Newsgroups: bit.listserv.notis-l
Date:         Tue, 8 Sep 1992 13:24:00 EDT
From:         Tzipporah Ben Avraham <ZIPPY@BKLYN.BITNET>
Subject:      disability resources

Subject: EASI brochure

Hi. I want to share this with you. I know you are working on
the idea of disability access to NOTIS. I would like to
introduce you to EASI which is EDUCOMM's and EUIT's
thinktank on disability computing. This is the 1991 Brochure
and has a very interesting person listed. Her name is Jane
Berliss. She has written a checklist on library access and
disability. Please contact her and please become a part of EASI.
I have also written a paper on disability technology and the law
as well which may be useful to you. I will send this and that
paper. Please share it with others. I am hoping this
gives you a ready referance guide and can assist your planning.


Revised EASI brochure



Computers and Students with Disabilities: New Challenges for Higher
Education



(EASI icon logo goes here)



Developed by Project EASI

(Equal Access to Software for Instruction)



A Project of the EDUCOM Educational Uses of Information Technology
(EUIT) Program

Formerly EDUCOM Software Initiative (ESI)



September 1989

Copyright (c) 1989 by EDUCOM, The Interuniversity Communications
Council, Inc.





EDUCOM

1112 16th Street NW, Suite 600, Washington, DC 20036



Although this brochure is copyrighted, you are authorized and encouraged
to make and distribute copies of it, in whole or in part, providing the
source is acknowledged.



The use in this brochure of registered trade names, trademarks, etc.,
without special acknowledgment does not imply that such names, as
defined by relevant protection laws, may be regarded as unprotected and,
thus, free for general use.  Neither EDUCOM nor Project EASI necessarily
endorse products mentioned in this brochure.



The information contained in this brochure is not intended as a substitute
for legal advice.  Please consult your legal counsel to determine whether
the statutes and regulations are relevant to specific instances on a
particular campus.



The opinions expressed are those of the individual authors and are not
intended to represent policy statements of EDUCOM, the institutions with
which the authors are affiliated, any funding organizations, nor the
publisher.







AUTHORS

Krista Kramer, Family Resources

Nils S. Peterson, From the Heart Software

Jane Berliss, Trace Research and Development Center

Jay Brill, HEATH Resource Center

Carl Brown, High Tech Centers for the Disabled

Susan Brummel, Clearinghouse on Computer Accommodations, General
Services Administration

Darola Hockley, Computing Services, University of Missouri- Columbia

Christy Horn, Educational Center for Disabled Students,     University of
Nebraska-Lincoln

Gerald Knezek, Department of Computer Education and Cognitive Systems,
North Texas State University

William A. Mitchell, Computing Services, University of
Missouri-Columbia

Harry J. Murphy, Office of Disabled Student Services, California      State
University-Northridge





Contents

Preface

1. Introduction: Computing and Disability

2. Access to Information Technology

3. User Considerations

4. Implementation Models

5. Legal Issues

6. Summary

Selected Resources

Appendix





Preface

Our first belief is that disability is a relational concept.  It does not
reside within an individual.  Our second belief is that electronic
technology can alter environments in such a manner as to allow people
who have various functional deficits to operate without any disability
whatsoever.

Richard Read, 1988

Center for Computing and Disability

SUNY-Albany











Purpose





This publication has two purposes.  It provides an overview of how people
with disabilities use computers in postsecondary education.  It also
informs campus computing personnel and disabled student service
providers about campus planning ideas, accessibility guidelines, and legal
issues.



As you explore the implications of the ideas contained within this
publication, you may want to discuss them with your counterpart in
campus computing or disabled student services. Each section includes
questions to help you and your counterpart begin a dialogue about
accessibility.  A list of resources is included for further investigation
into the topics of computing technology access and people with
disabilities.





Dear Colleague:



Computing at the University of Missouri-Columbia (MU) has become as
essential to the academic process as have library resources.



At MU, the mission of Computing Services is to provide and support access
to the computing resources of the university; to promote the use of
computing technology in the academic, administrative, and research
communities; and to support the use of computing technology in the
classroom.



In establishing widespread computing resources, however, we initially
overlooked the need to provide computing access for the approximately
600 students, faculty, and staff members with disabilities.



At the same time the census information indicates increases in the
number of people with disabilities in the general population and on
campus, the current literature on academic computing predicts that in the
near future all curricula will require some form of computer use.
Furthermore, legislative trends suggest that computer access programs
for people with disabilities may be mandated in the not-so-distant future.


To fully involve people with disabilities in the academic process,
institutions of higher education are being challenged to provide adaptive
computing systems and services.  As the primary computing service
provider, the campus computing organization plays a significant role in
meeting this challenge.



To provide basic support services, most of us have already stretched our
resources to the breaking point; yet, we are the ones with the expertise to
develop an accessible computing environment.  We can make significant
progress if we adopt a holistic approach that leverages the considerable
expertise of computing services, disabled student services, academic
skills specialists, education and rehabilitation professionals, state and
local agencies, equal employment offices, students, and vendors.



The Computing Services at MU did just that.  By leveraging our campus
resources, Computing Services has established the Adaptive Computing
Technology Center.  The center's mission is to implement adaptive
technology to provide better opportunities in the higher education
environment for people with disabilities. This mission is being realized by
integrating adaptive computing services and support into all areas of
Computing Services.  Such an approach enhances equal educational and
employment opportunities and helps to avoid the costs and expenses
associated with duplicated services.



As the number of students with disabilities increases, the need for
adaptive computing access and support in higher education also increases.
I encourage you to actively confront this challenge.



William A. Mitchell

Director, Computing Services

University of Missouri-Columbia

July 1989









1. Introduction: Computing and Disability

Disability is the direct result of the relationship between people, their
goals, their environment, and the resources available to them within that
environment.

Richard Read, 1988 Center for Computing and Disability SUNY-Albany



Accessibility is the degree to which resources are used to bridge the gap
between a person's goals and the requirements of his or her environment.
New technologies continue to provide new resources to people with
disabilities for bridging educational and employment gaps.  Such an
application of computer technology is referred to as adaptive computer
technology.







