NIMAS refers to a technical standard used to produce XML-based source files. From these well-structured source files, accessible, student-ready alternate-format versions of textbooks and core materials (., Braille, e-text, Digital Talking Book, large print, etc.) can subsequently be created and distributed to qualified students with print disabilities. NIMAS files are not student-ready versions. IDEA 2004, . 108-446, establishes the NIMAS as a national standard and requires states and local districts to adopt the NIMAS for providing textbooks and instructional materials to students who are blind or print-disabled.
Searching for evidence of critical thinking in discourse has roots in a definition of critical thinking put forth by Kuhn (1991),  which places more emphasis on the social nature of discussion and knowledge construction. There is limited research on the role of social experience in critical thinking development, but there is some evidence to suggest it is an important factor. For example, research has shown that 3- to 4-year-old children can discern, to some extent, the differential creditability  and expertise  of individuals. Further evidence for the impact of social experience on the development of critical thinking skills comes from work that found that 6- to 7-year-olds from China have similar levels of skepticism to 10- and 11-year-olds in the United States.  If the development of critical thinking skills was solely due to maturation, it is unlikely we would see such dramatic differences across cultures.