## Guidelines for Accessing Alternative Format Educational   Materials

### Barbara Nail-Chiwetalu

Introduction
	Individuals are unable to benefit from standard print materials for a variety of reasons. Some are unable to *read* the print due to blindness or significant visual impairment.  Others areunable to *manipulate* the materials due to a physical impairment such as cerebral palsy or multiplesclerosis. More recently, persons who are unable to *process* printed information due to a learningdisability resulting from a physically-based, organic dysfunction have been included among thoseeligible for some alternative format services (e.g., National Library Service for the Blind andPhysically Handicapped and the American Printing House for the Blind).  Regardless of thereasons why a person is unable to benefit from standard print materials, students of all ages,elementary through postsecondary, require access to information in formats that will provide themwith equivalent learning opportunities to those who *are* able to benefit from standard print. Alternative format materials include Braille, audio cassette, large print, computer diskette, CD-ROM, or human readers.  Those most commonly used in educational institutions are Braille,audio cassette, and human readers, with electronic formats gaining in popularity.

	Numerous factors contribute to the means by which eligible students, their parents, oreducators gain access to alternative format educational materials.   Of particular significance arefederal, state, and local laws that address disability services in general or services for persons withsevere visual or physically-based impairments in particular.  Additional factors such as fundingsources, organizations or persons that lend and/or produce the materials, and the degree to whichservices are coordinated within a given institution, school district, or state, will determine howaccessible services are to an individual. 

	Although available resources and the existence of an identifiable "system" for obtainingalternative format materials vary at the state and local levels throughout the United States, identifiable patterns emerge that can serve as guidelines for assisting students or parents withnavigating their particular "system".  Following are general guidelines for students in elementarythrough postsecondary educational programs.  Not every aspect mentioned will pertain to everyindividual situation.  Since the "system" for elementary and secondary students differs from thatof postsecondary students (primarily due to the federal laws addressing various age groups) thesetwo groups will be addressed separately.  For each group, pertinent legislation will be discussed asa background for understanding the guidelines for navigating the "system" that follow.  Anannotated list of resources is provided at the end.
Elementary and Secondary StudentsLegislation
	An estimated 25,000 students with *visual impairments* were served by federally supportedprograms for school-aged students with disabilities in 1995 (National Center for EducationStatistics 1997).   ***The Individuals with Disabilities Education Act (IDEA)***, formerly known asthe *Education for All Handicapped Children Act (EHA)* of 1975, requires local school districts(referred to as Local Education Agencies (LEAs)) to provide children and youth with disabilities,ages 3-21, a free and appropriate education (FAPE) in the least restrictive environment (LRE).  Itis important to note that States are not required to serve children ages 3-5 and 18-21 if servicesare inconsistent with State law or practice or the order of any court (IDEA, Part B, Subpart C,Sec. 300.300 (b)).  Therefore, knowing your State laws related to disabilities is of criticalimportance, particularly in the transition from secondary to postsecondary education at whichpoint the "system" changes.

	 By law, students with disabilities are to be provided an appropriate education and relatedservices at*no cost* to them.  This is made possible by the provision of federal funds to Statesbased on the number of children with disabilities identified by a State to receive FAPE.  The 1997Amendments to *IDEA* require that funds through a Grants to States program be distributed forthese students until a specified amount is exceeded.  At that point, allocation to States is based ona number of additional factors (OSERS 1997).  While a portion of these funds are used at theState-level for administrative and related needs, most of the funds provided to States are passedon to LEAs.

	The law also makes specific provisions for instruction in Braille as the preferred medium. In the 1997 reauthorization of *IDEA*, Congress added the following provision:  "The IndividualEducation Program (IEP) Team shall ... in the case of a child who is blind or visually impaired,provide for instruction in Braille and the use of Braille unless the IEP Team determines, after anevaluation of the child's reading and writing skills, needs, and appropriate reading and writingmedia (including an evaluation of the child's future needs for instruction in Braille or the use ofBraille), that instruction in Braille or the use of Braille is not appropriate for the child"  (U.S.C.S1414 (d) (3)  (B)(iii)).  (Corn and Huebner 1998, 113)

	Due to the enactment of major federal legislation (*IDEA*) to provide FAPE to studentswith disabilities, States and LEAs are required to make every effort to obtain the necessarymaterials and services to accommodate students who are unable to benefit from standard printmaterials.  The degree to which schools comply with the law may vary, making it important forevery  student and parent to be educated about their rights and to ensure that appropriate servicesare received by the student through the student's IEP.  State or local laws may restrict the eligibleage range for services or may provide additional services specifically related to alternative formatmaterials (e.g., Ohio's Braille Law, California's Education Code).  Students and/or parents wouldbe wise to become informed about their State and local laws relative to disability services.  Thisinformation may be obtained from your local school program, the main office of your local schooldistrict, or your State Department of Education.
Navigating the System
Given the provisions stated in *IDEA*, along with any State or local laws pertaining to theeducation of students with visual or other impairments, the main coordinating body for elementaryand secondary services is the State Department of Education in each State.  Individual Statesapproach services differently depending on, for example, their specific laws, availability ofresources, organizational structure, and the level of coordination of specific services within theState or region.  Ultimately, however, direct services are under the responsibility of  the LEA (i.e.,the school district).  In all cases, appropriate services for a given individual must be specified inthe student's IEP and must be provided to the student at no cost.  The organizational structure bywhich a school district or State provides these services will vary from State to State. Organizational structures may range from very decentralized services coordinated by teachers of the visually impaired to elaborate centralized statewide services coordinated through the StateDepartment of Education.  

	Despite these variations in the provision of services, some factors remain constant.  AllStates must comply with the provisions for services specified at the federal level through *IDEA*, aspreviously discussed.  At a minimum, all students with disabilities between the ages of  5-18 mustbe served.  State laws  may also include services for students in early interventions programs(birth - 2 years), 3-5 years, and 18-21 years.  Given that federal funding for providing theseservices is provided initially at the State level, it should be expected that the main coordinatingbody for the state would be each individual State Department of Education, Special EducationDivision.   (Descriptive and contact information for the State Department of Education in eachState may be found in the *AFB Directory of Services*.) 

	In addition to *IDEA*, also at the federal level, is the **Federal Quota Program**, mandatedby the Congressional *Act to Promote the Education of the Blind*.  Passed in 1879, this Act namedthe American Printing House for the Blind (APH) as the national source for providing specializedmaterials free of charge to eligible blind students in educational settings.  While APH isresponsible for the overall administration of  this law, a network of professionals which includeheads of state departments of education, rehabilitation agencies, private nonprofit schools for theblind, programs for multi-handicapped students, and superintendents of residential schools for theblind, are designated as Ex Officio Trustees of APH.  These Trustees are legally entrusted withthe administration of the Federal Quota Money for students within their system.  An annualappropriation from Congress is divided by the total number of eligible students in educationalprograms for the purchase of APH materials.  The method by which materials are to be deliveredto students may vary; however one particularly effective approach has been the establishment ofeducational materials center which centralize the distribution and recirculation of theseeducational resources.   Further information about the Federal Quota Program may be found onthe APH Website at:  http://www.aph.org/federal.htm.  From this site, you will also find thedirectory of Ex Officio Trustee(s) for your State at ftp://ftp.iglou.com/members/aph/trust97.txt(October 1997).  There may be several Trustees for your State.   Your local school district orSpecial Education Division of your State Department of Education should know which Trustee isresponsible for the funding to students enrolled in any given program.  

	The organizational structure by which each State provides services may vary depending onany of a number of factors, some of which include:
- 	State and local laws pertaining to alternative format materials and services
- 	Number and size of school districts within the State
- 	Number of students with visual or other physical-based impairments identified byIEP Teams as needing alternative format materials
- 	Geographic distribution of eligible students
- 	Centralized (e.g., statewide) versus decentralized (e.g. district level) coordinationof services
- 	Whether an agency, office, or person is identified as the coordinating body (e.g.,teacher of the visually impaired, Textbook Coordinator, Instructional MaterialsCenter, statewide clearinghouse)
- 	Age range of students served in accordance with State law or, more specifically byany coordinating body within the State
- 	Centralized versus decentralized source of alternative format materials
- 	Existence of an established curriculum within the State or region
- 	Sophistication of network between service providers throughout the State (e.g.,computerized catalogs)
- 	Existence of resources to provide immediate reader or braille services within aschool or school district versus relying on local volunteer groups
- 	Stability and availability of local volunteer groups who produce materials

	Generally, if there is not a centralized statewide system in place for accessing alternativeformat materials, the services will be decentralized with a designated "coordinator" for a schooldistrict or region.  That person will be knowledgeable about national, regional, subregional, andlocal resources.  Different resources may be tapped for different formats of materials (e.g., APH'sonline catalog, *Louis*, may be searched for Braille materials; a regional or subregional library ofthe National Library Service for the Blind and Phyically Handicapped or Recording for the Blindand Dyslexic (RFB&D) may be consulted for audio materials).   Items that are loaned free ofcharge through any lending organization, whether national, regional, or local, must be returned tothat agency at the end of the school term.  This allows the reuse of materials by other students.

	Due to the wide range of variables that may impact how a particular State or schooldistrict implements its services for persons needing alternative format materials, it is difficult tomake generalizations about service patterns beyond what has been discussed thus far.  States thathave centralized services are much more easily described in that they tend to be driven by specificState laws and have well-developed documentation describing details of their services.  Followingare three examples of well-developed statewide systems.
  Examples of Selected Statewide "Systems"
	One example of a well-organized, statewide system is the Clearinghouse for SpecializedMedia and Technology (CSMT) in California.   It provides accessible versions of textbooks,workbooks, and literature adopted for all public schools by the State Board of Education pursuantto the *California Education Code*, *IDEA*, *ADA*, and standards required by teachers statewide. CSMT is federally funded through the California Department of Education's Special EducationDivision with its alternative format materials funded by California's Instructional Materials Fund. Details about all aspects of their services and pertinent laws may be found at their Website at: http://cde.ca.gov/spbranch/State_Spec_Schools/csmt.htm.

	Ohio also has a statewide project called ORCLISH, funded by the Ohio Department ofEducation, Division of Special Education.  Its purpose is to serve students with low incidence andsevere disabilities.  In addition to the federal and state laws guiding services for persons withdisabilities, Ohio has the *Amended Substitute House Bill Number 164*, more commonly known as*Ohio's Braille Law*, which requires that a print/Braille assessment is made, Braille instruction isconsidered, the IEP Team reviews literature describing the benefits of Braille instruction, and  oneor more reading and writing media for instruction is identified.   Details about the servicesprovided through ORCLISH and *Ohio's Braille Law* may be found on their Website at:http://schoolimprovement.ode.ohio.gov/orclish/home.html.

	Texas is another example of a statewide "system" driven by State laws for persons withvisual impairments through which all books on a State adoption list are brailled and available inelectronic (ASCII) format for all students.  A Textbook Coordinator in each school districtfunctions as a liaison between the teacher and the State Depository in which the alternative formatmaterials are housed and accessed through a computerized system.   One particularly uniqueaspect of services in Texas is the provision resulting from the 72nd Texas Legislature in 1991, inwhich publishers of textbooks adopted by the State Board of Education are required to furnish theagency with computerized textbook files for the production of braille textbooks.   For detailedinformation about Texas' electronic textbooks project, see their Website at:http://www.tsbvi.edu/textbooks/textbook.htm. 
Summary
	Services for students needing alternative format materials at the elementary and secondarylevels are defined by the presence or absence of specific State laws addressing this need andnumerous other factors that may be unique to a State.  Services that are centralized and statewidewill have an identifiable "system" by which alternative format materials may be accessed.  Statesthat rely on a more decentralized form of organization will experience much greater variability.  Regardless of the organizational structure within a State, students and parents would be well-advised to become familiar with the State and local laws related to provision of services in orderto ensure that the services they receive are in compliance with existing laws.
Postsecondary StudentsLegislation
**Section 504 of the Rehabilitation Act**of 1973, is a Federal civil rights law that protectsthe rights of disabled persons in any program or activity receiving federal funds.  It states that arecipient of federal funds must make reasonable accommodations to the known physical or mentallimitations of an otherwise qualified handicapped applicant or employee, unless the recipient candemonstrate that the accommodation would impose an undue hardship on the operation of itsprogram.  With respect to postsecondary education, an "otherwise qualified individual with adisability" means a person who meets the standards required for admission into or participation inthe educational program or activity, with or without reasonable modifications to rules, policies orpractices; the removal of architectural, communication or transportation barriers; or the provisionsof auxiliary aids and services.  In short, an eligible student enrolled in a postsecondary institutionthat receives federal funds must be provided with alternative format materials as long as it does notimpose undue hardship on the college or university. 

	The **American with Disabilities Act (ADA)** of 1990 provides additional civil rightsprotection and serves as a national mandate to fully integrate individuals with disabilities into themainstream.  As an assurance that students with disabilities have equal access to Universityprograms and services, the University is required to make "reasonable accommodations" whichmay include services and materials such as note takers, readers, Braille, audio recordings, andlarge-print materials.
  Navigating the System
	Due to the variability in disability support services that are provided by any given college oruniversity, a student with a visual impairment would be wise to investigate the degree of disabilitysupport services on campus prior to enrolling in a school.  Once a student is enrolled in a programof study at a college or university, the *student* becomes responsible for ensuring that he or sheobtains the necessary alternative format educational materials.  The student may be assisted in thisprocess by disability support services on campus.  The extent of resources available through theschool, policies and procedures for obtaining them, and the overall amount of assistance such anoffice can provide, will vary from one school to another.  Following are steps that students mightbe expected to follow.    
- Contact the campus office of disability support services.  Every     campus should have either an office or, at the minimum, an individual (e.g.,     an ADA Compliance Officer) who is responsible for ensuring that persons with     disabilities are provided with "reasonable accommodation". Once you find that     person or office, make them aware that you wish to register with them as a     student with a disability. These offices have names such as Center for Disability     Related Services, Office for Students with Disabilities, Disability Support     Services, Services for Students with Disabilities, Disabled Student Services,     and Adaptive Programs. Services available through campus disability support     services may range from limited assistance to extensively detailed policies,     procedures, alternative format materials services on campus, and Websites     containing a wealth of resources.    
-  Provide current verification of disability and/or limitations.       Verification must come from a qualified medical or other licensed     professional which  may include  doctors of medicine; doctors of osteopathy;     ophthalmologists; optometrists; registered nurses; therapists; and professional     staff of hospitals, institutions, and public or private welfare agencies (e.g.,     social workers, case workers, counselors, rehabilitation teachers, and superintendents).     Check with your school to confirm what constitutes acceptable verification     of a disability. Note that an IEP, if you should have one, is generally  not      considered adequate verification of a disability.
- Determine and apply for all services for which you are eligible.      You should be able to determine which services are available to you     through the campus disability support services or other administrative office     on campus. Consider the following services for needs such as financial assistance,     borrowing of taped textbooks and tape recorders, and reader services.
-  State Rehabilitation Services  or the  Commission     on the Blind  for financial assistance and possibly alternative format     materials. A listing of State Vocational Rehabilitation Agencies and Commissions     for the Blind may be found on the Internet through the National Clearinghouse     of Rehabilitation Training Materials at: http://www.nchrtm.okstate.edu/ncrtm_links/state_VR.htm.
-  Recording for the Blind & Physically Handicapped (RFB&D)      for textbooks on tape or computer disk. Your school may have an institutional     membership which would cover your needs for course-related textbooks. You     may also apply for an individual membership that involves paying a one-time     fee that is good for your lifetime. Information on becoming a member may be     found online at: http://www.rfbd.org/offmember.html. 
-  Braille and Talking Book Services  through your regional     or subregional library of National Library Service for the Blind and Physically     Handicapped (NLS/BPH), Library of Congress. Note that you must meet eligibility     criteria and membership is required. This service is free. Braille and recorded     formats for all ages include books commonly found in public libraries, magazines,     and music materials. It is  *not*  a source for strictly     educational materials. The NLS/BPH Website may be found at: http://lcweb.loc.gov/nls/nls.html.     A list of links to the home pages of many of the libraries in the NLS/BPH     network is available at: http://www.loc.gov/nls/libs.html.
-  Local public library audio books collection . You may have     to be considered a resident of the area in order to be eligible for a library     card or access to these services. Check your area phone book to locate your     nearest public library and ask if they have a collection of audio books.
-  Reader services on campus . Campuses may recruit students     or staff to serve as readers for taping books or for providing immediate services     for handouts, and materials that do not lend themselves to brailling (e.g.,     math, science). Some campus services have well-developed policies and well-organized     procedures. Others do not. You may be required not only to select a reader     from an available pool but to monitor both the work they do for you and the     hours for which they get paid. Ask your campus disability support services     if this service is provided and clarify responsibilities.
- Register for your courses early.  Some colleges or universities     suggest that students with disabilities register at least three (3) months     before the semester starting date. Check your campus registration procedures     for priority enrollment/registration for persons with disabilities.
- Obtain names of professors, the course schedule, and course identification.      Course identification may include information such as course name,     course number, and section number. You may be able to obtain this information     from registration materials or the campus book store.
- Meet with the professor of each course in advance.  Well     before the start of classes, meet with the instructor for each registered     course. Inform them of your disability and what types of accommodations you     might expect to need. Also, obtain the course syllabus, titles (note the edition)     and authors of textbooks, lists of additional readings, and copies of all     instructional materials needed for the course. You will need this information     early enough to find or have produced the materials you need for the course.
- Check sources for recorded copies of books.  Several sources     may have the books you need already recorded and available on loan. Check     the  RFB&D  online catalog for recorded books at: http://www.rfbd.org/catalog.     Then try additional sources such as  Talking Books  at: http://lcweb.loc.gov/nls/     or the  local public library . Some campuses maintain their     own alternative format library that may have the items you need. If none of     these sources can provide the materials you need, obtain printed verification     that what you are seeking is not available.
- Return to your campus disability support services.  Books     or documents not available through the above sources may be requested from     the campus disability support services. As a last resort, this office should     be able to provide the needed services free of charge through either its own     resources, local volunteers, or cooperative arrangements with organizations     that produce materials. You may be asked to supply your own tapes. You may     also be asked to provide verification of other sources that were tried but     were unsuccessful. Note that it may take 6-10 weeks for materials to be converted.     If you are eligible for other funding sources, such as the State Rehabilitation     Services or the State Commission on the Blind, the cost of the textbooks or     production of alternative format materials may be absorbed by them. Financial     assistance may also be available through student financial aid office on campus.   
- Determine any additional services that may be needed.  Prepare     in advance for alternatives in case recorded textbooks do not arrive in time     for the start of classes. You may also need to arrange for additional services     to assist you in classes. These services may include an immediate reader,     note taker, scribe, assistive technology, and tape players or recorders on     loan.
- Return borrowed materials and equipment.  When you have     completed your semester, return recorded books and/or equipment to the lending     party. The lending party should have policies and procedures outlined for     the returning of materials.
- Repeat sequence of steps each semester.
Conclusion
	While the extent of services provided by any given campus will vary, all schools mustcomply with federal laws.  Lawsuits have been brought against colleges or universities that havebeen found to be out of compliance (Senge and Dote-Kwan 1998).   The school must provide"reasonable accommodation" to support your special needs as a result of a verifiable disability. Whether the school provides the alternative format materials directly or assists you in locating aplace that will lend or produce these materials, the service must be provided.   The best way toensure that your needs are met is to become thoroughly familiar with the disability support serviceson your campus whether they be through an office or an individual.  
Additional Resources
Following is an annotated list of legal, alternative format, and related resources   which complement the information presented within these guidelines.
Legal Sources- Special Law
- http://www.edlaw.net/public/contents.htm  Maintained by EdLaw, a private law practice specializing in educational law,   this Website includes links to the full-text of all federal laws related to   special needs.
- Section 504 of the Rehabilitation Act of 1973
- http://www.dol.gov/dol/oasam/public/regs/statutes/sec504.htm  Full-text of the law
- American with Disabilities Act (ADA) 1990 (P.L. 101-336), see Title II
- http://www.usdoj.gov/crt/ada/  Full-text of the law.
- Individuals with Disabilities Education Act (IDEA) Amendments of 1997
- (formerly P.L. 94-142, The Education for All Handicapped Children's Act)  http://www.ed.gov/offices/OSERS/IDEA/  Full-text of the law. 
- Act to Promote Education of the Blind (Federal Quota Program)
- http://www.aph.org/federal.htm  A federal act, mandated in 1879, in which Congress established an annual appropriation dividedamong the U.S. states and territories to provide educational materials for students with visualimpairments below the college level. Under this Act, the American Printing House for the Blind(APH) became the official supplier of these educational materials.
- Loans of Library Materials for Blind and Other Physically Handicapped Persons
- http://www.loc.gov/nls/sec701.html  Title 36 Code of Federal Regulations that outlines the National Library Service   for the Blind and Physically Handicapped, Library of Congress program for loaning   library materials. Includes eligibility requirements and the role of regional   libraries.
Alternative Format Materials Sources- American Printing House for the Blind (APH)
- http://www.aph.org/  All ages.  Provides products and services to blind and visually impaired persons.  Products include Braille, large type, recorded, computer disk, tactile graphic publications, and a wide assortment of educational and daily living products.  Its database, Louis, provides a listing of materials available in alternative formats from organizations across North America.   - Louis
  - http://www.aph.org/louis.htm  A database of accessible materials for people who are blind or have visual impairment maintained by the American Printing House for the Blind (APH).  Includes a comprehensive listing of large type, Braille, recorded, computer disk, and tactile graphic productions available in North America.
  - Recording for the Blind and Dyslexic (RFB&D)
  - http://www.rfbd.org  All ages.  Considered the nation's leading educational lending library of academic and professional textbooks on audio tape from elementary through post-graduate and professional levels.  Relies on contributions from donors and volunteers.
  - Braille and Talking Books Libraries
  - http://www.loc.gov/nls/libs.html  All ages. Regional and subregional libraries of the National Library Service   for the Blind and Physically Handicapped (NLS/BPH), Library of Congress. Free   of cost to eligible members. Services include books in Braille and recorded   formats, magazines, equipment on loan, catalogs, bibliographies, music materials,   and educational print and audiovisual materials about blindness, disability,   and rehabilitation. These materials are generally for pleasure reading (i.e.,   not textbooks).
  - Talking Tapes (Textbooks on Tape)
  - http://www.talkingtapes.org/default.asp  All ages.  A nonprofit organization that provides textbooks on audio tape for individuals from elementary through post-graduate school.  Services provided to schools, teachers, parents, and students.  School districts or individuals may apply for services.  Minimal cost per item.
  - The Accessible Text Consortium
  - http://www-personal.umich.edu/~longcane/bot  Postsecondary.  Formed in 1995 to help college and university service providers meet needs of students with print disabilities.  Attempts to link programs which record books for text-impaired students at institutions across North America.  Membership required to borrow but not to browse the online catalog.  Fee-based.
  - World Wide Braille Producers
  - http://www.rdcbraille.com/brlprod.htm  All ages.  Maintained by the Braille Planet, a list of braille producers, some of which have Web pages. Organized by USA zip code numbers.
  - Alternative Formats to Print Sources
  - http://library.uwaterloo.ca/discip...Disability_Issues/alternative.html  Postsecondary.  Maintained by the University of Waterloo, Canada, it provides links to catalogues and indexes for all formats and alternative format to print projects.
  stop
  **Other Resources Related to Alternative Format Materials or Services**
  **State Departments of Education**
  **http://putwest.boces.org/St/StandardsSED.html**
  A list of links to the State Department of Education in each state.
  **State Vocational Rehabilitation Agencies**
  **http://www.nchrtm.okstate.edu/ncrtm_links/state_VR.htm**
  A list of links to State Vocational Rehabilitation Agencies and Commissions for the Blind.  
  **Twentieth Annual Report to Congress on the Implementation of IDEA**
  **http://www.ed.gov/offices/OSERS/OSEP/OSEP98AnlRpt/**
  Full-text of the report may be downloaded.
  American Foundation for the Blind.  1997*.  AFB Directory of Services for Blind and VisuallyImpaired Persons in the United States and Canada,*25th ed.  New York:  AFB Press. 
  **References**
  **
  Corn, Anne L., and Kathleen Mary Huebner. 1998. *A Report to the Nation:   The National Agenda for the Education of Children and Youths with Visual Impairments,   Including Those with Multiple Disabilities*. New York: AFB Press.
  *Individuals with Disabilities Education Act (IDEA) Amendments of 1995 (formerly P.L. 94-142,The Education for All Handicapped Children's Act)*
  Accessed: April 30, 1999. Web site: http://www.empowermentzone.com/ideaprop.txt
  National Center for Education Statistics.  *The Condition of Education 1997, Table 46-1:  Numberof children who were served by federally funded supported programs for students with 		disabilities, by type of disability:  School years ending 1977-95*.
  Accessed:  April 30, 1999.  Web site:  http://nces.ed.gov/pubs/ce/c9746d01.html
  Office of Special Education and Rehabilitation Services (OSERS).  *State Grant Program for 	Children with Disabilities.  IDEA, Part B; CFDA 84.027.  FY 1997 Appropriation*.
  Accessed April 30, 1999.  Web site:  				http://www.ed.gov/offices/OSERS/OSEP/Programs/StGrantB.html
  Senge, J.C., and J. Dote-Kwan.  "Responsibilities of Colleges and Universities to Provide Print 	Access for Students with Visual Impairments,"  *Journal of Visual Impairment and 		Blindness*, 92, no.5 (1998): 269-275.
  U.S. Department of Education, Office of Special Education and Rehabilitative Services. *Individuals with Disabilities Education Act (IDEA) Amendments of 1997. (P. L. 105-17)*. 
  Accessed April 30, 1999.  Web site:  http://www.ed.gov/offices/OSERS/IDEA/