Computer technology redefines and expands every aspect of the
postsecondary environment.  Computer use has expanded from a few
technical disciplines to nearly every aspect of academic and
administrative activities.  Academic courses now include computer-based
assignments in writing, architectural design, business management, and
library research, in addition to the traditional areas of computer
programming, statistical analysis, and engineering design.  Increasing
numbers of campuses now use computers for administrative tasks such as
student admissions, registration, financial operations, and library
services.



This widespread integration of computing technology into postsecondary
education accentuates the need to provide adaptive computing support and
services to faculty, staff, and students with disabilities.  Adaptive
computer technology can create environments where people with
disabilities have an equal opportunity to develop and apply their abilities.
Although technology can create opportunities in higher education for
people with disabilities, it can also erect barriers that lead to decreased
participation.  The problem results from the often inaccessible nature of
the standard computer interface.  With appropriate institutional planning,
adaptive computing support and services can join forces to create
accessible environments and to provide equitable educational and
employment opportunities.



2. Access to Information Technology



Computer access technology has allowed students with disabilities to
compete and succeed in secondary education.  As these computer-liberated
students mature, they will expect similar access in postsecondary
education and the workplace.

Jay Brill HEATH Resource Center



Institutions of postsecondary education are increasingly challenged to
provide equal access to computing technology for all users--both disabled
and nondisabled.  The range of adaptive computing needed is in proportion
to the magnitude of established computing activities.  Whether provided to
the general campus population or required for coursework, degree
completion, or campus employment, computing services must
accommodate people with disabilities.



A number of issues should be considered when implementing adaptive
computing support and services, such as site renovation, workstation
acquisition, software and hardware evaluation, access to instructional
software, support needs, and user and staff training.  People with
disabilities require training and ongoing support to use adaptive
equipment and to develop basic computing skills.  Thus, it is important to
determine the extent of adaptive computing services needed, and to
identify and train personnel who will provide these services.



In addition, the implementation of adaptive computing requires research.
This research should be twofold: 1) identifying adaptive systems that are
compatible with the current and future computing environments, and 2)
identifying and implementing computing systems which compensate for
specific disabilities.  Research should identify new barriers and prevent
them from developing as the technology evolves.



Adaptive technologies place new demands on institutional computing
budgets.  Section 4 offers several campus models which illustrate
creative, cooperative financing solutions.  Section 5 presents current law,
probable legislative direction, and planning strategies to avoid the cost of
retrofitting campus facilities.





Academic Environment



As institutions provide adaptive computing access, they must consider
three areas of the academic environment: the general facilities and
support, discipline-specific computing, and academic support.



In the first of these areas--general facilities and support- -people with
disabilities require access to the same hardware, software, and services
that are provided to the general campus population.  This may include
general computing sites, computing resale programs, technical support
and repair services, and consultation and support services, as well as
library catalog, database searches, and course registration.  When campus
personnel establish adaptive computing access in general facilities their
primary concern should be the flexibility of the adaptive computer
systems.  As the ideal, adaptive systems should accommodate the wide
range of abilities and preferences of all users.



The second area is discipline-specific computing.  This area includes
computing activities as general as freshman composition, and as
specialized as computer-aided design.  Faculty, staff, and students will
require increasing levels of support as adaptive computing is integrated
into discipline-specific computing.  Solutions may prescribe adapting
course-specific hardware and software, training faculty and staff in the
use of adaptive technology, and identifying and/or developing accessible
courseware.





The third area is individualized academic support, which refers to use of
the computer as a compensatory tool for educational tasks not normally
accomplished with a computer.  Examples include reading, note-taking, and
the writing of exams. As research and technology evolve, this area
promises people with disabilities new degrees of independence and
participation in every aspect of life.



Students may require access to a wide variety of computer hardware and
software throughout their academic career.  Obstacles to accessibility
often occur when classes are held across campus, precluding
transportation to the adapted computers.  Different courses may require
different computer systems, each of which presents unique
access/interface challenges.  Access to library catalogs and databases is
limited when specially-adapted terminals are installed only at central
locations.



Providing adaptive computing services to meet student requirements may
be costly.  However, training and support costs can be reduced by using
consistent adaptive strategies.  Consistent strategies are best achieved
by careful analysis of needs.  By examining demographics of the disabled
population, as well as the extent to which computing exists in the
academic environment, computing personnel determine the extent of
training and support required.  An effectively designed computing
infrastructure will meet the needs of current and future users and
amortizes the cost more widely.





Administrative Environment



In addition to instructional uses, campuses are using computers more
often for tasks which range from admissions and registration to business
operations.  Access to administrative computing for employees with
disabilities is required to meet affirmative action employment mandates.



Administrative computing typically is not as diverse as academic
computing.  Employees with disabilities in business or departmental
offices, libraries, and labs may require customized computer resources.
Once these resources are tailored, they remain relatively constant.  Thus,
the training and support needs of employees with disabilities should be
fewer than those of students.



Access to administrative computing for students with disabilities should
also be considered.  For example, telephone registration might be
supplemented with a TDD (telecommunication device for the deaf).





Campus Networks



With the wide-spread availability of computer networks comes the need
for students with disabilities to have network access through adaptive
computer technology.  Networks may cut down certain access problems,
such as those encountered when students access programs and files from
residence halls and other remote locations.  Network access also reduces
the need to manipulate floppy disks and decreases travel across campus.
From adapted workstations, networks can allow access to many campus
resources such as library catalogs, databases, and electronic mail.



DISCUSSION QUESTIONS



Disabled Student Services (DSS) to Campus Computing (CC):

How are computers being used in our academic environment?

What is a computer network, and how does it work?

What networks are in use or are planned on our campus?



CC to DSS:

What systems (hardware and software) are used on campus?

How are training and support provided?

How are people with disabilities currently accessing library catalogs,
registration materials, and computerized course requirements?







3. User Considerations



While the computer is advancing handicapped individuals two steps
through the use of special programs designed for handicapped individuals,
the computer is advancing everyone else in society five steps.  Moreover,
the five steps are being designed in such a way that the handicapped
individual cannot take advantage of them, thus leaving them actually three
steps behind in the net result.

Gregg Vanderheiden, 1983 Trace Research and Development Center





Demographics

There are approximately 36 million Americans with disabilities (U.S.
Census 1980).  Of the 4.3 million youth in special education, an estimated
150,000 enter postsecondary training each year (National Norms for
Freshmen, 1988.)  In addition, many adults enter postsecondary
institutions for retraining after acquiring disabilities.



