From: ZIPPY%BKLYN.BITNET@pucc.Princeton.EDU (Tzipporah Ben Avraham)
Newsgroups: misc.handicap
Subject: disability and libraries guide
Date: 2 Oct 92 03:31:50 GMT
Reply-To: ZIPPY%BKLYN.BITNET@pucc.Princeton.EDU (Tzipporah Ben Avraham)
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Index Number: 24587

[This is from the Alternative Learning mailing list]

CHECKLISTS FOR MAKING LIBRARY AUTOMATION
ACCESSIBLE
TO DISABLED PATRONS

Version 0.9

  D R A F T

Jane R. Berliss

March, 1992

INTRODUCTION

Librarians are more likely now that ever to find themselves
serving a significant number of patrons with disabilities.
This is due to a number of factors, among them the increased
participation of disabled persons in society, advances in
diagnosis and rehabilitation, and the demographic shift as
the "baby boom" generation ages.

To comply with federal legislation mandating equity of
access1 to public resources for disabled and non-disabled
persons, and to ensure that patrons with disabilities need
not regard computers as a barrier instead of an aid to their
successful library use, libraries need to plan for and
implement accessibility measures.  Since library staff
members may also have disabilities, it is important to
remember that the points made in this document about access
for patrons apply to access for employees as well.

It is crucial that accommodations be made to provide
equitable access to the library's facilities for all
patrons.  This means not only using technology such as the
Kurzweil or Arkenstone readers, which translate print into
speech, to provide access to traditional media;  it also
means ensuring that new technology (on-line catalogs,
microcomputers provided for public use, etc.) are made
accessible.  The focus of this document will be almost
exclusively on this latter need.

Since about 10% of the general population is disabled, a
reasonable goal would be to have about 10% of computer
equipment and resources earmarked for accessibility,
although unlike disabled parking places the adapted
computers should be useable by non-disabled people when they
are not required by a person with a disability.  Indeed, you
may find that the "adaptive equipment," whether adjustable
tables, enlarging monitors, or alternatives to the standard
"mouse" pointing device may be widely used and appreciated
by people who find these accommodations, if not mandatory,
then simply more comfortable to work with.

A point that will be stressed throughout this document is
communication among patrons, staff, and other human
resources.  The more viewpoints and areas of expertise that
can be represented during the process of implementing and
maintaining accessibility, the greater the chances for
successful strategies and actions that will be satisfactory
to all interested parties.  Checklist 1 lists the steps for
building a team of consultants.

Note for Small Libraries

This document was primarily designed with the issues facing
large libraries in mind.  However, small libraries (such as
campus or worksite libraries)  also face accessibility
issues.  These libraries have an advantage in that their
range of patrons is likely to be more predictable, and the
initial steps towards implementing access can be more
tailored towards a specific group or person.  However, these
libraries may also be at a disadvantage in terms of
resources, particularly human resources.

Checklist items likely to be of most interest and of most
practical value to small libraries have been prefixed with
an asterisk.

1In this document, the term "access" is used to mean access
for patrons with disabilities, unless otherwise defined in
context.

Planning Document

Many factors go into successful implementation of adaptive
technology.  Librarians need to make sure that there will be
sufficient funding, personnel, and foresight to establish
and maintain an accessible environment.  Towards this end,
it is strongly recommended that a formal planning document
be developed.  This document need not be long or overly
detailed.  As a rule of thumb, tailor this document so that
it can be used for the process of seeking funding and other
forms of support, as well as a historical guide for
librarians who may not become involved in the accessibility
process until after the initial steps have been taken. 2

Potential Access Problems

Patrons with disabilities may have access needs in one or
more of the following categories:

y  INPUT issues affect people who have trouble with the
devices used to input characters or commands into the
computer.  This is most likely to affect patrons who have
difficulty using the standard keyboard or the standard mouse
due to a diminution or loss of control of movement in their
hands.

y  OUTPUT issues affect people who cannot access the
computer's output.  This includes:  people who have
difficulty reading the screen due to visual impairment or
learning disability;  those who cannot hear auditory cues;
or those who have difficulty reading or handling a standard
computer printout.

y  ENVIRONMENT includes a variety of non-computer
components.  Examples of potential problems include whether
a person using a wheelchair can be seated comfortably at a
computer table, and whether a visually impaired person can
easily find appropriate signage indicating how to find the
computer area.

y  DOCUMENTATION/SUPPORT/TRAINING, perhaps the most
important category, affects the user's ability to find help
in using equipment.  Documentation covers alternatives to
having to read and handle printed documentation.  Support
ensures that staff will have the knowledge to provide
guidance on equipment use and the sensitivity to work
effectively with patrons with disabilities.  Training
components provide new users of adaptive equipment with
basic information and strategies for equipment use, which
should both increase user success in equipment use and
reduce the staff resources required for support.

Microcomputers and Dedicated Terminals

The modern library tends to deal with two types of computer
systems.  The first is based on microcomputers;  the second,
on dedicated terminals-i.e., terminals tied directly into a
specific application, database, etc.  For all practical
purposes, no equipment exists to permit access into
dedicated terminals;  the equipment has been almost
exclusively designed to permit access to microcomputers.

Several options exist for making the information on these
terminals accessible.  The ideal is to try out any system
before purchase and see if the program can be accessed via a
microcomputer.  For example, the libraries at the University
of Wisconsin-Stout and the

2 Many thanks to Ray DeBuse for suggesting both the
paragraphs on small libraries and the paragraph on the
planning document.
University of Michigan both have on-line catalogs that users
can access on-site via dedicated terminals.  However, there
is also a dial-in service that permits any off-site users,
including those with disabilities, to access the catalog
from a microcomputer.  An added advantage at both libraries
is that accessible equipment is located on-site, so that the
user can find out the location of a book and access the book
itself within the same building.  Care should also be taken
to ensure that when the program is received on the
microcomputer, it will be compatible with existing access
equipment.  Any system that relies heavily on highlighting
and color cues to impart information will be difficult to
understand by persons using speech-output screen review
programs, as well as people with color blindness.

If the system is already in place and the input and output
cannot be accessed via a microcomputer, you can ensure that
environmental considerations are in place-e.g., ensuring
that some terminals are located on adjustable tables to
provide access for people using wheelchairs, people of short
or tall stature, people with temporary leg casts, etc.  For
users who still cannot access the input or output from these
dedicated systems, human resources will need to be tapped.
All staff likely to come in contact with patrons should be
trained in sensitivity to the needs of persons with
disabilities, and should be readily available to provide
services as needed.  This might entail listening closely to
what a manually disabled patron wishes to have typed into
the system and typing it according to her exact
specifications (rather than trying to guess what she would
like to type in), or asking a person with blindness exactly
which parts of the screen he wishes to have read off.  These
services should be widely publicized, and should be able to
be requested with a minimum of embarrassment to the user.

