Transcript What is the NIMAC?

NIMAS/NIMAC and the
Colorado Process:
NIMAS
NIMAC
The Colorado
Process

What is NIMAS

Key Regulations in IDEA 2004

Key terms and definitions

How NIMAS process works

How to qualify students
• What is NIMAC
• How to access NIMAC sourced files
•How does this work in Colorado
NIMAS/NIMAC
• 2002 – National File Format (NFF) Technical
Panel established
• 2003 – NFF Technical Panel Report defined
NIMAS
• 2004 – NIMAS announced as voluntary standard
• 2004 – IDEA named NIMAS mandatory standard
• 2005 – NIMAC established by 12/2005
• 2006 – NIMAS published as final rule 7/19/2006
• 2006 – NIMAC operational by 12/2006
Acronyms
• NIMAS = National Instructional Materials
Accessibility Standard
• NIMAC = National Instructional Materials Access
Center
• AU = Authorized User
• AMP = Accessible Media Producers
• LUA = Limitation-of-Use Agreement
• LEA = Local Education Agency
• SEA = State Education Agency
• AT = Assistive Technology
NIMAS is the a technical standard established for use by book publishers to
produce source files (in XML) that may be used to develop multiple
specialized formats for children with print disabilities
Due to:
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Blindness
Visual impairments
Physical limitations
Reading disability from
organic dysfunction
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Braille
Large print
Audio text
Digital text
Produced by NICHCY, 20074
NIMAS in IDEA 2004
• NIMAS is the National Instructional Materials
Accessibility Standard, established under
sections 612(a)(23)(A) and 674(e)(4) of the
IDEA. The standard is a file set that includes
all information typically prepared for
publishing, including metadata, images and
text, and is used to produce accessible
instructional materials for students who are
blind or who have other print disabilities.
Need for NIMAS
• Children who need instructional materials in
“specialized formats” may not get them on
time
• Children also may not receive instructional
materials in accessible formats of consistent
quality
Need for NIMAS
• Many files types are produced by publishers to
meet state educational agency (SEA) and local
educational agency (LEA) specifications,
contributing to lengthy production time and
costs
• A fragmented system with a wide range of
conversion houses converts diverse file types
to specialized formats
Problems Addressed by NIMAS
• Students
• Timely delivery of high quality accessible textbooks
• Breaks down one barrier to the general education curriculum
• Educators
• Reduces scanning duplication of effort – saves time and money
• Increases likelihood that specialized formats will be available when they are
needed by students with print disabilities
• Supports the implementation of Universal Design for Learning providing greater
support within the general education curriculum
• Publishers
• 50 States and 50 sets of requirements – complexity and cost
• Copyright issues – digital rights for text and images – can legally transfer all files
directly to the national NIMAS file repository
NIMAS
• involves the integration of two Federal laws
(IDEA Parts B and D, and the Chafee
Amendment of 1996 to section 121 of the
Copyright Act),
• Office of Special Education Programs funded
two national centers, the NIMAS Development
Center and the NIMAS Technical Assistance
(TA) Center, to help facilitate the timely
implementation of NIMAS by SEAs and LEAs.
NIMAS and IDEA 2004
• PART B—ASSISTANCE FOR EDUCATION OF ALL
CHILDREN WITH DISABILITIES
• SEC 612. Access to instructional materials.
• adopts the National Instructional Materials
Accessibility Standard for the purposes of
providing instructional materials to blind persons
or other persons with print disabilities, in a timely
manner
• SEC. 613. LOCAL EDUCATIONAL AGENCY
ELIGIBILITY
NIMAS and IDEA 2004
• PART D—NATIONAL ACTIVITIES TO IMPROVE
EDUCATION OF CHILDREN WITH DISABILITIES
• SEC. 674.
• (1) IN GENERAL—The Secretary shall establish
and support, through the American Printing
House for the Blind, a center to be known as
the 'National Instructional Materials Access
Center'
Key regulations in IDEA
• IDEA 2004 limits NIMAS eligibility to students
who are "Blind or other persons with print
disabilities " and provides this definition: "Blind
or other persons with print disabilities means
children served under IDEA and who may qualify
in accordance with the act entitled "An Act to
provide books for the adult blind," approved
March 31, 1931 (2 U.S.C. 135a; 46 Stat. 1487) to
receive books and other publications produced in
specialized formats." [674(e)(3)(A)]
• Student must qualify under (Copyright) Chafee
guidelines and have a current IEP to use NIMAC
sourced materials.
