Computer Accessibility Technology Packet


October 10, 1997

Dear Colleagues:

I am writing about the importance of having electronic and
information technology that is accessible to everyone in schools,
including individuals with disabilities. 

As you know, President Clinton has made education a top priority
for his Administration.  One of the President's education
initiatives is to bring the power of the information age into all
of our schools by connecting every school to the Internet by the
year 2000 and by ensuring that every student is technologically
literate.  Technology enriches education.  Children with access to
computers and trained teachers can learn faster and learn better. 
For students with disabilities, technology such as word processing
and speech recognition can give them the tools they need to
participate fully in challenging academic courses.  As the use of
technology in all aspects of life has become more prevalent,
technology skills have also become a basic requirement, just like
reading, writing and math, that every student must master to
succeed and be productive.  Therefore, it is essential that the
technology used in our schools leaves no one behind.  

Schools are making large investments in technology as part of their
administrative and information systems.  In purchasing technology,
it is important to incorporate considerations about accessibility
for students and employees with disabilities into the
decision-making process.  It is more cost efficient to consider
issues about accessible technology up front, rather than incur the
expense of retrofitting or adapting a system or device to make it
accessible later.

To assist you as you make decisions about technology purchases, we
have enclosed a technical assistance packet that we hope will be
helpful.  The packet includes information about the technical
aspects of access, legal obligations concerning technology and
individuals with disabilities, and a list of resources for further
information and assistance. 

I hope this information will be useful to you.  

Yours sincerely,


Richard W. Riley

EnclosureOVERVIEW


Computer technology allows all learners to expand their ability to
gather, manipulate, understand, and use information.  In
particular, many of the more than five million students with
disabilities educated by the Nation s public schools have
experienced the benefits of technology through the use of a wide
variety of adaptive devices and software tools that assist their
effective participation in the classroom.  For example, students
who are unable to manipulate a keyboard can use computers that
respond to voice commands; persons who have low vision or are blind
can use personal computers with large print monitors or speech
synthesizers to read print text; and children who cannot speak can
use devices that provide electronic voices for them.  Technology
developed within the last several decades has allowed many students
with disabilities to overcome what previously would have been
significant limitations to educational achievement.

Schools should remain cognizant of their responsibility to provide
equal educational opportunity for individuals with disabilities
when procuring technology systems for the use of students and
staff, particularly multimedia, graphics and graphical interface
(such as Windows) applications.  Obviously, every computer or piece
of technology equipment need not be equipped for use by persons who
have disabilities.  But overall, technology devices and systems of
technology used by students, teachers, or other school employees
should be capable of being used, or adapted for use, by individuals
with disabilities.  It is quite possible to unintentionally
construct new barriers when acquiring educational technology
systems if schools do not consider accessibility features.  In many
cases, decisions now being made about the selection of systems
configurations, and computer hardware and software will provide the
technological infrastructure to be used in schools for years to
come.  If every school adds consideration of accessibility to its
decision-making process when acquiring technology, it will greatly
increase the ability of students, teachers, and other individuals
with disabilities to participate equally in the information age
with their nondisabled peers. 

Because public school districts and other educational institutions
are prohibited from excluding individuals from programs and
activities on the basis of disability, consideration of
accessibility in acquiring technology not only makes good fiscal
sense, but also helps schools to meet their legal obligations under
Section 504 of the Rehabilitation Act of 1973, the Americans with
Disabilities Act of 1990, and the Individuals with Disabilities
Education Act.  Currently, all States receive Federal funds under
the Technology-Related Assistance for Individuals with Disabilities
Act, which requires the States to purchase and use electronic and
information technology that is accessible to individuals with
disabilities.

Schools also can use Federal funds for technology purchases from a
number of interrelated programs, including the Technology Literacy
Challenge Fund, and Titles I and VI of the Elementary and Secondary
Education Act.  These programs and others are described on the
Department s web site (http://www.ed.gov).  In addition, the
Telecommunications Act of 1996, which provides for reduced rates in
services to educational providers and libraries, will significantly
lower the costs for telecommunication services, internal
networking, and access to the Internet for all schools and
libraries.

Schools can help ensure cost-effective access to technology by
thinking about the extent to which computer hardware and software
and any information technology systems, considered for purchase,
allow universal access by all users or are adaptable for use by
individuals with disabilities.  Persons responsible for making
decisions regarding educational technology purchases should be made
aware of access issues and existing resources to guide the
decision-making process.  Because large-scale technology purchases
may typically be undertaken with consultant or contractor support,
or with assistance from expert staff working with management
information or other technology systems, schools may want to
incorporate access issues into standard procurement requirements
and make accessibility part of the discussion with staff,
consultants, or contractors.

We hope that the questions and answers, checklist, and the
references included in this technical assistance packet will help
you in your decision-making process. 

Copies of this packet may be obtained in an alternate format (e.g.,
Braille, audiotape, large print or computer diskette) by
individuals with disabilities upon request to:

     Assistant Secretary Judy Heumann
     Office of Special Education and Rehabilitative Services
     Department of Education
     Mary E. Switzer Building
     330 C Street, S.W.
     Washington, D.C.  20202

     Phone:  Voice/TDD: (202) 205-5465
     
It will also be available on the Department s web site at:

     http://www.ed.gov/offices/OSERS/whatsnew/techpack.html 

Educational Technology:  
Questions and Answers on Ensuring Access for Individuals with
Disabilities


These questions and answers are intended to address areas of
interest related to ensuring that technology used in the Nation s
schools can effectively be used by students and employees with
disabilities.  President Clinton has made access to educational
technology a primary goal of his Administration.  He states, "We
know, purely and simply, that every single child must have access
to a computer, must understand it, must have access to good
software and good teachers and to the Internet, so that every
person will have the opportunity to make the most of his or her own
life."  In helping to make this goal a reality the Department of
Education recognizes that technology must be accessible to all
children.  Commitment to free quality education for all is a
fundamental principle of our nation, and knowledge of technology is
increasingly essential for life and work.  We cannot allow some
children to have access and leave others out.

1.   How do barriers to educational technology access for students
with disabilities differ from access barriers for all other
students?

     Common barriers to educational technology access for all
students include costs associated with obtaining equipment,
difficulty connecting rural locations, lack of funding to train
personnel to utilize technology, and so on.  For students with
disabilities, more basic access barriers are encountered in
interacting with the educational technology product.  Motor
disabilities may limit students' ability to use a standard
keyboard, the standard monitor display may not be usable by
students with visual impairments, and the speech output of an
instructional program may not be understood by students with a
hearing impairment.  Alternative input and output features are
frequently needed by students with disabilities to allow them to
interact with the educational technology on an equal basis with
other students.  Such features are critical for educational
technology "product access" just as ramps and lever door handles
are critical for building access.

2.   How can "product access" for students with disabilities be
delivered?

     Access for students with disabilities can either be
accomplished through built-in features or ones that are added-on to
the product.  Built-in access features are usually more robust,
stable, and cost-effective than add-on.  Examples of built-in
access features would be keyboard adjustments that allow for
sequential rather than simultaneous keystrokes and software that
provides the capacity to enlarge the visual display to a variety of
sizes.  Unfortunately, not all access features are available
built-in, and as a result, compatibility with add-on access
products will also be necessary to assure full access.  Examples of
compatibility with add-on access products would be the capacity to
accept input from alternative keyboards, software that supports the
stable operation of "screen-readers,  products that transform
visual display into speech with additional software, and speech
synthesizers.

     As the developers of computer hardware and software recognize
the benefit that can be derived from all individuals (those with
and without disabilities) being able to use the same computer
equipment and software applications, the concept of universal
design in the development of new products becomes more accepted and
built-in access should become more readily available.

3.   Do these input and output alternatives help only students with
disabilities?

     No, many access features provide benefits for individuals
without disabilities.  Just as curb cuts accommodate individuals
pushing shopping carts and baby strollers, in addition to providing
access for individuals who use wheelchairs, many educational
technology access features support students with a variety of
learning needs.  Alternative input options allow preschool children
to use a computer effectively when they do not yet have the  motor
skills to use a standard keyboard.  Voice output systems not only
provide access for individuals who cannot see text on a screen
display, but also support effective technology use by individuals
with limited reading skills.  Text display of speech output can
foster literacy development and efforts to learn new languages, in
addition to providing access for individuals who cannot hear.

4.   What are a school's legal responsibilities to provide
accessible technology for students with disabilities?

     The Federal laws that govern a public school's obligation to
provide accessible technology for individuals with disabilities all
seek to ensure that an individual s disability does not prevent him
or her from participating in the school s educational program.  A
public school, and any other recipient of Federal financial
assistance, should look to Section 504 of the Rehabilitation Act of
1973, as amended, (Section 504), 29 U.S.C.  794, with
implementing regulations at 34 CFR Part 104.  As a public entity,
the responsibilities of a school are also governed by Title II of
the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C. 
12101, with implementing regulations at 28 CFR Part 35.  In
addition, the Individuals with Disabilities Education Act (IDEA),
which was recently reauthorized on June 4, 1997 as Public Law
No.105-17, and can be found starting at page 37 of Volume 111 of
the Statutes at Large, applies to States, public school districts,
and other instrumentalities of the State responsible for educating
students with disabilities.  Its implementing regulations can be
found at 34 CFR Part 300.  (Please note that these regulations have
not yet been amended to reflect the new statute.)

     Students with disabilities must have an equal opportunity to
participate in and benefit from a school district s programs and
activities.  If computer technology is part of a public school's
education program, Section 504 and Title II of the ADA require a
school to provide students with disabilities with accessible
computer hardware and software so that they are not excluded from
the education program.  In addition, the computer hardware must be
placed in a location that is accessible to students with
disabilities.  If technology is purchased that cannot be made
accessible, it will have to be retrofitted, replaced, or some other
adaptation will have to be made so that students with disabilities
can have an equal opportunity to participate in the education
program.  If equal access to an education program can be provided
through other means, a particular technology may not need to be
fully accessible to every student.  However, technology should be
readily available that can provide access for individuals with all
types of disabilities.  Where technology is the "sole provider" of
information or services, for example, an electronic library system
or a single station that provides Internet access, it must either
be accessible or be able to be made accessible in order to provide
students with disabilities with an equal opportunity to participate
in the education program.  

     In addition, the ADA requires public elementary and a
secondary school to take appropriate steps to ensure that
communication with individuals with disabilities are as effective
as communication with others.  Communication in the context of
information technology means the transfer of information through
computers, including the resources of the Internet.  A school is
required to provide appropriate auxiliary aids and services where
necessary to ensure effective communication for individuals with
disabilities.  They are also required to make reasonable
modifications in policies, practices or procedures when the
modifications are necessary to avoid discrimination on the basis of
disability.  When making purchases and when selecting its
resources, a school has a duty to solve barriers to information
access that the school's purchasing choices create.  Under certain
circumstances, a school may not be required to take an action that
it can demonstrate would result in a fundamental alteration in the
nature of the program or in undue financial and administrative
burdens.  However, if a school selects software and/or hardware
that are not adaptable for access by individuals with disabilities,
the subsequent expense of providing access is not counted in
determining an undue burden to the extent such cost could have been
significantly reduced by considering the issue of accessibility at
the time of the initial selection.

     If accessible computer technology or a particular assistive
technology device or service is necessary for the provision of a
free appropriate public education (FAPE) to students with 
disabilities, Section 504, Title II of the ADA and the IDEA require
a school to provide that technology.  The undue burden analysis
described above does not apply when a student needs technology as
a part of his or her entitlement to FAPE.  The recent amendments
made to IDEA by Pub. L. 105-17 require consideration of a student's
need for assistive technology through the individualized education
program (IEP) process.  Therefore, individualized determinations
regarding technology that a student with a disability may need in
order to be provided with FAPE must be made through the process
used to develop the student s IEP, and decisions made regarding the
child s use of technology should be included in the IEP.  For
students with disabilities not receiving services under the IDEA,
but covered under Section 504, a student s need for assistive
technology is considered as part of determining the appropriate
educational and related services that will be provided to meet the
individual educational needs of that student as adequately as the
needs of students who are not disabled.  

5.   What are a school's legal responsibilities to provide
accessible technology for employees with disabilities?

     As with students, a school must make its technology systems
and computer hardware and software accessible where necessary to
ensure that it does not discriminate against its employees with
disabilities in the terms and conditions of their employment. 
Section 504, Subpart B contains employment requirements that apply
to a public school, and other recipients of Federal financial
assistance.  Title I and Title II of the ADA contain employment
requirements that apply to a public school, regardless of whether
it receives Federal financial assistance.  (Note that Section 504
has been amended to incorporate the Title I employment standards.) 
A school cannot discriminate against an employee based on his or
her disability, and if job applicants, teachers, and other
employees use technology provided by the school, the school must
make that technology accessible so that employees with disabilities
are not denied opportunities based on their disabilities.
  
     Particular assistive technology or access to standard
technology may also be needed by employees with disabilities as a
reasonable accommodation.  An employer need not provide a specific
accommodation that is requested by an applicant or employee if an
alternative means of accommodation that is less costly, but
effective, is available.  For example, although an individual with
low vision may request a large computer monitor that would enable
the individual to better view information on the computer screen,
there may be situations in which an employer may not have to
provide that monitor if a less expensive screen enlargement
software can provide the same level of access to on-screen
materials for that individual.  Also, if an employer can
demonstrate that a requested accommodation would impose an undue
hardship on the employer, it need not be provided.  However, if the
originally requested accommodation would impose an undue hardship,
the employer must consider carefully whether another accommodation
exists that would not result in an undue hardship.  These
determinations are fact-specific and would have to be made on a
case-by-case basis.  For further information on these employment
requirements, you may want to look at the ADA Title I regulations
which are found at 29 CFR Part 1630.   

6.   What is a State's responsibility as a recipient of funds made
available under the Technology Related Assistance for Individuals
with Disabilities Act?

     Under the Technology-Related Assistance for Individuals with
Disabilities Act of 1988, as amended in 1994 (the Tech Act), the
Department of Education provides Federal funding to each State, the
District of Columbia, Puerto Rico, and the outlying areas to
develop state-wide programs focusing on systemic change and
advocacy activities to improve the way individuals with
disabilities access assistive technology devices and services.  The
State, any recipient, and any subrecipient of Federal funds under
the Tech Act are required under Section 103 (e) (6) of that Act and
34 CFR 345.31(d) to submit an assurance to the Department that it
will comply with guidelines established under Section 508 of the
Rehabilitation Act of 1973, as amended (29 U.S.C.  794d). 
Guidelines for electronic and information technology accessibility
are designed to ensure, regardless of the type of medium, that
individuals with disabilities can produce information and data, and
have access to information and data, comparable to that of
individuals who are not disabled.  Guidelines currently being used
under Section 508 are found in Managing Information Resources for
Accessibility issued by the General Services Administration s
Center on Information Technology Accommodation.  This handbook can
be found on GSA s web site at http://www.gsa.gov/coca.   

7.   How can a school fund educational technology access for
students with disabilities?

     Federal funds are currently available to support the purchase
of educational technology.  These general education technology
funds can and should be used to procure accessible educational
technology, including technology with built-in access, technology
that is compatible with add-on access products, and add-on access
products themselves.  These Federal funds should not be used to
purchase inaccessible technology with the expectation that some
"special" funding source has responsibility for making the products
accessible.  When expending Federal educational technology funds,
built-in access and compatibility with add-on access products
should be considered as a condition for product purchase.

8.   How does a school know if educational technology products are
fully accessible?

     Although there continue to be discussions in the information
technology industry and the Federal government regarding the use of
an  access seal  or some other access assurance statement in
product marketing material, there is currently no obvious way to
determine whether  an off-the-shelf technology product is
accessible.  There are no mandated access requirements that
educational technology products must meet prior to becoming
available for purchase.  Many educational technology products on
the market today have not been designed to provide or support full
access for individuals with disabilities.  There is currently no
independent review entity that provides buyers with authoritative
information regarding the accessibility of educational or other
types of technologies or information on how products compare to
each other concerning accessibility.  

     Information on the accessibility of certain products is
available, however, from many of the resources listed in response
to Question 10 and from the manufacturers themselves.  In addition,
when a school is procuring computer hardware and software, as well
as entire systems of information technology and equipment, a school
needs to add access considerations to the list of factors they use
to make decisions about the purchase of educational technology,
both for off-the-shelf products and for those systems that will be
designed or created for a school s use.  The checklists, guides,
and resources enclosed and referenced in this technical assistance
packet are intended to provide a school with examples of ways to
include accessibility in its technology purchasing decisions.  Best
practice and common sense would advise that a school procure only
products that are or can be made fully accessible.  The following
resources contain information that can be used to conduct a review
of educational technology products for accessibility:

          Access Considerations: QuickList and Reference Notes by
the Missouri Assistive Technology Project (enclosed).  This
document provides a checklist of access considerations in
technology purchases and an explanation of computer hardware and
software features that affect access for individuals with
disabilities. 

          The U.S. Department of Education s Requirements for
Accessible Software Design  (enclosed).  These requirements,
adopted into the Department s contracts for software procurement,
provide functional specifications that, if included in software
design, will ensure minimum accessibility for individuals with
disabilities.  The requirements can also be found on the
Department's web site at

          http://www.ed.gov/offices/OCIO/asstech/assi.html 
          or at 
          http://gcs.ed.gov.coninfo/clibrary/software.htm.

     The proposed Telecommunications Act Accessibility Guidelines
developed pursuant to Section 255 of the Telecommunications Act of
1996, by the United States Architectural and Transportation
Barriers Compliance Board (the Access Board), on April 18, 1997,
also provide an example of how to convey a school s technology
accessibility needs to vendors and to procurement personnel.  These
guidelines include requirements for telecommunications product
accessibility that are functionally based and include requirements
for compatibility with add-on access products.  The proposed
guidelines have been issued for public comment.  The final version
of the guidelines will be published in the Federal Register and
posted on the Access Board s web site
(http://www.access-board.gov/) as soon as the Access Board finishes
review of the comments submitted by the public.  Another source for
accessibility guidelines that can be used in the procurement
process is the handbook, Managing Information Resources for
Accessibility by the General Services Administration s Center on
Information Technology Accommodation, which includes sample
accessibility clauses for technology procurement contracts, and can
be found on GSA s web site (http://www.gsa.gov/coca). 

9.   How can a school implement accessibility considerations when
purchasing?

     A number of techniques can be used to ensure that educational
technology products or systems provide the accessibility a school
needs.  Products and/or product specifications can be directly
reviewed by school staff.  This review can be done by staff who
have familiarity with the access standards and may entail pooling
the expertise of special educators and educational technology
specialists.  Community resources and  individuals who are users of
adaptive technology and are familiar with access features can be
asked to assist in product reviews.  In addition, vendors can be
asked to provide a review of their products in reference to the
access standards, to demonstrate how their products conform to the
access standards, or if they do not conform, to show how they can
be modified or adapted to be made accessible.  Asking vendors to
review or demonstrate the accessibility of their products provides
an added benefit of increasing awareness to access issues that can
be addressed by the manufacturer during future product development.

10.  Where can a school get more assistance?

     Provided below are some of the resources that exist to assist
a school in addressing the technological and legal issues involved
in obtaining and using technology that is accessible to individuals
with disabilities.Organizations That 
Primarily Address Technological Issues 


The assistive technology project in each State, established under
the Tech Act, can provide a school with information on the purchase
and use of accessible technology.  Many States also have regional
assistive technology resource centers located within the State.  To
find out if there is a center near you, call your State's Tech Act
project.  In States where no Information and Referral contact
person is listed, the Project Director can assist you.  

ALABAMA STATEWIDE TECHNOLOGY ACCESS AND RESPONSE PROJECT (STAR)
SYSTEM FOR ALABAMIANS WITH DISABILITIES 

     2125 East South Boulevard
     P.O. Box 20752
     Montgomery, AL  36120-0752

     Project Director: Dr. Tom Gannaway
     Telephone: (334) 613-3480 or (800) STAR656 (In-State only);
Fax: (334) 613-3485
     INTERNET: http://www.mindspring.com/~alstar
     E-mail: alstar@mont.mindspring.com

ASSISTIVE TECHNOLOGIES OF ALASKA 

     701 E. Tudor Road, Suite 280
     Anchorage, AK  99503-7445
     Information and Referral: Rose Foster

     Telephone: Voice/TDD (907) 563-0138
     Program Director: Michael Shiffer
     Telephone: Voice/TDD (907) 274-5606;
     Fax: (907) 274-5605 
     INTERNET: http//:www.corcom.com/ata/index.html
     E-mail: atadvr@corcom.net

AMERICAN SAMOA ASSISTIVE TECHNOLOGY PROJECT 

     Division of Vocational Rehabilitation
     Department of Human Resources
     Pago Pago, American Samoa  96799

     Project Director: Edmund Pereira
     Telephone: Voice (684) 699-1529; TDD (684) 233-7874; Fax:
(684) 699-1376

ARIZONA TECHNOLOGY ACCESS PROGRAM (AZTAP) 

     Institute for Human Development
     Northern Arizona University
     P.O. Box 5630
     Flagstaff, AZ  86011

     Information and Referral: ElizBeth Pifer 
     Interim Director: Daniel Davidson, Ph.D. 
     Telephone: Voice (520) 523-7035; TDD: (520) 523-1695; Fax:
(520) 523-9127
     INTERNET: http://www.nau.edu/~ihd/aztap.html
     E-mail: daniel.davidson@nau.edu

ARKANSAS INCREASING CAPABILITIES ACCESS NETWORK 

     Department of Education
     Vocational and Technical Education Division Arkansas
Rehabilitation Services
     2201 Brookwood Drive, Suite 117
     Little Rock, AR  72202

     Project Director: Sue Gaskin
     Telephone: Voice/TDD (501) 666-8868; Voice/TDD (800) 828-2799
(In-State only);           
     Fax: (501) 666-5319
     INTERNET: http://www.arkansas-ican.org
     E-mail: 102503.3602@compuserve.com 