Generic Access Strategies (Checklists 1-4)

For many users, solutions need not be complicated or
expensive.  For example, a strategically-placed lamp or
Braille labels placed over certain keys on the keyboard may
do wonders for some patrons with visual disabilities.  Most
well-thought-out solutions will not hamper the ability of a
non-disabled person to use the computer, and may indeed
prove to be a boon to all users.  The first part of this
document, which consists of five checklists, explains
"generic" strategies to fully or partially cover the needs
of the majority of users.

Many patrons will have already found strategies to cover
some or all of their needs, and may be willing to share
these strategies.  While a single solution is unlikely to
accommodate all individuals with learning disabilities, for
example, discussions with and among these individuals may
likely uncover solutions that will benefit many of them.

One of the hallmarks of the solutions suggested in the
checklists is that they are either adjustable or are used to
adjust other equipment-tables and chairs with adjustable
heights, software to increase the volume of auditory output,
firmware that allows different alternate keyboards to be
used with standard hardware.  This adjustability is
important both to accommodate the variations in type and
extent of disability among users, and to accommodate
individual users with progressive conditions, such as
muscular dystrophy, AIDS, or diabetes.

The Checklists

This document provides four checklists covering generic
systems.  Each checklist includes an outline with items to
be checked off as they are implemented, followed by
explanatory comments on each checklist item.  The first
checklist covers team preparation measures, while the other
three cover different levels of implementation, as defined
by the typical expense and timeline for the level of
implementation being discussed.

CHECKLIST 1 (Team Preparation) covers building a framework
from which decisions can be made and evaluating the
environment into which adaptive computing will be introduced
or enhanced.  The steps in this checklist form the
groundwork for all other access measures suggested
throughout the rest of the document.

y  Example:  Determining what adaptive equipment already
exists in the library.

CHECKLIST 2 (Low Cost/Short Implementation Time Measures)
covers access steps that will take a minimum of time (less
than thirty minutes) and financial outlay (less than $100)
to implement.  (Note that Checklist 2 is the longest of the
four implementation checklists;  about half of all
implementations fall into this category.)

y  Example:  Printing a sign indicating where accessible
equipment can be found.

CHECKLIST 3 (Moderate Cost/Moderate Implementation Time
Measures) consists of steps that require somewhat more time
and/or money-roughly thirty minutes to two weeks, and up to
approximately $500.

y  Example:  Purchasing hard disks and installing frequently
used software on them, to reduce the need to handle floppy
disks.

CHECKLIST 4 (Annual Budget and Long-Term Purchasing
Measures) covers steps that should be planned into annual
budgets.  It also covers steps to be included in the plans
for construction or remodelling of the library, or in the
widespread implementation of new software and/or hardware
(such as implementation of an on-line catalog).

y  Example:  Selecting and acquiring speech synthesis
equipment.

The items in Checklists 2 through 4 are meant as indicators
rather than anything hard and fast;  depending on your
situation, one or more steps may be implemented at different
levels.  In addition, not all solutions are available for
all types of computerized systems.  It is impossible,
therefore, to think in terms of a single "adapted computer."
You may wish to provide some solutions from Checklist 2 for
the majority of computers, and designate one or two
computers to house solutions from Checklist 3.

Individualized Systems

Even the suggestions included in the Checklists will not
accommodate every individual disabled patron.  There will be
some individuals whose situation requires equipment that is
highly individualized and specialized.  For example, some
people with severe physical disabilities must use a switch
to access a computer.  There are dozens of types of adaptive
switches available, activated by different types of body
movement, and more are constantly coming on the market.  It
would be impossible for a library to keep all these switches
in stock.

Rather than planning for every situation, it is suggested
that a policy be developed based on the library's resources.
As noted above, small libraries may have a somewhat
predictable clientele and may wish to set aside a
contingency fund to assist people whose needs are not met by
the standard adaptations.  This fund could be pooled by a
number of library branches;  the equipment and documentation
obtained through the fund could then be available to each
institution on an as-needed basis.  For much of this
equipment, it may also be appropriate to seek outside
funding.  (See the Appendixes for further information on
funding sources.)

Just as the library could not be expected to perform an eye
exam for a patron who clearly needs glasses, it will not be
able to independently assist patrons who require their own
equipment.  If a patron appears to need or demonstrates
interest in obtaining an individualized system, the library
may wish to provide information on finding an appropriate
clinician or other local professional.  These professionals
are able to evaluate an individual's abilities and to
prescribe appropriate computer equipment.  The section of
this document on Individualized Systems (following the 4
checklists) contains information on when and how to assist
patrons, and how to find out what local resources are
available.

Appendixes List More Resources

The Appendixes include sources of information on computer
equipment for individuals with disabilities in general, and
library patrons in particular.  This information includes
books, articles, databases, and conferences.

Different libraries use different computers for different
applications, and no attempt has been made to suggest
specific brands or manufacturers.  The books and databases
of product information should be used as a first step in
contacting manufacturers.  Whenever possible, equipment
should be tested, especially by potential users.  If the
desired product does not appear to exist, consider
contacting a manufacturer that has developed similar
products, or other products for the same computer.  A
computer manufacturer could also be contacted;  many have
divisions specifically to serve people with disabilities.
Either or both sources may be able to suggest an alternate
product.

Whenever possible, this brochure follows established
legislation and other guidelines for accessibility.  Much of
the information is based on writings developed for computer
labs in postsecondary schools, which face problems similar
to those found by libraries.  If further information on a
particular item is available as part of a set of guidelines,
an abbreviated title (in CAPITAL LETTERS) and page citation
for that guideline follow the item in the checklist.  A list
of guidelines used and their sources is also included in the
Appendix.  You are strongly encouraged to obtain and consult
these guidelines for further information.

Finally, although widespread implementation of accessible
equipment will ideally encourage price reductions, some of
the solutions will require substantial financial investment.
The Appendixes contain a list of sources of information on
funding alternatives.

This document is slated to be reviewed and updated
periodically.  Therefore, input is sought and warmly
appreciated.  Please write with suggestions, comments, and
descriptions of access strategies that you have developed or
implemented to:  Jane Berliss, c/o Berkeley Systems Inc.,
2095 Rose St., Berkeley, CA  94709.

CHECKLIST 1
TEAM PREPARATION

This list is not meant to be exhaustive;  additional
measures may be required depending on specific campus
situations.  Blank lines have been provided for users to
write in their own measures;  we would greatly appreciate a
copy of any measures you have added to this list.  Checklist
items likely to be of most interest and of most practical
value to small libraries have been prefixed with an
asterisk.

*____  A.  Initiate contact between library personnel and
interested users.

*____  B.  Develop team of consultants on library adaptive
computing.

