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NIMASWhat Teacher Education
Faculty Need to Know about the National Instructional
Materials Standard
Moderator:Bonnie Jones, OSEP Education Research Analyst and NIMAS Project Director
Presenters:Chuck Hitchcock, Director, NIMAS TA CenterSkip Stahl, Director, NIMAS Dev Center
Discussants:Margo Izzo, Ohio State UniversityElizabeth Kozleski, Arizona State University
NIMAS: What Teacher Education Faculty Need to Know about the National Instructional Materials Standard
Why is this session important? Main goal is improving learning outcomes and AYP. Stimulating the development of new digital tools and
content for improving access, participation and access to the general education curriculum.
NIMAS establishes a foundation for electronic educational materials that will be customizable and supportive of diverse student needs and preferences.
All learners will eventually benefit from the NIMAS work in support of students with print disabilities.
You can help us to develop training opportunities for educators that improve knowledge and skills related to accessible educational materials for all learners.
NIMAS: What is it? National Instructional Materials Accessibility Standard
A recommendation developed in 2004 by consensus of an expert panel of 40 key stakeholders Approved by US Dept. of Ed in July 2004 Published in Federal Register on July 19, 2006 Additional regulations published on August 14, 2006
Based on the international DAISY Book Standard
Purpose: timely delivery of high quality accessible specialized formats to students with print disabilities
NIMAS Donut
Electronic Textbooks: One foundation for the Implementation of UDL.
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
UDL and NIMAS1. Provide information in multiple formats and media
– (Recognition Networks – the “what” of learning) NIMAS supports the development of specialized formats with highlighting
of critical features, vocabulary and language alternatives, text and tactile alternatives for images and graphics, transformation from text to speech, etc.
2. Provide multiple pathways for students’ action, expression– (Strategic Networks – the “how” of learning)
NIMAS supports the development of specialized formats that may be used to provide executive function tools, scaffolded learning strategy supports, options for expression (writing, drawing, speaking, etc.), options for navigation and use of assistive technologies, etc.
3. Provide multiple ways to engage students– (Affective Networks – the “why” of learning)
NIMAS supports the development of electronic formats that implement progress monitoring, adjustable levels of challenge and support, reduced frustration with reading supports, etc.
NIMAS Statute Highlights (IDEA 2004) State Assurances to US Dept. of Education (Part B, Sec. 612)
Agree to adopt NIMAS in timely manner Agree to coordinate with NIMAC or assure timely delivery of accessible materials Coordinate with State agency responsible for AT
LEA Assurances to State Departments of Education (Part B, Sec. 613) Same conditions as above
NIMAC (Part D, Sec. 674) Establish and support, through the APH, a center to be known as the 'National
Instructional Materials Access Center‘ Receive and maintain a catalog of NIMAS print instructional materials Provide access to source files by accessible media producers Develop procedures to protect against copyright infringement
Section 121 of title 17, US Copyright Code, is amended– (Title III) Not a violation of copyright for publishers to transfer files to NIMAC
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: – 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.
What about other Students with Print Disabilities? 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.
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”
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 textbook adoption and open territory states Applies to print instructional materials published after
July 19, 2006 (pending definition of term “publish”)
NIMAS TA CenterPurpose: provide support to publishers and states to
ensure the successful implementation of NIMAS.
NIMAS Development CenterPurpose: provide national leadership to further the
development and maintenance of NIMAS and support its large-scale implementation.
NIMAS Center Partners
What is the NIMAC ? A national repository of NIMAS source files maintained and
coordinated by the American Printing House for the Blind (APH) in Louisville, Kentucky.
Contracted with Overdrive to administer validation, security and data base files.
Those who have been authorized for access will have user identifications and passwords. These authorized users will be able to search the NIMAC database AND download directly the files they need (with or without sizable image folders).
http://nimac.us
National Accessible Media Producers (AMPs)Non-Profit organizations operating under the
Chafee Amendment GuidelinesAmerican Printing House for the Blind
Bookshare.org
Recording for the Blind & Dyslexic
Others…
A Few Hot Issues• Anticipatory Access to NIMAS file sets
– AAP/AEP requesting new constraints on national Chafee orgsK-12 access onlyEvidence (or assurance) that book was purchasedCertification documentation
• Which populations are included?– IDEA only ? What about Section 504 students?– Which LD populations and certification requirements
• Limitation of Use Agreement – NIMAC and SEAs• Meaning of “Adopt NIMAS” – (NIMAS statute
requirement for all SEAs)– Multiple file format requests by SEAs (publisher issue)
NIMAS Web site: http://nimas.cast.org
What can you do with a NIMAS file set?• NIMAS to DAISY Conversion
– Use with DAISY Players such ghPlayer
• NIMAS to Proprietary Conversion– Use file sets with DJ Solo, ReadWriteGold, Kurzweil Reader and
more
• File Conversion Utility – NIMAS to HTML– Use with Firefox and Click,Speak (CLC)
– Use with ScreenReaders
• NIMAS to Braille Conversions – import and transcribe
» >>>> Skip will address
Skip Stahl
UDL and NIMAS
1. Provide information in multiple formats and media– (Recognition Networks – the “what” of learning)
2. Provide multiple pathways for students’ action, expression– (Strategic Networks – the “how” of learning)
3. Provide multiple ways to engage students– (Affective Networks – the “why” of learning)
UDL and NIMAS
NIMAS
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)
What is XML?