Key regulations in IDEA
• IDEA 2004 amended the copyright law
(Chafee) to provide additional protection for
publishers who provide files to the NIMAC in
NIMAS format. It also extends specialized
formats to include large print.
• Those who wish to download NIMAS files,
either authorized users, AUs, or accessible
media producers, AMPs, are required to sign
the NIMAC Limitation of Use Agreement (LUA)
that defines the purposes for which these files
may be used. The files themselves are digitally
fingerprinted and watermarked.
Chafee amendment
• "authorized entity" means a nonprofit organization or
a governmental agency that has 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;
• "blind or other persons with disabilities" means
individuals who are eligible or who may qualify in
accordance with the Act entitled "An Act to provide
books for the adult blind", approved March 3, 1931 (2
U.S.C. 135a; 46 Stat. 1487) to receive books and other
publications produced in specialized formats; and
Chafee amendment
• "specialized formats" means • Braille, audio, or digital text which is exclusively for use
by blind or other persons with disabilities; and
• with respect to print instructional materials, includes
large print formats when such materials are distributed
exclusively for use by blind or other persons with
disabilities.
Which Students Qualify?
The Library of Congress regulations (36 CFR
701.6(b)(1)) related to the Act to Provide Books for
the Adult Blind (approved March 3, 1931, 2 U.S.C.
135a) provide that "blind persons or other persons
with print disabilities" include:
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Blind persons whose visual acuity, as determined by competent authority, is 20/200
or less in the better eye with correcting glasses, or whose widest diameter if visual
field subtends an angular distance no greater than 20 degrees.
Persons whose visual disability, with correction and regardless of optical
measurement, is certified by competent authority as preventing the reading of
standard printed material.
Persons certified by competent authority as unable to read or unable to use
standard printed material as a result of physical limitations.
Persons certified by competent authority as having a reading disability resulting
from organic dysfunction and of sufficient severity to prevent their reading printed
material in a normal manner.
The Library of Congress regulations (36 CFR 701.6(b)(1))
•
The Library of Congress regulations (36 CFR 701.6(b)(1)) related to
the Act to Provide Books for the Adult Blind (approved March 3,
1931, 2 U.S.C. 135a) provide that “blind persons or other persons
with print disabilities” include: (i) Blind persons whose visual
acuity, as determined by competent authority, is 20/200 or less in
the better eye with correcting glasses, or whose widest diameter if
visual field subtends an angular distance no greater than 20
degrees. (ii) Persons whose visual disability, with correction and
regardless of optical measurement, is certified by competent
authority as preventing the reading of standard printed material.
(iii) Persons certified by competent authority as unable to read or
unable to use standard printed material as a result of physical
limitations. (iv) Persons certified by competent authority as having
a reading disability resulting from organic dysfunction and of
sufficient severity to prevent their reading printed material in a
normal manner.
The Library of Congress regulations (36 CFR 701.6(b)(1))
• Competent authority is defined in 36 CFR 701.6(b)(2)
as follows: (i) In cases of blindness, visual disability, or
physical limitations “competent authority” is defined to
include doctors of medicine, doctors of osteopathy,
ophthalmologists, optometrists, registered nurses,
therapists, professional staff of hospitals, institutions,
and public or welfare agencies (e.g., social workers,
case workers, counselors, rehabilitation teachers, and
superintendents). (ii) In the case of a reading disability
from organic dysfunction, competent authority is
defined as doctors of medicine who may consult with
colleagues in associated disciplines.
Key Definitions
1—
Blind persons or other
persons with print
disabilities
…in accordance with
“An Act to provide books for adult blind,”
approved March 3, 1931, 2 U.S.C. 135a
§300.172(e)(1)(i)
…means children served under Part B of IDEA
who may qualify to receive books and other publications produced in
specialized formats
Produced by NICHCY, 2007
Key Definitions
2—
Competent authority
36 CFR §701.6(b)(2)
• doctors of medicine
• doctors of osteopathy
• ophthalmologists
• optometrists
In cases of blindness,
visual disability, or
physical limitations,
the term includes:
• registered nurses
• therapists
• professional staff of hospitals,
institutions, and public or
welfare agencies
Produced by NICHCY, 2007
Key Definitions
2—
Competent authority
36 CFR §701.6(b)(2)
• doctors of medicine
who may consult with
colleagues in associated
disciplines
In the case of a reading
disability from organic
dysfunction,
the term includes:
Produced by NICHCY, 2007
Blind or other persons with print
disabilities
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Blind persons whose visual acuity is
20/200 or less
Persons with visual disability
prevents the reading of standard
printed material
Persons as a result of physical
limitations
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are unable to read or
use standard printed material
Persons with a reading disability
that
•
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results from organic dysfunction
and
prevents reading printed material in
a normal manner.