CALIFORNIA ASSISTIVE TECHNOLOGY SYSTEM

     California Department of Rehabilitation (Lead Agency)
     830 K Street, Room 102
     Sacramento, CA  95814

     Mailing Address:  
     P.O. Box 944222
     Sacramento, CA  94244-2220

     Information and Referral: Kent Gregory
     Telephone: Voice (800) 390-2699
     Project Director: Catherine Campisi 
     Project Coordinator: Dennis Law 
     Telephone: Voice/TDD (916) 324-3062; Fax: (916) 323-0914
     INTERNET: http://www.catsca.com 
     E-mail: doroa.ccampisi@hw1.cahwnet.gov

COLORADO ASSISTIVE TECHNOLOGY PROJECT

     Rocky Mountain Resource and Training Institute
     1391 N. Speer Boulevard, Suite 350
     Denver, CO  80204

     Information Operator: Judith Volkman 
     Project Director: Cathy Bodine 
     Telephone: Voice (303) 534-1027; TDD (303) 534-1063; Fax:
(303) 534-1075 
     E-mail: cathy.bodine@uchsc.edu

CONNECTICUT ASSISTIVE TECHNOLOGY PROJECT

     Bureau of Rehabilitation Services
     10 Griffin Road North
     Windsor, CT  06095

     Project Director: John M. Ficarro 
     Telephone: Voice (860) 298-2014; TDD (860) 298-2018; Fax:
(860) 298-9590
     INTERNET: http://www.ucc.uconn.edu/~techact/ 
     E-mail: cttap@aol.com

DELAWARE ASSISTIVE TECHNOLOGY INITIATIVE (DATI) 

     Applied Science & Engineering Laboratories University of
Delaware 
     Dupont Hospital for Children
     1600 Rockland Road, Room 154
     P.O. BOX 269
     Wilmington, DE  19899-0269

     Project Director: Beth A. Mineo Mollica, Ph.D.
     Telephone: Voice (302) 651-6790; TDD (302) 651-6794; Fax:
(302) 651-6793 
     INTERNET: http://www.asel.udel.edu/dati
     E-mail: dati@asel.udel.edu

D.C. PARTNERSHIP FOR ASSISTIVE TECHNOLOGY 

     801 Pennsylvania Avenue, SE, Suite 300
     Washington, D.C.  20003

     Information Specialist: Alex  Lugo 
     Project Director: Jody Wildy 
     Telephone: Voice (202) 546-9163; TDD (202) 546-9168; Fax:
(202) 546-9169 
     E-mail: jodywild@dcpat.org

FLORIDA ALLIANCE FOR ASSISTIVE SERVICE AND TECHNOLOGY 

     2002-A Old Street Augustine Road
     Tallahassee, FL  32399-0696

     Project Director: Terry Ward 
     Telephone: Voice/TDD (904) 487-3278; Fax: (904) 921-7214 
     E-mail: faast@freenet.scri.fsu.edu

GEORGIA TOOLS FOR LIFE 

     Division of Rehabilitation Services
     2 Peachtree Street, N.W., Suite 35-413
     Atlanta, GA  30303-3166

     Project Director: Joy Kniskern 
     Telephone: Voice (404) 657-3084, (800) 578-8665 (in-State
only); TDD (404) 657-3085 
     Fax: (404) 657-3086 
     E-mail: 102476.1737@compuserve.com

GUAM SYSTEM FOR ASSISTIVE TECHNOLOGY 

     University Affiliated Program - Developmental Disabilities
     House #12 Dean's Circle
     University of Guam
     UOG Station
     Mangilao, Guam  96923

     Principal Investigator: Heidi E. Farra-San Nicolas, Ph.D.
     Project Director: Ben Servino 
     Telephone: Voice (671) 735-2493; TDD (671) 734-8378; Fax:
(671) 734-5709 
     E-mail: uapservi@uog.edu

HAWAII ASSISTIVE TECHNOLOGY TRAINING AND SERVICES (HATTS) 

     414 Kuwili Street, Suite 104
     Honolulu, HI  96817

     Information and Referral: Judith Clark
     Telephone: Voice (808) 532-7114
     Project Director: Barbara Fischlowitz-Leong, M.Ed.
     Telephone: Voice/TDD (808) 532-7110; Fax: (808) 532-7120 
     E-mail: bfl@pixi.com

IDAHO ASSISTIVE TECHNOLOGY PROJECT 

     129 W. Third Street
     Moscow, ID  83843

     Information and Referral: Michelle Doty
     Telephone: Voice (208) 885-3630
     Project Director: Ron Seiler 
     Telephone: Voice/TDD (208) 885-3559; Fax: (208) 885-3628 
     E-mail: seile861@uidaho.edu

ILLINOIS ASSISTIVE TECHNOLOGY PROJECT 

     528 S. 5th Street, Suite 100
     Springfield, IL  62701

     Project Director: Wilhelmina Gunther 
     Telephone: Voice (217) 522-7985; TDD (217) 522-9966; Fax:
(217) 522-8067 
     E-mail: gunther@midwest.net

INDIANA ATTAIN (ACCESSING TECHNOLOGY THROUGH AWARENESS IN INDIANA)
PROJECT 

     1815 N. Meridian, Suite 200
     Indianapolis, IN  46202

     Project Manager: Cris Fulford
     Telephone: Voice (317) 921-8766 (Marion County), (800)
528-8246 (In State only); 
     TDD (800) 743-3333, (National); Fax: (317) 921-8774
     E-mail: cfulford@vunet.vinu.edu 

IOWA PROGRAM FOR ASSISTIVE TECHNOLOGY 

     Iowa University Affiliated Program
     University Hospital School
     Iowa City, IA  52242-1011

     Information and Referral: Amy Hanna
     Telephone: Voice (319) 356-1514 
     Co-Director: Mary Quigley
     Telephone: Voice (319) 356-4402 
     Telephone: Voice/TDD, (800) 331-3027 (National); Fax: (319)
356-8284 
     E-mail: mary_quigley@uiowa.edu

ASSISTIVE TECHNOLOGY FOR KANSANS PROJECT

     2601 Gabriel
     P.O. Box 738
     Parsons, KS  67357

     Project Director: Charles R. Spellman 
     Project Coordinator: Sheila Simmons 
     Telephone:Voice (316) 421-8367 or (800) KAN DO IT; Fax/TDD:
(316) 421-0954 
     E-mail: ssack@parsons.isi.ukans.edu

KENTUCKY ASSISTIVE TECHNOLOGY SERVICES NETWORK 

     Charles McDowell Rehabilitation Center 
     8412 Westport Road
     Louisville, KY  40242

     Information and Referral: Jerry Wheatley 
     Project Director: J. Chase Forrester 
     Telephone: Voice (502) 327-0022; TDD (502) 327-9855 or 
     Voice/TDD (800) 327-5287 (In State only);  Fax: (502) 327-9974

     INTERNET: http://www.katsnet.org 
     E-mail: katsnet@iglou.com

LOUISIANA ASSISTIVE TECHNOLOGY ACCESS NETWORK 

     P.O. Box 14115
     Baton Rouge, LA  70898-4115

     Executive Director: Julie Nesbit 
     Telephone: Voice/TDD (504) 925-9500; or Voice/TDD (800)
270-6185; Fax: (504) 925-9560 E-mail: latanstate@aol.com

MAINE CONSUMER INFORMATION AND TECHNOLOGY TRAINING EXCHANGE (MAINE
CITE) 

     Maine CITE Coordinating Center
     Education Network of Maine
     46 University Drive
     Augusta, ME  04330

     Project Director: Kathy Powers
     Telephone: Voice/TDD (207) 621-3195; Fax: (207) 621-3193
     E-mail: kpowers@maine.caps.maine.edu 

MARYLAND TECHNOLOGY ASSISTANCE PROGRAM 

     Governor's Office for Individuals with Disabilities
     300 W. Lexington Street, Box 10
     Baltimore, MD  21201

     Information and Referral: James Corey 
     Telephone: Voice (800) TECH-TAP
     Project Director: Mary Brady, M.S. 
     Telephone: Voice/TDD (410) 333-4975; Fax: (410) 333-6674 
     INTERNET: http://www/clark.net/pub/mdtap
     E-mail: mdtap@clark.net

MASSACHUSETTS ASSISTIVE TECHNOLOGY PARTNERSHIP 

     MATP Center
     Children's Hospital
     1295 Boylston Street, Suite 310
     Boston, MA  02115

     Information and Referral: Patricia Hill
     Telephone: Voice  (617) 355-7153 or Voice/TDD (800) 848-8867
(In State only) 
     Project Director: Judy Brewer
     Telephone: Voice (617) 355-6380; TDD (617) 355-7301; Fax:
(617) 355-6345
     E-mail: brewer_ju@a1.tch.harvard.edu

MICHIGAN TECH 2000 

     Michigan Assistive Technology Project 
     3815  West Street Joseph Highway
     Lansing, MI  48917-3623

     Project Director: Sheryl Avery-Meints 
     Project Manager: Mary Barnes
     Telephone: Voice (517) 334-6502; TDD (517) 334-6499; Fax:
(517) 373-0565 
     E-mail: twistm@mrs.mjc.state.mi.us

MINNESOTA STAR PROGRAM 

     300 Centennial Building
     658 Cedar Street
     St. Paul, MN  55155

     Executive Director: Rachel Wobschall
     Telephone: Voice (612) 296-2771 or (800) 657-3862 (In State
only); TDD (612) 296-8478 
     Fax: (612) 282-6671 
     INTERNET:
http://www.state.mn.us/ebranch/admin/assistivetechnology.html
     E-mail: mnstars@edu.gte.net

MISSISSIPPI PROJECT START 

     P.O. Box 1000
     Jackson, MS  39205-1000

     Information and Referral: Albert Newsome
     Telephone: Voice (601) 987-4872
     Project Director: Stephen Power
     Telephone: Voice (601) 853-5171;Voice/TDD (800) 852-8328 (In
State only);
     Fax: (601) 364-2349 
     E-mail: spower@netdoor.com

MISSOURI ASSISTIVE TECHNOLOGY PROJECT

     4731 South Cochise, Suite 114
     Independence,  MO  64055-6975

     Project Director: Diane Golden, Ph.D. 
     Telephone: Voice (816) 373-5193 or (800) 647-8557 (in-State
only); TDD (816) 373-9315
     Fax: (816) 373-9314 
     E-mail:  matpmo@qni.com

MONTECH 

     MUARID, The University of Montana
     634 Eddy Avenue
     Missoula, MT  59812

     Project Director: Peter Leech 
     Telephone: Voice  (800) 732-0323 (National); TDD (406)
243-5676; Fax: (406) 243-4730 
     E-mail: montech@selway.umt.edu

NEBRASKA ASSISTIVE TECHNOLOGY PROJECT

     301 Centennial Mall South
     P.O. Box 94987
     Lincoln, NE  68509-4987

     Information and Referral: Kathryn Kruse
     Telephone: Voice/TDD (402) 471-2447
     Project Director: Mark Schultz
     Telephone: Voice/TDD (402) 471-0735 
     Telephone: Voice (800) 742-7594 (in-State only); Fax: (402)
471-0117 
     INTERNET: http://www.nde.state.ne.us/atp/techome.html
     E-mail: mschultz@nde4.nde.state.ne.us
 
