Transcript of the NASDSE 2005 Presentation: NIMAS Implementation Strategies
Where Do You Begin?
Presented by the American Foundation for the Blind and National Association of State Directors of Special Education
Description: The slide shows the title and subtitle on a blue background. A strip of pictures showing a mixture of blind children and assistive technology devices for the blind and visually impaired is shown below the titles. This and every other slide in this presentation shows: the logos for the American Foundation for the Blind, the logo for the National Instructional Materials Accessibility Standard (NIMAS) along with the logo for the Center for Applied Special Technology (CAST); and the picture of two children, one child smiling and the other reading a braille book, are also shown.
Speaker Notes for Slide 1: What we found in developing the Guidelines Document for addressing accessible textbooks for students who are blind or visually impaired is that it prepares a complete structure in the state for all students.
AFB along with ATIA are partners with CAST's five year NIMAS Development Committee.
Time is Ticking---But 14 Months Before Implementation.
- Establish the Capacity to Provide Accessible Textbooks and Instructional Materials on Time.
- Establish Models for an Efficient Statewide Approach for K-12.
- Maximize Coordination Among Stakeholders.
Speaker Notes for Slide 2: We know there is a level of uncertainty about how production and delivery of textbooks and instructional materials will flow once NIMAS begins in December 2006.
These Guidelines Support an Improved Process for Production and Delivery of Instructional Materials
We know from responses NASDSE received from a survey to states is that state directors are interested in knowing more about NIMAS as it relates to: Process---Laws and Regulations---Resources---Training
There is a need for an improved infrastructure in local districts and states.
Need to bring the LEAs up to speed on NIMAS and NIMAC.
There is a lot of work to be done: the only place Success Comes Before Work is in the Dictionary
- National Research conducted by AFB in 2000 and 2004
- From the 2004 results, 88% of the nation's school districts were represented
- Need more training
- Immediate need for a centralized system
- Need a new process for Interagency Coordination/Cooperation
- Need more braille transcribers and other personnel
- Need guidelines for a formal process to review state capacity with production of textbooks and instructional materials in K-12
Speaker Notes for Slide 3: National survey was sent to people who had comprehensive knowledge of statewide production and delivery for the blind or visually impaired.
This Supports an Improved Process for Production and Delivery of Instructional Materials
49 out of 50 states returned the survey. We were able to use 45
This represented 12,503 school districts, 2721 counties
Vetted by a pilot in several states and reviewed by NASDSE
When asked what was needed to create an ideal production and delivery system, People told us:
- Need a centralized system and process
- Centralized Process
- More braille transcribers
Overwhelming need was shown from AFB's national data in 2004 that there was a significant need to develop a process to support an infrastructure to deliver books on time and in the appropriate medium for blind, vi or print disabled.
The AFB Solutions Forum is a national collaborative effort to ensure equal access to textbooks and instructional materials for students who are blind or visually impaired.
The goal of the AFB Solutions Forum is to develop a coordinated action plan for assuring equality of access to instructional materials for students who are blind or visually impaired.
AFB's organizational partners include 49 leading national organizations and associations in textbook publishing; education; literacy; access technology; production of braille, large-print, and recorded textbooks; and services for the blind and visually impaired.
Speaker Notes for Slide 4: The AFB Textbooks and Instructional Materials Solutions Forum addresses one of the most serious issues affecting the education of students with visual impairments. www.afb.org/education.asp
Slide 5: Do You Know What Your Instructional Materials Center for the Blind and Visually Impaired Can Do For You?
Instructional Resource Centers for the Blind and Visually Impaired (IRCBVI)
Important role of the Instructional Materials Centers as a unifying structure to serving students with visual impairments
Speaker Notes for Slide 5: AFB has on our web page at www.afb.org/nimas.asp a document that shows the contact people in your state through the IRCs.
These are people in your state whom can offer an important aspect to your planning.
The Association of Instructional Resource Centers for the Blind and Visually Impaired is a collaborative group of people who work in or with media centers. Members of the group have worked with the American Foundation for the Blind in the successful passage of parts of IDEA 2004 related to the needs of students who are blind or print-handicapped to have their adapted instructional materials available at the same time as their sighted peers.
Instructional Resource Centers for the Blind and Visually Impaired (IRCBVI) are nonprofit organizations or governmental agencies that have a primary mission to provide specialized services relating to training, education, or adaptive reading or information access needs of blind or other persons with disabilities in local school districts or special school settings. Additional services are often included. These Centers and their respective representatives are considered authorized entities by the American Printing House for the Blind (APH) for the production and delivery of textbooks and instructional materials to students who are blind or have low vision.
In addition, work with these people/groups: literacy advisory council, state consultant for visually impaired students and state textbook administrator. This framework will help you establish working policies and procedures.
Files from the NIMAC will not be immediately ready for student use. For Braille, trained braille transcribers will be needed to add the formatting and structure for braille and tactile graphics.
Speaker Notes for Slide 6: There are no speaker notes for this slide.
Guidelines Document as a First Step Resource:
20 Action Statements and a Glossary
- Do You Have a Game Plan Involving All Key Stakeholders?
- Are There State and LEA Procedures?
- Do all LEAs Know the Resources Available to Them in Your State and Out-of-State?
Speaker Notes for Slide 7: There are no speaker notes for this slide.
- Do LEAs Use a Realistic Timeline to Order Alternate Formats of Textbooks?
- Do You Have a Process to Collect Data on the Effectiveness of Production and Delivery of Alternate Formats?
- Do You Have a Process for Developing Resources to Support Effective Implementation of this Aspect of IDEA?
Speaker Notes for Slide 8: There are no speaker notes for this slide.
- Begin Now and Pick a Champion in Your State to Organize Key Stakeholders
- Your Process Must Be Up and Running By December 2006 When NIMAS Files are Sent to the NIMAC by Publishers
- Use the AFB Guidelines Document to Form a Profile and Action Plan for Your State
- AFB is here to help as a national resource
www.afb.org/education.asp and email@example.com
Speaker Notes for Slide 9: You have time---but need to be on a fast track---so there is a need to appoint someone to establish the planning for a better system for production and delivery.
Individuals with Disabilities Education Improvement Act and You: Implementing NIMAS
March 2, 2006
Renaissance Atlanta Hotel Downtown
This workshop is prior to the Josephine L. Taylor Leadership Institute:
March 3-5, 2006
9:00 a.m. until 4:30 p.m.
Go to www.afb.org/jltli.asp
For more information: firstname.lastname@example.org
Speaker Notes for Slide 10: 2006 Pre-conference on March 2, 2006 to AFB’s Annual Leadership Institute.
Plan to Attend---National Meeting Dealing with Implementation of NIMAS in IDEA.
"What induces a child to learn but his delight in knowing?"
- My Religion, 1927
- Helen Keller
Speaker Notes for Slide 11:
• Students’ IEPs should include decisions about alternate formats of instructional materials