• For blindness, visual disabilities or
physical limitations, competent
authority is defined to include doctors
of medicine, doctors of osteopathy,
ophthalmologists, optometrists
registered nurses, therapists,
professional staff of hospitals,
institutions, and public or welfare
agencies.
• For reading disability from an organic
dysfunction, competent authority is
defined as doctors of medicine who
may consult with colleagues in
associated disciplines.
Bookshare’s definition of Student Eligibility
under Chafee
Disability
Qualified/Not Qualified
Examples of Certifying
Professionals
Qualified
A family doctor, ophthalmologist,
optometrist, Teacher of the
Visually Impaired, Special
Education teacher
Certification from the National
Library Service
Physical Disability (PD) which
affects one’s ability to read print,
such as inability to hold a book or
turn pages
Qualified
A family doctor or other medical
professional, physical therapist,
resource specialist, Special
Education teacher
Learning or Reading Disability
Students with a severe enough
disability, and a professional
certifying that the disability has a
physical basis
A neurologist, psychiatrist,
learning disability specialist,
Special Education teacher, school
psychologist, or clinical
psychologist with a background in
learning disabilities
Autism
Emotional disabilities
ADHD
ESL and ELL
Not qualified, unless accompanied
by a visual or physical disability, or
a qualified reading disability that
has a physical basis
Visual Impairment (VI), such as
blind or low vision
Examples above
Record of
disability kept at
school!
Colorado Procedure
• Colorado Procedures: Eligibility as a learner
who is visually disabled in Colorado is outlined
in the December 2007 Rules for the
Administration of the Exceptional Children’s
Education Act (ECEA)
Colorado Process: vision disability
Rules for the Exceptional Children’s Education Act (1 CCR 301-8)
Effective December 30, 2007
2.08 (2) A child with a vision disability shall have a deficiency in visual acuity and/or
visual field performance where, even with the use of lenses or corrective devices,
he/she is prevented from receiving reasonable educational benefit from regular
education.
2.08 (2) (a) A vision disability shall be one or more of the following:
2.08 (2) (a) (i) Visual acuity of no better than 20/70 in the better eye after
correction
2.08 (2) (a) (ii) Visual field restriction to 20 degrees or less.
Colorado Process: vision disability
2.08 (2) (1) (iii) A physical condition of visual system which cannot be
medically corrected and as such affects visual functioning to the extent that specially
designed instruction is needed. These criteria are reserved for special situations
such as, but not restricted to, oculomotor apraxia, cortical visual impairment,
and/or a progressive visual loss where field and acuity deficits alone may not meet
the aforementioned criteria.
The term “visual disability” does not include children who have learning problems
which are primarily the result of visual perceptual and/or visual motor difficulties.
2.08 (2) (b) Criteria for a vision disability preventing the child from receiving
reasonable educational benefit from regular education shall include:
2.08 (2) (b) (i) Requirement for Braille and/or adaptation of educational
material, or
2.08 (2) (b) (ii) Requirement of specialized methods, aids, and/or equipment
for learning, literacy, and/or mobility.
Colorado Procedure
• School-age learners who will qualify as having a
print disability or a physical disability which
affects one’s ability to read print such as inability
to hold a book or turn pages, do not follow a strict
ECEA designated “disability label” – the
determination of alternative format needs of
instructional materials for a student with a print
disability will be made by an IEP team based on
the evaluations of certified professionals and the
individual needs of the student, but must also be
verified by an appropriate medical doctor or
certifying professional.
NIMAS Eligible Students
A Subset of Students who Receive Special
Education Services
IDEA
NIMAS
What about other Students with
Print Disabilities?
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To achieve FAPE, IDEA 2004 requires SEAs & LEAs to provide
accessible instructional materials to all students with print
disabilities – whether or not they qualify for the materials
available from the NIMAS/NIMAC production and
distribution system.
