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<H1>Washington Seminar Legislative Agenda of Blind Americans Priorities for
the 114th Congress, First Session</H1>
<DIV>
<P><STRONG>The National Federation of the Blind (NFB) is the oldest and largest
nationwide organization of blind people. We represent the collective views of
the 1.3 million blind people throughout the US. All of our leaders and the vast
majority of our members are blind, but anyone can participate in our
movement.</STRONG></P>
<H2>The NFB’s three legislative initiatives for 2015 are:</H2></DIV>
<H3><STRONG>The Transitioning to Meaningful and Integrated Employment Act (HR
188)</STRONG></H3>
<P>Section 14(c) of the Fair Labor Standards Act allows employers to pay workers
with disabilities less than the minimum wage because of the false assumption
that they are less productive than nondisabled workers. This antiquated
provision breeds low expectations and discourages disabled Americans from
reaching their full potential. HR 188 responsibly phases out the use of the
14(c) Special Wage Certificates, ending the era of segregated, subminimum wage
work.</P>
<H3><STRONG>The Technology, Education and Accessibility in College and Higher
Education Act </STRONG></H3>
<P>Electronic instructional materials have replaced traditional methods of
learning in postsecondary education, but the overwhelming majority of ebooks,
courseware, web content, and other technology is inaccessible to students with
print disabilities. The law requires equal access in the classroom but fails to
provide direction to schools for how that applies to technology. The TEACH Act
creates voluntary accessibility guidelines for educational technology to improve
blind students’ access to course material, stimulate the market, and reduce
litigation for schools.</P>
<H3><STRONG>The Marrakesh Treaty to Facilitate Access to Published Works for
Persons Who Are Blind, Visually Impaired, or Otherwise Print
Disabled</STRONG></H3>
<P>Despite the ability to convert print books into accessible formats like
Braille, large print, audio, and digital copies, over 300 million blind and
otherwise print-disabled people are excluded from accessing 95 percent of
published works. The Marrakesh Treaty calls for contracting parties to add
exemptions and limitations to domestic copyright laws to permit reproduction,
distribution, and cross-border exchange of accessible works. Blind Americans,
rights holders, educators, and other stakeholders will benefit from this treaty,
and Congress should ratify it promptly.</P>
<DIV>
<P><STRONG>The National Federation of the Blind knows that blindness is not the
characteristic that defines you or your future. Every day we raise the
expectations of blind people, because low expectations create obstacles between
blind people and our dreams. You can live the life you want; blindness is not
what holds you back. These priorities will remove barriers that stand between
people and our dreams, which often include meaningful employment, equality in
the classroom, and access to published works. We urge Congress to remove these
barriers by supporting our legislative
initiatives.</STRONG></P></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV><!-- /.section, /#content --></DIV></DIV><!-- /#main, /#main-wrapper -->
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<H1>Transitioning to Integrated and Meaningful Employment Act (HR 188) Fact
Sheet</H1>
<H2>Current labor laws unjustly prohibit workers with disabilities from reaching
their full vocational and socioeconomic potential.</H2>
<P><STRONG>Written in 1938, Section 14(c) of the Fair Labor Standards Act
</STRONG>allows the Secretary of Labor to grant to employers Special Wage
Certificates, which permit them to pay workers with disabilities subminimum
wages. The original intent was to incentivize for-profit businesses to hire
people with disabilities, but the provision has failed to achieve this outcome.