NEVADA ASSISTIVE TECHNOLOGY COLLABORATIVE 

     Rehabilitation Division
     Office of Community Based Services
     711 South Stewart Street
     Carson City, NV  89710

     Information and Referral: Todd Butterworth 
     Project Administrator: Donny Loux 
     Telephone: Voice (702) 687-4452; TDD (702) 687-3388; Fax:
(702) 687-3292 
     INTERNET: http://www.state.nv.us.80 
     E-mail: nvreach@powernet.net

NEW HAMPSHIRE TECHNOLOGY PARTNERSHIP PROJECT 

     Institute on Disability/UAP
     #14 Ten Ferry Street
     The Concord Center
     Concord, NH  03301

     Information and Referral: Carol Richards
     Telephone: Voice/TDD (603) 224-0630
     Project Director: Jan Nisbet
     Telephone: Voice (603) 862-4320
     Project Coordinator: Marion Pawlek
     Telephone: Voice/TDD (603) 224-0630; Fax: (603) 226-0389 
     E-mail: mjpawlek@christa.unh.edu

NEW JERSEY TECHNOLOGY ASSISTIVE RESOURCE PROGRAM 

     135 East State Street
     CN 398
     Trenton, NJ  08625

     Project Director: Tim Montagano
     Telephone: Voice (609) 292-7498; TDD (800) 382-7765; Fax:
(609) 292-8347 
     E-mail: njdvr@gteens.com

NEW MEXICO TECHNOLOGY ASSISTANCE PROGRAM 

     435 St. Michael's Drive, Building D
     Santa Fe, NM  87503

     Information and Referral: Carol Cadena
     Telephone: Voice/TDD (800) 866-ABLE 
     Project Director: Alan Klaus
     Telephone: Voice/TDD (505) 827-3532; Fax: (505) 827-3746 
     E-mail: nmdvrtap@aol.com

NEW YORK STATE TRAID PROJECT 

     Office of Advocate for Persons with Disabilities 
     One Empire State Plaza, Suite 1001
     Albany, NY  12223-1150

     Project Director: Deborah Buck
     Telephone: Voice (518) 474-2825; Voice/TDD (800) 522-4369
(In-State only) 
     TDD (518) 473-4231; Fax: (518) 473-6005 
     E-mail: d.buck@oapwd.state.ny.us

NORTH CAROLINA ASSISTIVE TECHNOLOGY PROJECT 

     Department of Human Resources
     Division of Vocational Rehabilitation Services 
     1110 Navaho Drive, Suite 101
     Raleigh, NC  27609-7322

     Information and Referral Telephone: Voice (800) 852-0042
(National)
     Project Director: Ricki Cook 
     Telephone: Voice/TDD (919) 850-2787; Fax: (919) 850-2792 
     INTERNET: http://www.mindspring.com/~ncatp 
     E-mail: rickic@mindspring.com 

NORTH DAKOTA INTERAGENCY PROGRAM FOR ASSISTIVE TECHNOLOGY (IPAT) 

     P.O. Box 743
     Cavalier, ND  58220

     Director: Judie Lee
     Telephone: Voice/TDD (701) 265-4807; Fax: (701) 265-3150
     E-mail: lee@pioneer.state.nd.us

COMMONWEALTH OF THE NORTHERN MARIANA ISLANDS ASSISTIVE TECHNOLOGY
PROJECT 

     Developmental Disabilities Planning Office 
     Office of the Governor, Building 1312
     P.O. Box 2565
     Saipan, MP  96950

     Project Director:  Thomas J. Camacho 
     Telephone: Voice/TDD (670) 322-3014; Fax: (670) 322-4168
     E-mail:  dd.council@saipan.com

OHIO TRAIN 

     Ohio Super Computer Center
     1224 Kinnear Road
     Columbus, OH  43212

     Information Specialist: Marie Kahl 
     Telephone: Voice (614) 292-2426
     Executive Director:  Douglas Huntt
     Telephone: Voice (614) 292-2426; Voice/TDD (800) 784-3425 (In
State only); 
     TDD (614) 292-3162; Fax: (614) 292-5866
     INTERNET: http://train.ovl.osc.edu 
     E-mail: dhuntt@mailcar.ovl.osc.edu

OKLAHOMA ABLE TECH 

     Oklahoma State University Wellness Center 
     1514 W. Hall of Fame Road
     Stillwater, OK  74078-2026

     Project Manager: Linda Jaco 
     Telephone: Voice (405) 744-9864 or (405) 744-9748 or Voice/TDD
(800) 257-1705; 
     Fax: (405) 744-7670 
     INTERNET:  http://www.okstate.edu/wellness/at-home.htm 
     E-mail:  mljwell@okway.okstate.edu

OREGON TECHNOLOGY ACCESS FOR LIFE NEEDS PROJECT (TALN) 

     1257 Ferry Street, SE
     Salem, OR  97310

     Project Director: Byron McNaught 
     Telephone: Voice/TDD (503) 361-1201; Fax:  (503) 378-3599 
     E-mail:  ati@orednet.org

PENNSYLVANIA'S INITIATIVE ON ASSISTIVE TECHNOLOGY  

     Institute on Disabilities/UAP
     Ritter Annex 433
     Philadelphia, PA  19122

     Information and Referral:  Lynn Zelvin
     Telephone: Voice (215) 204-5966 
     Project Director:  Amy Goldman
     Telephone: Voice/TDD (215) 204-5968 or  (800) 750-PIAT (TT);
Fax:  (215) 204-9371 
     E-mail:  piat@astro.ocis.temple.edu 

PUERTO RICO ASSISTIVE TECHNOLOGY PROJECT 

     University of Puerto Rico
     Medical Sciences Campus
     College of Related Health Professions
     Office of Project Investigation and Development 
     Box 365067
     San Juan, PR  00936-5067

     Project Director: Maria I. Miranda, B.A. 
     Telephone: Voice (809) 758-2525 x4413 or (800) 496-6035 (From
U.S. only) or 
     (800) 981-6033 (In PR only); TDD/Fax:  (809) 754-8034
     E-mail: pratp@rcmad.upr.clu.edu

RHODE ISLAND ASSISTIVE TECHNOLOGY ACCESS PROJECT 

     Office of Rehabilitation Services
     40 Fountain Street
     Providence, RI  02903-1898

     Project Director: Susan Olson 
     Telephone: Voice (401) 421-7005 or (800) 752-8088 ext.2608 (In
State only); 
     TDD (401) 421-7016; Fax:  (401) 274-1920 
     INTERNET:  http://www.ors.state.ri.us. 
     E-mail:  ab195@osfn.rhilinet.gov 

SOUTH CAROLINA ASSISTIVE TECHNOLOGY PROGRAM

     USC School of Medicine
     Center for Developmental Disabilities 
     Columbia, SC  29208

     Project Director: Evelyn Evans
     Telephone: Voice (803) 935-5240 
     Telephone: Voice/TDD (803) 935-5263; Fax:  (803) 935-5342 
     INTERNET:  http://www.cdd.sc.edu/scatp/scatp.htm 
     E-mail: scatp@scsn.net
SOUTH DAKOTA ASSISTIVE TECHNOLOGY PROJECT (DAKOTALINK)

     1925 Plaza Boulevard
     Rapid City, SD  57702       

     Project Director: Ron Reed, Ph.D 
     Telephone: Voice (605) 394-1876 or (800) 645-0673 (In State
only); Fax: (605) 394-5315 
     INTERNET: http://www.tie.net/dakotalink 
     E-mail: rreed@sdtie.sdserv.org 

TENNESSEE TECHNOLOGY ACCESS PROJECT 

     710 James Robertson Parkway
     Andrew Johnson Tower, 10th Floor
     Nashville, TN  37243-0675

     Information and Referral:  Anastasia Koshakji 
     Project Director: Rob Roberts, Ph.D. 
     Telephone: Voice (615) 532-6558 or (800) 732-5059 (In State
only); TDD (615) 741-4566;
     Fax: (615) 532-6719 
     E-mail:  rroberts2@mail.state.tn.us

TEXAS ASSISTIVE TECHNOLOGY PARTNERSHIP 

     University of Texas at Austin 
     College of Education
     SZ8252-D5100
     Austin, TX  78712-1290

     Information and Referral:  John Moore
     Telephone: Voice (800) 828-7839 
     Interim Project Director:  Susanne Elrod
     Telephone Voice (512) 471-7621; TDD (512) 471-1844; Fax: (512)
471-7549 
     INTERNET:
http://www.edb.utexas.edu/coe/depts/sped/tatp/tatp.html 
     E-mail: s.elrod@mail.utexas.edu 

U.S. VIRGIN ISLAND TECHNOLOGY-RELATED ASSISTANCE FOR INDIVIDUALS
WITH DISABILITIES (TRAID)

     University of the Virgin Islands/UAP
     #2 John Brewers Bay
     St. Thomas, VI  00801-0990

     Executive Director:  Dr. Yegin Habteyes 
     Telephone: Voice (809) 693-1323; Fax:  (809) 693-1325 
     E-mail:  yhabtey@gecko.uvi.edu

UTAH ASSISTIVE TECHNOLOGY PROGRAM  

     Center for Persons with Disabilities
     UMC 6855
     Logan, UT  84322-6855

     Project Director: Marvin Fifield, Ed.D.
     Telephone: Voice (801) 797-1982 or (801) 797-3824; TDD (801)
797-2096;
     Fax: (801) 797-2355 
     E-mail: sharon@cpo2.usu.edu

VERMONT ASSISTIVE TECHNOLOGY PROJECT 

     103 South Main Street 
     Weeks Building, First Floor
     Waterbury, VT  05671-2305

     Project Director: Lynne Cleveland
     Telephone: Voice/TDD (802) 241-2620; Fax: (802) 241-3052 
     INTERNET: http://www.uvm.edu/~uapvt/cats.html
     E-mail: lynnec@dad.state.vt.us

VIRGINIA ASSISTIVE TECHNOLOGY SYSTEM 

     8004 Franklin Farms Drive
     P.O. Box K300
     Richmond, VA  23288-0300

     Information and Referral:  Maureen Kelly-Olson
     Telephone: Voice (757) 552-5019
     Project Director: Kenneth Knorr
     Telephone: Voice/TDD (757) 662-9990; Fax:  (804) 662-9478 
     E-mail: vatskhk@aol.com

WASHINGTON ASSISTIVE TECHNOLOGY ALLIANCE 

     DSHS/DVR
     P.O. Box 45340
     Olympia, WA  98504-5340

     Project Director: Debbie Cook
     Telephone: Voice (206) 685-4181 
     Telephone: Voice (360) 438-8000; TDD (360) 438-8644; Fax:
(360) 438-8007 
     INTERNET: http:/weber.u.washington.edu/~atrc
     E- mail: debcook@u.washington.edu

WEST VIRGINIA ASSISTIVE TECHNOLOGY SYSTEM 

     University Affiliated Center for Developmental Disabilities
     Airport Research and Office Park
     955 Hartman Run Road
     Morgantown, WV  26505

     Project Manager: Jack Stewart
     Telephone: Voice/TDD (304) 293-4692 or Voice (800) 841-8436
(In State only);
     Fax: (304) 293-7294 
     E-mail: stewiat@wvnvm.wvnet.edu

WISTECH 

     Division of Supportive Living
     2917 International Lane, 3rd Floor
     Madison, WI  53704

     Project Director: Susan Kidder
     Telephone: Voice (608) 243-5675 
     Telephone: Voice/TDD (608) 243-5674; Fax: (608) 243-5681 
     E-mail: kiddersb@mail.state.wi.us

WYOMING'S NEW OPTIONS IN TECHNOLOGY (WYNOT) 

     P.O. Box 4298
     Laramie, WY  82071-4298

     Co-Project Director: Kirk McKinney
     Telephone: Voice (307) 777-6947
     Co-Project Director: Thomas McVeigh
     Telephone: Voice (307) 766-2764 
     Telephone: Voice/TDD (307) 777-4386 or 777-7450; Fax: (307)
777-5939 
     INTERNET: http://www.uwyo.edu/hs/wind/wynot/wynot.htm
     E-mail: kmckin@missc.state.wy.us


There are also resources to be found at the national level through
Federal agencies, disability advocacy organizations, and Federal
grant and contract projects.

