From LUCIO at cua.edu Thu Oct 1 14:04:21 2015 From: LUCIO at cua.edu (Lucio, Emily Singer) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] athen-list Digest, Vol 117, Issue 1 In-Reply-To: References: Message-ID: Please remove this address Sent from my Verizon Wireless 4G LTE smartphone -------- Original message -------- From: athen-list-request@mailman13.u.washington.edu Date: 10/01/2015 3:03 PM (GMT-05:00) To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 117, Issue 1 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman13.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman13.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman13.u.washington.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of athen-list digest..." Today's Topics: 1. AHG Virtual (Gaeir Dietrich) 2. FW: AT Job Opportunity (Gaeir Dietrich) ---------------------------------------------------------------------- Message: 1 Date: Wed, 30 Sep 2015 13:34:03 -0700 From: "Gaeir Dietrich" To: "'Alt Media List'" , "'DSP&S Directors Listserver'" Cc: 'ATHEN' , 'Disabled Student Services in Higher Education' Subject: [Athen] AHG Virtual Message-ID: <041201d0fbbf$594df170$0be9d450$@htctu.net> Content-Type: text/plain; charset="us-ascii" >From AHEAD (please forgive cross-posts) Accessing Higher Ground (AHG) Virtual Conference If you can't make it to Westminster, Colorado, November 16-20 for the 2015 AHG conference, you have the option to attend via the comfort of your own home or office! Available sessions include one virtual preconference track, your choice of two main conference tracks, and plenary sessions. In addition, you'll have access to video files after the conference! Visit the AHG website for more information. Be sure to register by October 28 to receive early bird registration rates. ATHEN and AHEAD members receive an additional discount! -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Wed, 30 Sep 2015 13:36:36 -0700 From: "Gaeir Dietrich" To: "'Alt Media List'" , "'ATHEN'" Subject: [Athen] FW: AT Job Opportunity Message-ID: <041f01d0fbbf$b434d130$1c9e7390$@htctu.net> Content-Type: text/plain; charset="us-ascii" Subject: AT Job Opportunity Hello DSPS Colleagues, Below is detailed information regarding an amazing job opportunity at Santa Rosa Junior College! This is for the classified coordinator of our AT computer lab. Please share widely with anyone looking to join a great team at a great college! --Patie Wegman Job Title:COORDINATOR, COMPUTER LABS -ASSISTIVE TECHNOLOGY CENTER Opening Date/Time: Sun. 06/07/15 12:00 AM Pacific Time Salary:$5,092.00 - $6,191.00 Monthly Job Type:Full-Time Location:SRJC Santa Rosa Campus: 1501 Mendocino Avenue, Santa Rosa, California Department:Disability Resources Priority Filing Deadline: Friday, October 9, 2015 (initial screening date/open until filled) COMPENSATION AND BENEFITS . Salary Range: $5,092 - $6,191 per month (2015/16 Salary Schedule); maximum initial placement at $5,614 per month (placement within this range is based on assessment of previous experience as documented in application materials). . Fringe benefits: The District offers a competitive health & benefits package for employees and eligible dependents (benefits are pro-rated for part-time employees). . Leave/Holiday time: Full-time classified members earn 8 hours of sick leave and start off accruing 6.67 hours of vacation for each month worked (accrual rate increases after third year of employment and rates are pro-rated for part-time employees). Employees are also compensated for holidays recognized by the District (14 holidays/year, pro-rated for part-time employees). Classified employees are required to become a dues paying member of the Service Employee's International Union SEIU), or pay a service fee. Candidate selected will need to successfully pass a pre-employment physical examination as a condition of employment. JOB DESCRIPTION: Santa Rosa Junior College is seeking a qualified individual with demonstrated technology skills to join an outstanding team of faculty and staff to provide high quality services to our district, our community, and most importantly to our students. Under general supervision, plans, organizes and coordinates activities within computer laboratories and classrooms; serves as a technical resource for departments and faculty in the development and implementation of technologies in support of instructional curriculum; maintains inventories and recommends purchases of hardware and software; troubleshoots, repairs and maintains computer hardware and peripheral equipment; configures, debugs and deploys software; trains faculty and staff in the use of and administration of computer systems and other technologies; and performs related work as required. This is a categorically-funded, full-time position. Generally, the work hours will be between 8:00 a.m. and 5:00 p.m. Candidates must have scheduling flexibility to meet the changing needs of the department. Appointments are contingent upon funding and Board approval. SCOPE: The Coordinator, Computer Labs oversees the daily activities for microcomputer laboratories, classrooms and related instructional areas; implements, troubleshoots and maintains instructional computing resources for assigned areas. DISTINGUISHING CHARACTERISTICS: The Coordinator, Computer Labs is distinguished from the Microcomputer Lab Specialist II by the responsibility for resolving complex problems and making recommendations for technology resources with an increased breadth of overall coordination of assigned computer labs, classrooms and related instructional areas with a multi-curricular scope including serving as a lead worker to other Classified staff. DEPARTMENT/PROGRAM DESCRIPTION: Within the Disability Resources Department, the Assistive Technology Center (ATC) provides access to technology for hundreds of students with disabilities each year. The ATC serves as a training center in the use of numerous software and other technology solutions for students who then access computer labs throughout the college District. The Coordinator of the ATC Lab plays a key role in the assistive technology access in all computer labs in the District. Examples of Duties: KEY DUTIES AND RESPONSIBILITIES: Examples of key duties are interpreted as being descriptive and not restrictive in nature. Incumbents routinely perform approximately 80% of the duties below. 1. Coordinates with departments and faculty to make recommendations for technology resources, facilitate the development and implementation of existing and emerging technologies in support of curriculum in assigned areas; serves as primary point of contact and technical resource for faculty, staff and students. 2. Researches, designs, configures and tests software for workstations and multi-lab servers, and curriculum-specific specialized programs to meet instructional support needs in assigned areas. 3. Troubleshoots, upgrades, repairs and maintains workstations, network servers, network storage devices, and peripheral equipment; develops and maintains documentation. 4. Plans, schedules, and implements deployment of software images and upgrades; and implements remote access software to configure and control workstations. 5. Establishes and maintains computer laboratory policies and procedures; coordinates schedule development. 6. Leads staff meetings to coordinate laboratory activities among staff. 7. Maintains current knowledge of emerging information technology trends and developments. 8. May order and inventory supplies, related equipment and repair requests; maintain and monitor Lab supplies and student employee budgets, and recommend purchase of software and hardware. 9. May serve as a lead worker for other Classified staff in the area. 10. Supervises, trains and directs the work of short-term, non-continuing and student employees. Minimum Qualifications: EMPLOYMENT STANDARDS ABILITY TO: Perform skilled work in the installation, maintenance, support, troubleshooting, and repair of software. prototype images, computer equipment; develop prototype images; resolution of software, server and desktop operating system issues, network image deployment, and remote access; research and interpret technical writings; maintain current knowledge of emerging information technology trends and developments; train others in assigned areas; ability to speak and write effectively in individual and group settings including training sessions; perform work with accuracy and speed; maintain records; give and follow oral and written communications; act as a lead worker to other Classified staff in the area; supervise short-term, non-continuing and student employees; maintain cooperative working relationships; demonstrate sensitivity to, and respect for, a diverse population. KNOWLEDGE OF: Server administration procedures and practices; local area networking services and protocols, principles and practices of troubleshooting; server and desktop operating systems; network image deployment methods; and remote access software to configure and control workstations; supervisory skills; and budget preparation and inventory control. MINIMUM QUALIFICATIONS: Candidates/incumbents must meet the minimum qualifications as detailed below, or file for equivalency. Equivalency decisions are made on the basis of a combination of education and experience that would likely provide the required knowledge and abilities. If requesting consideration on the basis of equivalency, an Equivalency Application is required at the time of interest in a position (equivalency decisions are made by Human Resources, in coordination with the department where the vacancy exists, if needed.) Education: Associate's degree with related coursework OR related certifications required. Associate's degree AND related coursework/certifications preferred. Preferred Qualifications: . Bachelor's degree with coursework in Network Administration and IT Certifications. . Training in/knowledge of assistive technology . Experience working with individuals with disabilities . Experience collaborating with multiple departments, agencies or locations . Experience managing a networked computer lab or environment Experience: Increasingly responsible experience coordinating the operations of computers, operating systems, networks and software applications, and directing the work of others. Demonstrated experience in network and computer trouble-shooting and problem solving skills. Work in an educational setting preferred. SPECIAL REQUIREMENTS: Must be able to sit for a prolonged period of time in front of a computer monitor. Must be able to perform physical activities such as, but not limited to, lifting heavy equipment (up to 50 lbs. unassisted), bending, standing, climbing, crawling or walking. Supplemental Information: APPLICATION PROCEDURES In order to be given priority consideration for this position, applicants must submit the following documents by the priority filing deadline: 1. A completed Santa Rosa Junior College Employment Application and responses to Agency-wide Questions. Please note that contact information is required for a minimum of three references. 2. If you do not meet the minimum qualifications exactly as stated, you must complete and attach the Equivalency Application to your Employment Application. If applicable, completed Equivalency Form and supporting documents: http://www.santarosa.edu/hr/forms-linked/Application%20Materials/ClassEquivA pp.pdf. 3. A cover letter explaining your interest in the position, including how you meet the requirements and are qualified to perform the duties as listed in the "Examples of Duties" section of this announcement. 4. Current Resume. 5. Completed Supplemental Questionnaire. 6. Copies of transcripts of all college level course work; unofficial copies acceptable (both sides), but official transcripts must be submitted prior to hiring. If transcripts are from an institution outside of the U.S., applicants must provide a formal evaluation of their foreign degree(s) at the time of application. Contact the Human Resources Department for more information. PLEASE SUBMIT ONLY MATERIALS REQUESTED Our vision, mission statement, and values can be viewed at www.santarosa.edu/polman/1mission/1.1.pdf. MORE ABOUT SRJC HUMAN RESOURCES PHYSICAL ADDRESS: 1988 Armory Drive MAILING ADDRESS: 1501 Mendocino Avenue, Santa Rosa, CA 95401 PHONE: (707) 527-4954 FAX: (707) 527-4967 EMAIL: bhodenfield@santarosa.edu The office is located in the Button Building on the college campus and is open from 8:00 a.m. to 5:00 p.m., Monday through Friday. All documents included in your online employment application become the property of the District. Your employment application for this opening will not automatically be considered for future openings. New employment application(s) must be submitted for each opening. Following the priority filing deadline, applications which are complete for screening will be reviewed by a screening committee. Approximately 2-3 weeks later, we will notify you whether or not you have been selected for interview. Those applicants most suitably qualified for the position/pool will be invited to interview with a Screening Committee. The Screening Committee may include representatives from the Faculty, the Administration, the Classified Staff, the Associated Students, and the Board of Trustees. Santa Rosa Junior College does not reimburse candidates for expenses related to adjunct faculty interviews. Requests for Skype or other accommodations will be considered on a case-by-case basis. If you are in need of special services or facilities due to a disability in order to apply or interview for this opening, please contact the Human Resources Department. CONDITIONS OF EMPLOYMENT (Prior to beginning employment): 1. In accordance with Federal Law all employees must provide proof of eligibility to work in the United States. 2. Must be fingerprinted and have background clearance (at applicant's expense); and 3. Must take a TB test (once hired and every four years thereafter). Campus Security Policy and Campus Crime Statistics Act (Jeanne Clery Disclosure) Sonoma County Junior College District's annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Sonoma County Junior College District; and on public property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. You can read or obtain a full copy of this report by going to http://www.santarosa.edu/police. Paper copies of the full report are available upon request by contacting Police Department Records at (707) 527-4963 or by coming to the Sonoma County Junior College District Police Department located at 2032 Armory Drive, Pedroncelli Center, Santa Rosa Campus. Equal Employment Opportunity SRJC attracts and retains the most qualified faculty and staff from diverse backgrounds. This is achieved through an inclusive recruitment strategy and a rigorous, thorough hiring process that begins with the fair and consistent evaluation of each application for minimum qualifications and demonstrated skills specific to each position/assignment. Because the ability to serve students from broad cultural heritages, socioeconomic backgrounds and genders is a key commitment of the District mission, SRJC actively encourages applications from candidates who recognize the value that diversity brings to a professional educational community. The Sonoma County Junior College District does not discriminate on the basis of race, religious creed, color, national origin, ancestry, ethnic group identification, physical disability, mental disability, medical condition, genetic condition, marital status, sex, gender, gender identity, gender expression, genetic information or sexual orientation in any of its policies, procedures or practices; nor does the District discriminate against any employees or applicants for employment on the basis of their age. This non-discrimination policy covers admission, access and treatment in District programs and activities--including but not limited to academic admissions, financial aid, educational services and athletics--and application for District employment. The Sonoma County Junior College District is an equal opportunity employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 117, Issue 1 ****************************************** From jeffreydell99 at gmail.com Fri Oct 2 09:49:56 2015 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Arabic Textbook Message-ID: Hello We have a student taking Arabic this semester that did a late request for the textbook. We are hiring a student that speaks Arabic to edit the textbook but if someone has already started this book and we can use the files that would be helpful. We have the PDF from the publisher but we are converting to Word where it will be easier to set language for editing and reading. Title: Al-Kitaab Fii Ta'allum Al-'Arabiyya (Pt1) Author: Brustad Edition: 3rd ISBN: 9781589017375 We ordered the Infovox Global package so the student can use the Acapela voices with multiple TTS or screen reading programs. If anyone has the book you can contact us off list at j.dell@csuohio.edu or alttext@csuohio.edu. thanks, Jeff Cleveland State From info at karlencommunications.com Mon Oct 5 06:58:05 2015 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Advanced features in Word EASI webinar series Message-ID: <001601d0ff75$dc11b970$94352c50$@karlencommunications.com> Hi Everyone! EASI and I are trying something a bit different this time. I'm doing a four part series on some of the advanced features in Word such as importing and exporting styles, citations and bibliographies, footnotes and endnotes, creating an Index, modifying a table of contents and track changes and comments. The difference is that I've written tutorials for each topic so you have homework if you choose to work along with the webinars. As always, the focus is using these tools from the keyboard and with adaptive technology. If you haven't already registered, there is still time! http://easi.cc/clinic.htm The series starts tomorrow! Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From ats169 at psu.edu Mon Oct 5 11:07:19 2015 From: ats169 at psu.edu (Alexa Schriempf) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? Message-ID: Hi all: I'm in a wonderful and unique position of being able to purchase a scanner and Kurzweil 1000 for use by a blind PhD student; this equipment will be set up in the building where they work. Any recommendations for non-professional grade scanners, preferably of the Canon variety since its software apparently works a little better with K1000? I'd like to have high resolution and a document feeder, at a minimum. Suggestions? -Alexa -- Alexa Schriempf, PhD Access Tech Consultant https://sites.psu.edu/aschriempf/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ronrstewart at gmail.com Mon Oct 5 11:17:49 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: This one may fit the need. https://www.usa.canon.com/cusa/consumer/products/scanners/document_scanners/imageformula_dr_f120_document_scanner#Features I actually typically recommend the Plustek scanners for this situation. Though they do not have an ADF model. Ron Stewart On Monday, October 5, 2015, Alexa Schriempf wrote: > Hi all: > > I'm in a wonderful and unique position of being able to purchase a scanner > and Kurzweil 1000 for use by a blind PhD student; this equipment will be > set up in the building where they work. > > Any recommendations for non-professional grade scanners, preferably of the > Canon variety since its software apparently works a little better with > K1000? I'd like to have high resolution and a document feeder, at a > minimum. > > Suggestions? > > -Alexa > > -- > Alexa Schriempf, PhD > Access Tech Consultant > https://sites.psu.edu/aschriempf/ > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Mon Oct 5 12:22:48 2015 From: danc at uw.edu (Dan Comden) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: Plus 1 for Plustek -- they are really nice for scanning bound books. -*- Dan On Mon, Oct 5, 2015 at 11:17 AM, Ron wrote: > This one may fit the need. > > https://www.usa.canon.com/cusa/consumer/products/scanners/document_scanners/imageformula_dr_f120_document_scanner#Features > > I actually typically recommend the Plustek scanners for this situation. > Though they do not have an ADF model. > > Ron Stewart > > > On Monday, October 5, 2015, Alexa Schriempf wrote: > >> Hi all: >> >> I'm in a wonderful and unique position of being able to purchase a >> scanner and Kurzweil 1000 for use by a blind PhD student; this equipment >> will be set up in the building where they work. >> >> Any recommendations for non-professional grade scanners, preferably of >> the Canon variety since its software apparently works a little better with >> K1000? I'd like to have high resolution and a document feeder, at a >> minimum. >> >> Suggestions? >> >> -Alexa >> >> -- >> Alexa Schriempf, PhD >> Access Tech Consultant >> https://sites.psu.edu/aschriempf/ >> >> >> > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- -*- Dan Comden danc@uw.edu Access Technology Center www.uw.edu/itconnect/accessibility/atl/ University of Washington UW Information Technology -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Mon Oct 5 12:31:22 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: Yes, another Plustek advantage is no shadow /text distortion from the spine when scanning uncut books. Wink On Oct 5, 2015 12:23 PM, "Dan Comden" wrote: > Plus 1 for Plustek -- they are really nice for scanning bound books. > > -*- Dan > > On Mon, Oct 5, 2015 at 11:17 AM, Ron wrote: > >> This one may fit the need. >> >> https://www.usa.canon.com/cusa/consumer/products/scanners/document_scanners/imageformula_dr_f120_document_scanner#Features >> >> I actually typically recommend the Plustek scanners for this situation. >> Though they do not have an ADF model. >> >> Ron Stewart >> >> >> On Monday, October 5, 2015, Alexa Schriempf wrote: >> >>> Hi all: >>> >>> I'm in a wonderful and unique position of being able to purchase a >>> scanner and Kurzweil 1000 for use by a blind PhD student; this equipment >>> will be set up in the building where they work. >>> >>> Any recommendations for non-professional grade scanners, preferably of >>> the Canon variety since its software apparently works a little better with >>> K1000? I'd like to have high resolution and a document feeder, at a >>> minimum. >>> >>> Suggestions? >>> >>> -Alexa >>> >>> -- >>> Alexa Schriempf, PhD >>> Access Tech Consultant >>> https://sites.psu.edu/aschriempf/ >>> >>> >>> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> > > > -- > -*- Dan Comden danc@uw.edu > Access Technology Center www.uw.edu/itconnect/accessibility/atl/ > University of Washington UW Information Technology > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Enjie.Hall at utoledo.edu Mon Oct 5 13:48:23 2015 From: Enjie.Hall at utoledo.edu (Hall, Enjie) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] University of Toledo Job Posting Message-ID: Please forward to your networks. The University of Toledo is a great place to work and the city of Toledo is family friendly with much to see and do in the area. LearningVentures is our team of specialists who focus on distance education and e-learning. https://jobs.utoledo.edu/applicants/jsp/shared/Welcome_css.jsp Posting Number: 28196 University Title: Instructional Designer ADA Position Title: Instructional Designer ADA Department: LearningVentures - 101370 Campus/Location: Main Campus Position Type: Staff Position Status: Full-Time Regular or Temporary: Regular Position Summary: Under general supervision, develop, implement and coordinate a University access technology plan; provide guidelines and technical assistance to staff, faculty and external agencies. Qualifications: Education/experience/licensing: Masters degree in Instructional Design, Instructional Systems Technology, Curriculum and Instruction, Educational Technology, or related field. Master's degree strongly preferred. Two years of experience with adaptive computer technology (hardware and software) as a user or technician, or experience using technologies to design student-centered learning materials in a digital learning environment, is required. Familiarity with strategies and experience working with students with disabilities is required. Experience in consulting with faculty about teaching with technology in online, blended, and face-to-face environments. Experience using Microsoft Office, Adobe Creative Suite, and other authoring programs. Experience using a course management system such as Blackboard, Moodle, or equivalent. Experience using both Mac and Windows systems and devices. Communication and other skills: Knowledge of learning theories, instructional theories, Instructional Design theory and practice, best practices in teaching and learning. Knowledge of ADA compliance, Fair Use guidelines, and TEACH Act. Willingness to explore the use of technology and innovative learning and teaching strategies to advance learner-centeredness (contrasted with teacher-centeredness) in online, blended, and web-assisted courses. Give trainings and demonstrate access technology. Work independently. Speak and write effectively in individual and group settings including training sessions. Perform clerical and administrative work with accuracy and speed. Maintain records. Excellent interpersonal, verbal/written communication and organizational skills. Ability to work effectively in a collaborative environment. Demonstrate sensitivity to, and respect for, a diverse population. Posting Type: Internal & External Posting Date: 09-29-2015 Closing Date: 10-13-2015 Preferred Qualifications: Enjie Hall ADA Compliance Officer Internal Audit & Compliance enjie.hall@utoledo.edu Office Phone: 419-530-5792 Office Fax: 419-530-3035 ADA/504 Hotline: 419-530-1232 The University of Toledo 2801 W Bancroft Toledo, OH 43606-3390 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kurkjian at binghamton.edu Mon Oct 5 14:02:22 2015 From: kurkjian at binghamton.edu (Nazely Kurkjian) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Selecting and managing Video Remote Interpreting (VRI) Message-ID: Dear colleagues - my apologies in advance for cross-posting but, With an increase in the number of students who are deaf, we want to be prepared for the eventuality where there are no live interpreters available on short notice, or at all. We've been exploring several VRI agencies, and are wondering how your offices control or monitor the usage by the students. I've come to discover: Most VRI agencies provide the ability to pre-schedule interpreting. Many offer "on demand" type interpreting service. Like CART and closed captioning, the costs for these services VARY...Some agencies offer interpreting through Skype and/or Facetime while others have created an app specifically for VRI. Some offer administrative customizable solutions where you can turn off the "on demand" feature so the student cannot use the service for non-academic things, collect reports of use, and so on. For those who have used and contracted with VRI, if any of the above features are great, bad, difficult to use, or anything else, we would love to know. And, your opinion of particular agencies, or how you would rate an agency would be most helpful. Many thanks, -- *Nazely Kurkjian* *"Shame on us... If we let the wonders of educational technology and broadband internet lead to more inequality as opposed to less"* Adaptive Technology Specialist Services for Students with Disabilities - UU 119 Binghamton University Phone: 607-777-2686 Email: kurkjian@binghamton.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Mon Oct 5 17:21:17 2015 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] FW: Management Employment Opportunity In-Reply-To: References: Message-ID: <04d801d0ffcc$eb4da550$c1e8eff0$@htctu.net> Subject: Management Employment Opportunity Management Employment Opportunity Open to the Public (Replacement Position, Deadline extended) . Director, Access & Ability Center Please open attachment for details! Description: cid:image001.jpg@01C9DECB.697989F0 Julie Carroll Human Resource Assistant 915 S. Mooney Blvd. Sequoia Building, Room 5 Visalia, CA 93277 559.737-6237 Employment Opportunities at College of the Sequoias are posted on our web site at www.cos.edu under employment opportunities -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 3542 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Director, Access and Ability Center 5065.pdf Type: application/pdf Size: 84858 bytes Desc: not available URL: From nettiet at gmail.com Tue Oct 6 10:46:37 2015 From: nettiet at gmail.com (Nettie Fischer) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: I have and use a Canon LiDE 210 and have been pleased with the output. Nettie's Nickel On Mon, Oct 5, 2015 at 11:07 AM, Alexa Schriempf wrote: > Hi all: > > I'm in a wonderful and unique position of being able to purchase a scanner > and Kurzweil 1000 for use by a blind PhD student; this equipment will be > set up in the building where they work. > > Any recommendations for non-professional grade scanners, preferably of the > Canon variety since its software apparently works a little better with > K1000? I'd like to have high resolution and a document feeder, at a > minimum. > > Suggestions? > > -Alexa > > -- > Alexa Schriempf, PhD > Access Tech Consultant > https://sites.psu.edu/aschriempf/ > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- *Nettie T. Fischer, ATPAssistive Technology Professional* *NettieT, ATP Consultants* *RESNA Certified* *California Certified NPA * *Phone: [916] 704-1456* *Fax: [916] 686-1860* * www.nettietatpconsultants.com * NOTICE TO RECIPIENT: This communication is intended only for the person or entity to whom it is addressed; the contents of this message may constitute a privileged communication and may be protected by law. If you receive this in error, any review, use, dissemination, distribution, or copying is strictly prohibited. Please notify the sender by return e-mail or by contacting Nettie Fischer at (916) 704-1456 <%28530%29%20406-3166> and delete this communication and any attached documents from your system. *Thank You* -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Tue Oct 6 10:56:21 2015 From: dhayman at uw.edu (Doug Hayman) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: The Pearl Document Camera paired with OpenBook, both by Freedom Scientific is good for a user who is blind and not needing to scan lots of pages. On Tue, Oct 6, 2015 at 10:46 AM, Nettie Fischer wrote: > I have and use a Canon LiDE 210 and have been pleased with the output. > > Nettie's Nickel > > On Mon, Oct 5, 2015 at 11:07 AM, Alexa Schriempf wrote: > >> Hi all: >> >> I'm in a wonderful and unique position of being able to purchase a >> scanner and Kurzweil 1000 for use by a blind PhD student; this equipment >> will be set up in the building where they work. >> >> Any recommendations for non-professional grade scanners, preferably of >> the Canon variety since its software apparently works a little better with >> K1000? I'd like to have high resolution and a document feeder, at a >> minimum. >> >> Suggestions? >> >> -Alexa >> >> -- >> Alexa Schriempf, PhD >> Access Tech Consultant >> https://sites.psu.edu/aschriempf/ >> >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> > > > -- > > *Nettie T. Fischer, ATPAssistive Technology Professional* > *NettieT, ATP Consultants* > *RESNA Certified* > *California Certified NPA * > > *Phone: [916] 704-1456 <%5B916%5D%20704-1456>* > *Fax: [916] 686-1860 <%5B916%5D%20686-1860>* > > > * www.nettietatpconsultants.com * > NOTICE TO RECIPIENT: This communication is intended only for the person > or entity to whom it is addressed; the contents of this message may > constitute a privileged communication and may be protected by law. If you > receive this in error, any review, use, dissemination, distribution, or > copying is strictly prohibited. Please notify the sender by return e-mail > or by contacting Nettie Fischer at (916) 704-1456 <%28530%29%20406-3166> and > delete this communication and any attached documents from your system. *Thank > You* > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Doug Hayman Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: From ronrstewart at gmail.com Tue Oct 6 12:56:45 2015 From: ronrstewart at gmail.com (Ron Stewart) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Scanner Hardware -- slight twist: what model for a blind student? In-Reply-To: References: Message-ID: <2dfb01d10071$21bc5470$6534fd50$@gmail.com> I would be a bit concerned about this low level of equipment given the amount of information the typical Grad students needs to consume. This is great tech for reading soup labels and the like but not suitable for consuming grad level academic content. Ron Stewart From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Doug Hayman Sent: Tuesday, October 06, 2015 10:56 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Scanner Hardware -- slight twist: what model for a blind student? The Pearl Document Camera paired with OpenBook, both by Freedom Scientific is good for a user who is blind and not needing to scan lots of pages. On Tue, Oct 6, 2015 at 10:46 AM, Nettie Fischer wrote: I have and use a Canon LiDE 210 and have been pleased with the output. Nettie's Nickel On Mon, Oct 5, 2015 at 11:07 AM, Alexa Schriempf wrote: Hi all: I'm in a wonderful and unique position of being able to purchase a scanner and Kurzweil 1000 for use by a blind PhD student; this equipment will be set up in the building where they work. Any recommendations for non-professional grade scanners, preferably of the Canon variety since its software apparently works a little better with K1000? I'd like to have high resolution and a document feeder, at a minimum. Suggestions? -Alexa -- Alexa Schriempf, PhD Access Tech Consultant https://sites.psu.edu/aschriempf/ _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Nettie T. Fischer, ATP Assistive Technology Professional NettieT, ATP Consultants RESNA Certified California Certified NPA Phone: [916] 704-1456 Fax: [916] 686-1860 www.nettietatpconsultants.com NOTICE TO RECIPIENT: This communication is intended only for the person or entity to whom it is addressed; the contents of this message may constitute a privileged communication and may be protected by law. If you receive this in error, any review, use, dissemination, distribution, or copying is strictly prohibited. Please notify the sender by return e-mail or by contacting Nettie Fischer at (916) 704-1456 and delete this communication and any attached documents from your system. Thank You _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman Senior Computer Specialist DO-IT Program (Disabilities, Opportunities, Internetworking, Technology) UW Technology Services Box 354842 Seattle, WA 98195 (206) 221-4165 http://www.washington.edu/doit -------------- next part -------------- An HTML attachment was scrubbed... URL: From plabella at necc.mass.edu Wed Oct 7 06:04:04 2015 From: plabella at necc.mass.edu (LaBella, Pam) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] use of word processor for students testing Message-ID: <60678797e7a049ecbbc585f0724ac479@hav-mbx.necc.mass.edu> Hello We have students with testing accommodations where some are given the use of a computer with Microsoft Word and all its features, some can use a computer with spell/grammar checker only but not Word because it would provide more features to the student, other students are only provided the use of a basic word processor without spell/grammar checker. On the idea of Docpad or Wordpad. I am wondering how you accommodate students that have the use of a computer with spell/grammar checker but don't want them having access to a thesaurus or dictionary. I can't have them use Microsoft Word because there are too many features and they can't use DocPad because there are not enough features. What are you having students use? Thanks for your input Pamela LaBella Assistive Technology/Alternative Text Specialist SC105 978-556-3705 Learning Accommodations Center SC111 [Description: NECC_blue_gold_logo2010] 100 Elliot Street, Haverhill, MA 01830 "This e-mail and any files transmitted with it may be confidential and may contain student information covered under FERPA. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or use of the contents of this information is prohibited. If you have received this e-mail transmission in error, please notify me by telephone or via return e-mail and delete this e-mail from your system. Thank You!" -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8243 bytes Desc: image001.png URL: From Cindy.Poore-Pariseau at bristolcc.edu Wed Oct 7 08:43:21 2015 From: Cindy.Poore-Pariseau at bristolcc.edu (Poore-Pariseau, Cindy) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] use of word processor for students testing In-Reply-To: <60678797e7a049ecbbc585f0724ac479@hav-mbx.necc.mass.edu> References: <60678797e7a049ecbbc585f0724ac479@hav-mbx.necc.mass.edu> Message-ID: We still use old fashioned Alpha smarts "May you live everyday of your life" Jonathan Swift Cindy Poore-Pariseau, Ph. D. Coordinator of Disability Services Office of Disability Services, L115 Bristol Community College Fall River, MA 02720 * Email: cindy.poore-pariseau@bristolcc.edu * Phone: (508) 678-2811 x 2470 ? Fax: (508) 508-730-3297 http://www.bristolcc.edu/students/disabilityservices/ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of LaBella, Pam Sent: Wednesday, October 07, 2015 9:04 AM To: athen-list@u.washington.edu Subject: [Athen] use of word processor for students testing Hello We have students with testing accommodations where some are given the use of a computer with Microsoft Word and all its features, some can use a computer with spell/grammar checker only but not Word because it would provide more features to the student, other students are only provided the use of a basic word processor without spell/grammar checker. On the idea of Docpad or Wordpad. I am wondering how you accommodate students that have the use of a computer with spell/grammar checker but don't want them having access to a thesaurus or dictionary. I can't have them use Microsoft Word because there are too many features and they can't use DocPad because there are not enough features. What are you having students use? Thanks for your input Pamela LaBella Assistive Technology/Alternative Text Specialist SC105 978-556-3705 Learning Accommodations Center SC111 [Description: NECC_blue_gold_logo2010] 100 Elliot Street, Haverhill, MA 01830 "This e-mail and any files transmitted with it may be confidential and may contain student information covered under FERPA. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or use of the contents of this information is prohibited. If you have received this e-mail transmission in error, please notify me by telephone or via return e-mail and delete this e-mail from your system. Thank You!" -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8243 bytes Desc: image001.png URL: From foreigntype at gmail.com Wed Oct 7 16:52:22 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Kurzweil install error message 1722 Message-ID: <002201d1015b$365002c0$a2f00840$@gmail.com> Hi all ATHENITES, Anyone out there with any experience troubleshooting Kurzweil install problems? In attempting to load the new software for Kurzweil 3000, I came up with error message number 1722. I tried to install three times. Then I googled this (here's the link: http://support.cambiumtech.com/index.php?pg=kb.page &id=1771), downloaded both C++ 86 & 64, restarted, attempted to install Kurzweil, and ran into the same error message. According to the link above, manual step three involves replacing DLL files. If this is a common install glitch with Kurzweil, any clues, tricks and tips, even just vague encouragement would be welcome. I thought I'd call on you all before calling in the troops it Kurzweil for tech support. I'm working on a Dell laptop, Windows home premium edition 7.0, 64-bit OS, 6.0 Gb. Any help would be appreciated. Wink Harner Adaptive Technology Consulting & Training Alternative Text & Media Production The Foreigntype foreigntype@gmail.com winkharner1113@gmail.com (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.) -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Wed Oct 7 17:01:21 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Online Dragon training Message-ID: <000901d1015c$777e25f0$667a71d0$@gmail.com> Hello again ATHENITES, Another technology inquiry this afternoon. I would like to set up some one-on-one online Dragon training. Recommendations for minimum technology requirements, bandwidth, program recommendations for interactive audio & video? I'm just at the beginning of puzzling this out. Anyone with experience doing online training where both audio & video are necessary as well as screen sharing to do instruction for specific programs. Let me know! Thanks in advance. Wink Harner Adaptive Technology Consulting & Training Alternative Text & Media Production The Foreigntype foreigntype@gmail.com winkharner1113@gmail.com (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.) -------------- next part -------------- An HTML attachment was scrubbed... URL: From samanj at pdx.edu Wed Oct 7 17:56:07 2015 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Becoming Bulletproof Message-ID: This is a really cool movie about people with disabilities. Becoming Bulletproof * * *Samantha Johns* *Accessibility & **Course Support Specialist * Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Brad.Held at ucf.edu Wed Oct 7 20:43:59 2015 From: Brad.Held at ucf.edu (Brad Held) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] use of word processor for students testing In-Reply-To: References: <60678797e7a049ecbbc585f0724ac479@hav-mbx.necc.mass.edu>, Message-ID: Pamela, My suggestion, just turn off the wifi, and remove the yellow network cable from the room. The dictionary inside of Microsoft Word (Office 2013) requires the internet. The speel/grammar check still works without connection to the world wide web (see what I did there) :) The thesaurus is enabled though, because it is integrated with spell check. Perhaps a conversation can be made with the professor to determine what is unreasonable about using a thesaurus as an accommodation? As a last resort, go even more old school. Give the student Wordpad with a Bedford Handbook of Grammar and a 19th century blue-backed speller. Cindy, the discontinued Alpha smart remind me of my k-12 days. How much today's kids hated these little blue machines!!! Thanks Brad Held Accessible Technology Coordinator Student Accessibility Services University of Central Florida Ferrell Commons 7C, Room 155B Orlando, FL 32816-0161 (407) 823-2371 [cid:image001.jpg@01D080C3.3B11BA60] image: Student Accessibility Services Logo ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Poore-Pariseau, Cindy [Cindy.Poore-Pariseau@bristolcc.edu] Sent: Wednesday, October 07, 2015 11:43 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] use of word processor for students testing We still use old fashioned Alpha smarts "May you live everyday of your life" Jonathan Swift Cindy Poore-Pariseau, Ph. D. Coordinator of Disability Services Office of Disability Services, L115 Bristol Community College Fall River, MA 02720 ? Email: cindy.poore-pariseau@bristolcc.edu ? Phone: (508) 678-2811 x 2470 ? Fax: (508) 508-730-3297 http://www.bristolcc.edu/students/disabilityservices/ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of LaBella, Pam Sent: Wednesday, October 07, 2015 9:04 AM To: athen-list@u.washington.edu Subject: [Athen] use of word processor for students testing Hello We have students with testing accommodations where some are given the use of a computer with Microsoft Word and all its features, some can use a computer with spell/grammar checker only but not Word because it would provide more features to the student, other students are only provided the use of a basic word processor without spell/grammar checker. On the idea of Docpad or Wordpad. I am wondering how you accommodate students that have the use of a computer with spell/grammar checker but don?t want them having access to a thesaurus or dictionary. I can?t have them use Microsoft Word because there are too many features and they can?t use DocPad because there are not enough features. What are you having students use? Thanks for your input Pamela LaBella Assistive Technology/Alternative Text Specialist SC105 978-556-3705 Learning Accommodations Center SC111 [Description: NECC_blue_gold_logo2010] 100 Elliot Street, Haverhill, MA 01830 ?This e-mail and any files transmitted with it may be confidential and may contain student information covered under FERPA. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or use of the contents of this information is prohibited. If you have received this e-mail transmission in error, please notify me by telephone or via return e-mail and delete this e-mail from your system. Thank You!? -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8243 bytes Desc: image001.png URL: From houstonc at csus.edu Thu Oct 8 07:34:43 2015 From: houstonc at csus.edu (Houston, Carol S) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Kurzweil install error message 1722 In-Reply-To: <002201d1015b$365002c0$a2f00840$@gmail.com> References: <002201d1015b$365002c0$a2f00840$@gmail.com> Message-ID: <9846432FF1D8DA4FAFA58788F88DCDBA2CB99A73@e2k10mbx02.saclink.csus.edu> A student just saw this also. . .Kurzweil has a fix - they came in remotely to work with her! From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Wink Harner Sent: Wednesday, October 07, 2015 4:52 PM To: Access Technology Higher Education Network Subject: [Athen] Kurzweil install error message 1722 Hi all ATHENITES, Anyone out there with any experience troubleshooting Kurzweil install problems? In attempting to load the new software for Kurzweil 3000, I came up with error message number 1722. I tried to install three times. Then I googled this (here's the link: http://support.cambiumtech.com/index.php?pg=kb.page&id=1771), downloaded both C++ 86 & 64, restarted, attempted to install Kurzweil, and ran into the same error message. According to the link above, manual step three involves replacing DLL files. If this is a common install glitch with Kurzweil, any clues, tricks and tips, even just vague encouragement would be welcome. I thought I'd call on you all before calling in the troops it Kurzweil for tech support. I'm working on a Dell laptop, Windows home premium edition 7.0, 64-bit OS, 6.0 Gb. Any help would be appreciated. Wink Harner Adaptive Technology Consulting & Training Alternative Text & Media Production The Foreigntype foreigntype@gmail.com winkharner1113@gmail.com (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.) -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Thu Oct 8 08:22:49 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Kurzweil install error message 1722 In-Reply-To: <9846432FF1D8DA4FAFA58788F88DCDBA2CB99A73@e2k10mbx02.saclink.csus.edu> References: <002201d1015b$365002c0$a2f00840$@gmail.com> <9846432FF1D8DA4FAFA58788F88DCDBA2CB99A73@e2k10mbx02.saclink.csus.edu> Message-ID: Thanks, Carol! Wink Harner Accessibility & Adaptive Technology Consultant The Foreign Type On Oct 8, 2015 7:35 AM, "Houston, Carol S" wrote: > A student just saw this also. . .Kurzweil has a fix ? they came in > remotely to work with her! > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Wink Harner > *Sent:* Wednesday, October 07, 2015 4:52 PM > *To:* Access Technology Higher Education Network > *Subject:* [Athen] Kurzweil install error message 1722 > > > > Hi all ATHENITES, > > > > Anyone out there with any experience troubleshooting Kurzweil install > problems? In attempting to load the new software for Kurzweil 3000, I came > up with error message number 1722. I tried to install three times. Then I > googled this (here's the link: > http://support.cambiumtech.com/index.php?pg=kb.page&id=1771), downloaded > both C++ 86 & 64, restarted, attempted to install Kurzweil, and ran into > the same error message. According to the link above, manual step three > involves replacing DLL files. > > > > If this is a common install glitch with Kurzweil, any clues, tricks and > tips, even just vague encouragement would be welcome. I thought I'd call on > you all before calling in the troops it Kurzweil for tech support. > > > > I'm working on a Dell laptop, Windows home premium edition 7.0, 64-bit OS, > 6.0 Gb. > > > > Any help would be appreciated. > > > > Wink Harner > > Adaptive Technology Consulting & Training > > Alternative Text & Media Production > > The Foreigntype > > > > foreigntype@gmail.com > > winkharner1113@gmail.com > > > > (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please > forgive any quirks, mis-recognitions, or omissions.) > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From vasquez at sbcc.edu Thu Oct 8 09:43:48 2015 From: vasquez at sbcc.edu (Laurie Vasquez) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] For your information Message-ID: Federal Enforcement Activity Focusing on Accessible Technologies by Russ Poulin *Thank you to Nancy Anderson and Paul Thompson of the Washington, DC law firm,Cooley, LLP . Over many years, Cooley has been of great service to WCET members in keeping us abreast and advising us on how federal regulations will affect the use of educational technologies in the United States. As part of our month of focusing on accessibility issues, Jarret Cummings informed us of upcoming legislation. We're pleased to have Nancy and Paul inform us of how current regulations are being enforced.Russ Poulin, WCET* Despite the Americans with Disabilities Act (ADA) being on the books for a quarter century, affording every learner accessibility to education remains a critical issue. The rapid evolution of new technologies and online media, which has been seen as a key solution to reaching learners, has given rise to significant challenges for students with various disabilities, a population that has grown as more people become aware of their rights under the ADA and other laws. The issue of accessible technology that supports educational programs has not gone unnoticed by regulators. The Department of Justice (DOJ) and the Department of Education?s Office for Civil Rights (OCR) are increasingly focusing on this issue, with DOJ recently terming the use of inaccessible technologies in higher education an area of ?great public importance.? *Disability Actions Include Online Course Offerings and Inaccessible Technologies* The ADA, and its sister law, Section 504 of the Rehabilitation Act, generally prohibit excluding otherwise-qualified individuals from any covered program or activity or denying such individuals the benefits of any program or activity because of their disability. Cooley has been closely tracking both DOJ and OCR enforcement in this area, and we have issued Alerts describing two notable developments in DOJ?s enforcement trends. Here are the headlines: - While the ADA and Section 504 have always been understood to apply to traditional brick-and-mortar institutions, the applicability the laws to Internet-based learning has been less certain. DOJ?s recent enforcement activity against edX ?one of the largest and earliest distributors of MOOCs?makes clear that DOJ intends to construe disability laws to apply to online service providers that conduct instructional activity, regardless of whether the entity is an institution in the traditional sense, and regardless of whether it receives federal funds. You can read our full alert on the subject here . - DOJ?s new enforcement activities focus on holding institutions responsible for any inaccessible technology incorporated into curricular and co-curricular activities, *even if that technology is created by a third party*. While in principle this is not a new position, DOJ?s recent decision to intervene on behalf of a student who claimed to have been denied educational services due to inaccessible technology is instructive. The agency has filed its own complaint in the case, focusing on the many types of software and technology-based services that may not be compliant. You can read our full alert on the subject here . *Both Colleges and EdTech Companies Need to Address Accessibility* These developments pose important challenges both to traditional institutions and to other entities, such as edX, that the agencies classify as places of education. Traditional institutions that have significantly increased their online programs to enable them to become engaged in a range of educational initiatives face unique challenges associated with growing size and scope, such as controlling the many entry points for technology and promptly identifying and meeting student needs. Institutions of all types should take note: any technology that provides or enables online learning needs to be accessible. This means that, at a minimum, online content should meet the Web Content Accessibility Guidelines (WCAG) 2.0 standards, which outline technical guidelines for making web content accessible. With respect to non-traditional entities such as online coding academies and companies marketing web-based platforms to K-12 and postsecondary schools alike, DOJ?s new position will require small companies and startups to commit more of their limited time and resources to ensure that the use of their product can result in effectively reaching students. As institutions increasingly focus on adopting technology that contains proven accessibility features, failing to consider accessibility when designing a platform could leave many companies with an unmarketable product. -------------- next part -------------- An HTML attachment was scrubbed... URL: From todd.schwanke at wisc.edu Thu Oct 8 14:41:00 2015 From: todd.schwanke at wisc.edu (Todd Schwanke) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Experience or comparison of accessible copier models and features? Message-ID: Hi ATHEN: Does anyone have any recent experience they can share on accessibility features of copiers? * Canon's Remote Operator's Software Kit (separate networked computer) * Canon's Voice Guidance/Operation * Xerox's Copier Assistant (separate computer via USB with Magic and JAWS) * Other copiers/printers with either add-on or built-in screen reader or physical access controls. Alternatively, are there any comparison grids available that cover copier models that are still available that have built-in accessibility features or that make use of the above add-ons? Thank you, Todd UW-Madison -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Thu Oct 8 14:52:18 2015 From: foreigntype at gmail.com (foreigntype) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Membership Voting Notice - Board Elections Message-ID: <00a801d10213$9ab78e50$d026aaf0$@gmail.com> 8 October, 2015 Hello ATHEN members, The ATHEN Annual Meeting is coming up soon and this year there are several Executive positions that need to be filled. We are requesting your nominations for the following ATHEN Executive positions: - Vice-President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to his or her availability. These positions are members of the ATHEN Executive Council and require some participation. Please submit all nominations to: Wink Harner (foreigntype@gmail.com) or Dawn Hunziker (hunziker@email.arizona.edu). Nominations will close on Wednesday, October 28, 2015 at 5PM (Pacific Daylight Time). Voting will become available shortly thereafter. Thank you for your time. Wink Harner, Secretary Dawn Hunziker, Member-at-Large Wink Harner Adaptive Technology Consulting & Training Alternative Media & Text Conversions foreigntype@gmail.com This email was dictated with Dragon Naturally Speaking. Please forgive any omissions, errata or anomalies. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kosakowskia at wcsu.edu Fri Oct 9 09:02:15 2015 From: kosakowskia at wcsu.edu (Adam Kosakowski) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Screen Mirroring for VI students Message-ID: Hello ATHEN'ers! We have some VI students who are having difficulty seeing the PowerPoints on the board and I have been looking into Splashtop Classroom. The hope is that the student can view the instructor's PowerPoint and other computer projected material on their iPad, laptop, etc. Here is the website for the product: http://www.splashtop.com/classroom Any recommendations for such a goal? Any information on the accessibility of Splashtop Classroom? Regards, ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Adam Kosakowski, M.Ed. Assistive Technology Specialist and Math Specialist, University Assistant AccessAbility Services Western Connecticut State University 181 White Street, Higgins Annex 017 Danbury, CT 06810 Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848 Email: kosakowskia@wcsu.edu www.wcsu.edu/accessability The information contained in this email is privileged and confidential. If you are not the intended recipient of this email you are hereby notified that the dissemination, distribution or copying of this email is strictly prohibited. If you have received this email in error, please notify the sender immediately and destroy this document. From Joseph.Sherman at cuny.edu Fri Oct 9 09:33:53 2015 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] PDF alt Text in browser Message-ID: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> Can screen readers read ALT text in PDFs opened within the web browser? It seems not, but I wanted to double check. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Fri Oct 9 09:37:47 2015 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] PDF alt Text in browser In-Reply-To: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> References: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> Message-ID: <34D068EC55A9914494617A37B8D8FA84F0D9978D@EROS.EMPLOYEES.KCKCC.LOCAL> It is pretty problematic, at least from my experience. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 913-288-7671 rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Friday, October 09, 2015 11:34 AM To: 'Access Technology Higher Education Network' Subject: [Athen] PDF alt Text in browser Can screen readers read ALT text in PDFs opened within the web browser? It seems not, but I wanted to double check. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From Teresa.Haven at nau.edu Fri Oct 9 09:41:45 2015 From: Teresa.Haven at nau.edu (Teresa Haven) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] PDF alt Text in browser In-Reply-To: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> References: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> Message-ID: <8B17405CDE724049BFD78BFBC560F1FDCB408B@umbrella.nau.froot.nau.edu> >From what I've observed, depending on the browser and the screen-reader, more often than not the PDF is seriously disrupted by the in-browser PDF display mechanism. I usually advise screen-reader users to download and save the PDF, then open it directly in Adobe Reader. Teresa Teresa Haven, Ph.D. Accessibility Analyst, Northern Arizona University From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Friday, October 09, 2015 9:34 AM To: 'Access Technology Higher Education Network' Subject: [Athen] PDF alt Text in browser Can screen readers read ALT text in PDFs opened within the web browser? It seems not, but I wanted to double check. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From todd.schwanke at wisc.edu Fri Oct 9 12:57:23 2015 From: todd.schwanke at wisc.edu (Todd Schwanke) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Screen Mirroring for VI students In-Reply-To: References: Message-ID: Adam: I've been using Adobe Connect for this purpose with students for a number of years now with good feedback from students and faculty. It's fairly straight forward if everything is already displayed from the instructor's computer (PPT, web pages, video, etc.). But, I've also set it up to share what is on the document camera. An Adobe Connect license isn't particularly cheap, even with a campus contract with Adobe. But, it makes things pretty slick for faculty and students (e.g. who arrives first doesn't matter, there is no calling/answering) and it addresses common concerns (e.g. can restrict who can access the screen share by limiting permissions, student can't control or annotate on the professors screen). Videos display at a reduce frame rate, but are better than other solutions I have tried and the resolution is good. Students report that seeing them up close is useful even with the slower frame rate. I haven't yet found these features in a free or low cost option, so the cost has been worth it. In general, issues that have been reported over time with Adobe Connect accessibility have not affected the users who are using it for this purpose. Adobe Connect reliability has been good over time, but recently there were two outages in a week that lasted about an hour. My recommendation is that whatever option you use that Ethernet is a requirement for the faculty (which can be a struggle to find or get faculty to use consistently) as the host of the screen share and is very much preferred for the student. I see in the description that with Splashtop students can annotate. I assume this could be controlled by the faculty. Otherwise, based on feedback from faculty that I get, that would be a big concern. Todd Schwanke UW-Madison -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Adam Kosakowski Sent: Friday, October 09, 2015 11:02 AM To: 'athen-list@u.washington.edu' Subject: [Athen] Screen Mirroring for VI students Hello ATHEN'ers! We have some VI students who are having difficulty seeing the PowerPoints on the board and I have been looking into Splashtop Classroom. The hope is that the student can view the instructor's PowerPoint and other computer projected material on their iPad, laptop, etc. Here is the website for the product: http://www.splashtop.com/classroom Any recommendations for such a goal? Any information on the accessibility of Splashtop Classroom? Regards, ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Adam Kosakowski, M.Ed. Assistive Technology Specialist and Math Specialist, University Assistant AccessAbility Services Western Connecticut State University 181 White Street, Higgins Annex 017 Danbury, CT 06810 Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848 Email: kosakowskia@wcsu.edu www.wcsu.edu/accessability The information contained in this email is privileged and confidential. If you are not the intended recipient of this email you are hereby notified that the dissemination, distribution or copying of this email is strictly prohibited. If you have received this email in error, please notify the sender immediately and destroy this document. _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From lreilly at dscc.edu Fri Oct 9 13:31:26 2015 From: lreilly at dscc.edu (Reilly, Lisa) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] looking for science image repository with alt tags Message-ID: Hello, The science instructors at our college have images within their courses that need alt tags. For example, one instructor has over 200 images of real bones that he wants students to identify. I am looking for a repository of images such as these that already have alt tags that we may integrate into our courses. I appreciate any resources that you have to share. Lisa Reilly Instructional Design Coordinator Dyersburg State Community College Instructional Development Center 1510 Lake Road, Dyersburg, TN 38024 P: 731-286-3243 | F: 731-288-7484 -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandrews at visi.com Sun Oct 11 16:17:39 2015 From: dandrews at visi.com (David Andrews) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Experience or comparison of accessible copier models and features? In-Reply-To: References: Message-ID: Cannon has some good stuff, as does Lexmark. Everyone else seems to be behind them, -- we are talking about accessibility from the device itself. Dave At 04:41 PM 10/8/2015, you wrote: >Content-type: multipart/alternative; > boundary="Boundary_(ID_L47cPDr1G0ZS8PSYwtXpxQ)" >Content-language: en-US > >Hi ATHEN: > >Does anyone have any recent experience they can >share on accessibility features of copiers? >? Canon?s Remote Operator?s Software Kit (separate networked computer) >? Canon?s Voice Guidance/Operation >? Xerox?s Copier Assistant (separate >computer via USB with Magic and JAWS) >? Other copiers/printers with either >add-on or built-in screen reader or physical access controls. > >Alternatively, are there any comparison grids >available that cover copier models that are >still available that have built-in accessibility >features or that make use of the above add-ons? > >Thank you, >Todd >UW-Madison David Andrews and long white cane Harry. E-Mail: dandrews@visi.com or david.andrews@nfbnet.org From Brad.Held at ucf.edu Mon Oct 12 12:36:57 2015 From: Brad.Held at ucf.edu (Brad Held) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Screen Mirroring for VI students In-Reply-To: References: Message-ID: Adam, Todd offered a great option. Adobe Connect is a great platform. But correct with it not being cheap. I have used two screen sharing platforms in previous semesters. One is called Screen Leap. It has a free version that offers educators (with .edu email address) a maximum of 2 hours of free use. Another option that is completely free is Join.me. Join.me doesn't have any time limits. Both are web base or have mobile apps for tablets. I would strongly suggest trying out one of these two services. Thanks http://www.screenleap.com/ https://www.join.me/ Brad Held Accessible Technology Coordinator Student Accessibility Services University of Central Florida Ferrell Commons 7C, Room 155B Orlando, FL 32816-0161 (407) 823-2371 Image: Student Accessibility Services Logo -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Todd Schwanke Sent: Friday, October 09, 2015 3:57 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Screen Mirroring for VI students Adam: I've been using Adobe Connect for this purpose with students for a number of years now with good feedback from students and faculty. It's fairly straight forward if everything is already displayed from the instructor's computer (PPT, web pages, video, etc.). But, I've also set it up to share what is on the document camera. An Adobe Connect license isn't particularly cheap, even with a campus contract with Adobe. But, it makes things pretty slick for faculty and students (e.g. who arrives first doesn't matter, there is no calling/answering) and it addresses common concerns (e.g. can restrict who can access the screen share by limiting permissions, student can't control or annotate on the professors screen). Videos display at a reduce frame rate, but are better than other solutions I have tried and the resolution is good. Students report that seeing them up close is useful even with the slower frame rate. I haven't yet found these features in a free or low cost option, so the cost has been worth it. In general, issues that have been reported over time with Adobe Connect accessibility have not affected the users who are using it for this purpose. Adobe Connect reliability has been good over time, but recently there were two outages in a week that lasted about an hour. My recommendation is that whatever option you use that Ethernet is a requirement for the faculty (which can be a struggle to find or get faculty to use consistently) as the host of the screen share and is very much preferred for the student. I see in the description that with Splashtop students can annotate. I assume this could be controlled by the faculty. Otherwise, based on feedback from faculty that I get, that would be a big concern. Todd Schwanke UW-Madison -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Adam Kosakowski Sent: Friday, October 09, 2015 11:02 AM To: 'athen-list@u.washington.edu' Subject: [Athen] Screen Mirroring for VI students Hello ATHEN'ers! We have some VI students who are having difficulty seeing the PowerPoints on the board and I have been looking into Splashtop Classroom. The hope is that the student can view the instructor's PowerPoint and other computer projected material on their iPad, laptop, etc. Here is the website for the product: http://www.splashtop.com/classroom Any recommendations for such a goal? Any information on the accessibility of Splashtop Classroom? Regards, ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Adam Kosakowski, M.Ed. Assistive Technology Specialist and Math Specialist, University Assistant AccessAbility Services Western Connecticut State University 181 White Street, Higgins Annex 017 Danbury, CT 06810 Telephone: 203-837-8225 TTY: 203-837-3235 FAX: 203-837-8848 Email: kosakowskia@wcsu.edu www.wcsu.edu/accessability The information contained in this email is privileged and confidential. If you are not the intended recipient of this email you are hereby notified that the dissemination, distribution or copying of this email is strictly prohibited. If you have received this email in error, please notify the sender immediately and destroy this document. _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From CUTLER_ELLEN at smc.edu Mon Oct 12 15:18:48 2015 From: CUTLER_ELLEN at smc.edu (CUTLER_ELLEN) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Full-time Faculty Position Santa Monica College In-Reply-To: <5364E0CD2CC8434AB1232CDD7E702962014B7469A9@SRI.smc.edu> References: <5364E0CD2CC8434AB1232CDD7E702962014B7469A9@SRI.smc.edu> Message-ID: <5364E0CD2CC8434AB1232CDD7E702962014B7469F3@SRI.smc.edu> Hello, I just want to be sure you are all aware of the full-time faculty, assistive technology, job opening at Santa Monica College. https://jobs.smc.edu/applicants/Central?quickFind=50691 Best, Ellen Ellen Cutler Santa Monica College Disabled Student Services 1900 Pico Blvd. Santa Monica, CA 90405 310-434-4496 -------------- next part -------------- An HTML attachment was scrubbed... URL: From tft at uw.edu Tue Oct 13 06:26:59 2015 From: tft at uw.edu (Terrill Thompson) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Twitter Chat on Accessibility in Computing Message-ID: Hi All, Some of you might be interested in a Twitter chat that's happening on Monday October 19, 8-9pm EST, focusing on how to improve accessibility and open doors for students with disabilities in computer science. It's hosted by the CS10K Community, a project and initiative funded by the National Science Foundation (NSF) to to get 10,000 well-trained computer science teachers in 10,000 high schools across the United States. We at the University of Washington have an NSF grant called "AccessCS10K", which is working to ensure that those "10,000 well-trained computer science teachers" are well-trained on accessibility, and are therefore passing that knowledge on to their students. To participate in the Twitter chat, simply follow the #cs10k stream on Twitter and join the conversation. The moderator will pose a series of questions, and everyone else will discuss those questions with #cs10k #ce15 in their responses. Should be an interesting event on an important topic. Hope to see you there! Terrill @terrillthompson --- Terrill Thompson Technology Accessibility Specialist DO-IT, Accessible Technology Services UW Information Technology University of Washington tft@uw.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aaron.Page at mso.umt.edu Tue Oct 13 10:22:21 2015 From: Aaron.Page at mso.umt.edu (Page, Aaron) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] PDF alt Text in browser In-Reply-To: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> References: <50DD5F0CC3F534468FB20D832102EBA91508A5CD@EXPM5721.enterpriseapps.cuny.adlan> Message-ID: Hi Joseph, I tested this real quick and it appears that JAWS/NVDA are both able to read ALT tags within the PDF viewer in Internet Explorer. Both were unable to read the ALT tag in the PDF viewer in Firefox. I also agree that it is best to simply disable in-browser PDF viewing if you use a screen reader. Acrobat Reader has a checkbox in its Accessibility Setup Assistant (Edit>Accessibility>Setup Assistant) called "Display PDF documents in the web browser" that you can uncheck. However, I founed that didn't stop PDFs from viewing in the browser for me - I had to manually disable the Acrobat plug-in in both IE and Firefox before it would return to prompting to open/save the PDF file. Regards, Aaron M. Page B.S. Business Administration, Management Information Systems Major - Expected Graduation December 2015 Software Testing Coordinator | Accessible Technology Services | University of Montana | http://www.umt.edu/accessibility Student Accessibility Specialist | UMOnline | University of Montana | http://umonline.umt.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joseph Sherman Sent: Friday, October 9, 2015 10:34 AM To: 'Access Technology Higher Education Network' Subject: [Athen] PDF alt Text in browser Can screen readers read ALT text in PDFs opened within the web browser? It seems not, but I wanted to double check. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From karen.sorensen at pcc.edu Tue Oct 13 11:36:44 2015 From: karen.sorensen at pcc.edu (Karen Sorensen) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Web Accessibility MOOC for Online Educators (#WAMOE) Message-ID: Hi Colleagues, I'm writing to share with you this free training opportunity in accessibility! Register now for the Web Accessibility MOOC for Online Educators (WAMOE), starting Oct. 19: http://bit.ly/1JOwkJl Web Accessibility MOOC for Online Educators (#WAMOE) - Registration is open! - Free 5 week course from October 19 to November 22. WAMOE! We are excited to announce that PCC?s Distance Education department is partnering with D2L to offer a free *Web Accessibility MOOC for Online Educators* (Twitter hashtag: #WAMOE). This MOOC provides educators with practical, hands-on professional development on how to incorporate web accessibility into online learning. It?s free and it?s fun! Learn tips and tricks to make content accessible for students with disabilities! - Develop a personal knowledge base in web accessibility for online education; - Create accessible photo images, diagrams and charts for online courses; - Build accessible audio and video components for online courses; - Create or reviewing accessible HTML content pages for online courses; - Construct accessible course content in other non-HTML formats. Registration This MOOC is offered through D2L Open Courses and registration is open from September 23rd to November 13th, 2015. Active course facilitation lasts for five weeks. The course begins October 19, 2015 and ends November 22nd, 2014. Completion certificate Participants have the option of receiving an electronic not-for-credit completion certificate from D2L at the end of the MOOC offering. As this MOOC is intended to be an activity-based learning opportunity, participants will have successfully demonstrated knowledge about the major topics prior to being awarded a certificate. Facilitators Accessibility Advocate, Karen Sorensen, is the Subject Matter Expert for this MOOC and joins Barry Dahl, D2L?s Senior Community Manager, as a co-facilitator. Register at D2L Open Courses. Hope to see you in the MOOC! Sincerely, Karen Karen M. Sorensen Accessibility Advocate for Online Courses www.pcc.edu/access Portland Community College 971-722-4720 -------------- next part -------------- An HTML attachment was scrubbed... URL: From samanj at pdx.edu Tue Oct 13 13:00:46 2015 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:32:52 2018 Subject: [Athen] Web Accessibility MOOC for Online Educators (#WAMOE) In-Reply-To: References: Message-ID: Thank you :) * * *Samantha Johns* *Accessibility & **Course Support Specialist * Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 On Tue, Oct 13, 2015 at 11:36 AM, Karen Sorensen wrote: > Hi Colleagues, > I'm writing to share with you this free training opportunity in > accessibility! Register now for the Web Accessibility MOOC for Online > Educators (WAMOE), starting Oct. 19: http://bit.ly/1JOwkJl > > Web Accessibility MOOC for Online Educators (#WAMOE) > > - Registration is open! > - Free 5 week course from October 19 to November 22. > > WAMOE! We are excited to announce that PCC?s Distance Education > department is partnering with D2L to offer a free *Web Accessibility MOOC > for Online Educators* (Twitter hashtag: #WAMOE). > > This MOOC provides educators with practical, hands-on professional > development on how to incorporate web accessibility into online learning. > > It?s free and it?s fun! Learn tips and tricks to make content accessible > for students with disabilities! > > - Develop a personal knowledge base in web accessibility for online > education; > - Create accessible photo images, diagrams and charts for online > courses; > - Build accessible audio and video components for online courses; > - Create or reviewing accessible HTML content pages for online courses; > - Construct accessible course content in other non-HTML formats. > > Registration > > This MOOC is offered through D2L Open Courses > and registration is open from > September 23rd to November 13th, 2015. Active course facilitation lasts > for five weeks. The course begins October 19, 2015 and ends November 22nd, > 2014. > Completion certificate > > Participants have the option of receiving an electronic not-for-credit > completion certificate from D2L at the end of the MOOC offering. As this > MOOC is intended to be an activity-based learning opportunity, participants > will have successfully demonstrated knowledge about the major topics prior > to being awarded a certificate. > Facilitators > > Accessibility Advocate, Karen Sorensen, is the Subject Matter Expert for > this MOOC and joins Barry Dahl, D2L?s Senior Community Manager, as a > co-facilitator. Register at D2L Open Courses. > > > Hope to see you in the MOOC! > > Sincerely, > > Karen > Karen M. Sorensen > Accessibility Advocate for Online Courses > www.pcc.edu/access > Portland Community College > 971-722-4720 > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Wed Oct 14 13:40:49 2015 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] FW: Wine Country DSPS Job Opportunity In-Reply-To: References: Message-ID: <01a101d106c0$9cbb40a0$d631c1e0$@htctu.net> Subject: Wine Country DSPS Job Opportunity Hello DSPS Colleagues, Below is detailed information regarding an amazing job opportunity at Santa Rosa Junior College! This is for the Manager, Access for Students with Disabilities. The person filling this position will work in tandem with our faculty DSPS Coordinator supervising our Assistive Tech Center and our Support Services Office. Please share widely with anyone looking to join a great team at a great college! --Patie Wegman Priority Filing Deadline: Thursday, November 5, 2015 (initial screening date; open until filled) Compensation and Benefits: . Salary Range: $5,774 - $7,018 per month (2015/16 Management Salary Schedule); maximum salary placement of $6,366 is based on assessment of previous experience as documented in application materials. An additional 2% compensation will be added to the base salary for an earned doctorate degree. . Fringe benefits: The District offers a competitive benefit package which includes health & welfare (medical/dental/vision/life/long-term disability) benefits for employees and eligible dependents. . Leave/Holiday time: Management employees earn 1 day of sick leave and 1.8333 days of vacation for each month worked. They are also entitled to holidays recognized by the District (14 holidays/year). . Housing Assistance: Reduced fees for mortgage loans and real estate services may be available to the candidate selected for this position (contact Human Resources for more information) JOB DESCRIPTION: Santa Rosa Junior College is seeking a dynamic leader with demonstrated management skills, to join an outstanding team offaculty, staff and administrators to provide high quality services to our District, our community, and most importantly to ourstudents. Under general direction, oversees the Support Services Office and the Access Technology Center for Santa Rosa Junior College including its programs and activities, implementation of initiatives, and supervision of staff. The Support Services Office coordinates and implements disability accommodations for students with disabilities at all District locations. The Access Technology Center provides access to technology and educational materials for students with disabilities. Appointments are contingent upon funding and Board approval. SCOPE: The Manager, Access for Students with Disabilities, has direct responsibility for the day-to-day management and operational activities of the Support Services Office and the Access Technology Center at the Santa Rosa and Petaluma campuses. The Manager is responsible for the implementation of disability accommodation services including, but not limited to, note takers, access technology, furniture, testing accommodations, mobility assistants, alternate media, and access equipment loans. The Manager is also responsible for advising other District programs on matters of technology and disability access to ensure compliance with the Americans with Disabilities Act, and sections 504 and 508 of the Rehabilitation Act. Examples of Duties: KEY DUTIES AND RESPONSIBILITIES: Examples of key duties are interpreted as being descriptive and not restrictive in nature. Incumbents routinely perform approximately 80% of the duties below. 1. Manages complex daily operations of multiple service areas at multiple District locations. 2. Assists in the development of collaborative initiatives related to disability access with key areas of Academic Affairs, Information Technology, and Administrative Services. 3. Collaborates with department faculty and staff in the development and implementation of procedures, forms and materials related to access for students with disabilities. 4. Initiates goals and objectives for the programs consistent with the College's mission; leads program planning and evaluation. 5. Conducts a regular cycle of Student Learning Outcomes assessment. 6. Coordinates the hiring, orientation, supervision and training, and evaluation of the performance of a multidisciplinary staff. 7. Performs problem solving and crisis intervention; addresses and resolves conflict, handles student and faculty complaints related to accommodations for students with disabilities. 8. Develops and maintains methods of fiscal control over the programs, including budget monitoring, reviewing and approving all Personnel Actions Forms, purchase orders, honorariums, payroll timesheets, reimbursements, etc. 9. Responds rapidly to changes to maintain compliance accountability and reporting requirements for students with disabilities. 10. Represents and promotes the District at regional and State conferences. 11. Coordinates, schedules and teaches noncredit classes and workshops for students with disabilities in the Access Technology Center. 12. Assesses individual student need for access technology including alternate media; and develops access plans. Minimum Qualifications: KNOWLEDGE OF: 1. Principles and practices of organization, administration, budgeting, and personnel management. 2. Current theory, practice, and legislation regarding persons with disabilities. 3. Program review and Student Learning Outcomes process. 4. Research methods to support program development, evidence-based practice, and the designing of outreach presentations. 5. Multi-campus college organizational structure. 6. Standard office software and specialized programs for budgeting and graphic design. 7. Current access technology. ABILITY TO: 1. Work effectively with individuals with disabilities. Successfully represent the District by communicating both verbally and in writing to large groups of students, faculty, and the public. 2. Create, plan, prioritize, implement, and evaluate multiple projects on an ongoing basis necessary to meet program and outreach objectives. 3. Establish and maintain professional and collaborative working relationships with members of a diverse community, including, students, faculty, staff and administrators, in an atmosphere of collegial decision-making and demonstrated consensus-building skills. 4. Teach classes or offer workshops for students with disabilities. 5. Lead, manage and train staff in order to accomplish the established goals of the department. 6. Demonstrate sensitivity to, and respect for, a diverse population. Preferred: Bilingual English/Spanish QUALIFICATIONS: Education: Must meet minimum qualifications for noncredit instruction in Disability Student Programs and Services (DSPS) with a Bachelor's degree or equivalent. The minimum qualifications for service as a faculty member to provide noncredit specialized instruction for students with disabilities shall be any one of the following: A Bachelor's degree with any of the following majors: education of students with specific or multiple disabilities; special education; psychology; physical education with an emphasis in adaptive physical education; communicative disorders; rehabilitation; computer-based education; other computer-related majors which include course work on adapted or assistive computer technology for students with disabilities; other majors related to providing specialized instruction or services for persons with disabilities; OR an Associate's Degree with one of the majors specified above; and four years of experience providing specialized instruction or services to persons in the disability category or categories being serviced. Preferred: Master's degree in Rehabilitation Counseling, Special Education, or Communicative Disorders. Experience: Progressively responsible experience working directly with persons with disabilities, and demonstrated experience in educational leadership, student services delivery and accessibility, as well as planning, administrative, and coordination skills. Currency and competency in access technology and the provision of disability accommodations in a college setting. Preferred: Demonstrated ability to provide administrative leadership in a college culture that values consultation and collaboration. SUPERVISION RECEIVED: The Manager, Access for Students with Disabilities, reports to the Dean III, Student Conduct and Disabled Students Programs & Services. SUPERVISION EXERCISED: The Manager, Access for Students with Disabilities, supervises assigned classified staff, STNC's and student employees. Supplemental Information: APPLICATION PROCEDURES: In order to be given priority consideration for this position, applicants must submit the following documents by the priority filing deadline: 1. A completed Santa Rosa Junior College Employment Application and responses to Agency-wide Questions. Please provide contact information (phone number and email address) for three professional references. If applicable, completed Equivalency Form and supporting documents: http://www.santarosa.edu/hr/forms-linked/Application%20Materials/MgtEquivApp .pdf 2. A brief cover letter explaining your interest in the position, including how you meet the requirements and are qualified to perform the duties as listed in the "Key Duties and Responsibilities" section of this job announcement. 3. Current Resume. 4. Transcripts of all college level course work, including confirmation of degrees (unofficial copies acceptable (both sides), but official transcripts must be submitted prior to hiring). If transcripts are from an institution outside of the United States, applicants must provide a formal evaluation of their foreign degree(s) at the time of application. Contact the Human Resources Department for more information. PLEASE SUBMIT ONLY MATERIALS REQUESTED. Following the priority filing deadline, applications which are complete for screening will be reviewed by a screening committee. Approximately 2-3 weeks later, Human Resources will notify you whether or not you have been selected for interview. Those applicants most suitably qualified for the position/pool will be invited to interview with a Screening Committee. The Screening Committee may include representatives from the Faculty, the Administration, the Classified Staff, the Associated Students, and the Board of Trustees. If you are in need of special services or facilities due to a disability in order to apply or interview for this opening, please contact the Human Resources Department. CAMPUS DESCRIPTIONS (click here) STRATEGIC PLANNING (click here) MORE ABOUT SRJC HUMAN RESOURCES PHYSICAL ADDRESS: 1988 Armory Drive MAILING ADDRESS: 1501 Mendocino Avenue, Santa Rosa, CA 95401 PHONE: (707) 527-4954 FAX: (707) 527-4967 EMAIL: bhodenfield@santarosa.edu The office is located in the Button Building on the Santa Rosa campus. All documents included in your online employment application become the property of the District. Your employment application for this opening will not automatically be considered for future openings. New employment application(s) must be submitted for each opening. CONDITIONS OF EMPLOYMENT (Prior to beginning employment): 1. In accordance with Federal Law all employees must provide proof of eligibility to work in the United States. 2. Must be fingerprinted and have background clearance (at applicant's expense); and 3. Must take a TB test (once hired and every four years thereafter). Campus Security Policy and Campus Crime Statistics Act (Jeanne Clery Disclosure) Sonoma County Junior College District's annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Sonoma County Junior College District; and on public property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. You can read or obtain a full copy of this report by going to http://www.santarosa.edu/police. Paper copies of the full report are available upon request by contacting Police Department Records at (707) 527-4963 or by coming to the Sonoma County Junior College District Police Department located at 2032 Armory Drive, Pedroncelli Center, Santa Rosa Campus. Equal Employment Opportunity SRJC attracts and retains the most qualified faculty and staff from diverse backgrounds. This is achieved through an inclusive recruitment strategy and a rigorous, thorough hiring process that begins with the fair and consistent evaluation of each application for minimum qualifications and demonstrated skills specific to each position/assignment. Because the ability to serve students from broad cultural heritages, socioeconomic backgrounds and genders is a key commitment of the District mission, SRJC actively encourages applications from candidates who recognize the value that diversity brings to a professional educational community. The Sonoma County Junior College District does not discriminate on the basis of race, religious creed, color, national origin, ancestry, ethnic group identification, physical disability, mental disability, medical condition, genetic condition, marital status, sex, gender, gender identity, gender expression, genetic information or sexual orientation in any of its policies, procedures or practices; nor does the District discriminate against any employees or applicants for employment on the basis of their age. This non-discrimination policy covers admission, access and treatment in District programs and activities--including but not limited to academic admissions, financial aid, educational services and athletics--and application for District employment. The Sonoma County Junior College District is an Equal Opportunity Employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Wed Oct 14 14:49:53 2015 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] FW: FT faculty position to teach AT at Santa Monica College Message-ID: <01ef01d106ca$42cd3440$c8679cc0$@htctu.net> From: PETERS_THOMAS [mailto:Peters_Thomas@smc.edu] Sent: Monday, October 12, 2015 2:32 PM Subject: FT faculty position at Santa Monica College Santa Monica College is hiring a full time faculty position to teach assistive technology https://jobs.smc.edu/applicants/Central?quickFind=50691 For questions, please contact Tom Peters. Tom Peters High Tech Center DSP&S 310-434-8706 Peters_Thomas@smc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From kimberley.smith at sfcollege.edu Thu Oct 15 07:07:33 2015 From: kimberley.smith at sfcollege.edu (Kimberley Smith) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] document management products accessibility feedback Message-ID: Greetings, Our school is in the process of searching for a college-wide document management system because we have outgrown our current system. In searching these products websites, I found no VPATs, so I asked each company to send one to us. Do any of your schools use these and/or have you evaluated these systems for Section 508 / WCAG 2.0 accessibility. I am concerned not only for student but also staff accessibility. Here are the links to the products: * Document Locator - http://www.documentlocator.com/ * Perfect Forms - http://www.perfectforms.com/ * M-Files - http://www.m-files.com/en I would appreciate any feedback and/or suggestions. Thanks! Kimberley J. Smith Access Specialist, Disabilities Resource Center Santa Fe College 3000 NW 83rd St. Building S, room 233 Gainesville, FL 32606 352-395-4429 (voice) 352-395-4100 (fax) kimberley.smith@sfcollege.edu http://www.sfcollege.edu/student/drc/ ________________________________ Please note that Florida has a broad public records law, and that all correspondence to or from College employees via email may be subject to disclosure. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cyurko at udel.edu Thu Oct 15 12:59:40 2015 From: cyurko at udel.edu (Yurkovich, Cynthia Ann) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Works Card Program Management (Bank of America Merrill Lynch ) for Low Vision User Message-ID: I wanted to see if anyone could recommend software or other tools to assist a low vision user to navigate columns in Works (this is a Bank of America Merrill Lynch product used for credit card program management). We have an employee who needs to read words in at least a 70 point font. Previous attempts to use Zoom Text with Works have not been ideal. Thus, we are interested to know if anyone has had a similar issue with Works and suggestions on how to best accommodate the employee who needs to use this software for the essential duties of her job. All suggestions for help would be appreciated. Cyndi Yurkovich Assistive Technology Coordinator Office of Disability Support Services University of Delaware Office: 302-831-4643 Email: Cyurko@udel.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From arovner at shoreline.edu Thu Oct 15 13:36:47 2015 From: arovner at shoreline.edu (Rovner, Amy) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Question about ZoomText and Canvas New User Interface Message-ID: Hi, We have a blind faculty member who teaches an online class in Canvas from home. We turned on the new Canvas User Interface before the start of Fall Quarter. (For those of you not using Canvas, the new interface is a responsive design so resizes based on device screen size.) He is finding this new user interface very frustrating and difficult to learn because of the shifting location of buttons depending on screen size, browser zoom, etc. We are in process of purchasing ZoomText for our office so that we can experience what he is seeing at home. In the meantime, I'm looking for any insight that I can provide to him re: best way to set up his browser and ZoomText so that the Canvas configuration will remain stable each time he accesses it. Any advice appreciated! Thanks so much, Amy Amy Rovner, MPH RD Instructional Designer, eLearning Services Shoreline Community College (206) 546-6937 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Thu Oct 15 16:12:41 2015 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Reminder: Membership Voting Notice - Board Elections Message-ID: <74df1507a96a49008ef1c6160272dd95@TURQUOISE.catnet.arizona.edu> 15 October, 2015 Hello ATHEN members, As a reminder, the ATHEN Annual Meeting is coming up soon and this year there are several Executive positions that need to be filled. We are requesting your nominations for the following ATHEN Executive positions: - Vice-President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to his or her availability. These positions are members of the ATHEN Executive Council and require some participation. Please submit all nominations to: Wink Harner (foreigntype@gmail.com) or Dawn Hunziker (hunziker@email.arizona.edu). Nominations will close on Wednesday, October 28, 2015 at 5PM (Pacific Daylight Time). Voting will become available shortly thereafter. Thank you for your time. Wink Harner, Secretary Dawn Hunziker, Member-at-Large ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center 520-626-9409 hunziker@email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Thu Oct 15 16:15:24 2015 From: greeark at uw.edu (KRISTA L. GREEAR) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] =?windows-1252?q?for_all_you_math_accessibility_guru=92s?= Message-ID: I have the blessing to train all the faculty at one of our campuses School of STEM about accessible math content. In my preparation I have come across these questions: 1) Why does LaTeX not work with adaptive technology? 2) How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? 3) What do you use to go from a LaTeX-based document to a MathML one? 4) Do you know of any updates about making math accessible within a PDF? 5) If you got to stand in front of all math faculty at your campus, what would you want to share with them? In return, I'm happy to share with the listserv any nuggets of gold I discover from this experience. Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From foreigntype at gmail.com Thu Oct 15 21:08:55 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Reminder: Membership Voting Notice - Board Elections In-Reply-To: <74df1507a96a49008ef1c6160272dd95@TURQUOISE.catnet.arizona.edu> References: <74df1507a96a49008ef1c6160272dd95@TURQUOISE.catnet.arizona.edu> Message-ID: Thank you! Wink Harner Accessibility & Adaptive Technology Consultant The Foreign Type On Oct 15, 2015 4:13 PM, "Hunziker, Dawn A - (hunziker)" < hunziker@email.arizona.edu> wrote: > 15 October, 2015 > > > > Hello ATHEN members, > > As a reminder, the ATHEN Annual Meeting is coming up soon and this year > there are several Executive positions that need to be filled. We are > requesting your nominations for the following ATHEN Executive positions: > > > - Vice-President > > - Treasurer > > - Member-at-Large representative > > > > For a general overview of the job responsibilities, please see the > following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": > > http://athenpro.org/node/3 > > You are welcome to nominate yourself for these positions. If you are > nominating another individual, it is highly recommended that you check with > that person as to his or her availability. These positions are members of > the ATHEN Executive Council and require some participation. > > Please submit all nominations to: > > > > Wink Harner (foreigntype@gmail.com) or > Dawn Hunziker (hunziker@email.arizona.edu). > > Nominations will close on Wednesday, October 28, 2015 at 5PM (Pacific > Daylight Time). Voting will become available shortly thereafter. > > Thank you for your time. > > > > Wink Harner, Secretary > > Dawn Hunziker, Member-at-Large > > > > ~~ > > Dawn Hunziker > > IT Accessibility Consultant > > > > Disability Resource Center > > 520-626-9409 > > hunziker@email.arizona.edu > > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeffreydell99 at gmail.com Fri Oct 16 05:14:04 2015 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Fusers or Tactile Graphic Machines Message-ID: Hello We have been using a PIAF for the past 9 years to create the majority of our tactile graphics. I have seen much sharper swell paper graphics than we have been able to produce with our PIAF. Our machine is not doing as well as it used to and we are looking for a replacement for PIAF and was wondering if we should stick with the PIAF or go with another unit like the Swell-Form Graphics II. Everyone that I know that does this uses the PIAF. I haven't found many helpful reviews online and in the archive of this list the only device that is ever talked about is the PIAF. Any feedback on either the newer PIAF machines or other fusers would be helpful thank you, Jeff From Enjie.Hall at utoledo.edu Fri Oct 16 10:46:46 2015 From: Enjie.Hall at utoledo.edu (Hall, Enjie) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Works Card Program Management (Bank of America Merrill Lynch ) for Low Vision User In-Reply-To: References: Message-ID: Cyndi, Is the employee already using a larger monitor? Another idea is to connect the computer to a TV instead of a monitor. Enjie Hall ADA Compliance Officer Internal Audit & Compliance enjie.hall@utoledo.edu Office Phone: 419-530-5792 Office Fax: 419-530-3035 ADA/504 Hotline: 419-530-1232 The University of Toledo 2801 W Bancroft Toledo, OH 43606-3390 From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Yurkovich, Cynthia Ann Sent: Thursday, October 15, 2015 4:00 PM To: athen-list@u.washington.edu Subject: [Athen] Works Card Program Management (Bank of America Merrill Lynch ) for Low Vision User I wanted to see if anyone could recommend software or other tools to assist a low vision user to navigate columns in Works (this is a Bank of America Merrill Lynch product used for credit card program management). We have an employee who needs to read words in at least a 70 point font. Previous attempts to use Zoom Text with Works have not been ideal. Thus, we are interested to know if anyone has had a similar issue with Works and suggestions on how to best accommodate the employee who needs to use this software for the essential duties of her job. All suggestions for help would be appreciated. Cyndi Yurkovich Assistive Technology Coordinator Office of Disability Support Services University of Delaware Office: 302-831-4643 Email: Cyurko@udel.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ronrstewart at gmail.com Fri Oct 16 12:09:17 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] [ETEXTS] Please Complete This Brief eText Survey by Friday, October 23 In-Reply-To: References: Message-ID: I am very disturbed by your survey. Under the ADA and Section 504 of the rehab act you are not allowed to pass the cost of text and/or conversion onto the student. Yet you survey seems to not make this kind of differentiation. Can you please clarify! In the answer options you do even allow this differentiation in response. Maybe. I am missing something, as it stands I cannot in good conscience even forward your survey on. Ron On Friday, October 16, 2015, Donnie Sendelbach wrote: > Dear Colleagues, > > We are writing to invite you to complete a brief survey on the use of > eTexts at your institution. We are gathering this information for a session > on eTexts that we are conducting at the EDUCAUSE annual conference later > this month. Even if you are not planning to attend EDUCAUSE, we would > greatly appreciate hearing from as many institutions as possible to better > inform the ongoing conversations on eTexts. The survey will be available > through Friday, October 23. > > You can access the survey link here: http://tiny.cc/a0br4x > > > Many thanks for your help. > > Stacy Morrone > Associate Vice President, Learning Technologies, Indiana University > IT Dean, IUPUI > Professor, School of Education, IUPUI > > Donnie Sendelbach > Director of Instructional and Learning Services > DePauw University > > > -- > Donnie Sendelbach, Ph.D. > Director of Instructional and Learning Services > 11 E. Larabee St., FITS > DePauw University, Roy O. West Library > Greencastle, IN 46135 > (765) 658-4364 > > ------------------------------ > "Keep away from people who try to belittle your ambitions. Small people > always do that, > but the really great make you feel that you, too, can become great." -Mark > Twain > > > ********** Participation and subscription information for this EDUCAUSE > Constituent Group discussion list can be found at > http://www.educause.edu/groups/. > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From jongund at illinois.edu Fri Oct 16 12:23:40 2015 From: jongund at illinois.edu (Gunderson, Jon R) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] [ETEXTS] Please Complete This Brief eText Survey by Friday, October 23 In-Reply-To: References: Message-ID: <46739F12637CC94E82F75FF874E4A1473B762DE7@CITESMBX6.ad.uillinois.edu> I believe the survey is directed to eBooks for all students, not just ebooks for created/purchases as part of disability accommodations. Many courses offer eBook options in addition to or in place of the paper books for the courses. Ebooks also have been touted as a way of reducing the cost of text books. Jon From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Ron Sent: Friday, October 16, 2015 2:09 PM To: The EDUCAUSE eTexts Constituent Group Listserv Cc: Access Technology Higher Education Network Subject: Re: [Athen] [ETEXTS] Please Complete This Brief eText Survey by Friday, October 23 I am very disturbed by your survey. Under the ADA and Section 504 of the rehab act you are not allowed to pass the cost of text and/or conversion onto the student. Yet you survey seems to not make this kind of differentiation. Can you please clarify! In the answer options you do even allow this differentiation in response. Maybe. I am missing something, as it stands I cannot in good conscience even forward your survey on. Ron On Friday, October 16, 2015, Donnie Sendelbach > wrote: Dear Colleagues, We are writing to invite you to complete a brief survey on the use of eTexts at your institution. We are gathering this information for a session on eTexts that we are conducting at the EDUCAUSE annual conference later this month. Even if you are not planning to attend EDUCAUSE, we would greatly appreciate hearing from as many institutions as possible to better inform the ongoing conversations on eTexts. The survey will be available through Friday, October 23. You can access the survey link here: http://tiny.cc/a0br4x Many thanks for your help. Stacy Morrone Associate Vice President, Learning Technologies, Indiana University IT Dean, IUPUI Professor, School of Education, IUPUI Donnie Sendelbach Director of Instructional and Learning Services DePauw University -- Donnie Sendelbach, Ph.D. Director of Instructional and Learning Services 11 E. Larabee St., FITS DePauw University, Roy O. West Library Greencastle, IN 46135 (765) 658-4364 ------------------------------ "Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great." -Mark Twain [Image removed by sender.] ********** Participation and subscription information for this EDUCAUSE Constituent Group discussion list can be found at http://www.educause.edu/groups/. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: ~WRD000.jpg URL: From ronrstewart at gmail.com Fri Oct 16 12:35:55 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] [ETEXTS] Please Complete This Brief eText Survey by Friday, October 23 In-Reply-To: <46739F12637CC94E82F75FF874E4A1473B762DE7@CITESMBX6.ad.uillinois.edu> References: <46739F12637CC94E82F75FF874E4A1473B762DE7@CITESMBX6.ad.uillinois.edu> Message-ID: Given the options that have been presented to date all have significant accessibility issues how are they a viable solution to addressing the solution. Most of the current research also supports a total rejection of eBooks by the majority of student users how do you respond to this. Given that publicly funded institutions are legally prohibited from purchasing, developing or acquiring full accessible technologies based on current case law how do you reconcile this to the current conversation? Ron Stewart On Friday, October 16, 2015, Gunderson, Jon R wrote: > I believe the survey is directed to eBooks for all students, not just > ebooks for created/purchases as part of disability accommodations. > > > > Many courses offer eBook options in addition to or in place of the paper > books for the courses. > > > > Ebooks also have been touted as a way of reducing the cost of text books. > > > > Jon > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu > ] > *On Behalf Of *Ron > *Sent:* Friday, October 16, 2015 2:09 PM > *To:* The EDUCAUSE eTexts Constituent Group Listserv < > ETEXTS@listserv.educause.edu > > > *Cc:* Access Technology Higher Education Network < > athen-list@u.washington.edu > > > *Subject:* Re: [Athen] [ETEXTS] Please Complete This Brief eText Survey > by Friday, October 23 > > > > I am very disturbed by your survey. Under the ADA and Section 504 of the > rehab act you are not allowed to pass the cost of text and/or conversion > onto the student. Yet you survey seems to not make this kind of > differentiation. > > > > Can you please clarify! In the answer options you do even allow this > differentiation in response. Maybe. I am missing something, as it stands I > cannot in good conscience even forward your survey on. > > > > Ron > > On Friday, October 16, 2015, Donnie Sendelbach < > donniesendelbach@depauw.edu > > wrote: > > Dear Colleagues, > > We are writing to invite you to complete a brief survey on the use of > eTexts at your institution. We are gathering this information for a session > on eTexts that we are conducting at the EDUCAUSE annual conference later > this month. Even if you are not planning to attend EDUCAUSE, we would > greatly appreciate hearing from as many institutions as possible to better > inform the ongoing conversations on eTexts. The survey will be available > through Friday, October 23. > > You can access the survey link here: http://tiny.cc/a0br4x > > > Many thanks for your help. > > Stacy Morrone > Associate Vice President, Learning Technologies, Indiana University > IT Dean, IUPUI > Professor, School of Education, IUPUI > > Donnie Sendelbach > Director of Instructional and Learning Services > DePauw University > > > > > > -- > > Donnie Sendelbach, Ph.D. > Director of Instructional and Learning Services > 11 E. Larabee St., FITS > DePauw University, Roy O. West Library > Greencastle, IN 46135 > (765) 658-4364 > > > ------------------------------ > > "Keep away from people who try to belittle your ambitions. Small people > always do that, > > but the really great make you feel that you, too, can become great." -Mark > Twain > > > [image: Image removed by sender.] > > > ********** Participation and subscription information for this EDUCAUSE > Constituent Group discussion list can be found at > http://www.educause.edu/groups/ > . > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From ronrstewart at gmail.com Fri Oct 16 12:48:04 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] [ETEXTS] Please Complete This Brief eText Survey by Friday, October 23 In-Reply-To: References: <46739F12637CC94E82F75FF874E4A1473B762DE7@CITESMBX6.ad.uillinois.edu> Message-ID: Several of us national experts gave significant feedback to your Illinois eBook project on he accessibility issues in your sample materials. And all of this constructive feedback was ignored. Hence my current position. Ron Stewart On Friday, October 16, 2015, Ron wrote: > Given the options that have been presented to date all have significant > accessibility issues how are they a viable solution to addressing the > solution. Most of the current research also supports a total rejection of > eBooks by the majority of student users how do you respond to this. > > Given that publicly funded institutions are legally prohibited from > purchasing, developing or acquiring full accessible technologies based on > current case law how do you reconcile this to the current conversation? > > Ron Stewart > > On Friday, October 16, 2015, Gunderson, Jon R > wrote: > >> I believe the survey is directed to eBooks for all students, not just >> ebooks for created/purchases as part of disability accommodations. >> >> >> >> Many courses offer eBook options in addition to or in place of the paper >> books for the courses. >> >> >> >> Ebooks also have been touted as a way of reducing the cost of text books. >> >> >> >> Jon >> >> >> >> >> >> *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] >> *On Behalf Of *Ron >> *Sent:* Friday, October 16, 2015 2:09 PM >> *To:* The EDUCAUSE eTexts Constituent Group Listserv < >> ETEXTS@listserv.educause.edu> >> *Cc:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* Re: [Athen] [ETEXTS] Please Complete This Brief eText Survey >> by Friday, October 23 >> >> >> >> I am very disturbed by your survey. Under the ADA and Section 504 of the >> rehab act you are not allowed to pass the cost of text and/or conversion >> onto the student. Yet you survey seems to not make this kind of >> differentiation. >> >> >> >> Can you please clarify! In the answer options you do even allow this >> differentiation in response. Maybe. I am missing something, as it stands I >> cannot in good conscience even forward your survey on. >> >> >> >> Ron >> >> On Friday, October 16, 2015, Donnie Sendelbach < >> donniesendelbach@depauw.edu> wrote: >> >> Dear Colleagues, >> >> We are writing to invite you to complete a brief survey on the use of >> eTexts at your institution. We are gathering this information for a session >> on eTexts that we are conducting at the EDUCAUSE annual conference later >> this month. Even if you are not planning to attend EDUCAUSE, we would >> greatly appreciate hearing from as many institutions as possible to better >> inform the ongoing conversations on eTexts. The survey will be available >> through Friday, October 23. >> >> You can access the survey link here: http://tiny.cc/a0br4x >> >> >> Many thanks for your help. >> >> Stacy Morrone >> Associate Vice President, Learning Technologies, Indiana University >> IT Dean, IUPUI >> Professor, School of Education, IUPUI >> >> Donnie Sendelbach >> Director of Instructional and Learning Services >> DePauw University >> >> >> >> >> >> -- >> >> Donnie Sendelbach, Ph.D. >> Director of Instructional and Learning Services >> 11 E. Larabee St., FITS >> DePauw University, Roy O. West Library >> Greencastle, IN 46135 >> (765) 658-4364 >> >> >> ------------------------------ >> >> "Keep away from people who try to belittle your ambitions. Small people >> always do that, >> >> but the really great make you feel that you, too, can become great." >> -Mark Twain >> >> >> [image: Image removed by sender.] >> >> >> ********** Participation and subscription information for this EDUCAUSE >> Constituent Group discussion list can be found at >> http://www.educause.edu/groups/ >> . >> >> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From Brad.Held at ucf.edu Fri Oct 16 13:13:00 2015 From: Brad.Held at ucf.edu (Brad Held) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Fusers or Tactile Graphic Machines In-Reply-To: References: Message-ID: Jeffrey, We had a similar situation. Our PIAF machine broke. We went to Enablmart.com to purchase our new one, only to find that they discontinued. Humanware still sells the PIAF brand though. We ended up purchasing a ZYFuse swell-form graphic II machine from ZYChem. It is working just like the old PIAF with the Swell paper. I noticed about the same quality. The price of the two machines are similar. https://www.enablemart.com/swell-form-graphics-ii-machine Hope this helps. Thanks Brad Held Accessible Technology Coordinator Student Accessibility Services University of Central Florida Ferrell Commons 7C, Room 155B Orlando, FL 32816-0161 (407) 823-2371 -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jeffrey Dell Sent: Friday, October 16, 2015 8:14 AM To: athen-list@u.washington.edu Subject: [Athen] Fusers or Tactile Graphic Machines Hello We have been using a PIAF for the past 9 years to create the majority of our tactile graphics. I have seen much sharper swell paper graphics than we have been able to produce with our PIAF. Our machine is not doing as well as it used to and we are looking for a replacement for PIAF and was wondering if we should stick with the PIAF or go with another unit like the Swell-Form Graphics II. Everyone that I know that does this uses the PIAF. I haven't found many helpful reviews online and in the archive of this list the only device that is ever talked about is the PIAF. Any feedback on either the newer PIAF machines or other fusers would be helpful thank you, Jeff _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jiatyan at stanford.edu Fri Oct 16 16:10:59 2015 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] =?windows-1252?q?for_all_you_math_accessibility_guru=92s?