Today, less than 5 percent of all certificate holders are for-profit businesses,
and a complex network of 2,500 plus nonprofit, “charitable” businesses
capitalize on this loophole.<A id=_ednref1 title=""
href="https://nfb.org/timefactsheet#_edn1" name=_ednref1>[i]</A></P>
<P><STRONG>Section 14(c) is based on the false assumption that disabled workers
are less productive than nondisabled workers.</STRONG> In reality, the
subminimum wage business model is what is unproductive, not workers with
disabilities. Successful employment models, such as supported or customized
employment, prove that with the proper training and support, people with
disabilities can be productive, valuable employees.<A id=_ednref2 title=""
href="https://nfb.org/timefactsheet#_edn2" name=_ednref2>[ii]</A> Some former
14(c) entities have already transitioned and found that they are more efficient
than they used to be.<A id=_ednref3 title=""
href="https://nfb.org/timefactsheet#_edn3" name=_ednref3>[iii]</A> Research
shows that the subminimum wage model costs more but actually produces less and
that people with disabilities have to unlearn the skills they adopted in
subminimum wage jobs.<A id=_ednref4 title=""
href="https://nfb.org/timefactsheet#_edn4" name=_ednref4>[iv]</A></P>
<P><STRONG>14(c)-certificate-holding entities encourage Americans with
disabilities to rely on government benefits rather than achieve
self-sufficiency</STRONG>. Over four hundred thousand Americans with
disabilities are being paid subminimum wages—some mere pennies per hour.<A
id=_ednref5 title="" href="https://nfb.org/timefactsheet#_edn5"
name=_ednref5>[v]</A> Instead of paying taxes, almost all employees who are paid
subminimum wages must rely on government assistance such as Supplemental
Security Income and Medicaid. Currently, 95 percent of people with disabilities
who are paid subminimum wages never obtain the competitive integrated employment
they strive for.<A id=_ednref6 title=""
href="https://nfb.org/timefactsheet#_edn6" name=_ednref6>[vi]</A></P>
<P><STRONG>Subminimum wage employment undermines taxpayer investment in job
training. </STRONG>Taxpayers invest billions in vocational rehabilitation, money
that should be dedicated to helping people with disabilities discover their full
potential using reasonable accommodations. This investment is undercut when
people with disabilities are stuck doing mundane, repetitive tasks that do not
improve their skillsets. Many 14(c) entities (SourceAmerica) are already
receiving preferential federal contracts and public and charitable
donations—they should not be allowed to pay people with disabilities subminimum
wages.</P>
<H2>The Transitioning to Integrated and Meaningful Employment Act:<STRONG>
</STRONG></H2>
<P><STRONG>Discontinues the issuance of new Special Wage Certificates.</STRONG>
The Secretary of Labor will no longer issue Special Wage Certificates to new
applicants.</P>
<P><STRONG>Phases out the use of Special Wage Certificates over a three-year
period.</STRONG> Using the following schedule, entities will be able to
transition to the proven model of competitive integrated employment:</P>
<UL>
<LI>Private for-profit entities will have one year <A id=OLE_LINK6
name=OLE_LINK6></A><A id=OLE_LINK5 name=OLE_LINK5>to transition</A>;
<LI>Public or governmental entities will have two years to transition; and
<LI>Nonprofit entities will have three years to transition. (These entities
make up 95 percent of the Special Wage Certificate holders.)<A
style="LINE-HEIGHT: 20px; BACKGROUND-COLOR: rgb(255,255,255)" id=_ednref1
title="" href="https://nfb.org/timefactsheet#_edn1"
name=_ednref1>[i]</A></LI></UL>
<P><STRONG>Repeals Section 14(c) of the Fair Labor Standards Act.</STRONG> Three
years after the law is enacted, the practice of paying disabled workers
subminimum wages will be officially abolished. This will result in the
elimination of segregated, subminimum wage workshops and in the development of
integrated and meaningful employment opportunities that encourage people with