     1.  Team should include persons (usually more than one
in each area) with expertise in the following areas:

     *    ____  a.  Equipment currently being used in the
library
          ____  b.  Adaptive computer equipment and
peripherals
          ____  c.  Access needs of people with ALL types of
disabilities
     *    ____  d.  Current and projected demographics of
users with disabilities
     *    ____  e.  Library funding
     *    ____  f.  Library computer use policy

     2.  Team members should ideally be drawn from the
following groups of people:
     *    ____  a.  Library administrative staff
          ____  b.  Library computing staff
     *    ____  c.  Potential users
          ____  d.  Outside consultants
          ____  e.  Professionals with clinical expertise in
disability-related areas
          ____  f.  Rehabilitation technologists/engineers
     *    ____  g.  Representatives of library's parent
organization (company, college, etc.)
     *    ____  h.  Other groups as appropriate

*____  C.  Team walk-through of existing facilities to
determine existing accessibility accommodations/problems.

*____  D.  Survey patrons to determine existing
accommodations/problems.

*____  E.  Placement of article(s) in standard information
sources about intention to implement computer accessibility.

*____  F.  Identification of personnel to implement
accessibility measures.

  ____  G.

  ____  H.

CHECKLIST 1-EXPLANATION OF ITEMS

A.  Initiate contact between library personnel and
interested users.
     The initial impetus for the process of establishing
adaptive computing in libraries is likely to come from
representatives of one of these two groups;  certainly both
groups are affected by the process.

B.  Develop team of consultants on library adaptive
computing.
     To be effective, most plans for the implementation of
adaptive computing require awareness of needs and
demographics of people with disabilities (both in general
and among current and projected library clientele),
awareness of types of adaptive computing equipment and its
compatibility with standard equipment, awareness of the
existing library computing environment, and awareness of
related issues such as funding.  Since one individual or
group may not be versed in all these areas, a team of
experts drawn from the library staff and the community
should be assembled to evaluate and discuss issues, share
information, and represent their particular concerns.  This
group may initially be fairly large during planning phases
and may become smaller as goals are met, but will need to
continue to exist on a long-term basis.

     1.  Team should include persons (usually more than one
in each area) with expertise in the
          following areas:

a.  Equipment currently being used in the library.  The type
of standard equipment that patrons will need to access will
influence purchasing decisions of adaptive equipment, since
the standard and adaptive equipment will need to work
together.

b.  Adaptive computer equipment and peripherals.  This team
member will need some level of familiarity with equipment
and strategies for access to input, output, environmental,
and documentation/training/support for people with all types
of disabilities (hearing, visual, physical, learning, etc.)

c.  Access needs of people with ALL types of disabilities.
Many people whose disabilities would initially seem
irrelevant to computer use may actually need some sort of
accommodation.  For example, patrons with deafness may be
able to access the computer, but may need to find ways of
asking questions about where to find software or how to use
a new catalog.

d.  Current and projected demographics of users with
disabilities.  This information facilitates the process of
determining the order of priority in which equipment should
be acquired.

e.  Library funding.  The way in which the library chooses
to fund acquisition, maintenance, and training for computers
in general is likely to influence, if not dictate, the ways
that these considerations are budgeted for adaptive
technology.

f.  Library computer use policy.  Issues such as copyright
of materials in alternative formats and policies for fair
use of computer workstations when needed by both disabled
and non-disabled patrons need to be developed in accordance
with existing policies.

     2.  Team members should ideally be drawn from the
following groups of people:
a.  Library administrative staff.  These persons will know
about issues such as library funding, policies, and plans
for future developments in the library infrastructure.

b.  Library computing staff.  This group will know about
day-to-day operations of and problems in the computing
areas.

c.  Potential users.  These persons are not only the most
likely to know about potential barriers to effective
computer use, they are also the most likely to have had
actual user experience with adaptive technology.

d.  Outside consultants.  This may involve members of local
disability-related groups (see Appendix, "Disability-Related
Organizations," for examples), vocational rehabilitation
counsellors, etc.

e.  Professionals with clinical expertise in disability-
related areas.  This may include interface specialists
(generally occupational therapists with knowledge of
physical barriers that may prevent an individual from
effectively using technology) and
seating/positioning/mobility specialists (therapists or
engineers who work with issues relating to proper
positioning in chairs or wheelchairs for maximal access).
The list may also include physical therapists and
occupational therapists.  See section on "Individualized
Systems" for ways to locate these professionals in your
area.

f.  Rehabilitation technologists/engineers.  These are
persons with a thorough knowledge of disability and
rehabilitation, coupled with a background in the use of
technology by persons with disabilities.  The strategies
suggested in "Individualized Systems" may also work to
locate these professionals locally.

g.  Representatives of library's parent organization
(company, university, etc.).  These persons may have a broad
overview on ways that technology in general, and adaptive
technology in particular, is being implemented throughout
the organization.

h.  Other groups as appropriate.  Depending on the library's
individual situation, it may seem evident that
representatives of other groups need to be involved.  For
example, if adaptive technology is being implemented over a
multi-branch library system, then representatives of all
branches will need to be involved.

C.  Team walk-through of existing facilities to determine
existing accessibility accommodations/ problems.
     A variety of accommodations are likely to already exist
in the computer labs, particularly since some computer
manufacturers are building in accessibility features as part
of their standard hardware or system software (check the
manuals for further information) and since the buildings may
already fully or partially comply with architectural
accessibility laws (see Checklist 3, Item C1).  One or more
members of the consultant team may also be aware of
equipment purchased for the benefit of a few students but
never publicized or made generally available.  Use a copy of
Checklists 2 through 4 to measure current accessibility and
to determine the necessary steps for implementing further
accessibility.

D.  Survey patrons to determine existing
accommodations/problems.
     The survey should not only serve as a way to gather
information;  it should also be a means of notifying
students of what is being planned, and of giving them as
early an opportunity as possible to express opinions.  The
survey may also pique interest among patrons experienced
with adaptive computer use, who are likely to have useful
suggestions and may make excellent new members of the
consultant team.  The survey should be administered
anonymously.  Survey questions should cover the following
areas:  disability types, previous experiences with both
standard and adaptive computer use, problems encountered in
using computers in the library, priorities for types and
location of adaptive equipment to be purchased, and library-
specific questions as appropriate.

E.  Placement of article(s) in standard information sources
about intention to implement computer accessibility.
     It would be difficult to over-publicize the
implementation (and later, the availability) of accessible
computers.  The survey discussed above may only reach those
patrons who have identified themselves as having a
disability.  Patrons with temporary disabilities may not
realize that such equipment is available even when they need
it.  For public libraries, a continuous stream of
information about the implementation process and equipment
availability should be distributed through such media as the
library newsletter, local newspapers, and local radio or TV
stations.  Smaller libraries should exploit in-house
information sources.

F.  Identification of personnel to implement accessibility
measures.
     Responsibility will need to be assigned so that it is
clear who will be executing the implementation measures at
every step and for every item.  A follow-up procedure should
also be instituted to ensure that measures are implemented
in a timely, efficient, and thorough manner.