What is XML?
What is XML?
What is NIMAS XML?NIMAS “Tags”
– Structure
Chapter, Unit, Section, Header, Body Text, Page number, etc.
– SemanticsIntroduction, Key Questions, Summary
– The National Instructional Materials Accessibility Standard defines the tags that must be used.
NIMAS TransformationsThis is NIMAS XML
NIMAS Transformations
Web page produced by converting XML to XHTML and then referencing a style sheet.
NIMAS Transformations
DAISY Book created by importing NIMAS files to a Player then exporting as a DAISY Book.
NIMAS Transformations
A NIMAS source file can be quickly converted into a Braille Ready File
http://nimac.us http://nimas.cast.org
Margo Vreeburg Izzo
What Teacher Education Faculty Need to Know About NIMAS
Margo Vreeburg Izzo
Nisonger Center
Ohio State University
Teachers Need to Know:
Overview of NIMASHow to –
1. Incorporate AT into the IEP2. Integrate accessible materials 3. Leverage AT and IT Specialists 4. Integrate UDL so students will use AT5. Involve parents in the AT process
1. Incorporate AT into the IEP
• AT Considerations are not optional
• All Special Educators must be familiar with how to conduct an AT Assessment or
• How to secure an AT Specialist
2. Integrate Accessible Materials
• Technological tools are particularly useful for students with disabilities because they enhance communication, learning, writing, and task management.
• Technology and computer use can create equal opportunities in education and aid in transition from school to work.
• Teachers and students appreciate the independent self-directed learning technology and accessible materials can provide.
3. Leverage AT and IT Specialists
Teachers, Parents, AT and IT Specialists must work as a TEAM to complete AT tasks:
• Conduct an AT assessment• Select AT application to meet student needs • Install on School PC or Server• Train student & parents to use their AT • Use AT to gain access to accessible materials!
4. Integrate Universal Design for Learning (UDL)
Reduce the Stigma of Using AT:
Case Study #1: Tim needed a screen reader
Tim would be the only person in class using headphones. He refused to use them.
Case Study #2: Ms. Brown let all her students use headphones while completing online searches. Shemeka used her headphones to use AT to complete her work and LEARN.
5. Involve Parents in the AT Process
• Parents can support students with appropriate use of AT outside of school.
• Students need access to AT at home
• Students need access to AT in college or work
Teachers Need to Know: Power of Technology & AT
• Provides access to the general curricula• Is becoming more cost effective• Is available as free open source programs• EMPOWERS STUDENTS TO LEARN
– WHEN IMPLEMENTED USING UDL PRINCIPLES– WHEN WE ASSIST STUDENTS OVERCOME THE
STIGMA OF USING AT!
Additional Resources• Our assessment process (Beta):
http://www.ideal-group.org/initiatives/access-tomorrow/
http://ideal-group.org/initiatives/access-tomorrow/assessments/
• AT Download Link http://clcworld.net/clcpad_data/clcpak.exe
Teachers Can Not be Technology Left Behind
Elizabeth B. Kozleski
Implications of NIMASfor Teacher Educators
Elizabeth B. Kozleski
MLF College of Education
Arizona State University
What NIMAS foreshadows• Reconceptualization of the roles of special
educators• Development and delivery of technology
supports and materials to general educators to teach content
• Expansion of knowledge and skills around UDL
• Development of special educator identity• Teacher Educator Identities• Program Improvement
Reconceptualizing Special Educator Roles
IndividualStudentSupport
Schoolwide Supports
Classroom Teacher
Classroom Teacher
Classroom Teacher
SpecialEducationServices
Development and delivery of technology supports and materials
to general educators to teach content
• Systems for identifying materials needs
• Time blocks for materials preparation
• Coaching for teachers using AT
• Assessing student access and usability
Expansion of knowledge and skills around UDL
• Skilled practice in UDL design of curricula that meets content standards
• Coplanning with general educators for UDL
• Assessment of UDL units of study
• Cataloguing materials and units for future use
Development of special educator identity
• Technical Assistance
• Coaching
• Professional Learning
• Family Facilitation across the digital divide
• Provider of instruction
Teacher Educator Identities
• What should I be teaching and how?• What is my role as a member of a team
preparing special educators in a technology rich world?
• What does this mean about what I need to learn and be able to demonstrate in my courses?
• What does this mean about how I use technology to manage and facilitate learning?
Leading Programmatic Changes
• Leveraging NCATE SPA standards for Special Education Programs
• Assessment of teacher candidate performance and impact on P-12 students
• Visiting schools as a faculty to develop shared knowledge about current classrooms, service delivery models, research-based instructional practices and the gaps between practice and research
NIMASWhat Teacher Education Faculty Need to Know about the
National Instructional Materials Standard
Moderator:Bonnie Jones, OSEP Education Research Analyst and NIMAS Project Director
Presenters:Chuck Hitchcock, Director, NIMAS TA CenterSkip Stahl, Director, NIMAS Dev Center
Discussants:Margo Izzo, Ohio State UniversityElizabeth Kozleski, Arizona State University
