Future Reflections Fall 2000, Vol. 19 No. 4
Textbooks On Time: Will It Ever Happen for the Blind?
by Kristin Cox
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Kristin Cox
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Johnny is an active, enthusiastic and curious sixth grader. Along with many of his friends, Johnny had mixed emotions about going back to school this year. �I like school, and I like being with my friends, but I am a little nervous and hope I will do well,� he said. Some of the challenges Johnny faces this year are unique and not typically experienced by other sixth graders. Johnny is blind.
For
Johnny, obtaining accessible versions of instructional materials and texts
is critical if he is to succeed in school. Over one month into the school
year Johnny still does not have the Braille copy of his history book and only
segments of his math book have arrived. Already he feels behind and struggles
to keep up with his classmates in his history and math classes.
Unfortunately
Johnny�s story is far too common among blind students. This is true even though
parents of blind students, schools, teachers, publishers, and others are usually
well-intended and work hard to provide blind students prompt access to instructional
materials. So, why then all of the problems?
In
this article, we will discuss both the answers to this question as well as
possible solutions. But first, we must begin with a description of how accessible
formats are acquired.
Acquiring Accessible Formats of Instructional Materials
Any
meaningful discussion about Braille in the classroom must include the role
of the Individualized Education Program (IEP). The IEP is the blue print from
which a student�s successful education is built. It should reflect the IEP
team�s fundamental belief that the blind student should have access to the
same instructional materials at the same time that their sighted peers do.
Parents,
along with the other members of the IEP team, must carefully craft clear and
strong language that ensures that all instructional materials are available
in accessible formats, such as Braille. Sometimes the IEP may stipulate that
textbooks should be converted into Braille, but may leave out workbooks, supplemental,
and testing materials. The IEP team should think through all of the possible
instances during the child�s classroom education in which print materials
would need to be converted into accessible formats.
However,
avoid the temptation to create exhaustive lists which are finite. Fixed lists
cannot account for the unpredicted needs which inevitably pop-up throughout
the child�s education. Instead, incorporate language that is inclusive and
comprehensive.
The Selection of Instructional Materials for Classroom Use
The
process of selecting and approving the use of instructional materials for
classroom use differs depending on the state. Some states, known as adoption
states, approve the use of textbooks on a statewide basis. For example, Florida,
an adoption state, employs a group of individuals to decide which math, reading,
science, and other texts will be used for all grade levels in all schools
throughout the state. This standardized approach to textbook adoption tends
to be predictable. Very often adoption states determine which books will be
used at least six months before the school year in question begins.
In
other states, known as open territories, the teacher, school, or school district
can determine which instructional materials will be used. The inherent flexibility
in open territory states can result in the selection of instructional materials
closer to the beginning of the school year. For example, a teacher could decide
to use a particular science book just weeks before school begins.
How
schools and states go about selecting instructional materials for classroom
use has a significant impact on the problem at hand. Converting instructional
materials into accessible formats is labor intensive. Without adequate time,
the best Braille transcriber in the world cannot produce high quality Braille
in a timely fashion. If schools determine which texts will be used early on,
accessible format producers will have a better chance of converting the text
and delivering it to the student on time. In contrast, the late adoption of
instructional materials inevitably leads to the late delivery of accessible
formats to blind students.
How and Where to Locate Accessible Instructional Materials
With
the text selection process completed, the compilation of a specific list of
texts and other materials the blind student will need for the upcoming school
year can begin. This process should begin as early as possible. Typically
the responsibility for doing this lies with the Teacher of the Visually Impaired
(TVI). Once this information is collected, the TVI or other designated individual
must locate, purchase, or produce the accessible versions of the materials.
For Braille and electronic texts, there are three primary resources available
to accomplish this.
First,
each fiscal year the American Printing House for the Blind (APH) receives
an appropriation from the federal government for the production and distribution
of accessible instructional materials and supplies for legally blind students.
APH is then charged with crediting �designated ex officio trustees� with funds
to purchase accessible instructional materials and supplies based on the number
of blind students served by that particular agency. Ex officio trustees are
simply agencies designated by state departments of education. Such agencies
may be statewide instructional resource centers, schools for the blind, etc.
In essence, the designated agency has a prepaid credit line with APH from
which accessible instructional materials and supplies can be purchased. Requests
from individual school districts for accessible materials available through
this program must flow through their state�s designated ex officio agency.
Second,
states may contribute their own resources for the production and purchase
of accessible instructional materials. Some states allocate these funds to
an already established instructional resource center. Other states distribute
the funds to media centers, school districts, and like entities throughout
the state. Texas, for example, is well-known for its vast and comprehensive
collection of internally produced accessible formats. In fact, Texas often
produces accessible formats for other state and local education agencies.
The
production of accessible formats by different instructional resource centers,
schools, and other agencies could result in duplication of effort. To avoid
this, APH houses the Louis Database of Accessible Formats for people who are
blind or visually impaired. This third resource acts as a centralized clearinghouse
of over 145,000 titles in accessible formats produced by over 200 agencies.
Educators, administrators, and parents can locate valuable information about
the existence and location of textbooks and other educational materials in
accessible formats as well as other relevant data. The sharing of accessible
formats helps minimize the costs and substantial efforts associated with the
conversion process.
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The Mechanics of Converting Instructional Materials into Accessible Formats
Converting
instructional materials into accessible formats is easier said than done.
Typically, it involves a labor-intensive process of either scanning or manually
inputting original information into an electronic format. This electronic
version is used to produce non-visual formats, such as Braille, or synthetic
speech. The conversion of a single textbook can take at least six months to
complete. The cost, time, and labor needed to convert materials into accessible
formats vary depending on the complexity of the information being converted.
For example, math and science books are typically more difficult to convert
into alternative formats such as Braille.
In
order to streamline the conversion process, fifteen states require publishers
to provide an electronic version of any textbook that a state or local educational
agency purchases. The electronic version can then be quickly converted to
a non-visual format. However, electronic formatting standards vary from state
to state. These incongruities naturally lead to inefficient duplication for
publishers. Even more important, the standards are imprecise and often result
in file formats that cannot be easily used for the purpose intended.
Even
with an electronic version of the text, high quality Braille still depends
on the competency of Braille transcribers and proofreaders. Certification
helps in determining the baseline competence of these individuals. The National
Library Service for the Blind and Physically Handicapped (NLS) offers a variety
of courses which lead to the certification of Braille transcribers and proofreaders.
Certification does not guarantee high quality and standardized Braille production,
but it does help.
Unfortunately,
not all states use certified transcribers. This may be due to either the lack
of commitment to high quality Braille on the part of the state, or the lack
of competent Braille transcribers in the area. Some states rely on volunteer
transcribers, but this group is rapidly decreasing in number.
How to Streamline the Conversion Process: The National Federation of the Blind�s Proposal
�Although some states have made modest progress toward giving blind
students non-visual access to relevant educational information, their solutions
are, at best, partial and unable to address the systemic issues involved.
The National Federation of the Blind is committed to ensuring that all blind
children have equal access to instruction materials. To this end, the National
Federation of the Blind supports streamlining the process of converting instructional
materials into accessible formats. We recognize that no one single solution
will speak to all of the varying components of the process. However, there
is one approach we are working on that, if implemented, would significantly
further the progress of the prompt and accurate conversion of information
into accessible formats.
During
the annual NFB Washington Seminar in 2000 the National Federation of the Blind
introduced a legislative proposal entitled, �The Accessible Instructional
Materials Act of 2000.� If enacted, the proposal would implement four primary
objectives:
� Publishers should provide electronic versions of instructional materials purchased by state and local education agencies.
� Electronic files submitted by publishers should be compatible with Braille transcription software.
� A national repository should be established to house and distribute the electronic files.
� Congress should appropriate funds for the training and development of individuals responsible for producing alternative formats, such as Braille.
Through
this approach, the provision of electronic files (now limited to a handful
of states) will benefit all schools and state agencies across the country.
More importantly, the proposal will create a uniform electronic file-formatting
standard that promotes the efficient, accurate, and prompt conversion of materials
into accessible formats. This standardized approach will also serve publishers
by eliminating individual and inconsistent state requirements. Furthermore,
the appropriation of funds for training and development will support on-going
efforts to ensure the competence of alternative format producers.
Soon
after our Washington Seminar, we entered into negotiations with the Association
of American Publishers and other stakeholders to build consensus and support
for the proposal. There have been some modifications to the proposal as a
result of these ongoing negotiations. However, the objectives outlined above
have been and will continue to be the cornerstones to our legislative effort.
Members
of Congress generally support our approach. However, the possibility of enacting
this legislation will not occur until the convening of the new Congress in
2001.
How You Can Make A Difference
Parents,
in particular, can play an important role in the acquisition of accessible
instructional materials. Here are some ways parents can make a difference:
1. If possible, bring a credible and knowledgeable advocate to your IEP
meetings. Advocates offer a wealth of experience, knowledge, and the support
parents often need while developing and implementing the IEP.
2.
Encourage your states, school districts, and schools to adopt policies which
provide adequate time between the point of approving texts for classroom use
and the beginning of the school year. This will ensure that there is sufficient
time to convert the instructional materials into accessible formats.
2. Work closely with the teacher of the visually impaired, classroom teachers,
and school administrators to ensure that requests for accessible formats are
made as soon as is practicably possible.
3.
Follow up with the teacher of the visually impaired to confirm the arrival
of each accessible textbook and other materials before the school year begins.
It is not uncommon for a parent to learn that only part of a text was converted
into Braille, or, that a workbook did not arrive at all. Make a list of everything
your child will need for the upcoming school year and check it off as it arrives.
Too often parents will not realize, until a month or two into the school year,
that an important text has not arrived.
4.
Become active in the National Federation of the Blind. The Federation offers
resources, invaluable information, and the opportunity to network with other
parents of blind children. Equally important, the Federation acts as a collective
voice for the blind. Through our collective efforts, laws, and policies societal
opinions can be shaped and changed for the better.
5.
Provide your child with positive blind role models. Blind adults who are successful
act not just as positive role models, but can suggest alternative techniques
for adapting to the classroom environment. The impact a role model can have
on a blind child is immeasurable.
6.
Contact members of Congress. Let your Representatives and Senators (both on
the state and federal levels) know of the challenges blind students face in
the classroom. Promote the idea that publishers should provide electronic
versions of their texts to schools.
Conclusion
Almost
everyone agrees that providing our blind children with a high quality, challenging
education is an imperative. A good education prepares an individual to face
competently the challenges of adulthood. This is even more relevant in an
economy and society that places increasing value upon information.
It
naturally follows, then, that when blind children cannot fully access their
educational environment, the implications stretch far beyond the classroom.
This is why the National Federation of the Blind has insisted, and will continue
to insist, that blind children have equal access to all instructional materials
used in the classroom.