From am2621 at hunter.cuny.edu Wed Jan 2 08:08:06 2019 From: am2621 at hunter.cuny.edu (Adina Mulliken) Date: Wed Jan 2 08:08:26 2019 Subject: [Athen] looking for free PDF webinars from Adobe, if they exist Message-ID: <53C9E4531F8C3242952C26904E099603021FA3ADBB@h-mem2> Hi all, Does anyone know if Rob Haverty from Adobe is giving free PDF accessibility webinars? I thought he said during Accessing Higher Ground that he was going to do that in January, but I haven't found info about it. Sorry if it was already posted on here and I missed it. Adina Mulliken Assistant Professor, Librarian Social Work and Public Health Library Hunter College, CUNY Phone: 212-396-7665 Pronouns: she, her -------------- next part -------------- An HTML attachment was scrubbed... URL: From krista at inclusiveinstructionaldesign.com Wed Jan 2 08:30:37 2019 From: krista at inclusiveinstructionaldesign.com (Krista Greear) Date: Wed Jan 2 08:31:40 2019 Subject: [Athen] looking for free PDF webinars from Adobe, if they exist In-Reply-To: <53C9E4531F8C3242952C26904E099603021FA3ADBB@h-mem2> References: <53C9E4531F8C3242952C26904E099603021FA3ADBB@h-mem2> Message-ID: Not the same thing, but Level Access offered a webinar series. PDF Accessibility Basics Webinar Series Resources (Level Access) ? Offers access to the PowerPoint slides, CART Transcript, and Recorded Presentations for the following: - PDF Functionality, Part I - PDF Functionality, Part II - Metadata, Reading Order, and Links - Non-Text Elements - Data Tables - Forms - Page Structure - Accessibility Checker On Wed, Jan 2, 2019 at 9:13 AM Adina Mulliken wrote: > Hi all, > > Does anyone know if Rob Haverty from Adobe is giving free PDF > accessibility webinars? I thought he said during Accessing Higher Ground > that he was going to do that in January, but I haven?t found info about > it. Sorry if it was already posted on here and I missed it. > > > > Adina Mulliken > > Assistant Professor, Librarian > > Social Work and Public Health Library > > Hunter College, CUNY > > Phone: 212-396-7665 > > Pronouns: she, her > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Krista Greear Accessibility and Inclusivity Crusader -------------- next part -------------- An HTML attachment was scrubbed... URL: From crobinson at ggc.edu Mon Jan 7 07:39:55 2019 From: crobinson at ggc.edu (Christine Robinson) Date: Mon Jan 7 07:40:04 2019 Subject: [Athen] Accessible "fill in the blank" Message-ID: Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon Jan 7 08:12:59 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 7 08:13:26 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and "fill in the blank" to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time - because it takes longer to navigate through these things and be able to "see" the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Jan 7 08:21:53 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Jan 7 08:22:25 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: I do your first option. You can use hyphens instead of the underline which will make converting to braille better. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 9:40 AM To: Access Technology Higher Education Network Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Jan 7 07:57:20 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Jan 7 08:23:43 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: <003201d4a6a1$acacd3a0$06067ae0$@karlencommunications.com> I'm most used to seeing the first example: Water molecules contain the elements ________ and _________ But never "replace the underline, I just type where the underline begins. LOL I've been doing it wrong all of these years! I will say, that as someone who uses a screen reader, it is often difficult to select all of the underline and replace it which is why I just start beeping at the beginning of the underline in forms with this type of formatting. In reading both examples using my screen reader, I know where the blanks are in the underline version but didn't know where the blanks were in the second example as my screen reader reads the question. I had to reread the second example several times before I caught the "blank" and am still not sure that I have it. Even if people are like me and don't remove the underline, just answer the question, it seems to me that keeping the underline gives the most information to anyone filling in this question and covers many disabilities and allows for printing of the form if needed.. Am interested in other thoughts though. Cheers, Karen From: athen-list On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:40 AM To: Access Technology Higher Education Network Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From crobinson at ggc.edu Mon Jan 7 08:26:13 2019 From: crobinson at ggc.edu (Christine Robinson) Date: Mon Jan 7 08:26:45 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Hi Susan - This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So... she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and "fill in the blank" to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time - because it takes longer to navigate through these things and be able to "see" the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon Jan 7 08:34:25 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 7 08:34:32 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Yes, you could do either way, or leave the blanks. As Robert and Karen both responded that they have no problem determining that there are blanks to be filled in, and they are regular screen reader users. Sometimes, the answer to our problems is not as complicated as we might think! Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 9:26 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan - This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So... she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and "fill in the blank" to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time - because it takes longer to navigate through these things and be able to "see" the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Jan 7 08:35:43 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Jan 7 08:36:03 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: I'm not Susan and I don't play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn't convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan - This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So... she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and "fill in the blank" to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time - because it takes longer to navigate through these things and be able to "see" the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon Jan 7 08:56:38 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 7 08:57:12 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: I've always defaulted to the dashes as that was what I was taught. It's good to hear I wasn't wrong. Haha! -Susan From: athen-list On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" I'm not Susan and I don't play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn't convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan - This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So... she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and "fill in the blank" to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time - because it takes longer to navigate through these things and be able to "see" the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all - What's the best way of providing "fill in the blank" space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers - and I'm "drawing a blank," so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren't repeated blanks, but that wouldn't be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn't a change we can make in the near future. Thanks for any help you can offer - Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Laura.R.Hamrick at Colorado.EDU Mon Jan 7 11:19:55 2019 From: Laura.R.Hamrick at Colorado.EDU (Laura Hamrick) Date: Mon Jan 7 11:20:03 2019 Subject: [Athen] Accessible "fill in the blank" Message-ID: Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list on behalf of Susan Kelmer Reply-To: Access Technology Higher Education Network Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 1. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon Jan 7 11:39:50 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 7 11:40:04 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Hi Laura. In my experience, and I?ve been working with blind students for nearly 20 years, is that they know ? they know by context, and they know by turning on punctuation settings in their preferred screen reader. I?ve never had a student complain that they couldn?t find the blanks. Remember they are getting information from context as well as content, just like we all do when we are reading or listening. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 12:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 1. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From samanj at pdx.edu Mon Jan 7 11:41:58 2019 From: samanj at pdx.edu (Samantha Johns) Date: Mon Jan 7 11:42:23 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Hello, You can include a labeled form field and do this using MS Word, here is a tutorial on adding these tools to MS Word . Warm Regards, *Samantha Johns, M.S.* (Pronouns: she, her, hers) *Accessible Media Coordinator* *Office of Academic Innovation* Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Mon, Jan 7, 2019 at 11:25 AM Laura Hamrick wrote: > Thanks all - I?m glad this is getting discussed! I ran into this question > recently and wasn?t sure what the best practice was. > > > > I do have one question though. My understanding was that different screen > readers have different default settings for whether they read out > punctuation or not, including underscores and hyphens. My concern about > relying on punctuation alone to indicate blanks was that if you don?t hear > the underscores read out, then it might be very hard to find where the > blank is in the sentence or you may not even realize there should be a > blank. > > > > Is it reasonable to assume that students who use screen readers will > either have their settings configured so that underscores are read out or > that they?ll be able to quickly make that adjustment once they realize it > is a fill in the blank question and they don?t hear a blank? > > > > Thank you! > > Laura > > > > *From: *athen-list on > behalf of Susan Kelmer > *Reply-To: *Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Date: *Monday, January 7, 2019 at 9:58 AM > *To: *Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject: *Re: [Athen] Accessible "fill in the blank" > > > > I?ve always defaulted to the dashes as that was what I was taught. It?s > good to hear I wasn?t wrong. Haha! > > > > -Susan > > > > *From:* athen-list *On > Behalf Of *Robert Beach > *Sent:* Monday, January 7, 2019 9:36 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Accessible "fill in the blank" > > > > I?m not Susan and I don?t play one on TV either, but I am a screen reader > user. I would not use the text, just the dashes as the screen reader > announces it much better. Having to always hear (fill in the blank) for > every question gets very annoying and can create cognative overload for > some students. Plus, it doesn?t convert as well for students who do not use > assistive technology. > > > > > > > > Robert Lee Beach > > Assistive Technology Specialist > > Kansas City Kansas Community College > > 7250 State Avenue > > Kansas City, KS 66112 > > Phone: 913-288-7671 > > Email: rbeach@kckcc.edu > > > > *From:* athen-list *On > Behalf Of *Christine Robinson > *Sent:* Monday, January 7, 2019 10:26 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Accessible "fill in the blank" > > > > Hi Susan ? > > > > This morning a Spanish faculty member sent me a document with what appears > to be a fill-in-the-blanks assignment, not a test or quiz: > > > > Answer the following questions in Spanish orally and in writing: > > 1.C?al es tu clase favorita ( what is your favorite class)? > > Mi clase favorita es ____ __________________. > > > > 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) > > Mi profesor favorito es el profesor____________/la profesora ____________. > > > > 3.C?al es tu especializaci?n (what is your major)? > > Mi especializaci?n es ______________. > > > > 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? > > Tomo (I take) ______________, ____________________ y > _______________________. > > > > 5.Qu? hay (What there is / there are) en tu clase? > > En mi clase hay una (a) ____________, un (a) ___________, unos (some) > ___________, y unas (some)__________________. > > > > 6.Qu? edificios (what buildings) hay en el campus de GGC? > > En GGC hay una ____________, un ___________... > > > > 7.Q?e estudias (what you study) este semestre (this semester)? > > Este semestre estudio (I study) ______________, ____________________ y > _______________________. > > > > 8.Q?e clases tomas (what you take)? > > Tomo (I take) ______________, ____________________ y > _______________________. > > > > 9. Como es tu horario semanal? (how is your weekly schedule?) > > El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 > am) > > > > So? she could replace each line with either - - - -, or [fill in the > blank]? > > > > *Christine Robinson* | Technical Trainer/Writer | Center for Teaching > Excellence > > Georgia Gwinnett College | 678-407-*5193* > > > > *From:* athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu > ] *On Behalf Of *Susan > Kelmer > *Sent:* Monday, January 7, 2019 11:13 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Accessible "fill in the blank" > > > > Christine, unless I have information from a student to say otherwise, I > put in four dashes where there is a blank. A screen reader user who also > reads Braille recognizes this as a fill in the blank. But you could make > it more explicit and use brackets and ?fill in the blank? to indicate that > there is something to fill in, aka [fill in the blank]. A screen reader > would likely want to turn on the punctuation so they would hear the > brackets to give them warning that there is something outside of the normal > text. > > > > Generally, though, I only see these fill in the blank things on tests, and > this is why blind students get extended time ? because it takes longer to > navigate through these things and be able to ?see? the answers and fill in > the space. > > > > Are faculty asking you for testing purposes, or for something else? > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Christine Robinson > *Sent:* Monday, January 7, 2019 8:40 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Accessible "fill in the blank" > > > > Hi all ? > > > > What?s the best way of providing ?fill in the blank? space in a Word > document? Faculty members are asking me how to do this in an accessible > manner, for students using screen readers ? and I?m ?drawing a blank,? so > to speak. > > > > The traditional approaches have been > > 1. typing a line > > For example: > > Water molecules contain the elements ________ and _________. > > > > 1. leaving blank space > > For example: > > List the elements in a molecule of carbon: > > > > With either traditional approach, if the document is filled out > electronically, then the line or space is intended to be replaced with > typewritten text. If the document is printed, then the line or space is > written on by hand. > > > > If the document were to be printed, then I would use paragraph spacing for > my example in #2, so that there aren?t repeated blanks, but that wouldn?t > be a good idea if students were going to answer the questions on their > computers. > > > > There are so many details to making electronic documents accessible! And I > know it would be easier if faculty members put their content on web pages > instead of in electronic documents, but that isn?t a change we can make in > the near future. > > > > Thanks for any help you can offer ? > > Chris > > > > > > *Christine Robinson* | Technical Trainer/Writer | Center for Teaching > Excellence > > *Georgia Gwinnett College* | 1000 University Center Lane| Lawrenceville, > GA 30043 > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Jan 7 11:53:51 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Jan 7 11:54:26 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: Unless the student goes and turns off all punctuation, dashes and underscores are read by default in both JAWS and NVDA. I would have to double check with Voice Over, but I seem to remember it reading these and I did not make any changes to the default settings. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 1:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 1. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Jan 7 11:56:51 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Jan 7 11:57:01 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: I would not recommend this approach as form fields are more difficult to deal with than simply writing in the answer where the hyphens and/or underscores are. Also, with form fields, if you decide to print the test for sighted users, the fields do not show unless they have information in them. Also, if you need to go to braille, it is easier with hyphens than with form fields. Plus, it is much easier to create the test with the hyphens than creating with forms. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Samantha Johns Sent: Monday, January 7, 2019 1:42 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Hello, You can include a labeled form field and do this using MS Word, here is a tutorial on adding these tools to MS Word. Warm Regards, Samantha Johns, M.S. (Pronouns: she, her, hers) Accessible Media Coordinator Office of Academic Innovation Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 [Image removed by sender.] Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Mon, Jan 7, 2019 at 11:25 AM Laura Hamrick > wrote: Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 1. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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: ~WRD000.jpg URL: From Laura.R.Hamrick at Colorado.EDU Mon Jan 7 12:15:41 2019 From: Laura.R.Hamrick at Colorado.EDU (Laura Hamrick) Date: Mon Jan 7 12:16:04 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: <7E437569-19F4-4D36-829B-0863287A1137@colorado.edu> Awesome, thank you all for the feedback! I just did a quick check on my Mac and it seems like VoiceOver reads underscores, but not dashes by default. I was under the impression that NVDA and/or JAWS didn?t read underscores by default, so that is helpful information! Best, Laura From: athen-list on behalf of Robert Beach Reply-To: Access Technology Higher Education Network Date: Monday, January 7, 2019 at 12:55 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Unless the student goes and turns off all punctuation, dashes and underscores are read by default in both JAWS and NVDA. I would have to double check with Voice Over, but I seem to remember it reading these and I did not make any changes to the default settings. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 1:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 1. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Jan 7 12:28:13 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Jan 7 12:29:00 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: <009901d4a6c7$84fd1bf0$8ef753d0$@karlencommunications.com> Underline is formatting so is read by most screen readers and Text-to-Speech tools. The dash approach has to be carefully implemented as Word often automatically switches a dash into an Em Dash. If you have punctuation set to ?most? which is what most of us have, then the dashes should be read. Also, I know JAWS has a default setting where if there are 3 iterations of something, it announces the first three iterations and not the rest. This may be enough of a hint that there is a fillable area, especially if this is clearly identified as part of the instructions for the assignment. If this is clearly identified, I can then also use the Advanced Find to locate all of the blanks, either searching for underline alone (without text) or a series of dashes. Cheers, Karen From: athen-list On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 2:20 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Jan 7 12:30:09 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Jan 7 12:30:24 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: References: Message-ID: <009e01d4a6c7$c90f1aa0$5b2d4fe0$@karlencommunications.com> I agree with Robert! I don?t advise using either the legacy ActiveX form controls or the new Content Controls to create Word forms. There are too many accessibility issues with using either. Cheers, Karen From: athen-list On Behalf Of Robert Beach Sent: Monday, January 7, 2019 2:57 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" I would not recommend this approach as form fields are more difficult to deal with than simply writing in the answer where the hyphens and/or underscores are. Also, with form fields, if you decide to print the test for sighted users, the fields do not show unless they have information in them. Also, if you need to go to braille, it is easier with hyphens than with form fields. Plus, it is much easier to create the test with the hyphens than creating with forms. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Samantha Johns Sent: Monday, January 7, 2019 1:42 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hello, You can include a labeled form field and do this using MS Word, here is a tutorial on adding these tools to MS Word . Warm Regards, Samantha Johns, M.S. (Pronouns: she, her, hers) Accessible Media Coordinator Office of Academic Innovation Portland State University 1825 SW Broadway Smith Memorial Student Union, Mezzanine 209 Portland OR 97201 (503) 725-2754 Caption Badge: Universal Design for learning 2016 ?The one argument for accessibility that doesn?t get made nearly often enough is how extraordinarily better it makes some people?s lives. How many opportunities do we have to dramatically improve people?s lives just by doing our job a little better?? ? Steve Krug On Mon, Jan 7, 2019 at 11:25 AM Laura Hamrick > wrote: Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- 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 info at karlencommunications.com Mon Jan 7 12:32:22 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Jan 7 13:04:19 2019 Subject: [Athen] Accessible "fill in the blank" In-Reply-To: <7E437569-19F4-4D36-829B-0863287A1137@colorado.edu> References: <7E437569-19F4-4D36-829B-0863287A1137@colorado.edu> Message-ID: <00a901d4a6c8$184daa00$48e8fe00$@karlencommunications.com> JAWS or NVDA may not read underline when it is attached to text unless you ask for formatting information, but if it is stand alone and applied using spaces or Tab Stops, it is read. Cheers, Karen From: athen-list On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 3:16 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible "fill in the blank" Awesome, thank you all for the feedback! I just did a quick check on my Mac and it seems like VoiceOver reads underscores, but not dashes by default. I was under the impression that NVDA and/or JAWS didn?t read underscores by default, so that is helpful information! Best, Laura From: athen-list > on behalf of Robert Beach > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 12:55 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Unless the student goes and turns off all punctuation, dashes and underscores are read by default in both JAWS and NVDA. I would have to double check with Voice Over, but I seem to remember it reading these and I did not make any changes to the default settings. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Laura Hamrick Sent: Monday, January 7, 2019 1:20 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Thanks all - I?m glad this is getting discussed! I ran into this question recently and wasn?t sure what the best practice was. I do have one question though. My understanding was that different screen readers have different default settings for whether they read out punctuation or not, including underscores and hyphens. My concern about relying on punctuation alone to indicate blanks was that if you don?t hear the underscores read out, then it might be very hard to find where the blank is in the sentence or you may not even realize there should be a blank. Is it reasonable to assume that students who use screen readers will either have their settings configured so that underscores are read out or that they?ll be able to quickly make that adjustment once they realize it is a fill in the blank question and they don?t hear a blank? Thank you! Laura From: athen-list > on behalf of Susan Kelmer > Reply-To: Access Technology Higher Education Network > Date: Monday, January 7, 2019 at 9:58 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?ve always defaulted to the dashes as that was what I was taught. It?s good to hear I wasn?t wrong. Haha! -Susan From: athen-list > On Behalf Of Robert Beach Sent: Monday, January 7, 2019 9:36 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" I?m not Susan and I don?t play one on TV either, but I am a screen reader user. I would not use the text, just the dashes as the screen reader announces it much better. Having to always hear (fill in the blank) for every question gets very annoying and can create cognative overload for some students. Plus, it doesn?t convert as well for students who do not use assistive technology. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 10:26 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Hi Susan ? This morning a Spanish faculty member sent me a document with what appears to be a fill-in-the-blanks assignment, not a test or quiz: Answer the following questions in Spanish orally and in writing: 1.C?al es tu clase favorita ( what is your favorite class)? Mi clase favorita es ____ __________________. 2.Qui?n es tu profesor favorito? (Who is your favrite profesor?) Mi profesor favorito es el profesor____________/la profesora ____________. 3.C?al es tu especializaci?n (what is your major)? Mi especializaci?n es ______________. 4.Q?e clases tomas para (what clases you take for) tu especializaci?n? Tomo (I take) ______________, ____________________ y _______________________. 5.Qu? hay (What there is / there are) en tu clase? En mi clase hay una (a) ____________, un (a) ___________, unos (some) ___________, y unas (some)__________________. 6.Qu? edificios (what buildings) hay en el campus de GGC? En GGC hay una ____________, un ___________... 7.Q?e estudias (what you study) este semestre (this semester)? Este semestre estudio (I study) ______________, ____________________ y _______________________. 8.Q?e clases tomas (what you take)? Tomo (I take) ______________, ____________________ y _______________________. 9. Como es tu horario semanal? (how is your weekly schedule?) El lunes (on Monday) yo tengo (I have) arte a las once de la ma?ana (at 11 am) So? she could replace each line with either - - - -, or [fill in the blank]? Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 678-407-5193 From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Susan Kelmer Sent: Monday, January 7, 2019 11:13 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Accessible "fill in the blank" Christine, unless I have information from a student to say otherwise, I put in four dashes where there is a blank. A screen reader user who also reads Braille recognizes this as a fill in the blank. But you could make it more explicit and use brackets and ?fill in the blank? to indicate that there is something to fill in, aka [fill in the blank]. A screen reader would likely want to turn on the punctuation so they would hear the brackets to give them warning that there is something outside of the normal text. Generally, though, I only see these fill in the blank things on tests, and this is why blind students get extended time ? because it takes longer to navigate through these things and be able to ?see? the answers and fill in the space. Are faculty asking you for testing purposes, or for something else? Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Christine Robinson Sent: Monday, January 7, 2019 8:40 AM To: Access Technology Higher Education Network > Subject: [Athen] Accessible "fill in the blank" Hi all ? What?s the best way of providing ?fill in the blank? space in a Word document? Faculty members are asking me how to do this in an accessible manner, for students using screen readers ? and I?m ?drawing a blank,? so to speak. The traditional approaches have been 1. typing a line For example: Water molecules contain the elements ________ and _________. 2. leaving blank space For example: List the elements in a molecule of carbon: With either traditional approach, if the document is filled out electronically, then the line or space is intended to be replaced with typewritten text. If the document is printed, then the line or space is written on by hand. If the document were to be printed, then I would use paragraph spacing for my example in #2, so that there aren?t repeated blanks, but that wouldn?t be a good idea if students were going to answer the questions on their computers. There are so many details to making electronic documents accessible! And I know it would be easier if faculty members put their content on web pages instead of in electronic documents, but that isn?t a change we can make in the near future. Thanks for any help you can offer ? Chris Christine Robinson | Technical Trainer/Writer | Center for Teaching Excellence Georgia Gwinnett College | 1000 University Center Lane| Lawrenceville, GA 30043 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Mon Jan 7 13:41:06 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Mon Jan 7 13:41:41 2019 Subject: [Athen] 2 books Message-ID: Does anyone have the following textbooks available? I can probably get from Bookshare, but if you already have them I would appreciate it. Raisin in the Sun by Hansberry Midsummer Night's Dream by Shakespeare Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 7792 bytes Desc: image003.png URL: From Susan.Kelmer at colorado.edu Mon Jan 7 14:37:33 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 7 14:38:04 2019 Subject: [Athen] 2 books In-Reply-To: References: Message-ID: Can you provide ISBN numbers so we can get you the right versions? Both should be available on Bookshare. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Kluesner, Bryon Sent: Monday, January 7, 2019 2:41 PM To: 'athen-list@u.washington.edu' Subject: [Athen] 2 books Does anyone have the following textbooks available? I can probably get from Bookshare, but if you already have them I would appreciate it. Raisin in the Sun by Hansberry Midsummer Night's Dream by Shakespeare Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 7792 bytes Desc: image001.png URL: From Bryon-Kluesner at utc.edu Mon Jan 7 15:49:55 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Mon Jan 7 15:50:08 2019 Subject: [Athen] 2 books In-Reply-To: References: , Message-ID: Sorry, Here you go: Raisin in the Sun: 9780679755333 Midsummer Night's Dream: 9780451526960 Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list on behalf of Susan Kelmer Sent: Monday, January 7, 2019 5:37 PM To: Access Technology Higher Education Network Subject: Re: [Athen] 2 books Can you provide ISBN numbers so we can get you the right versions? Both should be available on Bookshare. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Kluesner, Bryon Sent: Monday, January 7, 2019 2:41 PM To: 'athen-list@u.washington.edu' Subject: [Athen] 2 books Does anyone have the following textbooks available? I can probably get from Bookshare, but if you already have them I would appreciate it. Raisin in the Sun by Hansberry Midsummer Night?s Dream by Shakespeare Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 7792 bytes Desc: image001.png URL: From info at karlencommunications.com Tue Jan 8 08:47:53 2019 From: info at karlencommunications.com (Karlen Communications) Date: Tue Jan 8 08:47:59 2019 Subject: [Athen] Styles in Word and Accessible Fillable PDF Forms self-paced online courses discounted until March 1 2019 Message-ID: <002e01d4a771$e6b01730$b4104590$@karlencommunications.com> Hi Everyone: To start the new year, I've discounted the price of my two online courses: Styles in Word: A Primer for Accessible Document Design and Accessible Fillable PDF Forms. The discount is 50% off of the original price (including already discounted pricing plans. To get the discount automatically calculated go to the following pages: Styles in Word: A Primer for Accessible Document Design https://karen-mccall.teachable.com/p/styles-in-word-a-primer-for-accessible- document-design/?product_id=731124 &coupon_code=SPRING19 Accessible Fillable PDF Forms https://karen-mccall.teachable.com/p/accessible-fillable-pdf-forms/?product_ id=741457 &coupon_code=SPRING19 If you go to the regular webpage karen-mccall.teachable.com you will need to enter the discount code of SPRING19 (all caps) in order to get the discount. Sale ends March 1, 2019 at 11:55 PM EST. Cheers, Karen) -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Tue Jan 8 08:53:23 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue Jan 8 08:53:32 2019 Subject: [Athen] LiveScribe frustrations Message-ID: Hi all, I am having difficulty with removing LiveScribe files downloaded on a student's Mac laptop. Each time I try to delete the file, it asks for the pen the be connected the Mac. The pen IS connected to the Mac! The files are taking up space and can't be deleted. Anyone else come across this problem? If so, what has been your solution? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 7792 bytes Desc: image001.png URL: From mortado at cfcc.edu Tue Jan 8 09:52:33 2019 From: mortado at cfcc.edu (Maria Ortado) Date: Tue Jan 8 09:53:33 2019 Subject: [Athen] LiveScribe frustrations In-Reply-To: References: Message-ID: Are you saying that the pen is plugged into the student's laptop and the files are transferred over from the pen to the student's laptop. Then you are trying to delete the files from the pen while the pen is still plugged into the student's laptop? Because I have plugged the pen into my own computer once the semester is over and deleted the files using my own computer. So maybe try using a different computer to delete the files? *Maria Ortado* Interpreter Coordinator Disability Support Services Office: U216 Cape Fear Community College mortado@cfcc.edu Phone: (910) 362-7098 Dial 7-1-1 for Telecommunications Relay Service Fax: (910) 362-7113 On Tue, Jan 8, 2019 at 11:56 AM Kluesner, Bryon wrote: > Hi all, > > > > I am having difficulty with removing LiveScribe files downloaded on a > student?s Mac laptop. Each time I try to delete the file, it asks for the > pen the be connected the Mac. The pen IS connected to the Mac! The files > are taking up space and can?t be deleted. Anyone else come across this > problem? If so, what has been your solution? > > > > Thanks, > > > > Bryon > > > > *Bryon Kluesner, RhD* > > *Adaptive Technology Coordinator* > > *Disability Resource Center* > > *Adjunct Professor* > > *College of Health, Education & Professional Studies* > > [image: Power C] > > *The University of Tennessee at Chattanooga* > 103 Frist Hall > 615 McCallie Avenue, Dept. 2953 > > Chattanooga, TN 37403 > > > > (423) 425-4006 | utc.edu/drc > > > *A member of the Division of Student Affairs > * > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 7792 bytes Desc: not available URL: From Bryon-Kluesner at utc.edu Tue Jan 8 10:07:24 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue Jan 8 10:07:50 2019 Subject: [Athen] LiveScribe frustrations In-Reply-To: References: Message-ID: No. The files had already been transferred from the pen to the laptop. I am trying to delete the files from the laptop. Once the pen is unplugged from the laptop, I am unable to delete the files from the laptop. An error message pops up saying to plug the pen to the laptop. I plug the pen back to the laptop and still get the error to plug the pen to the laptop. I am unable to delete the files from the laptop with the pen unplugged or plugged to the laptop. I plugged the pen to my Dell desktop and deleted the files from the pen. I can?t get the files off the student?s laptop. We even uninstalled and reinstalled the Echo Desktop software to the Mac laptop and still get the error message and can?t delete the files. Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of Maria Ortado Sent: Tuesday, January 08, 2019 12:53 PM To: Access Technology Higher Education Network Subject: Re: [Athen] LiveScribe frustrations Are you saying that the pen is plugged into the student's laptop and the files are transferred over from the pen to the student's laptop. Then you are trying to delete the files from the pen while the pen is still plugged into the student's laptop? Because I have plugged the pen into my own computer once the semester is over and deleted the files using my own computer. So maybe try using a different computer to delete the files? Maria Ortado Interpreter Coordinator Disability Support Services Office: U216 Cape Fear Community College mortado@cfcc.edu Phone: (910) 362-7098 Dial 7-1-1 for Telecommunications Relay Service Fax: (910) 362-7113 [https://docs.google.com/uc?export=download&id=128wu4oXRT5K9ghuDY_Bkxy7uPBOiOEzf&revid=0B5svTlVTBNtkSVRrSGtrc0Z6QUdReHlSQzVQWHU0L2NEb2hJPQ] On Tue, Jan 8, 2019 at 11:56 AM Kluesner, Bryon > wrote: Hi all, I am having difficulty with removing LiveScribe files downloaded on a student?s Mac laptop. Each time I try to delete the file, it asks for the pen the be connected the Mac. The pen IS connected to the Mac! The files are taking up space and can?t be deleted. Anyone else come across this problem? If so, what has been your solution? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 7792 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 7890 bytes Desc: image003.png URL: From adwershing at pstcc.edu Tue Jan 8 10:10:04 2019 From: adwershing at pstcc.edu (Wershing, Alice D.) Date: Tue Jan 8 10:12:05 2019 Subject: [Athen] [External] LiveScribe frustrations In-Reply-To: References: Message-ID: When I encounter an issue, I typically chat with them on their website. They most likely will send you a tech sheet regarding that issue to look at first. If that doesn't help, then I chat with them on that specific issue until it gets solved. That can take a while and be challenging, but it has worked for me. Alice Wershing Pellissippi State, Knoxville TN ________________________________ From: athen-list on behalf of Kluesner, Bryon Sent: Tuesday, January 8, 2019 11:53:23 AM To: 'athen-list@u.washington.edu' Subject: [External] [Athen] LiveScribe frustrations Hi all, I am having difficulty with removing LiveScribe files downloaded on a student?s Mac laptop. Each time I try to delete the file, it asks for the pen the be connected the Mac. The pen IS connected to the Mac! The files are taking up space and can?t be deleted. Anyone else come across this problem? If so, what has been your solution? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center Adjunct Professor College of Health, Education & Professional Studies [Power C] The University of Tennessee at Chattanooga 103 Frist Hall 615 McCallie Avenue, Dept. 2953 Chattanooga, TN 37403 (423) 425-4006 | utc.edu/drc A member of the Division of Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 7792 bytes Desc: image001.png URL: From mortado at cfcc.edu Tue Jan 8 10:13:30 2019 From: mortado at cfcc.edu (Maria Ortado) Date: Tue Jan 8 10:16:04 2019 Subject: [Athen] LiveScribe frustrations In-Reply-To: References: Message-ID: Ah, I have not had to deal with that side of the issue. I'll be paying attention to this thread in case a student comes to me in the future with this problem. *Maria Ortado* Interpreter Coordinator Disability Support Services Office: U216 Cape Fear Community College mortado@cfcc.edu Phone: (910) 362-7098 Dial 7-1-1 for Telecommunications Relay Service Fax: (910) 362-7113 On Tue, Jan 8, 2019 at 1:09 PM Kluesner, Bryon wrote: > No. The files had already been transferred from the pen to the laptop. I > am trying to delete the files from the laptop. Once the pen is unplugged > from the laptop, I am unable to delete the files from the laptop. An error > message pops up saying to plug the pen to the laptop. I plug the pen back > to the laptop and still get the error to plug the pen to the laptop. I am > unable to delete the files from the laptop with the pen unplugged or > plugged to the laptop. > > > > I plugged the pen to my Dell desktop and deleted the files from the pen. I > can?t get the files off the student?s laptop. We even uninstalled and > reinstalled the Echo Desktop software to the Mac laptop and still get the > error message and can?t delete the files. > > > > Bryon > > > > *Bryon Kluesner, RhD* > > *Adaptive Technology Coordinator* > > *Disability Resource Center* > > *Adjunct Professor* > > *College of Health, Education & Professional Studies* > > [image: Power C] > > *The University of Tennessee at Chattanooga* > 103 Frist Hall > 615 McCallie Avenue, Dept. 2953 > > Chattanooga, TN 37403 > > > > (423) 425-4006 | utc.edu/drc > > > *A member of the Division of Student Affairs > * > > > > > > > > *From:* athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] *On > Behalf Of *Maria Ortado > *Sent:* Tuesday, January 08, 2019 12:53 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] LiveScribe frustrations > > > > Are you saying that the pen is plugged into the student's laptop and the > files are transferred over from the pen to the student's laptop. Then you > are trying to delete the files from the pen while the pen is still plugged > into the student's laptop? > > > > Because I have plugged the pen into my own computer once the semester is > over and deleted the files using my own computer. So maybe try using a > different computer to delete the files? > > *Maria Ortado* > > Interpreter Coordinator > > Disability Support Services > Office: U216 > Cape Fear Community College > mortado@cfcc.edu > > Phone: (910) 362-7098 > Dial 7-1-1 for Telecommunications Relay Service > > > Fax: (910) 362-7113 > > > > > > On Tue, Jan 8, 2019 at 11:56 AM Kluesner, Bryon > wrote: > > Hi all, > > > > I am having difficulty with removing LiveScribe files downloaded on a > student?s Mac laptop. Each time I try to delete the file, it asks for the > pen the be connected the Mac. The pen IS connected to the Mac! The files > are taking up space and can?t be deleted. Anyone else come across this > problem? If so, what has been your solution? > > > > Thanks, > > > > Bryon > > > > *Bryon Kluesner, RhD* > > *Adaptive Technology Coordinator* > > *Disability Resource Center* > > *Adjunct Professor* > > *College of Health, Education & Professional Studies* > > [image: Power C] > > *The University of Tennessee at Chattanooga* > 103 Frist Hall > 615 McCallie Avenue, Dept. 2953 > > Chattanooga, TN 37403 > > > > (423) 425-4006 | utc.edu/drc > > > *A member of the Division of Student Affairs > * > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > E-mail correspondence to and from this address may be subject to the North > Carolina Public Records Law and may be disclosed to third parties by an > authorized state official. (NCGS.Ch.132) > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- E-mail correspondence to and from this address may be subject to the North Carolina Public Records Law and may be disclosed to third parties by an authorized state official. (NCGS.Ch.132) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 7792 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 7890 bytes Desc: not available URL: From ecmatson at uidaho.edu Tue Jan 8 11:01:57 2019 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Tue Jan 8 11:02:36 2019 Subject: [Athen] Copy of DSM-5 Message-ID: Hi all, When I reached out to the APA for an accessible copy of the DSM-5 I was told I could purchase the e-book and given permission to scan the book to create my own accessible version. Just wondering if anyone has a copy of the DSM-5 they would be willing to share before I start figuring out logistics of creating my own for a distance student. Thanks! Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue Jan 8 11:12:20 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Jan 8 11:12:31 2019 Subject: [Athen] Copy of DSM-5 In-Reply-To: References: Message-ID: It is available on Bookshare in several formats, including Word (the best way to give this out, in my opinion). Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Matson, Eric (ecmatson@uidaho.edu) Sent: Tuesday, January 8, 2019 12:02 PM To: athen-list@u.washington.edu Subject: [Athen] Copy of DSM-5 Hi all, When I reached out to the APA for an accessible copy of the DSM-5 I was told I could purchase the e-book and given permission to scan the book to create my own accessible version. Just wondering if anyone has a copy of the DSM-5 they would be willing to share before I start figuring out logistics of creating my own for a distance student. Thanks! Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Tue Jan 8 12:28:01 2019 From: danc at uw.edu (Dan Comden) Date: Tue Jan 8 12:28:55 2019 Subject: [Athen] Styles in Word and Accessible Fillable PDF Forms self-paced online courses discounted until March 1 2019 In-Reply-To: <002e01d4a771$e6b01730$b4104590$@karlencommunications.com> References: <002e01d4a771$e6b01730$b4104590$@karlencommunications.com> Message-ID: This is a reminder that the ATHEN discussion list cannot be used for commercial purposes. Our list is supported by the University of Washington, a publicly funded institution. If you have any questions about this, please contact me directly -- my email address is danc@uw.edu. Thanks, and carry on the excellent conversations! -*- Dan On Tue, Jan 8, 2019 at 8:48 AM Karlen Communications < info@karlencommunications.com> wrote: > Hi Everyone: > > > > To start the new year, I?ve discounted the price of my two online courses: > Styles in Word: A Primer for Accessible Document Design and Accessible > Fillable PDF Forms. The discount is 50% off of the original price > (including already discounted pricing plans. > > > > To get the discount automatically calculated go to the following pages: > > > > Styles in Word: A Primer for Accessible Document Design > > > https://karen-mccall.teachable.com/p/styles-in-word-a-primer-for-accessible-document-design/?product_id=731124&coupon_code=SPRING19 > > > > Accessible Fillable PDF Forms > > > https://karen-mccall.teachable.com/p/accessible-fillable-pdf-forms/?product_id=741457&coupon_code=SPRING19 > > > > If you go to the regular webpage karen-mccall.teachable.com you will need > to enter the discount code of SPRING19 (all caps) in order to get the > discount. > > > > Sale ends March 1, 2019 at 11:55 PM EST. > > > > Cheers, Karen) > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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 ipriest at msudenver.edu Tue Jan 8 13:56:41 2019 From: ipriest at msudenver.edu (Priest, Ione) Date: Tue Jan 8 13:57:15 2019 Subject: [Athen] Seeking opinions on captioning and foreign films Message-ID: Hello all, We have a collection of courses that involve foreign films. In general, they have audio in a foreign language (everything from Chinese to German) with English subtitles burned into the film. There has also been a case of a silent film with intertitles written in the foreign language, again with English subtitles. Our English department (where these courses are housed) have expressed that the purpose of these films is to simply expose students to the "foreign" aspect, and that they want students to hear the foreign language as it is spoken for the emphases that cannot otherwise be captured. There is no requirement on any cinematography or other technical aspects of the films. They are trying to be proactive and ensure that these films are accessible at any point for any student, but they really don't have any solid ideas on how to accomplish this. All of our captioning is processed through our IT department, who previously provided an idea including providing 3 different copies of each film - one with English audio and English captions, one with the foreign language audio and foreign captions, and the original. I should also add that we do not currently have any students for whom this would be an accommodation as far as I am aware. We've engaged with both departments to work out some pieces of the puzzle, but I would love to hear how each of you might approach such a scenario or any other thoughts and opinions you have. Thank you all, Ione Priest, CPACC Pronouns: she, her, hers Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [Metropolitan State University of Denver] This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: From Joseph.Sherman at cuny.edu Wed Jan 9 08:06:49 2019 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Wed Jan 9 08:07:14 2019 Subject: [Athen] Accenture S2S Academy Message-ID: Anyone evaluated or using Accenture Skills to Succeed (S2S) Academy(http://s2sacademy.org/)? They have a barebones accessibility statement which notes issues with keyboard and AT accessibility. It also states that it is based on Flash, but I didn't see any Flash when I took a quick look. I did note issues with keyboard and screen reader access to some of the buttons. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From vmart02s at uis.edu Wed Jan 9 12:33:57 2019 From: vmart02s at uis.edu (Martin, Vance S) Date: Wed Jan 9 12:34:26 2019 Subject: [Athen] Seeking opinions on captioning and foreign films Message-ID: <2966a563dd2f4851b3a42b25edfa4897@UISMBX03.uisad.uis.edu> I just dealt with a similar issue this fall. We had a faculty member using a Romanian film, The Flower Bridge. The film was in Romanian and had burned in English subtitles, however we are moving towards audio descriptions for all videos, and this film would make zero sense to someone who was visually impaired with only a transcript. Without information on the scene setup, it went from a living room, to a farm yard, to a cemetery with 3 lines of short spoken text total in those three scenes. I worked with our librarian who reached out to the film distributer who sent us the caption file. We turned that into a transcript, and then I had my student worker add in all the scene info and basically made a script from the caption file. The faculty member then uploaded that transcript/script with the video. The movie was about an hour and half, it took my student worker about 15 hours to do the audio descriptions. That's about 120 dollars for her time. We also sent the file to the film distributor as well. We will be doing that for 6 more movies this Spring for a class which runs this summer. We had discussed the idea of Romanian captions and transcripts, but the movie was not for a language class, but for a class on life in a places post-war. Vance S. Martin, Ph.D.?? Campus Accessibility Specialist Center for Online Learning, Research, and Service (COLRS) University of Illinois Springfield One University Plaza MS - Brookens Library 428 Springfield, IL 62703 217-206-8118? phone Center for Online Learning, Research and Service Accessibility Tips Accessibility in the Trenches vmart02s@uis.edu Message: 2 Date: Tue, 8 Jan 2019 21:56:41 +0000 From: "Priest, Ione" To: Access Technology Higher Education Network Subject: [Athen] Seeking opinions on captioning and foreign films Message-ID: Content-Type: text/plain; charset="us-ascii" Hello all, We have a collection of courses that involve foreign films. In general, they have audio in a foreign language (everything from Chinese to German) with English subtitles burned into the film. There has also been a case of a silent film with intertitles written in the foreign language, again with English subtitles. Our English department (where these courses are housed) have expressed that the purpose of these films is to simply expose students to the "foreign" aspect, and that they want students to hear the foreign language as it is spoken for the emphases that cannot otherwise be captured. There is no requirement on any cinematography or other technical aspects of the films. They are trying to be proactive and ensure that these films are accessible at any point for any student, but they really don't have any solid ideas on how to accomplish this. All of our captioning is processed through our IT department, who previously provided an idea including providing 3 different copi! es of each film - one with English audio and English captions, one with the foreign language audio and foreign captions, and the original. I should also add that we do not currently have any students for whom this would be an accommodation as far as I am aware. We've engaged with both departments to work out some pieces of the puzzle, but I would love to hear how each of you might approach such a scenario or any other thoughts and opinions you have. Thank you all, Ione Priest, CPACC Pronouns: she, her, hers Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [Metropolitan State University of Denver] This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: From kelkind at bhcc.mass.edu Thu Jan 10 06:54:51 2019 From: kelkind at bhcc.mass.edu (Kenneth Elkind) Date: Thu Jan 10 06:54:59 2019 Subject: [Athen] alternatives for Pearson Math Lab Message-ID: <504CD6461379E346B2BB6493EFED9717016BCFA55D@MB-02.bhcc.dom> I'm looking for recommendations for alternatives for Pearson Math Lab. Pearson's learning management systems has a history of accessibility limitations with JAWS and other screen readers. Bunker Hill community college is formed a partnership with the Perkins school for the blind. Any help would be much appreciated. Kenneth Elkind Disability Support Services Bunker Hill Community College 250 Rutherford Ave Charletown,MA 02129 617-228-2234 kelkind@bhcc.mass.edu Disability Support Services Website http://www.bhcc.edu/disabilitysupportservices/ Test Request Form https://bunkerhillcc.us2.qualtrics.com/jfe/form/SV_42hfNlyGZzgC5fv -------------- next part -------------- An HTML attachment was scrubbed... URL: From deb.castiglione at cengage.com Thu Jan 10 09:43:23 2019 From: deb.castiglione at cengage.com (Castiglione, Deb A) Date: Thu Jan 10 09:43:45 2019 Subject: [Athen] Accessibility/UDL Coordinator Message-ID: <988D7E2C-2AFD-4107-A134-B8F8181145E8@cengage.com> Cengage is hiring an Accessibility/UDL Coordinator. What is ?essential for some? is almost always ?good for all? (Meyer, Rose, and Gordon, 2014). Deb Castiglione, EdD, ATP Director, Universal Design & Accessible Technologies Learning Center of Excellence Cengage 5191 Natorp Boulevard, Mason, OH 45040 513-229-1654 / 513-309-6262 (cell) deb.castiglione@cengage.com For accessibility concerns please complete the Accessibility Intake Form. -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Thu Jan 10 10:06:11 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu Jan 10 10:08:04 2019 Subject: [Athen] FW: Accessible Audio Only Fitness Programs Are Still Free In-Reply-To: <10478a31be9bfd192842cb2fa.ce8afd430d.20190110180450.e330e8d1bc.1aad1fae@mail158.atl221.rsgsv.net> References: <10478a31be9bfd192842cb2fa.ce8afd430d.20190110180450.e330e8d1bc.1aad1fae@mail158.atl221.rsgsv.net> Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D0108EF5@MB1.FHDA.LEARN> I have benefited from these programs and since they are now free, I don?t consider this an ad. Please share with your BVI students! From: Blind Alive Sent: Thursday, January 10, 2019 10:05 AM To: Deborah Armstrong Subject: Accessible Audio Only Fitness Programs Are Still Free View this email in your browser Because people have been so kind and generous, I am able to continue offering the Eyes-Free Fitness? workout programs for free. The website, https://www.blindalive.com, is the same but it is a minimal site. All programs can be downloaded to your phone or computer. There are meditations, cardio, weightlifting, pilates, yoga, stretching, stability ball, barre method, foam roller, and a balance series. They are easy to download. I no longer have a support team but you can write to me and I will help you if I can. I will be depending on continuing donations to keep this offering available. If there are any changes to the website, I will announce it through e-mail. I hope everyone has a peaceful year. Good health to you, Mel Scott Founder and President BlindAlive, LLC Contact: BlindAlive Website: https://www.blindalive.com Facebook: https://www.facebook.com/BlindAlive/ LinkedIn: https://www.linkedin.com/in/blindalive/ Twitter: https://twitter.com/BlindAlive Email: mailto:mel@blindalive.com [Image removed by sender.] [Image removed by sender.] [Image removed by sender.] Copyright ? 2019 Blind Alive, All rights reserved. Visitors to BlindAlive.com that want updates on Blind Alive. Our mailing address is: Blind Alive P.O. Box 395 Doylestown, PA 18901 Add us to your address book Want to change how you receive these emails? You can update your preferences or unsubscribe from this list. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 338 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 332 bytes Desc: image002.jpg URL: From armstrongdeborah at fhda.edu Thu Jan 10 12:00:08 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu Jan 10 12:02:13 2019 Subject: [Athen] Canvas inbox with screen readers Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D010908E@MB1.FHDA.LEARN> I'm having trouble with this, so I'm assuming it's going to frustrate our students as well. In Canvas, the LMS, there's an inbox which lets users have "conversations" sending messages to each other including to the instructor. When you choose compose a message, you must first select a course. Canvas insists you do this even if you are enrolled in only one. Once you do that there are fields for the subject, the body and attachments and a send button. There is also sometimes an auto-complete field for recipients but the screen readers don't seem to always see it and canvas refuses to show it until a course is selected. What's frustrating about this is even when you do select the course, I believe the screen reader doesn't know that the new field for selecting recipients has appeared. Maybe Canvas has to do something to tell the screen reader that the content has refreshed. Plus, once you select the course with alt-down arrow, the next press of tab takes you to the subject field. The field for selecting recipients does not appear at all in the tab order. If you manage to find it using a screen reader, you have to up and down arrow to get the autocomplete to work and press Enter which takes you out of the mode that lets you enter the rest of the message - the subject and the body. Has anyone else had this issue? Or is it something to do with the way Canvas is set up here. I've taken four courses using Canvas and had this issue with each one. It seems to me that a recipient is more important than a subject or a body, so I wish the ability to enter a recipient were more straightforward. Has anyone tested this with the keyboard and no screen reader, because perhaps it's a screen reader bug and not a Canvas bug. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Thu Jan 10 15:34:57 2019 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Thu Jan 10 15:35:24 2019 Subject: [Athen] Special Election: ATHEN Executive Board Message-ID: Hello ATHEN members, Active ATHEN members: you should have received a message in your inbox requesting your vote. If you believe you are an ATHEN member and did not receive the email, please let me know. Please do take a moment to complete the survey emailed to you and vote for the following ATHEN Executive positions: - Vice President (1 year term, filling a vacancy due to resignation) - Secretary (2 year term) 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 Thank you for your time. Dawn Hunziker ATHEN President ~~ Dawn Hunziker IT Accessibility Consultant, Sr. |Disability Resources The University of Arizona | hunziker@email.arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Fri Jan 11 08:10:04 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Fri Jan 11 08:10:36 2019 Subject: [Athen] Strikethrough formatting in MS Word and PDF? Message-ID: Hello all, I was asked about the capabilities of screen-readers communicating the Strikethrough formatting in MS Word and PDF documents. >From my testing, I was not able to get either JAWS or NVDA to recognize and communicate the text content that had a Strikethrough effect. I was using recent versions of JAWS, NVDA, and Microsoft Word 365. Has anyone been able to get JAWS or NVDA to recognize the Strikethrough formatting in MS Word (or PDF) documents? I found a nice solution for HTML-based content from Adrian Roselli (see https://codepen.io/aardrian/pen/bYJrWe), but HTML is not an output option at this time. Thanks for any feedback. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From joe at a11yeval.com Fri Jan 11 08:52:28 2019 From: joe at a11yeval.com (joe@a11yeval.com) Date: Fri Jan 11 08:52:57 2019 Subject: [Athen] Strikethrough formatting in MS Word and PDF? In-Reply-To: References: Message-ID: <015f01d4a9ce$099cb8d0$1cd62a70$@a11yeval.com> Sean, To my knowledge. Screen readers would only support this if they go into ?Font description? mode (JAWS: https://doccenter.freedomscientific.com/doccenter/doccenter/rs25c51746a0cc/2012-06-20_TextFormatting/02_TextFormatting.htm, NVDA: https://www.nvaccess.org/files/nvda/documentation/userGuide.html#DocumentFormattingSettings, VoiceOver: https://www.apple.com/voiceover/info/guide/_1128.html#mchlp2720) But from my conversations with power users, they only use this if they really need to (explicitly told critical information is conveyed through visual formatting or editing a document). You would have to implement a solution like Adrian?s physically adding the text to the page or you could use 1px by 1px ?spacer? images with the appropriate alternative text. I?m asking colleagues for other methods. Thankx. Joe Humbert From: athen-list On Behalf Of Sean Keegan Sent: Friday, January 11, 2019 11:10 AM To: Access Technology Higher Education Network Subject: [Athen] Strikethrough formatting in MS Word and PDF? Hello all, I was asked about the capabilities of screen-readers communicating the Strikethrough formatting in MS Word and PDF documents. >From my testing, I was not able to get either JAWS or NVDA to recognize and communicate the text content that had a Strikethrough effect. I was using recent versions of JAWS, NVDA, and Microsoft Word 365. Has anyone been able to get JAWS or NVDA to recognize the Strikethrough formatting in MS Word (or PDF) documents? I found a nice solution for HTML-based content from Adrian Roselli (see https://codepen.io/aardrian/pen/bYJrWe), but HTML is not an output option at this time. Thanks for any feedback. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Fri Jan 11 09:09:34 2019 From: info at karlencommunications.com (Karlen Communications) Date: Fri Jan 11 09:09:58 2019 Subject: [Athen] Strikethrough formatting in MS Word and PDF? In-Reply-To: References: Message-ID: <003701d4a9d0$6d3f6570$47be3050$@karlencommunications.com> In JAWS we can ask for the formatting at the cursor point which would give us this information but you have to be at the beginning or somewhere in the text that has the strikethrough. In Word you can search for Strikethrough but you have to suspect it is in the document to search for it. In PDF, all bets are off. We currently don?t have the ability to identify specific formatting. I just tried getting formatting information on text with Strikethrough using JAWS/current version and all I have access to is a font not in the document (BCED) and the ?Times New Roman? also not in the document. The 12 pt is correct but that is it. Can?t check NVDA as it is acting up at the present time on my computer. Cheers, Karen From: athen-list On Behalf Of Sean Keegan Sent: Friday, January 11, 2019 11:10 AM To: Access Technology Higher Education Network Subject: [Athen] Strikethrough formatting in MS Word and PDF? Hello all, I was asked about the capabilities of screen-readers communicating the Strikethrough formatting in MS Word and PDF documents. >From my testing, I was not able to get either JAWS or NVDA to recognize and communicate the text content that had a Strikethrough effect. I was using recent versions of JAWS, NVDA, and Microsoft Word 365. Has anyone been able to get JAWS or NVDA to recognize the Strikethrough formatting in MS Word (or PDF) documents? I found a nice solution for HTML-based content from Adrian Roselli (see https://codepen.io/aardrian/pen/bYJrWe), but HTML is not an output option at this time. Thanks for any feedback. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From joe at a11yeval.com Fri Jan 11 09:23:28 2019 From: joe at a11yeval.com (joe@a11yeval.com) Date: Fri Jan 11 09:24:00 2019 Subject: [Athen] Strikethrough formatting in MS Word and PDF? In-Reply-To: <003701d4a9d0$6d3f6570$47be3050$@karlencommunications.com> References: <003701d4a9d0$6d3f6570$47be3050$@karlencommunications.com> Message-ID: <019b01d4a9d2$5e416f80$1ac44e80$@a11yeval.com> Hi All, I talked to Our PDF expert : ?you can put the strikethrough/highlighted text within a tag and put the alternative text in the "actual text" field. The SR will focus on the actual text content, and the visual design won't have to be altered. I must've misread what you first said, apologies for that Then put the tag within a

? So in a PDF you can put the text in a container element and the use the ?Actual Text? property to include both the original text and the words ?[highlight/strikethrough] [begin/end]? at the beginning and end of the ?Actual Text? property so Screen readers announce the info, but it is not visually there. Basically an ?aria-label? for text content in a PDF. The ?Actual text? field is meant to be used for charts and graphs. Hope this helps. Joe From: athen-list On Behalf Of Karlen Communications Sent: Friday, January 11, 2019 12:10 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Strikethrough formatting in MS Word and PDF? In JAWS we can ask for the formatting at the cursor point which would give us this information but you have to be at the beginning or somewhere in the text that has the strikethrough. In Word you can search for Strikethrough but you have to suspect it is in the document to search for it. In PDF, all bets are off. We currently don?t have the ability to identify specific formatting. I just tried getting formatting information on text with Strikethrough using JAWS/current version and all I have access to is a font not in the document (BCED) and the ?Times New Roman? also not in the document. The 12 pt is correct but that is it. Can?t check NVDA as it is acting up at the present time on my computer. Cheers, Karen From: athen-list > On Behalf Of Sean Keegan Sent: Friday, January 11, 2019 11:10 AM To: Access Technology Higher Education Network > Subject: [Athen] Strikethrough formatting in MS Word and PDF? Hello all, I was asked about the capabilities of screen-readers communicating the Strikethrough formatting in MS Word and PDF documents. >From my testing, I was not able to get either JAWS or NVDA to recognize and communicate the text content that had a Strikethrough effect. I was using recent versions of JAWS, NVDA, and Microsoft Word 365. Has anyone been able to get JAWS or NVDA to recognize the Strikethrough formatting in MS Word (or PDF) documents? I found a nice solution for HTML-based content from Adrian Roselli (see https://codepen.io/aardrian/pen/bYJrWe), but HTML is not an output option at this time. Thanks for any feedback. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Fri Jan 11 11:50:26 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Fri Jan 11 11:50:34 2019 Subject: [Athen] reading options and Surface Message-ID: Hello all, I have a student who uses a Surface, not sure of model other than it is not a Pro. She is looking for options for reading items such as web pages and documents, not necessarily books. She has had experience with Natural Reader but doesn't like having to copy and paste the text into NR to read. I haven't really tried working with any programs on a Surface so I'm not sure what will install on it. I've had students use R&W and Dragon NaturalySpeaking on a Surface Pro, but that can be different from a standard Surface. Any suggestions would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From tristenbreitenfeldt at gmail.com Fri Jan 11 12:25:53 2019 From: tristenbreitenfeldt at gmail.com (tristenbreitenfeldt@gmail.com) Date: Fri Jan 11 12:26:22 2019 Subject: [Athen] reading options and Surface Message-ID: <009401d4a9eb$da3ce6a0$8eb6b3e0$@gmail.com> Hi Robert, I, personally love Surface devices. There are a couple of free options for people who want/need to have text to speech capabilities. Since I don't know if the student is using Windows S mode or a full Windows 10 installation, I will break down the two options according to the configurations they apply to. 1. If running S mode, this means that only Windows utilities and applications from the Windows app store can be installed/run. So, their best bet is using Windows Narrator. Narrator is a full screen reader, which comes with the Windows OS. The most recent version of Narrator in Windows 1809 also has a handy getting started tutorial, which launches the first time you start Narrator. To start Narrator, either turn it on in the Ease of Access settings or simply press Ctrl+WindowsKey+Enter. 2. If the student has turned off S mode on the Surface, they are probably running a full version of Windows 10. This means they can install third party software in addition to Windows store apps. So, NVDA, a free, open-source screen reader can be installed. Or, they can use Narrator here too if they prefer. Tristen Breitenfeldt -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Fri Jan 11 12:35:50 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Fri Jan 11 12:36:04 2019 Subject: [Athen] Strikethrough formatting in MS Word and PDF? In-Reply-To: References: Message-ID: Sean, I just created a document with some strike through text in it. Using JAWS, I did not figure out how to make the strike through attribute announce. However, I was able to get this with NVDA. To do this with NVDA: 1) Press NVDA-KEY+N to open the NVDA Menu. 2) Select Preferences. 3) Select Document Formatting. 4) Check the options you are looking for. In this case, I checked the attributes and colors box. When I used the arrows to move to the line, the strike through text was announced. When I used the read all command (NVDA-KEY+DOWN-ARROW) the attribute was announced too. I?m not sure if this is exactly what you are looking for, but HTH! Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of Sean Keegan Sent: Friday, January 11, 2019 10:10 AM To: Access Technology Higher Education Network Subject: [Athen] Strikethrough formatting in MS Word and PDF? Hello all, I was asked about the capabilities of screen-readers communicating the Strikethrough formatting in MS Word and PDF documents. From my testing, I was not able to get either JAWS or NVDA to recognize and communicate the text content that had a Strikethrough effect. I was using recent versions of JAWS, NVDA, and Microsoft Word 365. Has anyone been able to get JAWS or NVDA to recognize the Strikethrough formatting in MS Word (or PDF) documents? I found a nice solution for HTML-based content from Adrian Roselli (see https://codepen.io/aardrian/pen/bYJrWe), but HTML is not an output option at this time. Thanks for any feedback. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Fri Jan 11 12:38:34 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Fri Jan 11 12:38:58 2019 Subject: [Athen] reading options and Surface In-Reply-To: <009401d4a9eb$da3ce6a0$8eb6b3e0$@gmail.com> References: <009401d4a9eb$da3ce6a0$8eb6b3e0$@gmail.com> Message-ID: Thanks! I'll have to check to see exactly what she has when she brings the device in. She wasn't sure except she does not have a Pro. I'm afraid Narator and/or NVDA is going to be over kill for her, but we will look at it. Have a great weekend! Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: athen-list On Behalf Of tristenbreitenfeldt@gmail.com Sent: Friday, January 11, 2019 2:26 PM To: athen-list@u.washington.edu Subject: Re: [Athen] reading options and Surface Hi Robert, I, personally love Surface devices. There are a couple of free options for people who want/need to have text to speech capabilities. Since I don't know if the student is using Windows S mode or a full Windows 10 installation, I will break down the two options according to the configurations they apply to. 1. If running S mode, this means that only Windows utilities and applications from the Windows app store can be installed/run. So, their best bet is using Windows Narrator. Narrator is a full screen reader, which comes with the Windows OS. The most recent version of Narrator in Windows 1809 also has a handy getting started tutorial, which launches the first time you start Narrator. To start Narrator, either turn it on in the Ease of Access settings or simply press Ctrl+WindowsKey+Enter. 2. If the student has turned off S mode on the Surface, they are probably running a full version of Windows 10. This means they can install third party software in addition to Windows store apps. So, NVDA, a free, open-source screen reader can be installed. Or, they can use Narrator here too if they prefer. Tristen Breitenfeldt -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Fri Jan 11 12:50:10 2019 From: info at karlencommunications.com (Karlen Communications) Date: Fri Jan 11 12:51:52 2019 Subject: [Athen] Surface, Office 365/Office 2016 and Immersive Reading/Learning Tools Message-ID: <006b01d4a9ef$3e71a4a0$bb54ede0$@karlencommunications.com> Robert: Office 365/Office 2016 subscription.not sure about stand-alone Office 2016, has Immersive Reading or Learning Tools. In Word, these are contained in the Learning tools Ribbon. You can find the Learning Tools Ribbon by pressing Alt + Q and typing Learning Tools. Here is a webpage and video for the OneNote tools: https://www.onenote.com/learningtools About the Microsoft Learning Tools: https://www.microsoft.com/en-us/garage/wall-of-fame/learning-tools-onenote-i mmersive-reader/ Immersive Reading Improvements: https://educationblog.microsoft.com/2017/08/learning-tools-word-desktop-imme rsive-reader-update/ This also tells you about some of the settings. I saw yesterday on twitter that Microsoft Edge now has "Reading View" which seems to have many of the Learning Tools/Immersive Reading tools: https://www.youtube.com/embed/ImAkoHXqHXg?list=PLtSVUgxIo6KqBBGqNdPQG64f-hTs 1YxFM With the Learning Tools Ribbon you can choose to have text displayed in wide, moderate or narrow view, change the background colour of the page, divide words by syllables or have the document read aloud. The read Aloud button is now available in more places than the Learning Tools Ribbon. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathleen.Grady at cuw.edu Fri Jan 11 12:52:24 2019 From: Kathleen.Grady at cuw.edu (Grady, Kathleen H) Date: Fri Jan 11 12:52:47 2019 Subject: [Athen] reading options and Surface In-Reply-To: References: Message-ID: <85B4310685F45D429F6B171FB60050ABF21598@CUWEXMB01.cuw.edu> Hello, Natural Reader can be used without uploading using the "floating bar" option in the upper right. We use this option often. Best, KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Disability Support Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu "The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises." Leo Buscaglia From: athen-list On Behalf Of Robert Beach Sent: Friday, January 11, 2019 1:50 PM To: Access Technology Higher Education Network (athen-list@u.washington.edu) Subject: [Athen] reading options and Surface Hello all, I have a student who uses a Surface, not sure of model other than it is not a Pro. She is looking for options for reading items such as web pages and documents, not necessarily books. She has had experience with Natural Reader but doesn't like having to copy and paste the text into NR to read. I haven't really tried working with any programs on a Surface so I'm not sure what will install on it. I've had students use R&W and Dragon NaturalySpeaking on a Surface Pro, but that can be different from a standard Surface. Any suggestions would be appreciated. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Jan 14 11:45:38 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Jan 14 11:47:29 2019 Subject: [Athen] MFI hearing aids Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D0134FEC@MB1.FHDA.LEARN> In case your hearing aid students don't know this, the MFI (made for iPHONE) hearing aids are truly awesome. Over Xmas I purchased the KS8 hearing aids from Costco and not only do they pair with my phone, but I can control them with my phone. I have garden-variety age-related hearing loss and these are my first aids. Under settings-general-accessibility-hearing-MFI hearing devices, I tap on my aids and there is a whole screen full of settings. I can adjust the volume, the program and the mic pattern for the right and left independently. I can check the battery status. And I can turn on "live listen" which lets the iPHONE mic act as a remote mic. Apparently this is true for all the MFI hearing aids. Plus any calls, or items I stream with the phone can be heard through the aids. Voiceover, of course can be heard through the aids, and you can set it so that audio from the phone comes only through one ear so you can continue to hear other stuff with the other ear. Depending on what is set up by the audiologist, multiple programs can be turned on using the phone. Though hearing aid manufacturers have their own apps, with current iOS versions, the apps are mostly unnecessary. I have found it particularly useful to have iOS act as a poor man's assistive listening device, since my hearing loss is still mild. MFI is a low-energy bluetooth protocol that is specific to Apple; it's different and far more efficient than the headset or the A2DP protocol that other audio devices use. In my house, it seems to work up to about forty feet, unlike the other audio protocols which die at around 33 feet. It's nice to be able to wander around doing housework and not have to turn the TV up loud. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Mon Jan 14 15:37:33 2019 From: dhayman at uw.edu (Doug Hayman) Date: Mon Jan 14 15:58:08 2019 Subject: [Athen] MFI hearing aids In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D0134FEC@MB1.