NIMAS is Here—Are You Ready?

Beth Mineo Mollica and Dan Fendler

Delaware Assistive Technology Initiative

University of Delaware

New Provision in IDEA:Access to Instructional Materials

Requires state to assure that it will provide instructional materials to blind persons or other persons with print disabilities in a timely manner.

Students who…

Can’t see at all Have low vision Have visual perceptual difficulties Zone out when confronted with lengthy text

passages Have poor decoding and/or comprehension

skills Have other learning disabilities that impact

access to and use of print Can’t manipulate print materials (long-term or

temporary)

How do you meet the needs of these students at the present time?

Eliminating text-based barriers… Read to students Customize font size Offer magnification options Tools for delivering print in other formats

Text reading software Scanners and OCR (Optical Character Recognition)

MP3 files Digital Talking Book players (DAISY files)

Scanners and OCR

Purpose: convert print to digital format Most scanners come with OCR Software Fairly reliable technology Many low cost options Labor intensive Often requires much editing High speed scanning copiers available

Text Reading Software

Used when print is available in digital format Combines voice output with print Many products, varying in:

Features Flexibility Cost

MP3 Files

Conversion of digital text to MP3 format MP3 files work on low cost players

MP3 Players, Palm Pilots, Pocket PC’s Burned discs may work on home or car stereo Files play on most computers

MP3 technology ubiquitous Many low cost options Some no cost options

Digital Talking Book Players Portable Low cost Upgradeable Creates bookmarks Navigable Compatible with:

DAISY MP3 CD

What are you thinking

right now?

Current State of Materials Accessibility in Delaware

Only guaranteed for students who are blind or visually impaired

Publishers who do business with DE districts must: grant copyright permission for transcription into

Braille, large print, or audio

and provide DVI with electronic file in ASCII format to

facilitate translation into Braille

Problems With the Status Quo… Doesn’t comply with IDEA 2004 Limited to certain student populations Demands for multiple formats from all

over the country drives publishers crazy!

Introducing NIMAS

National Instructional Materials Accessibility Standard

Established by the Secretary to be used in the preparation of electronic files suitable and used solely for efficient conversion into specialized formats (Section 674 (e)(3)(A))

Exclusive guidelines for provision of instructional materials in digital format

NIMAS separates CONTENT

from PRESENTATION

This allows content to be rendered appropriately in a variety of

formats!

Important NIMAS Provisions States must assure that they will provide

instructional materials to students with print disabilities in a timely manner Coordinate with National Instructional Materials

Accessibility Center (NIMAC) Purchase NIMAS-prepared files directly from

publisher and handle conversion locally Purchase accessible materials directly from

publisher Other possible scenarios (but they don’t make

much sense)

Special EducationAssistive TechnologyTextbook Procurement

Creation & Cataloging Distribution & Use

SEA

Student

Textbook

ContractIEP State

Regs ???

AuthorizedEntities

Publisher

LEA

IDEA 2004Copyright LawChafee Amendment

Braille, Audio Books,Digital Talking Books,Large print, etc.

Adopts NIMASOpts In - NIMAC

Opts In - NIMAC

NIMAC at APH

A CAST Prediction

NIMAS will help drive implementation of a Market Model Solution that supports all students with print disabilities.

Publisher

LEA

Student

AuthorizedEntities

National Instructional Materials Access Center (NIMAC) National repository of

NIMAS source files

Established through American Printing House for the Blind in Louisville, KY

National Instructional Materials Access Center (NIMAC) Receive and maintain a catalog of

NIMAS-prepared print instructional materials from publishers, SEAs, and LEAs

Provide access to print instructional materials, free of charge, to qualified individuals

Develop, adopt, and publish procedures to protect against copyright infringement

Key Considerations

Goes into effect December 3, 2006!!!

Student eligibility Definition of “core materials” Definition of “timely” Materials accessibility expectation

applies to all students, regardless of whether they qualify under NIMAS provisions

Limited Target Population

Not applicable to all students challenged by print material at this time

Only those who are “blind and other physically handicapped”

Limited Target Population Children who:

Are blind have visual disabilities are unable to read or use standard printed

materials because of physical limitations have reading disabilities that result from

organic dysfunction [36 CFR § 701.10(b)].

A reading disability does not automatically qualify a student; the disability must be certified as having an organic basis.

Limited Target Population

Recent indications suggest that the feds are revisiting definition, and this will be a part of the final regulations.

Definition of Core Materials

Textbooks – YES Workbooks - ??? Supplemental reading

- ??? Likely to be up to SEA

and local districts to define what constitutes “core materials”

Definition of “Timely”

This is often an issue with IEP implementation

Recent Office of Civil Rights decision defines it as the same time other students get their materials

Things are really jumping… Publishers are changing the

way they do business

Creation of “conversion entities”

Vigorous discussion among national stakeholders

Things to do close to home… States and districts need to develop

their policies and procedures Learn about resources here and

elsewhere Discuss eligibility and definitions Consider how data on effectiveness of

production and delivery will be gathered

The clock is ticking…

Contact Information

Beth Mineo Mollica & Dan Fendler

Delaware Assistive Technology Initiative

(800) 870-DATI (in-state only)

mineo@asel.udel.edu

fendler@udel.edu

www.dati.org