disabilities to reach their full vocational and socioeconomic potential.</P>
<DIV>
<H2 class=rtecenter>REMOVE BARRIERS TO REAL TRAINING AND MEANINGFUL
EMPLOYMENT</H2>
<P><STRONG>Cosponsor Transitioning to Integrated and Meaningful Employment Act
(HR 188)</STRONG></P></DIV>
<P><STRONG>For more information contact:</STRONG></P>
<P>Rose Sloan, Government Affairs Specialist, National Federation of the
Blind</P>
<P>Phone: (410) 659-9314, Extension 2441, Email: <A
href="mailto:rsloan@nfb.org">rsloan@nfb.org</A></P>
<P><STRONG>To cosponsor, contact:</STRONG></P>
<P>Scot Malvaney, Policy Director, Congressman Gregg Harper (R-MS)</P>
<P>Phone: (202)-225-5031, Email: <A
href="mailto:scot.malvaney@mail.house.gov">scot.malvaney@mail.house.gov</A></P>
<P>For more information visit: <A
href="http://www.nfb.org/fair-wages">www.nfb.org/fair-wages</A></P>
<DIV>
<HR>
<DIV id=edn1>
<P><A id=_edn1 title="" href="https://nfb.org/timefactsheet#_ednref1"
name=_edn1>[i]</A>United States Department of Labor. “Wage and Hour Division
(WHD) Community Rehabilitation Programs (CRPs) List” Last modified November 1,
2013. <A
href="http://www.dol.gov/whd/specialemployment/CRPlist.htm">http://www.dol.gov/whd/specialemployment/CRPlist.htm</A>.</P></DIV>
<DIV id=edn2>
<P><A id=_edn2 title="" href="https://nfb.org/timefactsheet#_ednref2"
name=_edn2>[ii]</A> United States Department of Labor. “Customized Employment
Works Everywhere.” Last modified October, 2009. <A
href="https://www.hdi.uky.edu/setp/materials/vignette_v3_blue_508_FINAL.pdf">https://www.hdi.uky.edu/setp/materials/vignette_v3_blue_508_FINAL.pdf</A>.</P></DIV>
<DIV id=edn3>
<P><A id=_edn3 title="" href="https://nfb.org/timefactsheet#_ednref3"
name=_edn3>[iii]</A> Melwood. “Cari DeSantis: Fair Pay for Workers with
Disabilities.” Last modified November 28, 2014. <A
href="http://www.melwood.org/articles/articles/view/127">http://www.melwood.org/articles/articles/view/127</A>.</P></DIV>
<DIV id=edn4>
<P><A id=_edn4 title="" href="https://nfb.org/timefactsheet#_ednref4"
name=_edn4>[iv]</A> Cimera, Robert E.; Wehman, Paul; West, Michael; &
Burgess, Sloane. “Do Sheltered Workshops Enhance Employment Outcomes for Adults
with Autism Spectrum Disorder?” Autism. 16 (2012): 87.</P></DIV>
<DIV id=edn5>
<P><A id=_edn5 title="" href="https://nfb.org/timefactsheet#_ednref5"
name=_edn5>[v]</A> Government Accountability Office. “Centers Offer Employment
and Support Services to Workers With Disabilities, But Labor Should Improve
Oversight” Report to Congressional Requesters. 01-886 (2001): 18.</P></DIV>
<DIV id=edn6>
<P><A id=_edn6 title="" href="https://nfb.org/timefactsheet#_ednref6"
name=_edn6>[vi]</A> Government Accountability Office. “Centers Offer Employment
and Support Services to Workers With Disabilities, But Labor Should Improve
Oversight” Report to Congressional Requesters. 01-886 (2001):
4.</P></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV><!-- /.section, /#content --></DIV></DIV><!-- /#main, /#main-wrapper -->
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<P>©2015 All Rights Reserved - Copyright 2015 NFB<BR><!-- /.section, /#sidebar-first --></P>
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<H1>Technology, Education, and Accessibility in College and Higher Education Act
Fact Sheet</H1>
<H2>Until colleges and universities have accessibility guidelines for
technology, blind college students will be denied access to critical course
material. </H2>
<P><STRONG>Technology has fundamentally changed the education system.</STRONG>
The scope of instructional materials used at institutions of higher education
has expanded. Curricular content comes in digital books, PDFs, webpages, etc.,
and most of this content is delivered through digital databases, learning
management systems, and applications. The print world is inherently inaccessible
to students with disabilities, but technology offers the opportunity to expand
the circle of participation. And studies have found that, of the six million
plus students with print disabilities in the system, the number who go on to
pursue postsecondary education is growing.<A
href="https://nfb.org/teachfactsheet#1"><SUP>1</SUP></A></P>
<P><STRONG>Blind students are facing insurmountable barriers to
education.</STRONG> Instead of fulfilling the promise of equal access,
technology has created more problems than the print world ever did. Data show
that students with disabilities face a variety of challenges, including
matriculation failure, solely because colleges and universities are sticking
with the ad-hoc accommodations model instead of embracing accessibility.<A
href="https://nfb.org/teachfactsheet#2"><SUP>2</SUP></A> Schools deploy
inaccessible technology and then modify/retrofit another version for blind
students, usually weeks into class, creating a “separate-but-equal” landscape
with nearly impenetrable barriers. With only a 20 percent employment
rate <A href="https://nfb.org/teachfactsheet#3"><SUP>3</SUP></A>,
blind students should not be denied access by the very thing that could
have ensured full participation. </P>
<P><STRONG>Institutions of higher education need help to identify accessible
material and comply with nondiscrimination laws.</STRONG> Section 504 of the
Rehabilitation Act and Titles II and III of the Americans with Disabilities Act
require schools to provide equal access, and in 2010, the US Departments of
Justice and Education clarified that the use of inaccessible technology is
prohibited under these laws.<A
href="https://nfb.org/teachfactsheet#4"><SUP>4</SUP></A> In the five years
since, over a dozen institutions have faced legal action for using inaccessible
technology<A href="https://nfb.org/teachfactsheet#5"><SUP>5</SUP></A>, and
complaints are on the rise. Most litigation ends with a commitment from the
school to embrace accessibility, but that commitment does little in a vast,
uncoordinated higher education market<A
href="https://nfb.org/teachfactsheet#6"><SUP>6</SUP></A> that mostly forgets
about blind students. </P>
<P><STRONG>Accessibility solutions are available, but guidelines are sorely
needed to guide the market.</STRONG> Equal access requirements have no criteria
for accessibility that schools can use when selecting technology.
Innovations in text-to-speech, refreshable Braille, and other
accessibility features are widely available, but developers and manufacturers
will incorporate only solutions that are demanded by the market. Accessibility
guidelines are needed so that schools can streamline demand, stimulate the
market, and better identify accessible material. If schools seeking to avoid
litigation embrace this voluntary path to compliance, blind students will truly
attain equal access. </P>
<H2>Technology, Education, and Accessibility in College and Higher Education
Act: </H2>
<P><STRONG>Develops accessibility guidelines for instructional materials used in
postsecondary education.</STRONG> A purpose-based Commission is tasked with
developing accessibility criteria for instructional materials and the delivery
systems/technologies used to access those materials so that schools and
developers can identify what makes a product usable by the blind.</P>
<P><STRONG>Provides incentive for institutions of higher education to follow the
guidelines.</STRONG> Institutions of higher education that use only technology
that conforms with the guidelines will be deemed in compliance with the
provisions of Section 504 of the Rehabilitation Act and Titles II and III of the
Americans with Disabilities Act that pertain to schools’ use of technology.</P>
<P><STRONG>Offers flexibility for schools while reiterating that pre-existing
obligations still apply.</STRONG> Colleges and universities are permitted to use
material that does not conform to the guidelines as long as equal access laws
are still honored. Compliance with the guidelines is only one path to
compliance; schools can pursue a different path, but will forfeit the safe
harbor legal protection. </P>
