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Establishing Student Need for AIM

Contact(s)

IEP or 504 teams use a screening tool to initially explore whether a student may need AIM; however, the outcome of that screening would follow the logic of the statement:

If any student is unable to read traditional grade level print instructional materials...

At a sufficient rate and with adequate comprehension to complete academic tasks with success, relative to same-age peers...

Or cannot do this independently, or cannot do this across environments and tasks...

Then the student may need accessible materials and technologies. (Pickett, M. and Zabala, J. appropriate reference citation needed)

If after considering reading rate, comprehension, independence, environments and tasks, the team moves forward with AIM Consideration the process becomes more specific.

The AIM Decision-Making Process:

  1. Convergent data from sources such as universal screening tools, additional reading diagnostic protocols, progress monitoring data, etc. helps establish the need for instructional materials in a specialized format.
  2. Select the specialized format(s) needed by a student to access the general education curriculum at grade level, for educational participation and achievement.
  3. Acquire the needed format(s) in a timely manner i.e. so that the student has the accessible materials at the same time as peers receive their learning materials.
  4. Determine supports that are needed for effective use of the AIM. Are accessible technologies available in the classroom that are directly usable to provide access to AIM? Are devices, hardware, software or desktop or handheld equipment available that can be made usable with assistive technology to provide access to AIM?

 

 

Printed from the Iowa Department of Education website on August 24, 2016 at 8:32pm.