This study investigated practices in the production and distribution of braille and large-print textbooks, highlighting changes in production and delivery systems from 2000 to 2004. The findings indicate that fewer states use production models for the statewide acquisition and distribution of special materials and that there is a greater reliance on materials from the American Printing House for the Blind and a greater use of publishers’ electronic files for production.
Get full access to this article
View all access options for this article.
References
1.
American Foundation for the Blind. (n.d.). National instructional materials accessibility standard (NIMAS) [Online]. Available: http://www.afb.org/nimas.asp
2.
CornA., HatlenP., HuebnerK. M., RyanF., & SillerM. A. (1995). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities.New York: American Foundation for the Blind.
3.
CornA. L., & WallR. S. (2002a). Access to multimedia presentations for students with visual impairments. Journal of Visual Impairment & Blindness, 96, 197–211.
4.
CornA. L., & WallR. S. (2002b). Training and availability of braille transcribers in the United States. Journal of Visual Impairment & Blindness, 96, 223–232.
5.
HuebnerK. M., Merk-AdamB., StrykerD., & WolffeK. E. (2004). The national agenda for the education of children and youths with visual impairments, including those with multiple disabilities, Revised. New York: American Foundation for the Blind.
WallR. S., & CornA. L. (2002). Production of textbooks and instructional materials in the United States. Journal of Visual Impairment & Blindness, 96, 212–222.
