Checklists for Implementing Accessibility in 

Computer Laboratories at Colleges and Universities 





Version 1.0 





March, 1991 





Jane Berliss 





Trace Research and Development Center 





University of Wisconsin-Madison 





Introduction 



The number of disabled students in post-secondary 

education is growing.  For example, at the 

University of Wisconsin-Madison, more learning 

disabled students are being identified each year 

(inquiries about testing for LD were up 16% in the 

1988-89 school year over the previous year).  Not 

only are substantial numbers of disabled students 

enrolling, but each student has the potential of 

becoming temporarily or permanently disabled during 

their school years.  Advances in rehabilitation 

increase the likelihood that students will be able 

to continue or later return to their schoolwork on-

site. It is crucial that accommodations be made to 

provide equitable access to computer equipment.  

These accommodations are important for a number of 

reasons, the most important of which is the 

increasing prevalence of courses in all fields that 

require use of computers for class participation and 

completion of homework assignments. To comply with 

federal legislation mandating equaity of access to 

all academic resources for disabled and non-disabled 

persons, and to ensure that students with 

disabilities need not regard computers as a barrier 

instead of an aid to academic success, campus 

computer labs need to plan for and implement 

accessibility measures.  Besides students, faculty 

and staff members may also have disabilities, so it 

is important to remember that the points made in 

this document about access for students apply to 

access for employees as well. 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, these same computers 

should be usable by non-disabled people when they 

are not required by a person with a disability).  

Depending on the existing or planned on-campus 

computing structure and disability demographics, 

some or all of the equipment may be permanently 

housed in specific locations, may be shared among 

labs as necessary, or may be checked out by students 

for part or all of their academic career. A point 

that will be stressed throughout this document is 

cooperation among users, computing center 

administration and support staff, and disabled 

student service employees.  The more viewpoints and 

areas of expertise that can be represented during 

the process of implementing accessibility, the 

greater the chances for successful strategies and 

actions that will be satisfactory to all interested 

parties. 





Potential Access Problems 



Students with disabilities may have access needs in 

one or more of the following categories: 



Input issues affect people who have trouble with the 

devices use to input characters or commands into the 

computer.  This is most likely to affect students 

who have difficulty using the standard keyboard or 

the standard "mouse" pointing device 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 of a standard lab.  Examples of potential 

problems include whether a person using a wheelchair 

can enter a computer lab and sit comfortably at a 

computer table, and whether a visually impaired 

person can easily find appropriate signage 

indicating how to get to the computer lab. 



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 

students with disabilities.  Traing 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. 





Generic Access Strategies 



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 students with some types 

of visual impairments.  Most well-thought-out 

solutions will not hamper the ability of a non-

disabled person to use the adapted computer.  The 

first part of this document, "Generic Access 

Measures,"  covers strategies to fully or partially 

cover the needs of the majority of users. Many 

students 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 five checklists covering 

generic systems.  Each checklist includes an outline 

with items to be checked off as they are 

implemented, followed by explanitory comments on 

each checklist item.  The first checklist covers 

pre-implementation measures, while the other four 

cover different levels of implementation, as defined 

by the typical expense and timeline for the level of 

implementation being discussed. 



Checklist I (Team Preparation) is intended for use 

in building a framework from which decisions can be 

made and in evaluating the environment into which 

adaptive computing will be introduced or enhanced.  

The steps in this checklist form the groundwork for 

all other generic and individual access measures 

suggested throughout the rest of the document. 



EXAMPLE:  Determining what adaptative equipment 

already exists on campus 



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 that accessible 

equipment exists at a given lab. 



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 Measures) covers steps 

that should be planned into annual budgets. 



EXAMPLE:  selecting and acquiring speech synthesis 

equipment. 



Checklist 5 (Long-Term Planning Measures) covers 

steps to be included in the plans for construction 

or remodeling of a computer lab, or in the 

widespread implementation of software and/or 

hardware (such as an on-line library catalog, or an 

officially sanctioned word processing program) 



EXAMPLE:  constructing a lab on the first floor or 

near an elevator for easier access. 



The items in Checklists 2 through 5 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 

computers. 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 Checlists will 

not accommodate every individual disabled student.  