According to Profiles of Handicapped Students in Postsecondary Education
(Greene and Zimbler, 1989), approximately 10.5 percent of college
students report having some type of disability.  Of those, 39 percent
report having a visual handicap, 24 percent report health impairments, 20
percent report being hard of hearing, 17 percent report orthopedic
impairments, 12 percent report specific learning disabilities, 6 percent
report deafness, and 4 percent report speech impairments.



User Considerations for Effective Access



Listed below are examples of adaptive technology in the four areas which
affect computer use: computer input, computer output, documentation, and
environment.  Section 6 includes a list of resources on computer
accessibility.  In addition, the best sources of information on any of these
topics are likely to be experienced users on campus who may have already
found products and strategies which improve their ease of computer use.

Computer Input



Individuals with limited use of their hands may have difficulty operating
standard input devices (such as a keyboard or mouse) or handling storage
media such as floppy disks.  Adaptive technology for people with mobility
impairments includes alternatives to keyboards and mice, software and
hardware that enable the standard keyboard to be modified, keyguards that
reduce the likelihood of mistyped keystrokes, mouthsticks and headwands
used to strike keys, and floppy disk guides that make it easier to handle
disks.



Hard disk drives reduce the need for manual manipulation of stored data.
Voice input is increasingly becoming an option for some applications.
Power strips can facilitate access to computers with switches located in
inaccessible areas.  Transparent labels with raised dots are available to
mark keys, such as the Return Key.  They help users with visual
impairments to locate the keys.  Braille can also be used to mark floppy
disks, drives, and other components.



Computer Output



For computer users with visual impairments, access to computer output is
a major problem.  Solutions involve alternate displays, which include
screen-reading programs, speech synthesizers, modified word processors
and other software, Braille-conversion programs, and Braille or
large-print output devices.  If the user has some vision, technology is
available to magnify screen output.  Much of this technology also is useful
to individuals with learning disabilities.



Computer users with hearing impairments need an alternative to standard
auditory output.  The primary alternative at present is visual redundancy,
in which a part of the screen flashes on and off when a sound is emitted
by the computer, for example.



Documentation



Most standard computer documentation is in print form. Access to
documentation for people with disabilities is often overlooked.  At the
user's request, some software and hardware vendors now provide ASCII,
Braille, large-print, videotape, or audiotape versions of their
documentation.



Optical character recognition (OCR) can convert print into a computer file,
which can then be accessed through speech or can be printed in large print
or Braille.  Although only about 10 percent of blind people use Braille
effectively, in some instances--particularly for users who are
deaf-blind--it may be the necessary format.



Many users on campuses prefer to obtain help from a computer consultant
rather than a manual.  Technology, such as a TDD at the consulting center,
may increase accessibility.  Moreover, consultants should be sensitized to
the needs of users with various disabilities.  In addition, they should learn
to use specialized equipment, and should, whenever possible, be available
to assist users who may require help.



Environment



Environmental adaptations are of two types.  The first provides physical
access to the computing facility.  It may include appropriate signage to
indicate that a computer lab has adaptive equipment; wheelchair access
with unlocked, accessible doors between the building entrance and the lab;
the provision of accessible rest rooms; and housing adaptive equipment in
labs that are open a maximum number of hours.  Within the computing lab,
accessibility factors include computer tables that are wheelchair
accessible, well-lit monitors, keyboards positioned within reach of the
user (at eye level for someone using a headwand), and conveniently placed
printers.



The second type of adaptation temporarily modifies the environment for
an individual.  For example, many people with learning disabilities have a
great deal of difficulty working in a noisy environment.  Ear protectors,
such as those worn by construction workers, may enable the computer
user to block out enough background conversation and computer noise to be
able to work productively.  The use of earphones instead of speakers can
assure privacy for blind individuals using speech output and can reduce
environmental noise.  Anti-glare screens are another example of this type
of temporary modification.



Federal Information Resource Management Regulations



The Federal Information Resource Management Regulations (FIRMR) became
effective for all federal procurement beginning in October 1988. The
FIRMR guidelines address the needs of people with disabilities, outlined in
the previous section, by defining functional specifications in three areas:
input, output, and documentation.  One effect of the guidelines will be to
encourage industry to integrate the needs of the disabled community into
standard products.  The functional performance specifications that define
an initial and basic level of electronic equipment accessibility are listed
in the appendix.



DISCUSSION QUESTIONS

CC and DSS:

How many students on our campus would benefit from adaptive
technology?

Has a needs assessment been conducted?

Which of the access technologies described in this section are already in
use on campus?



DSS to CC:

Who on campus is making technology-related purchasing decisions, and
what information do they need from us?

What are our purchasing policies related to disability access?





4. Implementation Models



Experience is beginning to show that when acquisition planning includes
the special needs of users with disabilities, cost effective, integrated,
accommodation solutions to access problems are achieved, in many cases
also serve as a catalyst to the introduction of well designed technology
innovations of benefit to all users.

General Services Administration, 1989





In postsecondary education, computing services and services to students
with disabilities traditionally have been handled by two separate systems
on campuses: disabled student services and academic computing centers.
At this time, campuses around the country are exploring how best to
integrate the expertise and resources of these two groups to meet
technology access needs. The following profiles describe effective
programs now in place.





CALIFORNIA COMMUNITY COLLEGES



The Chancellor's Office of the California Community Colleges, the State
Departments of Rehabilitation, Health and Welfare, and other agencies are
collaborating to operate a High Tech Center Program for people with
disabilities.  This program is the largest project in the United States
dedicated exclusively to providing state-of-the-art assistive computer
technologies for people with disabilities.  High Tech Centers are presently
located at 51 California community colleges, three state universities, one
University of California campus, and three high school Regional
Occupational Programs.



The purpose of the High Tech Center program is to provide access to
technologies that allow full participation in postsecondary education and
employment settings by people with disabilities.  Centers provide
technical support, disseminate information, and research new and
emerging access and instructional technologies.



The High Tech Center training facility, located in Sacramento, conducts
specialized training for instructional staff in the areas of adapted
computer technology and acquired brain injury/learning disability
computer-assisted instruction.  The training unit also provides daily
technical support to the more than 150 professionals working at the High
Tech Centers across the state.  More than 5,000 students have used the
High Tech Centers to further their education and training.