= In-Reply-To: References: Message-ID: Very good questions, Krista. Thanks for researching this. On 2015 Oct 15, at 16:15, KRISTA L. GREEAR > wrote: I have the blessing to train all the faculty at one of our campuses School of STEM about accessible math content. In my preparation I have come across these questions: 1) Why does LaTeX not work with adaptive technology? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. 2) How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. 3) What do you use to go from a LaTeX-based document to a MathML one? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? 4) Do you know of any updates about making math accessible within a PDF? 5) If you got to stand in front of all math faculty at your campus, what would you want to share with them? I would love to see the groups responses. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? -- Jiatyan Chen Online Accessibility Program Manager Office of Public Affairs Stanford University -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Fri Oct 16 23:06:11 2015 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] =?utf-8?q?for_all_you_math_accessibility_guru=E2=80=99s?= In-Reply-To: References: Message-ID: Hi Krista, Answers below: > 1) Why does LaTeX not work with adaptive technology? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. > 2) How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML > and use it in a word document or with HTML)? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. > 3) What do you use to go from a LaTeX-based document to a MathML one? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. > 4) Do you know of any updates about making math accessible within a PDF? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. > 5) If you got to stand in front of all math faculty at your campus, what would you want to share with them? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. Not sure if I answered your questions sufficiently, so feel free to ask again. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From ronrstewart at gmail.com Sat Oct 17 09:17:47 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Google scanning project Message-ID: Some interesting developments. Along with the Hathi trust case this is perhaps the next most significant event on the accessibility landscape. http://mobile.nytimes.com/2015/10/17/business/media/googles-digital-library-wins-court-of-appeals-ruling.html?emc=edit_th_20151017&nl=todaysheadlines&nlid=69972560&_r=1&referer Ron Stewart -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Sat Oct 17 15:43:18 2015 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] color contrast vs. color difference Message-ID: Please excuse the cross-posts. I recently ran the Juicy Studios Contrast Analyzer and found 1 color contrast issue for the AHG home page (this seems to be a case of a css color setting that does not actually appear on the page) but a number of color difference issues. The latter is not specified in WCAG 2.0 as far as I can tell. Is color difference an a11y issue? Or should the focus be luminosity ration (?color contrast?)? -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From ndogbo at gmail.com Sat Oct 17 17:29:55 2015 From: ndogbo at gmail.com (N. Dogbo) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] color contrast vs. color difference In-Reply-To: References: Message-ID: I think we should stay with the word "accessibility", especially for those of us who are in the business of evangelizing and advocating as we try to change mindset and culture. " the word accessibility" means something while "a11y" means nothing. If all we do is trying and speak about WCAG, ADA and alike without doing or saying things that will ultimately help people change their behavior and attitude towards persons with disabilities then we will have accomplish nothing. Thanks, Nandjui On 10/17/15, Howard Kramer wrote: > Please excuse the cross-posts. > > I recently ran the Juicy Studios Contrast Analyzer and found 1 color > contrast issue for the AHG home page > (this seems to be a case of a css color setting that does not actually > appear on the page) but a number of color difference issues. The latter is > not specified in WCAG 2.0 as far as I can tell. Is color difference an a11y > issue? Or should the focus be luminosity ration (?color contrast?)? > > -- > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Denver, Colorado, Nov 16-20, 2015. > Complete Attendee, Exhibitor, Hotel, and Registration materials are > available now. > > > > Complete program information and registration is open for our full line-up > of webinars, *AHEADtoYOU! > * And the *Technology > Access Series *. > Site capacities for all webinar events is limited; please register at your > earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > -- ----- Think not with your EYES and you shall have a perfect VISION! --- From A.James at soton.ac.uk Sun Oct 18 13:42:20 2015 From: A.James at soton.ac.uk (James A.) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] for all you math accessibility guru's In-Reply-To: <003501d107e7$518cd940$f4a68bc0$@emptech.info> References: <003501d107e7$518cd940$f4a68bc0$@emptech.info> Message-ID: <66DDE98B5449F549AA90D10FEF3653822C17FD01@SRV00048.soton.ac.uk> Hi Krista There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. Best wishes Abi ====================================== Dr Abi James Assistive Technology Consultant & Researcher Visiting Research Fellow, University of Southampton STEMReader Project Manager / Researcher www.stemreader.co.uk Email: a.james@soton.ac.uk From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR Sent: 16 October 2015 00:15 To: Access Technology Higher Education Network > Subject: [Athen] for all you math accessibility guru's I have the blessing to train all the faculty at one of our campuses School of STEM about accessible math content. In my preparation I have come across these questions: 1) Why does LaTeX not work with adaptive technology? 2) How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? 3) What do you use to go from a LaTeX-based document to a MathML one? 4) Do you know of any updates about making math accessible within a PDF? 5) If you got to stand in front of all math faculty at your campus, what would you want to share with them? In return, I'm happy to share with the listserv any nuggets of gold I discover from this experience. Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From mmintz at pasadena.edu Mon Oct 19 08:21:46 2015 From: mmintz at pasadena.edu (Mark C. Mintz) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] color contrast vs. color difference In-Reply-To: References: Message-ID: When I was a computer science major in college, and a programmer early career, the "hot word" in open source and forward looking development was "i18n", internationalization (as in, there are 18 letters between I and N). Now, almost every public good program (non-proprietary) is using UTF-8 fonts and hides language in a separate layer from the interface. Things are easily localized with a local translator and a little bit of work -- no programming involved. Look at any open source software you use, chances are it's available in Hungarian and Portuguese and 20 other languages, based on this early 2000's work. A11y is the same thing (11 letters surrounded by "AY"). It's an appeal for computer programmers to pay attention to accessibility in software. This is programmer shorthand, sure, but utilization in the mass culture will increase its visibility to new and upcoming programmers. It may not make the most sense to others, but to me it means that accessibility has reached critical mass in being acknowledged when programs are created. Don't look down on it because it's pithy and simplistic. Many new programmers cut their teeth on open source projects, and the current focus on accessibility can only be a good thing as these programmers move on to bigger and more proprietary things. My 2 cents, Mark Mintz Alt Media Specialist Pasadena City College -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of N. Dogbo Sent: Saturday, October 17, 2015 5:30 PM To: Access Technology Higher Education Network Subject: Re: [Athen] color contrast vs. color difference I think we should stay with the word "accessibility", especially for those of us who are in the business of evangelizing and advocating as we try to change mindset and culture. " the word accessibility" means something while "a11y" means nothing. If all we do is trying and speak about WCAG, ADA and alike without doing or saying things that will ultimately help people change their behavior and attitude towards persons with disabilities then we will have accomplish nothing. Thanks, Nandjui On 10/17/15, Howard Kramer wrote: > Please excuse the cross-posts. > > I recently ran the Juicy Studios Contrast Analyzer and found 1 color > contrast issue for the AHG home page > > (this seems to be a case of a css color setting that does not actually > appear on the page) but a number of color difference issues. The > latter is not specified in WCAG 2.0 as far as I can tell. Is color > difference an a11y issue? Or should the focus be luminosity ration (?color contrast?)? > > -- > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Denver, Colorado, Nov 16-20, 2015. > Complete Attendee, Exhibitor, Hotel, and Registration materials are > available now. > > > > Complete program information and registration is open for our full > line-up of webinars, *AHEADtoYOU! > * And the > *Technology Access Series *. > Site capacities for all webinar events is limited; please register at > your earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > -- ----- Think not with your EYES and you shall have a perfect VISION! --- _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From Elizabeth.Prickett at victoriacollege.edu Mon Oct 19 10:05:47 2015 From: Elizabeth.Prickett at victoriacollege.edu (Prickett, Elizabeth) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Web Content Management Systems Message-ID: Good afternoon! Our college is in the midst of choosing a new CMS for our website. They've narrowed the field down to three options: * Cascade Server (Hannon Hill) * OUCampus (OmniUpdate) * TerminalFour I went through some demos with our webmaster for each of these about a year ago, and I have some older VPATs. Our webmaster is in the process of collecting updated VPATs and/or WCAG 2.0 reporting for each. Does anyone have personal experience (positive or negative - accessibility, as well as general usability) with any of these CMS options? Any feedback is much appreciated. Thanks so much and have a fantastic week! Liz Prickett Alternative Media Specialist Center for Academic & Professional Excellence (CAPE) Victoria College 2200 E. Red River Street Victoria, TX 77901 Elizabeth.Prickett@VictoriaCollege.edu (361) 573-3291, ext. 3243 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rsthompson2 at ua.edu Mon Oct 19 10:23:25 2015 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Web Content Management Systems Message-ID: Our College of Continuing Studies uses OUCampus and has had good experience with them re. accessibility. The college gave OUC our new institutional web accessibility guidelines (WCAG 2.0 AA) and the company worked with them really quickly to tweak themes and make reports to help meet the requirements. I?ve also worked with Hannon Hill a little bit as part of their participation in HighEdWeb Alabama and they claim to be committed to accessibility and that their sites can meet any accessibility guidelines we need, but I don?t have direct experience from an institutional perspective. HTH, Rachel Dr. Rachel S. Thompson Director, Emerging Technology and Accessibility Center for Instructional Technology University of Alabama http://accessibility.ua.edu rsthompson2@ua.edu 124 Russell Hall 205.348.0216 From: , Elizabeth > Reply-To: "athen-list@u.washington.edu" > Date: Monday, October 19, 2015 at 12:05 PM To: "athen-list@u.washington.edu" >, "altmedia@htclistserv.htctu.fhda.edu" > Subject: [Athen] Web Content Management Systems Good afternoon! Our college is in the midst of choosing a new CMS for our website. They?ve narrowed the field down to three options: ? Cascade Server (Hannon Hill) ? OUCampus (OmniUpdate) ? TerminalFour I went through some demos with our webmaster for each of these about a year ago, and I have some older VPATs. Our webmaster is in the process of collecting updated VPATs and/or WCAG 2.0 reporting for each. Does anyone have personal experience (positive or negative ? accessibility, as well as general usability) with any of these CMS options? Any feedback is much appreciated. Thanks so much and have a fantastic week! Liz Prickett Alternative Media Specialist Center for Academic & Professional Excellence (CAPE) Victoria College 2200 E. Red River Street Victoria, TX 77901 Elizabeth.Prickett@VictoriaCollege.edu (361) 573-3291, ext. 3243 -------------- next part -------------- An HTML attachment was scrubbed... URL: From jiatyan at stanford.edu Mon Oct 19 11:34:05 2015 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Web Content Management Systems In-Reply-To: References: Message-ID: <734BE01E-592D-4A69-BE43-3D25AB4C2268@stanford.edu> Liz, I used Cascade, as a content editor (vs developer), in another institution. Decent on accessibility -- it has the major features to output an accessible site. Most of the work is on the web developers to provide accessible themes, not the tool itself. It will check for simple accessibility-related issues, such as images having no alt text, but that feature isn't just-in-time, but rather, was in a separate tab under 2~3 levels of clicks, and your content editor will have to work hard to find it. Usability on authoring end is poor for content editors. It ranks only slightly-better than SharePoint or SAP usability in my books. A lot of clicking and secondary-clicking to get to functions (IF you know them), no obvious feedback when making changes, cryptic & delayed error messages, ... . -- Jiatyan Chen Online Accessibility Program Manager Stanford University On 2015 Oct 19, at 10:05, Prickett, Elizabeth > wrote: Good afternoon! Our college is in the midst of choosing a new CMS for our website. They?ve narrowed the field down to three options: ? Cascade Server (Hannon Hill) ? OUCampus (OmniUpdate) ? TerminalFour I went through some demos with our webmaster for each of these about a year ago, and I have some older VPATs. Our webmaster is in the process of collecting updated VPATs and/or WCAG 2.0 reporting for each. Does anyone have personal experience (positive or negative ? accessibility, as well as general usability) with any of these CMS options? Any feedback is much appreciated. Thanks so much and have a fantastic week! Liz Prickett Alternative Media Specialist Center for Academic & Professional Excellence (CAPE) Victoria College 2200 E. Red River Street Victoria, TX 77901 Elizabeth.Prickett@VictoriaCollege.edu (361) 573-3291, ext. 3243 _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeffreydell99 at gmail.com Mon Oct 19 12:24:26 2015 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Fusers or Tactile Graphic Machines In-Reply-To: References: Message-ID: Thanks you Alexa and Brad for your feedback From jeffreydell99 at gmail.com Mon Oct 19 12:48:54 2015 From: jeffreydell99 at gmail.com (Jeffrey Dell) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Remote CART Microphones Message-ID: Hello We have used the XTag mics for the past few years for remote captioning and got really good results. Unfortunately the latest generation of the XTag mics have had battery life issues where the batteries needed to be replaced out of the box. I have also heard from other people that have used the XTag mics with replaceable batteries that they don't last anywhere near as long. I'm looking to replace my XTag mics but cannot find anything close to them in how they function or ease of use. I'm looking at some desktop options like the Blue Snowball mics. Desktop mics may not be as good as lapel mics in large lecture rooms. Has anyone found options for lapel mics other than the XTab for use in remote captioning? Any other suggestions for microphones? thank you, Jeff From greeark at uw.edu Mon Oct 19 17:09:38 2015 From: greeark at uw.edu (KRISTA L. GREEAR) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] the math accessibility guru's have spoken Message-ID: Below is a compilation of responses to 5 questions that I posed to the listserv about math accessibility last week. I received a handful of responses and copied/pasted their comments with virtually no editing. They are in no particular order. A 6th and 7th question was asked which I did my best to respond. The questions are identified as a heading 1 with the responses in bulleted form underneath. Attached is a word doc version as well. Many thanks to the brave and kind folks who shared their knowledge! Why does LaTeX not work with adaptive technology? ? I'm attaching a LaTeX, MathML tools for creating accessible documents guide, and here is the author's webpage: https://www.csun.edu/~hcmth008/ ? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. ? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. ? There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. ? Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I (Dr Abi James) am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? ? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. ? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. ? LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. ? If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. What do you use to go from a LaTeX-based document to a MathML one? ? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? ? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. Do you know of any updates about making math accessible within a PDF? ? To my knowledge, MathML with Word or HTML is the best option. ? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. If you got to stand in front of all math faculty at your campus, what would you want to share with them? ? My advice to STEM persons would be: if they save .tex documents as .pdf, keep the original LaTeX source files in case an accommodation for a screen reader user is needed. ? This may be a good resource for STEM faculty - it's a "tex" accessibility forum ? Math & Science Accessibility ? Math Accessibility Study ? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: o a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. o b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. o c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? ? I know that faculty on the UW campus are using the built-in Equation Editor on MS Office. Very few are using MathType. Otherwise, they use LaTeX. ? This is the response I got from one math professor when asked ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. I do not know of any mathematician using it. Perhaps some mathematicians use it but I have never encountered it online. It is possible that some pages use MathML and I am not aware of it. MathJax is quite popular. I use it on my own personal Web site and it is used by some of the major societies and companies involved in math publications.?? I'm very interested in educating our math department about accessibility. Are you trying to get faculty to create math accessibly from the beginning? As opposed to the disability service office converting it when needed? ? Yes, I am trying to help everyone on campus create more accessible born materials. This is, obviously, the work of 162 lifetimes. However, I am realistic enough to know that the ?convert it only when needed? philosophy will still exist for some time. Until we can get knowledge/tools/simple processes regarding accessibility to layman, we accessibility professionals all have great job security :] Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ATHEN listserv comments about math accessibility.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 20527 bytes Desc: ATHEN listserv comments about math accessibility.docx URL: From todd.schwanke at wisc.edu Tue Oct 20 06:56:05 2015 From: todd.schwanke at wisc.edu (Todd Schwanke) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Remote CART Microphones In-Reply-To: References: Message-ID: Jeff: For us, large lecture classrooms generally means that there is an audio system in the classroom. In those classrooms, we request that a 3.5mm audio out be provided from the AV system. We then connect that to the computer to send the audio for remote CART. The benefits are that the audio quality tends to be quite good and all the audio inputs from the room (lavaliere mic, handheld mic, computer audio , DVD/VHS .... and in some rooms, area or student mics) get sent. Essentially, the CART provider gets whatever would be coming through the room speakers. Additionally, the instructor doesn't need to wear a second mic. Given the variability in the audio inputs support for audio inputs on laptops (especially on Macs), we primarily use a USB audio adapter. It is not the least expensive, but we use the Andrea PureAudio USB-SA as it has a soft lead, which reduces the chances off breaking off the adapter or the USB port. Skype on Windows and Mac both pick up this device as a mic option. We usually tape over the speaker output (to prevent plugging into the wrong jack) and the LED (as the blue LED is very bright). Andrea currently only has the USB-SA listed on their website bundled with an array mic. http://www.andreaelectronics.com/array-microphone/ It also comes in a mic only version (the USB-MA), but they don't currently have that listed on their website. Todd Schwanke UW-Madison -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jeffrey Dell Sent: Monday, October 19, 2015 2:49 PM To: athen-list@u.washington.edu Subject: [Athen] Remote CART Microphones Hello We have used the XTag mics for the past few years for remote captioning and got really good results. Unfortunately the latest generation of the XTag mics have had battery life issues where the batteries needed to be replaced out of the box. I have also heard from other people that have used the XTag mics with replaceable batteries that they don't last anywhere near as long. I'm looking to replace my XTag mics but cannot find anything close to them in how they function or ease of use. I'm looking at some desktop options like the Blue Snowball mics. Desktop mics may not be as good as lapel mics in large lecture rooms. Has anyone found options for lapel mics other than the XTab for use in remote captioning? Any other suggestions for microphones? thank you, Jeff _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From ronrstewart at gmail.com Tue Oct 20 09:23:32 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Legal reference on Web Accessibility Message-ID: Thought some may find this site useful. Thanks to Laura Carson for your compilation. Ron Stewart -------------- next part -------------- An HTML attachment was scrubbed... URL: From ronrstewart at gmail.com Tue Oct 20 09:27:30 2015 From: ronrstewart at gmail.com (Ron) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Legal reference on Web Accessibility In-Reply-To: References: Message-ID: http://www.d.umn.edu/~lcarlson/wcagwg/settlements/ On Tuesday, October 20, 2015, Ron wrote: > Thought some may find this site useful. Thanks to Laura Carson for your > compilation. > > Ron Stewart > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From todd.schwanke at wisc.edu Tue Oct 20 09:42:25 2015 From: todd.schwanke at wisc.edu (Todd Schwanke) Date: Sat Jun 9 18:32:53 2018 Subject: [Athen] Remote CART Microphones In-Reply-To: References: Message-ID: Jeff: The USB adapters are on the other website with Andrea's headsets. Of course the price varies by retailer. USB-SA http://shop.andreacommunications.com/usb-sa-pureaudio-external-digital-sound-card/ USB-MA http://shop.andreacommunications.com/usb-ma/ Todd Schwanke UW-Madison -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Todd Schwanke Sent: Tuesday, October 20, 2015 8:56 AM To: 'athen-list@u.washington.edu' Subject: Re: [Athen] Remote CART Microphones Jeff: For us, large lecture classrooms generally means that there is an audio system in the classroom. In those classrooms, we request that a 3.5mm audio out be provided from the AV system. We then connect that to the computer to send the audio for remote CART. The benefits are that the audio quality tends to be quite good and all the audio inputs from the room (lavaliere mic, handheld mic, computer audio , DVD/VHS .... and in some rooms, area or student mics) get sent. Essentially, the CART provider gets whatever would be coming through the room speakers. Additionally, the instructor doesn't need to wear a second mic. Given the variability in the audio inputs support for audio inputs on laptops (especially on Macs), we primarily use a USB audio adapter. It is not the least expensive, but we use the Andrea PureAudio USB-SA as it has a soft lead, which reduces the chances off breaking off the adapter or the USB port. Skype on Windows and Mac both pick up this device as a mic option. We usually tape over the speaker output (to prevent plugging into the wrong jack) and the LED (as the blue LED is very bright). Andrea currently only has the USB-SA listed on their website bundled with an array mic. http://www.andreaelectronics.com/array-microphone/ It also comes in a mic only version (the USB-MA), but they don't currently have that listed on their website. Todd Schwanke UW-Madison -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jeffrey Dell Sent: Monday, October 19, 2015 2:49 PM To: athen-list@u.washington.edu Subject: [Athen] Remote CART Microphones Hello We have used the XTag mics for the past few years for remote captioning and got really good results. Unfortunately the latest generation of the XTag mics have had battery life issues where the batteries needed to be replaced out of the box. I have also heard from other people that have used the XTag mics with replaceable batteries that they don't last anywhere near as long. I'm looking to replace my XTag mics but cannot find anything close to them in how they function or ease of use. I'm looking at some desktop options like the Blue Snowball mics. Desktop mics may not be as good as lapel mics in large lecture rooms. Has anyone found options for lapel mics other than the XTab for use in remote captioning? Any other suggestions for microphones? thank you, Jeff _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From Susan.Kelmer at colorado.edu Tue Oct 20 10:07:37 2015 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Anyone have electronic files for... Message-ID: A Letter to My Mother by Edith Bruck? Any format...Thanks in advance! Susan Kelmer Alternate Format Access Coordinator Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lisa.brandt1 at pcc.edu Tue Oct 20 10:18:17 2015 From: lisa.brandt1 at pcc.edu (Lisa Brandt) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] the math accessibility guru's have spoken In-Reply-To: References: Message-ID: Thanks for assembling this. Very helpful! On Mon, 19 Oct 2015 17:09:38 -0700, KRISTA L. GREEAR wrote: > > Below is a compilation of responses to 5 questions that I posed to the > listserv about math accessibility last week. -- Lisa Brandt, PCC Disability Services Accessibility Technician Alternate Media Formats Technician 971-722-4366 SE SCOMM 112, SY CC 260 -------------- next part -------------- An HTML attachment was scrubbed... URL: From jongund at illinois.edu Tue Oct 20 10:49:49 2015 From: jongund at illinois.edu (Gunderson, Jon R) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] the math accessibility guru's have spoken Message-ID: Krista, Thank you for putting this together! Jon From: "athen-list edu>" > on behalf of "KRISTA L. GREEAR" > Reply-To: Access Network > Date: Monday, October 19, 2015 at 7:09 PM To: Access Network > Subject: [Athen] the math accessibility guru's have spoken Below is a compilation of responses to 5 questions that I posed to the listserv about math accessibility last week. I received a handful of responses and copied/pasted their comments with virtually no editing. They are in no particular order. A 6th and 7th question was asked which I did my best to respond. The questions are identified as a heading 1 with the responses in bulleted form underneath. Attached is a word doc version as well. Many thanks to the brave and kind folks who shared their knowledge! Why does LaTeX not work with adaptive technology? ? I'm attaching a LaTeX, MathML tools for creating accessible documents guide, and here is the author's webpage: https://www.csun.edu/~hcmth008/ ? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. ? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. ? There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. ? Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I (Dr Abi James) am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? ? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. ? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. ? LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. ? If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. What do you use to go from a LaTeX-based document to a MathML one? ? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? ? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. Do you know of any updates about making math accessible within a PDF? ? To my knowledge, MathML with Word or HTML is the best option. ? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. If you got to stand in front of all math faculty at your campus, what would you want to share with them? ? My advice to STEM persons would be: if they save .tex documents as .pdf, keep the original LaTeX source files in case an accommodation for a screen reader user is needed. ? This may be a good resource for STEM faculty - it's a "tex" accessibility forum ? Math & Science Accessibility ? Math Accessibility Study ? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: o a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. o b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. o c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? ? I know that faculty on the UW campus are using the built-in Equation Editor on MS Office. Very few are using MathType. Otherwise, they use LaTeX. ? This is the response I got from one math professor when asked ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. I do not know of anymathematician using it. Perhaps some mathematicians use itbut I have never encountered it online. It is possible that some pagesuse MathML and I am not aware of it. MathJax is quite popular. I use it on my own personal Web siteand it is used by some of the major societies and companiesinvolved in math publications.?? I'm very interested in educating our math department about accessibility. Are you trying to get faculty to create math accessibly from the beginning? As opposed to the disability service office converting it when needed? ? Yes, I am trying to help everyone on campus create more accessible born materials. This is, obviously, the work of 162 lifetimes. However, I am realistic enough to know that the ?convert it only when needed? philosophy will still exist for some time. Until we can get knowledge/tools/simple processes regarding accessibility to layman, we accessibility professionals all have great job security :] Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From samanj at pdx.edu Tue Oct 20 11:10:34 2015 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Legal reference on Web Accessibility In-Reply-To: References: Message-ID: Thank you ! * * *Samantha Johns* *Accessibility & **Course Support Specialist * Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 On Tue, Oct 20, 2015 at 9:27 AM, Ron wrote: > http://www.d.umn.edu/~lcarlson/wcagwg/settlements/ > > > On Tuesday, October 20, 2015, Ron wrote: > >> Thought some may find this site useful. Thanks to Laura Carson for your >> compilation. >> >> Ron Stewart >> >> > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From SolowoniukR at macewan.ca Tue Oct 20 13:43:05 2015 From: SolowoniukR at macewan.ca (Russell Solowoniuk) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Independence Science? Message-ID: <562652F9020000EC00040C21@gatedom2vs.macewan.ca> Hi, Has anyone used any of the products or tactile graphics from Independence Science? They sell data collection tools, data analysis software, sensors and meters, and tactile graphics that help visually impaired and blind students work more independently in science lab settings. I'd be interested to get feedback from anyone who has tried these products. Here is a link to their website.... http://www.independencescience.com Thanks, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. From jhori at ucdavis.edu Tue Oct 20 14:51:02 2015 From: jhori at ucdavis.edu (Joshua Hori) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] the math accessibility guru's have spoken In-Reply-To: References: Message-ID: The compilation is now a Google Doc. Some other considerations: Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation - Convert handwriting into LaTeX and MathML Using the Vision Objects to create math equations for an LMS: https://www.youtube.com/watch?v=X-aRZZO_veE Benetech?s Math Matrix: http://msf.mathmlcloud.org/ - Verify which assistive technologies read math aloud and which types of software and plug-ins are needed (currently in beta). Speech Driven Math Editor: http://www.inftyreader.org/?p=67 - Can be a little clunky but is based off of free software and custom macro?s. The macro?s listed at the above link do not work, but I have them available within a DropBox. I?ve found that math terms over 3 syllables can be problematic for macros?or maybe it?s just my pronunciation that?s horrible? Benetech?s Math Cloud: http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ - Create accessible math using LaTeX. Provides 3 different outputs. (MathJax, MathML, SVG with Alt Text) Best, Joshua Hori From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR Sent: Monday, October 19, 2015 5:10 PM To: Access Technology Higher Education Network Subject: [Athen] the math accessibility guru's have spoken Below is a compilation of responses to 5 questions that I posed to the listserv about math accessibility last week. I received a handful of responses and copied/pasted their comments with virtually no editing. They are in no particular order. A 6th and 7th question was asked which I did my best to respond. The questions are identified as a heading 1 with the responses in bulleted form underneath. Attached is a word doc version as well. Many thanks to the brave and kind folks who shared their knowledge! Why does LaTeX not work with adaptive technology? ? I'm attaching a LaTeX, MathML tools for creating accessible documents guide, and here is the author's webpage: https://www.csun.edu/~hcmth008/ ? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. ? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. ? There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. ? Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I (Dr Abi James) am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? ? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. ? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. ? LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. ? If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. What do you use to go from a LaTeX-based document to a MathML one? ? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? ? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. Do you know of any updates about making math accessible within a PDF? ? To my knowledge, MathML with Word or HTML is the best option. ? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. If you got to stand in front of all math faculty at your campus, what would you want to share with them? ? My advice to STEM persons would be: if they save .tex documents as .pdf, keep the original LaTeX source files in case an accommodation for a screen reader user is needed. ? This may be a good resource for STEM faculty - it's a "tex" accessibility forum ? Math & Science Accessibility ? Math Accessibility Study ? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: o a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. o b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. o c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? ? I know that faculty on the UW campus are using the built-in Equation Editor on MS Office. Very few are using MathType. Otherwise, they use LaTeX. ? This is the response I got from one math professor when asked ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. I do not know of any mathematician using it. Perhaps some mathematicians use it but I have never encountered it online. It is possible that some pages use MathML and I am not aware of it. MathJax is quite popular. I use it on my own personal Web site and it is used by some of the major societies and companies involved in math publications.?? I'm very interested in educating our math department about accessibility. Are you trying to get faculty to create math accessibly from the beginning? As opposed to the disability service office converting it when needed? ? Yes, I am trying to help everyone on campus create more accessible born materials. This is, obviously, the work of 162 lifetimes. However, I am realistic enough to know that the ?convert it only when needed? philosophy will still exist for some time. Until we can get knowledge/tools/simple processes regarding accessibility to layman, we accessibility professionals all have great job security :] Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From greeark at uw.edu Tue Oct 20 15:10:21 2015 From: greeark at uw.edu (KRISTA L. GREEAR) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] the math accessibility guru's have spoken In-Reply-To: References: Message-ID: Love it! From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori Sent: Tuesday, October 20, 2015 2:51 PM To: Access Technology Higher Education Network Subject: Re: [Athen] the math accessibility guru's have spoken The compilation is now a Google Doc. Some other considerations: Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation - Convert handwriting into LaTeX and MathML Using the Vision Objects to create math equations for an LMS: https://www.youtube.com/watch?v=X-aRZZO_veE Benetech?s Math Matrix: http://msf.mathmlcloud.org/ - Verify which assistive technologies read math aloud and which types of software and plug-ins are needed (currently in beta). Speech Driven Math Editor: http://www.inftyreader.org/?p=67 - Can be a little clunky but is based off of free software and custom macro?s. The macro?s listed at the above link do not work, but I have them available within a DropBox. I?ve found that math terms over 3 syllables can be problematic for macros?or maybe it?s just my pronunciation that?s horrible? Benetech?s Math Cloud: http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ - Create accessible math using LaTeX. Provides 3 different outputs. (MathJax, MathML, SVG with Alt Text) Best, Joshua Hori From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR Sent: Monday, October 19, 2015 5:10 PM To: Access Technology Higher Education Network > Subject: [Athen] the math accessibility guru's have spoken Below is a compilation of responses to 5 questions that I posed to the listserv about math accessibility last week. I received a handful of responses and copied/pasted their comments with virtually no editing. They are in no particular order. A 6th and 7th question was asked which I did my best to respond. The questions are identified as a heading 1 with the responses in bulleted form underneath. Attached is a word doc version as well. Many thanks to the brave and kind folks who shared their knowledge! Why does LaTeX not work with adaptive technology? ? I'm attaching a LaTeX, MathML tools for creating accessible documents guide, and here is the author's webpage: https://www.csun.edu/~hcmth008/ ? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. ? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. ? There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. ? Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I (Dr Abi James) am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? ? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. ? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. ? LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. ? If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. What do you use to go from a LaTeX-based document to a MathML one? ? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? ? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. Do you know of any updates about making math accessible within a PDF? ? To my knowledge, MathML with Word or HTML is the best option. ? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. If you got to stand in front of all math faculty at your campus, what would you want to share with them? ? My advice to STEM persons would be: if they save .tex documents as .pdf, keep the original LaTeX source files in case an accommodation for a screen reader user is needed. ? This may be a good resource for STEM faculty - it's a "tex" accessibility forum ? Math & Science Accessibility ? Math Accessibility Study ? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: o a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. o b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. o c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? ? I know that faculty on the UW campus are using the built-in Equation Editor on MS Office. Very few are using MathType. Otherwise, they use LaTeX. ? This is the response I got from one math professor when asked ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. I do not know of any mathematician using it. Perhaps some mathematicians use it but I have never encountered it online. It is possible that some pages use MathML and I am not aware of it. MathJax is quite popular. I use it on my own personal Web site and it is used by some of the major societies and companies involved in math publications.?? I'm very interested in educating our math department about accessibility. Are you trying to get faculty to create math accessibly from the beginning? As opposed to the disability service office converting it when needed? ? Yes, I am trying to help everyone on campus create more accessible born materials. This is, obviously, the work of 162 lifetimes. However, I am realistic enough to know that the ?convert it only when needed? philosophy will still exist for some time. Until we can get knowledge/tools/simple processes regarding accessibility to layman, we accessibility professionals all have great job security :] Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From jhori at ucdavis.edu Tue Oct 20 16:27:26 2015 From: jhori at ucdavis.edu (Joshua Hori) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] the math accessibility guru's have spoken In-Reply-To: References: Message-ID: Sorry, forgot the link to the google doc: https://docs.google.com/document/d/1wObUc4jEjiWMNkEwfIcRdA5dMIPah8i3nDSNilKBJcw/edit?usp=sharing Best, Joshua From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR Sent: Tuesday, October 20, 2015 3:10 PM To: Access Technology Higher Education Network Subject: Re: [Athen] the math accessibility guru's have spoken Love it! From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Joshua Hori Sent: Tuesday, October 20, 2015 2:51 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] the math accessibility guru's have spoken The compilation is now a Google Doc. Some other considerations: Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation - Convert handwriting into LaTeX and MathML Using the Vision Objects to create math equations for an LMS: https://www.youtube.com/watch?v=X-aRZZO_veE Benetech?s Math Matrix: http://msf.mathmlcloud.org/ - Verify which assistive technologies read math aloud and which types of software and plug-ins are needed (currently in beta). Speech Driven Math Editor: http://www.inftyreader.org/?p=67 - Can be a little clunky but is based off of free software and custom macro?s. The macro?s listed at the above link do not work, but I have them available within a DropBox. I?ve found that math terms over 3 syllables can be problematic for macros?or maybe it?s just my pronunciation that?s horrible? Benetech?s Math Cloud: http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ - Create accessible math using LaTeX. Provides 3 different outputs. (MathJax, MathML, SVG with Alt Text) Best, Joshua Hori From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of KRISTA L. GREEAR Sent: Monday, October 19, 2015 5:10 PM To: Access Technology Higher Education Network > Subject: [Athen] the math accessibility guru's have spoken Below is a compilation of responses to 5 questions that I posed to the listserv about math accessibility last week. I received a handful of responses and copied/pasted their comments with virtually no editing. They are in no particular order. A 6th and 7th question was asked which I did my best to respond. The questions are identified as a heading 1 with the responses in bulleted form underneath. Attached is a word doc version as well. Many thanks to the brave and kind folks who shared their knowledge! Why does LaTeX not work with adaptive technology? ? I'm attaching a LaTeX, MathML tools for creating accessible documents guide, and here is the author's webpage: https://www.csun.edu/~hcmth008/ ? My guess is that screen readers have been designed to interpret the HTML markup syntax, and have not yet have the market demand to build a parser for LaTeX. To dig deeper, I suspect it would be very challenging for screen readers to distinguish between two sets of markup grammar, and to be able to interpret substitution macros in LaTeX. ? LaTeX is a programming language for typesetting documents and is presented in a text format. A person can work in a LaTeX editor and the text content will be read, but it functions like code. If you understand the code, then you will understand the equation. It's a bit like looking at HTML code and being able to envision the web page. So, if you are interacting with the code view, then screen-readers can read the text string of a LaTeX equation. When you use LaTeX, you are providing specific instructions for content (e.g., text, equations, etc.) to be rendered visually in a specific manner. Once a LaTeX file is compiled and printed, you are no longer dealing with LaTeX content. ? There has been some working going on in the UK that may help answer your questions. There is a publication from 2012 http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf that might be useful. The articles on starting on page 19 may be useful as they explain how to blind students developed a system of reading LaTeX in a pretty raw form as a reading medium instead of braille. They considered this the quickest route to access maths. But these were very talented mathematicians who started to develop this technique before the graduated school. The advice we give to VI mathematicians keen to study it at college is to learn LaTeX as soon as possible. ? Some thoughts on your questions. The main reason that LaTeX is a difficult format to convert from into one that works with assistive technology is that it is an unstructured. That is there are no semantics within the maths notation and it is possible to create a document without any structure. The other problem is that anyone can create their own LaTeX macros and can use a range of packages/templates used to compile the LaTeX into other formats. This has a huge impact on how easy it is to convert LaTeX into another format. Emma Cliffe at the University of Bath is the expert in the UK on this area. She had a project in 2012 to look at the process of converting LaTeX into accessible formats - http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and she is currently working on a project to produce an up-to-date databased on the best techniques. I (Dr Abi James) am going to talk a bit about this at Accessing Higher Ground. Currently her team prefer PlasTeX as a conversion route http://plastex.sourceforge.net/. How would you explain professor about how to make LaTeX accessible? (aka is the only option to turn into MathML and use it in a word document or with HTML)? ? In certain LMS (e.g., D2L, Canvas), the equation editor includes LaTeX as one of the input methods. ? Some students who are familiar and/or literate in LaTeX may prefer to use a LaTeX file directly as the student would be working with the language directly. I worked with a few students who preferred this interaction as they had access to the actual equation code. Further, there were several majors in which students were expected to be literate in LaTeX, regardless of disability. It was just how that academic community communicated. ? LaTeX serves an input format (essentially) and as such is much more compact and easier to understand than MathML. However, it was not intended to be an output format and provide the semantic structure of math content - that's a role MathML provides. LaTeX was intended for authoring documents so as to then print them out in an accurate manner. ? If the student is not familiar with LaTeX and prefers to use an HTML or MS Word format (depending on the preferred AT), then you will need to jump through a few steps. If you want to use MS Word with NVDA, then MathType is the easiest tool to use to copy and paste LaTeX into MS Word and use MathType to convert these to math objects. Alternatively, if you want to use HTML, then you can embed LaTeX math equations in an HTML file and use MathJax to convert the LaTeX into MathML content. What do you use to go from a LaTeX-based document to a MathML one? ? A handful of converters exists from a quick Internet search. Would anyone share their experience about these converters? ? You could use MathJax or MathType as conversion tools. MathJax if you are dealing with web pages and MathType if you are dealing with MS Word. There may be others, but these are the two I was most familiar with during production. Do you know of any updates about making math accessible within a PDF? ? To my knowledge, MathML with Word or HTML is the best option. ? I believe MathML is supposed to be part of the next PDF/UA specification. I have heard rumors of PDF documents with accessible math equations, but have not seen one yet. Of note is that even if MathML becomes part of the PDF/UA specification, AT will still need to do some work to support such implementations. If you got to stand in front of all math faculty at your campus, what would you want to share with them? ? My advice to STEM persons would be: if they save .tex documents as .pdf, keep the original LaTeX source files in case an accommodation for a screen reader user is needed. ? This may be a good resource for STEM faculty - it's a "tex" accessibility forum ? Math & Science Accessibility ? Math Accessibility Study ? While I think there has been some progress in terms of math accessibility, I don't think there is one "great" solution as it depends on what AT a student is using to interact with math content. In many cases, there is some level of alternate format conversion involved. That said, what I think does tend to work well at this time is the following: o a) Using MS Word+MathType to author math content. This does give a lot of flexibility in terms of interacting with the content directly or converting it into another format (e.g., HTML, DAISY, etc.). A student can use NVDA+MathPlayer+MathType to interact directly with math equations in MS Word or the student can use the Central Access Reader to read text/math content. o b) However, math faculty tend to prefer LaTeX and so the option is to provide access to the .tex files so these may be accessed directly or converted by an alt format team into the desired format. o c) If I had an audience, I may even go so far as to say that the hand-scribbled and scanned PDF solution sets are really not helpful if trying to convert into an alternate format (you know, the solution sets in which it looks like a felt-tip marker was used upside-down and in a mirror to write out the answers). I'm not saying every math professor does it, but there are certainly a few...it's just painful for everyone. An additional question is how STEM professors are editing their documents nowadays. I can see the obvious benefits of the typesetting LaTeX in the days of command line, plus a shallow learning curve for maths and computer science experts. What are the rest of STEM faculty using -- those who don't need complex equations everyday and don't have the need to learn a coding language? ? I know that faculty on the UW campus are using the built-in Equation Editor on MS Office. Very few are using MathType. Otherwise, they use LaTeX. ? This is the response I got from one math professor when asked ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. I do not know of any mathematician using it. Perhaps some mathematicians use it but I have never encountered it online. It is possible that some pages use MathML and I am not aware of it. MathJax is quite popular. I use it on my own personal Web site and it is used by some of the major societies and companies involved in math publications.?? I'm very interested in educating our math department about accessibility. Are you trying to get faculty to create math accessibly from the beginning? As opposed to the disability service office converting it when needed? ? Yes, I am trying to help everyone on campus create more accessible born materials. This is, obviously, the work of 162 lifetimes. However, I am realistic enough to know that the ?convert it only when needed? philosophy will still exist for some time. Until we can get knowledge/tools/simple processes regarding accessibility to layman, we accessibility professionals all have great job security :] Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From gdharris at ucsc.edu Wed Oct 21 11:39:33 2015 From: gdharris at ucsc.edu (Ganga Harrison) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] DAISY format and players Message-ID: Could anyone tell me where I can find out more about DIASY players and how to create .daisy format? We currently make Mp3's using Kurzweil and would like to find a better audio on the go option for students. -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From JElmer at vcccd.edu Wed Oct 21 11:57:31 2015 From: JElmer at vcccd.edu (John Elmer) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] DAISY format and players In-Reply-To: References: Message-ID: As you probably already know, for books available through Learning Ally, they have apps available for both Apple and Adroid mobile devices. John From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Ganga Harrison Sent: Wednesday, October 21, 2015 11:40 AM To: athen-list@u.washington.edu Subject: [Athen] DAISY format and players Could anyone tell me where I can find out more about DIASY players and how to create .daisy format? We currently make Mp3's using Kurzweil and would like to find a better audio on the go option for students. -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpolizzotto at taftcollege.edu Wed Oct 21 12:00:07 2015 From: jpolizzotto at taftcollege.edu (Joseph Polizzotto) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] DAISY format and players In-Reply-To: References: Message-ID: Ganga, The DAISY Consortium has many resources on their website: Software Playback Tools (Daisy Consortium Website) One method to create DAISY books is by using the Save as Daisy add-in for MS Word. The Tobi and Obi tools are open-source conversion tools that you might check out, too. Here is a list of other conversion tools: Daisy Conversion Tools There are also some YouTube videos out there by the DAISY Consortium that you might find helpful: YouTube Videos about DAISY Joseph Polizzotto Associate Professor, Learning Skills High Tech Center Access Specialist Taft College 29 Cougar Court Taft CA 93268 661-763-7977 (work) 408-504-7404 (cell) 661-763-7758 (fax) jpolizzotto@taftcollege.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Ganga Harrison Sent: Wednesday, October 21, 2015 11:40 AM To: athen-list@u.washington.edu Subject: [Athen] DAISY format and players Could anyone tell me where I can find out more about DIASY players and how to create .daisy format? We currently make Mp3's using Kurzweil and would like to find a better audio on the go option for students. -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mdimac at kent.edu Wed Oct 21 12:09:23 2015 From: mdimac at kent.edu (Dimac, Marcie) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Barnes and Noble and Accessible Information Management Message-ID: [please forgive the cross-post] Good afternoon all, Our University has recently partnered with B&N as our bookstore for all of our campuses. Our office utilizes AIM (Accessible Information Management) as our database management system for tracking and managing accommodations for our students. I am speaking with B&N and am trying to see if they are open to performing some type of sync with AIM so that when a student requests e-text, AIM is able to pull their book information (rather than our office manually locating this information for hundreds of books). They have asked me to reach out and see if any other Universities have used B&N with AIM. Has anyone out there been able to sync this data successfully and if so, would you mind sharing how you completed this process? Thanks! Marcie Anne Dimac, M.A. Ed. Coordinator, Assistive Technology Student Accessibility Services DeWeese Health Center, Room 23 Kent, Ohio 44242 Email: mdimac@kent.edu Phone: 330-672-3391 Confidentiality Notice: This e-mail is intended only for the use of the individual or entity to which it is addressed. This e-mail message may contain confidential information intended only for use of the individual or entity named. If the reader of this message is not the intended recipient, please do not read, use, disclose, copy or distribute this message and do not take any action in reliance upon it. If you have received this transmission in error, you are hereby notified that any dissemination, distribution or copying of this communication is prohibited. Please delete it from your system without copying or forwarding it, and notify the sender of the error by reply e-mail or by calling 330-672-3391. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdharris at ucsc.edu Wed Oct 21 12:10:45 2015 From: gdharris at ucsc.edu (Ganga Harrison) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] athen-list Digest, Vol 117, Issue 18 In-Reply-To: References: Message-ID: Thanks so much! On Wed, Oct 21, 2015 at 12:01 PM, < athen-list-request@mailman13.u.washington.edu> wrote: > Send athen-list mailing list submissions to > athen-list@u.washington.edu > > To subscribe or unsubscribe via the World Wide Web, visit > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > or, via email, send a message with subject or body 'help' to > athen-list-request@mailman13.u.washington.edu > > You can reach the person managing the list at > athen-list-owner@mailman13.u.washington.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of athen-list digest..." > > > Today's Topics: > > 1. Independence Science? (Russell Solowoniuk) > 2. Re: the math accessibility guru's have spoken (Joshua Hori) > 3. Re: the math accessibility guru's have spoken (KRISTA L. GREEAR) > 4. Re: the math accessibility guru's have spoken (Joshua Hori) > 5. DAISY format and players (Ganga Harrison) > 6. Re: DAISY format and players (John Elmer) > 7. Re: DAISY format and players (Joseph Polizzotto) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Tue, 20 Oct 2015 14:43:05 -0600 > From: "Russell Solowoniuk" > To: > Subject: [Athen] Independence Science? > Message-ID: <562652F9020000EC00040C21@gatedom2vs.macewan.ca> > Content-Type: text/plain; charset=US-ASCII > > Hi, > > Has anyone used any of the products or tactile graphics from Independence > Science? They sell data collection tools, data analysis software, sensors > and meters, and tactile graphics that help visually impaired and blind > students work more independently in science lab settings. > > I'd be interested to get feedback from anyone who has tried these products. > > Here is a link to their website.... > > http://www.independencescience.com > > Thanks, > > Russell > > Russell Solowoniuk > AT Educational Assistant, Services to Students with Disabilities > MacEwan University > 7-198 D4, 10700-104 Ave. > Edmonton, AB T5J 4S2 > E: solowoniukr@macewan.ca > T: 780-497-5826 > F: 780-497-4018 > macewan.ca > This communication is intended for the use of the recipient to whom it is > addressed and may contain confidential, personal, and/or privileged > information. Please contact me immediately if you are not the intended > recipient of this communication, and do not copy, distribute, or take > action relying on it. Any communication received in error, or subsequent > reply, should be deleted or destroyed. > Please consider the environment before printing this email. > > > > > ------------------------------ > > Message: 2 > Date: Tue, 20 Oct 2015 21:51:02 +0000 > From: Joshua Hori > To: Access Technology Higher Education Network > > Subject: Re: [Athen] the math accessibility guru's have spoken > Message-ID: > < > A813F14D72B7E14FBDC130669B59176C689EE461@exmbx12.ex.ad3.ucdavis.edu> > Content-Type: text/plain; charset="utf-8" > > The compilation is now a Google Doc. > > Some other considerations: > Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation > > - Convert handwriting into LaTeX and MathML > Using the Vision Objects to create math equations for an LMS: > https://www.youtube.com/watch?v=X-aRZZO_veE > Benetech?s Math Matrix: http://msf.mathmlcloud.org/ > > - Verify which assistive technologies read math aloud and which > types of software and plug-ins are needed (currently in beta). > Speech Driven Math Editor: http://www.inftyreader.org/?p=67 > > - Can be a little clunky but is based off of free software and > custom macro?s. The macro?s listed at the above link do not work, but I > have them available within a DropBox< > https://www.dropbox.com/sh/wq1wbhiaqj11onl/AADMBJsKX73D7weWdg_iVcW7a?dl=0>. > I?ve found that math terms over 3 syllables can be problematic for > macros?or maybe it?s just my pronunciation that?s horrible? > Benetech?s Math Cloud: > http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ > > - Create accessible math using LaTeX. Provides 3 different > outputs. (MathJax, MathML, SVG with Alt Text) > Best, > > Joshua Hori > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of KRISTA L. GREEAR > Sent: Monday, October 19, 2015 5:10 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] the math accessibility guru's have spoken > > Below is a compilation of responses to 5 questions that I posed to the > listserv about math accessibility last week. I received a handful of > responses and copied/pasted their comments with virtually no editing. They > are in no particular order. A 6th and 7th question was asked which I did my > best to respond. The questions are identified as a heading 1 with the > responses in bulleted form underneath. Attached is a word doc version as > well. > > Many thanks to the brave and kind folks who shared their knowledge! > > Why does LaTeX not work with adaptive technology? > > ? I'm attaching a LaTeX, MathML tools for creating accessible > documents guide, and here is the author's webpage: > https://www.csun.edu/~hcmth008/ > > ? My guess is that screen readers have been designed to interpret > the HTML markup syntax, and have not yet have the market demand to build a > parser for LaTeX. To dig deeper, I suspect it would be very challenging > for screen readers to distinguish between two sets of markup grammar, and > to be able to interpret substitution macros in LaTeX. > > ? LaTeX is a programming language for typesetting documents and is > presented in a text format. A person can work in a LaTeX editor and the > text content will be read, but it functions like code. If you understand > the code, then you will understand the equation. It's a bit like looking at > HTML code and being able to envision the web page. So, if you are > interacting with the code view, then screen-readers can read the text > string of a LaTeX equation. When you use LaTeX, you are providing specific > instructions for content (e.g., text, equations, etc.) to be rendered > visually in a specific manner. Once a LaTeX file is compiled and printed, > you are no longer dealing with LaTeX content. > > ? There has been some working going on in the UK that may help > answer your questions. There is a publication from 2012 > http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf > that might be useful. The articles on starting on page 19 may be useful as > they explain how to blind students developed a system of reading LaTeX in > a pretty raw form as a reading medium instead of braille. They considered > this the quickest route to access maths. But these were very talented > mathematicians who started to develop this technique before the graduated > school. The advice we give to VI mathematicians keen to study it at college > is to learn LaTeX as soon as possible. > > ? Some thoughts on your questions. The main reason that LaTeX is a > difficult format to convert from into one that works with assistive > technology is that it is an unstructured. That is there are no semantics > within the maths notation and it is possible to create a document without > any structure. The other problem is that anyone can create their own LaTeX > macros and can use a range of packages/templates used to compile the LaTeX > into other formats. This has a huge impact on how easy it is to convert > LaTeX into another format. Emma Cliffe at the University of Bath is the > expert in the UK on this area. She had a project in 2012 to look at the > process of converting LaTeX into accessible formats - > http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and > she is currently working on a project to produce an up-to-date databased on > the best techniques. I (Dr Abi James) am going to talk a bit about this at > Accessing Higher Ground. Currently her team prefer Pla! > sTeX as a conversion route http://plastex.sourceforge.net/. > > How would you explain professor about how to make LaTeX accessible? (aka > is the only option to turn into MathML and use it in a word document or > with HTML)? > > ? In certain LMS (e.g., D2L, Canvas), the equation editor includes > LaTeX as one of the input methods. > > ? Some students who are familiar and/or literate in LaTeX may > prefer to use a LaTeX file directly as the student would be working with > the language directly. I worked with a few students who preferred this > interaction as they had access to the actual equation code. Further, there > were several majors in which students were expected to be literate in > LaTeX, regardless of disability. It was just how that academic community > communicated. > > ? LaTeX serves an input format (essentially) and as such is much > more compact and easier to understand than MathML. However, it was not > intended to be an output format and provide the semantic structure of math > content - that's a role MathML provides. LaTeX was intended for authoring > documents so as to then print them out in an accurate manner. > > ? If the student is not familiar with LaTeX and prefers to use an > HTML or MS Word format (depending on the preferred AT), then you will need > to jump through a few steps. If you want to use MS Word with NVDA, then > MathType is the easiest tool to use to copy and paste LaTeX into MS Word > and use MathType to convert these to math objects. Alternatively, if you > want to use HTML, then you can embed LaTeX math equations in an HTML file > and use MathJax to convert the LaTeX into MathML content. > > What do you use to go from a LaTeX-based document to a MathML one? > > ? A handful of converters exists from a quick Internet search. > Would anyone share their experience about these converters? > > ? You could use MathJax or MathType as conversion tools. MathJax > if you are dealing with web pages and MathType if you are dealing with MS > Word. There may be others, but these are the two I was most familiar with > during production. > > Do you know of any updates about making math accessible within a PDF? > > ? To my knowledge, MathML with Word or HTML is the best option. > > ? I believe MathML is supposed to be part of the next PDF/UA > specification. I have heard rumors of PDF documents with accessible math > equations, but have not seen one yet. Of note is that even if MathML > becomes part of the PDF/UA specification, AT will still need to do some > work to support such implementations. > > If you got to stand in front of all math faculty at your campus, what > would you want to share with them? > > ? My advice to STEM persons would be: if they save .tex documents > as .pdf, keep the original LaTeX source files in case an accommodation for > a screen reader user is needed. > > ? This may be a good resource for STEM faculty - it's a "tex" > accessibility forum< > http://tex.stackexchange.com/questions/tagged/accessibility> > > ? Math & Science Accessibility< > https://www.pcc.edu/resources/instructional-support/access/math.html> > > ? Math Accessibility Study< > http://www.pcc.edu/resources/instructional-support/access/Math-Accessibility.html > > > > ? While I think there has been some progress in terms of math > accessibility, I don't think there is one "great" solution as it depends on > what AT a student is using to interact with math content. In many cases, > there is some level of alternate format conversion involved. That said, > what I think does tend to work well at this time is the following: > > o a) Using MS Word+MathType to author math content. This does give a lot > of flexibility in terms of interacting with the content directly or > converting it into another format (e.g., HTML, DAISY, etc.). A student can > use NVDA+MathPlayer+MathType to interact directly with math equations in MS > Word or the student can use the Central Access Reader to read text/math > content. > > o b) However, math faculty tend to prefer LaTeX and so the option is to > provide access to the .tex files so these may be accessed directly or > converted by an alt format team into the desired format. > > o c) If I had an audience, I may even go so far as to say that the > hand-scribbled and scanned PDF solution sets are really not helpful if > trying to convert into an alternate format (you know, the solution sets in > which it looks like a felt-tip marker was used upside-down and in a mirror > to write out the answers). I'm not saying every math professor does it, but > there are certainly a few...it's just painful for everyone. > > An additional question is how STEM professors are editing their documents > nowadays. I can see the obvious benefits of the typesetting LaTeX in the > days of command line, plus a shallow learning curve for maths and computer > science experts. What are the rest of STEM faculty using -- those who > don't need complex equations everyday and don't have the need to learn a > coding language? > > ? I know that faculty on the UW campus are using the built-in > Equation Editor on MS Office. Very few are using MathType. Otherwise, they > use LaTeX. > > ? This is the response I got from one math professor when asked > ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. > I do not know of any mathematician using it. Perhaps some mathematicians > use it but I have never encountered it online. It is possible that some > pages use MathML and I am not aware of it. MathJax is quite popular. I use > it on my own personal Web site and it is used by some of the major > societies and companies involved in math publications.?? > > I'm very interested in educating our math department about accessibility. > Are you trying to get faculty to create math accessibly from the beginning? > As opposed to the disability service office converting it when needed? > > ? Yes, I am trying to help everyone on campus create more > accessible born materials. This is, obviously, the work of 162 lifetimes. > However, I am realistic enough to know that the ?convert it only when > needed? philosophy will still exist for some time. Until we can get > knowledge/tools/simple processes regarding accessibility to layman, we > accessibility professionals all have great job security :] > > Krista Greear > University of Washington | Disability Resources for Students > Accessible Text & Technology Manager > 011 Mary Gates Hall | Box 352808 > Seattle, WA 98195-2808 | disability.uw.edu/< > http://disability.uw.edu/%22%20%5Ct%20%22_blank> > [ada-banner] > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/1e9f83a3/attachment-0001.html > > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.png > Type: image/png > Size: 18769 bytes > Desc: image001.png > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/1e9f83a3/attachment-0001.png > > > > ------------------------------ > > Message: 3 > Date: Tue, 20 Oct 2015 22:10:21 +0000 > From: "KRISTA L. GREEAR" > To: Access Technology Higher Education Network > > Subject: Re: [Athen] the math accessibility guru's have spoken > Message-ID: > < > BY2PR0801MB159141060DE923897254BF25CF390@BY2PR0801MB1591.namprd08.prod.outlook.com > > > > Content-Type: text/plain; charset="utf-8" > > Love it! > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joshua Hori > Sent: Tuesday, October 20, 2015 2:51 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] the math accessibility guru's have spoken > > The compilation is now a Google Doc. > > Some other considerations: > Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation > > - Convert handwriting into LaTeX and MathML > Using the Vision Objects to create math equations for an LMS: > https://www.youtube.com/watch?v=X-aRZZO_veE > Benetech?s Math Matrix: http://msf.mathmlcloud.org/ > > - Verify which assistive technologies read math aloud and which > types of software and plug-ins are needed (currently in beta). > Speech Driven Math Editor: http://www.inftyreader.org/?p=67 > > - Can be a little clunky but is based off of free software and > custom macro?s. The macro?s listed at the above link do not work, but I > have them available within a DropBox< > https://www.dropbox.com/sh/wq1wbhiaqj11onl/AADMBJsKX73D7weWdg_iVcW7a?dl=0>. > I?ve found that math terms over 3 syllables can be problematic for > macros?or maybe it?s just my pronunciation that?s horrible? > Benetech?s Math Cloud: > http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ > > - Create accessible math using LaTeX. Provides 3 different > outputs. (MathJax, MathML, SVG with Alt Text) > Best, > > Joshua Hori > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of KRISTA L. GREEAR > Sent: Monday, October 19, 2015 5:10 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] the math accessibility guru's have spoken > > Below is a compilation of responses to 5 questions that I posed to the > listserv about math accessibility last week. I received a handful of > responses and copied/pasted their comments with virtually no editing. They > are in no particular order. A 6th and 7th question was asked which I did my > best to respond. The questions are identified as a heading 1 with the > responses in bulleted form underneath. Attached is a word doc version as > well. > > Many thanks to the brave and kind folks who shared their knowledge! > > Why does LaTeX not work with adaptive technology? > > ? I'm attaching a LaTeX, MathML tools for creating accessible > documents guide, and here is the author's webpage: > https://www.csun.edu/~hcmth008/ > > ? My guess is that screen readers have been designed to interpret > the HTML markup syntax, and have not yet have the market demand to build a > parser for LaTeX. To dig deeper, I suspect it would be very challenging > for screen readers to distinguish between two sets of markup grammar, and > to be able to interpret substitution macros in LaTeX. > > ? LaTeX is a programming language for typesetting documents and is > presented in a text format. A person can work in a LaTeX editor and the > text content will be read, but it functions like code. If you understand > the code, then you will understand the equation. It's a bit like looking at > HTML code and being able to envision the web page. So, if you are > interacting with the code view, then screen-readers can read the text > string of a LaTeX equation. When you use LaTeX, you are providing specific > instructions for content (e.g., text, equations, etc.) to be rendered > visually in a specific manner. Once a LaTeX file is compiled and printed, > you are no longer dealing with LaTeX content. > > ? There has been some working going on in the UK that may help > answer your questions. There is a publication from 2012 > http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf > that might be useful. The articles on starting on page 19 may be useful as > they explain how to blind students developed a system of reading LaTeX in > a pretty raw form as a reading medium instead of braille. They considered > this the quickest route to access maths. But these were very talented > mathematicians who started to develop this technique before the graduated > school. The advice we give to VI mathematicians keen to study it at college > is to learn LaTeX as soon as possible. > > ? Some thoughts on your questions. The main reason that LaTeX is a > difficult format to convert from into one that works with assistive > technology is that it is an unstructured. That is there are no semantics > within the maths notation and it is possible to create a document without > any structure. The other problem is that anyone can create their own LaTeX > macros and can use a range of packages/templates used to compile the LaTeX > into other formats. This has a huge impact on how easy it is to convert > LaTeX into another format. Emma Cliffe at the University of Bath is the > expert in the UK on this area. She had a project in 2012 to look at the > process of converting LaTeX into accessible formats - > http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and > she is currently working on a project to produce an up-to-date databased on > the best techniques. I (Dr Abi James) am going to talk a bit about this at > Accessing Higher Ground. Currently her team prefer Pla! > sTeX as a conversion route http://plastex.sourceforge.net/. > > How would you explain professor about how to make LaTeX accessible? (aka > is the only option to turn into MathML and use it in a word document or > with HTML)? > > ? In certain LMS (e.g., D2L, Canvas), the equation editor includes > LaTeX as one of the input methods. > > ? Some students who are familiar and/or literate in LaTeX may > prefer to use a LaTeX file directly as the student would be working with > the language directly. I worked with a few students who preferred this > interaction as they had access to the actual equation code. Further, there > were several majors in which students were expected to be literate in > LaTeX, regardless of disability. It was just how that academic community > communicated. > > ? LaTeX serves an input format (essentially) and as such is much > more compact and easier to understand than MathML. However, it was not > intended to be an output format and provide the semantic structure of math > content - that's a role MathML provides. LaTeX was intended for authoring > documents so as to then print them out in an accurate manner. > > ? If the student is not familiar with LaTeX and prefers to use an > HTML or MS Word format (depending on the preferred AT), then you will need > to jump through a few steps. If you want to use MS Word with NVDA, then > MathType is the easiest tool to use to copy and paste LaTeX into MS Word > and use MathType to convert these to math objects. Alternatively, if you > want to use HTML, then you can embed LaTeX math equations in an HTML file > and use MathJax to convert the LaTeX into MathML content. > > What do you use to go from a LaTeX-based document to a MathML one? > > ? A handful of converters exists from a quick Internet search. > Would anyone share their experience about these converters? > > ? You could use MathJax or MathType as conversion tools. MathJax > if you are dealing with web pages and MathType if you are dealing with MS > Word. There may be others, but these are the two I was most familiar with > during production. > > Do you know of any updates about making math accessible within a PDF? > > ? To my knowledge, MathML with Word or HTML is the best option. > > ? I believe MathML is supposed to be part of the next PDF/UA > specification. I have heard rumors of PDF documents with accessible math > equations, but have not seen one yet. Of note is that even if MathML > becomes part of the PDF/UA specification, AT will still need to do some > work to support such implementations. > > If you got to stand in front of all math faculty at your campus, what > would you want to share with them? > > ? My advice to STEM persons would be: if they save .tex documents > as .pdf, keep the original LaTeX source files in case an accommodation for > a screen reader user is needed. > > ? This may be a good resource for STEM faculty - it's a "tex" > accessibility forum< > http://tex.stackexchange.com/questions/tagged/accessibility> > > ? Math & Science Accessibility< > https://www.pcc.edu/resources/instructional-support/access/math.html> > > ? Math Accessibility Study< > http://www.pcc.edu/resources/instructional-support/access/Math-Accessibility.html > > > > ? While I think there has been some progress in terms of math > accessibility, I don't think there is one "great" solution as it depends on > what AT a student is using to interact with math content. In many cases, > there is some level of alternate format conversion involved. That said, > what I think does tend to work well at this time is the following: > > o a) Using MS Word+MathType to author math content. This does give a lot > of flexibility in terms of interacting with the content directly or > converting it into another format (e.g., HTML, DAISY, etc.). A student can > use NVDA+MathPlayer+MathType to interact directly with math equations in MS > Word or the student can use the Central Access Reader to read text/math > content. > > o b) However, math faculty tend to prefer LaTeX and so the option is to > provide access to the .tex files so these may be accessed directly or > converted by an alt format team into the desired format. > > o c) If I had an audience, I may even go so far as to say that the > hand-scribbled and scanned PDF solution sets are really not helpful if > trying to convert into an alternate format (you know, the solution sets in > which it looks like a felt-tip marker was used upside-down and in a mirror > to write out the answers). I'm not saying every math professor does it, but > there are certainly a few...it's just painful for everyone. > > An additional question is how STEM professors are editing their documents > nowadays. I can see the obvious benefits of the typesetting LaTeX in the > days of command line, plus a shallow learning curve for maths and computer > science experts. What are the rest of STEM faculty using -- those who > don't need complex equations everyday and don't have the need to learn a > coding language? > > ? I know that faculty on the UW campus are using the built-in > Equation Editor on MS Office. Very few are using MathType. Otherwise, they > use LaTeX. > > ? This is the response I got from one math professor when asked > ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. > I do not know of any mathematician using it. Perhaps some mathematicians > use it but I have never encountered it online. It is possible that some > pages use MathML and I am not aware of it. MathJax is quite popular. I use > it on my own personal Web site and it is used by some of the major > societies and companies involved in math publications.?? > > I'm very interested in educating our math department about accessibility. > Are you trying to get faculty to create math accessibly from the beginning? > As opposed to the disability service office converting it when needed? > > ? Yes, I am trying to help everyone on campus create more > accessible born materials. This is, obviously, the work of 162 lifetimes. > However, I am realistic enough to know that the ?convert it only when > needed? philosophy will still exist for some time. Until we can get > knowledge/tools/simple processes regarding accessibility to layman, we > accessibility professionals all have great job security :] > > Krista Greear > University of Washington | Disability Resources for Students > Accessible Text & Technology Manager > 011 Mary Gates Hall | Box 352808 > Seattle, WA 98195-2808 | disability.uw.edu/< > http://disability.uw.edu/%22%20%5Ct%20%22_blank> > [ada-banner] > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/38e6e449/attachment-0001.html > > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.png > Type: image/png > Size: 18769 bytes > Desc: image001.png > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/38e6e449/attachment-0001.png > > > > ------------------------------ > > Message: 4 > Date: Tue, 20 Oct 2015 23:27:26 +0000 > From: Joshua Hori > To: Access Technology Higher Education Network > > Subject: Re: [Athen] the math accessibility guru's have spoken > Message-ID: > < > A813F14D72B7E14FBDC130669B59176C689EF9D0@exmbx12.ex.ad3.ucdavis.edu> > Content-Type: text/plain; charset="utf-8" > > Sorry, forgot the link to the google doc: > https://docs.google.com/document/d/1wObUc4jEjiWMNkEwfIcRdA5dMIPah8i3nDSNilKBJcw/edit?usp=sharing > > Best, > > Joshua > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of KRISTA L. GREEAR > Sent: Tuesday, October 20, 2015 3:10 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] the math accessibility guru's have spoken > > Love it! > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Joshua Hori > Sent: Tuesday, October 20, 2015 2:51 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: Re: [Athen] the math accessibility guru's have spoken > > The compilation is now a Google Doc. > > Some other considerations: > Vision Objects Web equations: https://webdemo.myscript.com/#/demo/equation > > - Convert handwriting into LaTeX and MathML > Using the Vision Objects to create math equations for an LMS: > https://www.youtube.com/watch?v=X-aRZZO_veE > Benetech?s Math Matrix: http://msf.mathmlcloud.org/ > > - Verify which assistive technologies read math aloud and which > types of software and plug-ins are needed (currently in beta). > Speech Driven Math Editor: http://www.inftyreader.org/?p=67 > > - Can be a little clunky but is based off of free software and > custom macro?s. The macro?s listed at the above link do not work, but I > have them available within a DropBox< > https://www.dropbox.com/sh/wq1wbhiaqj11onl/AADMBJsKX73D7weWdg_iVcW7a?dl=0>. > I?ve found that math terms over 3 syllables can be problematic for > macros?or maybe it?s just my pronunciation that?s horrible? > Benetech?s Math Cloud: > http://benetech.org/our-programs/literacy/born-accessible/mathml-cloud/ > > - Create accessible math using LaTeX. Provides 3 different > outputs. (MathJax, MathML, SVG with Alt Text) > Best, > > Joshua Hori > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of KRISTA L. GREEAR > Sent: Monday, October 19, 2015 5:10 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] the math accessibility guru's have spoken > > Below is a compilation of responses to 5 questions that I posed to the > listserv about math accessibility last week. I received a handful of > responses and copied/pasted their comments with virtually no editing. They > are in no particular order. A 6th and 7th question was asked which I did my > best to respond. The questions are identified as a heading 1 with the > responses in bulleted form underneath. Attached is a word doc version as > well. > > Many thanks to the brave and kind folks who shared their knowledge! > > Why does LaTeX not work with adaptive technology? > > ? I'm attaching a LaTeX, MathML tools for creating accessible > documents guide, and here is the author's webpage: > https://www.csun.edu/~hcmth008/ > > ? My guess is that screen readers have been designed to interpret > the HTML markup syntax, and have not yet have the market demand to build a > parser for LaTeX. To dig deeper, I suspect it would be very challenging > for screen readers to distinguish between two sets of markup grammar, and > to be able to interpret substitution macros in LaTeX. > > ? LaTeX is a programming language for typesetting documents and is > presented in a text format. A person can work in a LaTeX editor and the > text content will be read, but it functions like code. If you understand > the code, then you will understand the equation. It's a bit like looking at > HTML code and being able to envision the web page. So, if you are > interacting with the code view, then screen-readers can read the text > string of a LaTeX equation. When you use LaTeX, you are providing specific > instructions for content (e.g., text, equations, etc.) to be rendered > visually in a specific manner. Once a LaTeX file is compiled and printed, > you are no longer dealing with LaTeX content. > > ? There has been some working going on in the UK that may help > answer your questions. There is a publication from 2012 > http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf > that might be useful. The articles on starting on page 19 may be useful as > they explain how to blind students developed a system of reading LaTeX in > a pretty raw form as a reading medium instead of braille. They considered > this the quickest route to access maths. But these were very talented > mathematicians who started to develop this technique before the graduated > school. The advice we give to VI mathematicians keen to study it at college > is to learn LaTeX as soon as possible. > > ? Some thoughts on your questions. The main reason that LaTeX is a > difficult format to convert from into one that works with assistive > technology is that it is an unstructured. That is there are no semantics > within the maths notation and it is possible to create a document without > any structure. The other problem is that anyone can create their own LaTeX > macros and can use a range of packages/templates used to compile the LaTeX > into other formats. This has a huge impact on how easy it is to convert > LaTeX into another format. Emma Cliffe at the University of Bath is the > expert in the UK on this area. She had a project in 2012 to look at the > process of converting LaTeX into accessible formats - > http://www.bath.ac.uk/study/mash/maths-access/overview/index.html - and > she is currently working on a project to produce an up-to-date databased on > the best techniques. I (Dr Abi James) am going to talk a bit about this at > Accessing Higher Ground. Currently her team prefer Pla! > sTeX as a conversion route http://plastex.sourceforge.net/. > > How would you explain professor about how to make LaTeX accessible? (aka > is the only option to turn into MathML and use it in a word document or > with HTML)? > > ? In certain LMS (e.g., D2L, Canvas), the equation editor includes > LaTeX as one of the input methods. > > ? Some students who are familiar and/or literate in LaTeX may > prefer to use a LaTeX file directly as the student would be working with > the language directly. I worked with a few students who preferred this > interaction as they had access to the actual equation code. Further, there > were several majors in which students were expected to be literate in > LaTeX, regardless of disability. It was just how that academic community > communicated. > > ? LaTeX serves an input format (essentially) and as such is much > more compact and easier to understand than MathML. However, it was not > intended to be an output format and provide the semantic structure of math > content - that's a role MathML provides. LaTeX was intended for authoring > documents so as to then print them out in an accurate manner. > > ? If the student is not familiar with LaTeX and prefers to use an > HTML or MS Word format (depending on the preferred AT), then you will need > to jump through a few steps. If you want to use MS Word with NVDA, then > MathType is the easiest tool to use to copy and paste LaTeX into MS Word > and use MathType to convert these to math objects. Alternatively, if you > want to use HTML, then you can embed LaTeX math equations in an HTML file > and use MathJax to convert the LaTeX into MathML content. > > What do you use to go from a LaTeX-based document to a MathML one? > > ? A handful of converters exists from a quick Internet search. > Would anyone share their experience about these converters? > > ? You could use MathJax or MathType as conversion tools. MathJax > if you are dealing with web pages and MathType if you are dealing with MS > Word. There may be others, but these are the two I was most familiar with > during production. > > Do you know of any updates about making math accessible within a PDF? > > ? To my knowledge, MathML with Word or HTML is the best option. > > ? I believe MathML is supposed to be part of the next PDF/UA > specification. I have heard rumors of PDF documents with accessible math > equations, but have not seen one yet. Of note is that even if MathML > becomes part of the PDF/UA specification, AT will still need to do some > work to support such implementations. > > If you got to stand in front of all math faculty at your campus, what > would you want to share with them? > > ? My advice to STEM persons would be: if they save .tex documents > as .pdf, keep the original LaTeX source files in case an accommodation for > a screen reader user is needed. > > ? This may be a good resource for STEM faculty - it's a "tex" > accessibility forum< > http://tex.stackexchange.com/questions/tagged/accessibility> > > ? Math & Science Accessibility< > https://www.pcc.edu/resources/instructional-support/access/math.html> > > ? Math Accessibility Study< > http://www.pcc.edu/resources/instructional-support/access/Math-Accessibility.html > > > > ? While I think there has been some progress in terms of math > accessibility, I don't think there is one "great" solution as it depends on > what AT a student is using to interact with math content. In many cases, > there is some level of alternate format conversion involved. That said, > what I think does tend to work well at this time is the following: > > o a) Using MS Word+MathType to author math content. This does give a lot > of flexibility in terms of interacting with the content directly or > converting it into another format (e.g., HTML, DAISY, etc.). A student can > use NVDA+MathPlayer+MathType to interact directly with math equations in MS > Word or the student can use the Central Access Reader to read text/math > content. > > o b) However, math faculty tend to prefer LaTeX and so the option is to > provide access to the .tex files so these may be accessed directly or > converted by an alt format team into the desired format. > > o c) If I had an audience, I may even go so far as to say that the > hand-scribbled and scanned PDF solution sets are really not helpful if > trying to convert into an alternate format (you know, the solution sets in > which it looks like a felt-tip marker was used upside-down and in a mirror > to write out the answers). I'm not saying every math professor does it, but > there are certainly a few...it's just painful for everyone. > > An additional question is how STEM professors are editing their documents > nowadays. I can see the obvious benefits of the typesetting LaTeX in the > days of command line, plus a shallow learning curve for maths and computer > science experts. What are the rest of STEM faculty using -- those who > don't need complex equations everyday and don't have the need to learn a > coding language? > > ? I know that faculty on the UW campus are using the built-in > Equation Editor on MS Office. Very few are using MathType. Otherwise, they > use LaTeX. > > ? This is the response I got from one math professor when asked > ?Do you know what mathML is?? ? ?I know about MathML. I have never used it. > I do not know of any mathematician using it. Perhaps some mathematicians > use it but I have never encountered it online. It is possible that some > pages use MathML and I am not aware of it. MathJax is quite popular. I use > it on my own personal Web site and it is used by some of the major > societies and companies involved in math publications.?? > > I'm very interested in educating our math department about accessibility. > Are you trying to get faculty to create math accessibly from the beginning? > As opposed to the disability service office converting it when needed? > > ? Yes, I am trying to help everyone on campus create more > accessible born materials. This is, obviously, the work of 162 lifetimes. > However, I am realistic enough to know that the ?convert it only when > needed? philosophy will still exist for some time. Until we can get > knowledge/tools/simple processes regarding accessibility to layman, we > accessibility professionals all have great job security :] > > Krista Greear > University of Washington | Disability Resources for Students > Accessible Text & Technology Manager > 011 Mary Gates Hall | Box 352808 > Seattle, WA 98195-2808 | disability.uw.edu/< > http://disability.uw.edu/%22%20%5Ct%20%22_blank> > [ada-banner] > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/9c1fdb20/attachment-0001.html > > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.png > Type: image/png > Size: 18769 bytes > Desc: image001.png > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151020/9c1fdb20/attachment-0001.png > > > > ------------------------------ > > Message: 5 > Date: Wed, 21 Oct 2015 11:39:33 -0700 > From: Ganga Harrison > To: athen-list@u.washington.edu > Subject: [Athen] DAISY format and players > Message-ID: > SH+Z0RYDkbqZQ@mail.gmail.com> > Content-Type: text/plain; charset="utf-8" > > Could anyone tell me where I can find out more about DIASY players and how > to create .daisy format? > > We currently make Mp3's using Kurzweil and would like to find a better > audio on the go option for students. > > -- > > Sincerely, > > Ganga Harrison > Accessible Technology Coordinator > Disability Resource Center > 831-459-4573 > gdharris@ucsc.edu > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151021/a37f7793/attachment-0001.html > > > > ------------------------------ > > Message: 6 > Date: Wed, 21 Oct 2015 18:57:31 +0000 > From: John Elmer > To: Access Technology Higher Education Network > > Subject: Re: [Athen] DAISY format and players > Message-ID: > < > E26567399CC30147A525B0B4E05C04C6011BEB4732@D2010MAILDB02.ad.vcccd.edu> > > Content-Type: text/plain; charset="utf-8" > > As you probably already know, for books available through Learning Ally, > they have apps available for both Apple and Adroid mobile devices. > > John > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Ganga Harrison > Sent: Wednesday, October 21, 2015 11:40 AM > To: athen-list@u.washington.edu > Subject: [Athen] DAISY format and players > > Could anyone tell me where I can find out more about DIASY players and how > to create .daisy format? > > We currently make Mp3's using Kurzweil and would like to find a better > audio on the go option for students. > > -- > > Sincerely, > > Ganga Harrison > Accessible Technology Coordinator > Disability Resource Center > 831-459-4573 > gdharris@ucsc.edu > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151021/d5c61101/attachment-0001.html > > > > ------------------------------ > > Message: 7 > Date: Wed, 21 Oct 2015 19:00:07 +0000 > From: Joseph Polizzotto > To: Access Technology Higher Education Network > > Subject: Re: [Athen] DAISY format and players > Message-ID: > < > DM2PR02MB1337B32256C6AE3FAAE6D199BC380@DM2PR02MB1337.namprd02.prod.outlook.com > > > > Content-Type: text/plain; charset="utf-8" > > Ganga, > > The DAISY Consortium has many resources on their website: > > Software Playback Tools (Daisy Consortium Website)< > http://www.daisy.org/tools/splayback> > > One method to create DAISY books is by using the Save as Daisy add-in for > MS Word. The Tobi and Obi tools are open-source conversion tools that you > might check out, too. Here is a list of other conversion tools: > > Daisy Conversion Tools > > There are also some YouTube videos out there by the DAISY Consortium that > you might find helpful: > > YouTube Videos about DAISY< > https://www.youtube.com/watch?v=TIR-_tl6Yyc&list=PL2F325B4A7289307B> > > > Joseph Polizzotto > Associate Professor, Learning Skills > High Tech Center Access Specialist > Taft College > 29 Cougar Court > Taft CA 93268 > 661-763-7977 (work) > 408-504-7404 (cell) > 661-763-7758 (fax) > jpolizzotto@taftcollege.edu > > > > From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] > On Behalf Of Ganga Harrison > Sent: Wednesday, October 21, 2015 11:40 AM > To: athen-list@u.washington.edu > Subject: [Athen] DAISY format and players > > Could anyone tell me where I can find out more about DIASY players and how > to create .daisy format? > > We currently make Mp3's using Kurzweil and would like to find a better > audio on the go option for students. > > -- > > Sincerely, > > Ganga Harrison > Accessible Technology Coordinator > Disability Resource Center > 831-459-4573 > gdharris@ucsc.edu > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: < > http://mailman13.u.washington.edu/pipermail/athen-list/attachments/20151021/6e2f3a60/attachment-0001.html > > > > ------------------------------ > > Subject: Digest Footer > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > > ------------------------------ > > End of athen-list Digest, Vol 117, Issue 18 > ******************************************* > -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From Brad.Held at ucf.edu Wed Oct 21 12:24:07 2015 From: Brad.Held at ucf.edu (Brad Held) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] DAISY format and players In-Reply-To: References: Message-ID: Ganga, I remember my first exposure to DAISY files. As a user, not an alternative media producer. It was simple and just worked. On my Victor Vibe and RFBD CD, I just input the page number and wow, it started reading, exact how I wanted it from my Roman history book. Now, as I look back and know how the magician does his/her tricks, Digital Talking Books (DTB) are very complexed, but work because of DAISY (Digital Access Information SYtem). Joseph made some great suggestions from the DAISY Consortium website. (beat me to the listserv ?, but that is the best starting point) I want to make two other suggestions. Learn the anatomy of the DAISY file, what it is made of. The explanation can be long and can be technical, but review DAISY 2.02 Specifications. This document will give you the makeup of the file format. Second suggestion, is use the list of conversion tools and make the file yourself. This gives you the opportunity to use what you just learned. I love Dolphin?s EasyConverter, it is?easy, but I LEARNED the most from using their other product called Dolphin Publisher. I am sure others can give other suggestions, but DAISY is a much better format than simple MP3 for the audio in our world. So you are on the right track to get more information about it. Thanks Brad Held Accessible Technology Coordinator Student Accessibility Services University of Central Florida Ferrell Commons 7C, Room 155B Orlando, FL 32816-0161 (407) 823-2371 [cid:image001.jpg@01D080C3.3B11BA60] Image: Student Accessibility Services Logo From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of John Elmer Sent: Wednesday, October 21, 2015 2:58 PM To: Access Technology Higher Education Network Subject: Re: [Athen] DAISY format and players As you probably already know, for books available through Learning Ally, they have apps available for both Apple and Adroid mobile devices. John From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Ganga Harrison Sent: Wednesday, October 21, 2015 11:40 AM To: athen-list@u.washington.edu Subject: [Athen] DAISY format and players Could anyone tell me where I can find out more about DIASY players and how to create .daisy format? We currently make Mp3's using Kurzweil and would like to find a better audio on the go option for students. -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4229 bytes Desc: image001.jpg URL: From hascherdss at gmail.com Thu Oct 22 06:43:23 2015 From: hascherdss at gmail.com (Heidi Scher) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Barnes and Noble and Accessible Information Management In-Reply-To: References: Message-ID: Did you already check with Haris Gunadi, the lead programmer, at AIM? I'm sure he could tell you off the top of his head. Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - Assistive Technology --- Center for Educational Access University of Arkansas --- 209 ARKU --- Fayetteville, AR 72701 479.575.3104 ph --- 479.575.7445 fax --- 479.575.3646 tdd +++++++++++++++ StrengthQuest Talent Themes: Learner, Input, Maximizer, Intellection, Arranger *This message is intended for the use of the individual or entity to which it is addressed and may contain information that is confidential, privileged and exempt from disclosure under applicable law. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this message in error, please advise the sender by reply email and delete the message. Your cooperation is appreciated.* +++++++++++++++ Heidi Scher, M.S., CRC Associate Director Center for Educational Access University of Arkansas ARKU 209 Fayetteville, AR 72701 479.575.3104 479.575.7445 fax 479.575.3646 tdd +++++++++++++++ On Wed, Oct 21, 2015 at 2:09 PM, Dimac, Marcie wrote: > [please forgive the cross-post] > > > > Good afternoon all, > > > > Our University has recently partnered with B&N as our bookstore for all of > our campuses. Our office utilizes AIM (Accessible Information Management) > as our database management system for tracking and managing accommodations > for our students. > > > > I am speaking with B&N and am trying to see if they are open to performing > some type of sync with AIM so that when a student requests e-text, AIM is > able to pull their book information (rather than our office manually > locating this information for hundreds of books). They have asked me to > reach out and see if any other Universities have used B&N with AIM. > > > > Has anyone out there been able to sync this data successfully and if so, > would you mind sharing how you completed this process? > > > > Thanks! > > Marcie Anne Dimac, M.A. Ed. > > > > Coordinator, Assistive Technology > > Student Accessibility Services > > DeWeese Health Center, Room 23 > > Kent, Ohio 44242 > > > > Email: mdimac@kent.edu > > > > Phone: 330-672-3391 > > > > *Confidentiality Notice: This e-mail is intended only for the use of the > individual or entity to which it is addressed. This e-mail message may > contain confidential information intended only for use of the individual or > entity named. If the reader of this message is not the intended recipient, > please do not read, use, disclose, copy or distribute this message and do > not take any action in reliance upon it. If you have received this > transmission in error, you are hereby notified that any dissemination, > distribution or copying of this communication is prohibited. Please delete > it from your system without copying or forwarding it, and notify the sender > of the error by reply e-mail or by calling 330-672-3391 <330-672-3391>.* > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Thu Oct 22 08:51:28 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Barnes and Noble and Accessible Information Management In-Reply-To: References: Message-ID: Marcie, We did this at Southern Oregon University with AIMS. Haris Gunadi might well be of some help in getting the books links set up for you. However, we had only partial access to the BN bookstore's database/inventory. While we successfully used their resources to import book info, we did a lot of copy & paste from their website rather than being able to simply access an available, complete, robust inventoried database. The bookstore just was not as organized with their database as we would have liked. It was time consuming at our end getting each term set up, but brilliant in the execution of how well it worked within AIMS to manage the workflow of our alt text book production. You should get in touch with either Haris or his business partner about how to set up the import features of the books in AIMS and ask about how to set up the parameters at your end on what you need to do for manual input. If I recall correctly, we downloaded a CSV file and had to clean it up and upload to AIMS. Hope this is somewhat helpful. Wink Harner Accessibility & Adaptive Technology Consultant The Foreign Type On Oct 21, 2015 12:10 PM, "Dimac, Marcie" wrote: > [please forgive the cross-post] > > > > Good afternoon all, > > > > Our University has recently partnered with B&N as our bookstore for all of > our campuses. Our office utilizes AIM (Accessible Information Management) > as our database management system for tracking and managing accommodations > for our students. > > > > I am speaking with B&N and am trying to see if they are open to performing > some type of sync with AIM so that when a student requests e-text, AIM is > able to pull their book information (rather than our office manually > locating this information for hundreds of books). They have asked me to > reach out and see if any other Universities have used B&N with AIM. > > > > Has anyone out there been able to sync this data successfully and if so, > would you mind sharing how you completed this process? > > > > Thanks! > > Marcie Anne Dimac, M.A. Ed. > > > > Coordinator, Assistive Technology > > Student Accessibility Services > > DeWeese Health Center, Room 23 > > Kent, Ohio 44242 > > > > Email: mdimac@kent.edu > > > > Phone: 330-672-3391 > > > > *Confidentiality Notice: This e-mail is intended only for the use of the > individual or entity to which it is addressed. This e-mail message may > contain confidential information intended only for use of the individual or > entity named. If the reader of this message is not the intended recipient, > please do not read, use, disclose, copy or distribute this message and do > not take any action in reliance upon it. If you have received this > transmission in error, you are hereby notified that any dissemination, > distribution or copying of this communication is prohibited. Please delete > it from your system without copying or forwarding it, and notify the sender > of the error by reply e-mail or by calling 330-672-3391 <330-672-3391>.* > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From fosters at sou.edu Thu Oct 22 09:24:01 2015 From: fosters at sou.edu (Shawn Foster) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Barnes and Noble and Accessible Information Management In-Reply-To: References: Message-ID: The biggest problem with the whole equation isn't AIM- they can totally work with a csv file upload and it's quite easy to do. The biggest problem is the delays involved in getting information out of Barnes and Noble. Here's how that process works here (assuming, of course, that faculty have all been good people and put their book orders in on time...a big assumption!): 1. I email bookstore manager to ask for booklist 2. Bookstore manager emails their corporate office to ask for approval. 3. File goes to the regional manager for approval 4. File gets sent to bookstore manager 5. Bookstore manager sends me file 6. I do quick cleanup and upload 7. Booklist changes because faculty changed their mind on a book or were late in adding their orders - start at 1 again. If you're in the negotiation process for their contract, push for a more direct system. This one is ridiculous. Good luck! Shawn *Shawn Foster* Disability Resources Coordinator | U-CAM Coordinator Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR 97520 541-552-6213 Why I'm at SOU: http://youtu.be/Ski0MzPd5IM On Thu, Oct 22, 2015 at 8:51 AM, Wink Harner wrote: > Marcie, > > We did this at Southern Oregon University with AIMS. Haris Gunadi might > well be of some help in getting the books links set up for you. However, we > had only partial access to the BN bookstore's database/inventory. While we > successfully used their resources to import book info, we did a lot of copy > & paste from their website rather than being able to simply access an > available, complete, robust inventoried database. The bookstore just was > not as organized with their database as we would have liked. It was time > consuming at our end getting each term set up, but brilliant in the > execution of how well it worked within AIMS to manage the workflow of our > alt text book production. > > You should get in touch with either Haris or his business partner about > how to set up the import features of the books in AIMS and ask about how to > set up the parameters at your end on what you need to do for manual input. > If I recall correctly, we downloaded a CSV file and had to clean it up and > upload to AIMS. > > Hope this is somewhat helpful. > > Wink Harner > Accessibility & Adaptive Technology Consultant > The Foreign Type > On Oct 21, 2015 12:10 PM, "Dimac, Marcie" wrote: > >> [please forgive the cross-post] >> >> >> >> Good afternoon all, >> >> >> >> Our University has recently partnered with B&N as our bookstore for all >> of our campuses. Our office utilizes AIM (Accessible Information >> Management) as our database management system for tracking and managing >> accommodations for our students. >> >> >> >> I am speaking with B&N and am trying to see if they are open to >> performing some type of sync with AIM so that when a student requests >> e-text, AIM is able to pull their book information (rather than our office >> manually locating this information for hundreds of books). They have asked >> me to reach out and see if any other Universities have used B&N with AIM. >> >> >> >> Has anyone out there been able to sync this data successfully and if so, >> would you mind sharing how you completed this process? >> >> >> >> Thanks! >> >> Marcie Anne Dimac, M.A. Ed. >> >> >> >> Coordinator, Assistive Technology >> >> Student Accessibility Services >> >> DeWeese Health Center, Room 23 >> >> Kent, Ohio 44242 >> >> >> >> Email: mdimac@kent.edu >> >> >> >> Phone: 330-672-3391 >> >> >> >> *Confidentiality Notice: This e-mail is intended only for the use of the >> individual or entity to which it is addressed. This e-mail message may >> contain confidential information intended only for use of the individual or >> entity named. If the reader of this message is not the intended recipient, >> please do not read, use, disclose, copy or distribute this message and do >> not take any action in reliance upon it. If you have received this >> transmission in error, you are hereby notified that any dissemination, >> distribution or copying of this communication is prohibited. Please delete >> it from your system without copying or forwarding it, and notify the sender >> of the error by reply e-mail or by calling 330-672-3391 <330-672-3391>.* >> >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From johumber at iu.edu Thu Oct 22 09:38:32 2015 From: johumber at iu.edu (Humbert, Joe) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Accessibility Related Events During EDUCAUSE Annual Conference Hosted by Indiana University Message-ID: Hi Fellow ATHEN Members, I just wanted to let everyone who may be attending the EDUCAUSE annual conference in Indianapolis know about some of the Accessibility related events happening during (but outside of) the conference hosted by Indiana University: Able Player Meetup Anyone interesting in discussing the implementation or development of an accessible web-based video player (Able Player) is welcome to join in the conversation. Thursday October 29th, 2015 4:30pm-5:30pm EST In-Person: Informatics & Communications Technology Complex (ICTC) 535 W Michigan Street, IT 109 (Staff Lounge) Indianapolis, IN 46202 Directions to the ICTC Note: The staff lounge is near the north entrance of the building off of Michigan St. by the vending machines and bathrooms. Look for the sign. Public transit: take the #24 IndyGo bus from corner of S West Street and W Maryland Street to the W Ohio Street and N Meridian Street Stop. Transfer to the #50 bus and take it to N West Street and W Michigan St. $1.75 per ride or $4 per day. Half-fare for people with disabilities. Visitor Parking: Gateway Garage (Corner of W Michigan St. and N Blackford St., one block West of the ICTC) 525 N Blackford St Indianapolis, IN 46202. 1-4 hours $5-$7 Online/Phone: Topic: Able Player EDUCAUSE Meetup Time: Oct 29, 2015 4:25 PM (GMT-4:00) Eastern Time (US and Canada) Join from PC, Mac, Linux, iOS or Android: https://IU.zoom.us/j/762468226 Or join by phone: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll) Meeting ID: 762 468 226 International numbers available: https://IU.zoom.us/zoomconference?m=k0ocA0BlKgVhiBSYyNTrpC_D15BOJJjo Or join from a H.323/SIP room system: H.323: 162.255.36.11 (US East) or 162.255.37.11 (US West) Meeting ID: 762 468 226 SIP: 762468226@zoomcrc.com Accessibility Unconference/Networking Meetup Are you interested in accessibility or does some part of your job responsibilities include accessibility. Come meet up and network with other Higher Ed professionals with the same interest. Tables will be provided for small break out unconference topics. Light Food and Beverages will be provided!! Thursday October 29th, 2015 5:30pm-6:30pm EST In-Person: Informatics & Communications Technology Complex (ICTC) 535 W Michigan Street, IT 109 (Staff Lounge) Indianapolis, IN 46202 Accessibility Panel for IUPUI Students A panel of three nationally recognized accessibility experts will discuss their work with digital accessibility and how it affects the creation of digital content with IUPUI students and answers student questions about accessibility. "Accessibility & Its Impact on the Creation of Digital Content" Friday October 30 2015 11am-12pm Lilly Auditorium at University Library on the IUPUI Campus 755 W Michigan St, Indianapolis, IN 46202 Featured Panelists [cid:image002.jpg@01D10CC6.8FDA95A0] Terrill Thompson [cid:image004.jpg@01D10CC6.8FDA95A0] Christian Vinten-Johansen [cid:image006.jpg@01D10CC6.8FDA95A0] Dr. Jon Gunderson Any questions, please feel free to contact me! Sincerely, Joe Joe Humbert Principal Accessibility Analyst Assistive Technology and Accessibility Centers Indiana University University Information Technology Services 535 W Michigan Street, IT 210 F Indianapolis, IN 46202 317-274-4378 johumber@iu.edu http://atac.iu.edu [Indiana University] CONFIDENTIALITY NOTICE This email message, including all attachments, is for the sole use of the intended recipients and may contain confidential and privileged information. If you are not the intended recipient you may NOT use, disclose, copy, or disseminate this information. Please contact the sender by reply email immediately and destroy all copies of the original message including all attachments. Even if you are an intended recipient of this email, the author requests that you not forward it to any other person without prior consent. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4164 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 4609 bytes Desc: image004.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image006.jpg Type: image/jpeg Size: 4361 bytes Desc: image006.jpg URL: From petri.1 at osu.edu Thu Oct 22 11:52:14 2015 From: petri.1 at osu.edu (Petri, Kenneth) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] recommendations accessible interactive e-learning/training creation tools? Message-ID: Athenians! Ohio State has purchased an enterprise LMS that is being used for faculty and staff training, primarily. A migration of content into this LMS has begun, and we are struggling to find acceptably accessible solutions for delivery of e-learning trainings. In addition to accessibility, some of the requirements for such e-learning creation tools/deliverables are that they be deliverable as SCORM and/or IMS LTI, that they are relatively easy to create content within, that they incorporate the option for quizzing/knowledge checks, that lessons can perform logical branching, and that they are "non-ugly" (my term), include rich interactives, and encourage a high level of end-user engagement (not dull to work through, that is). I imagine most of you are familiar/all-too-familiar with this space, since there has been a huge increase in async training/instruction. Here are brief summaries of the interactive e-learning products we've encountered, with comments on accessibility and "appeal" for creators and learners. (Note: at this point, we are focused on accessibility of output, not on authoring accessibility.) * Articulate Storyline: Widely used on campus. Product has some serious accessibility concerns but strong appeal, due to the fact that instruction can branch, creation is relatively straight-forward, and the end result can be very engaging. Only the Flash version has any sort of accessibility. The HTML5 version was dead in the water with regard to accessibility when we last tested it (at least 9 months ago). But, of course, since it's Flash, there are major limitations (e.g., for screen reader users, the only (semi-)viable option is JAWS + IE). And there seem to be some interactions within the tool that just can't be incorporated in an accessible manner. * SoftChalk: Used in some places on and generally quite accessible for a wide range of content, but significantly lacking in appeal, since the focus in the tool is on long chunks of text and relatively dull interactivity. The tool also doesn't seem to support branching - presentations are linear, with no logical branching mechanisms that I am aware of. Additionally, the approach to making "difficult" content accessible - content like math and JavaScript interactives, such as sorting widgets, interactive maps, and carousels - is to create text alternatives. To me this is a non-optimal approach, since we know how to make much of this kind of content natively accessible - the "alt text" route seems like a cop out. * Lectora: There has been some occasional use, but the tool is less refined than its obvious competition (Storyline), and accessibility is harder to achieve and results are not as good, even with significant effort put toward making accessible content. * Adobe Captivate: Nice interactions but we haven't done any testing on accessibility recently. When we did a few years back, the results were very poor. * Custom/pre-packaged solutions: We have a couple of these floating around and have done some recent work with CampusClarity/Lawroom. The CC/Lawroom trainings are truly excellent in terms of content and engagement, and we worked with the company and their developers to make the trainings delivered here highly accessible. (We have trainings on Title IX (for staff) and sexual harassment (for students) deployed and they are both engaging and accessible.) Unfortunately, CC/Lawroom delivers pre-packaged trainings. There is no "platform"/product for local staff to use to create their own trainings (though I believe the CC/Lawroom is exploring this.) A couple of others that we've glanced at: * Xerte (a project from the University of Nottingham). There is a claim of accessibility, but the platform delivery appears to be solely Flash based. I have downloaded sample lessons, but even when running this in IE + JAWS the results were not encouraging. This may be a project worth following, though, since it comes out of a university and highlights accessibility. * eXeLearning (a project of the Spanish Ministry of Education). This one feels like a less feature rich version of SoftChalk. Accessibility seems to be pretty high on the radar, but the output leans toward long chunks of text, like SoftChalk, and the interactives are fairly weak. * Raptivity: Feels like a less accessible clone of Storyline. Finally, Adapt looks really interesting. It's just code - no creation tool at this point, but the group is claiming WCAG AA compliance for the newest release of the library/framework. The sample course on their site has major accessibility issues, but I can't tell if the sample is based on the new/version 2.0 release or not: https://community.adaptlearning.org/ FYI: Here is a fairly comprehensive list of HTML5 e-learning authoring packages: http://elearningindustry.com/the-ultimate-list-of-html5-elearning-authoring-tools Feedback and/or recommendations are appreciated. Best, ken [The Ohio State University] Ken Petri Director, Web Accessibility Center Student Life Disability Services and ADA Coordinator's Office 102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210 614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax petri.1@osu.edu wac.osu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 11900 bytes Desc: image002.png URL: From hunziker at email.arizona.edu Thu Oct 22 12:13:12 2015 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Sat Jun 9 18:32:54 2018 Subject: [Athen] Cielo24 Message-ID: <1471986f980f49f197c87a28107c8049@TURQUOISE.catnet.arizona.edu> Hi all, Is anyone working with cielo24 for post-production captioning? www.cielo24.com If so, I'd be interested in your feedback and experiences. Thanks! Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 1224 E. Lowell St. Tucson, AZ 85721 Phone: 520-626-9409 Fax: 520-626-5500 hunziker@email.arizona.edu http://drc.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From kimberley.smith at sfcollege.edu Thu Oct 22 12:42:25 2015 From: kimberley.smith at sfcollege.edu (Kimberley Smith) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Barnes and Noble and Accessible Information Message-ID: I think Shawn's experience may be an outlier since I asked about just this issue in the Spring (we started with AIM over a year ago and like other aspects). Our school's B&N refused to ever do that. The national B&N headquarters said the data was "proprietary" (?!) I would suggest as Shawn does to put that in your bookstore contract or you will still be doing all that by hand (or having student's enter it by hand and then having to verify every aspect... Kimberley J. Smith Access Specialist, Disabilities Resource Center Santa Fe College 3000 NW 83rd St. Building S, room 233 Gainesville, FL 32606 352-395-4429 (voice) 352-395-4100 (fax) kimberley.smith@sfcollege.edu http://www.sfcollege.edu/student/drc/ ======== Date: Thu, 22 Oct 2015 09:24:01 -0700 From: Shawn Foster To: Access Technology Higher Education Network Subject: Re: [Athen] Barnes and Noble and Accessible Information Management Message-ID: Content-Type: text/plain; charset="utf-8" The biggest problem with the whole equation isn't AIM- they can totally work with a csv file upload and it's quite easy to do. The biggest problem is the delays involved in getting information out of Barnes and Noble. Here's how that process works here (assuming, of course, that faculty have all been good people and put their book orders in on time...a big assumption!): 1. I email bookstore manager to ask for booklist 2. Bookstore manager emails their corporate office to ask for approval. 3. File goes to the regional manager for approval 4. File gets sent to bookstore manager 5. Bookstore manager sends me file 6. I do quick cleanup and upload 7. Booklist changes because faculty changed their mind on a book or were late in adding their orders - start at 1 again. If you're in the negotiation process for their contract, push for a more direct system. This one is ridiculous. Good luck! Shawn *Shawn Foster* Disability Resources Coordinator | U-CAM Coordinator Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR 97520 541-552-6213 ________________________________ Please note that Florida has a broad public records law, and that all correspondence to or from College employees via email may be subject to disclosure. From Teresa.Haven at nau.edu Thu Oct 22 12:46:26 2015 From: Teresa.Haven at nau.edu (Teresa Haven) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Barnes and Noble and Accessible Information In-Reply-To: References: Message-ID: <8B17405CDE724049BFD78BFBC560F1FDCC97E1@umbrella.nau.froot.nau.edu> As a side note, if you are a Follett campus you also need to put your requirements for the bookstore list into your contracts, for the exact same reasons. Some Follett store managers will cooperate, others will claim "proprietary information" and refuse to cooperate. Teresa Haven, Ph.D. Accessibility Analyst, Northern Arizona University -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kimberley Smith Sent: Thursday, October 22, 2015 12:42 PM To: athen-list@u.washington.edu Subject: Re: [Athen] Barnes and Noble and Accessible Information I think Shawn's experience may be an outlier since I asked about just this issue in the Spring (we started with AIM over a year ago and like other aspects). Our school's B&N refused to ever do that. The national B&N headquarters said the data was "proprietary" (?!) I would suggest as Shawn does to put that in your bookstore contract or you will still be doing all that by hand (or having student's enter it by hand and then having to verify every aspect... Kimberley J. Smith Access Specialist, Disabilities Resource Center Santa Fe College 3000 NW 83rd St. Building S, room 233 Gainesville, FL 32606 352-395-4429 (voice) 352-395-4100 (fax) kimberley.smith@sfcollege.edu http://www.sfcollege.edu/student/drc/ ======== Date: Thu, 22 Oct 2015 09:24:01 -0700 From: Shawn Foster To: Access Technology Higher Education Network Subject: Re: [Athen] Barnes and Noble and Accessible Information Management Message-ID: Content-Type: text/plain; charset="utf-8" The biggest problem with the whole equation isn't AIM- they can totally work with a csv file upload and it's quite easy to do. The biggest problem is the delays involved in getting information out of Barnes and Noble. Here's how that process works here (assuming, of course, that faculty have all been good people and put their book orders in on time...a big assumption!): 1. I email bookstore manager to ask for booklist 2. Bookstore manager emails their corporate office to ask for approval. 3. File goes to the regional manager for approval 4. File gets sent to bookstore manager 5. Bookstore manager sends me file 6. I do quick cleanup and upload 7. Booklist changes because faculty changed their mind on a book or were late in adding their orders - start at 1 again. If you're in the negotiation process for their contract, push for a more direct system. This one is ridiculous. Good luck! Shawn *Shawn Foster* Disability Resources Coordinator | U-CAM Coordinator Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR 97520 541-552-6213 ________________________________ Please note that Florida has a broad public records law, and that all correspondence to or from College employees via email may be subject to disclosure. _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From foreigntype at gmail.com Thu Oct 22 13:05:05 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Barnes and Noble and Accessible Information In-Reply-To: References: Message-ID: <002401d10d04$f2300a80$d6901f80$@gmail.com> Hi all ATHENITES, In Shawn's defense, we had a great relationship when the bookstore was owned by SOU before Barnes & Noble bought it out. It wasn't perfect by any means, but it was reasonably doable to get the booklist from the bookstore and import it into AIMS because we had a good working relationship with the bookstore. It was still a lot of work! That being said, it was trickier to get permission once Barnes & Noble picked up the franchise on the campus, as we had to deal with a national bureaucracy. Many hoops to jump through. The suggestion of working out an MOU contract with the franchise itself may be harder in the short run but so much better in the long run. It is neither automatic nor easy. But having the agreement, regardless of whether BN believes their booklists to be proprietary or not (hey, once they're in the bookstore, where is proprietary?), the booklists used in AIMS to be used for students with disabilities & alternative text production is not nearly as legally protected as "proprietary" as BN might think. When I was in Arizona, we had worked out an MOU with E Follett bookstores which had the franchise on all of our community college campuses. There, it had more to do with the availability of hard copy versus eCopy, buyback of books used for alt text that had been cut and rebound at the same price as any used book would be returned. Previously, students who brought back books which had been caught in rebound got nothing. Hope this is helpful. Wink Wink Harner Adaptive Technology Consulting & Training Alternative Text & Media Production The Foreigntype foreigntype@gmail.com winkharner1113@gmail.com (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.) -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Kimberley Smith Sent: Thursday, October 22, 2015 12:42 PM To: athen-list@u.washington.edu Subject: Re: [Athen] Barnes and Noble and Accessible Information I think Shawn's experience may be an outlier since I asked about just this issue in the Spring (we started with AIM over a year ago and like other aspects). Our school's B&N refused to ever do that. The national B&N headquarters said the data was "proprietary" (?!) I would suggest as Shawn does to put that in your bookstore contract or you will still be doing all that by hand (or having student's enter it by hand and then having to verify every aspect... Kimberley J. Smith Access Specialist, Disabilities Resource Center Santa Fe College 3000 NW 83rd St. Building S, room 233 Gainesville, FL 32606 352-395-4429 (voice) 352-395-4100 (fax) kimberley.smith@sfcollege.edu http://www.sfcollege.edu/student/drc/ ======== Date: Thu, 22 Oct 2015 09:24:01 -0700 From: Shawn Foster To: Access Technology Higher Education Network Subject: Re: [Athen] Barnes and Noble and Accessible Information Management Message-ID: Content-Type: text/plain; charset="utf-8" The biggest problem with the whole equation isn't AIM- they can totally work with a csv file upload and it's quite easy to do. The biggest problem is the delays involved in getting information out of Barnes and Noble. Here's how that process works here (assuming, of course, that faculty have all been good people and put their book orders in on time...a big assumption!): 1. I email bookstore manager to ask for booklist 2. Bookstore manager emails their corporate office to ask for approval. 3. File goes to the regional manager for approval 4. File gets sent to bookstore manager 5. Bookstore manager sends me file 6. I do quick cleanup and upload 7. Booklist changes because faculty changed their mind on a book or were late in adding their orders - start at 1 again. If you're in the negotiation process for their contract, push for a more direct system. This one is ridiculous. Good luck! Shawn *Shawn Foster* Disability Resources Coordinator | U-CAM Coordinator Southern Oregon University | 1250 Siskiyou Blvd | Ashland OR 97520 541-552-6213 ________________________________ Please note that Florida has a broad public records law, and that all correspondence to or from College employees via email may be subject to disclosure. _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list From jiatyan at stanford.edu Thu Oct 22 16:36:05 2015 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] recommendations accessible interactive e-learning/training creation tools? In-Reply-To: References: Message-ID: <389D6B61-EF74-4082-BBD0-5CE38E8CC707@stanford.edu> Ken, Thanks for all the reviews. Looks like you've uncovered a lot of features details. I'm glad you mentioned the SCORM requirements. For the big three, I found http://elearninguncovered.com/resources/other/508-tools.pdf Jennifer Sutton also posted this for authors: https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2015/09/Accessibility-for-E-Learning-Section-508-and-WCAG The instructional design team at MSU gave up on Xerte because of the lack of features and complex authoring environment. Had our hopes on Adapt but even the installation was challenging - waiting on an authoring environment. -- Jiatyan Chen Online Accessibility Program Manager Office of Public Affairs Stanford University On 2015 Oct 22, at 11:52, Petri, Kenneth > wrote: Athenians! Ohio State has purchased an enterprise LMS that is being used for faculty and staff training, primarily. A migration of content into this LMS has begun, and we are struggling to find acceptably accessible solutions for delivery of e-learning trainings. In addition to accessibility, some of the requirements for such e-learning creation tools/deliverables are that they be deliverable as SCORM and/or IMS LTI, that they are relatively easy to create content within, that they incorporate the option for quizzing/knowledge checks, that lessons can perform logical branching, and that they are ?non-ugly? (my term), include rich interactives, and encourage a high level of end-user engagement (not dull to work through, that is). I imagine most of you are familiar/all-too-familiar with this space, since there has been a huge increase in async training/instruction. Here are brief summaries of the interactive e-learning products we?ve encountered, with comments on accessibility and ?appeal? for creators and learners. (Note: at this point, we are focused on accessibility of output, not on authoring accessibility.) ? Articulate Storyline: Widely used on campus. Product has some serious accessibility concerns but strong appeal, due to the fact that instruction can branch, creation is relatively straight-forward, and the end result can be very engaging. Only the Flash version has any sort of accessibility. The HTML5 version was dead in the water with regard to accessibility when we last tested it (at least 9 months ago). But, of course, since it?s Flash, there are major limitations (e.g., for screen reader users, the only (semi-)viable option is JAWS + IE). And there seem to be some interactions within the tool that just can?t be incorporated in an accessible manner. ? SoftChalk: Used in some places on and generally quite accessible for a wide range of content, but significantly lacking in appeal, since the focus in the tool is on long chunks of text and relatively dull interactivity. The tool also doesn?t seem to support branching ? presentations are linear, with no logical branching mechanisms that I am aware of. Additionally, the approach to making ?difficult? content accessible ? content like math and JavaScript interactives, such as sorting widgets, interactive maps, and carousels ? is to create text alternatives. To me this is a non-optimal approach, since we know how to make much of this kind of content natively accessible ? the ?alt text? route seems like a cop out. ? Lectora: There has been some occasional use, but the tool is less refined than its obvious competition (Storyline), and accessibility is harder to achieve and results are not as good, even with significant effort put toward making accessible content. ? Adobe Captivate: Nice interactions but we haven?t done any testing on accessibility recently. When we did a few years back, the results were very poor. ? Custom/pre-packaged solutions: We have a couple of these floating around and have done some recent work with CampusClarity/Lawroom. The CC/Lawroom trainings are truly excellent in terms of content and engagement, and we worked with the company and their developers to make the trainings delivered here highly accessible. (We have trainings on Title IX (for staff) and sexual harassment (for students) deployed and they are both engaging and accessible.) Unfortunately, CC/Lawroom delivers pre-packaged trainings. There is no ?platform?/product for local staff to use to create their own trainings (though I believe the CC/Lawroom is exploring this.) A couple of others that we?ve glanced at: ? Xerte (a project from the University of Nottingham). There is a claim of accessibility, but the platform delivery appears to be solely Flash based. I have downloaded sample lessons, but even when running this in IE + JAWS the results were not encouraging. This may be a project worth following, though, since it comes out of a university and highlights accessibility. ? eXeLearning (a project of the Spanish Ministry of Education). This one feels like a less feature rich version of SoftChalk. Accessibility seems to be pretty high on the radar, but the output leans toward long chunks of text, like SoftChalk, and the interactives are fairly weak. ? Raptivity: Feels like a less accessible clone of Storyline. Finally, Adapt looks really interesting. It?s just code ? no creation tool at this point, but the group is claiming WCAG AA compliance for the newest release of the library/framework. The sample course on their site has major accessibility issues, but I can?t tell if the sample is based on the new/version 2.0 release or not: https://community.adaptlearning.org/ FYI: Here is a fairly comprehensive list of HTML5 e-learning authoring packages:http://elearningindustry.com/the-ultimate-list-of-html5-elearning-authoring-tools Feedback and/or recommendations are appreciated. Best, ken Ken Petri Director, Web Accessibility Center Student Life Disability Services and ADA Coordinator's Office 102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210 614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax petri.1@osu.edu wac.osu.edu _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From petri.1 at osu.edu Thu Oct 22 21:33:05 2015 From: petri.1 at osu.edu (Petri, Kenneth) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] recommendations accessible interactive e-learning/training creation tools? In-Reply-To: <389D6B61-EF74-4082-BBD0-5CE38E8CC707@stanford.edu> References: <389D6B61-EF74-4082-BBD0-5CE38E8CC707@stanford.edu> Message-ID: Thank you Jiatyan and Teresa. Jiatyan, I hope the new post is treating you well. These seem to both be decent sources, if a little optimistic. I think the reality is a bit more grim than what both pieces suggest. Chances are we?ll go with Articulate and try to come up with a set of guidelines for creators to help push output toward the accessible end of things. Teresa, good to hear Captivate has some possibilities. We will take a harder look at it. I have to say, though, that the field really needs something like Adapt ? something that is elegant, engaging, not Flash-dependent. I was looking through the forum comments and Github issues referenced on the Adapt site, and it appears that they think they?ve got accessibility licked (claiming WCAG AA compliance). But in what very minimal testing I?ve done, it?s not really close to that standard yet. It is an open source project, so there is hope?. All the best, ken From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Jiatyan Chen Sent: Thursday, October 22, 2015 7:36 PM To: Access Technology Higher Education Network Subject: Re: [Athen] recommendations accessible interactive e-learning/training creation tools? Ken, Thanks for all the reviews. Looks like you've uncovered a lot of features details. I'm glad you mentioned the SCORM requirements. For the big three, I found http://elearninguncovered.com/resources/other/508-tools.pdf Jennifer Sutton also posted this for authors: https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2015/09/Accessibility-for-E-Learning-Section-508-and-WCAG The instructional design team at MSU gave up on Xerte because of the lack of features and complex authoring environment. Had our hopes on Adapt but even the installation was challenging - waiting on an authoring environment. -- Jiatyan Chen Online Accessibility Program Manager Office of Public Affairs Stanford University On 2015 Oct 22, at 11:52, Petri, Kenneth > wrote: Athenians! Ohio State has purchased an enterprise LMS that is being used for faculty and staff training, primarily. A migration of content into this LMS has begun, and we are struggling to find acceptably accessible solutions for delivery of e-learning trainings. In addition to accessibility, some of the requirements for such e-learning creation tools/deliverables are that they be deliverable as SCORM and/or IMS LTI, that they are relatively easy to create content within, that they incorporate the option for quizzing/knowledge checks, that lessons can perform logical branching, and that they are ?non-ugly? (my term), include rich interactives, and encourage a high level of end-user engagement (not dull to work through, that is). I imagine most of you are familiar/all-too-familiar with this space, since there has been a huge increase in async training/instruction. Here are brief summaries of the interactive e-learning products we?ve encountered, with comments on accessibility and ?appeal? for creators and learners. (Note: at this point, we are focused on accessibility of output, not on authoring accessibility.) ? Articulate Storyline: Widely used on campus. Product has some serious accessibility concerns but strong appeal, due to the fact that instruction can branch, creation is relatively straight-forward, and the end result can be very engaging. Only the Flash version has any sort of accessibility. The HTML5 version was dead in the water with regard to accessibility when we last tested it (at least 9 months ago). But, of course, since it?s Flash, there are major limitations (e.g., for screen reader users, the only (semi-)viable option is JAWS + IE). And there seem to be some interactions within the tool that just can?t be incorporated in an accessible manner. ? SoftChalk: Used in some places on and generally quite accessible for a wide range of content, but significantly lacking in appeal, since the focus in the tool is on long chunks of text and relatively dull interactivity. The tool also doesn?t seem to support branching ? presentations are linear, with no logical branching mechanisms that I am aware of. Additionally, the approach to making ?difficult? content accessible ? content like math and JavaScript interactives, such as sorting widgets, interactive maps, and carousels ? is to create text alternatives. To me this is a non-optimal approach, since we know how to make much of this kind of content natively accessible ? the ?alt text? route seems like a cop out. ? Lectora: There has been some occasional use, but the tool is less refined than its obvious competition (Storyline), and accessibility is harder to achieve and results are not as good, even with significant effort put toward making accessible content. ? Adobe Captivate: Nice interactions but we haven?t done any testing on accessibility recently. When we did a few years back, the results were very poor. ? Custom/pre-packaged solutions: We have a couple of these floating around and have done some recent work with CampusClarity/Lawroom. The CC/Lawroom trainings are truly excellent in terms of content and engagement, and we worked with the company and their developers to make the trainings delivered here highly accessible. (We have trainings on Title IX (for staff) and sexual harassment (for students) deployed and they are both engaging and accessible.) Unfortunately, CC/Lawroom delivers pre-packaged trainings. There is no ?platform?/product for local staff to use to create their own trainings (though I believe the CC/Lawroom is exploring this.) A couple of others that we?ve glanced at: ? Xerte (a project from the University of Nottingham). There is a claim of accessibility, but the platform delivery appears to be solely Flash based. I have downloaded sample lessons, but even when running this in IE + JAWS the results were not encouraging. This may be a project worth following, though, since it comes out of a university and highlights accessibility. ? eXeLearning (a project of the Spanish Ministry of Education). This one feels like a less feature rich version of SoftChalk. Accessibility seems to be pretty high on the radar, but the output leans toward long chunks of text, like SoftChalk, and the interactives are fairly weak. ? Raptivity: Feels like a less accessible clone of Storyline. Finally, Adapt looks really interesting. It?s just code ? no creation tool at this point, but the group is claiming WCAG AA compliance for the newest release of the library/framework. The sample course on their site has major accessibility issues, but I can?t tell if the sample is based on the new/version 2.0 release or not: https://community.adaptlearning.org/ FYI: Here is a fairly comprehensive list of HTML5 e-learning authoring packages:http://elearningindustry.com/the-ultimate-list-of-html5-elearning-authoring-tools Feedback and/or recommendations are appreciated. Best, ken Ken Petri Director, Web Accessibility Center Student Life Disability Services and ADA Coordinator's Office 102D Pomerene Hall, 1760 Neil Ave., Columbus, OH 43210 614-292-1760 Office / 614-218-1499 Mobile / 614-2924190 Fax petri.1@osu.edu wac.osu.edu _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From linda.petty at utoronto.ca Fri Oct 23 09:40:36 2015 From: linda.petty at utoronto.ca (Linda Petty) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] DAISY options Message-ID: Hi, Within the Windows version of Kurzweil 3000, you can save the file you want in DAISY in DAISY format, then listen to it and see it on an Apple OS product, using Bookshare's $20 app, Read2Go. It has to be run from an Apple OS portable device, but I find the advantage is that students can see and hear the text while in transit, and disconnected from the Internet. We are a commuter campus, so using the one hour plus on the bus or subway is important; crowding, etc. may make computer access difficult, but listening to your reading while viewing your phone is a great way to use the time productively, while benefiting from seeing the text at the same time. While we have a Web license for Kurzweil, and so use of Firefly . Linda Petty, O.T. Reg. (Ont.) Assistive Technology Consultant AccessAbility Services a division of Student Affairs UNIVERSITY OF TORONTO SCARBOROUGH Science Wing, Room SW302G 1265 Military Trail, Toronto, Ontario ?M1C 1A4 Direct Line:?416-208-5144 Tel/TTY (appointments): 416-287-7560 Fax: 416-287-7334 www.utsc.utoronto.ca/ability Tomorrow is created here. This electronic message and all contents contain information that may be privileged, confidential or otherwise protected from disclosure. The information is intended for the addressee(s) only. If you are not an addressee, any disclosure, copy, distribution or use of the contents of this message is prohibited. If you have received this electronic message in error, please notify the sender by reply e-mail and destroy the original message and all copies. From samanj at pdx.edu Fri Oct 23 09:46:21 2015 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Powerpoint Question Message-ID: Hello Athen Community, I was testing MS Powerpoint with JAWS and have found that the OUTLINE view will propagate all of the text in the slides, however JAWS can not navigate to read the OUTLINE view. Any experience with this? * * *Samantha Johns* *Accessibility & **Course Support Specialist * Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Fri Oct 23 09:51:59 2015 From: rbeach at KCKCC.EDU (Robert Beach) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Powerpoint Question In-Reply-To: References: Message-ID: <34D068EC55A9914494617A37B8D8FA84F21D741F@EROS.EMPLOYEES.KCKCC.LOCAL> To move to the Outline View from the Slide Pane, press SHIFT+F6, then press CTRL+SHIFT+TAB. This should put you in the outline. Then just use up and down arrows to move through and read the content. This works in Office 2007 and 2010, but I don?t remember if I tested it in 2013 or not. HTH Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 913-288-7671 rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Samantha Johns Sent: Friday, October 23, 2015 11:46 AM To: Access Technology Higher Education Network Subject: [Athen] Powerpoint Question Hello Athen Community, I was testing MS Powerpoint with JAWS and have found that the OUTLINE view will propagate all of the text in the slides, however JAWS can not navigate to read the OUTLINE view. Any experience with this? [Image removed by sender.] Samantha Johns Accessibility & Course Support Specialist Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: ~WRD000.jpg URL: From samanj at pdx.edu Fri Oct 23 10:01:36 2015 From: samanj at pdx.edu (Samantha Johns) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Powerpoint Question In-Reply-To: <34D068EC55A9914494617A37B8D8FA84F21D741F@EROS.EMPLOYEES.KCKCC.LOCAL> References: <34D068EC55A9914494617A37B8D8FA84F21D741F@EROS.EMPLOYEES.KCKCC.LOCAL> Message-ID: Thank you I will try this * * *Samantha Johns* *Accessibility & **Course Support Specialist * Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 On Fri, Oct 23, 2015 at 9:51 AM, Robert Beach wrote: > To move to the Outline View from the Slide Pane, press SHIFT+F6, then > press CTRL+SHIFT+TAB. This should put you in the outline. Then just use > up and down arrows to move through and read the content. This works in > Office 2007 and 2010, but I don?t remember if I tested it in 2013 or not. > > > > HTH > > > > > > Robert Lee Beach > > Assistive Technology Specialist > > Kansas City Kansas Community College > > 7250 State Avenue > > Kansas City, KS 66112 > > 913-288-7671 > > rbeach@kckcc.edu > > > > *From:* athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] *On > Behalf Of *Samantha Johns > *Sent:* Friday, October 23, 2015 11:46 AM > *To:* Access Technology Higher Education Network > *Subject:* [Athen] Powerpoint Question > > > > Hello Athen Community, > > > > I was testing MS Powerpoint with JAWS and have found that the OUTLINE view > will propagate all of the text in the slides, however JAWS can not navigate > to read the OUTLINE view. > > > > Any experience with this? > > > *[image: Image removed by sender.] * > > *Samantha Johns* > > *Accessibility & Course Support Specialist * > > Portland State University > > 1825 SW Broadway > > Smith Memorial Student Union, Mezzanine 209 > Portland OR 97201 > (503) 725-6624 > > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ~WRD000.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From info at karlencommunications.com Fri Oct 23 10:12:21 2015 From: info at karlencommunications.com (Karlen Communications) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] PowerPoint Question Message-ID: <001101d10db5$fb11bb60$f1353220$@karlencommunications.com> In 2013 you go to the Outline using the View Ribbon. Alt + W, letter O for Outline view. To return to thumbnails, press Alt + W, L for Layout. Cheers, Karen From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Robert Beach Sent: October 23, 2015 12:52 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Powerpoint Question To move to the Outline View from the Slide Pane, press SHIFT+F6, then press CTRL+SHIFT+TAB. This should put you in the outline. Then just use up and down arrows to move through and read the content. This works in Office 2007 and 2010, but I don?t remember if I tested it in 2013 or not. HTH Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 913-288-7671 rbeach@kckcc.edu From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Samantha Johns Sent: Friday, October 23, 2015 11:46 AM To: Access Technology Higher Education Network Subject: [Athen] Powerpoint Question Hello Athen Community, I was testing MS Powerpoint with JAWS and have found that the OUTLINE view will propagate all of the text in the slides, however JAWS can not navigate to read the OUTLINE view. Any experience with this? Samantha Johns Accessibility & Course Support Specialist Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-6624 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 823 bytes Desc: not available URL: From dabrus at purdue.edu Fri Oct 23 11:25:10 2015 From: dabrus at purdue.edu (Brusnighan, Dean A.) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Digital Education Compliance position - Purdue University Message-ID: <6C34E066F6CB094DAFDDC75802CC64FE4CD15F28@WPVEXCMBX08.purdue.lcl> Hi All, We have a job opening for the new full time permanent position of Associate Director for Program Compliance in Digital Education. Accessibility is one piece of the job, not the entire focus. There is the possibility that this position will oversee a proposed Center for Digital Access that would focus on accessibility. >From the job description: The Associate Director for Program Compliance works with Digital Education (DE) staff and its faculty clients to ensure that DE-administered distance learning programs implement and uphold policies and practices consistent with federal and state mandates and University policies. For full details, view the online job description. Or view the job description on LinkedIn. Please share this information with anyone who may be interested. Dean ~~~~~~~~~~~~~~~~~~~ Dean Brusnighan Assistive Technology Specialist Purdue University, Young Hall 155 S. Grant Street West Lafayette, IN 47907-2108 Phone: 765-494-9082 dabrus@purdue.edu ~~~~~~~~~~~~~~~~~~~ -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Fri Oct 23 17:01:57 2015 From: foreigntype at gmail.com (Wink Harner) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Second to the last reminder Message-ID: <011701d10def$3314a1b0$993de510$@gmail.com> I promise we'll be done with this soon! 23 October, 2015 Hello ATHEN members, As the nearly last reminder, the ATHEN Annual Meeting is coming up soon and this year there are several Executive positions that need to be filled. We have received nominations & self-nominations from a number of you. Thank you. If any of you are still open to running for one of the executive positions or nominating someone, please get your suggestions in early. Remember to include a short bio (3 to 5 sentences) and include a statement about your commitment to this position. You can look at the ATHEN website for more information. We are requesting your nominations for the following ATHEN Executive positions: - Vice-President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to his or her availability. These positions are members of the ATHEN Executive Council and require some participation. Please submit all nominations to: Wink Harner (foreigntype@gmail.com) or Dawn Hunziker (hunziker@email.arizona.edu). Nominations will close on Wednesday, October 28, 2015 at 5PM (Pacific Daylight Time). Voting will become available shortly thereafter. Thank you for your time. Wink Harner, Secretary Dawn Hunziker, Member-at-Large Wink Harner Adaptive Technology Consulting & Training Alternative Text & Media Production The Foreigntype foreigntype@gmail.com winkharner1113@gmail.com (Disclaimer: this email was dictated with Dragon NaturallySpeaking. Please forgive any quirks, mis-recognitions, or omissions.) -------------- next part -------------- An HTML attachment was scrubbed... URL: From norm.coombs at gmail.com Sat Oct 24 16:17:15 2015 From: norm.coombs at gmail.com (Prof Norm Coombs) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] looking for accessible IT lists Message-ID: <562C117B.3070208@gmail.com> Hi: I need to broaden my regular resources. Can you suggest: email lists linkedon groups similar groups from yahoo or google? Instead of replying, please send me direct mail norm.coombs@gmail.com Norm From jiatyan at stanford.edu Mon Oct 26 11:57:40 2015 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Cielo24 In-Reply-To: <1471986f980f49f197c87a28107c8049@TURQUOISE.catnet.arizona.edu> References: <1471986f980f49f197c87a28107c8049@TURQUOISE.catnet.arizona.edu> Message-ID: <9D1EAFB7-70BC-4810-BE52-D73C1D5D20B2@stanford.edu> Dawn, The biggest use I've countered so far is the captioning of 7000 videos on , which are short, independent video segments culled from engineering lectures. Engineering jargons and maths abound, as you can see from the thumbnails. Even at 99% accuracy, Engineering still need their own SMEs to check the content and correct erroneous engineering terms. They provide a backend UI's to make your own corrections. I believe the reason for the lower 99% on specialised topics is because Cielo24 cuts up its video and crowd-source the segments, thus retaining very little context for their transcriptionists to do a good job. Cielo24 is responsive to requests. When they encounter difficult audio, the client will be contacted about the delay. Cielo24 has very speedy email responses, but no one answers the phone, and so it takes a long time to get a complicated issue resolved. So, my recommendation: 1. Use Cielo24 for non-urgent videos. 2. Arrange for your own SME verification. 3. Don't give them anything you can't explain over email. -- Jiatyan Chen Online Accessibility Program Manager Office of Public Affairs Stanford University On 2015 Oct 22, at 12:13, Hunziker, Dawn A - (hunziker) > wrote: Hi all, Is anyone working with cielo24 for post-production captioning? www.cielo24.com If so, I?d be interested in your feedback and experiences. Thanks! Dawn ~~ Dawn Hunziker IT Accessibility Consultant Disability Resource Center University of Arizona 1224 E. Lowell St. Tucson, AZ 85721 Phone: 520-626-9409 Fax: 520-626-5500 hunziker@email.arizona.edu http://drc.arizona.edu _______________________________________________ athen-list mailing list athen-list@mailman13.u.washington.edu http://mailman13.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From coco.napolis at csueastbay.edu Tue Oct 27 10:34:48 2015 From: coco.napolis at csueastbay.edu (Corazon Napolis) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Music notation software for blind student Message-ID: Please forgive cross-posts. We have a blind music major that has been receiving hardcopy music braille. He now wants to explore the option of navigating through music with Lime music notation software for non-vocal pieces or the larger scores. We won't be needing the braille output and I imagine we'd release a MusicXML file to the student? Does anyone have any experience with this? Are there any existing services that I can outsource these jobs to in the meantime, while we create some sort of in-house workflow? I know I will need to hire someone with a music background (we are looking at grad students in the music department), but not quite sure what exactly they would be doing in house (scanning in sheet music, proofing that the software converts it properly)? Thanks for any input! -- *Corazon (Coco) Napolis* Accessible Media Coordinator Accessibility Services California State University, East Bay Accessibility Services, Rm. LI 2400 25800 Carlos Bee Blvd, Hayward CA 94542-3057 TEL | 510-885-3831 FAX | 510-885-7633 *"To receive much, Is to give much."* -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve.noble at louisville.edu Tue Oct 27 11:21:14 2015 From: steve.noble at louisville.edu (steve.noble@louisville.edu) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Music notation software for blind student In-Reply-To: References: Message-ID: For a basic consideration of accessible music notation, here is the page I write up for the Accessible Image Sample Book (a product of Benetech's DIAGRAM project): http://diagramcenter.org/samplebook/08-Music.xhtml There's a very good music scanning product called SharpEye, which will export to MusicXML or MIDI formats: http://www.music-scanning.com/sharpeye.html I have not tried it lately, but many years ago I used to use the older free version and was amazed that it even did a decent job with many of my hand-written scores of pieces I composed decades ago. Hope that helps! --Steve Noble steve.noble@louisville.edu 502-969-3088 http://louisville.academia.edu/SteveNoble ________________________________ From: athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Corazon Napolis [coco.napolis@csueastbay.edu] Sent: Tuesday, October 27, 2015 1:34 PM To: athen-list@u.washington.edu Subject: [Athen] Music notation software for blind student Please forgive cross-posts. We have a blind music major that has been receiving hardcopy music braille. He now wants to explore the option of navigating through music with Lime music notation software for non-vocal pieces or the larger scores. We won't be needing the braille output and I imagine we'd release a MusicXML file to the student? Does anyone have any experience with this? Are there any existing services that I can outsource these jobs to in the meantime, while we create some sort of in-house workflow? I know I will need to hire someone with a music background (we are looking at grad students in the music department), but not quite sure what exactly they would be doing in house (scanning in sheet music, proofing that the software converts it properly)? Thanks for any input! -- Corazon (Coco) Napolis Accessible Media Coordinator Accessibility Services California State University, East Bay Accessibility Services, Rm. LI 2400 25800 Carlos Bee Blvd, Hayward CA 94542-3057 TEL | 510-885-3831 FAX | 510-885-7633 "To receive much, Is to give much." -------------- next part -------------- An HTML attachment was scrubbed... URL: From gdietrich at htctu.net Tue Oct 27 15:51:36 2015 From: gdietrich at htctu.net (Gaeir Dietrich) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] DAISY format and players In-Reply-To: References: Message-ID: <028b01d1110a$0919dc90$1b4d95b0$@htctu.net> You can use the DAISY Pipeline on the DAISY Consortium website to create DAISY files, as others have mentioned, but if you have a copy of Kurzweil 1000, it can also create DAISY files. Since you are already using Kurzweil, that option might be simpler for you. ^^^^^^^^^^^^^^^^ Gaeir (rhymes with "fire") Dietrich HTCTU Director 408-996-6047 ^^^^^^^^^^^^^^^^ From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Ganga Harrison Sent: Wednesday, October 21, 2015 11:40 AM To: athen-list@u.washington.edu Subject: [Athen] DAISY format and players Could anyone tell me where I can find out more about DIASY players and how to create .daisy format? We currently make Mp3's using Kurzweil and would like to find a better audio on the go option for students. -- Sincerely, Ganga Harrison Accessible Technology Coordinator Disability Resource Center 831-459-4573 gdharris@ucsc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Tue Oct 27 20:13:00 2015 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] ATHEN Annual Meeting Message-ID: Hello all, The ATHEN Annual Meeting is next month at the 2015 Accessing Higher Ground Conference. The Annual Meeting will take place on Wednesday, November 18 at 6:30PM in the Westin Westminster hotel. We will know the exact location as we move closer to the conference date and send out notifications via email. We will also post notices regarding the specific location of the Annual Meeting. I am still open to topics for the agenda. Please contact me if you would like to have a specific topic addressed at the meeting - http://athenpro.org/content/athen-annual-meeting-2015 Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From ea at emptech.info Wed Oct 28 01:33:10 2015 From: ea at emptech.info (E.A. Draffan) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] ATHEN Annual Meeting In-Reply-To: References: Message-ID: <002601d1115b$47809400$d681bc00$@emptech.info> Dear All Please accept my apologies for being unable to attend ? I shall be with you in spirit so if there are any international issues debated do let me know! Dan will be over next year so we could cook up more links! Best wishes E.A. Mrs E.A. Draffan WAIS, ECS , University of Southampton Mobile +44 (0)7976 289103 http://access.ecs.soton.ac.uk UK AAATE rep http://www.aaate.net/ http://www.emptech.info From: athen-list [mailto:athen-list-bounces@mailman13.u.washington.edu] On Behalf Of Sean Keegan Sent: 28 October 2015 03:13 To: Access Technology Higher Education Network Subject: [Athen] ATHEN Annual Meeting Hello all, The ATHEN Annual Meeting is next month at the 2015 Accessing Higher Ground Conference. The Annual Meeting will take place on Wednesday, November 18 at 6:30PM in the Westin Westminster hotel. We will know the exact location as we move closer to the conference date and send out notifications via email. We will also post notices regarding the specific location of the Annual Meeting. I am still open to topics for the agenda. Please contact me if you would like to have a specific topic addressed at the meeting - http://athenpro.org/content/athen-annual-meeting-2015 Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Wed Oct 28 13:28:03 2015 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility Message-ID: (Please excuse the cross-posts) Does anyone know if google gmail and drive are yet accessible to screenreaders such as JAWS and NVDA? We recently had a student report working with a team of students where it was required to attached documents from Google drive via email. This student was using JAWS with Google gmail. Reportedly, she could open up the gmail dialogue to attach a document but could not read any document names from drive to select the appropriate file. Has anyone else encountered this issue? One other - perhaps larger - question: what do you do if an application such as Gmail with Google Drive only works with a screenreader/browser combination a student AT user does not regularly use. Where is the line - or is there a point - where you require the student to use a different technology? Thanks in advance. -Howard -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From SolowoniukR at macewan.ca Wed Oct 28 14:15:10 2015 From: SolowoniukR at macewan.ca (Russell Solowoniuk) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility In-Reply-To: References: Message-ID: <5630E67E020000EC00041050@gatedom2vs.macewan.ca> Hi Howard, I just tried attaching a file to a GMail message (using the web-based GMail) with Jaws 16 in Firefox 41, and IE 11. In both cases I was able to navigate to the Google Drive folder and choose a file... Jaws read the filenames in Google Drive just fine. Hope this helps. Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email. >>> Howard Kramer 10/28/2015 2:28 PM >>> (Please excuse the cross-posts) Does anyone know if google gmail and drive are yet accessible to screenreaders such as JAWS and NVDA? We recently had a student report working with a team of students where it was required to attached documents from Google drive via email. This student was using JAWS with Google gmail. Reportedly, she could open up the gmail dialogue to attach a document but could not read any document names from drive to select the appropriate file. Has anyone else encountered this issue? One other - perhaps larger - question: what do you do if an application such as Gmail with Google Drive only works with a screenreader/browser combination a student AT user does not regularly use. Where is the line - or is there a point - where you require the student to use a different technology? Thanks in advance. -Howard -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * From hkramer at ahead.org Wed Oct 28 14:18:40 2015 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility In-Reply-To: <5630E67E020000EC00041050@gatedom2vs.macewan.ca> References: <5630E67E020000EC00041050@gatedom2vs.macewan.ca> Message-ID: Thanks Russell. -Howard On Wed, Oct 28, 2015 at 3:15 PM, Russell Solowoniuk wrote: > Hi Howard, > > I just tried attaching a file to a GMail message (using the web-based > GMail) with Jaws 16 in Firefox 41, and IE 11. In both cases I was able to > navigate to the Google Drive folder and choose a file... Jaws read the > filenames in Google Drive just fine. > > Hope this helps. > > Russell > > Russell Solowoniuk > AT Educational Assistant, Services to Students with Disabilities > MacEwan University > 7-198 D4, 10700-104 Ave. > Edmonton, AB T5J 4S2 > E: solowoniukr@macewan.ca > T: 780-497-5826 > F: 780-497-4018 > macewan.ca > This communication is intended for the use of the recipient to whom it is > addressed and may contain confidential, personal, and/or privileged > information. Please contact me immediately if you are not the intended > recipient of this communication, and do not copy, distribute, or take > action relying on it. Any communication received in error, or subsequent > reply, should be deleted or destroyed. > Please consider the environment before printing this email. > > > >>> Howard Kramer 10/28/2015 2:28 PM >>> > (Please excuse the cross-posts) > > Does anyone know if google gmail and drive are yet accessible to > screenreaders such as JAWS and NVDA? We recently had a student report > working with a team of students where it was required to attached documents > from Google drive via email. This student was using JAWS with Google gmail. > Reportedly, she could open up the gmail dialogue to attach a document but > could not read any document names from drive to select the appropriate > file. Has anyone else encountered this issue? > > One other - perhaps larger - question: what do you do if an application > such as Gmail with Google Drive only works with a screenreader/browser > combination a student AT user does not regularly use. Where is the line - > or is there a point - where you require the student to use a different > technology? > > Thanks in advance. > > -Howard > > > > -- > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Denver, Colorado, Nov 16-20, > 2015. > Complete Attendee, Exhibitor, Hotel, and Registration materials are > available now. > > > > Complete program information and registration is open for our full line-up > of webinars, *AHEADtoYOU! > * And the *Technology > Access Series >*. > Site capacities for all webinar events is limited; please register at your > earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From tmikk at umn.edu Wed Oct 28 14:19:02 2015 From: tmikk at umn.edu (Tonu Mikk) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility In-Reply-To: References: Message-ID: I was curious about this too and tried attaching a Google drive document with JAWS and Firefox. I was able to browse the drive documents and hear their titles and attach them to the email. It took a bit of experimenting using the Tab key and arrow keys, but it worked. Google apps work best with JAWS and Firefox combination: https://support.google.com/drive/answer/6034939?hl=en . Regarding the second question I would think it is always worth a try to use the vendor recommended screenreader/browser combination. On Wed, Oct 28, 2015 at 3:28 PM, Howard Kramer wrote: > (Please excuse the cross-posts) > > Does anyone know if google gmail and drive are yet accessible to > screenreaders such as JAWS and NVDA? We recently had a student report > working with a team of students where it was required to attached documents > from Google drive via email. This student was using JAWS with Google gmail. > Reportedly, she could open up the gmail dialogue to attach a document but > could not read any document names from drive to select the appropriate > file. Has anyone else encountered this issue? > > One other - perhaps larger - question: what do you do if an application > such as Gmail with Google Drive only works with a screenreader/browser > combination a student AT user does not regularly use. Where is the line - > or is there a point - where you require the student to use a different > technology? > > Thanks in advance. > > -Howard > > > > -- > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Denver, Colorado, Nov 16-20, 2015. > Complete Attendee, Exhibitor, Hotel, and Registration materials are > available now. > > > > Complete program information and registration is open for our full line-up > of webinars, *AHEADtoYOU! > * And the *Technology > Access Series *. > Site capacities for all webinar events is limited; please register at your > earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Tonu Mikk Adaptive Technologist | Disability Resource Center | diversity.umn.edu/disability University of Minnesota | umn.edu tmikk@umn.edu | 612-625-3307 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hkramer at ahead.org Wed Oct 28 16:52:57 2015 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility In-Reply-To: References: Message-ID: Thanks Tonu. -Howard On Wed, Oct 28, 2015 at 3:19 PM, Tonu Mikk wrote: > I was curious about this too and tried attaching a Google drive document > with JAWS and Firefox. I was able to browse the drive documents and hear > their titles and attach them to the email. It took a bit of experimenting > using the Tab key and arrow keys, but it worked. Google apps work best > with JAWS and Firefox combination: > https://support.google.com/drive/answer/6034939?hl=en . > > Regarding the second question I would think it is always worth a try to > use the vendor recommended screenreader/browser combination. > > On Wed, Oct 28, 2015 at 3:28 PM, Howard Kramer wrote: > >> (Please excuse the cross-posts) >> >> Does anyone know if google gmail and drive are yet accessible to >> screenreaders such as JAWS and NVDA? We recently had a student report >> working with a team of students where it was required to attached documents >> from Google drive via email. This student was using JAWS with Google gmail. >> Reportedly, she could open up the gmail dialogue to attach a document but >> could not read any document names from drive to select the appropriate >> file. Has anyone else encountered this issue? >> >> One other - perhaps larger - question: what do you do if an application >> such as Gmail with Google Drive only works with a screenreader/browser >> combination a student AT user does not regularly use. Where is the line - >> or is there a point - where you require the student to use a different >> technology? >> >> Thanks in advance. >> >> -Howard >> >> >> >> -- >> Howard Kramer >> Conference Coordinator >> Accessing Higher Ground >> 303-492-8672 >> cell: 720-351-8668 >> >> Join us for the *Accessing Higher Ground Conference >> * in Denver, Colorado, Nov 16-20, >> 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials >> are available now. >> >> >> >> Complete program information and registration is open for our full >> line-up of webinars, *AHEADtoYOU! >> * And the *Technology >> Access Series *. >> Site capacities for all webinar events is limited; please register at your >> earliest convenience for the largest selection. >> >> >> >> Not yet a member of AHEAD? *We welcome you to join AHEAD now. >> * >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman13.u.washington.edu >> http://mailman13.u.washington.edu/mailman/listinfo/athen-list >> >> > > > -- > Tonu Mikk > Adaptive Technologist | Disability Resource Center | > diversity.umn.edu/disability > University of Minnesota | umn.edu > tmikk@umn.edu | 612-625-3307 > > _______________________________________________ > athen-list mailing list > athen-list@mailman13.u.washington.edu > http://mailman13.u.washington.edu/mailman/listinfo/athen-list > > -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From sam.joehl at ssbbartgroup.com Thu Oct 29 09:29:09 2015 From: sam.joehl at ssbbartgroup.com (Sam Joehl) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] FW: SSB in the News In-Reply-To: <0D8A32BE-2C15-41AA-84E3-366C20DA8BCF@ssbbartgroup.com> References: <66F1A86B-C8BF-44D0-90E4-F217D2EF33FB@ssbbartgroup.com> <0D8A32BE-2C15-41AA-84E3-366C20DA8BCF@ssbbartgroup.com> Message-ID: Great news about Blackboard Collaborate Ultra. https://thejournal.com/articles/2015/10/28/blackboard-collaborate-ultra-highlights-assistive-tech-adherence.aspx Zahra Safavian VP, Product zsafavian@ssbbartgroup.com 571.389.8635 (o) 571.289.5369 (c) Follow us: Facebook | Twitter | LinkedIn | Blog | Newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: From greeark at uw.edu Thu Oct 29 09:48:45 2015 From: greeark at uw.edu (KRISTA L. GREEAR) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] teaching blind student citation styles Message-ID: Hi there, does anyone have experience with teaching a blind student who uses a braillenote how to properly format their papers in APA format? Have they been required to use other technology, like JAWS and Microsoft word? Other recommendations? Apparently, braillenote Apex does not support running headers, kind of a big deal in citation world. [And might I say, it has been quite interesting working with a non-sighted a person about the visual specificity of the citation styles]. Krista Greear University of Washington | Disability Resources for Students Accessible Text & Technology Manager 011 Mary Gates Hall | Box 352808 Seattle, WA 98195-2808 | disability.uw.edu/ [ada-banner] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 18769 bytes Desc: image001.png URL: From hkramer at ahead.org Thu Oct 29 20:46:11 2015 From: hkramer at ahead.org (Howard Kramer) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] AHG 2015 Virtual Conference: Last day for early bird registration! Message-ID: Last Day for Early Registration Discount for 2015 Virtual Conference Today, October 30, is the last day to register at the discounted rate for the 2015 Virtual Accessing Higher Ground Conference. Sign up to view over 25 sessions that will be streamed during the conference. *Agenda* View the pre-conference and main conference agenda . *Register* Register for Virtual Conference A Sample from this Year's Virtual Program Pre-Conference - *Working with Inaccessible PDFs* - All About Video General Conference - Alt Text Production: Providing More Effective Services and Promoting Student Self-Reliance - How to Write a Good Description for Visual Elements - Designing a Mobile Ready Course with Universal Design - Creating Faculty Buy-In for Accessibility - E-Learning Accessibility: What Does an Instructor Need to Know? And over 20 more virtual sessions More Info If you have any questions contact Howard Kramer at 303-492-8672 or at the email below. e-mail: hkramer@ahead.org Conference URL: http://accessinghigherground.org -- Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Denver, Colorado, Nov 16-20, 2015. Complete Attendee, Exhibitor, Hotel, and Registration materials are available now. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From lcarlson at d.umn.edu Fri Oct 30 04:58:27 2015 From: lcarlson at d.umn.edu (Laura Carlson) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Legal reference on Web Accessibility Message-ID: Hi Ron and All, - Ron wrote: > Thought some may find this site useful. Thanks to Laura Carson for your > compilation. > > http://www.d.umn.edu/~lcarlson/wcagwg/settlements/ You are most welcome. Best Regards, Laura -- Laura L. Carlson Information Technology Systems and Services University of Minnesota Duluth Duluth, MN U.S.A. 55812-3009 http://www.d.umn.edu/itss/training/online/webdesign/ From karen.sorensen at pcc.edu Fri Oct 30 09:23:48 2015 From: karen.sorensen at pcc.edu (Karen Sorensen) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] google gmail, google drive accessibility - larger question Message-ID: Hi Howard, Great question about whether it's equitable to ask a screen reader user to switch screen readers because one screen reader can access something that another cannot. I personally don't think it's fair, but unfortunately it is the reality we are dealing with. Maybe we could have a round table at Accessing Higher Ground about it. We have a new employee who is a screen reader user, and we are a Google Apps college. Google Apps has come a long way in regards to accessibility with non-google screen readers. Chrome has recently become friendly with VoiceOver and JAWS is also pretty friendly. I can't address your specific question, but it sounds like others have. Still usability is almost as important if not equally important to accessibility IMHO. Google really does need to keep up this documentation . I've heard from screen reader users that it's not up to date. My 2 cents, Karen Karen M. Sorensen Accessibility Advocate for Online Courses www.pcc.edu/access Portland Community College 971-722-4720 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rsthompson2 at ua.edu Fri Oct 30 10:22:43 2015 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Sat Jun 9 18:32:55 2018 Subject: [Athen] Looking Glass? Message-ID: Hi, all. Do any of you have experience with the accessibility of LookingGlass? Their documentation claims WCAG 2.0 AA compliance. Dr. Rachel S. Thompson Director, Emerging Technology and Accessibility Center for Instructional Technology University of Alabama http://accessibility.ua.edu rsthompson2@ua.edu 124 Russell Hall 205.348.0216 -------------- next part -------------- An HTML attachment was scrubbed... URL: