[blindkid] IEP Document Accessibility

Mon Oct 19 07:06:13 UTC 2009

Thank you all for sharing your experiences, thoughts, & insights.
We proposed this at his last IEP meeting - a silence followed - then they 
said they had never done this before.
They did not say no, but rather that they would "look into this".
I got the impression that everyone thought is was reasonable & made sense, 
just that they were not sure of the logistics.

Therefore I am trying to "look into this" too.
I am just trying to see if there is some sort of precedent for providing the 
IEP info to the focus member of the IEP team, the actual student.
It would seem logical that the information should be provided a readily 
accessible format.
Based on the responses so far, I don't get the sense that this is happening 
to any significant degree.
How are other middle schoolers & high schoolers accessing their IEP 
documetns? Are they?
How do blind TVIs & blind O&M instructors & blind administrators access the 
full IEP document?
Sure, we can read it to him, or we can try scanning, but there are a lot of 
boxes, check marks, etc as some of you have noted.
This all seems like a lot of unnecessary hoops to jump through to gain 
access to information that really should be provided in readily accessible 
fashion.
Websites are being required to be accessible -> it would seem like the 
educational software programs that districts adopt for use with IEPs should 
be required to be able to output info in an accessible format.
If you hear from any students or teachers or other parents who have been 
successful in getting the IEP materials in accessible e-format I would be 
interested in learning more.
Sincerely,
Eric V

----- Original Message ----- 
From: "Carrie Gilmer" <carrie.gilmer at gmail.com>
To: "'NFBnet Blind Kid Mailing List,(for parents of blind children)'" 
<blindkid at nfbnet.org>
Sent: Friday, October 16, 2009 10:28
Subject: Re: [blindkid] IEP Document Accessibility

> Dear Eric,
>
> In my research it is my understanding that all references to access to the
> documents and IEP procedures and safeguards fall under the "Native 
> Language"
> sections of the law and are specified for PARENTS. There are extensive
> provisions for PARENTS and included in the Native language is "mode of
> communication" meaning sign language interpreters, Braille etc. So for 
> Mike,
> WSSB is doing nothing more than complying with the law for his 
> participation
> as a full team member with access to all the papers/print with all the 
> info
> including being informed of procedures and his parental rights. Bonnie: 
> this
> is your legal right. Go to www.wrightslaw.com and look up sections under
> "Native Language". And the definition where it includes 'mode of
> communication'.
>
> The only place I can find where the law specifies student rights is to 
> have
> Evaluations done in Native Language. I believe this to be a significant
> gap/oversight in legal rights provisions in ensuring the participation of
> children.
>
> It is also my understanding that the team is not REQUIRED BY LAW
> specifically to have a student on the team until age 16, that is the 
> student
> MUST BE a team member at age 16, but before it is only RECOMMENDED and to
> consider as a member if appropriate before then. Clearly for Vejas' it is
> totally appropriate and reasonable he is a team member already and they
> would have to argue the "inappropriateness" of his participation. The 
> route
> then would be that as a full team member he requires and should be allowed
> access to all the materials. Electronic should not pose any difficulty. As
> Carlton mentioned there are ADA rights here too...in our district 
> everything
> that is generated in print to come home for all parents has in very small
> font at the bottom a notice that reads "This is available in
> accessible/alternative format...with three days notice". This is so they 
> are
> in compliance with ADA.
>
> That said, some or a great deal depends I guess on the welcoming or
> resistance to your request. Are they totally resistant? Are you 
> "pre-asking"
> us or have you already approached them and they are resisting... One way 
> to
> ensure it is to make Vejas' participation as a team member actually a part
> of the IEP itself as a goal or activity(very reasonable self-advocacy
> goal!)...and then require as an accommodation in writing that all
> information eval results, the IEP proposal itself, etc be in an accessible
> format for him. Then, if it is in the IEP, no matter what the law says 
> that
> is now the law and contractual for him...THIS COULD INCLUDE VEJAS HIMSELF
> SCANNING PRINT DOCUMENTS...let me tell you briefly why this is something 
> to
> consider...
>
> Vejas will have to learn to deal with print, lots of print, and even tho I
> think our children will more and more have less of a problem than it has
> been in many cases historically because more and more print will come
> electronic....still one of the main things that is ringing true now that
> Jordan is at college and living independently is that print comes & even
> with planning ahead and better than average Braille services in 
> line...more
> of it comes spontaneously and he needs to have really good scanning skills
> and ability himself to problem solve spontaneity, all going "wrong" and
> formatting working through varying fonts and photos and such that can make
> the scan a challenge also using varying text files in gaining access to
> print(and also when to seek a reader). It is also not at all bad for him 
> to
> learn the adjustment to the reality (to be flexible) and ready always that
> Braille or electronic will not just come in many places...and that to get 
> it
> will at least require advocacy and notice and some planning ahead on his
> part. That is as an adult getting alternative formats will be his
> responsibility and require his own pro-activeness--often not an 
> entitlement
> where he sits back and it comes...hope the way I put that makes sense. 
> (And
> I also realize the complaint of even though now it is entitled for school 
> if
> often does not "just come" as it should.)
>
> Finally if resistance is strong and/or to help solve this problem more
> comprehensively, I recommend calling your state dept of ed/spec ed 
> director
> and notifying of the gap in the provisions in the law (they need to become
> more aware of this gap), and inquiring what basis can be used to require 
> the
> district to provide this. You never know, sometimes one good phone call 
> from
> them straightens the whole thing out. I have found MN Dept of ED/Sp ED 
> very
> willing to call districts and inform them of compliance in a good peer to
> peer way.
>
> Geez, he is growing up!
>
> Carrie Gilmer, President
> Minnesota Organization of Parents of Blind Children
> -----Original Message-----
> From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> Behalf Of Mike Freeman
> Sent: Thursday, October 15, 2009 12:48 AM
> To: NFBnet Blind Kid Mailing List,(for parents of blind children)
> Subject: Re: [blindkid] IEP Document Accessibility
>
> Eric:
>
> I suppose this doesn't quite count but the Washington State School for
> the Blind (WSSB) has scrupulously provided me with copies of my daughter
> Shanthi's planning documents and IEP in braille.
>
> Mike Freeman, President
> NFB of Washington
>
> ----- Original Message ----- 
> From: "DrV" <icdx at earthlink.net>
> To: "NFBnet Blind Kid Mailing List,(for parents of blind children)"
> <blindkid at nfbnet.org>
> Sent: Wednesday, October 14, 2009 10:22 PM
> Subject: [blindkid] IEP Document Accessibility
>
>
> Hi Everyone,
> Our elder son is now in 7th grade & we would like for him to take a more
> active role in his IEPs.
> We get print copies of the reports, goals, & final IEP document.
> He can't read the print.
> If we didn't speak English, is it standard practice for these to be
> translated into the family's native language?
> If so, then along that line of reasoning, it would seem like the
> district
> should be required to provide these in an understandable/accessible
> format.
> Providing an electronic Word/Text version would be a little extra work,
> but
> certainly seems do-able.
> I would appreciate some insights into how others have approached this.
> Thanks
> Eric
>
>
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