There will be some students whose situation requires 

equipment that is highly individualized and 

specialized.  For example, some people with severe 

physical disabilities must use a single switch to 

access a computer.  There are dozens of types of 

adaptive switches available, activated by different 

types of body movement.  It would be impractical for 

a campus computing center to keep all these switches 

in stock. Rather than planning for every situation, 

it is suggested that a contingency fund be set aside 

to assist people whose needs are not met by the 

standard adaptations.  This fund could be pooled by 

a number of institutions or institution branch 

campuses.  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 Appendices for further 

information on funding sources.) It is also crucial 

that appropriate referrals be made so that the 

individual's abilities may be assessed before 

equipment is purchased.  The section of this 

document on Individualized Systems contains 

information on determining when and how to refer a 

student for diagnosis and prescription of equipment, 

and how to find an appropriate clinician or other 

professional.  Future revisions of this document 

will also give examples of situations describing 

actual implementation of individualized systems. 





Appendixes List More Resources 



The Appendices include sources of information on 

computer equipment for individuals with disabilities 

in general, and disabled post-secondary education 

students in particular. This information includes 

books, articles, databases, conferences, and 

networks. Different institutions 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 company could also be 

contacted (some have divisions specifically to serve 

people with disabilities). Both the adaptive 

equipment maker and the computer company may be able 

to suggest an alternate product. Whenever possible, 

this brochure follows established legislation and 

other guidelines for accessibility.  If further  

information on a particular item is available as 

part of a set of guidelines, an abbreviated title 

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 Appendix contains a list 

of sources of information on funding alternatives. 

This document is slated to be reviewed and updated 

at least annually.  Therefore, input is sought and 

warmly appreciated.  Please write with suggestions, 

comments, and descriptions of access strategies 

(particularly for individualized systems) that you 

have developed or implemented, to:  Jane Berliss, 

Trace R&D Center, S-157D, Waisman Center, 1500 

Highland Ave., Madison, WI  53705. 





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. 



_____ A.  Initiate contact between disabled student 

service staff, computing center staff, and 

interested users . 



_____ B.   Develop team of consultants on campus 

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 on campus 



_____ 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. Computer lab funding 



_____ f. Computing center policy 



2.  Team members should ideally be drawn from the 

following groups of people: 



_____ a. Computing Center administrative staff 



_____ b. Computer lab staff 



_____ c. Disabled Student Services officers 



_____ d. Potential users 



_____ e. Outside consultants 



_____ f. Professionals with clinical expertise in 

disability-related areas 



_____ g. Rehabilitation technologists/engineers 



_____ h. Other groups as appropriate 



_____ C.  Team walk-through of existing labs to 

determine existing accessibility 

accommodations/problems. 



_____ D.  Survey to determine types and usage of  

"standard" software/hardware. 



_____ E.  Survey students with disabilities to 

determine existing accommodations/problems. 



_____ F.  Placement of article(s) in campus 

information sources about intention to implement 

computer accessibility. 



_____ G.  Identification of personnel to implement 

accessibility measures. 



_____ H. 



_____ I. 





CHECKLIST 1 





EXPLANATION OF ITEMS 



A.  Initiate contact between disabled student 

service staff, computing center staff, and 

interested users . The initial impetus for the 

process of establishing adaptive computing on campus 

is likely to come from representatives of one of 

these three groups;  certainly all three groups will 

be immediately affected by the process.  Since one 

or more of these groups may not be present on a 

given campus, it may be necessary to include 

representatives from other appropriate groups, such 

as the Dean of Students office or a Minority Affairs 

coordinator. 



B.  Develop team of consultants on campus adaptive 

computing. To be effective, most plans for the 

implementation of adaptive computing require 

awareness of needs and demographics of persons with 

disabilities (both in general and on the specific 

campus), awareness of types of adaptive computing 

equipment and its compatibility with standard 

equipment, awareness of the existing computing 

environment on campus, and awareness of related 

issues such as funding. Since one individual or 

group is unlikely to be versed in all these areas, a 

team of experts drawn from various parts of the 

campus (and community, if relevant) should be 

assembled to evaluate and discuss issues, share 

information, and represent the concerns of the 

particular  campus department or group to which they 

belong.  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. The team should include persons (usually more 

than one in each area) with expertise in the 

following areas: 



a.  Equipment currently being used on campus.  The 

type of standard equipment that students will need 

to access to 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/support by 

people with all types of disabilities (physical, 

visual, hearing, 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, students with deafness may be able to 

access the computer, but may need TDD access to the 

standard computing consultant services. 