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D0134FEC@MB1.FHDA.LEARN> Message-ID: Thanks Deborah, I'm going to suggest those to my dad. His hearing aids are about $6k a pair. These are about $1600/pair at Costco and could be used with his iPad, if I understand correctly. Doug Hayman On Mon, Jan 14, 2019 at 11:48 AM Deborah Armstrong < armstrongdeborah@fhda.edu> wrote: > In case your hearing aid students don?t know this, the MFI (made for > iPHONE) hearing aids are truly awesome. > > > > Over Xmas I purchased the KS8 hearing aids from Costco and not only do > they pair with my phone, but I can control them with my phone. I have > garden-variety age-related hearing loss and these are my first aids. > > > > Under settings-general-accessibility-hearing-MFI hearing devices, I tap on > my aids and there is a whole screen full of settings. I can adjust the > volume, the program and the mic pattern for the right and left > independently. I can check the battery status. And I can turn on ?live > listen? which lets the iPHONE mic act as a remote mic. > > > > Apparently this is true for all the MFI hearing aids. Plus any calls, or > items I stream with the phone can be heard through the aids. > > > > Voiceover, of course can be heard through the aids, and you can set it so > that audio from the phone comes only through one ear so you can continue to > hear other stuff with the other ear. > > > > Depending on what is set up by the audiologist, multiple programs can be > turned on using the phone. Though hearing aid manufacturers have their own > apps, with current iOS versions, the apps are mostly unnecessary. I have > found it particularly useful to have iOS act as a poor man?s assistive > listening device, since my hearing loss is still mild. > > > > MFI is a low-energy bluetooth protocol that is specific to Apple; it?s > different and far more efficient than the headset or the A2DP protocol that > other audio devices use. In my house, it seems to work up to about forty > feet, unlike the other audio protocols which die at around 33 feet. It?s > nice to be able to wander around doing housework and not have to turn the > TV up loud. > > > > --Debee > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman w.edu> 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 ecmatson at uidaho.edu Tue Jan 15 08:42:14 2019 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Tue Jan 15 08:42:21 2019 Subject: [Athen] Printing LiveScribe dot paper Message-ID: Hey all, I've been working with our IT department to be able to print LiveScribe dot paper, but not having any luck. Has anyone managed to get this to work and have any pointers? Thanks! Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Tue Jan 15 08:49:52 2019 From: dhayman at uw.edu (Doug Hayman) Date: Tue Jan 15 08:50:43 2019 Subject: [Athen] Printing LiveScribe dot paper In-Reply-To: References: Message-ID: We tried it once with our colored laser printer and found it took a long time and likely can't compete with the Livescribe books you can purchase. On Tue, Jan 15, 2019 at 8:42 AM Matson, Eric (ecmatson@uidaho.edu) < ecmatson@uidaho.edu> wrote: > Hey all, > > > > I?ve been working with our IT department to be able to print LiveScribe > dot paper, but not having any luck. Has anyone managed to get this to work > and have any pointers? > > > > Thanks! > > > > *Eric Matson | Assistive Technology Specialist* > > Center for Disability Access and Resources > > Division of Student Affairs > > The University of Idaho > > Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 > > Fax: 208.885.9404 > > Campus Zip: 4257 > > > > This communication may contain privileged, non-public or other > confidential information. If you have received it in error, please advise > the sender by reply e-mail and immediately delete the message and any > attachments without copying or disclosing the contents. Thank you. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman w.edu> 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 neal.sorensen at mnsu.edu Tue Jan 15 09:10:18 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Tue Jan 15 09:10:38 2019 Subject: [Athen] Printing LiveScribe dot paper In-Reply-To: References: Message-ID: For printing Dot Paper, you have to scale up the printing for the dots to be readable by the pen. When you are in printing set-up, set the Custom Scale to 105%. It is not going to be perfect, usually the page numbers get cut off slightly, but the dot paper works with this method. Hopefully this works well for you! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. From: athen-list On Behalf Of Doug Hayman Sent: Tuesday, January 15, 2019 10:50 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Printing LiveScribe dot paper We tried it once with our colored laser printer and found it took a long time and likely can't compete with the Livescribe books you can purchase. On Tue, Jan 15, 2019 at 8:42 AM Matson, Eric (ecmatson@uidaho.edu) > wrote: Hey all, I?ve been working with our IT department to be able to print LiveScribe dot paper, but not having any luck. Has anyone managed to get this to work and have any pointers? Thanks! Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> 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: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From arovner at shoreline.edu Tue Jan 15 09:16:44 2019 From: arovner at shoreline.edu (Rovner, Amy) Date: Tue Jan 15 09:17:17 2019 Subject: [Athen] MFI hearing aids In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D0134FEC@MB1.FHDA.LEARN> Message-ID: I have a pair made by Widex that work with my iphone and I love them for all the reasons Deborah stated below. I particularly appreciate that my phone call stream directly into my ears! I can hear almost everything the person on the other end is saying and without having to strain to hear. ? Amy From: athen-list On Behalf Of Doug Hayman Sent: Monday, January 14, 2019 3:38 PM To: Access Technology Higher Education Network Subject: Re: [Athen] MFI hearing aids Thanks Deborah, I'm going to suggest those to my dad. His hearing aids are about $6k a pair. These are about $1600/pair at Costco and could be used with his iPad, if I understand correctly. Doug Hayman On Mon, Jan 14, 2019 at 11:48 AM Deborah Armstrong > wrote: In case your hearing aid students don?t know this, the MFI (made for iPHONE) hearing aids are truly awesome. Over Xmas I purchased the KS8 hearing aids from Costco and not only do they pair with my phone, but I can control them with my phone. I have garden-variety age-related hearing loss and these are my first aids. Under settings-general-accessibility-hearing-MFI hearing devices, I tap on my aids and there is a whole screen full of settings. I can adjust the volume, the program and the mic pattern for the right and left independently. I can check the battery status. And I can turn on ?live listen? which lets the iPHONE mic act as a remote mic. Apparently this is true for all the MFI hearing aids. Plus any calls, or items I stream with the phone can be heard through the aids. Voiceover, of course can be heard through the aids, and you can set it so that audio from the phone comes only through one ear so you can continue to hear other stuff with the other ear. Depending on what is set up by the audiologist, multiple programs can be turned on using the phone. Though hearing aid manufacturers have their own apps, with current iOS versions, the apps are mostly unnecessary. I have found it particularly useful to have iOS act as a poor man?s assistive listening device, since my hearing loss is still mild. MFI is a low-energy bluetooth protocol that is specific to Apple; it?s different and far more efficient than the headset or the A2DP protocol that other audio devices use. In my house, it seems to work up to about forty feet, unlike the other audio protocols which die at around 33 feet. It?s nice to be able to wander around doing housework and not have to turn the TV up loud. --Debee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> 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 ecmatson at uidaho.edu Tue Jan 15 10:04:38 2019 From: ecmatson at uidaho.edu (Matson, Eric (ecmatson@uidaho.edu)) Date: Tue Jan 15 10:05:02 2019 Subject: [Athen] Printing LiveScribe dot paper In-Reply-To: References: Message-ID: Thanks Neal. Looks like scaling it up to 105% made it work. From: athen-list On Behalf Of Sorensen, Neal B Sent: Tuesday, January 15, 2019 9:10 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Printing LiveScribe dot paper For printing Dot Paper, you have to scale up the printing for the dots to be readable by the pen. When you are in printing set-up, set the Custom Scale to 105%. It is not going to be perfect, usually the page numbers get cut off slightly, but the dot paper works with this method. Hopefully this works well for you! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. From: athen-list > On Behalf Of Doug Hayman Sent: Tuesday, January 15, 2019 10:50 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Printing LiveScribe dot paper We tried it once with our colored laser printer and found it took a long time and likely can't compete with the Livescribe books you can purchase. On Tue, Jan 15, 2019 at 8:42 AM Matson, Eric (ecmatson@uidaho.edu) > wrote: Hey all, I?ve been working with our IT department to be able to print LiveScribe dot paper, but not having any luck. Has anyone managed to get this to work and have any pointers? Thanks! Eric Matson | Assistive Technology Specialist Center for Disability Access and Resources Division of Student Affairs The University of Idaho Phone: 208.885.6307 | ecmatson@uidaho.edu| Bruce M. Pitman Center 127 Fax: 208.885.9404 Campus Zip: 4257 This communication may contain privileged, non-public or other confidential information. If you have received it in error, please advise the sender by reply e-mail and immediately delete the message and any attachments without copying or disclosing the contents. Thank you. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> 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: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From armstrongdeborah at fhda.edu Thu Jan 17 09:55:02 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu Jan 17 09:57:36 2019 Subject: [Athen] How does one read copy-protected books on an iPAD using audio? Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D013B143@MB1.FHDA.LEARN> The situation: several of my sighted students have purchased their books using either the Kindle or the iBOOKS app on iPADS. The only way I know to read a copy-protected book outside of VoiceOver is one screen at a time using the speak screen command. One student has attempted to learn voiceOver but is struggling with the learning curve, as she is sighted and does not want to change her gestures. The other student had no problem with the gestures changing, but she doesn't like VoiceOver's voice. Normally, we recommend apps like VoiceDream reader, but it won't read copy-protected material. If a book is sandboxed in one app like Nook or VitalSource, how can a student read it both visually and using audio? Any suggestions? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Thu Jan 17 10:14:57 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Thu Jan 17 10:16:02 2019 Subject: [Athen] How does one read copy-protected books on an iPAD using audio? In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D013B143@MB1.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D013B143@MB1.FHDA.LEARN> Message-ID: I give them the PDFs I get from the publisher. As far as I'm concerned, neither of those options (Kindle or iBooks) are accessible, but they DO count as proof of ownership. So I get the PDFs from the publisher and send them to the student. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Deborah Armstrong Sent: Thursday, January 17, 2019 10:55 AM To: 'Access Technology Higher Education Network' Subject: [Athen] How does one read copy-protected books on an iPAD using audio? The situation: several of my sighted students have purchased their books using either the Kindle or the iBOOKS app on iPADS. The only way I know to read a copy-protected book outside of VoiceOver is one screen at a time using the speak screen command. One student has attempted to learn voiceOver but is struggling with the learning curve, as she is sighted and does not want to change her gestures. The other student had no problem with the gestures changing, but she doesn't like VoiceOver's voice. Normally, we recommend apps like VoiceDream reader, but it won't read copy-protected material. If a book is sandboxed in one app like Nook or VitalSource, how can a student read it both visually and using audio? Any suggestions? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Fri Jan 18 08:35:18 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Fri Jan 18 08:35:27 2019 Subject: [Athen] In need of files for book Message-ID: Hello esteemed colleagues. I have already contacted the publisher (ABC-CLIO) and they are refusing to send us a file. They also asked some very nosy questions in order to give me "permission" to scan the student's copy. I declined to provide them any information they asked for and reminded them that we are not obligated to seek or acquire their permission before scanning a book. Today is NOT the day to mess with me! Ha! Here's the book: History of American Indians McCoy 9780313386824 Thanks! Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sam.joehl at levelaccess.com Fri Jan 18 16:05:57 2019 From: sam.joehl at levelaccess.com (Sam Joehl) Date: Fri Jan 18 16:06:08 2019 Subject: [Athen] FW: 2019 State of Digital Accessibility Survey In-Reply-To: References: Message-ID: Level Access is currently conducting a 2019 State of Digital Accessibility survey. Results from the survey will be shared in an upcoming webinar and a free white paper. Depending on your role in your organization, you'll be asked between 15-20 questions. It should take less than five minutes of your time. To take the survey, go to: https://www.surveymonkey.com/r/LD2LN86 We appreciate any input you are willing to provide. Best regards, Sam __._,_.___ ________________________________ Posted by: Sam Joehl ________________________________ Reply via web post * Reply to sender * Reply to group * Start a New Topic * Messages in this topic (1) ________________________________ [https://s.yimg.com/ru/static/images/yg/img/megaphone/1464031581_phpFA8bON] Have you tried the highest rated email app? With 4.5 stars in iTunes, the Yahoo Mail app is the highest rated email app on the market. What are you waiting for? Now you can access all your inboxes (Gmail, Outlook, AOL and more) in one place. Never delete an email again with 1000GB of free cloud storage. ________________________________ Visit us on the web at http://FedAccessibility.org/ Visit Your Group [Yahoo! Groups] * Privacy * Unsubscribe * Terms of Use SPONSORED LINKS . __,_._,___ -------------- next part -------------- An HTML attachment was scrubbed... URL: From lissner.2 at osu.edu Mon Jan 21 17:06:52 2019 From: lissner.2 at osu.edu (Lissner, Scott) Date: Tue Jan 22 06:29:05 2019 Subject: [Athen] =?utf-8?q?Celebrate_Ed_Roberts=E2=80=99_Birthday?= In-Reply-To: <35E43301-D4A1-4493-B342-325179046ACF@osu.edu> References: <6337812E-A2EF-4FC0-BB13-BCD5368B31B2@osu.edu>, <35E43301-D4A1-4493-B342-325179046ACF@osu.edu> Message-ID: CELEBRATE ED ROBERTS? BIRTHDAY DAY! Submit a proposal to the 2019 Multiple Perspectives conference https://ada.osu.edu/2019-ada-multiple-perspectives-access-inclusion-disability-conference/call-presentations Upon learning that Roberts had a severe disability, one of the UC Berkeley deans on the admissions committee commented, "We've tried cripples before and it didn't work." Pioneering Civil Rights Activist Edward Verne Roberts (January 23, 1939 ? March 14, 1995) was the first student with severe disabilities to attend the University of California Berkely. Building on his experience in establishing access and supports as a student he went on to become the father of the Independent Living movement. Yolanda Vargas reflects on the impact of Ed Roberts? mentoring in her and others' lives and shares some great tips for being a mentor or mentee: https://medium.com/disabilitymentors/ed-roberts-and-me-mentoring-for-change-321a4b4a6826 More resources on Ed Roberts at http://yodisabledproud.org/ed-roberts-day/ Caption: Don Galloway, Manager of Blind Services, and Ed Roberts, Executive Director of the fledgling Center for Independent Living. (Image: A 1974 black & white photo of 2 men on Berkely's Campus. A black man in a dashiki holding the guide dog harness of a German Shepherd is walking beside a white man with a beard and long hair wearing a button down shirt and using a wheelchair. [image1.jpeg] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image1.jpeg Type: image/jpeg Size: 77731 bytes Desc: image1.jpeg URL: From togregg at iu.edu Tue Jan 22 06:42:07 2019 From: togregg at iu.edu (Gregg, Tomas A) Date: Tue Jan 22 06:42:36 2019 Subject: [Athen] Braille Display Drivers, Win10 Updates and JAWS In-Reply-To: <4fe89888912a4242a030efe08fd84073@IN-CCI-D1S12.ads.iu.edu> References: <0c14cebc200546cbb60d0dd1b2e22595@IN-CCI-D1S12.ads.iu.edu> <4fe89888912a4242a030efe08fd84073@IN-CCI-D1S12.ads.iu.edu> Message-ID: <6804cdc0e6584be6938da12b4d8a4890@IN-CCI-D1S12.ads.iu.edu> Greetings, I am in the research phase of looking for a new braille display to use in our office. Part of the reason for this is our current Humanware Brailliant BI40 (purchased back in 2013) braille display drivers get destroyed each time during Windows Updates on Patch Tuesdays. This means once a month I have to repair/re-install the drivers in order for the braille display to be recognized by JAWS. Has anyone else experienced this issue with their braille display, Windows 10 and JAWS 2018 or 2019? Are there any braille displays that people recommend that don't have this problem with Windows 10 and JAWS? Sincerely, Tomas Senior User Support Specialist Assistive Technology and Accessibility Centers (ATAC) - Indiana University togregg@iu.edu (812) 856-0898 [Direct Line] (812) 856-4112 [Main Office] http://atac.iu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: smime.p7s Type: application/pkcs7-signature Size: 5639 bytes Desc: not available URL: From travis at travisroth.com Tue Jan 22 06:52:48 2019 From: travis at travisroth.com (Travis Roth) Date: Tue Jan 22 06:53:18 2019 Subject: [Athen] Braille Display Drivers, Win10 Updates and JAWS In-Reply-To: <6804cdc0e6584be6938da12b4d8a4890@IN-CCI-D1S12.ads.iu.edu> References: <0c14cebc200546cbb60d0dd1b2e22595@IN-CCI-D1S12.ads.iu.edu> <4fe89888912a4242a030efe08fd84073@IN-CCI-D1S12.ads.iu.edu> <6804cdc0e6584be6938da12b4d8a4890@IN-CCI-D1S12.ads.iu.edu> Message-ID: <00bb01d4b262$24c0a0d0$6e41e270$@travisroth.com> I've not seen that issue with Focus displays or Handy Tech displays. Frankly it sounds a bit odd. Have you inquired of HumanWare or Freedom Scientific perhaps they have an updated driver? Many displays are moving more towards the universal driver though it's hard to keep track of which displays use what. The other somewhat obvious answer to your recommendation question is if you are using JAWS, Focus displays are always supported the best by JAWS. That does not mean they are my favorite displays overall, but they likely will give you the least driver issues. Travis From: athen-list On Behalf Of Gregg, Tomas A Sent: Tuesday, January 22, 2019 8:42 AM To: athen-list@u.washington.edu Subject: [Athen] Braille Display Drivers, Win10 Updates and JAWS Greetings, I am in the research phase of looking for a new braille display to use in our office. Part of the reason for this is our current Humanware Brailliant BI40 (purchased back in 2013) braille display drivers get destroyed each time during Windows Updates on Patch Tuesdays. This means once a month I have to repair/re-install the drivers in order for the braille display to be recognized by JAWS. Has anyone else experienced this issue with their braille display, Windows 10 and JAWS 2018 or 2019? Are there any braille displays that people recommend that don't have this problem with Windows 10 and JAWS? Sincerely, Tomas Senior User Support Specialist Assistive Technology and Accessibility Centers (ATAC) - Indiana University togregg@iu.edu (812) 856-0898 [Direct Line] (812) 856-4112 [Main Office] http://atac.iu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Jan 22 08:22:58 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Jan 22 08:25:10 2019 Subject: [Athen] Help with google suite for screen reader and magnification users Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D4A3B6B2@MB1.FHDA.LEARN> Many of my BVI students struggle with Google apps, often required for classroom use. Help is now here. National Braille press has released a beginner's guide to the google suite -- exerpting briefly from their advertising copy: ...downloading, installing, navigating, and using Gmail, Chrome, Drive, Docs, Sheets, Slides, Hangouts, and Calendar on a PC, with helpful notes about Mac and mobile devices... ... available in braille, eBraile, DAISY, and Word formats directly from NBP. ...download digitally or have the book shipped to you in either braille or on a thumb drive in your chosen format. In addition Mystic access, the company that wrote this book also produces an audio tutorial. Find the table of contents and more information about the book here: http://www.nbp.org/ic/nbp/GOOGLE-SUITE.html and more about the audio tutorial here: https://www.mysticaccess.com/product/google-suite-of-products-audio-tutorial/ --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From togregg at iu.edu Wed Jan 23 06:46:16 2019 From: togregg at iu.edu (Gregg, Tomas A) Date: Wed Jan 23 06:46:45 2019 Subject: [Athen] Braille Display Drivers, Win10 Updates and JAWS In-Reply-To: <00bb01d4b262$24c0a0d0$6e41e270$@travisroth.com> References: <0c14cebc200546cbb60d0dd1b2e22595@IN-CCI-D1S12.ads.iu.edu> <4fe89888912a4242a030efe08fd84073@IN-CCI-D1S12.ads.iu.edu> <6804cdc0e6584be6938da12b4d8a4890@IN-CCI-D1S12.ads.iu.edu> <00bb01d4b262$24c0a0d0$6e41e270$@travisroth.com> Message-ID: <190aa2e2800b41f58d9393776486c75d@IN-CCI-D1S12.ads.iu.edu> Travis, HumanWare told me it is due to how drivers are implemented in Windows 10 and they don't have a fix for it. They recommended to talking to JAWS and Microsoft. I have the most current drivers for the braille display. Sincerely, Tomas From: Travis Roth Sent: Tuesday, January 22, 2019 9:53 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Braille Display Drivers, Win10 Updates and JAWS I've not seen that issue with Focus displays or Handy Tech displays. Frankly it sounds a bit odd. Have you inquired of HumanWare or Freedom Scientific perhaps they have an updated driver? Many displays are moving more towards the universal driver though it's hard to keep track of which displays use what. The other somewhat obvious answer to your recommendation question is if you are using JAWS, Focus displays are always supported the best by JAWS. That does not mean they are my favorite displays overall, but they likely will give you the least driver issues. Travis From: athen-list > On Behalf Of Gregg, Tomas A Sent: Tuesday, January 22, 2019 8:42 AM To: athen-list@u.washington.edu Subject: [Athen] Braille Display Drivers, Win10 Updates and JAWS Greetings, I am in the research phase of looking for a new braille display to use in our office. Part of the reason for this is our current Humanware Brailliant BI40 (purchased back in 2013) braille display drivers get destroyed each time during Windows Updates on Patch Tuesdays. This means once a month I have to repair/re-install the drivers in order for the braille display to be recognized by JAWS. Has anyone else experienced this issue with their braille display, Windows 10 and JAWS 2018 or 2019? Are there any braille displays that people recommend that don't have this problem with Windows 10 and JAWS? Sincerely, Tomas Senior User Support Specialist Assistive Technology and Accessibility Centers (ATAC) - Indiana University togregg@iu.edu (812) 856-0898 [Direct Line] (812) 856-4112 [Main Office] http://atac.iu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: smime.p7s Type: application/pkcs7-signature Size: 5639 bytes Desc: not available URL: From cltenan at ncsu.edu Wed Jan 23 12:19:57 2019 From: cltenan at ncsu.edu (Crystal Tenan) Date: Wed Jan 23 12:20:09 2019 Subject: [Athen] AT position at Vanderbilt Message-ID: Posting for a friend: Vanderbilt is hiring an Assistive Technology Specialist: https://vanderuniv.taleo.net/careersection/.vu_cs/jobdetail.ftl?job=1900051&tz=GMT-06%3A00 -- *Crystal L. Tenan* IT Accessibility Coordinator NC State University Office of Information Technology Outreach, Communications & Consulting P: 919.513.4087 Campus Box 7109 cltenan@ncsu.edu accessibility.oit.ncsu.edu Pronouns: She/Her/Hers -------------- next part -------------- An HTML attachment was scrubbed... URL: From ipriest at msudenver.edu Fri Jan 25 06:42:00 2019 From: ipriest at msudenver.edu (Priest, Ione) Date: Fri Jan 25 06:42:46 2019 Subject: [Athen] J-Say commands Message-ID: Hi all, I have a student I'm working with who is utilizing J-Say. I'm not completely familiar with it, but they have requested a list of commands they could look at while staring to learn the program, but I am not able to find such a list beyond a handful of commands. Would any of you have such a list, or know where I could find one? Thanks, Ione Priest, CPACC Pronouns: she, her, hers Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [Metropolitan State University of Denver] This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: From erik.ferguson at pcc.edu Fri Jan 25 08:34:20 2019 From: erik.ferguson at pcc.edu (Erik Ferguson) Date: Fri Jan 25 08:35:00 2019 Subject: [Athen] J-Say commands In-Reply-To: References: Message-ID: Have you already contacted Hartgen consultancy? They offer extensive training materials, most of which they seem to be selling but maybe would be able to provide you with a command list.https://www.hartgen.org/training I had a client using J-say like 15 or 20 years ago but I'm unable to locate any of my materials. Regards, Erik On Fri, Jan 25, 2019 at 6:44 AM Priest, Ione wrote: > Hi all, > > > > I have a student I?m working with who is utilizing J-Say. I?m not > completely familiar with it, but they have requested a list of commands > they could look at while staring to learn the program, but I am not able to > find such a list beyond a handful of commands. Would any of you have such a > list, or know where I could find one? > > > > Thanks, > > > > *Ione Priest, CPACC* > *Pronouns: she, her, hers* > > Accessibility Technology Manager > Access Center > > Plaza 122 > > Metropolitan State University of Denver > > ipriest@msudenver.edu > > Phone: 303-615-0200 > > Fax: 720-778-5662 > > [image: Metropolitan State University of Denver] > > *This e-mail message, including any attachments, is for the sole use of > the intended recipient(s) and may contain confidential information. Any > unauthorized review, use, disclosure or distribution is prohibited. If you > are not the intended recipient, please contact the sender immediately by > reply e-mail and destroy all copies of the original message.* > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Erik Ferguson Alternative Media Technician PCC Disability Services Assistive Technology Team Contact us for questions and support at: Phone: 971-722-TECH (971-722-8324) access-tech-group@pcc.edu *Please Note: I am not in office Tuesday or Thursday. For immediate response please use the email and number listed in signature above.* -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: not available URL: From Elizabeth.Prickett at victoriacollege.edu Fri Jan 25 08:35:00 2019 From: Elizabeth.Prickett at victoriacollege.edu (PRICKETT, Elizabeth) Date: Fri Jan 25 08:35:12 2019 Subject: [Athen] Clickers/Response systems accessibility Message-ID: Good morning Our instructors are looking for a replacement to TurningTechnologies. One of our deans contacted Ombea this week, which I've never heard of, so I tried to find accessibility information online. They only post advice for making PPTs more accessible. I've sent a message to the company for more information, but I'm wondering if anyone else has experience with this product or has recommendations for similar systems. Thanks so much for your insight! Liz Prickett Instructional Technology & Accessibility Specialist Distance Education & Instructional Technology Victoria College 2200 E. Red River Street Victoria, TX 77901 (361) 572-6487 Elizabeth.Prickett@VictoriaCollege.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From rsthompson2 at ua.edu Fri Jan 25 08:44:10 2019 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Fri Jan 25 08:44:33 2019 Subject: [Athen] Clickers/Response systems accessibility In-Reply-To: References: Message-ID: We use Turning Tech and are considering doing an RFP soon. I would love to hear about your eventual choice as it relates to accessibility and to functionality. Dr. Rachel S. Thompson Director, Faculty Resource Center The Office of Information Technology The University of Alabama A202 Gordon Palmer Hall Box 870248 Tuscaloosa, AL 35487 Phone 205-348-0216 rsthompson2@ua.edu | http://accessibility.ua.edu | http://frc.ua.edu Pronouns: she, her, hers From: athen-list On Behalf Of PRICKETT, Elizabeth Sent: Friday, January 25, 2019 10:35 AM To: 'altmedia@htclistserv.htctu.fhda.edu' ; 'athen-list@u.washington.edu' Subject: [Athen] Clickers/Response systems accessibility Good morning Our instructors are looking for a replacement to TurningTechnologies. One of our deans contacted Ombea this week, which I've never heard of, so I tried to find accessibility information online. They only post advice for making PPTs more accessible. I've sent a message to the company for more information, but I'm wondering if anyone else has experience with this product or has recommendations for similar systems. Thanks so much for your insight! Liz Prickett Instructional Technology & Accessibility Specialist Distance Education & Instructional Technology Victoria College 2200 E. Red River Street Victoria, TX 77901 (361) 572-6487 Elizabeth.Prickett@VictoriaCollege.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ksinglet at gmu.edu Fri Jan 25 09:06:21 2019 From: ksinglet at gmu.edu (Korey J Singleton) Date: Fri Jan 25 09:06:32 2019 Subject: [Athen] Position Announcement - Program Support/Assistive Technology Specialist, George Mason University (ATI) Message-ID: Dear Colleagues, George Mason University's Assistive Technology Initiative would like to publicize this career opportunity within our office. It is an excellent opportunity for individuals looking to grow within this field and/or experienced candidates seeking additional educational opportunities while continuing to work in this area. We would really appreciate you distributing this to your network of qualified candidates. I apologize, in advance, if you receive this message multiple times due to cross-posting. Job Title: Assistive Technology/Program Support Specialist Position Summary: This position will support the ATI in its mission to ensure equivalent access to Mason programs and services for individuals with disabilities. Primary responsibilities will include the following: * Assist ATI Manager with coordinating and providing assistive technology assessments and training on use of assistive technology to support individuals with disabilities in the Mason community; * Assist ATI staff with coordination, development and delivery of technical assistance and training to faculty/staff on best practices in developing accessible instructional materials; * Assist the Information Technology Accessibility Coordinator with testing Web sites and Web-based applications for compliance (i.e., Section 508, Web Content Accessibility Guidelines [WCAG] 2.1); * Maintain/update office inventory and assistive technology equipment loan databases; * Disseminate routine information to the other departments/units regarding ATI services; and * Maintain/update library assistive technology lab computer systems. For full posting details and the online application visit the following URL: https://jobs.gmu.edu/postings/44736 Best, -- Korey Singleton, Ph.D., ATP, RET ATI Manager George Mason University Aquia Building RM 238 MSN: 6A11 4400 University Drive Fairfax, VA 22030 Phone: 703-993-2143 Fax: 703-993-4743 http://ati.gmu.edu Twitter: @AccessibleMason -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Fri Jan 25 09:50:17 2019 From: info at karlencommunications.com (Karlen Communications) Date: Fri Jan 25 09:50:25 2019 Subject: [Athen] 11th Annual Accessibility Conference at the University of Guelph Ontario Canada Call for Proposals deadline January 27, 2019 Message-ID: <006801d4b4d6$6f1fe7f0$4d5fb7d0$@karlencommunications.com> Hi Everyone: I know this is late, but for anyone interested in submitting a proposal for this conference, the deadline is January 27, 2019. The conference is the last week in may. https://opened.uoguelph.ca/Accessibility-Conference Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Fri Jan 25 11:54:12 2019 From: foreigntype at gmail.com (Wink Harner) Date: Fri Jan 25 11:55:09 2019 Subject: [Athen] J-Say commands In-Reply-To: References: Message-ID: Hi Ione + ATHEN-ites Here's a link to the J-SAY & J-DICTATE vendor website. https://www.hartgen.org/j-sayupgrade. There are a number of resources available here, as well as the direct email contact info to ask for a list of commands. And here's a link to some commonly used commands in J-Say: https://www.hartgen.org/userguidesample The vendor site (mentioned above) cites a 3-part User Guide for this software. Book 1 is the installation guide. Book 2 is the training tutorial. Book 3 (what you're looking for!) is the command guide. Here's a link to that page, but I think you'll have to contact the vendor or search the file menus of J-Say to find the user guide. https://www.hartgen.org/j-say#six I'll keep looking for a Reader's Digest Condensed Version of a quick-start guide to the J-Say commands and post when/if I find one. Good luck. Hope this has helped some. Wink Harner Accessibility Consultant/Alternative Text Production The Foreign Type Portland OR foreigntype@gmail.com 480-984-0034 This email was dictated using Dragon NaturallySpeaking. Please forgive quirks, misrecognitions, or errata . ---------- Forwarded message --------- From: Priest, Ione Date: Fri, Jan 25, 2019 at 6:43 AM Subject: [Athen] J-Say commands To: Access Technology Higher Education Network Hi all, I have a student I?m working with who is utilizing J-Say. I?m not completely familiar with it, but they have requested a list of commands they could look at while staring to learn the program, but I am not able to find such a list beyond a handful of commands. Would any of you have such a list, or know where I could find one? Thanks, *Ione Priest, CPACC* *Pronouns: she, her, hers* Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [image: Metropolitan State University of Denver] *This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message.* _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: not available URL: From Susan.Kelmer at colorado.edu Fri Jan 25 12:45:59 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Fri Jan 25 12:46:41 2019 Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://text.help/SKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Fri Jan 25 13:54:07 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Fri Jan 25 13:55:08 2019 Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://text.help/SKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From am2621 at hunter.cuny.edu Mon Jan 28 09:09:50 2019 From: am2621 at hunter.cuny.edu (Adina Mulliken) Date: Mon Jan 28 09:10:31 2019 Subject: [Athen] link for Equatio webinar? Message-ID: <53C9E4531F8C3242952C26904E099603022B370477@h-mem2> A couple of us at my school are having trouble with this link, and I didn't find it by googling. Could Susan try again, or someone else send the link to the Equatio webinar? Thank you!! Adina Adina Mulliken Assistant Professor, Librarian Social Work and Public Health Library Hunter College, CUNY Phone: 212-396-7665 Pronouns: she, her -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Saturday, January 26, 2019 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 156, Issue 17 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman12.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman12.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman12.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. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) 2. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) ---------------------------------------------------------------------- Message: 1 Date: Fri, 25 Jan 2019 20:45:59 +0000 From: Susan Kelmer To: Access Technology Higher Education Network , Alternate Media , "dsshe-l@listserv.buffalo.edu" , "athes@lists.colorado.edu" Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://text.help/SKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Fri, 25 Jan 2019 21:54:07 +0000 From: Susan Kelmer To: Access Technology Higher Education Network Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://text.help/SKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 156, Issue 17 ******************************************* From Susan.Kelmer at colorado.edu Mon Jan 28 09:16:47 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Jan 28 09:16:58 2019 Subject: [Athen] link for Equatio webinar? In-Reply-To: <53C9E4531F8C3242952C26904E099603022B370477@h-mem2> References: <53C9E4531F8C3242952C26904E099603022B370477@h-mem2> Message-ID: It's a short-link...try this one instead (copy and paste instead of clicking - I removed the hyperlink): https://text.help.SKC9vk Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -----Original Message----- From: athen-list On Behalf Of Adina Mulliken Sent: Monday, January 28, 2019 10:10 AM To: athen-list@u.washington.edu Subject: [Athen] link for Equatio webinar? A couple of us at my school are having trouble with this link, and I didn't find it by googling. Could Susan try again, or someone else send the link to the Equatio webinar? Thank you!! Adina Adina Mulliken Assistant Professor, Librarian Social Work and Public Health Library Hunter College, CUNY Phone: 212-396-7665 Pronouns: she, her -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Saturday, January 26, 2019 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 156, Issue 17 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman12.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman12.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman12.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. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) 2. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) ---------------------------------------------------------------------- Message: 1 Date: Fri, 25 Jan 2019 20:45:59 +0000 From: Susan Kelmer To: Access Technology Higher Education Network , Alternate Media , "dsshe-l@listserv.buffalo.edu" , "athes@lists.colorado.edu" Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://secure-web.cisco.com/1-sz93xAKzJHqCvD8Wq2wFr42ntd_-daWtyvH7gos-CT3ZxhwBgyjENvj7xDP5PRVMPlfzRzL9srJpbZIhF8M6DgpftnomGlc8_Kg6ocWF0_0Q4dc5T_ZoopHtFw83rnu2dC9MfECoz2iWl7U6Fm3IXLJeSp0hnQUtPQA8nve_EuDdFyZ1H2q_pPuBYqQ_PNAkt_-_XWP09BbrD1cuNs6yzk8bd_Y5HR2DRtEs_dsfS49yqpXWgBP8c6ssn6Cy1GRIUstH86XETd3KMuP96c4_izQPuJPs2_17kDRCoQqQ3X3k5JxgETWG98XgkN9L5t8gD1gp87RBuS23WvrGwwe1UlqO61XAHYWdd_Lrer3onh4HQ7E-0N1lXeBr3a5AWvFUfODhC35-H3c1dhHhnM_9xBiZ-ARbkueRiMEWKvgDczWRxgtoWVOON56SiIC3JJqfjlkPnppqLu41H5frwhbug/https%3A%2F%2Ftext.help%2FSKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Fri, 25 Jan 2019 21:54:07 +0000 From: Susan Kelmer To: Access Technology Higher Education Network Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://secure-web.cisco.com/1-sz93xAKzJHqCvD8Wq2wFr42ntd_-daWtyvH7gos-CT3ZxhwBgyjENvj7xDP5PRVMPlfzRzL9srJpbZIhF8M6DgpftnomGlc8_Kg6ocWF0_0Q4dc5T_ZoopHtFw83rnu2dC9MfECoz2iWl7U6Fm3IXLJeSp0hnQUtPQA8nve_EuDdFyZ1H2q_pPuBYqQ_PNAkt_-_XWP09BbrD1cuNs6yzk8bd_Y5HR2DRtEs_dsfS49yqpXWgBP8c6ssn6Cy1GRIUstH86XETd3KMuP96c4_izQPuJPs2_17kDRCoQqQ3X3k5JxgETWG98XgkN9L5t8gD1gp87RBuS23WvrGwwe1UlqO61XAHYWdd_Lrer3onh4HQ7E-0N1lXeBr3a5AWvFUfODhC35-H3c1dhHhnM_9xBiZ-ARbkueRiMEWKvgDczWRxgtoWVOON56SiIC3JJqfjlkPnppqLu41H5frwhbug/https%3A%2F%2Ftext.help%2FSKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 156, Issue 17 ******************************************* _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list From neal.sorensen at mnsu.edu Mon Jan 28 13:55:03 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Mon Jan 28 13:55:25 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial Message-ID: Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From thomana at uw.edu Mon Jan 28 17:09:14 2019 From: thomana at uw.edu (Ana Thompson) Date: Mon Jan 28 17:10:01 2019 Subject: [Athen] link for Equatio webinar? In-Reply-To: References: <53C9E4531F8C3242952C26904E099603022B370477@h-mem2>, Message-ID: Hi Susan, Thank you for resending this, but for some reason, the new link did not work either. I got variations of a message that the IP address or server could not be found in Chrome, Firefox and Safari. Ana :-] ? Ana Thompson MIS, CPACC Learning & Access Designer Office of Digital Learning and Innovation (DLI) Office: LBA 204E - 425.352.3794 Mobile: 208-991-3095 Please excuse brevity and typos - Sent from Outlook for iOS ________________________________ From: athen-list on behalf of Susan Kelmer Sent: Monday, January 28, 2019 9:17 AM To: Access Technology Higher Education Network Subject: Re: [Athen] link for Equatio webinar? It's a short-link...try this one instead (copy and paste instead of clicking - I removed the hyperlink): https://text.help.SKC9vk Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -----Original Message----- From: athen-list On Behalf Of Adina Mulliken Sent: Monday, January 28, 2019 10:10 AM To: athen-list@u.washington.edu Subject: [Athen] link for Equatio webinar? A couple of us at my school are having trouble with this link, and I didn't find it by googling. Could Susan try again, or someone else send the link to the Equatio webinar? Thank you!! Adina Adina Mulliken Assistant Professor, Librarian Social Work and Public Health Library Hunter College, CUNY Phone: 212-396-7665 Pronouns: she, her -----Original Message----- From: athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] On Behalf Of athen-list-request@mailman12.u.washington.edu Sent: Saturday, January 26, 2019 3:01 PM To: athen-list@u.washington.edu Subject: athen-list Digest, Vol 156, Issue 17 Send athen-list mailing list submissions to athen-list@u.washington.edu To subscribe or unsubscribe via the World Wide Web, visit http://mailman12.u.washington.edu/mailman/listinfo/athen-list or, via email, send a message with subject or body 'help' to athen-list-request@mailman12.u.washington.edu You can reach the person managing the list at athen-list-owner@mailman12.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. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) 2. Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) (Susan Kelmer) ---------------------------------------------------------------------- Message: 1 Date: Fri, 25 Jan 2019 20:45:59 +0000 From: Susan Kelmer To: Access Technology Higher Education Network , Alternate Media , "dsshe-l@listserv.buffalo.edu" , "athes@lists.colorado.edu" Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://secure-web.cisco.com/1-sz93xAKzJHqCvD8Wq2wFr42ntd_-daWtyvH7gos-CT3ZxhwBgyjENvj7xDP5PRVMPlfzRzL9srJpbZIhF8M6DgpftnomGlc8_Kg6ocWF0_0Q4dc5T_ZoopHtFw83rnu2dC9MfECoz2iWl7U6Fm3IXLJeSp0hnQUtPQA8nve_EuDdFyZ1H2q_pPuBYqQ_PNAkt_-_XWP09BbrD1cuNs6yzk8bd_Y5HR2DRtEs_dsfS49yqpXWgBP8c6ssn6Cy1GRIUstH86XETd3KMuP96c4_izQPuJPs2_17kDRCoQqQ3X3k5JxgETWG98XgkN9L5t8gD1gp87RBuS23WvrGwwe1UlqO61XAHYWdd_Lrer3onh4HQ7E-0N1lXeBr3a5AWvFUfODhC35-H3c1dhHhnM_9xBiZ-ARbkueRiMEWKvgDczWRxgtoWVOON56SiIC3JJqfjlkPnppqLu41H5frwhbug/https%3A%2F%2Ftext.help%2FSKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Message: 2 Date: Fri, 25 Jan 2019 21:54:07 +0000 From: Susan Kelmer To: Access Technology Higher Education Network Subject: [Athen] Texthelp EquatIO Webinar (I'm co-presenting - you'll want to sign up!) Message-ID: Content-Type: text/plain; charset="us-ascii" Happy Friday, Colleagues! It's been a crazy-busy month I'm sure for all of us. But I wanted to alert you to a free webinar you may want to attend on February 7th. For a little history, I was at Accessing Higher Ground in November 2018 and happened to wander in to a presentation by TextHelp regarding their new EquatIO product. Not completely new, it's been around a year or so, but new developments have occurred, and a product I would have never even tried has now become part of my alternate format production toolbox. I haven't been this excited about a new technology in years. EquatIO has the potential to cut production time for accessible math materials by 2/3rds or more. Even more importantly, using EquatIO to produce math content for students no longer will require a math expert to make the math accessible. Game-changer! I know I've talked about this product the lists several times over the last couple of months, but here's your chance to learn more, and hear more from me. I do not work for TextHelp, and I understand this webinar will also have some sales pitch in it, but I do encourage you to attend and learn more about the product and what it may mean for you. The webinar is free, but you must sign up at this link: https://secure-web.cisco.com/1-sz93xAKzJHqCvD8Wq2wFr42ntd_-daWtyvH7gos-CT3ZxhwBgyjENvj7xDP5PRVMPlfzRzL9srJpbZIhF8M6DgpftnomGlc8_Kg6ocWF0_0Q4dc5T_ZoopHtFw83rnu2dC9MfECoz2iWl7U6Fm3IXLJeSp0hnQUtPQA8nve_EuDdFyZ1H2q_pPuBYqQ_PNAkt_-_XWP09BbrD1cuNs6yzk8bd_Y5HR2DRtEs_dsfS49yqpXWgBP8c6ssn6Cy1GRIUstH86XETd3KMuP96c4_izQPuJPs2_17kDRCoQqQ3X3k5JxgETWG98XgkN9L5t8gD1gp87RBuS23WvrGwwe1UlqO61XAHYWdd_Lrer3onh4HQ7E-0N1lXeBr3a5AWvFUfODhC35-H3c1dhHhnM_9xBiZ-ARbkueRiMEWKvgDczWRxgtoWVOON56SiIC3JJqfjlkPnppqLu41H5frwhbug/https%3A%2F%2Ftext.help%2FSKC9vk Date: Thursday, February 7th Time: 2:00 p.m. CST (3 p.m. EST, 1 p.m. MST, Noon PST) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: ------------------------------ Subject: Digest Footer _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list ------------------------------ End of athen-list Digest, Vol 156, Issue 17 ******************************************* _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From bossley.5 at osu.edu Mon Jan 28 20:41:01 2019 From: bossley.5 at osu.edu (Bossley, Peter A.) Date: Mon Jan 28 20:41:41 2019 Subject: [Athen] Clickers/Response systems accessibility In-Reply-To: References: Message-ID: Ohio State currently uses tophat, which we worked pretty closely with to ensure accessibility on the student interface side e.g. accessible matching / drag/drop for re-ordering, question / answers, etc. That said, the product has added many new features over the past 2 years that I haven't spent much time looking at, so I can't vouch for changes that might have occurred since our work. From: athen-list On Behalf Of PRICKETT, Elizabeth Sent: Friday, January 25, 2019 11:35 AM To: 'altmedia@htclistserv.htctu.fhda.edu' ; 'athen-list@u.washington.edu' Subject: [Athen] Clickers/Response systems accessibility Good morning Our instructors are looking for a replacement to TurningTechnologies. One of our deans contacted Ombea this week, which I've never heard of, so I tried to find accessibility information online. They only post advice for making PPTs more accessible. I've sent a message to the company for more information, but I'm wondering if anyone else has experience with this product or has recommendations for similar systems. Thanks so much for your insight! Liz Prickett Instructional Technology & Accessibility Specialist Distance Education & Instructional Technology Victoria College 2200 E. Red River Street Victoria, TX 77901 (361) 572-6487 Elizabeth.Prickett@VictoriaCollege.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Tue Jan 29 05:49:01 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Jan 29 05:49:25 2019 Subject: [Athen] FW: {spam?} Save your spot: math textbook conversion & accessibility made easy In-Reply-To: <0100016897d55e25-9dc6ffcc-59d1-4c8e-b680-449f0a576746-000000@email.amazonses.com> References: <0100016897d55e25-9dc6ffcc-59d1-4c8e-b680-449f0a576746-000000@email.amazonses.com> Message-ID: Ana, Here is a copy of the invite I received from TextHelp about the webinar. Maybe this will work for you. Robert Lee Beach Assistive Technology Specialist Kansas City Kansas Community College 7250 State Avenue Kansas City, KS 66112 Phone: 913-288-7671 Email: rbeach@kckcc.edu From: Texthelp Sent: Monday, January 28, 2019 10:19 PM To: Robert Beach Subject: {spam?} Save your spot: math textbook conversion & accessibility made easy Importance: Low Having trouble reading this email? Click here. [Text Box: join us for a webinar] Converting math papers and exams into digital formats to be read aloud is necessary to support students of all learning abilities. While the practice has become commonplace for disability services offices, there is no simple, efficient, cost-effective way of accomplishing this. Until now. Join us on Thursday, February 7th at 3pm EST (1pm MST), as we host a FREE webinar showcasing EquatIO? and Read&Write - two EdTech solutions that are game-changers for STEM accessibility in higher ed. Sign up today [https://texthelpkentico.blob.core.windows.net/emailassets/new-teal-card-header.png] what to expect During the webinar, you will hear from our Vice President of Sales, Paul Brown, and the Alternate Format Production Program Manager at the University of Colorado Boulder, Susan Kelmer, about ways you can use EquatIO to save time and frustration on STEM text conversion - even while using MathType to convert textbooks into Word Documents. In addition, they?ll share a quick overview and update on the Read&Write family of tools for accessibility, literacy, and testing assistance. Reserve your spot [https://texthelpkentico.blob.core.windows.net/emailassets/new-teal-card-header.png] can't make it? no problem! Even if you can?t attend in real-time, we recommend registering, as you?ll get a captioned recording* of the webinar sent directly to your inbox afterwards. *we apologize, but live transcription is not offered in real-time on this webinar platform Don't miss out We hope to see you there! 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Name: image001.png Type: image/png Size: 91063 bytes Desc: image001.png URL: From armstrongdeborah at fhda.edu Tue Jan 29 08:25:54 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Jan 29 08:27:48 2019 Subject: [Athen] Bookshare: recommendation Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93DFB33@MB2.FHDA.LEARN> If you are looking for an offering from Bookshare with superb Daisy markup, plus images, check out Why We Sleep https://www.bookshare.org/browse/book/2347658/Why%20We%20Sleep It's a great book for demoing how to use any Bookshare reading tool because it has four levels of accurate markup plus page numbers. It also has wide appeal but is evidence -based so mimics a textbook, including footnotes. It also has great relevance for students since there is a great deal of detail about the value of sleep and why substances like both caffeine and alcohol keep one awake. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Jan 29 09:55:20 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Jan 29 09:57:20 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From arovner at shoreline.edu Tue Jan 29 10:06:42 2019 From: arovner at shoreline.edu (Rovner, Amy) Date: Tue Jan 29 10:07:48 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> Message-ID: I met Pearson's Head of Accessibility last May at the IMS Global conference. If you would like to reach out to him, his contact info is Jonathan Thurston, jonathan.thurston@pearson.com. There isn't a phone number on his business card. Best, Amy From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 9:55 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From vplace at columbiabasin.edu Tue Jan 29 10:19:06 2019 From: vplace at columbiabasin.edu (Place, Vicki) Date: Tue Jan 29 10:19:28 2019 Subject: [Athen] Clickers/Response systems accessibility In-Reply-To: References: Message-ID: Our college has been asked to test Top Hat for accessibility. Is this the same Top Hat you are talking about? https://tophat.com/ If so, can I get your accessibility reviews or whatever you have about accessibility with this company, please? I hate to have to reinvent the wheel. Thanks much. ============================= Vicki Place Columbia Basin College Assistive Technology Center Program Support Supervisor II Phone: (509) 542-4428 On-Campus Ext.: 2428 Location: T422 Mail Stop: MS-T6 Hours: 7:00 am - 4:30 pm; Mon-Thurs 7:00 am- Noon; Friday California State University, Northridge Assistive Technology Applications Certificate Program (ATACP) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Life is a succession of lessons which must be lived to be understood." (Helen Keller) From: athen-list On Behalf Of Bossley, Peter A. Sent: Monday, January 28, 2019 8:41 PM To: Access Technology Higher Education Network ; 'altmedia@htclistserv.htctu.fhda.edu' Subject: Re: [Athen] Clickers/Response systems accessibility CAUTION: This email originated outside Columbia Basin College. Do not click links or open attachments unless you know the content is safe. Questions? Call the IS Helpdesk at x2353 or email ishelp@columbiabasin.edu. Ohio State currently uses tophat, which we worked pretty closely with to ensure accessibility on the student interface side e.g. accessible matching / drag/drop for re-ordering, question / answers, etc. That said, the product has added many new features over the past 2 years that I haven't spent much time looking at, so I can't vouch for changes that might have occurred since our work. From: athen-list > On Behalf Of PRICKETT, Elizabeth Sent: Friday, January 25, 2019 11:35 AM To: 'altmedia@htclistserv.htctu.fhda.edu' >; 'athen-list@u.washington.edu' > Subject: [Athen] Clickers/Response systems accessibility Good morning Our instructors are looking for a replacement to TurningTechnologies. One of our deans contacted Ombea this week, which I've never heard of, so I tried to find accessibility information online. They only post advice for making PPTs more accessible. I've sent a message to the company for more information, but I'm wondering if anyone else has experience with this product or has recommendations for similar systems. Thanks so much for your insight! Liz Prickett Instructional Technology & Accessibility Specialist Distance Education & Instructional Technology Victoria College 2200 E. Red River Street Victoria, TX 77901 (361) 572-6487 Elizabeth.Prickett@VictoriaCollege.