However, as the reading load and complexity increases with the student's progress through school, this approach begins to lose effectiveness. Additionally, dependence on a reader adversely affects a student's ability to independently discover and utilize books which have not been assigned by teachers, but that are needed to satisfy the natural craving for knowledge. Finally, some care-givers will not have the technical expertise to effectively read the kinds of higher level math and science texts that are used in the upper grades. Perhaps the earliest successful innovation to assist blind students in accessing textbooks was the advent of Braille. Brailled materials are a common approach for students who have little or no usable sight, but who have reasonable dexterity.
Braille is also a perfect match for a student who is both deaf and blind.
Mainstreamed students who do not attend specialized schools also have the same access to APH materials. Much depends on the school system's provision of itinerant special education teachers who are skilled in Braille transcription. There has been a major attempt by APH, however, to provide an online catalog of accessible materials which have been produced by schools and other Braille producers across the country. This way, even with limited resources a school system should be able to provide students with Brailled materials from other schools. Although Brailled materials work very well for the lower grades, some textbook materials do not lend themselves well to Brailling, such as higher level math and physics.