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History 

In 1989, the 71st Texas Legislature amended the textbook adoption process to include electronic media. The expansion of the definition of "textbook" to include product configurations that encompassed new technology led to the submission of a variety of multimedia instructional materials for state adoption. In subsequent years, instructional materials were submitted in configurations that ranged from teacher components only to more traditional student and teacher components, in print or electronic format, or in electronic format with supplemental teacher and student material in print format. Electronic components in many state-adopted programs include computer diskettes, CD-ROM, audio and videocassettes, and laser discs. More recently, access to the Internet and on-line providers has expanded rapidly as have opportunities to receive educational programming and distance learning via satellite.

The Texas Education Agency has a long history of providing equal access to state-adopted instructional materials for students who are blind or visually impaired. Since 1955, the agency has worked with various organizations to acquire textbooks in braille. With emerging technology, the process of acquiring braille evolved from primarily manual production to electronic production using publisher-provided computer files specifically formatted for more rapid translation into braille textbooks.

In 1991, the 72nd Texas Legislature required publishers of textbooks adopted by the State Board of Education to furnish the agency with computerized textbook files for the production of braille textbooks. The Legislature also mandated formation of a commission to work with textbook publishers on developing processes for converting publisher textbook files into formats needed for speedy braille production. In March 1993, this commission made a series of recommendations for revisions to the process of braille textbook production. Subsequently, the agency expanded the list of content areas for which textbooks could be brailled electronically to include all literary subjects in English and other languages. Currently, music and mathematics are exempt from this list due to technical complications that arise in brailling these subjects. Files supplied by the publishers were standardized and the minimum standards for these file formats are reviewed regularly to ensure that they are consistent with changes in technology and improvements in the brailling process.

Also in 1991, a videodisc-based program called Windows on Science became the first state-adopted electronic textbook in the nation. It was followed in 1992 by three electronic programs from as many educational publishers in the area of computer literacy, a required, full-year course at grade seven or eight in Texas. Each of these three programs included computer diskettes for Apple, Macintosh, or MS-DOS computers, integrated commercial software, laser discs or videotapes, and printed ancillaries. Subsequent electronic programs have been adopted in chemistry, Science I and II, world geography, accounting, economics, and other subject areas.

While expanding the range of learning opportunities for students capable of using their visual and audio features, electronic textbooks present new challenges to educators of students with visual impairments or blindness. Articulation of the major challenges and a series of recommendations to address them comprise the body of this report.

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Last Revision: July 30, 2002