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From kerscher at montana.com Tue Jan 29 14:29:18 2019 From: kerscher at montana.com (George Kerscher) Date: Tue Jan 29 14:29:52 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> Message-ID: <000001d4b822$134cb4e0$39e61ea0$@montana.com> Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com ) and I will forward the request to my contact. Best George From: athen-list On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF. I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From Susan.Kelmer at colorado.edu Tue Jan 29 14:40:10 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Jan 29 14:40:33 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: <000001d4b822$134cb4e0$39e61ea0$@montana.com> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the "whys" and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not "committed" to getting us what we need. If it isn't in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren't asking for a PDF because we don't know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I'm happy to share my contact's information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From armstrongdeborah at fhda.edu Wed Jan 30 08:47:14 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 08:49:49 2019 Subject: [Athen] Your experiences accommodating students with combined physical and visual disabilities Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> I've been asked to look around for resources for accommodating a new student. He is severely visually impaired, so cannot use magnification. He is speech-impaired so cannot use Dragon. He is also physically limited, permanently reclined in a wheelchair. We've served other students with these limitations but not usually one person with all these disabilities. For example, one of our students worked with JSay to more independently read, write and take exams. The student's counselor is concerned about him taking notes and tests, reading and participating in class. I think I have the reading part figured out. The NLS player can be switch-controled and I have a puff and sip switch that will do the trick. I can convert any text-based book to play on the NLS player. Also it will play Learning Ally, which really helps. But I don't know of any augmentative communication device that can be used without vision, nor do I know of a hands-free recording device. You can of course use an iDEVICE with switch control but I don't know how well VoiceOver would play with that. I wish there was a clearing-house for this kind of information; does anyone know of one? Here's the info about what I do have: Sip Puff Switch http://www.orin.com/access/sip_puff/ (you can search the web for sip puff switches and find many competing brands) Bite Switch https://www.adaptivetechsolutions.com/bite-switch/ (also there are tongue switches and many competing brands to choose from) NLS Digital talking book player: https://www.loc.gov/nls/enrollment-equipment/equipment-needed-for-nls-materials/digital-audiobook-players/ --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Wed Jan 30 09:11:20 2019 From: dhayman at uw.edu (Doug Hayman) Date: Wed Jan 30 09:12:20 2019 Subject: [Athen] Your experiences accommodating students with combined physical and visual disabilities In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> Message-ID: Have you tried row-column scanning where the letters/words landed upon are read aloud rather than needing to be seen? Assume he is able to hear ok? What are his best means of activating a switch? On Wed, Jan 30, 2019 at 8:50 AM Deborah Armstrong wrote: > I?ve been asked to look around for resources for accommodating a new > student. He is severely visually impaired, so cannot use magnification. He > is speech-impaired so cannot use Dragon. He is also physically limited, > permanently reclined in a wheelchair. > > > > We?ve served other students with these limitations but not usually one > person with all these disabilities. For example, one of our students worked > with JSay to more independently read, write and take exams. > > > > The student?s counselor is concerned about him taking notes and tests, > reading and participating in class. > > > > I think I have the reading part figured out. The NLS player can be > switch-controled and I have a puff and sip switch that will do the trick. I > can convert any text-based book to play on the NLS player. Also it will > play Learning Ally, which really helps. > > > > But I don?t know of any augmentative communication device that can be used > without vision, nor do I know of a hands-free recording device. You can of > course use an iDEVICE with switch control but I don?t know how well > VoiceOver would play with that. > > > > I wish there was a clearing-house for this kind of information; does > anyone know of one? > > > > Here?s the info about what I do have: > > > > Sip Puff Switch > > http://www.orin.com/access/sip_puff/ > > > > (you can search the web for sip puff switches and find many competing > brands) > > > > Bite Switch > > https://www.adaptivetechsolutions.com/bite-switch/ > > > > (also there are tongue switches and many competing brands to choose from) > > > > NLS Digital talking book player: > > > https://www.loc.gov/nls/enrollment-equipment/equipment-needed-for-nls-materials/digital-audiobook-players/ > > > > > > --Debee > > > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman w.edu> 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 armstrongdeborah at fhda.edu Wed Jan 30 09:32:28 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 09:34:18 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2C21@MB2.FHDA.LEARN> One possible step in the right direction would be to point out to your publisher's rep the portions of the book that were not accessible even in VitalSource. For example, figures without description or something that cannot be zoomed up to the size a student needs. I try to write the publisher with specific page numbers or specific figures and details about what's not accessible. You can explain you need the PDF in order to mmake these things accessible. I think if we keep harping on publishers about how something they claim is accessible isn't it will reduce our need for the PDF files. But, if the publishers want to take responsibility for making a book accessible, they have to be held to it, and if they don't want to give us PDFS we have to give them a hard time. I can kind of understand where the publishers are coming from, though I don't have to like it. They want more students to buy more books and if that involves making them more accessible it's a win for both sides. But it's not a win when they claim accessibility and it's untrue, then deny you the chance to fix the issue. So accessibility problems with a book need to be pointed out to them specifically. Another thing Pearson is doing is supplying PDFS with all the images removed. I've gotten several like this; the caption is there but no image, and for a book with a lot of figures this is unacceptable. One other thing Pearson reps are doing with I find quite disingenuous is talking to instructors about how their books are accessible and open textbooks are not. One of our counselors, who is also an instructor chose a Pearson book over an open textbook for that very reason. For just one example of a Pearson book that illustrates all of these issues see "Fundamentals of Database Systems", ISBN 9780133971224 which has a PDF on the ATN without images; is on Bookshare without images and is on VitalSource with images that are not described. And the images are required to comprehend the book though most of them are text-based and could be represented via tables rather than pictures. --Debee From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 2:40 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the "whys" and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not "committed" to getting us what we need. If it isn't in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren't asking for a PDF because we don't know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I'm happy to share my contact's information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From adwershing at pstcc.edu Wed Jan 30 09:54:22 2019 From: adwershing at pstcc.edu (Wershing, Alice D.) Date: Wed Jan 30 09:55:06 2019 Subject: [Athen] [External] Your experiences accommodating students with combined physical and visual disabilities In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> Message-ID: There are communication devices that will offer auditory scanning, where the row or column will offer an auditory prompt when scanning through and then auditory prompts for the choices in the row/column. It is best that the individual work with a speech/language pathologist and determine funding options for that individual so that the device is theirs. There are options for scanning software that will offer auditory scanning as well, which would be used with a switch interface to access the computer, that can also be set up for use with specific programs where a scan array has already been developed. You could look at Prologuo2Go for ios Some of the software options for the computer (Windows) are Grid 3, Communicator 5 What is the student's level of literacy? What is the student's experience with switch scanning? Scanning input is the slowest method of access, and it also may take time to develop scan arrays based upon access needs. Also using word prediction and specific word banks for course content may need to be considered when looking at writing and test taking. Alice D. Wershing, M.Ed., A.T.P., C.P.A.A.C. Disability Services, Technology Specialist Pellissippi State Community College 865-694-6751 865-539-7699 (fax) East TN Region Accessibility Specialist Tenessee Board of Regents-TN eCampus PSCC Access for All Blog PSCC Accessible Format Facebook Page (PSCC-Disability Services) PSCC Access4All Twitter Feed (@Access4allPSCC) From: athen-list On Behalf Of Deborah Armstrong Sent: Wednesday, January 30, 2019 11:47 AM To: 'Access Technology Higher Education Network' Subject: [External] [Athen] Your experiences accommodating students with combined physical and visual disabilities I've been asked to look around for resources for accommodating a new student. He is severely visually impaired, so cannot use magnification. He is speech-impaired so cannot use Dragon. He is also physically limited, permanently reclined in a wheelchair. We've served other students with these limitations but not usually one person with all these disabilities. For example, one of our students worked with JSay to more independently read, write and take exams. The student's counselor is concerned about him taking notes and tests, reading and participating in class. I think I have the reading part figured out. The NLS player can be switch-controled and I have a puff and sip switch that will do the trick. I can convert any text-based book to play on the NLS player. Also it will play Learning Ally, which really helps. But I don't know of any augmentative communication device that can be used without vision, nor do I know of a hands-free recording device. You can of course use an iDEVICE with switch control but I don't know how well VoiceOver would play with that. I wish there was a clearing-house for this kind of information; does anyone know of one? Here's the info about what I do have: Sip Puff Switch http://www.orin.com/access/sip_puff/ (you can search the web for sip puff switches and find many competing brands) Bite Switch https://www.adaptivetechsolutions.com/bite-switch/ (also there are tongue switches and many competing brands to choose from) NLS Digital talking book player: https://www.loc.gov/nls/enrollment-equipment/equipment-needed-for-nls-materials/digital-audiobook-players/ --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Wed Jan 30 09:53:24 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 09:55:25 2019 Subject: [Athen] J-Say commands In-Reply-To: References: Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2CA5@MB2.FHDA.LEARN> When I was learning J-Say I just used the command list built in to JSay ?Get Command Index?. I used a digital recorder to capture JAWS reading the entire command list. I also was able to capture most of it in the JAWS virtual viewer and paste it in to notepad. It helps if you are already comfortable with JAWS before starting to learn or teach JSay. If you capture the command list in the virtual viewer you can make a nicely formatted document with a list that is specific to your version of JSay. The instructions are all in Word format so one thing that helped me too was to simply make MP3 files of the word docs and put them on my phone to stream when I wasn?t at the computer. If your student has some sort of audio player, that?s a good way for him to study when he?s not at the computer. I?ve attached the section of the documentation on getting help. I tried to learn one new command each day to reduce the stress of having to memorize a lot. (I was interested in JSay because I have carpal tunnel which flares up occasionally and I didn?t want to wait until I was in pain and needed to use it. Of course now that I kind of know how to use it the carpal tunnel has completely disappeared!) --Debee From: athen-list On Behalf Of Erik Ferguson Sent: Friday, January 25, 2019 8:34 AM To: Access Technology Higher Education Network Subject: Re: [Athen] J-Say commands Have you already contacted Hartgen consultancy? They offer extensive training materials, most of which they seem to be selling but maybe would be able to provide you with a command list.https://www.hartgen.org/training I had a client using J-say like 15 or 20 years ago but I'm unable to locate any of my materials. Regards, Erik On Fri, Jan 25, 2019 at 6:44 AM Priest, Ione > wrote: Hi all, I have a student I?m working with who is utilizing J-Say. I?m not completely familiar with it, but they have requested a list of commands they could look at while staring to learn the program, but I am not able to find such a list beyond a handful of commands. Would any of you have such a list, or know where I could find one? Thanks, Ione Priest, CPACC Pronouns: she, her, hers Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [Metropolitan State University of Denver] This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Erik Ferguson Alternative Media Technician PCC Disability Services Assistive Technology Team Contact us for questions and support at: Phone: 971-722-TECH (971-722-8324) access-tech-group@pcc.edu Please Note: I am not in office Tuesday or Thursday. For immediate response please use the email and number listed in signature above. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 13 Additional J-Say Help.doc Type: application/msword Size: 38400 bytes Desc: 13 Additional J-Say Help.doc URL: From armstrongdeborah at fhda.edu Wed Jan 30 10:06:28 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 10:08:55 2019 Subject: [Athen] J-Say commands In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2CA5@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2CA5@MB2.FHDA.LEARN> Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E3D30@MB2.FHDA.LEARN> I forgot to mention too that this internal index of commands is a web page, so it?s easy to print out. Of course if your student cannot read print, which is probably the case, you can do as I did, create MP3 audio. You could also make flash cards, or large print ? HTML is so easy to massage! There are separate pages for each category of command, and I?m not sure why I didn?t make separate MP3 files for myself when learning, but I didn?t, probably because I was pressed for time ? Jsay was owned by our college and not by me, so I had only a few hours a week to play with it. Also, because it is an internal index, you are getting the latest list of commands. If you rely on an external document, you might be studying commands that are deprecated. Just my two cents! --Debee From: athen-list On Behalf Of Deborah Armstrong Sent: Wednesday, January 30, 2019 9:53 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] J-Say commands When I was learning J-Say I just used the command list built in to JSay ?Get Command Index?. I used a digital recorder to capture JAWS reading the entire command list. I also was able to capture most of it in the JAWS virtual viewer and paste it in to notepad. It helps if you are already comfortable with JAWS before starting to learn or teach JSay. If you capture the command list in the virtual viewer you can make a nicely formatted document with a list that is specific to your version of JSay. The instructions are all in Word format so one thing that helped me too was to simply make MP3 files of the word docs and put them on my phone to stream when I wasn?t at the computer. If your student has some sort of audio player, that?s a good way for him to study when he?s not at the computer. I?ve attached the section of the documentation on getting help. I tried to learn one new command each day to reduce the stress of having to memorize a lot. (I was interested in JSay because I have carpal tunnel which flares up occasionally and I didn?t want to wait until I was in pain and needed to use it. Of course now that I kind of know how to use it the carpal tunnel has completely disappeared!) --Debee From: athen-list > On Behalf Of Erik Ferguson Sent: Friday, January 25, 2019 8:34 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] J-Say commands Have you already contacted Hartgen consultancy? They offer extensive training materials, most of which they seem to be selling but maybe would be able to provide you with a command list.https://www.hartgen.org/training I had a client using J-say like 15 or 20 years ago but I'm unable to locate any of my materials. Regards, Erik On Fri, Jan 25, 2019 at 6:44 AM Priest, Ione > wrote: Hi all, I have a student I?m working with who is utilizing J-Say. I?m not completely familiar with it, but they have requested a list of commands they could look at while staring to learn the program, but I am not able to find such a list beyond a handful of commands. Would any of you have such a list, or know where I could find one? Thanks, Ione Priest, CPACC Pronouns: she, her, hers Accessibility Technology Manager Access Center Plaza 122 Metropolitan State University of Denver ipriest@msudenver.edu Phone: 303-615-0200 Fax: 720-778-5662 [Metropolitan State University of Denver] This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential information. Any unauthorized review, use, disclosure or distribution is prohibited. If you are not the intended recipient, please contact the sender immediately by reply e-mail and destroy all copies of the original message. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Erik Ferguson Alternative Media Technician PCC Disability Services Assistive Technology Team Contact us for questions and support at: Phone: 971-722-TECH (971-722-8324) access-tech-group@pcc.edu Please Note: I am not in office Tuesday or Thursday. For immediate response please use the email and number listed in signature above. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 14590 bytes Desc: image001.jpg URL: From armstrongdeborah at fhda.edu Wed Jan 30 10:12:47 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 10:14:40 2019 Subject: [Athen] Your experiences accommodating students with combined physical and visual disabilities In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2B05@MB2.FHDA.LEARN> Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E4DAE@MB2.FHDA.LEARN> Sorry, I?m just collecting information for the student?s counselor. I don?t know what they will and will not try, but my task is to make his books accessible and collect other study resources. The student does hear fine. From: athen-list On Behalf Of Doug Hayman Sent: Wednesday, January 30, 2019 9:11 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Your experiences accommodating students with combined physical and visual disabilities Have you tried row-column scanning where the letters/words landed upon are read aloud rather than needing to be seen? Assume he is able to hear ok? What are his best means of activating a switch? On Wed, Jan 30, 2019 at 8:50 AM Deborah Armstrong > wrote: I?ve been asked to look around for resources for accommodating a new student. He is severely visually impaired, so cannot use magnification. He is speech-impaired so cannot use Dragon. He is also physically limited, permanently reclined in a wheelchair. We?ve served other students with these limitations but not usually one person with all these disabilities. For example, one of our students worked with JSay to more independently read, write and take exams. The student?s counselor is concerned about him taking notes and tests, reading and participating in class. I think I have the reading part figured out. The NLS player can be switch-controled and I have a puff and sip switch that will do the trick. I can convert any text-based book to play on the NLS player. Also it will play Learning Ally, which really helps. But I don?t know of any augmentative communication device that can be used without vision, nor do I know of a hands-free recording device. You can of course use an iDEVICE with switch control but I don?t know how well VoiceOver would play with that. I wish there was a clearing-house for this kind of information; does anyone know of one? Here?s the info about what I do have: Sip Puff Switch http://www.orin.com/access/sip_puff/ (you can search the web for sip puff switches and find many competing brands) Bite Switch https://www.adaptivetechsolutions.com/bite-switch/ (also there are tongue switches and many competing brands to choose from) NLS Digital talking book player: https://www.loc.gov/nls/enrollment-equipment/equipment-needed-for-nls-materials/digital-audiobook-players/ --Debee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Doug Hayman w.edu> 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 lgreco at berkeley.edu Wed Jan 30 10:42:12 2019 From: lgreco at berkeley.edu (Lucy Greco) Date: Wed Jan 30 10:43:10 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2C21@MB2.FHDA.LEARN> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2C21@MB2.FHDA.LEARN> Message-ID: when they were challenged Lucia Grecoabout this practus at AHG members of the audeonce disagreed they were powting how much better this was and that it was a good thing. well i just want to say that born accessable is the best thing but these gettos for disabled people to get some thing that is after the fact makes our jobs harder. Web Accessibility Evangelist IST - Architecture, Platforms, and Integration University of California, Berkeley (510) 289-6008 skype: lucia1-greco http://webaccess.berkeley.edu Follow me on twitter @accessaces On Wed, Jan 30, 2019 at 9:34 AM Deborah Armstrong wrote: > One possible step in the right direction would be to point out to your > publisher?s rep the portions of the book that were not accessible even in > VitalSource. For example, figures without description or something that > cannot be zoomed up to the size a student needs. I try to write the > publisher with specific page numbers or specific figures and details about > what?s not accessible. > > You can explain you need the PDF in order to mmake these things > accessible. I think if we keep harping on publishers about how something > they claim is accessible isn?t it will reduce our need for the PDF files. > > > > But, if the publishers want to take responsibility for making a book > accessible, they have to be held to it, and if they don?t want to give us > PDFS we have to give them a hard time. > > > > I can kind of understand where the publishers are coming from, though I > don?t have to like it. They want more students to buy more books and if > that involves making them more accessible it?s a win for both sides. But > it?s not a win when they claim accessibility and it?s untrue, then deny you > the chance to fix the issue. So accessibility problems with a book need to > be pointed out to them specifically. > > > > Another thing Pearson is doing is supplying PDFS with all the images > removed. I?ve gotten several like this; the caption is there but no image, > and for a book with a lot of figures this is unacceptable. > > > > One other thing Pearson reps are doing with I find quite disingenuous is > talking to instructors about how their books are accessible and open > textbooks are not. One of our counselors, who is also an instructor chose a > Pearson book over an open textbook for that very reason. > > > > For just one example of a Pearson book that illustrates all of these > issues see ?Fundamentals of Database Systems?, ISBN 9780133971224 which > has a PDF on the ATN without images; is on Bookshare without images and is > on VitalSource with images that are not described. And the images are > required to comprehend the book though most of them are text-based and > could be represented via tables rather than pictures. > > > > --Debee > > > > > > *From:* athen-list *On > Behalf Of *Susan Kelmer > *Sent:* Tuesday, January 29, 2019 2:40 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > I have heard this same crap from Pearson through my contact (which is > probably the same). By now, they have heard the ?whys? and yes, they are > being literal roadblocks to providing what we ask for. > > > > When we request a PDF through ATN, we get it next-day (unless that title > is on VitalSource, then we have to do the end run or workaround, which > takes weeks, if they even respond at all). > > > > So no, they are not ?committed? to getting us what we need. If it isn?t > in their tiny little definition of what they want to provide, we get the > runaround, and the 20 questions, and really this just delays us getting > what we need for our student. That is what I wish they would understand. > We aren?t asking for a PDF because we don?t know any better. We are asking > for a PDF because that is what we need to do what we do for the student. > > > > If anyone wants the contact with Pearson directly, please email me > off-list, I?m happy to share my contact?s information. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *George Kerscher > *Sent:* Tuesday, January 29, 2019 3:29 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > Hello, > > > > I reached out to folks at Pearson to get some clarification. Here is what > I was told: > > Begin email from Pearson rep > > if a student needs a PDF for accessibility purposes we will provide it. > We're not in the business of denying anyone access to what they need for > learning. As you are aware we've partnered with Vitalsource to provide > accessible ePubs to students and in most cases this does meet their needs. > When it doesn't, we ask why - not to "get in the way" but to try to > understand the needs of the student in question. > > > > While we do ask for "Proof of purchase" it isn't to identify the students > - we are as concerned with privacy as anyone else. I'll look at the > messaging we use to see if we can do a better job communicating. > > > > As to his two week wait. we have internal approval processes in place > before we let PDF's out the door. Those processes are in place to help > insure that we protect the IP rights of our authors. Sometimes this does > slow things down but we are currently active in trying to improve those > processes and reduce the time necessary to deliver the PDF's. > > > > I hope that helps, please feel free to reach out with any questions. > > End of email from Pearson rep. > > > > I was also told if anybody would like to communicate directly, send me ( > kerscher@montana.com) and I will forward the request to my contact. > > > > Best > > George > > > > > > > > > *From:* athen-list *On > Behalf Of *Deborah Armstrong > *Sent:* Tuesday, January 29, 2019 10:55 AM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > Just to give you comfort, the same thing has happened to me six times so > far. Three of those times, luckily the student fell in love with > VitalSource. The other three times, I had to do the > proof-of-purchase-big-argument-thing! > > > > For me, the bigger problem is when a student?s textbook is an ebook only, > integrated with the LMS. Pearson?s beginning to do that a lot now, and so > is Cengage. If a student has a book I can scan, then it?s much easier. > > > > --Debee > > > > > > > > > > *From:* athen-list *On > Behalf Of *Sorensen, Neal B > *Sent:* Monday, January 28, 2019 1:55 PM > *To:* athen-list@u.washington.edu > *Subject:* [Athen] Pearson Pushing VitalSource after ATN denial > > > > Hi All, > > > > I?m writing to see if anyone else has encountered a problem like this with > (our dear friend) Pearson. Here?s the story. I made a request on AccessText > Network for Microeconomics by Pindyck and Rubinfeld, and the request was > denied. I received a follow-up e-mail at the same time saying the title is > available on VitalSource, and the student could sent a proof-of-purchase > directly to Pearson to get a free access code for their book. Now, I have > NEVER had to provide a proof-of-purchase to get any book on AccessText > Network. Their follow-up also suggested contacting the Pearson disability > support office if the student is ?using an assistive technology other than > a screen reader.? The request has been approved by their permissions and > now I?m just waiting for the book. > > > > This is unacceptable of Pearson. Thankfully the student has tried to use > textbooks only accessible online before, and knows the PDF is better for > his needs. I?ve been waiting almost two weeks now for this book (I got a > customer satisfaction survey before I got the book). What is mildly > infuriating about all this is that I know they have the book in PDF? I > mean, it?s on VitalSource so they have electronic versions! Why not just > give me the PDF? > > > > Additionally, why would I give Pearson the identity of my student? We are > bound to confidentiality, and asking the student to identify themselves to > the publisher is not necessary. This just goes to show that the major > publishers will always try new ideas that don?t make sense, and that it is > important to push back against those ideas when we encounter them! > > > > Neal Sorensen > > Access Specialist > > Accessibility Resources > > Minnesota State University, Mankato > > 132 Memorial Library > > Mankato, MN 56001 > > > > Phone: 507-389-5242 > > FAX: 507-389-1199 > > Email: *neal.sorensen@mnsu.edu * > > > > [image: cid:image001.png@01CF4281.A3698650] > > > > CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is > for the sole use of the intended recipient(s) and may contain confidential > and privileged information. Any unauthorized review, use, disclosure or > distribution is prohibited. If you have received this transmission in > error, please delete it from your system without copying it, and notify the > sender by reply email so that our address record can be corrected. > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From tmariotti at mvcc.edu Wed Jan 30 10:44:05 2019 From: tmariotti at mvcc.edu (Tamara Mariotti) Date: Wed Jan 30 10:44:15 2019 Subject: [Athen] Question about Computer Science accessibility software Message-ID: Good day all, I am working with a student who is completely blind and trying to locate a software program that will work with Jaws or Voice over. A large focus of the course that he is taking is writing python programming code. The default IDLE (text editor) that comes with the Python Windows installation is not accessible. Do you have any resources that might be able to tell us a good programming editor that supports Python for the blind? Any suggestions would be greatly appreciated. Thanks, Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education Mohawk Valley Community College Payne Hall 104H 1101 Sherman Drive Utica, NY 13502 Voice 315-731-5702 Fax 315-731-5868 https://www.mvcc.edu/accessibility-resources [mvcc logo] Proud member of: [NYSDSC 2016 Logo for email sig] "Disability is not a 'brave struggle' or 'courage in the face of adversity'. Disability is an art. It's an ingenious way to live." Neil Marcus -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4539 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 17113 bytes Desc: image002.jpg URL: From travis at travisroth.com Wed Jan 30 10:59:30 2019 From: travis at travisroth.com (travis@travisroth.com) Date: Wed Jan 30 10:59:39 2019 Subject: [Athen] Question about Computer Science accessibility software In-Reply-To: References: Message-ID: <076e01d4b8cd$ee9f22c0$cbdd6840$@travisroth.com> I'd suggest Eclipse with the PyDev plugin (www.eclipse.org ) or Microsoft Visual Studio 2017/2019 - yes it can do Python now although I don't have the exact configuration on hand here. These are for Windows. To the best of my knowledge the MacOS equivalents are not as accessible. The instructor and/or student should be able to find plenty of info on the web however. Keep in mind that any text editor is also usable, although having an IDE that understands the syntax can help with auto-complete and formatting. The biggest challenge with Python is formatting is critical as indents are used for defining blocks. One space/tab wrong can and will break the code! So at a minimum the screen reader should be able to read the cursor location from the status line. JAWS has some indent reading settings that may be helpful too; the student should try these out. In my opinion the easiest way to deal with Python is with a Braille display to monitor the indent continuously. Travis From: athen-list On Behalf Of Tamara Mariotti Sent: Wednesday, January 30, 2019 12:44 PM To: 'Access Technology Higher Education Network' Subject: [Athen] Question about Computer Science accessibility software Good day all, I am working with a student who is completely blind and trying to locate a software program that will work with Jaws or Voice over. A large focus of the course that he is taking is writing python programming code. The default IDLE (text editor) that comes with the Python Windows installation is not accessible. Do you have any resources that might be able to tell us a good programming editor that supports Python for the blind? Any suggestions would be greatly appreciated. Thanks, Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education Mohawk Valley Community College Payne Hall 104H 1101 Sherman Drive Utica, NY 13502 Voice 315-731-5702 Fax 315-731-5868 https://www.mvcc.edu/accessibility-resources Proud member of: "Disability is not a 'brave struggle' or 'courage in the face of adversity'. Disability is an art. It's an ingenious way to live." Neil Marcus -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4539 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 17113 bytes Desc: not available URL: From chagnon at pubcom.com Wed Jan 30 11:10:21 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Wed Jan 30 11:10:52 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2C21@MB2.FHDA.LEARN> Message-ID: <00df01d4b8cf$72c80840$585818c0$@pubcom.com> Interesting comments. Deborah Armstrong wrote: Another thing Pearson is doing is supplying PDFs with all the images removed. I?ve gotten several like this; the caption is there but no image, and for a book with a lot of figures this is unacceptable. Agree! It?s been a long time since I?ve seen that in a PDF or document. That type of workaround was done eons ago before most people realized that accessibility is for all users, not only those who are fully blind. Removing the graphic does not help those with low vision, cognitive, and other disabilities. Plus, the caption might not contain all of the visual information that is in the graphic, so those dependent on Alt-text won?t have it because there isn?t a graphic to hold the Alt-text. What?s so striking to me is that publishers are balking at providing accessible PDFs for their books. If they?re printing a book, then most likely they are using Adobe InDesign to design and lay it out because it is the publishing industry?s standard software worldwide. For those who?ve attended my classes at AHG and at our training lab, they know that the layout for print can be converted to an accessible PDF from from the same file?but the designers must learn how to set up the InDesign layout for both print and accessible PDF. They also can quickly convert it to an accessible EPUB from the same layout. A little bit of training in how to do this can solve the problem for both publishers and academia. ?Bevi Chagnon ? ? ? Bevi Chagnon, founder/CEO | Bevi@PubCom.com Pronounced bev ie sha ?oe (it?s French!) ? ? ? PubCom: Technologists for Accessible Design + Publishing consulting ? training ? development ? design ? sec. 508 services Upcoming classes at www.PubCom.com/classes ? ? ? Latest blog-newsletter ? Accessibility Tips at www.PubCom.com/blog On Wed, Jan 30, 2019 at 9:34 AM Deborah Armstrong > wrote: One possible step in the right direction would be to point out to your publisher?s rep the portions of the book that were not accessible even in VitalSource. For example, figures without description or something that cannot be zoomed up to the size a student needs. I try to write the publisher with specific page numbers or specific figures and details about what?s not accessible. You can explain you need the PDF in order to make these things accessible. I think if we keep harping on publishers about how something they claim is accessible isn?t it will reduce our need for the PDF files. But, if the publishers want to take responsibility for making a book accessible, they have to be held to it, and if they don?t want to give us PDFS we have to give them a hard time. I can kind of understand where the publishers are coming from, though I don?t have to like it. They want more students to buy more books and if that involves making them more accessible it?s a win for both sides. But it?s not a win when they claim accessibility and it?s untrue, then deny you the chance to fix the issue. So accessibility problems with a book need to be pointed out to them specifically. Another thing Pearson is doing is supplying PDFS with all the images removed. I?ve gotten several like this; the caption is there but no image, and for a book with a lot of figures this is unacceptable. One other thing Pearson reps are doing with I find quite disingenuous is talking to instructors about how their books are accessible and open textbooks are not. One of our counselors, who is also an instructor chose a Pearson book over an open textbook for that very reason. For just one example of a Pearson book that illustrates all of these issues see ?Fundamentals of Database Systems?, ISBN 9780133971224 which has a PDF on the ATN without images; is on Bookshare without images and is on VitalSource with images that are not described. And the images are required to comprehend the book though most of them are text-based and could be represented via tables rather than pictures. --Debee From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 2:40 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the ?whys? and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not ?committed? to getting us what we need. If it isn?t in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren?t asking for a PDF because we don?t know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I?m happy to share my contact?s information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com ) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student?s textbook is an ebook only, integrated with the LMS. Pearson?s beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it?s much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I?m writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here?s the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is ?using an assistive technology other than a screen reader.? The request has been approved by their permissions and now I?m just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I?ve been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF? I mean, it?s on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don?t make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From john.gardner at viewplus.com Wed Jan 30 14:40:11 2019 From: john.gardner at viewplus.com (John Gardner) Date: Wed Jan 30 14:40:40 2019 Subject: [Athen] Question about Computer Science accessibility software In-Reply-To: References: Message-ID: I use NotePad and NotePad++ for writing Python code. NVDA has a setting permitting one to hear spaces or tab indents which is the only magic for Python. Jaws probably does also. Fancy editors have other nice things like colors etc, but for blind people, notepad works just fine. John From: athen-list On Behalf Of Tamara Mariotti Sent: Wednesday, January 30, 2019 10:44 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Question about Computer Science accessibility software Good day all, I am working with a student who is completely blind and trying to locate a software program that will work with Jaws or Voice over. A large focus of the course that he is taking is writing python programming code. The default IDLE (text editor) that comes with the Python Windows installation is not accessible. Do you have any resources that might be able to tell us a good programming editor that supports Python for the blind? Any suggestions would be greatly appreciated. Thanks, Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education Mohawk Valley Community College Payne Hall 104H 1101 Sherman Drive Utica, NY 13502 Voice 315-731-5702 Fax 315-731-5868 https://www.mvcc.edu/accessibility-resources [mvcc logo] Proud member of: [NYSDSC 2016 Logo for email sig] "Disability is not a 'brave struggle' or 'courage in the face of adversity'. Disability is an art. It's an ingenious way to live." Neil Marcus -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4539 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 17113 bytes Desc: image002.jpg URL: From armstrongdeborah at fhda.edu Wed Jan 30 14:57:38 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Jan 30 14:59:44 2019 Subject: [Athen] Puff and sip solution for NLS player Message-ID: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E6DA7@MB2.FHDA.LEARN> I know that individual patrons can get a puff sip switch but organizations cannot borrow such a personal device from NLS. I've been playing with our Breeze Puff-sip switch http://www.orin.com/access/sip_puff/ manual here http://www.orin.com/access/docs/BreezeUserGuideBZ2_08282017.pdf which I bought when we had a student who needed it. Only the purchase order went through long after she left. We now have a new student who has neither the use of his hands nor his eyes, so I'm having fun interfacing it with the NLS player. It is a HID-compliant USB device so I took a chance it would work and I was right. By default it could left and right click; I hooked it up to my PC and it worked just great. Next, I tried interfacing it with the NLS player which kept saying "unsupported device". I realized I had to make it emulate a keyboard and not a mouse. So I asked my sighted co-worker Greg to flip dip switch two down. He went in search of a magnifier, because they are itty-bitty but he found one, flipped the switch, I activated the player's learning mode and set it so that puff is play and sip is rewind. Works great! For those who have more ddexterity, a simple hid-compliant foot pedal will also work fine. I bought mine from Amazon for $10 and use it for operating the NLS player while cooking or practicing guitar. While cooking, I bop it with my elbow; while guitaring I tap it with my foot. Please share this with the organizations you serve so we can help others use the NLS player with those who have severe physical limitations. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpham at swccd.edu Thu Jan 31 09:33:43 2019 From: kpham at swccd.edu (Khoa Pham) Date: Thu Jan 31 09:33:58 2019 Subject: [Athen] JAWS inspect Message-ID: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> Hello everyone, Has anyone ever heard of JAWS inspect or currently using it? I wanted to get some input on this tool by someone who have used it to evaluate Web contents, Web apps, and other contents. Thanks, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Thu Jan 31 09:51:14 2019 From: info at karlencommunications.com (Karlen Communications) Date: Thu Jan 31 09:51:31 2019 Subject: [Athen] JAWS inspect In-Reply-To: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> References: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> Message-ID: <006d01d4b98d$8fa883e0$aef98ba0$@karlencommunications.com> I've heard of it but have not used it. I'd be interested, since its name is "JAWS Inspect" whether it confines accessibility to "JAWS accessibility" or whether it takes a more global look at accessibility for all adaptive technology/people with disabilities. I figure it uses JAWS, which is OK, but is the definition something like "JAWS accessible?" Cheers, Karen From: athen-list On Behalf Of Khoa Pham Sent: Thursday, January 31, 2019 12:34 PM To: Access Technology Higher Education Network Subject: [Athen] JAWS inspect Hello everyone, Has anyone ever heard of JAWS inspect or currently using it? I wanted to get some input on this tool by someone who have used it to evaluate Web contents, Web apps, and other contents. Thanks, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Thu Jan 31 09:56:30 2019 From: dhayman at uw.edu (Doug Hayman) Date: Thu Jan 31 09:57:15 2019 Subject: [Athen] JAWS inspect In-Reply-To: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> References: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> Message-ID: I wasn't aware of it but upon looking it up saw that they have a good explanation of it on the video at their site https://www.paciellogroup.com/products/jaws-inspect/ I don't do web site accessibility checks but heard that many tried just downloading the JAWS demo in an attempt to imagine the barriers a user would face if using a screenreader. Problem was, too many people don't have the depth of knowledge of JAWS and the cognitive overhead that takes to learn the various settings and features. Looks like this attempts to do the hard work for you, leaving out all the other rich features of JAWS. I'll be interested in hearing what others have to share. On Thu, Jan 31, 2019 at 9:34 AM Khoa Pham wrote: > Hello everyone, > > > > Has anyone ever heard of *JAWS inspect* or currently using it? I wanted > to get some input on this tool by someone who have used it to evaluate Web > contents, Web apps, and other contents. > > > > Thanks, > > Khoa > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Doug Hayman w.edu> 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 danc at uw.edu Thu Jan 31 10:29:26 2019 From: danc at uw.edu (Dan Comden) Date: Thu Jan 31 10:30:13 2019 Subject: [Athen] JAWS inspect In-Reply-To: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> References: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> Message-ID: Just based on the video that Doug linked and the bit of text on that page, I would say this tool has limited use for evaluating true accessibility of a web page or web-based application. There is much more to accessibility than assuring "JAWS accessibility" and we need to keep reminding designers and developers that screenreaders are not the only AT that is in use, nor do they define what accessibility means for web-delivered materials. Just this week we met with a software company and part of their design/dev team and one of the key devs was quite familiar with NVDA. That was really nice to see, but they were still missing some important visual accessibility issues as well as overall functional accessibility/usability with their product. Using and knowing screen readers only catches some of the issue. They are key issues, but far from a complete accessibility picture. -*- Dan On Thu, Jan 31, 2019 at 9:34 AM Khoa Pham wrote: > Hello everyone, > > > > Has anyone ever heard of *JAWS inspect* or currently using it? I wanted > to get some input on this tool by someone who have used it to evaluate Web > contents, Web apps, and other contents. > > > > Thanks, > > Khoa > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.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 sarah.bourne at mass.gov Thu Jan 31 12:02:49 2019 From: sarah.bourne at mass.gov (Bourne, Sarah (MASSIT)) Date: Thu Jan 31 12:03:39 2019 Subject: [Athen] JAWS inspect In-Reply-To: References: <3b967f45cd054d18a304a08e1d875a85@swccd.edu>, Message-ID: Dan is correct. There is no testing tool that can find 100%, so using just one tool can never be sufficient. Each of them can be good for finding particular things, though. This one could be handy for a developer to test to be sure form fields and link text are correct and meaningful, to see if your in-page navigation by element is useful, and to check that alternative text for images makes sense in context. I suppose you could use it to do an audit for those things, but I would probably use other tools since it's JAWS-specific. sb Sarah E. Bourne Director of IT Accessibility 1 Ashburton Place, 8th Floor, Boston, MA 02108 Office: (617) 626-4502 sarah.bourne@mass.gov | www.mass.gov/eotss Executive Office of Technology Services and Security (EOTSS) EOTSS provides secure and quality digital information, services, and tools to constituents and service providers when and where they need them. ________________________________ From: athen-list on behalf of Dan Comden Sent: Thursday, January 31, 2019 1:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] JAWS inspect Just based on the video that Doug linked and the bit of text on that page, I would say this tool has limited use for evaluating true accessibility of a web page or web-based application. There is much more to accessibility than assuring "JAWS accessibility" and we need to keep reminding designers and developers that screenreaders are not the only AT that is in use, nor do they define what accessibility means for web-delivered materials. Just this week we met with a software company and part of their design/dev team and one of the key devs was quite familiar with NVDA. That was really nice to see, but they were still missing some important visual accessibility issues as well as overall functional accessibility/usability with their product. Using and knowing screen readers only catches some of the issue. They are key issues, but far from a complete accessibility picture. -*- Dan On Thu, Jan 31, 2019 at 9:34 AM Khoa Pham > wrote: Hello everyone, Has anyone ever heard of JAWS inspect or currently using it? I wanted to get some input on this tool by someone who have used it to evaluate Web contents, Web apps, and other contents. Thanks, Khoa _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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 neal.sorensen at mnsu.edu Thu Jan 31 12:31:59 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Thu Jan 31 12:32:43 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: <00df01d4b8cf$72c80840$585818c0$@pubcom.com> References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E2C21@MB2.FHDA.LEARN> <00df01d4b8cf$72c80840$585818c0$@pubcom.com> Message-ID: Thanks everyone for the suggestions and commiseration. I?m just getting to respond now due to the Polar Vortex(!!!) my campus has been closed for the past two days. Still no word from Pearson! I?m honestly not opposed to EPUB for my own personal use, but academically I?m not impressed yet. While the format has some pagination, I don?t feel it adequately represents the book. Yes, the content is the same, but referencing the text would be difficult in a classroom setting. I remember professors asking to ?turn to page 53, second paragraph.? Well, in an EPUB, that?s a lot trickier. VitalSource does have a high quality text-to-speech reader, but their TTS system won?t hold a candle to the Kurzweil software I?m providing to students. I have some students that might prefer it that way, but others enjoy having the PDF. While I appreciate that major publishers are making an effort to provide accessible formats, it should be on the terms of the students and those who serve the students. Without access to the file we can?t give adequate quality control, verifying that text is correct, alt text is in place, and the desired format is available. Heck, I can?t even get a vitalsource book in my hands (digital hands) to do any testing with in the first place! I am not comfortable providing a book I haven?t seen and just hoping for the best. It seems to me that Pearson is a business? (smirk) And, their reps and staff will say anything for a sale to a large institution. I?ve seen several courses requiring McGraw Hill Connect, Cengage Unlimited/Webassign (which I wish I could get my hands on!), or MyBlankLab by Pearson. I?d hope the software developers and print production staff could keep up with the demands of our students and offices. Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. From: athen-list On Behalf Of chagnon@pubcom.com Sent: Wednesday, January 30, 2019 1:10 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Interesting comments. Deborah Armstrong wrote: Another thing Pearson is doing is supplying PDFs with all the images removed. I?ve gotten several like this; the caption is there but no image, and for a book with a lot of figures this is unacceptable. Agree! It?s been a long time since I?ve seen that in a PDF or document. That type of workaround was done eons ago before most people realized that accessibility is for all users, not only those who are fully blind. Removing the graphic does not help those with low vision, cognitive, and other disabilities. Plus, the caption might not contain all of the visual information that is in the graphic, so those dependent on Alt-text won?t have it because there isn?t a graphic to hold the Alt-text. What?s so striking to me is that publishers are balking at providing accessible PDFs for their books. If they?re printing a book, then most likely they are using Adobe InDesign to design and lay it out because it is the publishing industry?s standard software worldwide. For those who?ve attended my classes at AHG and at our training lab, they know that the layout for print can be converted to an accessible PDF from from the same file?but the designers must learn how to set up the InDesign layout for both print and accessible PDF. They also can quickly convert it to an accessible EPUB from the same layout. A little bit of training in how to do this can solve the problem for both publishers and academia. ?Bevi Chagnon ? ? ? Bevi Chagnon, founder/CEO | Bevi@PubCom.com Pronounced bev ie sha ?oe (it?s French!) ? ? ? PubCom: Technologists for Accessible Design + Publishing consulting ? training ? development ? design ? sec. 508 services Upcoming classes at www.PubCom.com/classes ? ? ? Latest blog-newsletter ? Accessibility Tips at www.PubCom.com/blog On Wed, Jan 30, 2019 at 9:34 AM Deborah Armstrong > wrote: One possible step in the right direction would be to point out to your publisher?s rep the portions of the book that were not accessible even in VitalSource. For example, figures without description or something that cannot be zoomed up to the size a student needs. I try to write the publisher with specific page numbers or specific figures and details about what?s not accessible. You can explain you need the PDF in order to make these things accessible. I think if we keep harping on publishers about how something they claim is accessible isn?t it will reduce our need for the PDF files. But, if the publishers want to take responsibility for making a book accessible, they have to be held to it, and if they don?t want to give us PDFS we have to give them a hard time. I can kind of understand where the publishers are coming from, though I don?t have to like it. They want more students to buy more books and if that involves making them more accessible it?s a win for both sides. But it?s not a win when they claim accessibility and it?s untrue, then deny you the chance to fix the issue. So accessibility problems with a book need to be pointed out to them specifically. Another thing Pearson is doing is supplying PDFS with all the images removed. I?ve gotten several like this; the caption is there but no image, and for a book with a lot of figures this is unacceptable. One other thing Pearson reps are doing with I find quite disingenuous is talking to instructors about how their books are accessible and open textbooks are not. One of our counselors, who is also an instructor chose a Pearson book over an open textbook for that very reason. For just one example of a Pearson book that illustrates all of these issues see ?Fundamentals of Database Systems?, ISBN 9780133971224 which has a PDF on the ATN without images; is on Bookshare without images and is on VitalSource with images that are not described. And the images are required to comprehend the book though most of them are text-based and could be represented via tables rather than pictures. --Debee From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 2:40 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the ?whys? and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not ?committed? to getting us what we need. If it isn?t in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren?t asking for a PDF because we don?t know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I?m happy to share my contact?s information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student?s textbook is an ebook only, integrated with the LMS. Pearson?s beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it?s much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I?m writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here?s the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is ?using an assistive technology other than a screen reader.? The request has been approved by their permissions and now I?m just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I?ve been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF? I mean, it?s on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don?t make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4084 bytes Desc: image001.jpg URL: From info at karlencommunications.com Thu Jan 31 12:33:47 2019 From: info at karlencommunications.com (Karlen Communications) Date: Thu Jan 31 12:42:33 2019 Subject: [Athen] JAWS inspect In-Reply-To: References: <3b967f45cd054d18a304a08e1d875a85@swccd.edu> Message-ID: <008e01d4b9a4$44c2a8d0$ce47fa70$@karlencommunications.com> Agreed. I use screen readers as a baseline of accessibility from which to build on from the accessible document design side. Cheers, Karen From: athen-list On Behalf Of Dan Comden Sent: Thursday, January 31, 2019 1:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] JAWS inspect Just based on the video that Doug linked and the bit of text on that page, I would say this tool has limited use for evaluating true accessibility of a web page or web-based application. There is much more to accessibility than assuring "JAWS accessibility" and we need to keep reminding designers and developers that screenreaders are not the only AT that is in use, nor do they define what accessibility means for web-delivered materials. Just this week we met with a software company and part of their design/dev team and one of the key devs was quite familiar with NVDA. That was really nice to see, but they were still missing some important visual accessibility issues as well as overall functional accessibility/usability with their product. Using and knowing screen readers only catches some of the issue. They are key issues, but far from a complete accessibility picture. -*- Dan On Thu, Jan 31, 2019 at 9:34 AM Khoa Pham > wrote: Hello everyone, Has anyone ever heard of JAWS inspect or currently using it? I wanted to get some input on this tool by someone who have used it to evaluate Web contents, Web apps, and other contents. Thanks, Khoa _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.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 solowoniukr at macewan.ca Thu Jan 31 13:16:36 2019 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Thu Jan 31 13:17:08 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: Hi Susan, I agree totally with what you say. We're in Canada so can't get Pearson US titles through ATN. We still need to use the online form, which, by the way, now doesn't accept Canadian postal codes in the form, so we must use 99999, not a big deal, just wonder why. We have been getting the "this title is available via Vital Source" message back occasionally, and each time we do, we write back with an explanation of why this won't work for the majority of our students who use RWG. The end up sending us a PDF, but it adds days to the turnaround time. It seems that perhaps publishers are getting mixed messages from people who seem to think that ePub is the best format out there for everyone. Keep up the good fight! 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 [MacEwan Logo] 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 3:40 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the "whys" and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not "committed" to getting us what we need. If it isn't in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren't asking for a PDF because we don't know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I'm happy to share my contact's information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 4084 bytes Desc: image003.jpg URL: From Susan.Kelmer at colorado.edu Thu Jan 31 13:23:26 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Thu Jan 31 13:23:46 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: Russell, yes, you are correct. They are getting messages from some that ePub is perfect, wonderful, the NEW WAY! And those voices are loud. Publishers believe those voices. If they'd just asked, they would know that an ePub is a format they can use, sometimes, but that sometimes, they cannot. Bottom line: They need to respond to what our request is for, rather than to push us to a format we didn't ask for. Also, my voice is loud. We need more loud voices. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Russell Solowoniuk Sent: Thursday, January 31, 2019 2:17 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hi Susan, I agree totally with what you say. We're in Canada so can't get Pearson US titles through ATN. We still need to use the online form, which, by the way, now doesn't accept Canadian postal codes in the form, so we must use 99999, not a big deal, just wonder why. We have been getting the "this title is available via Vital Source" message back occasionally, and each time we do, we write back with an explanation of why this won't work for the majority of our students who use RWG. The end up sending us a PDF, but it adds days to the turnaround time. It seems that perhaps publishers are getting mixed messages from people who seem to think that ePub is the best format out there for everyone. Keep up the good fight! 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 [MacEwan Logo] 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 3:40 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the "whys" and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not "committed" to getting us what we need. If it isn't in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren't asking for a PDF because we don't know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I'm happy to share my contact's information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student's textbook is an ebook only, integrated with the LMS. Pearson's beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it's much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I'm writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here's the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is "using an assistive technology other than a screen reader." The request has been approved by their permissions and now I'm just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I've been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF... I mean, it's on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don't make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu [cid:image001.png@01CF4281.A3698650] CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4084 bytes Desc: image002.jpg URL: From chagnon at pubcom.com Thu Jan 31 15:04:39 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Thu Jan 31 15:05:34 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: <009901d4b9b9$57e523b0$07af6b10$@pubcom.com> Susan, I?ll add my loud voice to yours! You are the customer. You get to buy the products you need. EPUBs are a solution for some people, but not the end-all for everyone. It?s just one tool that should be in our toolboxes. Unless you create the most simple, visually boring EPUB, it will have rendering problems on many of today?s devices and technologies (this has been discussed on this list in the past). For anything more, you?ll need time and a team of coders behind you to tweak the EPUB into a workable design. Most in academia don?t have an extra day or a stable of programmers behind us to do this. Publishing houses probably automated their workflows to generate the EPUB quickly and cheaply, which might be why they are insisting on the format. And as a professional designer who has studied design and human behavior for decades, the EPUB format doesn?t give sighted users the ease of use (and understanding) that can come from a well-designed visual layout. We don?t need documents that meet the needs of only one group of people; we need different formats to meet everyone?s needs. In time, the EPUB format will mature: the forthcoming new standards will help. Adobe and other companies will develop better tools for creating EPUBs from office, desktop publishing, and CMS software. Device manufactures and assistive technologies will also stop peddling their proprietary technology and join the fold. But all of that is still a few years away. ? ? ? Bevi Chagnon, founder/CEO | Bevi@PubCom.com ? ? ? PubCom: Technologists for Accessible Design + Publishing consulting ? training ? development ? design ? sec. 508 services Upcoming classes at www.PubCom.com/classes ? ? ? Latest blog-newsletter ? Accessibility Tips at www.PubCom.com/blog From: athen-list On Behalf Of Susan Kelmer Sent: Thursday, January 31, 2019 4:23 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Russell, yes, you are correct. They are getting messages from some that ePub is perfect, wonderful, the NEW WAY! And those voices are loud. Publishers believe those voices. If they?d just asked, they would know that an ePub is a format they can use, sometimes, but that sometimes, they cannot. Bottom line: They need to respond to what our request is for, rather than to push us to a format we didn?t ask for. Also, my voice is loud. We need more loud voices. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Russell Solowoniuk Sent: Thursday, January 31, 2019 2:17 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hi Susan, I agree totally with what you say. We?re in Canada so can?t get Pearson US titles through ATN. We still need to use the online form, which, by the way, now doesn?t accept Canadian postal codes in the form, so we must use 99999, not a big deal, just wonder why. We have been getting the ?this title is available via Vital Source? message back occasionally, and each time we do, we write back with an explanation of why this won?t work for the majority of our students who use RWG. The end up sending us a PDF, but it adds days to the turnaround time. It seems that perhaps publishers are getting mixed messages from people who seem to think that ePub is the best format out there for everyone. Keep up the good fight! 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 We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, January 29, 2019 3:40 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial I have heard this same crap from Pearson through my contact (which is probably the same). By now, they have heard the ?whys? and yes, they are being literal roadblocks to providing what we ask for. When we request a PDF through ATN, we get it next-day (unless that title is on VitalSource, then we have to do the end run or workaround, which takes weeks, if they even respond at all). So no, they are not ?committed? to getting us what we need. If it isn?t in their tiny little definition of what they want to provide, we get the runaround, and the 20 questions, and really this just delays us getting what we need for our student. That is what I wish they would understand. We aren?t asking for a PDF because we don?t know any better. We are asking for a PDF because that is what we need to do what we do for the student. If anyone wants the contact with Pearson directly, please email me off-list, I?m happy to share my contact?s information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of George Kerscher Sent: Tuesday, January 29, 2019 3:29 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Hello, I reached out to folks at Pearson to get some clarification. Here is what I was told: Begin email from Pearson rep if a student needs a PDF for accessibility purposes we will provide it. We're not in the business of denying anyone access to what they need for learning. As you are aware we've partnered with Vitalsource to provide accessible ePubs to students and in most cases this does meet their needs. When it doesn't, we ask why - not to "get in the way" but to try to understand the needs of the student in question. While we do ask for "Proof of purchase" it isn't to identify the students - we are as concerned with privacy as anyone else. I'll look at the messaging we use to see if we can do a better job communicating. As to his two week wait. we have internal approval processes in place before we let PDF's out the door. Those processes are in place to help insure that we protect the IP rights of our authors. Sometimes this does slow things down but we are currently active in trying to improve those processes and reduce the time necessary to deliver the PDF's. I hope that helps, please feel free to reach out with any questions. End of email from Pearson rep. I was also told if anybody would like to communicate directly, send me (kerscher@montana.com ) and I will forward the request to my contact. Best George From: athen-list > On Behalf Of Deborah Armstrong Sent: Tuesday, January 29, 2019 10:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Pearson Pushing VitalSource after ATN denial Just to give you comfort, the same thing has happened to me six times so far. Three of those times, luckily the student fell in love with VitalSource. The other three times, I had to do the proof-of-purchase-big-argument-thing! For me, the bigger problem is when a student?s textbook is an ebook only, integrated with the LMS. Pearson?s beginning to do that a lot now, and so is Cengage. If a student has a book I can scan, then it?s much easier. --Debee From: athen-list > On Behalf Of Sorensen, Neal B Sent: Monday, January 28, 2019 1:55 PM To: athen-list@u.washington.edu Subject: [Athen] Pearson Pushing VitalSource after ATN denial Hi All, I?m writing to see if anyone else has encountered a problem like this with (our dear friend) Pearson. Here?s the story. I made a request on AccessText Network for Microeconomics by Pindyck and Rubinfeld, and the request was denied. I received a follow-up e-mail at the same time saying the title is available on VitalSource, and the student could sent a proof-of-purchase directly to Pearson to get a free access code for their book. Now, I have NEVER had to provide a proof-of-purchase to get any book on AccessText Network. Their follow-up also suggested contacting the Pearson disability support office if the student is ?using an assistive technology other than a screen reader.? The request has been approved by their permissions and now I?m just waiting for the book. This is unacceptable of Pearson. Thankfully the student has tried to use textbooks only accessible online before, and knows the PDF is better for his needs. I?ve been waiting almost two weeks now for this book (I got a customer satisfaction survey before I got the book). What is mildly infuriating about all this is that I know they have the book in PDF I mean, it?s on VitalSource so they have electronic versions! Why not just give me the PDF? Additionally, why would I give Pearson the identity of my student? We are bound to confidentiality, and asking the student to identify themselves to the publisher is not necessary. This just goes to show that the major publishers will always try new ideas that don?t make sense, and that it is important to push back against those ideas when we encounter them! Neal Sorensen Access Specialist Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: 507-389-5242 FAX: 507-389-1199 Email: neal.sorensen@mnsu.edu CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is for the sole use of the intended recipient(s) and may contain confidential and privileged information. Any unauthorized review, use, disclosure or distribution is prohibited. If you have received this transmission in error, please delete it from your system without copying it, and notify the sender by reply email so that our address record can be corrected. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From jpolizzotto at berkeley.edu Thu Jan 31 15:37:36 2019 From: jpolizzotto at berkeley.edu (Joseph Polizzotto) Date: Thu Jan 31 15:38:29 2019 Subject: [Athen] Pearson Pushing VitalSource after ATN denial In-Reply-To: References: <61C6DD490FBB3D43A1AA33BF158ED7AF02D93E1EC1@MB2.FHDA.LEARN> <000001d4b822$134cb4e0$39e61ea0$@montana.com> Message-ID: Hi Everyone: There's a lot to say about this topic! I agree with Susan that we need to make our voices heard. This is not an either/ or scenario. If both a PDF and an EPUB exist, we should have the ability to request the format that our students want. That should not be the publishers' decision. At the same time, I think we should continue to encourage publishers' efforts to create accessible versions of their textbooks, whether in EPUB or PDF since that is what will ultimately benefit all readers, our students included. It is really unfortunate that a positive step forward in accessible publishing is coupled with a decision to restrict access to publishers' PDFs. Why? Who has advocated for that? Joseph On Thu, Jan 31, 2019 at 1:24 PM Susan Kelmer wrote: > Russell, yes, you are correct. They are getting messages from some that > ePub is perfect, wonderful, the NEW WAY! And those voices are loud. > Publishers believe those voices. > > > > If they?d just asked, they would know that an ePub is a format they can > use, sometimes, but that sometimes, they cannot. Bottom line: They need > to respond to what our request is for, rather than to push us to a format > we didn?t ask for. > > > > Also, my voice is loud. We need more loud voices. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Russell Solowoniuk > *Sent:* Thursday, January 31, 2019 2:17 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > Hi Susan, > > > > I agree totally with what you say. We?re in Canada so can?t get Pearson US > titles through ATN. We still need to use the online form, which, by the > way, now doesn?t accept Canadian postal codes in the form, so we must use > 99999, not a big deal, just wonder why. > > > > We have been getting the ?this title is available via Vital Source? > message back occasionally, and each time we do, we write back with an > explanation of why this won?t work for the majority of our students who use > RWG. The end up sending us a PDF, but it adds days to the turnaround time. > > > > It seems that perhaps publishers are getting mixed messages from people > who seem to think that ePub is the best format out there for everyone. > > > > Keep up the good fight! > > > > 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 > > [image: MacEwan Logo] > > 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 > > > > *We acknowledge that the land on which we gather in Treaty Six Territory > is the traditional gathering place for many Indigenous people. We honour > and respect the history, languages, ceremonies and culture of the First > Nations, M?tis and Inuit who call this territory home*. > > > > > > > > *From:* athen-list *On > Behalf Of *Susan Kelmer > *Sent:* Tuesday, January 29, 2019 3:40 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > I have heard this same crap from Pearson through my contact (which is > probably the same). By now, they have heard the ?whys? and yes, they are > being literal roadblocks to providing what we ask for. > > > > When we request a PDF through ATN, we get it next-day (unless that title > is on VitalSource, then we have to do the end run or workaround, which > takes weeks, if they even respond at all). > > > > So no, they are not ?committed? to getting us what we need. If it isn?t > in their tiny little definition of what they want to provide, we get the > runaround, and the 20 questions, and really this just delays us getting > what we need for our student. That is what I wish they would understand. > We aren?t asking for a PDF because we don?t know any better. We are asking > for a PDF because that is what we need to do what we do for the student. > > > > If anyone wants the contact with Pearson directly, please email me > off-list, I?m happy to share my contact?s information. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *George Kerscher > *Sent:* Tuesday, January 29, 2019 3:29 PM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > Hello, > > > > I reached out to folks at Pearson to get some clarification. Here is what > I was told: > > Begin email from Pearson rep > > if a student needs a PDF for accessibility purposes we will provide it. > We're not in the business of denying anyone access to what they need for > learning. As you are aware we've partnered with Vitalsource to provide > accessible ePubs to students and in most cases this does meet their needs. > When it doesn't, we ask why - not to "get in the way" but to try to > understand the needs of the student in question. > > > > While we do ask for "Proof of purchase" it isn't to identify the students > - we are as concerned with privacy as anyone else. I'll look at the > messaging we use to see if we can do a better job communicating. > > > > As to his two week wait. we have internal approval processes in place > before we let PDF's out the door. Those processes are in place to help > insure that we protect the IP rights of our authors. Sometimes this does > slow things down but we are currently active in trying to improve those > processes and reduce the time necessary to deliver the PDF's. > > > > I hope that helps, please feel free to reach out with any questions. > > End of email from Pearson rep. > > > > I was also told if anybody would like to communicate directly, send me ( > kerscher@montana.com) and I will forward the request to my contact. > > > > Best > > George > > > > > > > > > *From:* athen-list *On > Behalf Of *Deborah Armstrong > *Sent:* Tuesday, January 29, 2019 10:55 AM > *To:* 'