 U.S.C. 1412(a)(23)(B)]
THIS IS WHY STRUGGLING READERS NEED A.I.M. TO SUCCEED RESOURCES FOR FAMILIES (2011)