CHECKLIST 2
LOW COST/LOW IMPLEMENTATION TIME MEASURES

Implementations usually cost less than $100 each and have
implementation times of less than 30 minutes each.  This
list is not meant to be exhaustive;  additional measures may
be required depending on specific library situations.  Blank
lines have been provided for users to write in their own
measures;  we would greatly appreciate a copy of any
measures you have added to this list.  Checklist items
likely to be of most interest and of most practical value to
small libraries have been prefixed with an asterisk.

A.  Input

     *    ____ 1.  "Sticky key" software
     *    ____ 2.  Software allowing control of keyboard
delay and repeat rate
     *    ____ 3.  Software allowing cursor control from
keyboard instead of mouse
     *    ____ 4.  Software permitting auditory or other
non-visual indication of toggle key                    statu
s
     *    ____ 5.  Software allowing control of key input
acceptance rate
     *    ____ 6.  Alternative labels for the keyboard and
keypad keys
     *    ____ 7.  Keyguards
     *    ____ 8.  An illuminated magnifying lamp that can
be swung over the keyboard
     *    ____ 9.  Devices to allow easy handling of floppy
disks
     *    ____ 10.  Surge protector power strip placed in an
easily accessible location
          ____ 11.
          ____ 12.

B.  Output

     *    ____ 1.  Adjustable redundancy of auditory output
          ____ 2.  Software permitting auditory output to be
adjusted
          ____ 3.  Earphones for speech synthesizer users
and people who need to set the auditory output to a loud
level.
          ____ 4.

C.  Environment

     *    ____ 1.  Ensure that there is an accessible path
between the wheelchair entrance and
                    the computer area(s)
          ____ 2.  Heavy earphones (such as those worn by
jackhammer operators)
     *    ____ 3.  Position terminals to best take advantage
of lighting source
     *    ____ 4.  Temporarily "adapt" tables to make them
accessible by placing them on blocks (see Checklist 4, Item
C1)
          ____ 5.
          ____ 6.

D.  Documentation/Support/Training

     *    ____ 1.  Indicate accessible equipment/entrances
in any general brochure of library
                    hours and features
     *    ____ 2.  Post large-print signs on library doors
indicating that adaptive equipment is
                    available
     *    ____ 3.  Label computers and workstations
designated as accessible
          ____ 4.  Identify personnel to construct and
install simple modifications
          ____ 5.

CHECKLIST 2
EXPLANATION OF ITEMS

Note:  Upper-case names refer to existing standard;  the
subsequent page numbers refer to pages within those
standards.  See Appendix, "Sources of Guideline
Information," for full names of references.

A.  Input

1.  "Sticky key" software
     SHIFT, CONTROL, ALT, OPTION, COMMAND, and some other
"modifier" keys are usually held down simultaneously with
other keys.  "Sticky key" software permits these modifier
keys to be pressed and released;  the next key pressed will
then be affected by the modifier key exactly if the two keys
were held down simultaneously.  This is necessary for users
who type with one finger, a mouth-held stick, etc.  Some
sticky key software also permits any of these keys to be
locked so that all subsequently pressed keys are affected by
the locked modifier key until the locking feature is
deactivated.  (Unlike the "caps lock" key, the sticky key
lock affects all symbols invoked by the shift key-e.g., the
symbols associated with the number keys-and not just the
capital letters.)  Standard on some computers.
(CONSIDERATIONS, pp. 13-14.)

 2.  Software allowing control of keyboard delay and repeat
rate
     If a single key is held down for a significant length
of time, many computer systems will enter the corresponding
character multiple times.  This is inconvenient for users
who may not have the motor control to pull their finger or
mouthstick away from the keyboard in time to avoid
activating this feature.  Software that controls the "delay
until repeat" and key repeat rate functions permits these
times to be adjusted or these features to be turned off.
Standard on some computers.  (CONSIDERATIONS, p. 15.)

 3.  Software allowing cursor control from keyboard instead
of mouse
     "Mouse" pointing devices, which permit cursor control,
are becoming standard on many computers.  However, some
people lack either the hand-eye coordination or the physical
ability to use the mouse.  Software is available to permit
mouse functions to be emulated by pressing keys on the
computer keyboard.  This function is standard on some
computers.  (CONSIDERATIONS, p. 16.)

 4.  Software permitting auditory or other non-visual
indication of toggle key status
     Keys which can be toggled on and off, such as CAPS LOCK
and NUMBER LOCK, often have their toggle status indicated by
the presence or absence of a light on the keyboard.  For the
benefit of users with blindness or those who use the
keyboard at an angle where the lights are difficult to see,
adaptations are available to enable auditory indications of
the toggle status.

 5.  Software allowing control of key input acceptance rate
     Some users may frequently bump keys accidentally when
typing, due to difficulty in controlling hand or typing
stick movements.  Software that controls the key input
acceptance rate can filter out these undesired keys for some
users by requiring that keys be held down for a given length
of time before they are passed on to the computer and
registered on the screen.  Standard on some computers.
(CONSIDERATIONS, pp. 21-22.)

 6.  Alternative labels for the keyboard and keypad keys
     Transparent Braille or other raised labels placed on
some or all keys may provide a tactile method of orientation
to the keys for users with total blindness, while still
permitting other users to orient themselves visually.  For
users with some usable vision, large-print labels make keys
easier to find.  (CONSIDERATIONS, pp. 37-38.)
 7.  Keyguards
     Keyguards are keyboard-sized sheets of plastic or other
smooth materials that have holes cut in them.  Each hole
corresponds to a key.  Users who have difficulty hitting
keys accurately may find keyguards useful for reducing the
number of unwanted keys they type.  Keyguards may be
purchased or made in-house.  (CONSIDERATIONS, p. 21.)

 8.  An illuminated magnifying lamp that can be swung over
the keyboard
     An illuminated magnifying lamp may make the keys easier
to see for persons with a variety of disabilities.

 9.  Devices to allow easy handling of floppy disks
     Devices are available to permit handling of floppy
disks by users with little or no use of their arms or hands.
Most of these are mouth-controlled and allow disks to be
inserted and removed.  (If the population using the adaptive
technology is fairly consistent, you may wish to purchase
hard disks on which information can be stored, minimizing
the need for floppy disk handling.)

 10.  Surge protector power strip placed in an easily
accessible location
      A surge protector power strip permits all equipment
for the computer to be plugged into a single place so that
the user only needs to hit one switch to turn on all
equipment.  The power switch may be placed in a variety of
accessible locations near the computer, eliminating the
difficult or impossible task of reaching around to the back
of the computer, printer, etc. to turn it on.  Surge
protectors are widely-used accessories for computers, since
they greatly reduce the likelihood of damage to the computer
caused by voltage surges (e.g., surges caused by lightening
storms).

B.  Output

 1.  Adjustable redundancy of auditory output
     Error messages and other information are often
communicated exclusively through sound, making it impossible
for persons with deafness to access this information.
Software should be made available that presents the
information in a redundant visual form, such as a blinking
menu bar or the word "beep" appearing on the screen.
Standard on some computers.  (END USER, p. 6;
CONSIDERATIONS, pp. 40-41.)

 2.  Software permitting auditory output to be adjusted
     The loudness of auditory output should be adjustable
for the benefit of hard-of-hearing users.  Standard on some
computers.  (CONSIDERATIONS, pp. 42-43.)

 3.  Earphones for speech synthesizer users and people who
need to set the auditory output to a loud level.
     Speech synthesizer users and persons who require that
the auditory output be at a high level will require
headphones so as not to disturb other patrons.  These
headphones are supplied with many speech synthesizer
packages.  Patrons should be warned, however, against the
prolonged use of headphones with high levels of auditory
output.

C.  Environment

 1.  Ensure that there is an accessible path between the
wheelchair entrance and the computer area(s)
     Determine the most accessible path between the
wheelchair entrance and the computer areas, and provide maps
or signage.  Confirm that all doors along this path can be
opened by people with physical disabilities.  (See also
Checklist 4, Item C1.)

2.  Heavy earphones (such as those worn by jackhammer
operators)
     Heavy earphones should be provided so that an
appropriate environment can be created for people who
require a very quiet atmosphere to work effectively.

 3.  Position terminals to best take advantage of lighting
source
     Terminals should be positioned in such a way that glare
on the screen is minimized.  If the main lighting is
provided by sunlight, position monitors at right angles to
windows with adjustable blinds or curtains.  (If this is not
possible, polarizing lenses that fit over the screen are
available inexpensively.)  Overhead lighting should be
provided by 75-watt fluorescent lights;  a higher-wattage
bulb may be needed for labs with unusually high ceilings.
All lamps should be of the positionable swing-arm variety.

 4.  Temporarily "adapt" tables to make them accessible by
placing them on blocks
     "Adapt" tables  to make them accessible by placing them
on sturdy blocks to raise them so that the bottom of the
table is 28" from the floor.  This should be a TEMPORARY
measure until adjustable tables can be purchased (see
Checklist 4, Item C1)

D.  Documentation/Support/Training

 1.  Indicate accessible equipment/entrances in any general
brochure of library hours and features
     General library literature is an excellent place to
list information on types of available accessible equipment,
location of wheelchair-accessible entrances, etc.

 2.  Post large-print signs on library doors indicating that
adaptive equipment is available
     Signs on computer lab doors indicating that adaptive
equipment is available should be low enough to be read by
people who use wheelchairs or who are short, and should be
large enough for people with low vision to read.  The signs
should briefly indicate what types of equipment are
available, what the procedure is for accessing the equipment
(e.g., "Ask the reference librarian for assistance"), and
where additional help can be obtained.  (See also Checklist
3, Item C2.)

 3.  Label computers and workstations designated as
accessible
     Establish a priority system so that non-disabled
persons may use the equipment with the understanding that
they should yield use of the computer to a disabled person
as soon as another workstation becomes available.

 4.  Identify personnel to construct and install simple
modifications
     Simple modifications to standard equipment in
accessible workstations may frequently need to be made to
accommodate users.  For example, it may prove impossible to
find a surge protector power strip (see item A10 above) with
an on/off switch large enough to be accessed by persons with
some motor control or manual disabilities;  simple,
inexpensive modifications could be put in place to give the
user a larger switch to work with.  Personnel or outside
volunteers should be identified who can make these
modifications when necessary.  A small budget should be
allocated for construction materials.

CHECKLIST 3
MODERATE COST/MODERATE IMPLEMENTATION TIME MEASURES

For each item, implementation cost is $100 - $500 and/or
implementation time is 30 minutes to two weeks.  This list
is not meant to be exhaustive;  additional measures may be
required depending on specific library situations.  Blank
lines have been provided for users to write in their own
measures;  we would greatly appreciate a copy of any
measures you have added to this list.  Checklist items
likely to be of most interest and of most practical value to
small libraries have been prefixed with an asterisk.

A.  Input

     *    ____ 1.  Test existing software with accessible
equipment
          ____ 2.  A card or box permitting people to plug
alternative keyboards into public
                    equipment
          ____ 3.  Two or three different types of
alternative keyboards
     *    ____ 4.  Trackballs
          ____ 5.  Sticky key hardware
          ____ 6.
          ____ 7.

B.  Output

     *    ____ 1.  Magnifying screen
          ____ 2.  Adjustable character magnification
software that permits large-type copies
                    to be viewed and printed
     *    ____ 3.  Spell checker and thesaurus software (if
not already an integral part of a
                    word processing program)
     *    ____ 4.  Auditory indicator of serial transmission
status
          ____ 5.
          ____ 6.

C.  Environment

     *    ____ 1.  Plan strategies for removing existing
architectural barriers
          ____ 2.  Permanent signage near entrances
indicating location of computer area(s) and
                    route(s) from that entrance
          ____ 3.
          ____ 4.

D.  Documentation/Support/Training

     *    ____ 1.  Train computing staff on sensitivity to
people with disabilities, and equipment
                    function and procedures
     *    ____ 2.  Arrange for library information to be
available in alternative formats
     *    ____ 3.  If the library has a general goal
statement, prepare a goal item on
                    accessibility
     *    ____ 4.  Obtain documentation on disk
     *    ____ 5.  Recruit volunteers on a short-term basis
to train users and library staff in adaptive equipment use
     *    ____ 6. Implement a fair policy in charging
patrons with disabilities for use of computer time
          ____ 7.
          ____ 8.

CHECKLIST 3
EXPLANATION OF ITEMS

Note:  Upper-case names refer to existing standards;  the
subsequent page numbers refer to pages within those
standards.  See Appendix, "Sources of Guideline
Information," for full names of references.

A.  Input

 1.  Test existing software with accessible equipment
     Test whatever software is used by the library with
accessible equipment as it is purchased or, better yet, as
it is borrowed on a trial basis from the manufacturer.  (If
a representative of the library goes to a conference where
accessible computer equipment is being demonstrated, the
representative may wish to take samples of software where
possible and test it on the demonstration equipment.)

 2.  A card or box permitting people to plug alternative
keyboards into public equipment
     These are now available for the most popular types of
computers.  They may come with built-in features, such as
"sticky key" capabilities, and may be programmable to work
smoothly with particular alternative keyboards and/or
software programs.  (CONSIDERATIONS, p. 24.)

 3.  Two or three different types of alternative keyboards
     Alternative keyboards usually have keys that require
less pressure to be activated, or that are usable by people
with a limited range of motion.  These keyboards may be
configured to have more or fewer keys than standard
keyboards, and the keys may be programmed to perform various
functions (e.g., a key may be programmed to execute a long
but predictable series of commands within a program).  A
variety of keyboards are required to accommodate
combinations of disability types-membrane keyboards, where
the keys are flat on the keyboard surface, are appropriate
for users with some types of disabilities, but since they
have no tactile landmarks they cannot be used by persons who
have both visual disabilities and difficulty pressing keys.

