NLS Publishes New Regulations: Medical Doctor Certification No Longer Required for Reading Disabilities
We’re pleased to inform you of important regulatory changes that should ease access to accessible formats of materials for students with reading disabilities, including dyslexia.
In March of 2020, we sent a notification about changes to U.S. copyright law that have an impact on students served under the Individuals with Disabilities Education Act (IDEA) and may also qualify to receive accessible formats of materials derived from the National Instructional Materials Accessibility Standard (NIMAS). At that time, the Library of Congress Technical Corrections Act of 2019 had amended terminology for persons eligible to receive accessible materials consistent with the Marrakesh Treaty Implementation Act (MTIA).
On February 12, 2021, the National Library Service (NLS) published the regulations that go along with the Library of Congress Technical Corrections Act of 2019. In addition to expanding the list of persons who may certify a student’s eligibility for accessible formats, the Library of Congress removed the requirement for certification by a medical doctor for those with reading disabilities. Educators, school psychologists, and certified reading specialists are now among the professionals authorized to certify students with reading disabilities.
The National AEM Center will be providing technical assistance to states and districts to support the implementation of these changes. Our team welcomes any immediate questions or concerns. Please contact us at firstname.lastname@example.org.
In these otherwise challenging times, we’re relieved to celebrate this advancement in access with you, your students, and their families.
Director of Technical Assistance, CAST
Director of the National AEM Center
Time was, if you wanted/needed to have textbooks and other educational materials in “audio” format, you needed to acquire a recording made by a human narrator reading the materials. Indeed, the earliest forms of these recordings were developed in the late 1940 as a service known as, Recordings for the Blind (later renamed Recordings for the Blind and Dyslexic, and now known as Learning Ally), started in New York City. Learning Allyis currently the largest supplier of human-narrated audio texts and educational materials.
As information technology has advanced greatly in the last 20 years, so too has the quality of “audio” transformations made by text-to-speech software (TTS). One might assume therefore that the need for audio recordings from human narrators would no longer be needed. Perhaps.
A recent blog article from Christine Jones at Bookshare/Benetech(full disclosure – Bookshare is a supplier of digital content that can be read by TTS) notes that the differences between TTS and human narration have become less and may soon “be negligible.”
Perhaps what is more important from Ms. Jones’ article is the emphasis that not only are audio and digital/TTS options essential for many readers with print disabilities, ALL students, even those without disabilities, can benefit from the use of these audio methods when used in conjunction with printed materials.
The decision on whether a student should use human-narrated audio content or digital content read with TTS is probably best done on an individual basis. However, it is quite likely that having both options available will continue to be a good thing for some time to come.
We recently added a new resource to theAccessible Digital Documents page which discusses some new applications and new features to legacy applications that will provide live captioning to presentations and webinars thus making them more accessible. The resource is based upon adaptations of some trade articles and support documentation on the applications’ websites. The three new services, all involving the use of Speech-to-Text technology (S-t-T) with Artificial Intelligence (AI) are:
In The Benefits of Ear-Reading by Dana Blackaby,a dyslexia specialist discusses the assistive technologies she uses to help students with dyslexia make gains in reading. In the article, Blackaby discusses her observations of several of her students with dyslexia using a technique she called “ear reading.” She describes this as, “a key strategy…having (the students) read along with audiobooks, which is beneficial in tying their emotional belief system directly to their academic performance.”
Blackaby goes on to note, “These students have made marked improvements in their reading skills and social behavior as a result of our structured literacy curriculum, my high expectations for their achievement, and their use of supplemental assistive technology resources. Through the structured literacy curriculum, I teach students to decode words in an explicit and systematic manner that focuses on phonology, sound-symbol association, syllable types, and syntax. In addition, this instruction is delivered in a multisensory way that is proven to build pathways to improve phonological memory.”
As a benefit she notes the following results:
After using these resources with fidelity, my students performed higher on state testing and demonstrated large strides in self-confidence. In our state assessments, 97 percent of my students who utilized audiobooks and text-to-speech software met the STAAR (State of Texas Assessments of Academic Readiness) reading standard.
The second Edutopia article Accommodating Students With Dyslexia,Jessica Hamman describes “five easy-to-implement accommodations can make class less stressful and more manageable for students with dyslexia.” The five accommodations include access to audio books, note-taking apps, as well as encouragement for students to utilize text-to-speech technologies.