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:



  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.



  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.



  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.



  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.



  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.)



  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.



  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).



  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:



 Occupational Therapy, Communication Disorders, or

Rehabilitation Engineering departments of local

rehabilitation centers or hospitals.



 Local branch of the state Department of Vocational

Rehabilitation



 Occupational Therapy, Communication Disorders, or

Rehabilitation Engineering departments of local colleges or

universities



 Local disability-related organizations-see Appendix,

"Disability-Related Organizations," for suggestions and

addresses.



 "Rehabilitation Technology Service Delivery Directory"

(direct inquiries to:  RESNA, Suite 700, 1101 Connecticut

Ave. NW, Washington, DC  20036, (202) 857-1199)



 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:



 Credentials



 Areas of expertise



 Ability to permit clients to have hands-on experience

using several types of equipment



 Restrictions on clients served



 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

.