 4.  Trackballs
     A number of alternatives to the standard mouse pointing
device (used to control cursor movement) are available.
These are beneficial to both individuals who have physical
difficulty using a mouse, and those who do not have
sufficient hand-eye coordination to use a mouse effectively.
Trackballs are particularly recommended as alternative mice.
Only the fingers need be moved, reducing the strain on
wrists and arms, and many people find them cognitively
easier to use than standard mice.  Standard on some
computers.

 5.  Sticky key hardware
     Since not all computer operating systems are compatible
with sticky key software (e.g., Macintoshes running AUX
software), sticky key hardware should be made available.
This hardware is used to physically hold down the desired
keys when necessary.  (See Checklist 2, item A1 for
information on sticky key software.)

B.  Output

 1.  Magnifying screen
     Magnifying screens both reduce glare and provide screen
enlargement so that the characters are approximately twice
standard size.  This is a simple solution for users with
minor visual disabilities, and may also be beneficial to
users with learning disabilities.  (END USER, p. 5.)

 2.  Adjustable character magnification software that
permits large-type copies to be viewed and printed
     Character magnification software permits large-type
copies to be viewed and, in some cases, to be printed (END
USER, p. 5), and permits the range of magnification to be
adjusted, usually up to about 16 times standard size
(STUDENTS, p. 1.1).  Some types of character magnification
software may also permit screen colors to be changed, the
cursor shape to be modified, and graphics to be enlarged as
well as text.  Standard on some computers.

 3.  Spell checker and thesaurus software (if not already an
integral part of a word processing program)
     If not already an integral part of any word processing
program being used, spell checker and thesaurus software
should be provided.  This will assist both persons with
learning disabilities and persons using optical character
recognition systems (see Checklist 4, Item A1).

 4.  Auditory indicator of serial transmission status
     Hardware is available for providing an auditory
indicator of serial transmission status-e.g., if information
is being sent to a printer, or if a modem is active.

C.  Environment

 1.  Plan strategies for removing existing architectural
barriers
     Any architectural barriers found during the team walk-
through described in Checklist 1, Item C should be discussed
with the person or department responsible for building
operations.  Follow-up should be done to ensure that
existing problems are recognized and fixed in a timely
manner.

 2.  Permanent signage near entrances indicating location of
computer area(s) and route(s) from that entrance
     Permanent signage near all entrances should indicate
the location of the computer lab and the most accessible
route from that entrance.  The signs should have text in
both large raised letters and Braille, and a visual/tactile
map of the route.  This can often be done quickly and
relatively inexpensively.

D.  Documentation/Support/Training

 1.  Train staff on sensitivity to people with disabilities,
and equipment function and procedures
     All library staff should be trained in sensitivity to
needs of people with disabilities, general information on
adaptive equipment, and procedures for obtaining help if a
person requires training or if equipment malfunctions.  At
least one full-time long-term staff member should be trained
in operation of adaptive equipment.  New employees should be
told who the trained staff members are and how they can be
contacted for assistance.

 2.  Arrange for library information to be available in
alternative formats
     Have crucial information-hours, sources of help, basic
computer operation procedures-read onto a tape.  Implement a
policy for distributing the tape-e.g., if users bring in a
blank tape, the library will copy the tape for them.  Where
appropriate, materials should also be made available in
Braille using Brailling equipment (see Checklist 4, Items B3
& B5).

 3.  If the library has a general goal statement, prepare a
goal item on accessibility
     This statement should be consistent with the findings
and actions of the consultant team, and should be reviewed
annually.
 4.  Obtain documentation on disk
     If documentation is available on disk, it may be
searched directly by users or printed out in large type or
Braille.  Contact product manufacturers to see if
documentation is available on disk.  If not, the
documentation may be available on disk from Recordings for
the Blind (see Appendix, "Sources of General Information")
for a nominal fee.  Recordings for the Blind also provides
many popular general computing books on disk.

 5.  Recruit volunteers on a short-term basis to train users
and library staff in adaptive equipment use
     These volunteers should be carefully screened for their
ability to work comfortably with patrons and staff, and
their technical ability.  They should be given the same
training mentioned in D1 above.

 6. Implement a fair policy in charging patrons with
disabilities for use of computer time
     Patrons using adaptive equipment may require longer
than other patrons to accomplish the same amount of work,
especially if they are using a speech synthesizer to access
a mainframe computer, or are using one finger or a
mouthstick to type.  This may be especially frustrating if
fees are charged to the patron for computer time-e.g., for
use of bibliographic utilities.  A fair policy should be
established allowing patrons with disabilities to be granted
sufficient computer time to carry out their work.
CHECKLIST 4
ANNUAL BUDGET MEASURES

To be planned into annual budget, or to be included in the
plans for construction or remodelling of the library or in
the widespread implementation of new software and/or
hardware (such as implementation of an on-line catalog).
This list is not meant to be exhaustive;  additional
measures may be required depending on specific library
situations.  Blank lines have been provided for users to
write in their own measures;  we would greatly appreciate a
copy of any measures you have added to this list.  Checklist
items likely to be of most interest and of most practical
value to small libraries have been prefixed with an
asterisk.

A.  Input

     *    ____ 1.  Optical character reader (OCR)
          ____ 2.
          ____ 3.

B.  Output

     *    ____ 1.  Speech synthesis hardware and software
     *    ____ 2.  Large monitor
          ____ 3.  Braille printer
          ____ 4.  Refreshable Braille output display
          ____ 5.  Braille translation software/firmware
     *    ____ 6.  Color monitors and software to permit the
selection of colors used
          ____ 7.  Magnifying closed-circuit cameras
          ____ 8.
          ____ 9.

C.  Environment

     *    ____ 1.  Adjustable tables
     *    ____ 2.  Adjustable chairs
     *    ____ 3.  Consider accessibility when constructing
or remodelling the library
          ____ 4.

D.  Documentation/Support/Training

     *    ____ 1.  Design and implement a training program
for users of complex equipment
     *    ____ 2.  Plan the best strategy for supporting
hard-of-hearing and deaf users
          ____ 3.

CHECKLIST 4
EXPLANATION OF ITEMS

Note:  Upper-case names refer to existing standards;  the
subsequent page numbers refer to pages within those
standards.  See Appendix, "Sources of Guideline
Information," for full names of references.

A.  Input

 1.  Optical character reader
     An optical character reader (OCR) permits printed
materials to be translated into computer-readable format and
stored as a computer file.  Some OCRs designed specifically
for users with blindness can read the material aloud as it
is being translated.  It is recommended that a spell checker
be used with the translated and stored files, since the
error rate in the translation may vary.

B.  Output

 1.  Speech synthesis hardware and software
     Speech synthesis hardware and software translates the
information on the screen into spoken form;  most systems
also include provisions for specifying preferences-e.g.,
whether words should be read letter-by-letter or as a full
word, and how much material should be read (a sentence,
line, paragraph, or entire page).  The system should be
easily controlled-e.g., the user should be able to stop the
speech output at any point-and should work with a wide range
of standard software.  (END USER, p. 5;  STUDENTS, pp. 1.14-
1.22.)