At this time, the major hardware focus of the program is directed toward
assistive technologies for MS- and PC-DOS, Macintosh, and MicroVAX
computer systems.  All access technologies employed by the High Tech
Center must meet three basic requirements:



--Function with industry-standard software, such as Lotus 1-2-3,
WordPerfect, and dBASE

--Function concurrently and harmoniously with many other adaptations
(ie. disabling conditions frequently require the use of several
simultaneous adaptations)

--Be easy to teach, learn, and maintain (with rare exception, the disabled
individual should be trained to use the access device in less than thirty
minutes)



(Contact Carl Brown, Director, High Tech Centers for the Disabled,
California Community College Chancellor's Office, 1109 Ninth Street,
Sacramento, CA 95814, [916] 322-4636.)





CALIFORNIA STATE UNIVERSITY-NORTHRIDGE



California State University-Northridge has established the Computer
Access Lab as part of its Disabled Student Support Services, with
computers from a variety of vendors.  The lab evolved following a 1984
survey, which indicated that students with learning disabilities needed
new services, and students with all types of disabilities needed access to
computers.  A serendipitous outcome is that the computer lab shares
space with the learning disabilities program.  Students undergo an
evaluation that assesses their ability to access the computer and to use it
to reach their learning and career goals.



The program has two goals: to provide access and to train students to use
computers.  Students are trained in the lab and are then encouraged to use
the personal computers in other campus labs.



Professionals in the computer access and learning disabilities groups
interact to design new uses for computer software.  For example, students
with learning disabilities are trained in using computer outline
processors.  The lab also develops both custom software applications and
hardware innovations such as the "foot mouse."



The program is financed by a combination of grants from the California
Department of Rehabilitation, university funds, and equipment donated by
several vendors.  Additional equipment for the lab has been purchased.



CSUN has found that combining a computing accessibility program with
the disabled student services program works well because the trained
staff are already available and students already come in for a variety of
other services.



(Contact Harry J. Murphy, Coordinator, Office of Disabled Student Services,
18111 Nordhoff Street, California State University- Northridge,
Northridge, CA 91330, [818] 885-2869/2578.)



UNIVERSITY OF MISSOURI-COLUMBIA



In order to meet the adaptive computing needs of people with disabilities
in a higher education environment, the University of Missouri-Columbia
(MU) has established the Adaptive Computing Technology Center.  The
process began in the summer of 1986 when the university formed an ad
hoc committee to address the computing needs of the disabled campus
population.  This committee consisted of representatives from the Access
Office for Students with Disabilities, the Academic Skills Learning
Center, Special Education, the Office of Equal Opportunity, and Computing
Services.



Several of the ad hoc committee's representative departments have
contributed financial support to the Center's development.  The committee
currently acts as the Center's advisory board and has expanded to include
representatives from Student, Personnel, and Auxiliary Services, the
College of Education, the School of Medicine, and Rusk Rehabilitation
Center.  Computing Services provides most of the Center's support.  The
Center's major training and equipment evaluation site is located in a
100-station, general-access computing lab.



The Center's mission is to implement adaptive computing so that people
with disabilities are fully integrated into the higher education
environment.  To promote its mission, the Center--which was based on a
holistic model--combines adaptive computing support and services into
the computing facilities and services that are provided for the general
campus population.  The major hardware platforms used by the Center are
Apple Macintosh and IBM microcomputers and IBM mainframes.



The Adaptive Computing Technology Center has five primary goals.



1. To increase access to the academic environment

Provide access to computing technology (hardware and software) that is
available to the general campus community, discipline- specific
computing, and computers used to perform tasks not normally performed
with the aid of a computer.  Checkout services are provided to support
widespread access to adaptive systems.



2. To provide training to three primary groups

a. People with disabilities

b. Students in disciplines that work with disabled people, ie. education,
allied health, engineering, etc.

c. Service providers, including computing personnel, rehabilitation
professionals, and allied health professionals



3. To assist faculty in curriculum modification

Ensure that courseware is accessible; integrate adaptive computing skills
in the "how to use" computer courses; and include the field of adaptive
technology in the course content of related disciplines.



4. To establish a research emphasis

Identify, evaluate, and develop adaptive computing systems; identify and
implement computing systems that compensate for disabilities and
overcome educational barriers; and identify barriers created by the
technology to ensure that access is not restricted by the introduction of
computers.



5. To facilitate outreach activities

Disseminate information; promote on-and off-campus awareness; and
offer training workshops.



Currently, the center provides training and systems support to 55
consumers with disabilities.  These computer users include people who
have mobility impairments, visual impairments, blindness, or learning
disabilities.



(Contact Darola Hockley, Project Director, Computing Services, 200
Heinkel Building, University of Missouri-Columbia, Columbia, MO 65211,
[314] 882-2000, ccdarola@umcvmb [BITNET].)





UNIVERSITY OF NEBRASKA-LINCOLN



The Educational Center for Disabled Students (ECDS) was developed as an
integral part of Disabled Student Services.  ECDS was established as a
three-year demonstration project funded by the U.S. Department of
Education and the University of Nebraska Foundation.  Its purpose is to
implement computer-based compensatory tools that allow students with
disabilities to accomplish a broad range of tasks related to course
demands in the ongoing curriculum.



The program focuses on integrating academic and technical support with
the provision of services.  To ensure success, the students are provided
with training and support on using the adaptive equipment.  The
Department of Vocational Rehabilitation purchases the equipment and
provides funding for training, while the ECDS staff conducts evaluations
and provides technical support.



For students with print-related disabilities, a new project will establish
a local area network to access information using CD-ROM databases,
optical character scanning, local area networking, and compensatory
accessing technology.

(Contact Christy Horn, Coordinator, Educational Center for Disabled
Students, 132 Administration Building, University of Nebraska-Lincoln,
Lincoln, NE 68588-0401, [402] 472-3787.)





UNIVERSITY OF NORTH TEXAS



The office of the dean of students coordinates support for students with
disabilities at the University of North Texas.  The associate dean of
students serves as official liaison to the computing center, the library,
and technology-intensive academic departments for the purpose of
coordinating services to meet the needs of students with disabilities.  A
tutoring program and access to word-processing equipment assists
students not only in matriculation, registration, and access to
classroom/laboratory materials and testing situations, but also in the
students' study and preparation processes.