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.  Computer lab funding.  The way in which the 

campus 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.  Computing center 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 students 

need to be developed in accordance with existing 

policies 



2. Team members should ideally be drawn from the 

following groups of people: 



a.  Computing Center  administrative staff.  These 

persons will know about issues such as Computing 

Center funding, policies, and plans for future 

developments in the campus computing infrastructure. 



b.  Computer lab staff.  This group will know about 

day to day operation of and problems in the computer 

labs. 



c.  Disabled Student Services officers.  These 

individuals will know about existing campus policies 

and efforts relating to accommodations, as well as 

issues such as demographics. 



d.  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. 



e.  Outside consultants.  This may involve members 

of local disability-related groups [see Appendix, 

"Disability-Related Organizations," for examples], 

vocational rehabilitation counselors, parents, etc. 



f.  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. 



g.  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. 



h.  Other groups as appropriate.  Examples are: 

librarians, if the library system requires use of 

computers to access information;  financial aid 

officers, for information relevant to students who 

will need their own systems;  representatives from 

Planning and Construction, for any issues relating 

to the buildings where technology is housed. 



C.  Team walk-through of existing labs 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 5 to 

measure current accessibility and to determine the 

necessary steps for implementing further 

accessibility. 



D.  Survey to determine types and usage of  

"standard" software/hardware. Increasingly, 

professors or colleges are requiring use of specific 

word processing, statistics, spreadsheet, or other 

mainstream software programs, or even use of 

specific types of computers, in the completion of 

homework assignments.  In addition, some classes may 

require use of a tutorial or other program specific 

to an assignment, class, or discipline.  For 

students with disabilities, it will be crucial to 

either have equal ability to use these programs or 

have appropriate alternatives set up.  A knowledge 

of what equipment and software are already standard 

and those that are required to complete coursework 

will be useful in plotting a  course of action for 

implementing adaptive computing. 



E.  Survey of students with disabilities 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 

students experienced with adaptive computer use, who 

are likely to have useful suggestions and may make 

excellent new members of the consultant team. Survey 

questions should cover the following areas: 

disability type, previous experiences with both 

standard and adaptive computer use, problems 

encountered in using computers on-campus, priorities 

for types and location of adaptive equipment to be 

purchased, and campus-specific questions as 

appropriate. 



F.  Placement of article(s) in campus 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 students who 

have identified themselves as having a disability.  

Students with temporary disabilities may not realize 

that such equipment is available even when they need 

it.  A continuous stream of information about the 

implementation process and equipment availability 

should ideally be placed in such publications as the 

campus student and/or staff newspapers and the 

computing center newsletter.  Information about 

existing equipment should also be made available to 

prospective students, faculty, and staff with 

disabilities. 



G.  Identification of personnel to implement 

accessibility measures. While eventually an 

Accessibility Coordinator should be hired to oversee 

the implementation process (see Checklist IV, Item 

D2), 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 min. each.  

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. 



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 status 



_____ 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 lab 



_____ 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 

IV, C1) 



_____ 5. 



_____ 6. 



D.  Documentation/Support/Training 



_____ 1.  Indicate accessible equipment/entrances in 

any general brochure of computer lab hours and 

features 



_____ 2.  Post large-print signs on computer lab 

doors indicating that adaptive equipment is 

available 



_____ 3.  Label computers and workstations 

designated as accessible 



_____ 4.  Identification of personnel to construct 

and install simple modifications 



_____ 5.  Provide a telephone with a headset and 

large pushbuttons 



_____ 6. 



_____ 7. 





CHECKLIST 2 





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. 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 as 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. 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. "Mouse" pointing devices, which permit cursor 

control, are becoming standard on many computers.  

However, some people lack either the eye-hand 

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. 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. 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. 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 

useable vision, large-print labels make keys easier 

to find.  (***) 



7. 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 may make the keys easier to see 

for persons with a variety of disabilities. 



9. 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.  

However, since even these devices do not solve all 

access problems involving floppy disks, it is highly 

recommended that these devices be considered a 

temporary measure for handling disks containing 

computer programs until more hard disks can be 

purchased (see Checklist 3, Item A4).  

(CONSIDERATIONS, p. 17.) 



10. 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 lightning storms). 



B. Output 



1.  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. The loudness of auditory output should be 

adjustable for the benefit of hard-of-hearing users.  

Standard on some computers.  (***) 



3. Speech synthesizer users and persons who require 

that auditory output be at a high level will require 

headphones so as not to disturb other users in the 

lab.  These headphones are supplied with many speech 

synthesizer packages. 



C. Environment 



1. Determine the most accessible path between the 

wheelchair entrance and the computer lab, and 

provide maps or signage. Confirm that all doors 

along this path are unlocked during all hours that 

the computer  lab is open.  (See also Checklist IV, 

Item C3.) 



2. Heavy earphones (such as those worn by jackhammer 

operators) should be provided so that an appropriate 

environment can be created for people who require a 

quiet atmosphere to work effectively. 



3. Terminals should be positioned in such a way that 

glare on the screens 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. "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 IV, Item C1). 



D. Documentation/Support/Training 



1. Most non-departmental computer labs publish 

brochures indicating their location and hours of 

operation, as well as miscellaneous information such 

as types of computers in the labs.  These brochures 

are ideal places to list information on types of 

available accessible equipment, location of 

wheelchair-accessible entrances, etc. 



2. 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 desk monitor for the software"), and where 

additional help can be obtained.  (See also 

Checklist 3, Item C2). 



3. Label computers and workstations that have been 

specifically outfitted to be 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. 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 should be identified who can make these 

modifications when necessary.  A small budget should 

be allocated for construction materials. 



5. Many computer labs provide consultation on a 

phone-in basis, especially during off hours.  A 

headset should be available for checkout by users 

who have difficulty using a standard handset, and 

existing phones should be checked for compatibility 

with this headset.  There should also be at least 

one phone which has oversized pushbuttons with 

large, easy-to-read labelling.  (See also Checklist 

V, Item D1) 





CHECKLIST 3 





Moderate Cost/Moderate Implementation Time Measures 



Implementation cost between $100 - $500 and/or 

implementation time is between 30 minutes and two 

weeks each.  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. 



A.  Input 



_____ 1.  Test existing "standard" software with 

accessible equipment 



_____ 2.  A  card or box permitting people to plug 

alternate keyboards into public equipment 



_____ 3.  Two or three different types of alternate 

keyboards 



_____ 4.  An increased number of hard disks, 

reducing the need to handle floppy disks 



_____ 5.  Trackballs 



_____ 6.  Sticky key hardware 



_____ 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  word processing 

programs) 



_____ 4.  Auditory indicator of serial transmission 

status 



_____ 5. 



_____ 6. 



C.  Environment 



_____ 1.  Consult with buildings operations on 

removal of existing architectural barriers 



_____ 2.  Permanent signage near entrances 

indicating location of computer lab and route from 

that entrance 



_____ 5. 



_____ 6. 



D.  Documentation/Support/Training 



_____ 1.  Train computing staff on sensitivity to 

people with disabilities, and equipment function and 

procedures 



_____ 2.  Arrange for computing center information 

to be available in alternative formats 



_____ 3.  If the computing center has a general goal 

statement, prepare a goal item on provisions for 

accessibility 



_____ 4.  Obtain documentation on disk 



_____ 5.  Provide a sign language interpreter for 

computing center courses and meetings 



_____ 6.  Recruit students on a short-term basis to 

train users and computing staff in adaptive 

equipment use 



_____ 7.  Implement a fair policy in charging 

students with disabilities for use of mainframe 

computer time 



_____ 8. 



_____ 9. 





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. Use the survey of existing "standard" software 

(word processors, spreadsheets, etc.) generated 

under Pre-Implementation Measures, and test these 

pieces of software with accessible equipment as it 

is purchased or, better yet, as it is borrowed on a 

trial basis from the manufacturer. (If a 

representative from the school goes to a conference 

where  accessible computer equipment is being 

demonstrated, the representative may wish to take 

examples of "standard" software and test it on the 

demonstration equipment.) If the software cannot be 

made to work satisfactorily, discuss alternatives 

with the teachers and/or administration staff who 

implemented the "standard"  (e.g., permission to use 

more accessible software or a different type of 

computer). 



2. Cards or boxes that permit people to plug 

alternate keyboards into public equipment 

(CONSIDERATIONS, p. 24) are now available for the 

most popular types of computers. These 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. 



3. Alternative keyboards usually have keys that 

require less pressure to be activated, or that are 

useable 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 difficulty pressing keys and visual 

disabilities. 



4. Because floppy disks may be difficult to handle 

for a variety of users with disabilities, it is 

preferable to store as much software as possible on 

hard disks.  Although students may need to continue 

to use floppy disks for storing their own files, it 

will be easier for them to deal with the insertion 

and removal of one disk rather than an additional 

series of programs on floppies. 



5. 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, or 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. 



6. 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. 



B. Output 



1. 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. Character magnification software permits large-

type copies to be viewed and 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. If not already an integral part of the word 

processing programs 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 V, Item A1). 



4. Hardware is available for providing an auditory 

indicator of serial transmission status - e.g., 

whether information is being sent to a printer or a 

modem is active. 



C. Environment 



1. 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 buildings operations.  While it 

should not be the responsibility of the computer 

labs to implement and fund such items as lever-style 

door handles and ramps, the buildings operations 

personnel should be made aware of any existing 

problems and encouraged to fix them in a timely 

manner. 



2. 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 on-campus quickly and 

relatively inexpensively. 



D. Documentation/Support/Training 



1. All computer center staff should be trained in 

sensitivity to needs of people with disabilities, 

general information on adaptive equipment, and 

procedures for obtaining help if person requires 

training or equipment malfunctions.  At least one 

full-time long-term  staff member at each site 

should be trained in operation of adaptive 

equipment.  Because the high turnover among student 

employees may make it difficult for them to be 

trained in a complete and timely fashion, these 

employees should be told, when hired, who the 

trained staff members are and how they can be 

contacted for assistance. 



2. Have  crucial computing center information - lab 

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 computing center or disabled student 

service office will copy the tape for them.  Where 

appropriate, materials should also be made available 

in Braille using Brailling equipment (see Checklist 

IV, Item B). 



3. If the computing center has a general goal 

statement, prepare an item on provisions for 

accessibility to be included in the statement.  This 

statement should be consistent with the findings and 

actions of the consultant team, and should be 

reviewed annually. 



4. 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 

Computerized Books for the Blind and Print 

Handicapped (see Appendix, "Sources of General 

Information") for a nominal fee.  Computerized Books 

also provides many popular general computing books 

on disk. 



5. To accommodate students with hearing impairments, 

provide a sign language interpreter on request for 

computing center courses and meetings, and have an 

interpreter at all computing center lectures and 

other public meetings.  The interpreter should be 

versed in vocabulary relating to computers.  (END 

USER, p. 6.) 



6. Recruit students in appropriate fields (e.g., 

human factors engineering, occupational therapy) on 

a short-term basis to assist both users and 

computing center personnel in training in use of 

accessible equipment.  This may be on a volunteer or 

work-study basis, or may be part of the coursework 

for a lecture, lab, or independent study course. 

These students should undergo the same training 

mentioned in Item D1 above. 



7. Students using adaptive equipment may require 

longer than other students 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 student for computer time.  A fair 

policy should be established allowing students with 

disabilities to be granted sufficient computer time 

to carry out their work. 





CHECKLIST 4 





ANNUAL BUDGET MEASURES 



To be planned into annual budget.  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. 



A.  Input 



_____ 1.  Laptops with speech synthesizers, word 

processors, and spell checkers for loan to students 



_____ 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 to accommodate both 

wheelchair users and short- or tall-statured people 



_____ 2.  Adjustable chairs that provide support and 

stability 



_____ 3. 



_____ 4. 



D.  Documentation/Support/Training 



_____ 1.  Design and implement a training program 

for users of complex equipment. 



_____ 2.  Hire Accessibility Coordinator for campus 



_____ 3. 



_____ 4. 





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. Laptops with speech synthesizers, word 

processors, and spell checkers should be made 

available for loan to students.  These may be 

checked out on an as-needed basis, or borrowed for 

an entire semester. 



B. Output 



1.  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, paragraph, 

or the 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. Character magnification software (see Checklist 

3, Item B.2) 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. Although a large percentage of the general blind 

population does not read Braille, a significant 

number of postsecondary students will depend on 

Braille for fast access to information.  Braille is 

also the only tactile medium currently supported by 

computers, and is thus mandatory for access by deaf-

blind students or other students who would have 

difficulty using speech output. (END USER, p. 5.) 



4. 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 screen.  On some models, the pins vibrate 

to indicate a capital letter.  (END USER, p. 5.) 



5. 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 handed in to a sighted professor.  (END 

USER, p. 5.) 



6. 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 permit the selection of 

colors used are available;  these allow individual 

users to adjust the information on the screen to 

accommodate their personal abilities.  

(CONSIDERATIONS, p. 29.) 



7. 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 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 should provide 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. 



D. Documentation/Support/Training 



1. A training program for users of complex equipment 

should be designed and implemented.  This 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 courses given by the computing center.  On 

demand, these mainstream courses should be adapted 

so they can be offered via alternate formats.  

(STUDENTS has many good suggestions on training 

users with disabilities.) 



2. An Accessibility Coordinator is a staff member, 

usually part of the computing center staff, who is 

the automatic initial contact for anyone wishing 

information about adaptive computing on the campus.  

This job requires someone with both a sensitivity to 

the needs of persons with disabilities and knowledge 

of adaptive and general computing.  The coordinator 

works with students, faculty, computing center, and 

disabled student service staff to ensure that the 

computing needs of as many students with 

disabilities as possible are met generically.  He or 

she also provides regular information on adaptive 

computing to the campus at large, and coordinates 

training, distribution of documentation, and funding 

of equipment. 





CHECKLIST 5. 





LONG-TERM PLANNING MEASURES 



To be planned into budget when computing labs are 

built or remodeled, or when new automated systems, 

such as on-line catalogs or telephone registration 

procedures, are selected. 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. 



A.  Input 



_____ 1. Optical character reader 



_____ 2. 



_____ 3. 



B.  Output 



_____ 1. Screen projector for teaching purposes 



_____ 2. 



_____ 3. 



C.  Environment 



_____ 1. Construct the lab in an accessible location 



_____ 2. 



_____3. 



D.  Documentation/Support/Training 



_____ 1. Plan the best strategy for supporting hard-

of-hearing and deaf users 



_____ 2. 



_____ 3. 





CHECKLIST 5 





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 



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 



A projector, hooked up to a computer, will enable 

the teacher to display an enlarged copy of the 

screen.  This will assist students with visual or 

learning disabilities as well as those seated where 

they cannot see the original screen.  The projector 

may either be a video projector, which usually must 

be mounted in the lab, or an LCD panel on an 

overhead projector, which is portable.  The LCD 

should produce very bright, high-contrast images.  A 

video camera may also be hooked up to the computer 

and used to project large images. 



C. Environment 



The lab should be constructed in an accessible 

location. This means it should ideally be located 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 

outside 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 



If user support via telephone is part of the system, 

plan the best strategy for supporting hard-of-

hearing and deaf users.  This may involve use of a 

TDD, message relay system, electronic mail, or FAX.  

(END USER, pp. 6-7.) 





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 electronic 

equipment, an evaluation by a professional is 

strongly recommended. The responsibility of the 

educational institution for funding the evaluation 

and equipment will vary.  Some campuses have 

arranged for contingency funds to cover individual 

cases.  A number of campus branches may work 

cooperatively to provide funds and equipment as 

necessary. This funding may come from a general 

disabled student service contingency fund, or may be 

obtained via outside donors.  If such a fund cannot 

be established, measures should be taken to work 

with the student on obtaining alternative funding 

sources.  Depending on the sources of the funding, 

the student may or may not retain the equipment 

after graduation. 



A. When to refer 



A student should be referred for an evaluation 

whenever it becomes clear that the existing adaptive 

equipment on campus will not be sufficient to gain 

full and efficient access to computing facilities on 

campus.  This judgement may be made based on either 

the severity of the user's disability (a decision 

most likely to be made by the office of disabled 

student services) or because the user has tried 

unsuccessfully to use existing adaptive equipment.  

There will be a period while generic access is being 

implemented when a large number of students will not 

be able to use existing equipment; therefore the 

first priority in equipment purchase should be to 

buy systems flexible enough to meet specific current 

needs and adjustable for future users with 

disabilities.  However, there will always be a need 

to accommodate individuals.  This is especially true 

in cases of severe or multiple disabilities, where a 

specific and unusual combination of equipment may be 

needed. 



B. How to refer 



A preliminary referral site - such as Disabled 

Student Services or the Accessibility Coordinator 

for the Computing Center - should be established and 

advertised.  All faculty, disabled student service 

staff, and computer lab staff should be aware that 

this is the appropriate place to send students who 

require a professional evaluation.  The primary 

referral site should determine likely places to send 

the student for evaluation, and assist students and 

parents with initial questions about funding for 

evaluation, transportation to evaluation site, etc. 



