Accessible Instructional Materials (AIM)

By: Carmen Willings
teachingvisuallyimpaired.com
Updated June 17, 2025
​Accessible Instructional Materials (AIM) empower students to access the curriculum in ways that meet their unique learning needs. For students with visual impairments, materials like braille, large print, digital text, and audio open doors to literacy, independence, and academic success.

​What Are Accessible Instructional Materials (AIM)?

Accessible Instructional Materials (AIM)—also known as Accessible Educational Materials (AEM)—are print and technology-based materials designed or adapted so that all students, including those with disabilities, can use them effectively. AIM can include textbooks, workbooks, worksheets, audio recordings, e-books, digital files, videos, and tactile materials presented in accessible formats such as braille, large print, audio, digital text, and tactile graphics. The Individuals with Disabilities Education Act (IDEA) requires that students who cannot access standard print must be provided with accessible formats to participate in the general curriculum.
“Accessible Educational Materials, or Accessible Instructional Materials, are print and technology-based educational materials that include printed and electronic textbooks and related core materials that are designed or converted in a way that makes them usable across the widest range of student variability regardless of format (print, digital, graphical, audio, video). The Individuals with Disabilities Education Act (IDEA) specifically focuses on accessible formats of print instructional materials.” ~ National Center on Accessible Educational Materials

​Who Needs AEM?

Students may need AIM if they:
  • Have visual impairments, including blindness or low vision.
  • Have physical or motor disabilities that prevent them from holding or manipulating books.
  • Have reading disabilities, including dyslexia.
  • Cannot access standard print or visual content due to Cortical/Cerebral Visual Impairment (CVI).

​How are decisions made?

​The need for AIM is typically identified through:
  • Learning Media Assessment (LMA): Determines the student’s preferred and functional method(s) of learning—visual, tactile, auditory, or combination.
  • Team Decision-Making: IEP teams consider format needs based on the student’s abilities, environments, and academic tasks.
Ask:
  • Does the student have a sensory, physical, or cognitive disability impacting access to standard materials?
  • Can the student understand content when read aloud but struggles to read independently?
  • Does the student read slowly or with poor comprehension compared to peers?
  • Does the student’s reading vary significantly across settings?
If yes to any, the student likely needs AIM.

​Types of AIM by Format

Large Print

  • Who: Students with low vision who read visually but require enlargement.
  • Features: Typically 16–18 pt font or larger, clear sans-serif fonts (like Arial), bold formatting, high contrast.
  • Use: Printed on standard or larger paper. Available via APH or created using word processing tools.
  • Grades: K–12 (can be adapted to student’s reading level or visual needs).
Recommendation: Ensure a Low Vision Evaluation to determine appropriate optical aids or magnification tools.

Braille

  • Who: Students who are blind or have very limited functional vision.
  • Formats: Uncontracted (beginning readers) or contracted (Grade 2) braille.
  • Use: Produced via a braille embosser, braille labelers, or transcribed by a certified braillist.
  • Tactile Literacy: Often paired with tactile graphics, manipulatives, or object symbols.
  • Grades: Pre-K–12
    • Pre-K–2: Early tactile literacy, pre-braille skills
    • Grades 3+: Literary braille, Nemeth code, UEB, music braille, etc.

Audio

  • Who: Students who benefit from listening in addition to—or in support of—reading.
  • Formats: Human narration (e.g., Learning Ally) or synthesized speech (e.g., DAISY, Bookshare, screen readers).
  • Features: Adjustable speed, pitch, and volume; navigation by page, heading, or chapter; bookmarking; note-taking.
  • Use: Audio formats should support reading, not replace it. For students with visual impairments or reading challenges, audio materials provide access to content while minimizing visual fatigue. When paired with explicit instruction in decoding, comprehension, and navigation skills, audio can enhance fluency and understanding.
  • Benefits: Listening to audiobooks allows students to access longer and more complex texts that might be difficult to read visually—especially important in upper grades, high school, and college, where reading loads increase significantly. Developing strong listening and note-taking skills also supports independence and academic performance in lecture-based environments.
  • Grades: K–12
    • Elementary: Used for read-alouds, guided listening, and access to content beyond reading level.
    • Secondary: Enables students to manage larger volumes of content, supports studying and test prep, and helps prepare for college expectations.

Digital Text

  • Who: Students who use screen readers, screen magnification, or prefer flexible visual formats.
  • Formats: Accessible PDFs, EPUBs, web-based texts, NIMAS files.
  • Features: Resizable fonts, color contrast options, text-to-speech integration, highlighting, dictionaries, and scaffolding tools.
  • Grades: 2–12
    • Elementary: Use with adaptive devices or simple interfaces (e.g., iPads).
    • Secondary: More sophisticated platforms (e.g., Kurzweil 3000, Read&Write, JAWS, NVDA).
Note: Some students may also benefit from refreshable braille displays to access digital braille text.

​Grade-Level AIM Priorities

These are suggestions only. Customize and adapt to the student's needs.
​Pre-K–K
Object labels, tactile books, audio read-alouds, picture-supported text, uncontracted braille
Grades 1–2
Large print books, emergent braille, basic screen readers, and audio books
Grades 3–5
Contracted braille, digital text with read-aloud, Bookshare access, tactile graphics
Middle School
E-textbooks, screen readers (JAWS/VoiceOver), refreshable braille, navigation skills for audio
High School
DAISY books, NIMAC content, digital notetaking tools, advanced audio/digital navigation, dual media strategies

Key Resources for AIM

National Center on Accessible Educational Materials Learning Ally
  • Human-narrated audiobooks for individuals with documented print disabilities.
  • Focus: Textbooks, literature, and educational materials.
  • Website: www.learningally.org
Bookshare (Benetech)
  • Free for qualified U.S. students with print disabilities.
  • Offers 1 million+ digital books in text-to-speech, braille-ready, and large print formats.
  • Website: www.bookshare.org
American Printing House for the Blind (APH)
  • Materials: Braille, large print books, talking books, accessible digital tools.
  • Tools: Tactile graphics kits, braille embossers, readers with auditory feedback
  • Website: www.aph.org
DAISY Consortium
  • Develops accessible multimedia formats combining text and audio.
  • Website: https://daisy.org
Accessible Instructional Materials help level the playing field by removing print access barriers. Choosing the right format—and teaching students how to use it—is crucial for independence and success across the curriculum.
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