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IDEA 2004 also allows SEAs & LEAs to meet the NIMAS
related requirements through the “purchase of
instructional materials directly from the publisher that are
produced in, or may be rendered in, specialized formats:
the “Market Model”
Other key definitions in IDEA:
• Print instructional materials
• Specialized formats
• Providing books and other publications
produced in specialized formats in a "timely
manner”.
What Materials are Included?
• Print Instructional Materials: The term 'print instructional
materials' means printed textbooks and related printed core
materials that are written and published primarily for use in
elementary school and secondary school instruction and are
required by a State educational agency or local educational
agency for use by students in the classroom.
• Textbooks and related printed core materials such as
workbooks, black line masters, related assessments, etc.
• Applies to print instructional materials published after July 19,
2006 (pending definition of term “publish”)
• OSEP has interpreted "published" to mean "available for
purchase"
What are Specialized Formats?
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Braille
Large print
Audio
Digital text
NIMAS compliant XML files can be transformed
into student-ready specialized formats
Key regulations in IDEA 2004
…Timely access to appropriate and accessible
instructional materials inherent in a public
agency’s obligation under IDEA to ensure that a
free appropriate public education (FAPE) is
available to all children with disabilities to enable
them to participate in the general curriculum
consistent with their individualized education
programs (IEPs)
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"Timely Manner"
• Must be defined by states as mandated in
Section 300.172 of the Final Regulations of IDEA
2004
• Colorado ECEA Rules state “In a timely manner”
means that all reasonable steps have been taken
to provide children with disabilities instructional
materials at the same time that instructional
materials are provided to nondisabled peers,
Exceptional Children’s Educational Act, ECEA
Rules, 5.01 (21) (c) (i) 2008
States must also:
NIMAS TA Center
suggests:
Identifying and sharing LEA best
practices regarding accessible
materials and access hardware &
software
Work collaboratively with the State
agency responsible for assistive
technology programs
Produced by NICHCY, 2007
Such as:
• Identifying children’s needs
• Identifying reading tools
• Training staff
• Monitoring progress
• Sharing info with NIMAC
What is the NIMAC?
The NIMAC is a central repository that contains NIMAS
source files. These files can be used to produce accessible
formats on behalf of eligible print disabled students in
grades K-12. Publishers deposit NIMAS files to the
repository. The NIMAS files are checked to confirm that
they are valid NIMAS, and are cataloged into a web-based
database. Anyone is welcome to search the database.
Those who have been authorized for access have user
identifications and passwords. These authorized users
(AUs) can directly download the files they need to
convert into accessible formats. Or they can assign files
for download to accessible media producers (AMPs) who
have registered with NIMAC.
NIMAC
• The NIMAC contains NIMAS file sets of
textbooks and related printed core materials
published primarily for use in elementary or
secondary education.
• NIMAS file sets are source files and are not
designed to be handed directly to students.
• In operation since December 3, 2006 through
a five year grant from the OSEP.
• The legislation that created the NIMAC
defines its scope as only K-12 student in the
United States.
Key Definitions
NIMAC
The national repository of NIMAS source
files
National
Instructional
Materials
Access
Center
Maintained and coordinated by the
American Printing House for the
Blind (APH)
in Louisville, Kentucky
Produced by NICHCY, 2007
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key points when accessing
NIMAC-sourced books
• They are only available for U.S. K-12 students with print
disabilities as defined in the Chafee Amendment to
copyright law, AND who have an Individualized
Education Plan (IEP).
• Cannot be shared with other non-qualifying students.
• Only teachers and staff members of U.S. public K-12
education agencies can download these books for
qualifying students. To ensure compliance with the
above limitations, students, parents, transcribers,
private school teachers and adults with print
disabilities cannot download these books.
What is a NIMAS File Set?
• XML-based source files
• NIMAS conforming XML content files
• Images in folders: SVG, PNG or JPEG
(order of preference) – 300 dots per inch
• PDF of the print materials title page
• Package file (metadata about the
materials and a manifest or list of
submitted files)
2—K-12 publishers prepare and submit filesets to NIMAC
Time for techno-speak.
(You knew it was coming.)
Its parts get XML tagged.
You start with the
textbook.
Produced by NICHCY, 2007
Voilà!
You have an XML-tagged file
of that textbook page.