Inter-departmental cooperation supports several projects.  For example,
the Department of Computer Science allocated a room to house
synthesizers, a Braille printer, a Kurtzweil Reader, and other devices for
students with disabilities in the Colleges of Arts and Sciences, Business,
Library and Information Sciences, and Education.  Disabled Student
Services funds the salary of a graduate student to train new students in
the use of this equipment.



Additional financing comes from student service fees, state educational
funds via departmental budgets, and occasional grants or gifts.  To date,
the university's major focus has been on providing computer hardware
access in the MS-DOS (PC-compatible) environment for individuals with
visual impairments.  This focus was fostered by the university's decision
in 1985 to acquire more than 2000 PC-compatible microcomputers for
general laboratory access as well as for use by faculty, staff, and
administrators in office environments.  Recent purchases of significant
numbers of Apple Macintosh computers have broadened the initial focus.



A cooperative planning venture currently under way involves the
construction of a new computer room in the main library, accessible 24
hours a day.  Here computing center officials, library administrators,
faculty advisors, and facilities planners are collaborating to incorporate
special access considerations and device locations into the original
design.  Another activity planned for 1989 is a survey of all Texas
colleges and universities to discover how computers are currently used to
enhance services for students with disabilities.



(Contact Barbara Jungjohan, Associate Dean of Students, P.O. Box 5356,
University of North Texas, Denton, Texas, 76203, [817] 565-2648.)





Discussion Questions

DSS to CC:

How do the services we currently provide compare with these models?



CC to DSS:

How can we cooperate to find the additional funds needed to provide
access campus-wide?





5. Legal Issues



Access to technology leads to access to employment: the history of the
[Section 508] legislation clearly indicated concern for a technologically
accessible workplace.

Lawrence Scadden Electronics Industry Foundation





REHABILITATION ACT OF 1973



The Rehabilitation Act of 1973 mandates nondiscrimination on the basis
of handicap in any programs receiving or benefiting from federal financial
aid.  Section 503 prohibits discrimination in employment on the basis of
handicap.  Section 504 mandates nondiscriminatory access to educational
programs.  Sections 503 and 504 have made educational programs and
campus employment accessible to students, faculty, and staff with
disabilities.



In the past, Section 504 has been implemented by providing interpreters
and note-takers for students who are deaf, readers and Braille materials
for those who are blind, and ramps and elevators for those who use
wheelchairs.  These campus services have also assisted faculty and staff
with disabilities to perform their functions within the institution.  But as
computer technology continues to permeate higher education, access to
computers for students, faculty, and staff with disabilities must be
provided for institutions to maintain nondiscrimination in both learning
and work environments.



Section 508 and Future Legislative Intent



Section 508 of the Rehabilitation Amendments of 1986 mandated the
development of accessibility guidelines for electronic office equipment.
Beginning October 1, 1988, those guidelines are being applied to all
equipment purchased through federal procurement.  Section 508 currently
applies only to federal agencies; however, legislation such as the
Technology- Related Assistance for Individuals with Disabilities Act of
1988 (PL 100-407) requires assurance of compliance with Section 508
guidelines.



Other bills currently before Congress (Americans with Disabilities Act)
suggest that future legislative intent will be to apply Section 508
accessibility requirements for electronic technology as widely as Section
504 requirements for program accessibility have been applied.  This trend
suggests Section 508 guidelines will continue to be used as a checklist
for ensuring nondiscriminatory computing access in programs under the
broader accessibility requirements of the Rehabilitation Act of 1973.



The Architectural Barriers Act of 1968 mandated physical accessibility at
the federal level.  Its standards were incorporated into the guidelines
implementing Sections 503 and 504 of the Rehabilitation Act of 1973 to
cover educational and employment programs benefiting from federal funds.
The Rehabilitation Act had financial impact on campuses.  Expensive
retrofitting costs, such as those related to installing elevators and
automatic door openers in existing campus buildings, were incurred.  In
the five years between 1968 and 1973, campuses that failed to heed the
changing federal policy incurred unnecessary retrofitting costs.



The pattern appears to be repeating itself.  Section 508 has required the
federal government to provide equal access to technology for its
employees with disabilities.  Section 504 already requires
nondiscriminatory access to educational programs benefiting from federal
financial aid.  To avoid expensive retrofitting and reorganization costs,
campuses must begin now to plan and implement adaptive computing
strategies.





DISCUSSION QUESTIONS

CC to DSS:

Who on campus is responsible for nondiscrimination policy
administration?

How should we establish a proactive campus-wide policy on technology
access?



DSS to CC:

How can we use campus purchasing to communicate our access concerns to
vendors?





6. Summary



Rapidly changing technology promises solutions never previously
envisioned--solutions to the problem of providing equal access to learning
resources for all students.  This promise presents the challenge to build a
sound but flexible computing infrastructure capable of incorporating and
exploiting new technologies.  Lack of technology and lack of awareness,
coupled with the fear of obsolescence or the belief that a panacea is just
around the corner, are forces that have previously forestalled the
establishment of adaptive computing on campuses.



The technology and information resources for implementing adaptive
computing currently exist.  Immediate planning to provide technological
access for people with disabilities, while campuses are still developing
computerization plans, could reduce the financial impact of future
technology accessibility legislation and would meet current (Section 504)
and future legislative requirements.  The adaptive technology field is
dynamic.  Its evolution promises to benefit people with disabilities, many
service providers, and, ultimately, society at large.



Selected Resources

Organizations and Programs



(See section 4 for a detailed description of several programs for computer
accessibility in postsecondary education.)



American Association for the Advancement of Science (AAAS), Project on
the Handicapped in Science, 1333 H Street NW, 10th Floor, Washington, DC
20005, (202) 326-6671.



The project is a national center for addressing the concerns of
handicapped people in science and engineering and for improving the
science career information available to youths with disabilities.



Apple Office of Special Education Programs, Apple Computer, Inc., 20525
Mariani Ave, M/S 36M, Cupertino, CA 95014, (408) 973-2732. Apple.OSEP
(SpecialNet); SPECIAL.ED (AppleLink).



This office is responsible for special education and rehabilitation
technologies using Apple computers to meet the needs of people with
disabilities.





Association for Rehabilitation Programs in Data Processing (ARPDP),
Center for Information Resources (CIR), 4025 Chestnut Street, University
of Pennsylvania, Philadelphia, PA 19104, (215) 898-8108.



Several colleges, as well as other public and private organizations, house
or operate nondegree programs that train people with disabilities for
employment as computer programmers or for other jobs in the
computer/data processing field.





Closing the Gap, P.O. Box 68, Henderson, MN 56044, (612) 248-3294. CTG
(SpecialNet); X0060 (AppleLink); X0060@AppleLink.Apple.com (Internet).



Closing the Gap publishes a bimonthly newspaper on microcomputer
applications for people with disabilities; the paper emphasizes special
education and rehabilitation uses.  The organization also provide hands-on
training, an annual conference, and a database of resources.





Committee on Personal Computers and the Handicapped (COPH-2), 2030
Irving Park Rd., Chicago, IL 60618, (312) 477-1813.



COPH-2 is a consumer organization that searches out, evaluates, and
shares information about personal computers relevant to people with
disabilities.





Computer Center for the Visually Impaired, 17 Lexington Ave, Box 515,
Baruch College, New York, NY 10010, (212) 725-7644.



Baruch College of CUNY is a leader in the field of teaching blind and
visually-impaired people to use computers for personal, educational, and
occupational purposes, and has published a guide to computer equipment
for the blind and visually impaired.





IBM National Support Center for Persons with Disabilities, P.O. Box 2150
(WB7F), Atlanta, GA 30055, (800) IBM-2133 (voice/TDD), (404) 988-2733
(voice, GA only), (404) 988-2729 (TDD, GA only).



The center provides information on computerized systems and technology
for disabled people in the workplace, home, and school environments.



Job Accommodation Network, 809 Allen Hall, P.O. Box 6122, West Virginia
University, Morgantown, WV 26506-6122, (800) 526-7234 (voice/TDD,
outside WV), (800) 526-4698 (voice/TDD, inside WV).



The Job Accommodation Network (JAN) is a national information and
consulting service providing free accommodation information to
businesses wanting to hire or retain people with disabilities.





Radio Shack Technical Support, Radio Shack Customer Service, 400
Atrium, Fort Worth, TX 76102, (800) 433-5682.



Radio Shack's Technical Support Office provides technical support to Radio
Shack/Tandy users and publishes Selected Products for People with
Special Needs, a catalog of special- needs products available through any
local Radio Shack store.





RESNA--Association for the Advancement of Rehabilitation Technology
(formerly the Rehabilitation Engineering Society of North America), Suite
700, 1101 Connecticut Ave NW, Washington, DC 20036, (202) 587-1199.



RESNA is an interdisciplinary society for the advancement of
rehabilitation through technology. RESNA members use leading-edge
technology to resolve problems in rehabilitation.





Trace Research and Development Center for Communication, Control, and
Computer Access for Handicapped Individuals, S-151 Waisman Center,
1500 Highland Ave., Madison, WI 53705, (608) 262-6966, TDD (608)
263-5408. X0059 (AppleLink); X0059@AppleLink.Apple.com (Internet).



The Trace Center has a wealth of information on using current technology
to meet the communication and environmental control needs of severely
disabled people, as well as information on hardware, firmware, and
software that may be used to make standard computer equipment
accessible.









Resource People

HEATH Resource Center and the Association on Handicapped Student
Service Programs in Postsecondary Education (AHSSPPE) suggest several
knowledgeable resource providers in this field.





Jay Brill, Resource Manager HEATH Resource Center 1 Dupont Circle, NW
Washington, DC 20036-1193 (800) 544-3284 or (202) 939-9320
HEATH.ACE (SpecialNet); 73257,14 (CompuServe); BRILL (AppleLink);
BRILL@AppleLink.Apple.com (Internet)



Carl Brown, Director High Tech Centers for the Disabled California
Community College Chancellor's Office 1109 Ninth Street Sacramento, CA
95814 (916) 322-4636



Susan Brummel, Coordinator Clearinghouse on Computer Accommodations
General Services Administration Room 2022 18th and F Streets, NW
Washington, DC 20405 (202) 523-1906



Darola Hockley Computing Services 200 Heinkel Building  University of
Missouri-Columbia Columbia, MO 65211 (314) 882-2000
ccdarola@umcvmb (BITNET)



Christy Horn, Coordinator Educational Center for Disabled Students 132
Administration Building University of Nebraska-Lincoln Lincoln, NE
68588-0401 (402) 472-3787



Jim Kessler, Tech/Specialist Handicapped Student Affairs 06 Steele
Building University of North Carolina-Chapel Hill Chapel Hill, NC 27514



Harry J. Murphy, Coordinator Office of Disabled Student Services
California State University-Northridge 18111 Nordhoff Street Northridge,
CA 91330 (818) 885-2869/2578



Lawrence Scadden Electronics Industry Foundation 1901 Pennsylvania Ave.
NW, Suite 700 Washington, DC 20006 (202) 955-5823



Gregg Vanderheiden, Director Jane Berliss, Database Coordinator Trace
Research and Development Center S-151 Waisman Center 1500 Highland
Ave. Madison, WI 53705 (608) 262-6966 X0059(AppleLink);
X0059@AppleLink.Apple.com (Internet)



Rachel Wobschall, Executive Director Governor's Advisory Council on
Technology for People with Disabilities 145 Metro Square Building 7th
Place and Jackson Street St. Paul, MN 55101 (612) 296-6785 (voice/TDD);
(800) 652-9747 (inside MN)





PUBLICATIONS

Apple Office of Special Education Programs. 1988. Apple Computer
Resources in Special Education and Rehabilitation. Allen, TX: DLM Teaching
Resources. ([800] 527-4747, [800] 442-4711 [TX]).



Berliss, J., and Vanderheiden, G. It's academic: Computer accessibility
issues in higher education. In Proceedings of RESNA 12th Annual
Conference.

Berliss, J.; Borden, P.; and Vanderheiden, G., Eds. 1989. Trace Resource
Book. Madison, WI: Trace Research and Development Center.



Bowe, Frank. 1984. Personal Computers and Special Needs. Berkeley, CA:
Sybex. (2344 Sixth Street, 94710).



Brown, C., et al. 1987. Computer Access in Higher Education for Students
with Disabilities. Sacramento, CA: High Tech Centers for the Disabled.



Closing the Gap. (Bimonthly newspaper that includes software and
equipment reviews, annual resource guide, and glossary of accessible
computing terminology, published by Closing the Gap, Henderson, MN).



Computer-Disability News. (Periodical newsletter published by the
National Easter Seal Society, 2023 Ogden Ave, Chicago, IL, 60612, [312]
243-8400).



Computer Equipment and Aids for the Blind and Visually Impaired: A
Resource Guide. 1985. New York, NY: Computer Center for the Visually
Impaired, Baruch College.



Connections: A Guide to Computer Resources for Disabled Children and
Adults. Cupertino, CA: Apple Office of Special Education Programs, Apple
Computer, Inc.



General Services Administration. 1987. Access to Information Technology
by Users with Disabilities, Initial Guidelines. Washington, DC:
Clearinghouse on Computer Accommodations, General Services
Administration. (Room 2022, KGDO, 18th and F Streets NW, 20405, [202]
523-1906 [voice/TDD]).



General Services Administration. 1989. Managing End User Computing for
Users With Disabilities. Washington, DC: Clearinghouse on Computer
Accommodations, General Services Administration.



Greene, B., and Zimbler, L. 1989. Profile of Handicapped Students in
Postsecondary Education, 1987, Doc. # CS 89-337. Washington, DC: U.S.
Department of Education, Office of Educational Research and Improvement,
National Center for Education Statistics. ([202] 357-6366 or 357-6834).



Hagen, D. 1984. Microcomputer Resource Book for Special Education.
Reston, VA: Reston Publishing Company.







Horn, C., ed. AHSSPPE Network. (Newsletter for the Computer Special
Interest Group of the Association on Handicapped Student Service
Programs in Postsecondary Education [AHSSPPE], P.O. Box 21192,
Columbus, OH, 43221).



Horn, C.; Shell, D.; and Benkofske, M.T.H. 1989. What we have learned about
technology usage for disabled students in post- secondary education:
Results of a three-year demonstration project. Closing the Gap, 8, no. 3,
pp. 26-29.



Information Available from the Trace Center Reprint Service. 1988-89. (A
complete listing of the books, papers, and software available through the
Trace Center. A list of reference sheets on specific access issues is also
available). Madison, WI: Trace Research and Development Center.



Jamison, S. L. 1983. Signs for Computing Terminology: A Sign Reference
Book for People in the Computing Field. Silver Spring, MD: National
Association of the Deaf.



Kramer, K. 1988. Computer accessibility for students with disabilities.
Academic Computing 3, no. 2, pp. 26-27, 38-39. (Also available in ASCII).



Margolis, V. 1986. The role of college disabled student service programs in
providing access to the microcomputer. AHSSPPE Bulletin, 4, no. 2, pp.
66-75.



Mendelsohn, S. B. Financing Adaptive Technology: A Guide to Sources and
Strategies for Blind and Visually Impaired Users. New York, NY: Smiling
Interface. (2792 Church Street Station, 10008-2792, [212] 222-0312,
also available in large print, Braille, audiotape, or ASCII).



National Braille Press. Add-On's: The Ultimate Guide to Peripherals for the
Blind Computer User. Boston, MA: National Braille Press. (88 St. Stephens
Street, 02115, also available in Braille and audiotape, [617] 266-6160).



Read, R. 1988. Our basic beliefs. CCD Newsletter 1, no. 2, pp. 1-4, 13.
(Center for Computing and Disability, Milne 303, SUNY- Albany, 135
Western Avenue, Albany, NY 12222).



Shell, D.; Horn, C.; and Severs, M. 1988. Effects of a computer- based
educational center on disabled students' academic performance. Journal of
College Student Development 29, pp. 432-40.







Vanderheiden, G. C. 1984. Curbcuts and computers: Providing access to
computers and information systems for disabled individuals. Discovery 83:
Computers for the Disabled Conference Papers. (University of
Wisconsin-Stout).



Vanderheiden, G. C., and Lee, C. C. 1988. Considerations 4.2: Results of the
Industry/Government Cooperative Effort on Computer Accessibility for
Disabled Persons. Madison, WI: Trace Research and Development Center.



Wheels for the Mind. (Periodical published by Wheels for the Mind, 23L, P.O.
Box 810, Cupertino, CA, 95015).







7. Appendix



TEXT OF SECTION 504



Public Law 93-112, Rehabilitation Act of 1973, Section 504: "No
otherwise qualified handicapped individual in the United States.......shall,
solely by reason of his handicap, be excluded from the participation in, be
denied the benefits of, or be subjected to discrimination under any
program or activity receiving Federal financial assistance" (29 U.S.C. Sec.
794, as amended by Section 111(a) of the Rehabilitation Act amendments
of 1974).



Civil Rights Restoration Act of 1988: This act re- established
institution-wide coverage under Section 504 of the Rehabilitation Act.
For several years following the Supreme Court's Grove City vs. Bell
decision, civil rights under Section 504 were tied directly to federal
funds at the individual program level.  This led to cases in which students
were denied access to one lab (nonfederally funded) but were given access
in the next room (federally funded).  The Civil Rights Restoration Act of
1988 clearly stated that acceptance of any federal aid (including student
financial aid) meant that the entire institution had to comply with federal
nondiscrimination laws.



TEXT OF SECTION 508



Public Law 99-506 (October 21, 1986), Rehabilitation Amendments of
1986, Section 508:



Electronic Equipment Accessibility



Section 508. (a)(1) The Secretary, through the National Institute of
Disability and Rehabilitation Research and the Administrator of the
General Services, in consultation with the electronics industry, shall
develop and establish guidelines for electronic equipment accessibility
designed to insure that handicapped individuals may use electronic office
equipment with or without special peripherals.



(2) The guidelines established pursuant to paragraph (1) shall be
applicable with respect to electronic equipment, whether purchased or
leased.



(3) The initial guidelines shall be established not later than October 1,
1987, and shall be periodically revised as technologies advance or change.



(b) Beginning after September 30, 1988, the Administrator of General
Services shall adopt guidelines for electronic equipment accessibility
established under subsection

(a) for Federal procurement of electronic equipment.  Each agency shall
comply with the guidelines adopted under this subsection.



(c) For the purpose of this section, the term "special peripherals" means a
special needs aid that provides access to electronic equipment that is
otherwise inaccessible to a handicapped individual.



TECH ACT



Public Law 100-407, Technology-Related Assistance for Individuals with
Disabilities Act of 1988: The Tech Act funded the establishment of
technology assistance centers in each state during the following three
years to address technology access for people with disabilities. According
to Section 103(c)(7), states will be required to submit an assurance of
508 compliance as a part of applying for federal funding under the Tech
Act.