<H2 class=rtecenter>REMOVE BARRIERS TO EQUALITY IN THE CLASSROOM<BR>Cosponsor
the TEACH Act </H2>
<P><STRONG>For more information contact:</STRONG><BR>Lauren McLarney, Manager of
Government Affairs, National Federation of the Blind<BR>Phone: (410) 659-9314,
Ext. 2207. Email: <A
href="http://lmclarney@nfb.org/">lmclarney@nfb.org</A> </P>
<P><STRONG>To cosponsor in the Senate, contact:</STRONG><BR>Katie Neal,
Legislative Assistant, Senator Orrin Hatch (R-UT) <BR>Phone: (202)
224-5251. Email: <A
href="http://katie_neal@hatch.senate.gov/">katie_neal@hatch.senate.gov</A>,
or<BR>Louis Katz, Legislative Correspondent, Senator Elizabeth Warren
(D-MA) <BR>Phone: (202) 224-4543. Email: <A
href="mailto:louis_katz@warren.senate.gov">louis_katz@warren.senate.gov</A> </P>
<P>For more information visit: <A
href="http://www.nfb.org/teach">www.nfb.org/teach</A></P>
<HR>
<P><A id=1 name=1>[1]</A> Association of Research Libraries. “Report of the ARL
Joint Task Force on Services to Patrons with Print Disabilities.” Research
Library Issues. (2012) 6. </P>
<P><A id=2 name=2>[2]</A> “Report of the Advisory Commission on Accessible
Instructional Materials in Postsecondary Education for Students with
Disabilities.” (2011) 13</P>
<P><A id=3 name=3>[3]</A> United States Department of Labor. “Current Disability
Employment Statistics.” Last modified December, 2014. <A
href="http://www.dol.gov/odep/">http://www.dol.gov/odep/</A>.</P>
<P><A id=4 name=4>[4]</A> Department of Justice Civil Rights Division and
Department of Education Office of Civil Rights letter to College and University
Presidents, June 29, 2010. </P>
<P><A id=5 name=5>[5]</A> National Federation of the Blind. “The Technology,
Education and Accessibility in College and Higher Education (TEACH) Act.” Last
modified December, 2014. <A
href="https://nfb.org/TEACH">https://nfb.org/TEACH</A></P>
<P><A id=6 name=6>[6]</A> Government Accountability Office. “Education Needs a
Coordinated Approach to Improve Its Assistance to Schools in Supporting
Students.” Report to the Chairman, Committee on Education and Labor, House of
Representatives.10-33
(2009).</P></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV><!-- /.section, /#content --></DIV></DIV><!-- /#main, /#main-wrapper -->
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<P><SPAN class=print-link></SPAN>The Marrakesh Treaty to Facilitate Access to
Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print
Disabled (“Marrakesh Treaty”)<A style="LINE-HEIGHT: 23px; FONT-SIZE: 13px"
href="https://nfb.org/marrakeshfactsheet#_edn1">[1]</A> Fact Sheet</P>
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<H2>An international copyright treaty will give blind Americans access to
millions of published works and improve the distribution of books across the
globe.</H2>
<P><STRONG>300 million blind and print-disabled people around the world,
including Americans, are denied access to published works.</STRONG><A
id=_ednref2 title="" href="https://nfb.org/marrakeshfactsheet#_edn2"
name=_ednref2>[2]</A> Despite the ability to convert print books into accessible
formats like Braille, audio, and digital copies, over 95 percent of published
works are unavailable to people with print disabilities.<A id=_ednref3 title=""
href="https://nfb.org/marrakeshfactsheet#_edn3" name=_ednref3>[3]</A> Literacy
and equal participation in society are critical elements of a fulfilling and
independent life, but until uniformity is built into the international copyright
system, blind Americans will be excluded from accessing works. A blind student
seeking to learn Spanish will likely struggle to find an accessible format;<A
id=_ednref4 title="" href="https://nfb.org/marrakeshfactsheet#_edn4"
name=_ednref4>[4]</A> a work printed in English may have already been converted
into an accessible format overseas, but because copies are not exchanged across
borders, domestic publishers might need to make a duplicate copy or just might
deny access altogether by failing to reproduce the work.</P>
<P><STRONG>A coordinated legal approach to modifying the international copyright