Produced by NICHCY, 2007
Role and Responsibilities
NIMAC will:
• maintain a catalog of print instructional materials prepared
in the NIMAS made available to the Center by the textbook
publishing industry, SEAs, and LEAS
• provide access to print instructional materials, including
textbooks, in accessible media, free of charge, to blind or
other persons with print disabilities in elementary schools
and secondary schools
• develop, adopt and publish procedures to protect against
copyright infringement with respect to the print instructional
materials
Produced by NICHCY, 2007
NIMAC Growth
Jan. 2008
Jan. 2009
% increase
Files accepted
3977
Files accepted
8636
217%
AU downloads
294
AU downloads
822
280%
AMP
downloads
71
AMP
downloads
425
598%
Files Available
4100
Files Available
12571
307%
Future Directions: More Growth!
• The NIMAC already has received and accepted
more than the number of file sets expected
for the entire five years of the project grant.
• Unless the current recession adversely affects
submissions, NIMAC expects to exceed last
year’s submissions and reach over 20,000 file
sets in the repository by the end of 2009!
NIMAC Team
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Julia Myers, Project Director
Nicole Gaines, NIMAC Manager
Johanna Argo, NIMAC Support Specialist
Tiffany Bradford, NIMAC Support Specialist
OverDrive NIMAC Team
NIMAC Advisory Council
• Provides input to NIMAC on policy and operations.
• Includes representatives from AMPs, AFB, OSEP, and
states.
• Meets on a quarterly basis via teleconference.
How does all this work?
• Each year, SEAs adopt the NIMAS and SEAs
and LEAs elect to coordinate with the NIMAC.
An SEA’s Special Education Administrator
names a NIMAS/NIMAC Coordinator who
collaborates with AT programs, registers the
state with the NIMAC, signs the NIMAC
coordination agreement, and identifies and
registers AUs for the state.
Colorado process
Colorado NIMAS/NIMAC Coordinator
Tanni L. Anthony, Ph.D.
Supervisor - Low Incidence Disabilities / Consultant on Blindness/Visual
Impairment
Project Director of CO Services for Children and Youth with Combined Vision
and Hearing Loss
(303) 866-6681
Colorado Department of Education
Exceptional Student Leadership Unit
1560 Broadway, Suite 1175
Denver, CO 80202
Working with NIMAC
1—
SEAs or
LEAs “adoption”
4—
Authorized users
prepare specialized
formats for children
5—
Guess what
happens here.
2—
K-12 publishers
submit filesets
3—
NIMAC does
its magic!
Produced by NICHCY, 2007
Delivery of Specialized Formats
• LEAs request specialized formats from AUs,
AMPs that operate under Chafee, and/or
directly from publishers for use by blind,
physically disabled, and other persons with
print disabilities.
• Textbooks sold after 7/19/2006 may be
requested to be added to the NIMAC.
What about new textbooks?
• State Educational Agencies (SEAs) and Local
Education Agencies (LEAs) agree to include
language in purchase contracts with
publishers directing them to send NIMAS files
of elementary and secondary "textbooks and
related printed core materials" to the NIMAC.
Colorado Procedure
• Colorado Procedures: Contracts between textbook
publishers and individual Colorado administrative units
should stipulate the expectation that the publisher will
provide a NIMAS file of the ordered textbooks to the
NIMAC. It is better to err on the side of ordering all
textbooks with a NIMAS file, as opposed to only those
textbooks that are known to be needed by the student
who is blind/visually impaired or print disabled. The
goal of NIMAC is to build its repository files to increase
access to textbooks across the state and the country.
Publishers are aware of this expectation and should be
very amendable to cooperate with this request.
Colorado Process
• Special Update Note per NIMAC (06/09): NIMAC
receives the NIMAS source file(s) as result of the
print book purchase from a local administrative
unit. These files are processed, reviewed, and
certified at the point of being received by the
publisher. Presumably, in many or even most
cased, by the time an accessible format is needed
by a particular student, the file will already be
available at the NIMAC and the turnaround time
will revolve only around how long it takes for the
accessible version to be produced by the
authorized user.
4—Authorized users prepare
specialized formats for children
Produced by NICHCY, 2007
• State coordinator designates up to 5 AUs and registers them with NIMAC
• Each AU must sign and submit NIMAC’s Limitation of Use Agreement
• AUs can search database, download materials in source files, or assign
files to an Accessible Media Producer (AMP)
Who’s an authorized user?
