National Instructional Materials Accessibility Standard (NIMAS) FAQs
Accessible Curriculum Materials (ACMs) and National Instructional Materials Accessibility Standard (NIMAS) Issues
What are accessible curriculum materials (ACMs)?
ACMs are instructional material designed in ways that allow all students regardless of ability to understand and learn from them. These materials are often in digital format and accessed using computers to accentuate multiple learning styles that may benefit from voice output, video clips, simulations, 3-D models, etc. ACMs are not solely dependent on technology and can be simple instructional manipulatives such as counting blocks or picture cards.
How do ACMs benefit all students?
The design of ACMs allow all students to engage the curriculum in a variety of ways using manipulatives such as blocks, rods, bean sticks, etc that alters the content which allows the student to comprehend it better. Computer technology further advances ACMs by presenting it in digital format which allows for a variety of presentation styles. The presentation of the curriculum can be scaffolded using built-in features to the software or digital curriculum. These include features such as auto summarization, 3-D modeling, video streaming, auto feedback, digital images, text to speech, automated assessment and feedback, and more. ACMs with built in scaffolds allow students to alter or adjust the materials to a level they can understand and not be solely dependant upon the teacher or peers to help them understand the content.
What are National Instructional Materials Accessibility Standard (NIMAS) file sets?
NIMAS refers to a collection of consistent and valid XML-based source files created by K–12 curriculum publishers. From these well-structured source files, accessible, student-ready alternate-format versions (e.g., braille, web page, Digital Talking Book, etc.) of textbooks and core materials can subsequently be created and distributed to qualified students with disabilities. NIMAS files are not student-ready versions. IDEA 2004, P.L. 108-446, establishes the NIMAS as a national standard and requires states and local districts to adopt the NIMAS for providing textbooks and instructional materials to students who are blind or print-disabled.
What is the National Instructional Materials Access Center (NIMAC)?
The (NIMAC) was established in Louisville, Kentucky at the American Printing House for the Blind, Inc. (APH). The NIMAC receives and catalogs publishers' electronic files of print instructional materials in the (NIMAS) format, for distribution to authorized entities.
What is the difference between the NIMAS format and the more general term of ACMs?
ACMs are instructional materials designed in ways that allow all students, regardless of ability, to understand and learn from them. These materials are often in digital format and accessed using computers to take advantage of such things as voice output, video, simulations and other technologies. ACMs are not solely dependent on technology and can be as simple as instructional manipulatives such as counting blocks or picture cards. NIMAS is a national file format standard that requires publishers to produce their instructional materials such as textbooks and related core materials in XML format. This new industry standard (i.e. NIMAS) will allow publishers to move further into standardizing the creation of instructional materials in digital formats that benefit all learners.
NIMAS and ACMs Eligibility Issues
How are NIMAS file sets related to ACMs?
NIMAS file sets are related to ACMs in that they are digital files, typically student textbooks or related print materials, that can be converted into a variety of formats (i.e. large print, talking book, Braille, etc.) to assist students with disabilities and are managed solely through the NIMAC. Students wishing to use specialized formats created from NIMAS file sets must meet specific eligibility requirements set forth by IDEA 2004. ACMs encompass a wider range of materials, often times non-copyrighted or freely available on the Internet that are engaging and available to any student (regular or special education) to help them learn.
Why are some students eligible for NIMAS files and others not?
These eligibility requirements were set in place in order to make sure only students who have specific and confirmed visual or physical limitations and reading disabilities due to organic dysfunction were allowed access. This “NIMAS” eligibility requirement is more restrictive than tradition disability requirements in part due to its origination in the visual impairment community rather than the learning disabilities community. Fortunately, now many publishers make most of their textbooks available on CD if requested by the school when they purchase new classroom sets of books. Schools should make sure digital content is accessible with assistive technology when purchasing. In the future, more ACMs will be available to all students.
What are the two ways in which a student is eligible to receive specialized formats created from NIMAS files?
They must have a certified visual or physical impairment impacting their ability to understand or use standard print materials, or a reading disability resulting from “organic dysfunction”.
What is an “organic dysfunction” and how is it defined?
Please see the definition from the Library of Congress’ National Library Service for the Blind and Physically Handicapped (NLS).
Under the section “Eligibility of Persons with Reading Disabilities”, read the bulleted points and the paragraph following those bulleted points. The second paragraph under “Competent Authority” contains a further explanation and reads:
“Nonorganic factors--such as emotional or environmental causes, intellectual or educational deficiencies, or other possible nonorganic or nonphysical causes--must be ruled out and cannot be taken into consideration. When certifying applications for service for persons with reading disabilities, certifying medical authorities are encouraged to consult with colleagues in associated disciplines.”
What is a "competent authority?"
Please see the definition from the Library of Congress’ National Library Service for the Blind and Physically Handicapped (NLS).
The second paragraph under “Competent Authority” reads:
“The signature of a doctor of medicine is required by federal regulation on the application to certify not only that a reading disability exists and is serious enough to prevent reading regular printed material in a normal manner, but also that the identified condition has a physical basis.”