U.S. DEPARTMENT OF EDUCATION

     Office of Special Education and Rehabilitative Services
     National Institute on Disability Rehabilitation and Research
(NIDRR)
     Mary E. Switzer Building
     330 C Street, S.W.
     Washington, DC  20202

     Director: Katherine D. Seelman, Ph.D.
     Program Manager, Assistive Technology Programs: Carol Cohen
     Telephone: Voice (202) 205-8134; TDD (202) 205-5479; Fax:
(202) 205-8997
     INTERNET: http://www.ed.gov/offices/OSERS/NIDRR/
     E-mail: carol_cohen@ed.gov

GENERAL SERVICES ADMINISTRATION

     Information Technology Service
     Center for Information Technology Accommodation (CITA)
     PWA Room 1234
     18th & F Street, N.W.
     Washington, DC  20405

     Director: Susan Brummel
     Telephone: Voice (202) 501-4906; TDD (202) 501-2010; Fax:
(202) 501-6269
     INTERNET: http://www.gsa.gov/coca

UNITED STATES ARCHITECTURAL AND TRANSPORTATION BARRIERS COMPLIANCE
BOARD (ACCESS BOARD) 

     1331 F Street, N.W., Suite 1000 
     Washington, DC  20004-1111

     Telephone: Voice 1-800-USA-ABLE (1-800-872-2253) or
202-272-5434; TDD 1-800-993-2822 or 202-272-5449; Fax: 202-272-5447
     INTERNET: http://www.access-board.gov

ABLEDATA DATABASE PROGRAM

     Macro International
     8455 Colesville Road, Suite 935
     Silver Spring, MD  20910-3319

     Principal Investigator: Lynn Halverson
     Contact: Katherine Belknap
     Telephone: Voice/TDD (800) 227-0216 or Voice/TDD (301)
608-8998, TDD (301) 608-8912; 
     (ABLE INFORM BBS) (301) 589-3563;  Fax: (301) 608-8958
     INTERNET: http://www.abledata.com
     E-mail: abledata@macroint.com

ADAPTIVE ENVIRONMENTS CENTER

     374 Congress Street, Suite 38
     Boston, MA  02210

     Director: Elaine Ostroff
     Telephone: Voice/TDD (617) 695-1225; Fax: (617) 482-8099
     INTERNET: http://www.adaptenv.org
     E-mail: csabatier@adaptenv.org

THE NATIONAL CENTER FOR THE DISSEMINATION OF DISABILITY RESEARCH

     Southwest Educational Development Laboratory
     211 East Seventh Street, Suite 400
     Austin, Texas  78701-3281

     Telephone: Voice 1-800-266-1832 or Voice/TDD (512) 476-6861;
Fax: (512) 476-2286
     INTERNET: http://www.ncddr.org
     http://www.ncddr.org/ResearchExchange/v02n01/welcome.html (for
information onensuring accessibility of World Wide Web pages)
     E-mail: jwestbro@sedl.org

NATIONAL REHABILITATION INFORMATION CENTER (NARIC)

     KRA Corporation
     8455 Colesville Road, Suite 935
     Silver Spring, MD  20910-3319

     Principal Investigator: Mark Odum
     Contact: Information Specialists
     Telephone: Voice (800) 346-2742 or Voice (301) 588-9284, TDD
(301) 495-5626; 
     Fax: (301) 587-1967
     INTERNET: http://www.naric.com/naric
     E-mail: odum@kra.com 

NATIONAL SCHOOL BOARDS ASSOCIATION 

     Institute for the Transfer of Technology to Education
     1680 Duke Street
     Alexandria, VA  22314

     Telephone: Voice (703) 838-6722; Fax: 703-683-7590
     INTERNET: http://www.nsba.org/itte

REHABILITATION ENGINEERING AND ASSISTIVE TECHNOLOGY SOCIETY OF
NORTH AMERICA

     RESNA Technical Assistance Project
     1700 N. Moore Street, Suite 1540
     Arlington, VA  22209

     Telephone: Voice (703) 524-6686; TDD (703) 524-6639; Fax:
(703) 524-6630
     INTERNET: http://www.resna.org/resna   
     E-mail: resnata@resna.org

REHABILITATION ENGINEERING RESEARCH CENTER ON UNIVERSAL
TELECOMMUNICATIONS ACCESS

     Gallaudet University
     Technology Assessment Program
     800 Florida Avenue, N.E.
     Washington, DC  20002

     Principal Investigator: Judith Harkins, PhD (Gallaudet); Gregg
Vanderheiden, PhD (Trace); Deborah Kaplan, LLD (WID)
     Contact: Judith Harkins, PhD
     Telephone: Voice/TDD (202) 651-5476; Fax: (202) 651-5476
     E-Mail: jeharkins@gallua.gallaudet.edu

TRACE RESEARCH AND DEVELOPMENT CENTER

     University of Wisconsin-Madison
     S-151 Waisman Center
     1500 Highland Avenue
     Madison, WI  53705-2280

     Principal Investigator: Gregg C. Vanderheiden, PhD
     Contact: Rachel Bower
     Telephone: Voice (608) 262-6966; TDD (608) 263-5408; Fax:
(608) 262-8848
     INTERNET: http://www.trace.wisc.edu
     E-mail: gv@trace.wisc.edu

UNITED CEREBRAL PALSY ASSOCIATIONS

     Assistive Technology Funding and Systems Change Project 
     1660 L Street, NW, Suite 700 
     Washington, DC  20036

     Project Executive: Michael Morris
     Project Director: Susan Goodman
     Telephone: Voice/TDD (202) 776-0406; Fax: (202) 776-0414
     INTERNET: http://www.ucpa.org/html/innovative/atfsc_index.html 
 
     E-mail: gyoung@ucpa.orgOrganizations That Primarily Address Legal Issues


U.S. Department of Education

Office for Civil Rights - Regional Offices

EASTERN DIVISION

Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island,
Vermont 

     Office for Civil Rights, Boston Office
     U.S. Department of Education
     J. W. McCormack Post Office and Courthouse
     Room 222, 01-0061
     Boston, MA  02109-4557  
     Telephone: Voice (617) 223-9662; TDD (617) 223-9695; Fax:
(617) 223-9669


New Jersey, New York, Puerto Rico, Virgin Islands

     Office for Civil Rights, New York Office
     U.S. Department of Education
     75 Park Place, 14th Floor
     New York, NY  10007-2146 

     Telephone: Voice (212) 637-6466; TDD (212) 637-0478; Fax:
(212) 264-3803


Delaware, Maryland, Kentucky, Pennsylvania, West Virginia 

     Office for Civil Rights, Philadelphia Office
     U.S. Department of Education
     3535 Market Street, Room 6300, 03-2010
     Philadelphia, PA  19104-3326  
     Telephone: Voice (215) 596-6787; TDD (215) 596-6794; Fax:
(215) 596-4862


Southern Division 

Alabama, Florida, Georgia, South Carolina, Tennessee

     Office for Civil Rights, Atlanta Office
     U.S. Department of Education
     61 Forsyth Street, S.W., Suite 19T70
     Atlanta, GA  30303  
     Telephone: Voice (404) 562-6350; TDD (404) 562-6454; Fax: 
(404) 562-6455

Arkansas, Louisiana, Mississippi, Oklahoma, Texas

     Office for Civil Rights, Dallas Office
     U.S. Department of Education
     1200 Main Tower Building, 
     Suite 2260, 06-5010
     Dallas, TX  75202-9998  
     Telephone: Voice (214) 767-3959; TDD (214) 767-3639; Fax:
(214) 767-6509

North Carolina, Virgina, Washington, DC 

     Office for Civil Rights, District of Columbia Office
     U.S. Department of Education
     1100 Pennsylvania Ave, N.W., Room 316
     P.O. Box 14620
     Washington, DC  20044-4620  
     Telephone: Voice (202)208-2545; TDD (202) 208-7741; Fax: (202)
208-7797


Midwestern Division
 
Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin

     Office for Civil Rights, Chicago Office
     U.S. Department of Education
     111 North Canal Street, Suite 1053
     Chicago, IL  60606-7204  
     Telephone: Voice (312) 886-8434; TDD (312) 353-2540; Fax:
(312) 353-4888

Michigan, Ohio

     Office for Civil Rights, Cleveland Office
     U.S. Department of Education
     600 Superior Avenue East
     Bank One Center, Room 750
     Cleveland, OH  44114-2611  
     Telephone: Voice (216) 522-4970; TDD (216) 522-4944; Fax:
(216) 522-2573

Iowa, Kansas, Missouri, Nebraska, North Dakota, South Dakota

     Office for Civil Rights, Kansas City Office
     U.S. Department of Education
     10220 North Executive Hills Boulevard
     8th Floor, 07-6010
     Kansas City, MO  64153-1367 
     Telephone: Voice (816)880-4202; TDD (816) 891-0582; Fax: (816)
891-0644


Western Division 

Arizona, Colorado, Montana, New Mexico, Utah, Wyoming

     Office for Civil Rights, Denver Office
     U.S. Department of Education
     Federal Building, Suite 310, 08-7010
     1244 Speer Boulevard
     Denver, CO  80204-3582 
     Telephone: Voice (303) 844-5695; TDD (303) 844-3417; Fax:
(303) 844-4303

California

     Office for Civil Rights, San Francisco Office
     U.S. Department of Education
     Old Federal Building
     50 United Nations Plaza, Room 239
     San Francisco, CA  94102-4102  
     Telephone: Voice (415) 437-7700; TDD (415) 437-7786; Fax:
(415) 437-7783

Alaska, Hawaii, Idaho, Nevada, Oregon, Washington, American Samoa,
Guam, Trust Territory of the Pacific Islands

     Office for Civil Rights, Seattle Office
     U.S. Department of Education
     915 Second Avenue, Room 3310, 10-9010
     Seattle, WA  98174-1099  
     Telephone: Voice (206) 220-7880; TDD (206) 220-7907; Fax:
(206) 220-7887Access Considerations QuickList



1.0  BASIC SYSTEM ACCESS 

     Rate each as Limited, Adequate, or Substantial

1.1  What is the memory capacity of the system to efficiently
operate current and projected hardware and software including
adaptations?  Substantial access would include memory needed to run
standard applications plus additional memory needed to accommodate
adaptations.

1.2  What is the processing capacity of the system to efficiently
operate current and projected hardware and software adaptations? 
Substantial access would include processing speed needed to run
standard applications plus additional memory needed to accommodate
adaptations. 

1.3  What is the capacity of the architecture of the system to
allow for expansion, such as the addition of specialized cards,
memory chips, and port connections?   Substantial access would
include the availability of open ports, slots, etc. to meet
adaptation needs.  

1.4  What is the capacity of the architecture of the system to
allow for ease of physical access to features such as on/off
switches, volume, contrast, brightness controls, and disk/CD-ROM
drives?  Substantial access would include controls on the front of
the system or accessible from the control panel.

1.5  What is the capacity of the individual user station in a
network system to provide adaptations, both built-in and add-on
access features?   Substantial access would include network ability
to deliver adaptations from the server and independently through
the end unit.  

1.6  What is the capacity of the cabling system to transmit a
variety of electronic information?  Substantial access would
include cabling able to deliver multiple types of electronic
information, e.g. adaptations of visual information to auditory and
auditory to visual.


2.0  INPUT ACCESS  (Operating System, User Application, &
Instructional Software)  

     Rate each as Limited, Adequate, or Substantial

2.1  What is the capacity of the operating system, application
and/or instructional software to deliver keyboard and mouse
adjustments, internally or as an add-on?  Substantial access would
include:

          execution of multiple keystroke commands sequentially
rather than simultaneously 

          adjustment of acceptance rate for keystrokes and keyboard
repeat feature

          adjustment of mouse features (click speed, latching)

          delivery of mouse or pointing device input via keyboard
commands

          visual indication of system warning beep

          visual and auditory indication of toggle keys' status

          carryover of all operating system adjustments into
applications and/or instructional software

2.2  What is the capacity of the operating system, user
application, and/or instructional software to accept input from
alternative keyboards and alternative pointing devices? 
Substantial access would be efficient utilization of alternative
input devices to transmit any valid input available from the
standard keyboard and mouse.

2.3  What is the capacity of the operating system, user
application, and/or instructional software to accept input from a
voice dictation system?  Substantial access would be efficient
utilization of speech input to transmit any valid input from the
standard keyboard and mouse with effective user control.  


3.0  OUTPUT ACCESS (Operating System, User Application, &
Instructional Software)

     Rate each as Limited, Adequate, or Substantial

3.1  What is the capacity of the operating system, user application
and/or instructional software to deliver monitor display
adjustments, internally or as an add-on?  Substantial access would
include: 

          user definable font, size and screen elements such as
menu titles, icons, and cursor track

          user definable color/contrast 

          on and off toggle of adjustment features

          carryover of all operating system adjustments into
applications and/or instructional software

3.2  What is the capacity of the operating system, user
application, and/or instructional software to provide visual
information, text and other visual images, through speech output? 

     Substantial access would include:   

          conversion of all critical visual information, text and
other visual images, to speech

          support of and compatibility with the user control
features of speech output systems such as; user definable rate,
volume and pronunciation of speech output, and user control of
visual information to be "read" via pre-set and user defined
parameters

          on and off toggle of speech

3.3  What is the capacity of the operating system, user
application, and/or instructional software to provide visual
information, text and other visual images, through tactile output? 


     Substantial access would include:

          conversion of all critical visual information, text and
other visual images, to tactile 

          user control of visual information converted to tactile
output via pre-set and user defined parameters 

3.4  What is the capacity of the operating system, user
application, and/or instructional software to provide auditory
information, speech or other sound signals, through enhanced output
and visual display?  Substantial access would include:  

          user definable volume and availability of audio output
options (direct input to personal amplification)

          conversion of all critical auditory information to text,
graphics, etc., as appropriate for user literacy

          on and off toggle of visual display (such as text
captioning)  

3.5  What is the capacity of the application and/or instructional
software to provide adjusted and alternative hard copy output such
as enlarged, enhanced, and spatially manipulated print and images,
and braille or other tactile imaging?  Substantial access would
include:

          adjustment mechanism (font type/size) that enables
enlargement/enhancement of text hard copy

          capacity to manipulate the spacial layout of text and
graphics to produce adapted hard copy 

          capacity to save text in ASCII (text file) to support
conversion of text to braille     


4.0  RELATED ACCESS 

     Rate each as Limited, Adequate, or Substantial

4.1  What is the capacity of the system to provide documentation or
associated materials in accessible  form?  Substantial access would
be the availability of all associated materials in alternative 
formats such as braille, text-file, audio-cassette, large print,
etc.

4.2  What is the physical accessibility of buildings and rooms in
which computer systems are located, including buildings and rooms
that are electronically "connected"?  Substantial access would be
the location of computer systems in fully accessible (ADAAG)
facilities.  

4.3  What is the physical accessibility of end user structures such
as computer stations, desks, tables, etc. and the accessibility of
adaptations that are not permanently fixed to a particular computer
station?  Substantial access would include availability of physical
structures that can meet the needs of students with disabilities
and ready access (within the general area rather than in another
building) to the adaptations needed for a particular student. 

4.4  What is the capacity of hardware and software product vendors
to provide initial and on-going technical support regarding system
access for students with disabilities?  Substantial access would be
availability of vendor support to assist with operation of built-in
access features specific to their product and to assist with
operation of their product with add-on access systems.  

NOTE:
     The considerations on the QuickList apply only to
accessibility and are certainly not all of the issues that should
be  considered prior to technology purchase.  Additional,
non-access issues should be considered when reviewing instructional
software such as:  "How well does the instructional software match
the curriculum and instructional objectives?"  "How motivating and
age appropriate is the instructional software?  "Can the
instructional software be used independently or does it require
substantial teacher support?"  Educators are encouraged to augment
the QuickList review for accessibility with other checklists that
assist in selecting quality instructional software to meet the
unique learning needs of their students. 

For further information please contact:

Missouri Assistive Technology Project 

     4731 South Cochise, Suite 114
     Independence, MO 64055
     800/647-8557 (Voice)
     800/647-8558 (TTY)
     816/373-9314 (FAX)
     matpmo@qni.com

Missouri Technology Center for Special Education 

     UMKC, School of Education, Room 24
     5100 Rockhill Road
     Kansas City, MO 64110-2499
     800/872-7066 (Voice)
     816/235-5270 (FAX)
     TechCtr@smtpgate.umkc.edu

Permission to reproduce with credit
Printed September 1996

The Reference Notes provide procurement information to assure that
the computer systems purchased provide access for students with
disabilities.  Those purchasing computer hardware for schools are
usually familiar with the basic system necessary to meet the
current and projected instructional and administrative application
needs.  The QuickList and the following Reference Notes provide the
information necessary to purchase computer equipment that can be
made accessible for students with disabilities.  

All of a district's computer systems do not require the same
configuration nor do they all need to provide every access feature
discussed in the QuickList.  One system may address access issues
for students with physical disabilities while another addresses the
needs of students with low vision.  The computer needs of students
with disabilities are unique to each student and the need is for
computer systems which provide options for several accommodations
and adaptations.  

The goal is to strive for universal access which refers to the
design of products, such as computers, with an eye to provide the
greatest accessibility with or without modification to the basic
product.  An example of universal computer access is a feature
called StickyKeys which allows a typist to input information
through the keyboard in a sequential rather than simultaneous
fashion, allowing one-handed typists and others with physical
disabilities to use a standard keyboard.  This accessibility
feature is not always active but can be very easily activated by
the students who need the feature.

Accessibility features may be built into computer systems or may be
delivered by "add-on" peripherals and/or software.  With both
built-in or add-on features, it is critical to assure that the
feature works with both the operating system and the applications
(instructional software programs) which will be used.  

Built-in access features offer a higher probability of being more
robust, stable, cost-effective and compatible with operating
systems and applications (instructional software programs) than
add-on features.  However, not all access features are available as
built-in features and obtaining an add-on may be necessary.  Add-on
access features may not be an option in a network system with
"dumb" terminals since the end units do not have their own
processing capability needed to support the add-on feature.

An increased number of built-in access features for all computer
platforms has occurred over a span of several years.  In the
following sections  there are statements regarding built-in access
features.  These statements are based on the features built in to
the current generation of computer operating systems:  Macintosh 
7.x or Windows  3.1 or later.  The QuickList and the following
Reference Notes are not intended to apply to older versions of
these operating systems.

1.0  BASIC SYSTEM ACCESS 

The following describes a minimum configuration of most systems
sold on today's market.
     486 processor running at 75 megahertz
     SVGA 256 Color video card
     16 MB of RAM                       
     1.4 MB 3.5" floppy disk drive
     256 K of Cache memory                   
     Mouse
     220 MB of free space on HD         
     Quad speed CD-ROM Drive

Much of the discussion regarding "limited," "adequate," and
"substantial" access is based on the capability of a system with
this configuration.

1.1  Memory Capacity

     New computer systems currently come with 16 MB of RAM and 1 to
2 GB of hard disk space.  This configuration would be "adequate" to
use the majority of built-in adaptations.  Thirty-two MB and above
would be considered "substantial" and would provide the memory
necessary to run the majority of add-on adaptations.  Currently a
16 MB memory chip costs $10.00 per chip and can easily be installed
if internal memory slots are available.

     A rule of thumb is to purchase twice as much memory as you
need to run 90% of your instructional software.  This same rule of
thumb can be applied for the purchase of add-on adaptations.  If
90% of the instructional software and add-on adaptations require 16
MB of RAM, purchase computers with at least double that amount.  

1.2  Processing Capacity

     The greater the processing speed, the faster the
maneuverability of software and adaptations.  Older speeds of 66
megahertz and lower will not provide the performance needed by the
majority of software and add-on adaptations.  A 486 processor
running at 75 megahertz would be considered "adequate" for most
adaptations.  New computers with Pentium processors running at 100
megahertz would be considered "substantial."

1.3  Peripheral Expansion Options

     Computer peripherals, be they standard or adaptive, are
connected through established ports.  Having only enough ports for
the standard peripherals provides "limited" access.   A computer
system with additional ports or expansion slots available would
provide "substantial" access.

     Adapted computer peripherals such as an enlarged monitor,
which uses the resources of the video card can be attached through
an available port.  There are differences in how enlarged monitors
deal with video information and either a VGA or SVGA card will
provide "adequate" access.  "Substantial" access would be provided
if a student had the choice of which video card to use dependent
upon their unique needs.   

     Built-in audio cards and internal speakers typically deliver
operating system, application, and instructional software sounds
and speech.   To adapt the audio output of the standard system an
audio or headset output jack is needed.  "Substantial" access would
include the availability of an audio/headset output jack to allow
for a hearing aid or other amplification device to be coupled
directly to the computer sound source.  This direct connection
allows for amplification of the sound signal and reduces competing
noise level.

