In mid-2012, the National Center on Accessible Instructional Materials (AIM Center) conducted a follow-up survey aligned to the Critical Components of Quality Indicators for the Provision of Accessible Instructional Materials to determine the current status of systems that support the implementation of the National Instructional Materials Accessibility Standard and Accessible Instructional Materials (NIMAS/AIM) requirement in the Individuals with Disabilities Education Improvement Act (IDEA). A total of 51 responses were received. The 51 respondents included one designee from each of the 50 states and one designee from another educational entity, all of whom are referred to as "states" or "respondents" in the report. The results of the 2012 survey were analyzed by comparing to data gathered by the 2010 survey. Data were further analyzed by comparing two subgroups within the 2012 data set. The results of the analyses were used to develop the States of State Systems for the Provision of NIMAS/AIM in 2012 report. The 2012 report includes reported quantitative and qualitative data on the evolution of state systems between 2010 and 2012, identifies three major areas of progress and three areas in need of priority attention and, finally, includes actionable recommendations to SEAs, LEAs, the AIM Center, and OSEP.
In the summer of 2010, the National Center on Accessible Instructional Materials (AIM Center) conducted a survey aligned to the Quality Indicators for the Provision of Accessible Instructional Materials to determine the current status of systems that support the implementation of the National Instructional Materials Accessibility Standard and Accessible Instructional Materials (NIMAS/AIM) requirement in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). A total of 54 responses were received. The fifty-four respondents included one designee from each of the 50 states and one designee from each of two outlying areas (OA) and two freely associated states (FAS), all of which will be referred to as “states” or “respondents” in the report. The results of this survey will serve as a baseline for a matching, follow-up survey to be conducted in late 2012 to provide comparative evidence in the evolution of state systems corresponding to the first two years of work by the AIM Center.
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires state and local education agencies to ensure the provision of accessible instructional materials (AIM) in a timely manner to students with print disabilities who require them. This quality indicators document describes the critical attributes of a comprehensive set of mechanisms, supports, guidelines, policies, practices, etc. that are aligned across agencies to address this requirement. These indicators can help with analysis of current status and support planning for growth at all organizational levels.
Critical Components of Quality Indicators for the Provision of Accessible Instructional Materials (AIM)
The purpose of the quality indicators and critical components is to assist state and local education agencies (SEAs and LEAs) with planning, implementing, and evaluating dynamic, coordinated systems for the timely provision of AIM. Given the variability of policies and practices across SEAs and LEAs, the quality indicators and critical elements are designed to provide states with consistent goals and to promote in-state discussion around multiple state-focused and locally-focused ways to achieve those goals.
State Director of Special Education Suggested Responsibilities Regarding NIMAS & NIMAC
This SEA SPED Responsibilities document provides a list of SEA-level actions, with both required and suggested activities and a recommended timeline for implementation. Two versions of Word format copies are also available for download.
This report provides updated information about NIMAS-related developments that may impact choices made within states and local education agencies. These developments should be of interest to anyone responsible for implementing IDEA 2004 and the regulations pertaining to the statute. The Office of Special Education Programs (OSEP), U. S. Department of Education, now provides support for maintaining and improving the NIMAS specification; technical assistance to states, publishers, and conversion houses; a consortium of states working together to implement NIMAS requirements; a national accessible materials production and distribution service at Bookshare specific to meeting the needs of qualified students; and ongoing support for Recording for the Blind & Dyslexic (RFB&D) and the American Printing House for the Blind (APH). It is important to understand what options are available and how best to use available resources.
State Education Agency Assistive Technology Programs
Many states have assistive technology programs supported by their state education agency. The AIM Center is not aware of a coordinated list of these programs, so a search within a state's SEA web site should determine if such a program exists in each state.
Assistive Technology Resources
- Family Center on Technology and Disability (FCTD)
- Assistive Technology Industry Association (ATIA)
- Closing the Gap (CTG)
- Disabilities, Opportunities, Internetworking, and Technology (DO-IT)
Assistive Technology Research
State Assistive Technology Act Programs
The State Assistive Technology Act Program information is also available in Word format.
Fifty-six state and territory programs are funded under the Assistive Technology Act of 1998, as amended in 2004 (P.L. 108-364). The state assistive technology (AT) programs implement required activities focused on improving the provision of AT to individuals with disabilities of all ages, through comprehensive, statewide programs that are consumer responsive. AT programs make AT devices and services more available and accessible to individuals with disabilities and their families through state-level activities and state leadership activities.
Contact information for AT Act State Programs
The National Information System for Assistive Technology (NISAT) has been established by the U.S. Department of Education, Rehabilitation Services Administration (RSA) to provide timely and accurate collection, analysis, and reporting of data relating to the activities of state assistive technology programs. For public information about individual state programs, go to the NISAT home page at http://nisat.info/index.php/page/home and select from the menu of states.
Re-Use of Assistive Technology
The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) has supported a number of activities to encourage and support AT re-use under the Assistive Technology Act. OSERS is now taking the lead on a national level to promote and encourage AT re-use through its sponsorship of a national conference on this issue, as well as through grants to state agencies, non-profit organizations, and other entities to support AT re-use (see the Pass It On Center at www.passitoncenter.org for more information).
Technical Assistance for State Programs
- The Association of Assistive Technology Act Programs (ATAP) (http://www.ataporg.org/atap/index.php) is a national, member-based organization, comprised of state assistive technology act programs funded under the Assistive Technology Act.
- The RESNA Catalyst Project (http://resnaprojects.org) is a sponsored project of RESNA, the Rehabilitation Engineering and Assistive Technology Society of North America. RESNA operates the Catalyst Project under a new grant from the Rehabilitation Services Administration, U.S. Department of Education. The RESNA Catalyst Project provides assistance to the AT Act Grantees to assist them in increasing awareness, access, acquisition and advocacy to assistive technology (AT) devices and services for consumers with disabilities of all ages. The project works with 56 statewide AT programs, 57 protection and advocacy for AT programs, and 33 alternative financing programs. It also works with 19 access to telework financial loan programs.
State Textbook Adoption Policies
State Textbook Adoption
In January of 2005, the Education Commission of the States (ECS) compiled a comprehensive overview of state and territory policies regarding textbook adoption. This includes information about whether each state or territory has state-level textbook adoption or local education agency-level adoption, and whether that state or territory has a free textbooks provision.
Recent State Policies/Activities
This ECS web site lists recent (since 2000) state policies and activities regarding textbooks.
State Textbook Adoption
Instructional Materials Adoption
From the Association of American Publishers’ School Division, their instructional materials adoption page gives an overview of state and local adoptions and provides resources.
NASTA 2008 Summer Reports
The National Association of Textbook Administrators provides textbook adoption information, by state, on its reports pages.
National Association of State Textbook Administrators (NASTA)
NASTA provides information regarding state textbook adoption, presentations, and conferences for and about textbook administration.