How do I get the eligibility form completed allowing a student with a reading disability to obtain a book derived from a NIMAS file?
This process would typically involve the parent taking the primary role, and the school playing a supportive role. School staff (i.e. building ARC chair or person of comparable authority) should meet with the parent to explore avenues to obtain the student textbook in digital form. If a NIMAS version is determined appropriate, then the “Student Eligibility Form” must be downloaded from the CIIDL website http://louisville.edu/education/ciidl) or KAMD website at (https://apps.kde.state.ky.us/kamd/) and given to the parent to take to their child’s doctor who would then complete the form certifying the student has a reading disability resulting from “organic dysfunction”. If the student has a recent psychoeducational assessment, this should also be provided to the physician.
What is a school’s role in securing the diagnosis of “Reading Disability caused by Organic Dysfunction” from a physician?
A school should work closely with the student’s parent to explain the eligibility process (i.e. must have an IEP and signed eligibility form from a physician) as they work with their family’s physician. However, it is ultimately the parent’s responsibility to facilitate completion of the eligibility form by the physician.
How do blind or visually impaired students access books derived from NIMAS files?
Students who are blind or visually impaired in most cases already have eye reports or documentation of their disability. The next step should be to contact the Kentucky School for the Blind’s (KSB) Instructional Materials Resource Center for the NIMAS file most appropriate for them.
What do I do with the eligibility form once it is completed?
All eligibility forms should be kept by the individual school’s Digital Rights Manager (DRM).
What part does the student's Individual Education Plan (IEP) play in the eligibility process?
The IEP is a vital first step if the student seeks a NIMAS file. Without an IEP, a student is not considered for possible NIMAS eligibility. However, by itself, this documentation is not sufficient to verify eligibility. The eligibility form must be completed in addition. (Be aware though that more publishers are now freely providing CD or online versions of student books that would allow for easy access for all students regardless of ability or disability. Please check with your local textbook sales person to see if a digital version of the textbook is available. Make sure you verify the publisher’s version will allow access with assistive technology.
Instructional Issues Related to ACMs
None of my students are eligible for NIMAS files through the KAMD. What options do I have?
Here are a variety of steps:
- The CIIDL website at www.louisville.edu/education/ciidl will be offering free online Accessible Curriculum Materials beginning in November 2007.
- Checking with the publisher if a CD version of the book is available in PDF format (Adobe Acrobat Reader (.pdf) offers free basic accessibility features such as custom background and text coloring, text magnification, and speech output capability. Unlocked PDF files allow for more advanced assistive technology utilization with text reader software. These features are available under the “Edit-Preference” pull-down box) or accessible online version. More publishers are now freely providing CD or online versions of student textbooks (e.g. if you have purchased a classroom set) that would allow easy access for all students regardless of ability or disability. Please check with your local textbook sales person to see if a digital version of your class textbook is available.
- Contact the publisher and inquire if materials are available in an alternate accessible digital format that is Section 508 compliant (in other words, a file that can be accessed by screen/text reader software)
- Keep in contact with the CIIDL and other organizations engaged in ACM research. This area is evolving quickly and information will be shared regularly that will have instructional relevance.
- Some teachers may wish to scan the textbook and make it available to students with identified reading disabilities as documented on their IEP.
How can I get access to ACMs for all my students, not just those with disabilities?
During your school’s yearly textbook adoption process, please ask the textbook sales representative if they offer an accessible CD or online version for the textbook your school is considering purchasing. A second resource is the CIIDL website which lists numerous ACMs freely available on the Internet.
As a teacher, should I consider NIMAS or ACM when working with my students?
A variety of instructional and student centered issues should be considered. But, teachers can only use books derived from NIMAS files with eligible students which does not typically include the entire class.
Reading List and Resources
NIMAS National Technical Assistance Center: Supporting the implementation and technical support efforts surrounding NIMAS to local, state, and federal agencies.
Kentucky Accessible Materials Database: Kentucky Department of Education's online registration and distribution system for school districts seeking access to NIMAS file sets which are then prepared for distribution by the CIIDL.
http://apps.kde.state.ky.us/kamd/
The Center for Innovation and Instruction for Diverse Learners (CIIDL): The CIIDL works with the Kentucky Department of Education and local school districts implementing digital content and NIMAS based instructional materials.
www.louisville.edu/education/ciidl
Kentucky Department of Education: Information pertinent to Kentucky’s implementation of NIMAS can be found by using the search box on the main page keyword “NIMAS”.
Library of Congress’ National Library Service for the Blind and Physically Handicapped (NLS): The NLS offers information on specific NIMAS eligibility issues.
http://www.loc.gov/nls/reference/factsheets/readingdisabilities.html
Glossary of Pertinent Terms and Organizations
http://nimas.cast.org/about/resources/nimas_nimac_glossary.html
Accessible Textbooks in the Classroom: CAST article providing background and overview of this growing area.
http://nimas.cast.org/about/resources/accessible_textbooks.html