Big News! New AU Definition!
• In January 2009, per a directive from OSEP,
the NIMAC has expanded the definition of
who may be designated as an authorized user.
• The new definition enables State Coordinators
to name as authorized users any agency which
qualifies as an “authorized entity” under
Chafee.
Authorized entity
• "authorized entity" means a nonprofit
organization or a governmental agency that
has 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
Colorado Process
• Colorado Procedures: As of July 2009, the State of
Colorado has three designated authorized users:
(1) The Colorado Instructional Materials Center
(CIMC), (2) Bookshare, and (3) Recording for the
Blind and Dyslexic (RFB&D). The three entities
are the only designated authorized users of the
NIMAC for Colorado. As such, the CIMC,
Bookshare and RFB&D can download the NIMAS
files housed with NIMAC. These files will then be
used to prepare large print, braille, digitized text,
and audio books.
Colorado Process
• The CIMC is the only Colorado designated authorized user of NIMAS files
for braille textbooks for students who are visually disabled. Colorado has a
long and established history of ordering braille textbooks for students who
have a visual disability. Teachers certified in the area of visual impairment
order the needed books from the CIMC in the spring of each school year for
the following school year. Orders can be made throughout the school year
as new students are enrolled or new books are needed.
• Special Note: Only certified teachers of students with visual impairments
can order braille textbooks on behalf of the Colorado Instructional
Materials Center.
•
Costs to secure and produce braille textbooks are built into the annual
CIMC budget, which is co-funded by CDE, the APH Quota Funds, and
Colorado Administrative Units, and State Operated Programs who have
learners with visual disabilities. The latter funding source is completed
through an annual assessment fee to Colorado Administrative Units and
State Operated programs.
Colorado Process
• The RFB&D is the only Colorado designated
authorized user of NIMAS for human-recorded
audio books for students who are
blind/visually impaired or print disabled.
• Costs for human-recorded audio books will be
determined by individual student /
Administrative Unit / State Operated Program
membership fees with the Recording for the
Blind & Dyslexic.
Colorado Process
•
Bookshare is the only Colorado designated authorized user of
NIMAS files for digitized textbooks for students who are print
disabled. The books can be read aloud on a computer using text-tospeech while words are highlighted at the same time. They are also
available as digital braille should the certified teacher of students
with visual impairments and/or certified administrative unit braillist
deem this an appropriate format for a given book for a given
students.
• Special note: Braille files should not be ordered through Bookshare
unless the person who is ordering the book is a CO certified teacher
of students with visual impairments and/or a Colorado
Administrative Unit braillist. This policy is to ensure that the
individual receiving the file has the needed full braille competency to
ensure that the braille product is of high quality.
• There are no membership fees for qualified students with Bookshare
per a five-year grant award to Bookshare from the United States
Department of Education, Office of Special Education Programs
(Cooperative Agreement #H325U040001). This grant award was
effective October 1, 2007.
Resources
Video Clip, Bonnie Jones, OSEP
Building the Legacy: A Training Curriculum on IDEA 2004 National Dissemination
Center for Children with Disabilities, (NICHY)
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CVideoClips%2C8%2C
Building the Legacy: A Training Curriculum on IDEA 2004 National Dissemination
Center for Children with Disabilities, (NICHY)
http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalArea,10,
Copyright Law of the United States, Title 17 of the United States Code Circular 92, as
amended in 2004 (Chafee)
http://www.copyright.gov/title17/92chap1.html#106
OSEP NIMAS Regulations Summary
http://nimas.cast.org/about/regulations/osep_summary
Resources
Colorado ECEA Rules 2008
Rules (for the) Administration of the Exceptional Children’s Educational Act
http://www.cde.state.co.us/cdesped/index.asp
Colorado Procedures for Securing Adapted-Format Instructional Materials for Students who are
Blind/Visually Impaired or Print Disabled Per NIMAS Requirements
http://www.cde.state.co.us/cdesped/NIMAS.asp
NIMAS
http://www.nimas.cast.org
NIMAS FAQ
http://nimas.cast.org/about/faq
NIMAC
http://www.nimac.us
NIMAC FAQ
http://www.nimac.us/faq_general.html
Resources
NIMAC textbook purchase sample letter
http://nimas.cast.org/about/resources/lea_critical_role