system is needed. </STRONG>Unlike the United States, where copyright code
includes the Chafee Amendment and other exceptions,<A id=_ednref5 title=""
href="https://nfb.org/marrakeshfactsheet#_edn5" name=_ednref5>[5]</A> two-thirds
of the world’s nations do not have domestic copyright laws that permit making
copies for the blind, limiting the number of works available in an accessible
format. Moreover, many countries consider distribution of accessible copies an
infringement as well, and even amongst nations that permit distribution,
limitations vary. Instead of exchanging books across borders, works are
needlessly duplicated, and circulation is significantly limited.</P>
<P><STRONG>The Marrakesh Treaty </STRONG><STRONG>was adopted by the World
Intellectual Property Organization (WIPO) to achieve this goal. </STRONG>On June
27, 2013, a diplomatic conference convened by WIPO in Morocco adopted the
Marrakesh Treaty with outspoken support from the US delegation. The treaty,
signed by the US on October 2, 2013, currently has eighty-one signatories and
has been ratified by five countries.<A id=_ednref6 title=""
href="https://nfb.org/marrakeshfactsheet#_edn6" name=_ednref6>[6]</A> Because
the treaty calls for contracting parties to adopt copyright exemptions similar
to those found in US law, the administration is developing a ratification
package that should call for only a sleek, narrow set of modifications.</P>
<P><STRONG>The Marrakesh Treaty has broad stakeholder support</STRONG>. Blind
people should have full and equal access to all works that enrich lives, further
education, and share critical information, and the treaty balances this priority
with the interests of rights holders. WIPO’s adoption of the Marrakesh treaty
was supported by American-based companies,<A id=_ednref7 title=""
href="https://nfb.org/marrakeshfactsheet#_edn7" name=_ednref7>[7]</A> the
international publishing community,<A id=_ednref8 title=""
href="https://nfb.org/marrakeshfactsheet#_edn8" name=_ednref8>[8]</A> legal
experts,<A id=_ednref9 title="" href="https://nfb.org/marrakeshfactsheet#_edn9"
name=_ednref9>[9]</A> and blindness advocates.<A id=_ednref10 title=""
href="https://nfb.org/marrakeshfactsheet#_edn10" name=_ednref10>[10]</A> The
treaty will have tangible benefits for all involved.</P>
<H2>The Marrakesh Treaty calls for contracting parties to provide in their
national copyright laws for a limitation or exception that allows for the:</H2>
<UL>
<LI>Reproduction of works, by an authorized entity, for the purposes of
converting them into accessible format copies exclusively for beneficiary
persons.
<LI>Distribution of accessible format copies exclusively to beneficiary
persons.
<LI>Export of accessible format copies, for the purposes of making them
available to a beneficiary person in another country.
<LI>Import of accessible format copies, for the purposes of making them
available domestically.</LI></UL>
<DIV>
<H2 class=rtecenter>REMOVE BARRIERS TO ACCESS OF PUBLISHED WORKS</H2>
<H2 class=rtecenter>Support Ratification of the Marrakesh Treaty</H2></DIV>
<P><STRONG>For more information contact:</STRONG></P>
<P>Lauren McLarney, Manager of Government Affairs, National Federation of the
Blind</P>
<P>Phone: (410) 659-9314, Extension 2207 Email: <A
href="mailto:lmclarney@nfb.org">lmclarney@nfb.org</A></P>
<P><STRONG>To support ratification, please contact:</STRONG></P>
<P>Les Munson, Majority Staff Director, Senate Committee on Foreign
Relations</P>
<P>Phone: (202) 224-6797, Email: <A
href="mailto:lester_munson@foreign.senate.gov">lester_munson@foreign.senate.gov</A></P>
<DIV>
<HR>
<DIV id=edn1>
<P><A id=_edn1 title="" href="https://nfb.org/marrakeshfactsheet#_ednref1"
name=_edn1>[1]</A> Treaty to Facilitate Access to Published Works for Persons
Who Are Blind, Visually Impaired, or Otherwise Print Disabled, June 28, 2013 <A
href="http://www.wipo.int/edocs/mdocs/diplconf/en/vip_dc/vip_dc_8_rev.pdf">http://www.wipo.int/edocs/mdocs/diplconf/en/vip_dc/vip_dc_8_rev.pdf</A></P></DIV>
<DIV id=edn2>
<P><A id=_edn2 title="" href="https://nfb.org/marrakeshfactsheet#_ednref2"
name=_edn2>[2]</A> World Health Organization, Fact Sheet, Visual impairment and
blindness, <<A
href="http://www.who.int/mediacentre/factsheets/fs282/en/">http://www.who.int/mediacentre/factsheets/fs282/en/</A>>
last modified August 2014.</P></DIV>
<DIV id=edn3>
<P><A id=_edn3 title="" href="https://nfb.org/marrakeshfactsheet#_ednref3"
name=_edn3>[3]</A> World Blind Union, FAQ Sheets on UN and Human Rights
Instruments, Marrakesh Treaty to Facilitate Access to Published Works for
Persons who are Blind, Visually Impaired or Otherwise Print Disabled, <A
href="http://www.worldblindunion.org/English/resources/Pages/Global-Blindness-Facts.aspx">http://www.worldblindunion.org/English/resources/Pages/Global-Blindness-Facts.aspx</A>
last modified March 2014</P></DIV>
<DIV id=edn4>
<P><A id=_edn4 title="" href="https://nfb.org/marrakeshfactsheet#_ednref4"
name=_edn4>[4]</A> LaBarre, Scott. “Literacy Without Borders: The Road to
Marrakesh,” Braille Monitor, August/September 2013. “Originally I had planned on
a double major in government and Spanish. Ultimately I dropped that Spanish
major precisely because I could not get access to Spanish novels and other
materials.” <<A
href="https://nfb.org/images/nfb/publications/bm/bm13/bm1308/bm130811.htm">https://nfb.org/images/nfb/publications/bm/bm13/bm1308/bm130811.htm</A>></P></DIV>
<DIV id=edn5>
<P><A id=_edn5 title="" href="https://nfb.org/marrakeshfactsheet#_ednref5"
name=_edn5>[5]</A> 17 U.S.C. § 121</P></DIV>
<DIV id=edn6>
<P><A id=_edn6 title="" href="https://nfb.org/marrakeshfactsheet#_ednref6"
name=_edn6>[6]</A> World Intellectual Property Organization, WIPO-Administered
Treaties webpage <A
href="http://www.wipo.int/treaties/en/ShowResults.jsp?treaty_id=843">http://www.wipo.int/treaties/en/ShowResults.jsp?treaty_id=843</A>,
Last modified on December 16, 2014</P></DIV>
<DIV id=edn7>
<P><A id=_edn7 title="" href="https://nfb.org/marrakeshfactsheet#_ednref7"
name=_edn7>[7]</A> Association of American Publishers, Statement on Completion
of WIPO Treaty, Press Release, June 27, 2013 <A
href="http://publishers.org/press/112/">http://publishers.org/press/112/</A></P></DIV>
<DIV id=edn8>
<P><A id=_edn8 title="" href="https://nfb.org/marrakeshfactsheet#_ednref8"
name=_edn8>[8]</A> International Publishers Association, Closing Statement by
the International Publishers Association, 27 June 2013 <A
href="http://www.internationalpublishers.org/images/stories/copyright/statements/closing_statementFinal.pdf">http://www.internationalpublishers.org/images/stories/copyright/statements/closing_statementFinal.pdf</A> </P></DIV>
<DIV id=edn9>
<P><A id=_edn9 title="" href="https://nfb.org/marrakeshfactsheet#_ednref9"
name=_edn9>[9]</A> American Bar Association, Resolution 100, August 11, 2014 <A
href="http://www.americanbar.org/content/dam/aba/administrative/mental_physical_disability/2014_hod_annual_100%20Marrakesh.authcheckdam.pdf">http://www.americanbar.org/content/dam/aba/administrative/mental_physical_disability/2014_hod_annual_100%20Marrakesh.authcheckdam.pdf</A> </P>
<P><A style="LINE-HEIGHT: 1.6; BACKGROUND-COLOR: rgb(255,255,255)" id=_edn10
title="" href="https://nfb.org/marrakeshfactsheet#_ednref10"
name=_edn10>[10]</A> National Federation of the Blind, National Federation of
the Blind Joins Stevie Wonder and World Blind Union Calling Upon International
Negotiators to Conclude Successful Treaty for the Blind and Print Disabled,
Press Release, June 24, 2014 <A style="LINE-HEIGHT: 1.6"
href="https://nfb.org/national-federation-blind-joins-stevie-wonder-and-world-blind-union-calling-upon-international">https://nfb.org/national-federation-blind-joins-stevie-wonder-and-world-blind-union-calling-upon-international</A></P></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV></DIV><!-- /.section, /#content --></DIV></DIV><!-- /#main, /#main-wrapper -->
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