 2.  Large monitor
     Character magnification software (see Checklist 3, Item
B2) will not work effectively on a screen that is too small
to see more than a few characters at a time.  A large
screen-roughly 19" to 25"-is therefore recommended.  (END
USER, p. 5;  CONSIDERATIONS, pp. 27-28.)

 3.  Braille printer
     Although a large percentage of the general blind
population does not read Braille, a significant number of
patrons will depend on Braille for fast access to
information.  Braille is also mandatory for access by deaf-
blind patrons or others who would have difficulty using
speech output.  (END USER, p. 5.)

 4.  Refreshable Braille output display
     Refreshable Braille output displays permit reading of
small amounts of text (usually twenty to forty Braille
characters) at a time.  Pins on the display are raised or
lowered to correspond to the letters on the screen.  On some
models, the pins vibrate to indicate a capital letter.  (END
USER, p. 5.)

 5.  Braille translation software/firmware
     For effective use of Braille, Braille translation
software or firmware is required.  This permits the user to
type in and review the text (using a speech synthesizer or
refreshable Braille device) in Arabic letters, produce a
hard copy in Braille, and then back-translate the text to
produce a final version that may be shared with a sighted
person.  (END USER, p. 5.)

 6.  Color monitors and software to permit the selection of
colors used
     Users with color-blindness or low vision are likely to
find that certain color combinations are easier to work with
than others.  This may also be true for users with learning
disabilities.  Color monitors and software which permits the
selection of colors used are available;  these allow
individual users to adjust the information on the screen to
accommodate their personal abilities.

 7.  Magnifying closed-circuit cameras
     Magnifying closed-circuit cameras will permit users to
conveniently examine printed materials (such as manuals or
materials being typed) while working on the computer.  The
more sophisticated systems can be connected to the computer
and have split screens, allowing computer and printed
materials to be displayed on the same screen, at different
rates of magnification if so desired.

C.  Environment

 1.  Adjustable tables
     Adjustable tables should accommodate both wheelchair
users and people whose height makes use of standard tables
difficult.  These tables should also provide adequate work
space.

 2.  Adjustable chairs
     Adjustable chairs should provide both support and
stability.  The backs should be large and adjustable, and
the base should have five legs with rolling casters.  An
assortment should be provided, including models with and
without arms.

 3.  Consider accessibility when constructing the library
     The computer area should be constructed in an
accessible location;  ideally, on the first floor or close
to an elevator, and within a short distance of an accessible
bathroom.  There should be a minimal number of doors between
the outdoors and the lab, and all of these doors should have
handles that are easy to operate, or buttons that may be
pushed for automatic door opening.

D.  Documentation/Support/Training

 1.  Design and implement a training program for users of
complex equipment
     The training program should include provisions for
alternative formats of both print materials (such as
Braille) and communication (such as American Sign Language).
The program should be offered regularly, and should be
listed with other training courses given by the library.  On
demand, "mainstream" courses should be adapted so they can
be offered via alternative formats.  (STUDENTS has many good
suggestions on training users with disabilities.)

 2.  Plan the best strategy for supporting hard-of-hearing
and deaf users
     Consult with your hearing-disabled patrons to find out
what strategies they would prefer to use in communicating
with staff about issues involving computing.  Depending on
the situation, it may be useful to have staff members learn
a rudimentary sign language vocabulary, or have a
telecommunications device for the deaf (TDD) installed for
communication with staff in another part of the building.
Evaluate your resources and requests, and experiment to find
out what works in your environment.

INDIVIDUAL ACCESS MEASURES

     Even the wide range of generic equipment described in
the checklists will not be sufficient for some users;  these
people will require their own equipment.  For some users,
this may be as simple and inexpensive as a mouth-held or
head-mounted stick for typing.  For others, however, a more
sophisticated personal system may be required.  To ensure a
correct fit between individual needs and abilities and
personal systems of access equipment, an evaluation by a
professional is strongly recommended.

     There will be a period while generic access is being
implemented when a large number of patrons will not be able
to use existing equipment;  therefore the first priority in
equipment purchase should be to buy systems flexible enough
to meet current requests and adjustable for future users
with disabilities.  However, there will always be patrons
who will have an interest in obtaining their own equipment
for daily personal use.  The following is a list of likely
sources of information on local professionals who understand
computer adaptations:

y Occupational Therapy, Communication Disorders, or
Rehabilitation Engineering departments of local
rehabilitation centers or hospitals.

y Local branch of the state Department of Vocational
Rehabilitation

y Occupational Therapy, Communication Disorders, or
Rehabilitation Engineering departments of local colleges or
universities

y Local disability-related organizations-see Appendix,
"Disability-Related Organizations," for suggestions and
addresses.

y "Rehabilitation Technology Service Delivery Directory"
(direct inquiries to:  RESNA, Suite 700, 1101 Connecticut
Ave. NW, Washington, DC  20036, (202) 857-1199)

y Service Delivery Directory, a computer database that
provides information on professionals by specialty and
geographic location, and that permits users to add records
and comments on service providers.  (Contact the Trace
Center, S-151 Waisman Center, 1500 Highland Ave., Madison,
WI  53705, (608) 262-6966, for further information.)

Suggest to patrons that they contact potential evaluators to
find out the following information:

y Credentials

y Areas of expertise

y Ability to permit clients to have hands-on experience
using several types of equipment

y Restrictions on clients served

y Funding (fee for service, grant funds, etc.)

APPENDIXES

Note:  No endorsement is meant or implied by inclusion on
any of these lists; please inform the editor of any
resources that should be added.

Sources of General Information

"Information from HEATH" (newsletter)
Free from:
Center for Higher Education and Adult Training for
People with Handicaps (HEATH)
One Dupont Circle, NW
Washington, DC 20036
(800) 544-3284

"Connections" (publication)
Free from:
Apple Computer
Office of Special Education and Rehabilitation
20525 Mariana Ave. MS-43S
Cupertino,CA 95014
(408) 974-8602

Computerized Books for the Blind (organization)
$20.00/1 year membership
33 Corbin Hall, University of Montana
Missoula, MT 59812
(406) 243-5481

The Reader Project (organization)
2631 Garfield St. NW
Washington D.C. 20008
(202) 667-7323

"Resources for Users of IBM Personal Computers"
(publication)
Free from:
IBM National Support Center for Persons with
Disabilities
P.O. Box 2150
Atlanta, GA 30301-2150
(800) 426-2133; TDD (800) 284-9482

"EASl Fixes" and"EASI Immediate Response
Brochure" (publications)
Free from:
Project EASI
Educational Uses of Information (EUIT)
EDUCOM
P.O. Box 364
Princeton, NJ 08540
(609) 520-3350

Sources of Computer Access Guideline Information
N.B. Phrase in parentheses indicates term by which document
is referred to in the checklists.

"Computer Access in Higher Education for
Students with Disabilities," Second Edition
(STUDENTS)
Free to postsecondary institutions from:
The High-Tech Center for the Disabled
21050 McClellan Road
Cupertino, CA 95014
(408) 996-4636

"Considerations in the Design of Computers and Operating
Systems to Increase their Accessibility to Persons with
Disabilities, Version 4.2" (CONSIDERATIONS)
$7.50 from:
Trace Research and Development Center
Room S-151 Waisman Center
1500 Highland Ave.
Madison, Wl 53705
(608) 262-6966

"Managing End User Computing For Users With
Disabilities" (END USER)
Free from:
General Services Administration
Clearinghouse on Computer Accommodation
Room 2022
KGDO
18th and F Streets, N.W.
Washington, DC 20405
(202) 523-1906 voice/TDD

Sources of Product Information

Accent on Information (Database)
P.O. Box 700
Bloomington, IL 61702
(309) 378-2961

ADDS (Assistive Device Database System) (On-Line Database)
American International Data Search, Inc.
650 University Ave.
Suite 101B
Sacramento, CA 95825
(916) 924-0280

ABLEDATA (On-Line Database)
(800) 346-2742

CTG Solutions (Database) and Closing the Gap (Bimonthly
newsletter)
Closing the Gap
P.O. Box 68
Henderson, MN 56044
(612) 248-3294

Hyper-ABLEDATA (Microcomputer version of ABLEDATA) and Trace
ResourceBook, 1991-92 Edition (Book)
Trace Research and Development Center
Room S-151 Waisman Center
1500 Highland Ave.
Madison, Wl 53705
(608) 262-6966

Also: many disability-related periodicals carry press
releases or reviews of new products.

Sources of Alternative Funding Information

"Funding Devices and Services In Augmentative and
Alternative Communication"
Free from:
Prentke Romich Company
1022 Heyl Road
Wooster, OH
(800) 642-8255
(216) 262-1984

A one-page sheet listing suggestions for organizations to
approach and tips for approaching them.

~The Many Faces of Funding"
Anna Hoffman
Phonic Ear, Inc.
250 Camino Alto
Mill Valley, CA 94941
(415) 383-4000

A book of funding information. Updates are sent
periodically. Pertains mostly to physically disabled and
non-speaking persons.

The Sloane Report
$42 (6 bimonthly issues) from:
The Sloane Report
P.O. Box 561689
Miami, FL 33256
(305) 251-2199

Contains a regular column called "Not-So-Common Funding
Sources. " A full list of corporate funding sources is
available for $35 ($50 for non-subscribers) from the Sloane
Report.

Disability-Related Organizations

The address and phone numbers for national headquarters of
organizations are listed; however, most of these groups have
chapters in major cities. This list is not intended to be
comprehensive.

National Easter Seal Society
2023 West Ogden Ave.
Chicago, IL 60612
(312) 243-8400

National Spinal Cord Injury Association (NSCIA)
600 West Cummings Park #2000
Woburn, MA 01801
(800) 962-9629

Self-Help for Hard of Hearing People (SHHH)
7800 Wisconsin Ave.
Bethesda, MD 20814
(301) 657-2248 voice; (301) 657-2249 TDD

National Federation of the Blind (NFB)
1800 Johnston St.
Baltimore, M D 21230
(301) 659-9314

American Foundation for the Blind (AFB)
15 West 1 6th St.
New York, NY 10011
(212) 620-2000

American Council of the Blind (ACB)
1010 Vermont Ave. NW
Suite 1100
Washington, DC 20005
(202) 3933666

United Cerebral Palsy (UCP)
66 E. 34th St.
New York, NY 10016
(212) 947_5770

Orton Dyslexia Society
724 York Rd.
Baltimore, M D 21204
(301) 296-0232

Amyotrophic Lateral Sclerosis Association
21021 Ventura Blvd., Suite 321
Woodland Hills, CA 91364
(818) 340-7500

Organizations and Conferences Relating to Computers and
Disability

Closing the Gap (CTG)
Conference focused on computers and disability, particularly
in education. Conference held annually, late October, in
Minneapolis. Contact: Closing the Gap
P.O. Box 68
Henderson, MN 56044
(612) 248-3294

Technology and Persons with Disabilities (CSUN)
Conference focused on computers and disability, particularly
in education. Conference held annually, mid-March, in Los
Angeles.
Contact: Dr. Harry Murphy
Office of Disabled Student Services-DVSS
California State University-Northridge
18111 Nordhoff Street
Northridge, CA 91330
(818) 885-2869

American Library Association (ALA)
Professional organization of librarians; parent group of the
Adaptive Technology Interest Group (A TIG) which is focused
on issues relating to use of adaptive technology in
libraries, as a subgroup of ALA 's Library and Information
Technology (LITA) branch. Conference held twice a year:
midwinter meeting in Chicago, summer meeting in varying
locations.
Contact: Joan Maier McKean, Coordinator, ATIG
c/o American Library Association
(312) 944-6780

RESNA (an association for the advancement of rehabilitation
technology)
Professional interdisciplinary organization concerned with
all aspects of rehabilitation technology; conference
features some presentations and equipment displays related
to computers; has special interest group on computer
applications. Conference held annually, mid-June, in varying
locations.
Contact: RESNA
Suite 700
1101 Connecticut Ave. NW
Washington, DC 20036
(202) 857-1199

ACKNOWLEDGEMENTS

Roger Smith, Gregg Vanderheiden, Peter Borden, Karen
Johnson, Kelly Ford, Mark Novak,
and the staff of the Trace R&D Center

Wes Boyd, Larry Boyd, Marc Sutton, Josh Miele, Mike Schutte,
Joseph Robinson, Peter Korn,
Ben Resner, John Hartshorne, and Joan Blades, Berkeley
Systems, Inc.

Darola Hockley Bray, Danny Hilton-Chalfen, and Project EASI

James Breene, International Business Machines

Gary Moulton and Jane Lee, Apple Computer

Dave Brown, Denise Rall, Tad Pinkerton, and the Computing
Committee,
University of Wisconsin-Madison

Trey Duffy, Nancy Smith, B.A. Scheuers, and the staff of the
McBurney Center, UW-Madison

Electronic Access Subcommittee, Chancellor's Committee on
Persons with Disabilities,
UW-Madison

Marcia Carlson, UW-Madison

Ann Yurcisin and Mary Donley, University of Wisconsin-Stout

Joe Hisrich, University of Wisconsin-Eau Claire

Darlys Vander Beek and Julie Biernat, University of Michigan

Jim Knox and the Barrier-Free Computer Users Group,
University of Michigan

Beverly Bain, New York University

Laurence Minsky

Catherine Pfeifer

Pat Stoddart, IBM Canada

Ray DeBuse, Woodard Bay Co.

Charles Oppermann

Dedicated to the memories of Robert "Mouse" Herrell and A.
Douglas Thompson
Buse, Woodard Bay Co.

Charles Oppermann