C. To whom to refer 



1. The following is a list of likely sources of 

information on local professionals: 



a. Occupational Therapy ,Communication Disorders, or 

Rehabilitation Engineering departments of local 

rehabilitation centers or hospitals. 



b. Local branch of the Department of Vocational 

Rehabilitation. 



c. Occupational Therapy, Communication Disorders, or 

Rehabilitation Engineering departments of college or 

university. 



d. Local disability-related organizations - see 

Appendix, "Disability-Related Organizations," for 

suggestions and addresses. 



e. "Rehabilitation Technology Service Delivery 

Directory" (RESNA, Suite 700, 1101 Connecticut Ave. 

NW, Washington, DC, 20036, (202) 857-1199; currently 

in press). 



f. 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 for further 

information.) 



2. Once a list of potential evaluators has been 

established, contact each one to find out the 

following information: 



a. Credentials; 



b. Areas of expertise; 



c. Ability to permit client to have hands-on 

experience using several types of equipment; 



d. Restrictions on clients served; 



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



D. Examples of evaluation and implementation 

situations 



PERSONS INVOLVED IN EXISTING PROGRAMS ARE ENCOURAGED 

TO SUBMIT ANECDOTAL DESCRIPTIONS AND ILLUSTRATIONS 

OF SITUATIONS WHERE EVALUATIONS WERE DEEMED 

NECESSARY AND WERE CONDUCTED.  THESE DESCRIPTIONS 

AND ILLUSTRATIONS WILL BE INCLUDED, WITH CREDIT, IN 

THE NEXT VERSION OF THIS CHECKLIST. 





APPENDICES 



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 





"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 





"EASI 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 from: The High-Tech Center for the Disabled 

California Community Colleges Chancellor's Office 

1109 Ninth Street 

Sacramento, CA  95814 

(916) 322-4636 





"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, WI  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) 

 

Newington Children's Hospital 

181 East Cedar Street 

Newington, CT  06111 

(203) 667-5405 





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, 1989-90 Edition      (Book) 



Trace Research and Development Center 

Room S-151 Waisman Center 

1500 Highland Ave. 

Madison, WI  53705 

(608) 262-6966 



Also:  many disability-related periodicals carry 

press 

releases or reviews of new products. 





Sources of Alternative Funding Information 





"Computer Access in Higher Education for Students 

with Disabilities", Second Edition, Chapter 8 



Free from: The High-Tech Center for the Disabled 

California Community Colleges Chancellor's Office 

1109 Ninth Street 

Sacramento, CA  95814 

(916) 322-4636 





"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, MD  21230 

(301) 659-9314 



American Foundation for the Blind (AFB) 

15 West 16th 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, MD  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 





Association of Handicapped Student Service Providers 

in Postsecondary Education (AHSSPPE) 



Professional organization of disabled student 

service officers;  conference features some 

presentations and equipment displays related to 

computers;  has special interest group on computers.  

Conference held annually, early August, in varying 

locations. 



Contact:  AHSSPPE 

P.O. Box 21192 

Columbus, OH  43221 

(614) 488-4972 





EDUCOM 



Professional organization of computing center 

administrators; parent group of Project EASI (Equal 

Access to Software for Instruction), a group focused 

on computer applications for students and staff with 

disabilities, as a subgroup of EDUCOM's Educational 

Use of Instructional Technology (EUIT) branch;  

conference features some presentations and equipment 

displays related to computers. Conference held 

annually, mid-October, in varying locations. 



Contact: Danny Hilton-Chalfen, Coordinator 

Project EASI 

Room 2035, Anderson School of Management 

UCLA 

Los Angeles, CA  90024 





American Library Association (ALA) 



Professional organization of librarians;  parent 

group of the Adaptive Technology Interest Group 

(ATIG) 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:  Ray DeBuse, Coordinator 

(206) 438-6911 





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 

Trace Darola Hockley, Danny Hilton-Chalfen, and 

Project EASI James Breene, International Business 

Machines Gary Moulton and Jane Lee, Apple Computer 

Trey Duffy, Nancy Smith, B.A. Scheuers, and the 

staff of the McBurney Center, University of 

Wisconsin-Madison Dave Brown, Denise Rall, Tad 

Pinkerton, and the Computing Committee, University 

of Wisconsin-Madison Electronic Access Subcommittee, 

Chancellor's Committee on Persons with Disabilities, 

UW-Madison Marcia Carlson, University of Wisconsin-

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 Doug Thompson, Jim 

Knox, and the members of the Barrier-Free Computer 

Users Group, University of Michigan Beverly Bain, 

New York University Laurence Minsky 

.

