Accessible Instructional Materials (AIM)

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 22, 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 print visually but require enlarged text to access grade-level content.
  • Features: Typically 16–18 pt font or larger (based on individual need), clear, sans-serif fonts (e.g. Arial, Calibri, APHont, or Verdana), bold formatting to enhance clarity, high-contrast combinations, such as black on white or white on black, and spacious layout with increased line spacing and reduced visual clutter.
  • Use: Can be printed on standard 8.5×11" paper or larger formats. Easily created using word processing software. Can include enlarged worksheets, textbooks, handouts, tests, and classroom labels
  • Grades: Appropriate for K–12, with formatting adjusted to the student’s developmental level and visual needs.
  • Recommendation: Large print should be based on data from a Clinical Low Vision Evaluation and Functional Vision Evaluation to determine the ideal font size, contrast, spacing, and whether additional tools (optical aids, electronic magnification, or task lighting) are needed.

Braille

  • ​Who: Students who are blind or have minimal functional vision and cannot reliably access print visually.
  • Formats: Uncontracted Braille (UEB Grade 1): Used for beginning readers to build foundational literacy and symbol recognition. Contracted Braille (UEB Grade 2): Includes contractions to support fluent reading and writing for more advanced learners. Additional Codes:​ Nemeth Code (mathematics and science), Music Braille, and computer braille or specialized notation as needed
  • Use: Produced through braille embossers, braille translation software, braille labelers, or by a certified braillist/transcriber. May include single sheets, textbooks, worksheets, tactile diagrams, labels, and accessible classroom materials. Braille instruction is provided by a Teacher of Students with Visual Impairments (TVI).
  • Tactile Literacy: Braille learning is paired with tactile graphics (raised-line drawings, maps, charts), real objects or manipulatives, object and tactile symbols for early learners or students with additional disabilities, and tactile exploration and discrimination activities to build hand skills and spatial awareness.
  • Grades: Appropriate for students across Pre-K–12, with instruction matched to developmental stage and individual needs. In pre-K–2, focus on braille readiness (finger strength, tracking, hand separation), concept development, tactile symbols, and uncontracted and systematic braille instruction. In grades 3 and over, literary braille, contracted braille, Nemeth code for math, tactile graphics, music braille, technology integration, and advanced reading/writing skills.

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: In elementary, used for read-alouds, guided listening, and access to content beyond reading level. In secondary grades, it enables students to manage larger volumes of content, supports studying and test prep, and helps prepare for college expectations.

Digital Text

  • Who: Students who benefit from screen readers, screen magnification, adjustable visual settings, or flexible, device-based access to text. This includes students with low vision, blindness, CVI, learning disabilities, or those who simply read more efficiently on a digital platform.
  • Formats: Accessible PDFs (tagged, searchable, reflowable when possible), EPUBs (ideal for reflowing text and customization), Web-based texts (LMS content, digital textbooks, online articles), and NIMAS files (specialized accessible textbook files provided to students with print disabilities).
  • Features: Digital formats offer customizable supports such as resizable fonts and line spacing, color and contrast adjustments, text-to-speech (TTS) or full screen reader compatibility, built-in dictionaries, glossaries, and vocabulary tools, annotation features (highlighting, notes, bookmarks), and scaffolding tools (study guides, translation, split-screen view). These features allow students to tailor materials to their sensory, visual, and cognitive needs.
  • Grades: Appropriate for Grades 2–12, depending on the student’s experience and technology readiness. In elementary (Grades 2–5), iPads and tablets with simplified interfaces. Built-in features like Speak Screen, Zoom, VoiceOver. Accessible digital books (EPUB, Bookshare titles, Learning Ally audio + text) In secondary (Grades 6–12), More advanced platforms such as Kurzweil 3000, Read&Write, OrbitNote, JAWS, NVDA, or ChromeVox. LMS access (Google Classroom, Canvas, Schoology) with accessibility tools.Complex file navigation, annotation, and research tasks
  • Note: Students who are blind may also use refreshable braille displays to access digital braille (BRF or BRL files), allowing seamless integration with screen readers and supporting literacy in both braille and digital formats.

​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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