THE AMERICANS WITH DISABILITIES ACT



The Americans with Disabilities Act of 1989 extends explicit civil rights
protection to people with disabilities.  As of this time (September 1989),
the ADA has passed the Senate and is expected to pass the House of
Representatives and be signed by November 1989.



FUNCTIONAL PERFORMANCE SPECIFICATIONS FOR TECHNOLOGY
ACCESSIBILITY



From FIRMR Bulletin 56, Managing End User Computing For Users With
Disabilities, Appendix J (GSA 1989):



These specifications are organized by functional requirement into three
categories: input, output, and documentation.  This organization reflects
the major areas that need to be addressed during agency acquisition
planning and procurement.  All the capabilities set forth in these
specifications are currently available from industry in various degrees of
functional adequacy except for access to screen memory for translating
bit-mapped graphic images.



a. Input. Access problems concerning the input interface to a
microcomputer differ by the type and severity of the functional limitation
of the employee.  Some users with disabilities are capable of using a
keyboard if it can be modified slightly.  Other users with disabilities
require an alternate input strategy.  The following is an overview of
common input alternatives, and other input functional requirements which
should be considered:



(1) Multiple Simultaneous Operation Alternative. Microcomputers have
numerous commonly-used functions that require multiple, simultaneous
striking of keys and/or buttons. Sequential activation control provides an
alternative method of operation by enabling the user to depress keys or
buttons sequentially.



(2) Input Redundancy. Some programs require a mouse or some other fine
motor control device for input.  However, some users with motor
disabilities cannot operate these devices.  An input redundancy feature
provides the functionality of these devices through the keyboard and/or
other suitable alternative input devices (e.g., voice input).



(3) Alternative Input Devices. The capability to connect an alternative
input device can be made available to a user who is unable to use a
modified standard keyboard.  This feature supplements the keyboard and
any other standard input system used.  The alternative input capability
consists of a physical port (serial, parallel, etc.) or connection capability
that allows an accommodation aid to be connected to the system to
augment or replace the keyboard.  For example, an alternative input device
can be customized as the most effective method of input (e.g., switches,
eye scan, headtracking) for the user while supporting transparent
hardware emulation for standard input devices (i.e., keyboard and the
mouse).



(4) Key Repeat. A typical microcomputer generates repetitions of a
character if that key remains depressed.  This is a problem for users
without sufficient motor control.  A key repeat feature gives a user
control over the repeat start time and rate by allowing either the timing
parameters to be extended, or the repeat function to be turned off.



(5) Toggle Key Status Control. Microcomputer toggle keys provide visual
feedback indicating whether a key is on or off.  A toggle key status
feature provides an alternative mode to visual feedback to show the on or
off status of a toggle key.



(6) Keyboard Orientation Aids. To orient a visually impaired user to a
particular keyboard, a set of tactile overlays should be available to
identify the most important keys.  The tactile overlays can be in the form
of keycap replacements or transparent sticky tape with unique symbols to
identify the various keys.



(7) Keyguards. To assist a motor disabled user, a keyguard should be
available to stabilize movements and ensure that the correct keys are
located and depressed.  A keyguard is a keyboard template with holes
corresponding to the location of the keys.



b. Output. Auditory output capability, information redundancy, and monitor
display should be considered as functional requirements.



(1) Auditory Output Capability. The auditory output capability on current
microcomputers is sufficient to beep and play music.  However, some
users with disabilities may require a speech capability.  A speech
synthesizer is required to generate speech on today's computers.  The
capability to support a speech synthesizer should continue to be available
in future generations of computers or this capability may be internalized
through an upgrade of the computer's internal speaker.  The speech
capability should include user adjustable volume control and a headset
jack.



(2) Information Redundancy. Currently, several programs activate a
speaker on the microcomputer to provide information to the user.
However, some programs do not have the capability to present this
information visually to the hearing impaired user. This feature provides
information redundancy by presenting a visual equivalent of the auditory
information presented.



(3) Monitor Display. The requirement to enhance text size, reproduce text
verbally, or modify display characteristics is crucial for some users with
visual disabilities.  To ensure that this access continues, the following
capabilities are required:



(a) Large Print Display. There should be a means for enlarging a portion of
the screen for the low vision user.  The process uses a window or similar
mechanism that allows magnification to be controlled by the user.  A user
can invoke the large print display capability from the keyboard or control
pad for use in conjunction with any work-related application software.  If
applications software includes graphics, then enlargement of graphic
displays should also be available.



(b) Access to Visually Displayed Information. The capability to access the
screen is necessary to support the speech and/or Braille output
requirement of many blind users. Currently, blind users are able to select
and review the spoken or Braille equivalent of text from any portion of the
screen while using standard applications software.  Third party vendors
should continue to have access to the screen contents in a manner that can
be translated and directed to any internal speech chip, a speech
synthesizer on a serial or parallel port, or a Braille display device.
Information that is presented pictorially also needs to be available in a
manner that, as software sophistication improves, it may be eventually
translated using alternate display systems.



(c) Color Presentation. When colors must be distinguished in order to
understand information on the display, color-blind end users should be
provided with a means of selecting the colors to be displayed.



c. Documentation. The vendor should be responsive in supplying copies of
the documentation in a usable electronic format to disabled Federal
employees.



Developed by EASI (Equal Access to Software for Instruction), a      project
of Educational Uses of Information Technology (EUIT)



1989-90 Coordinator for EASI:

Darola Hockley Computing Services  200 Heinkel Building University of
Missouri-Columbia,  Columbia, MO  65211 (314) 882-2000
ccdarola@umcvmb (BITNET)



For further information about EDUCOM or the Educational Uses of
Information Technology, contact Steven W. Gilbert, EUIT Director. For
information on obtaining additional copies of this brochure, contact the
Educational Uses of Information Technology. An ASCII version is also
available.



EDUCOM's Educational Uses of Information Technology (EUIT) Program

P.O. Box 364, Princeton, NJ 08540

1112 16th Street NW, Washington DC 20036





Editorial assistance was provided by Kay Ferdinandsen, University of
Southern California, and Diane Balestri, Princeton University, representing
the Educational Uses of Information Technology (EUIT) Program.
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU