Editorial: MAT Program

Editorial: MAT Program

Contributed by Joseph Beckett, Program Coordinator for MAT*

Recently I was asked if the Maryland Accessible Textbook program converts books for school-aged children. While this is a common question and one which I would answer with a quick negative, I thought carefully about how I would respond.

Admittedly, I am uncertain of the number of K-12 students with print disabilities, especially those in public schools. Still, I know that the services needed and the ready availability of service providers are not encouraging. As a former public school teacher/administrator, the number of students with visual disabilities was often small,

resulting, unfortunately, in these children being almost overlooked. I asked the school worker how accommodations were made for print-impaired students. Her response was disappointing but not unexpected.

“We usually read to them or try to give them large printed materials,” she said sadly. “Because we have so few students needing these services, there hasn’t been much emphasis placed on giving better accommodations. We have some technology, but not

nearly enough.” We talked for a while, and she spoke of budget constraints, regulatory uncertainty, and the principal interest of the special education department being on other learning disabilities. 

Indeed her admissions were honest, but for the students, there was much being missed: academically, socially, and emotionally. What the school lacked (although they did their best for print disabled students) was, mainly, an under-acknowledged gateway to their adulthood challenges.

So, despite informing her that the MAT program does not convert materials for K-12 students and that many schools often have the most basic of necessary technology for print-impaired students, I provided her the names of several organizations that might be willing and able to help. With this information, her expression relaxed.

As we parted, she asked if I’d be willing to speak to her school’s Special Education department. I said I would. She smiled, and I smiled too. Although there was little I could offer regarding accessible materials, as a former special educator, speaking to her colleagues was the least I could do.

*The opinions expressed in this publication are those of the authors. They do not purport to reflect the opinions or views of the LBPH, MSL, or the employees.