1.4  Physical Structure

     On/off switches and controls with a concave surface which
require 100 grams or less of pressure to use and which are located
on the front of the computer provide the easiest access.  Most of
these controls (monitor brightness/contrast and volume) are now
available through the built-in features of the control panel. 
On/off switches and controls on the back of the computer provide
"limited" access.  A system with the on/off switch on the front and
with the other features controlled through the control panel
provides "substantial" access.

     Disk drives with concave access buttons and which eject at
least 3/4" to 1" of the media beyond the housing provide "adequate"
to "substantial" access. Drives with twist button closure provide
"limited" access.  External CD-ROM players, because they can be
positioned to meet unique needs, provide greater accessibility and
are generally easier for students with physical disabilities to
use. 

1.5  Networks

     Many educational units utilize Local Area Networks (LANs) to
network their computer system capacity.  Most built-in adaptations
can be used at individual workstations since they are part of the
operating system.  It is much less clear to what extent add-on
adaptations which must be loaded onto the server and then delivered
to a specific individual unit are available in a standard LAN
arrangement.  If an adaptation requires extra peripherals, such as
a speech synthesizer, these will need to be supported and delivered
by the end unit.  "Substantial" features in a network system
include the ability of the server to deliver built-in and add-on
software adaptations to individual end units; the ability of the
end units to access, control, set-up, save, and toggle on/off
adjustments in applications delivered by the server; and the
ability to add adaptations to the end unit that cannot be delivered
by the server. 

1.6  Cabling

     The system's cabling capacity must address current and
projected needs.  The computer has become the ramp to the
information superhighway and the cabling installed will, in all
probability, be used for telephone, e-mail, and Internet access.  

     Use only Ethernet or other high-speed networking systems to
gain "adequate" to "substantial" access.  LocalTalk or other
low-cost networking systems provide "limited" access because they
are too slow except for small computer clusters or for printer
sharing.  While more expensive than Category 3 wiring, Category 5
wiring with Ethernet is recommended as it will not need to be
replaced to provide access to a faster network.

     For cost efficiency, pull additional runs for network cable
from the lab to each classroom.  Approximately 65% of the
investment made in wiring is for labor, the rest is for the cable. 
It costs no more in labor to run four network cables into a
classroom than to run two.  The extra cable will allow for cost
efficient expansion and will provide a back-up if the cabling
becomes damaged.  (Contact the MOREnet Reference Desk for
additional information at 573-884-7200.)

2.0  INPUT ACCESS  (Operating System, User Applications,
Instructional Software) 

     Input access refers to the ability of built-in and add-on
adaptations to make all components (hardware, operating system,
applications) accessible to all individuals using the system. 
Because the design of the standard input devices (keyboard and
mouse) require physical mobility and accuracy for input, people
with physical disabilities face the greatest array of access
barriers during the input process.  

     "Adequate" access includes the ready availability of the
built-in and add-on keyboard and mouse adjustments listed in the
QuickList Section 2.1 plus the availability of adding a serial
port.  "Substantial" access includes the ready availability of the
built-in or add-on keyboard and mouse adjustments described in
QuickList Section 2.1 and the availability of an open serial port
needed to attach alternative keyboards and pointing devices.

2.1  Keyboard and Mouse Adjustments

     Many of the keyboard and mouse modifications needed by
students are now available through built-in or add-on system
software utilities. "Adequate" to "substantial" access can be
provided through the procurement of a newer system which has the
features listed below already built into the system or through the
acquisition of free add-on software.

     AccessDOS and Access Pack (Windows 3.1 version) are free
software programs which modify the keyboard and mouse pointer for
the DOS and Windows 3.1 environments.  The Macintosh System 7.x and
Windows 95 include the built-in Easy Access control panels which
provide the resources needed to modify the keyboard and mouse
pointer.

     The operating system adjustments discussed in this section may
not carry-over to all applications and instructional software.  If
the adjustments are not carry-over functions, the
application/instructional software must provide such adjustments
themselves to provide "substantial" access. 

     Execution of multiple keystroke commands sequentially rather
than simultaneously.
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

     Adjustment of acceptance rate for keystrokes and keyboard
repeat feature.
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

     Adjustment of mouse features (click speed, latching).
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

     Delivery of mouse or pointing device input via keyboard
commands.
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

     Visual indication of system warning beep.
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

     Visual and auditory indication of toggle keys status.
          Built-in for Windows95 and Macintosh System 7.
          Add-on for Windows3.1.

2.2  Alternative Keyboards and Pointing Devices

     Alternative keyboard and pointing devices include head
pointers, programmable keyboards, switches, and augmentative
communication devices.  These devices now comply with standard 
mouse and keyboard input specifications.  "Adequate" to
"substantial" access would require an available port and the
built-in SerialKeys feature. 

     The operating system adjustments discussed in this section may
not carry-over into all  applications and instructional software.

2.3  Speech Input

     An add-on voice dictation system, which allows input through
speech, may be required for students who cannot access the computer
through any other method.  Voice dictation systems are generally
memory intensive and special consideration should be given to the
unique memory requirements of the program being considered in
addition to any other memory requirements.  "Substantial" access
would require ample RAM memory and hard drive space.

     Unlike keyboard and mouse adjustments and alternatives,
operating system and application compatibility with and support of
voice dictations systems is not consistent.  It is critical that
both the operating system and application software be capable of
accepting input from voice dictation systems such as DragonDictate
(DOS or Windows), Kurzweil Voice (Windows), IBM VoiceType Dictation
(Windows or OS/2), or Articulate Power Secretary (Macintosh). 
These products are designed for maximum compatibility with
applications that conform to operating system standards; however,
not all programmers adhere to these system standards resulting in
applications which will not work efficiently with voice dictation
systems.   


3.0  OUTPUT ACCESS  (Operating System, User Applications,
Instructional Software)

     Output access refers to the ability of built-in and add-on
adaptations to make all components (hardware, operating system,
applications) of a computer system accessible to an individual's
use.  Because the method of computer output requires visual
(monitor or printer) or auditory (system beeps) signals, people
with sensory disabilities face the greatest array of access
barriers during the output process.

     Adapting visual output (monitor or printer) requires the
visual information to be enlarged or transformed to another mode,
such as speech or tactile.  Adapting auditory output (system
sounds) requires information to be presented through a visual mode. 
"Adequate" to "substantial" access would involve the ability to
provide these alternative modes of output. 

3.1  Visual Display Output Adjustments

     Most of the visual display adjustments are built-in standard
operating systems features.  "Adequate" to "substantial" access
includes the capability to: 

     (a)  define screen elements such as menu bars, icons, and
cursor tracking; 

     (b)  define color and contrast patterns; 

     (c)  enlarge text and graphic elements on the screen; and 

     (d)  toggle each of the access features on and off with an
alert that indicates whether a feature is active.

     Close View, which is a built-in access feature on the
Macintosh, provides "adequate" access.  Add-on screen enlargement
programs with additional features provide "substantial" access. 

     The operating system adjustments discussed in this section may
not carry-over into all applications and instructional software. 
If they do not, the application/instructional software must provide
such adjustments themselves to provide "substantial" access. 

     User definable font, size, and screen elements such as menu
titles, icons, and cursor track.
          Built-in for Windows95, Windows3.1, and Macintosh System
7.

     User definable color/contrast.
          Built-in for Windows95, Windows3.1, and Macintosh System
7.

     On and off toggle of adjustment features.
          Built-in for Windows95, Windows3.1, and Macintosh System
7.

3.2  Speech Output

     Speech output refers to the ability to convert all visual
information displayed on the monitor into audio output.  Add-on
screen readers serve this conversion.

     It is important to distinguish between "talking software"
applications and full accessibility using screen readers.  An
example of the first is an instructional software package which
provides verbal directions for an on-screen activity or uses verbal
reinforcement for correct responses, "good job", "you are correct",
etc.  In contrast, a screen reader can read all system icons, menu
bars, system information, etc. and text generated through
applications.  While the first is important for instructional
purposes, a screen reader is essential to full computer access.

     Screen readers may be used in conjunction with other
enhancement devices, such as magnification systems, or they may
replace all visual output.  Screen readers require a speech
synthesizer which should have a volume control and headset jack. 
They may use a built-in speech synthesizer but a built-in speech
synthesizer is not critical as long as an external synthesizer can
be installed.  The availability of a standard RS232 serial port
will guarantee that an external synthesizer can be attached.      


     Individuals using a screen reader need to have control over
speech output in rate, volume, and pronunciations.  They also must
be able to select the information to be read based on its screen
location, its position in a document, and to toggle on and off
easily.

     The Macintosh and Windows graphical user interfaces (GUI) have
increased access barriers for people with a loss of vision. 
Current operating systems such as Windows 3.1, Windows 95 and
Macintosh System 7.x and instructional software which use a
graphical base do not contain the "hooks" that many current screen
readers need to identify objects on the screen.  While more
sophisticated systems are being developed to deal with the current
access issues, the industry is moving forward with a wider use of
graphics and animation which create additional problems for screen
readers.

     Even with an operating system that effectively supports screen
reader access, there is little assurance that software applications
will mirror the same degree of compatibility.  Be sure to evaluate
the function of speech output with any applications and
instructional software considered for purchase.  "Substantial"
access would be hardware and software with a proven track record of
stable and complete speech output (as has been documented with many
DOS-based programs).  "Adequate" access would be hardware that
supports the efficient operation of a speech output system and
functional use of the operating system, application, and/or
instructional software through speech output.  It is currently
unlikely that "substantial" access is available for many
applications in a GUI environment.

     Conversion of all critical visual information, text, and other
visual images, to speech.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

     Support of and compatibility with the user control features of
speech output systems such as:  user definable rate, volume, and
pronunciation of speech output; user control of visual information
to be "read" via pre-set and user defined parameters.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

     On and off toggle of speech.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

3.3  Tactile Output

     Refreshable braille displays, Optacon II/inTouch, NOMAD, and
other similar add-on devices display visual information via the
tactile mode.  Refreshable braille displays provide the braille
equivalent of the information displayed on the computer monitor. 
The braille is presented one line at a time to correspond with the
print information on the screen.  Refreshable braille is produced
through an add-on device attached to a port.  An open serial port
to attach the device would provide "adequate" access.  Because the
conversion of information from visual to tactile is analogous to a
conversion from visual to speech, the difficulties with such
conversions in a GUI are similar.

     Conversion of all critical visual information and text to
tactile.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

     User control of visual information converted to tactile output
via pre-set and user defined parameters.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

3.4  Auditory Output

     The visual nature of computer output creates few access
barriers for people who are hard of hearing or deaf.   Most
operating systems now include built-in features which provide
visual alternatives for auditory signaling associated with computer
functions. 

     "Adequate" access is the capacity of the computer to send a
visual cue whenever the system beeps to indicate a system operation
or an operator error.  "Substantial" access would be the 
availability of student definable speech and audio output options
with direct input into personal amplification devices to meet the
needs of students who require enhanced audio output, e.g., a
hard-of-hearing student whose reading skills to not allow for text
use.  In addition, "substantial" access would include the capacity
to convert auditory information to text and graphics appropriate
for the student's literacy level.  In Windows 95 individuals can
set a global "flag" to display visual feedback within software
applications, in effect asking "cooperative" applications to
display closed captions. 

     The current trend in instructional software, particularly
CD-ROM programs, is to add speech and sound effects as critical
operational features of the program.  Without text subtitles and
the capacity to enhance the auditory signals, individuals with
hearing loss and other auditory information processing disabilities
have major access barriers to such programs.

     User definable volume and amplification.
          Built-in for Windows95, Windows3.1, and Macintosh System
7.

     Conversion of all critical auditory information to text,
graphics, etc. as appropriate.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

     On and off toggle.
          Add-on for Windows95, Windows3.1, and Macintosh System 7.

3.5  Hard Copy Output

     Many applications and instructional software programs include
production of hard copy output as an integral part of the program. 
To be fully accessible, the hard copy output may need to be
manipulated prior to printing or transformed into another format. 
Applications and instructional software with the ability to save
text as an ASCII text file (which would support the production of
braille and some other text alterations) would provide "adequate"
access.  "Substantial" access would add the ability to
enlarge/enhance and manipulate the layout of the text and graphics
in electronic form and to print at that same level of
enhancement/alteration.


4.0   RELATED ACCESS 


4.1  Material Access

     Documentation (manuals, supplemental print materials, etc.)
must be accessible and available in well designed standard and
alternative formats.  Students with disabilities should have the
same level of access to the documentation as students without
disabilities.    

     "Adequate" access includes documentation which maximizes
design elements such as clear print colors, sans serif fonts,
charts and diagrams presented with redundant text, etc. 
"Substantial" access is documentation available in an electronic
formats such as braille, ASCII, and or a disk equivalent.

     NOTE:     Because of past copyright restrictions, publishers
were prohibited from making documentation available in electronic
formats.  H. R. 3754, recently passed at the federal level, negates
these copyright restrictions.

4.2  Facility Access

     Not only must the computer systems themselves be accessible,
but the areas in which they are used must also be accessible. 
Purchasing only the most accessible computer systems, then placing
them in a lab on the third floor of a school without an elevator
has negated the whole accessibility effort.  Considerations for
facility access include physical access to the equipment as well as
communication access to the instructional support surrounding the
equipment, e.g., placing the equipment in an environment that is so
noisy that a person who is hard of hearing cannot hear instruction
or talk with a lab assistant when they need help.  "Adequate" to
"substantial" access is the placement of the computer systems in
facilities which meet the Americans with Disabilities Act
Accessibility Guidelines. (ADAAG).

4.3  Workstation Access

     Workstation access issues include the structures in which the
computer systems are housed as well as other issues associated with
the ergonomics of the systems environment.  "Limited" access would
be the purchase of workstations which have not been designed to
meet the needs of students with disabilities.  "Adequate" to
"substantial" access occurs when careful thought is given to the
individual needs of students with disabilities and those needs are
addressed during all stages of planning and construction of the
workstations.  

     In an accessible environment, students who use wheelchairs may
need to position themselves differently to have access to the
computers.  This may mean that desks or tables need to have a
higher leg clearance than for other students.  Students who are
hard of hearing may need assistive listening devices so they can
hear the instruction of the teacher.  Lighting in the room may need
to be adjusted to reduce glare on the monitor.  Many of these
ergonomic considerations benefit all students, not just those with
access needs.

4.4  Vendor Support

     With the addition of access features and applications to the
basic system, incompatibilities are likely to occur.  Product
vendors, because of their knowledge of their products, may be
crucial in resolving compatibility issues.  Given a choice of
vendors, it is recommended that equipment and software be purchased
from those vendors who are willing to develop collaborative
relationships with the school and other vendors.  As a result of
these collaborative relationships, "adequate" to "substantial"
access can occur with vendors who are willing to "tweak" systems,
to provide equipment on a trial basis, to train staff, etc.
RESOURCES



Books:
     
     Alliance for Technology Access.  (1994).  
     Computer resources for people with disabilities:  A guide to
exploring today's assistive technology.  Alameda, CA:  Hunter House
Inc. Publishers
     
     Church, G., & Glennen, S.  (1992).  
     The handbook of assistive technology.  
     San Diego, CA:  Singular Publishing Group, Inc.
     
     Galvin, J.C., & Scherer, M.J.  (1996).  
     Evaluating, selecting, and using appropriate assistive
technology.  
     Gaithersburg, MD:  Aspen Publishers, Inc.
     
Newsletters:

     Closing the gap:  Microcomputer technology for people with
special needs.  
     PO Box 68, Henderson
     MN 56044.  507-248-3294  
     ($29.00 per year)
     
     Enable.  
     Missouri Technology Center for Special Education
     University of Missouri at Kansas City, 24 Education Bldg.
     5100 Rockhill Rd.
     Kansas City, MO 64110-2499. 
     800-235-1040 (Missouri only) or 816-235-1040  (no charge)  
     TechCtr@smtpgate.umkc.edu  or  
     http://techctr.educ.umkc.edu/welcomepage  
     
     Innovations in Special Education.  
     Center for Innovations in Special Education
     Parkade Center, Suite 152
     601 Business Loop 70 W
     Columbia, MO 65211.  
     800-976-2473 (Missouri only) or 573-884-7275  (no charge)
     
     Just Use It.  
     Missouri Assistive Technology Project
     4731 South Cochise, Suite 114
     Independence, MO 64055-6975.  
     800-647-8557 or 816-373-5193  (no charge)  
     Internet:  matpmo@9ni.com

Compact Disk:

     ABLEDATA:  Cooperative database distribution network for
assistive technology.  
     Trace R & D Center
     University of Wisconsin-Madison
     S-151 Waisman Center
     1500 Highland Avenue
     Madison, WI 53705.  
     ($50.00 for two-year subscription)   
     http://trace.wisc.edu

REQUIREMENTS FOR ACCESSIBLE SOFTWARE DESIGN

Version 1.1
March 6, 1997

Purpose

The U.S. Department of Education considers universal accessibility
to information a priority for all employees and external customers,
including individuals with disabilities.  The Department has
established these Requirements for Accessible Software Design in
order to support its obligation under Sections 504 and 508 of the
Rehabilitation Act of 1973, 29 U.S.C. 794 and 794d, as amended,
to ensure the accessibility of its programs and activities to
individuals with disabilities, specifically its obligation to
acquire accessible electronic and information technology. 
Therefore, when selecting computer hardware and software
applications for use within the Department's computing environment,
the Department will evaluate the hardware and software to determine
its accessibility by users with disabilities.

The purpose of this document is to convey the accessibility mneeds
of the Department to the developers and suppliers of computer
applications.  It addresses the minimum accessibility requirements
that software applications must meet in order to be used by all
Department employees and customers.  These requirements are offered
to demonstrate the accessibility needs that must be considered when
designing and developing software for the U.S. Department of
Education.  They address proven techniques for the design of
universally accessible software that can be used by individuals
with or without a disability.  Software considered for use by the
Department must execute in the standard operating environment at
the time of offering and be compatible with the accessibility
tools, both hardware and software, in use by individuals with
disabilities at the Department.

While a product that meets these requirements ensures minimum
accessibility for individuals with disabilities, the U.S.
Department of Education encourages software and technology
developers to be creative and maximize their design of software
that is universally accessible.  More specific recommendations for
how to design universally accessible software can be obtained from
the Assistive Technology Team in the Office of the Chief
Information Officer (OCIO) Technology Center, (202) 708-7298
(voice); (202) 401-8510 (TTY); Internet: Joe_Tozzi@ed.gov


Functional Specifications


Keyboard Access

1.)  The software program must provide keyboard access to all
functions of the application.  All actions required or available by
the program must be available with keystrokes (i.e., keyboard
equivalents for all mouse actions including, but not limited to,
buttons, scroll windows, text-entry fields and pop-up menus.)

2.)  Clear and precise instructions for the use of all keyboard
functions shall be provided as part of the user documentation.

3.)  The software must have a logical tabbing order among fields,
text boxes and focal points.

4.)  The focus must follow the keystroke (e.g., using the arrow
keys to navigate through a list followed by pressing the ENTER key
or spacebar to select the desired item.

5.)  The software shall not interfere with existing accessibility
features built into the operating system, such as Sticky Keys, Slow
Keys, Repeat Keys in Microsoft Windows 95.

6.)  Avoid using timed responses if possible.  If used, the ability
to modify the timing parameter, by the individual user, is
necessary.

7.)  Selectable visual and auditory indication of key status for
the Number Lock, Shift/Caps Lock, and Scroll Lock keys.

Icons

1.)  All icons shall have clear precise text labels included on the
focus or provide a user-selected option of text-only buttons.

2.)  The use of icons shall be consistent throughout the
application.

3.)  Provide pull-down menu equivalents for Icon functions (menu,
tool and format bar).

4.)  Provide keyboard access to all pull-down menus.

5.)  Painted text is not accessible to all users.  Use system text
drawing tools so that screen reader software can interpret the
text.

Sounds

1.)  Provide a visual cue for all audio alerts.

2.)  Support the Sounds feature where built into the operating
system (such as Microsoft Windows 95 "show sounds" feature.)

3.)  Allow the user to disable or adjust sound volume.

4.)  Wherever and whenever information is presented in audio
format, it shall be capable of being displayed by the user in text
format, either as closed-captioning, a pop-up window, or other
means, in parallel with the audio information.

Display

1.)  Do not use color-coding as the only means of conveying
information or indicating an action.  Always provide an alternative
or parallel method that can be used by individuals who do not
possess the ability to identify colors.

2.)  The application must support user-defined color settings
system-wide.  Highlighting should also be viewable with inverted
colors.

3.)  Do not use patterned backgrounds behind text or important
graphics.

4.)  Individual user override of application default fonts for
printing and text displays are required.

5.)  Allow user adjustment of, or allow user to disable flashing,
rotating or moving displays to the extent that this does not
interfere with the purpose of the application.

Field Labeling

1.)  Position the descriptions or labels for data fields
immediately next to the field, so that it is easy for
screen-reading software, used by individuals that are blind, to
associate the labels with the corresponding fields.  The preferred
position would be flush against the left side of the field with a
colon (:).

Documentation

1.   Provide all manuals and documentation in electronic format as
an ASCII text file.  This should include including text
descriptions of any charts and/or graphs or pictures or graphics of
any nature.  This is done to ensure that the information presented
in charts or graphs is available to screen readers and/or in
Braille versions of the text.

2.)  Any reports that the application generates must be available
in a "print to ASCII file" format.

Common Accessibility Aids

The U.S. Department of Education commonly uses, but is not limited
to, the following assistive technology aids:
     
     Artic Technologies WinVision Screen Reading Software;

     AI Squared Zoom Text for Windows;

     Dragon Systems, Inc. DragonDictate Voice Recognition Software;
and

     Productivity Plus Word Prediction Software.


REQUIREMENTS FOR ACCESSIBLE SOFTWARE DESIGN, Version 1.1 is
available in alternate formats upon request by contacting the
Technology Center at:  202/401-0028.

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End of Document

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