2005 U.S. States and Territories Accessible Curriculum SurveyFederal and State Legislation Regarding Accessible Instructional Materials: A Discussion of Accessible Curriculum Materials, by Erica S. PerlNCAC Policy Group White Paper for Policy, Property and Permissions, by Erica S. PerlNational Instructional Materials Accessibility Standard Report -- Version 1.0 , by the National File Format Technical PanelThe Promise of Accessible Textbooks: Increased Achievement for All Students, by Skip Stahl, NCACText Transformations, by Nicole Strangman and Tracey Hall, NCACComments on Accessibility of Google Print and Google's Library Project, by Jim FruchtermanThe Soundproof Book: Exploration of Rights Conflict and Access to Commercial eBooks for People with Disabilities, by George Kerscher and Jim FruchtermanSurpassing Gutenberg: Access to Published Information for Blind Readers, by Janina Sajka and George Kerscher
For the most comprehensive collection of papers related to the development of the DAISY 2.02 recommendation, plans for moving the standard forward, etc., consult the DAISY Consortium's web site.
Of particular interest may be this article, by George Kerscher and Jennifer Sutton, published in the ITD Journal from Equal Access to Software and Information: DAISY For All: Publishers' Collaboration Enabling Print Access.
The National Center on Accessible Media (NCAM) has been funded by the Department of Education to conduct research on accessible multimedia content. To explore this research, review the NCAM Beyond the Text project.
The NIMAS Development and Technical Assistance Center, supported by the U.S. Department of Education, Office of Special Education Programs (OSEP), works with states, TA systems, disability advocates, national associations, technology experts, publishers and content conversion houses to improve the timely delivery of high quality accessible educational materials to students with disabilities.The NIMAS Center was launched on October 1, 2004.The project officer for both the Development and TA Centers is Bonnie Jones, Ed.D. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.