Textbooks
The Right
Book at the
Right Time
for Students
with Visual
Impairments
Special Thanks: Tricia Lee (Region 9 ESC); Deborah Thompson (Region 20 ESC);
Tina Herzberg (Region 12 ESC); Jim Durkel (TSBVI); Marty Murrell (TEA); Chuck Mayo (TEA)
Information Only Applies To
PUBLIC SCHOOLS
State-adopted Textbooks
State-adopted Textbooks Timeline
Ordering State-adopted Textbooks
Producing State-adopted Textbooks
Supplemental and Non State-adopted Textbooks
The Role of the Certified Teacher of Students
with Visual Impairment Related to Textbooks
Resources for Obtaining Non State-adopted
Materials.
State-adopted
Textbooks
Each year, the State Board of Education (SBOE)
adopts new textbooks for a specific subject.
• These books are adopted for a period of 6-7
years; and
• are available
to Texas Public Schools.
Refer to the TEA Website for a schedule outlining
which books/subjects are adopted each year.
http://www.tea.state.tx.us/Textbooks/adoptprocess/
Look under the heading:
“Cycle for Adoption of Materials in Foundation
and Enrichment Subjects.”
State-adopted Textbooks
school
TEA
class
Time Line
The following timeline is for
Braille Textbooks:
1. Braille Production Centers submit
proposals to braille the textbooks;
2. Bids are awarded to braille the
textbooks;
3. In November, SBOE adopts the
textbooks;
The following timeline is for
Braille Textbooks:
4. Centers begin to braille the first three
chapters;
5. Districts must order all state-adopted
textbooks by April 1;
6. Centers braille remaining chapters of
textbooks that were ordered (each book
can take 2-12 months to complete).
Adoption is done the same way for
large print textbooks. Bids for
producing large print editions are
solicited and contracts awarded by
TEA. Request for large print
editions of a text are sent to the
contracted producer.
Audiotape textbooks are ordered
directly from the Recording for the
Blind and Dyslexic and not through
TEA. Recording for the Blind and
Dyslexic do not have a specific time frame
for placing orders, but they do recommend
that school districts order audiotapes as
soon as they know which titles the student
will need.
Ordering State-adopted
Textbooks
The district’s Textbook Coordinator submits
orders to TEA electronically using the EMAT
On-line Annual Requisition or via paper.
Directions for ordering can be found in the
Textbook Coordinator’s Manual on the Web at:
http://www.tea.state.tx.us/Textbooks/materials/tcmanual.html
Information specific to books for students with
visual impairments is located in the “Special
Textbooks for Special Students” chapter of the
Textbook Coordinator’s Manual.
http://www.tea.state.tx.us/Textbooks/materials/man4.htm#gg
Before ordering remember that the following
requests cannot be made electronically:
• Request for texts in un-contracted braille
(grade 1); and/or
• If the Coordinator is willing to accept
incomplete texts and receive partial orders
of individual chapters as they are put into
braille, he/she must make the request when
ordering and again this cannot be done
electronically.
After district orders are received:
• TEA compares the textbook request for large
print and braille with the Annual Registration
of Students with Visual Impairments.
• If the order information is consistent, the
order is processed; if the order is not
consistent, then the order is set aside until the
difference can be resolved.
To avoid major delays, make sure
that accurate information is
provided on both the Registration
and the textbook order.
Contact Chuck Mayo, Assistant Division Director,
Textbook Administration and Director for
Accessibility, Textbook Administration, if you
know the information will not be consistent (for
example, a student moved into your district after
the Registration’s January deadline).
Chuck Mayo Contact Information:
Phone: (512) 463-9601
Fax: (512) 463-9501
E-mail: cmayo@tea.state.tx.us
Producing newly
State-adopted
Textbooks
After orders are approved and processed
by TEA:
• TEA passes the orders to the Braille/Large
Print Production Centers.
• The Centers shift their brailling priorities
from doing a few chapters of all the books
to completing the books that have been
ordered.
Remember that districts that are able to turn
in their orders before the April 1 deadline
have a better chance of having their books
ready by the first day of school.
Usually by the end of the next full
school year, the centers are able to
have all the previous year’s
adoption brailled. The challenge is
to have all the books ready by the
first school year, which is
especially problematic for math
and high-level science books.
Remember math & high-level science books
take longer to braille because:
• Unlike literary books, graphs, charts, etc.,
are not available in electronic format; and
• There is a critical shortage of transcribers
with the special expertise and certification to
produce these textbooks.
When large print & braille textbooks
are completed The centers send the
textbooks to the districts with the
addresses provided by TEA.
Remember this usually occurs during the summer
and the books will be stored until school begins.
To avoid the misplacement of textbooks
delivered over the summer, the district
should have a written procedure on how
books in alternate format will be
processed and how the certified teacher
of the visually impaired and campus
administration will be notified.
When braille and large print textbooks are not
delivered on time:
• Contact the Textbook Coordinator at
the TEA Textbook Division.
• Determine the problem
• Find a remedy
Remedies might include:
• Partial shipments of the completed
volumes;
• Overnight delivery
Districts can help to ensure that state-adopted
textbooks will be available on time by:
having the school board, campus
administrators, textbook
coordinators, classroom teachers,
parents, and the certified VI
teacher work together.
The following suggestions have been provided
to make this happen….
1. When the district is choosing the textbooks
to adopt locally, consider the needs of the
students who require braille/large print.
2. Be aware, several years in advance, of the
schedule of subjects/books being adopted.
3. If using higher-level math or science
textbooks, develop a graduation plan so
the student will not require one of these
books the first year of adoption.
4. If at all possible, especially if the adoption
involves higher-level math/science books,
delay the adoption of the new textbook for
one year. This will allow the state time to
produce these difficult to braille books.
5. Schedule local adoptions as soon as
possible after the November SBOE
adoption, so that the alternate format
editions can be ordered well in advance of
the April 1 deadline.
6. Submit alternate format textbook orders to
TEA as soon as the student’s needs for the
following year are known, well in advance
of the April 1 deadline.
7. Accurately complete the Annual
Registration of Students with Visual
Impairments which must be submitted to
the School for the Blind and Visually
Impaired in January.
8. Develop and implement written procedures
for early identification and ordering of
needed braille/large print textbooks.
9. Develop and implement written procedures
for handling braille/large print books when
they are delivered to the district, including
notifying the student’s certified VI teacher
and campus administrator.
10. Develop and implement written procedures
for reporting late books to the Textbook
Coordinator, and if necessary, to TEA.
11. The local VI teacher should develop a
relationship with the local/district textbook
coordinator.
Supplemental Materials &
Non State-adopted
Textbooks
The following materials are NOT available
from the State at no cost to the district:
• Non state-adopted textbooks;
• State-adopted texts used as
supplemental texts; and
• Supplemental materials such as
workbooks and ancillary readers.
It is the district’s responsibility to
make all supplemental and non
state-adopted textbooks or
materials available in
braille/large print/books on tape.
Before Ordering…
If there is a braille/large print/audio reader
who will be in the course:
• Require those who make textbook decisions
to include the availability and cost of the
alternate format editions as one of the
criteria for choosing the textbook.
• Determine if the book is available for
purchase or loan in the alternate format.
If there is a braille/large print/audio reader
who will be in the course:
• Determine if it is possible to translate the
book into the alternate format. (This can take
many months.)
• Anticipate and budget for these costs or build
in procedures that can help minimize the
cost.
• Review a number of books that will meet the
needs of a particular class to see if at least
one will be affordable and possibly available.
Remember it can be very expensive to have
a book brailled, especially for math, science,
foreign languages, and other advanced level
books. Some braille versions of texts can
cost as much as $20,000 each.
The average braille costs can run $2
to $5 per page, depending on braille
codes used and the need to develop
tactile graphics.
To reduce cost and production time, it is
important for the VI teacher to be aware of
available resources. These resources can:
• Help determine if the book is already in the
alternate format.
• Let the districts know which method of
obtaining the book is the most cost effective.
The district’s regional education
service center can provide
technical assistance and training
about available resources.
When negotiating with publishers for the
supplemental or non state-adopted textbooks,
the district should require the publisher to:
• Provide literary textbooks in an electronic
file format that meets at least the minimal
requirements of the TEA for the stateadopted books.
This may reduce time and cost of producing
the book in braille/large print.
It is the district’s responsibility to:
• Ensure that a quality textbook is produced
in braille/large print/audio, with no errors
and with appropriate formatting.
• Ensure graphs, charts, diagram, tables, and
maps are addressed either through
transcribers notes and/or quality tactile
graphics.
• Ensure that only a highly trained and
certified braille transcriber approves the
formatted text.
Please Note…
It is not cost effective or appropriate
to use a certified vision teacher to
braille a textbook.
Although a VI teacher can read, write, and
teach braille, typically the teacher will not
have the specific training or skills or time
necessary to produce braille textbooks.
Please Note…
It is also inappropriate to use unskilled
paraprofessionals who use braille
translation software as the only means of
producing the books.
Also…
Without specific training, an unskilled
paraprofessional WILL NOT be able to
produce appropriate tactile diagrams
that must supplement the text.
The Result…
If anyone other than a highly trained and
certified braille transcriber is used, the
result may be a product with errors and
inappropriate formatting.
Remember…enlarging a textbook on a
copy machine is not an appropriate way to
produce large print textbooks. Important
information such as color in diagrams and
charts may be lost. Contrast and clarity of
print may be compromised.
The district can ensure that the
adapted textbooks will be
available on time by following
the provided suggestions:
1. Establish and follow written procedures
for determining how textbooks will be
chosen for general education courses that
include criteria such as availability and
cost of alternate format books.
2. Follow the “TEA Textbook Decision Tree”
to determine the most cost effective
method of obtaining an edition of a book.
14. The local district arranges to
have the materials brailled by:
local transcriber,
contract transcriber,
ESC-if they offer this service, or
The district is responsible
for any costs.
APH ATTIC
http://www.aph.org/atic/atic.htm
3. Is the book a
stateadopted textbook?
http://www.tea.state.
tx.us/Textbooks/mat
erials/bulletin/
5. Search the online
APH Louis database at
http://www.aph.org/louis.htm
Is the book listed in the APH
Louis database as available
in either embossed format
or in file format?
22.The local district arranges to
have the materials brailled by:
Local certified transcriber,
Contract transcriber,
ESC-if they offer this service, or
VI teacher (if caseload allows).
The district is responsible
for any costs.
oAPH ATTIC
http://www.aph.org/atic/atic.htm
23. Check other listings of
previously brailled books
e.g. NLS database Web-Blind at
http://www.loc.gov/nls/webblnd/advancedsearch.html
TSBVI downloadable braille
material links at
www.tsbvi.edu/braille/index.htm
3. Establish and follow written procedures for
contracting with individual transcribers or
braille production centers when books are
not available. Include requirements such as
certifications, experience, references, etc.
4. When possible, seek a transcriber who can
use the publisher’s electronic file.
5. Be familiar with prevailing cost for braille
transcription.
6. Provide local transcribers opportunities for
professional development at the local,
state, and national level.
7. Address the district and regional need for
transcribers through the Regional Plan for
Students with Visual Impairments
coordinated by the education service
center.
8. If the district has a high and ongoing
demand for braille production, employ
certified transcribers for the district.
9. If transcribers are not available, recruit
and train individuals to become certified
transcribers.
10. Develop an appropriate pay scale and
career ladder that reflects the high level
skills involved.
11. Meet with the education service center
regarding training for braille transcribers.
12. Determine the courses students who need
alternate formats will be taking as early as
possible to produce the materials on time.
(Remember some high school textbooks
can take up to a year to produce in braille.)
The Role of the Certified
Teacher of Students with
Visual Impairments
Related to Textbooks
The certified VI teacher is a key
member of the district team that
helps ensure students who need
alternate format books have the
right book at the right time.
This team will minimally include:
•
•
•
•
•
•
•
Textbook Administrator
Classroom Teacher
Special Education Director
Campus Administrator
VI Teacher
Student (in some cases)
Student’s Parents (in some cases)
To meet the challenge of getting the right book
at the right time, each district will develop:
•
•
•
•
Policies,
Procedures,
Roles, and
Responsibilities.
The VI Teacher has the knowledge and skills to:
Conduct the Learning Media Assessment to
determine if the student needs braille/large
print.
Teach the student to read using braille code.
Teach some student(s) to use optical devices
to read regular print books.
Report textbook delays, errors, etc., to
appropriate administrators within the
district or, if necessary, with the TEA for
timely follow-up.
The VI Teacher has the knowledge and skills to:
Work with the student’s classroom teacher to
determine which materials need to be adapted
in braille/large print/audio.
Work with appropriate campus administrator,
early, to determine the student’s schedule for
the following year to determine what
materials need to be adapted.
Begin working in the Spring semester with
teachers who will be teaching the student next
year to determine reading media needs.
The VI Teacher has the knowledge and skills to:
Work with the appropriate campus
administrators to determine which textbooks
will be available in adapted format from the
State and which the district must provide.
Work with textbook decision makers to help
reduce unanticipated high braille cost.
Help recruit and obtain training for districtemployed transcribers.
Provide guidance and direction to the district
transcribers to meet the unique needs of the
students who use braille.
The VI Teacher has the knowledge and skills to:
Provide input to appropriate district
administrators regarding contracting with
qualified transcribers to produce textbooks.
Provide direct input into the Registration of
Students with Visual Impairments to ensure it
is accurate.
Provide input to the Textbook Coordinator
regarding any unique braille requirements
(i.e., contracted vs. uncontracted) for specific
students, to ensure that the orders for braille
state-adopted textbooks are accurate.
The VI Teacher has the knowledge and skills to:
Provide input related to this issue in the
development of the Regional Plan for
Services to Students with Visual Impairments,
which is coordinated by the ESC.
Verify that the textbooks received from the
State or from other sources are timely,
without errors, and in appropriate format.
Resources for Obtaining
Non State-adopted
Materials
Accessible Media Producers Database (AMP):
The AMP database includes the names, locations,
and qualification of producers of accessible
materials for visually impaired and blind individuals.
Contact Information:
Accessible Media Producers Database (AMP)
American Printing House for the Blind
1839 Frankford Avenue
Louisville,
KY 40206
Phone: 502-895-2405
Email: resourcs@aph.org
Fax: 502-899-2274
Web: www.aph.org/ampdb.htm
Louis Database of Accessible Materials:
A list of contributing agencies to the Louis Database
of Accessible Materials, many of which produce
materials in braille, can be accessed via the APH
website.
Contact Information:
Louis Database of Accessible Materials
American Printing House for the Blind
1839 Frankford Avenue
KY 40206
Phone: 502-895-2405
Email: resourcs@aph.org
Louisville,
Fax: 502-899-2274
Web: www.aph.org/louis.htm
Accessible Textbooks Initiative and Collaboration
Project (ATIC):
The goal of ATIC is to provide accessible textbooks
in braille and other media to students who are
visually impaired in as effective a manner as
possible.
Contact Information:
Accessible Textbooks Initiative & Collaboration Project (ATIC)
American Printing House for the Blind
1839 Frankford Avenue
Louisville,
KY 40206
Phone: 502-895-2405
Email: atic@aph.org
Fax: 502-899-2274
Web: www.aph.org/atic/index.html
Additional Websites
International Electronic Book Library
http://www.braille.org/
National Library Service for the Blind
and Physically Handicapped (NLS)
http://www.loc.gov/nls
Computers to Help People, Inc.
http://www.chpi.org/
Texas School for the Blind and Visually Impaired:
http://www.tsbvi.edu/braille/index.htm
This production has been brought to you by:
A Center for Educational Services for All
Blind and Visually Impaired Students in Texas
1100 W 45th Street; Austin, TX 78756-3494
(512) 454-8631
1-800-TSB-KARE
TDD (512) 206-9451
www.tsbvi.edu
This production has been made possible by funding from: TEA via
decentralized projects for students with visual impairments at ESC Region XI
All Rights Reserved: Any portion of the production may be
reproduced for educational or personnel development purposes
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