Transcript Design Process

The following materials were used in a webinar
presented on July 13, 2010 under the auspices
of the National Center on Accessible
Instructional Materials
These materials may be used for educational and informational purposes only.
Credits must be maintained. When referencing, please provide appropriate
attribution.
APA citation:
Zabala, J., Hitchcock, C. & Stahl, S. (July 13, 2010). Consider the Possibilities:
Ensuring the Provision of Accessible Materials to Students not Certified as
Having a Print Disability under Copyright. Presented by the National Center on
Accessible Instructional Materials. Retrieved [month, date, year], from
http://aim.cast.org/experience/training/presentations
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Consider the Possibilities:
Ensuring the Provision of Accessible Materials to Students
not Certified as Having a Print Disability under Copyright
Joy Zabala, Chuck Hitchcock, and Skip Stahl
AIM and NIMAS Centers at CAST
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Big Ideas for this Session
• Mandate to Provide Instructional Materials in
Accessible Formats
• Sources for specialized formats
• Qualification for each source
• Current Sources and Emerging Trends
• AIM Center resources
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Accessible Instructional Materials
The Legal Connection
Provisions within the Individuals with Disabilities
Education Improvement Act of 2004 require state and
local education agencies to ensure that textbooks and
related core instructional materials are provided to
students with print disabilities in specialized formats in a
timely manner.
Section 300.172, Final Regulations of IDEA 2004
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Section 300.172, Final Regulations of IDEA 2004
• “Adopt the NIMAS” National Instructional Materials Accessibility
Standard… include the requirement to produce a NIMAScompliant file in all purchasing contracts. No statutory
requirement is placed on publishers.
• Decide whether to “coordinate with the NIMAC”
National Instructional Materials Access Center. All 50 states have
opted to coordinate.
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Multiple Sources for Acquiring
Accessible Instructional Materials
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Multiple Sources of AIM
• NIMAC
• Accessible Media
Producers (AMPs)
• Commercial Sources
• Free Sources
• Do-It-Yourself
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Eligibility for Sources of
Accessible Instructional Materials
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Who Qualifies for Specialized Formats Created from NIMAS
Files from the NIMAC?
▪ Students who qualify as a student with a disability
under IDEA 2004
• Students who are eligible under the Copyright Act of
1931 as amended are those who have been certified
by a competent authority as unable to read printed
materials because of—
▪ Blindness
▪ A visual impairment
▪ Physical limitations
▪ An organic dysfunction
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Sec. 300.172 (b)(3)
“Nothing in this section relieves an SEA of its
responsibility to ensure that children with disabilities who
need instructional materials in accessible formats,
• but are not included under the definition of blind or other
persons with print disabilities in Sec. 300.172(e)(1)(i) or
• who need materials that cannot be produced from NIMAS files,
receive those instructional materials in a timely manner”
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Eligibility for Multiple Sources of AIM
Accessible Media Producers (AMPs)
General Collection: Individuals eligible under copyright statute
NIMAS-Sourced Collection: Same as NIMAC
Commercial Sources
Purchase it for anyone, use it with anyone!
Free Sources
No limitations
Do it Yourself
It depends!
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Commercial Sources
Opportunities:
• Emerging market has proven profitable for publishers
• No concerns about copyright or eligibility
• Strong likelihood of content accuracy
Limitations:
• Not yet readily available for many materials
• Digital does not always mean accessible
• Not likely to address the needs of all (e.g. braille, text-to-speech,
human-voice audio, etc. )
Promising Trends:
• Market testing by a major K-12 Textbook publisher
• Rapid expansion of the commercial eBook market
• Growing interest in digital content by AAP and AEP
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Commercial Sources
Market Test—encouraging news in K–12 education
• Pearson Accessible HTML Books (created from NIMAS filesets)
• CAST UDL Spotlight: http://udlspotlight.wordpress.com/
• Pearson Website for HTML Textbooks: http://bit.ly/9J6ncV
• Sample Accessible HTML Textbook: http://bit.ly/dbz48c
Future Directions: market model for accessible formats
• DAISY Audio:
http://en.wikipedia.org/wiki/DAISY_Digital_Talking_Book
• ePub Digital Text: http://en.wikipedia.org/wiki/EPUB
• Accessible PDF: http://www.adobe.com/accessibility/
• HTML5: http://en.wikipedia.org/wiki/HTML5
• Audio Books:
http://aim.cast.org/learn/practice/acquisitiondistribution/commercial
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Also usable on most e-book reading devices such as Kindle, Sony, and Nook
UDL Editions: http://aim.cast.org/w/page/2020learning/l3
IDEA Regs apply to all instructional materials
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Commercial Sources
Commercial E-Book Market—a sampling
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Amazon Kindle and Amazon Books for Kindle
• http://www.amazon.com/Kindle-Wireless-Reading-DisplayGlobally/dp/B0015T963C
• Kindle 2, Kindle for PC, Kindle for Smartphones
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Sony Reader and Reader Store
• http://ebookstore.sony.com/reader/
• Sony Reader (3 versions), Sony Reader PC
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Barnes & Noble Nook and BN eBookstore
• http://www.barnesandnoble.com/nook/index.asp
• digital lending; between nook, iPad, iPhone, iPod Touch,
BlackBerry, PC, Mac OS, and soon for Android smart phones
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KNFB Blio eReader and Bookstore (soon)
• http://www.blioreader.com/about.html
• Blio for PC, Mac, Android, Smartphones, etc. (1 book, 5 devices)
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Apple iPad and iBookstore (or iPhone/iPod Touch w/iOS3.2+)
• http://www.apple.com/ipad/features/ibooks.html
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Free Sources
Opportunities
• Open source materials are increasingly being used by SEAs and
LEAs
• Lots of non-copyrighted content available
• Can be used for trials
Limitations
• Not generally published commercially textbooks and related core
materials
• May not be same as materials used by other students
• May not close have alignment to the curriculum
• Address the learning goals of the student
Promising Trends
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Free Sources
Digital:
• Accessible Books & Etexts Index:
http://matnonline.pbworks.com/Accessible+Books+and+E-Texts
• Children’s Literature Web Guide
http://people.ucalgary.ca/~dkbrown/
• Digital Books Index http://www.digitalbookindex.com/about.htm
How to: Digital
• Balabolka http://www.cross-plus-a.com/balabolka.htm
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Free Sources
Audio:
• LibriVox ( www.librivox.org <http://www.librivox.org/> )
• Learn Out Loud http://www.learnoutloud.com/Free-AudioVideo#directory <http://www.learnoutloud.com/Free-AudioVideo#directory>
How to: Audio
• http://www.learningthroughlistening.org/
<http://www.learningthroughlistening.org/>
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Do It Yourself
Opportunities:
• Creation of specialized formats of materials not otherwise
available
Limitations:
• Very resource intensive
• May address the needs of only a few students
• Generally does not incent increases in availability from other
sources
Cautions:
• “Do it Yourself” does not relieve copyright obligations
• “Fair Use” may or may not be applicable
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Fair Use
• The distinction between fair use and infringement may be
unclear and not easily defined.
• There is no specific number of words, lines, or notes that may
safely be taken without permission.
• Acknowledging the source of the copyrighted material does not
substitute for obtaining permission.
http://www.copyright.gov/fls/fl102.html
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Fair Use
Purposes: Criticism, Comment, News reporting, Teaching,
Scholarship, and Research.
Elements:
• The purpose and character of the use, including whether such
use is of commercial nature or is for nonprofit educational
purposes
• The nature of the copyrighted work
• The amount and substantiality of the portion used in relation to
the copyrighted work as a whole
• The effect of the use upon the potential market for, or value of,
the copyrighted work
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AIM Resources
AIM Center Web Site
http://aim.cast.org
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“It is not just by the questions we have
answered that progress can be
measured, but by the questions we
are still asking—or have just begun
to ask—for knowledge alters what
we seek as well as what we find”
Freda Adler
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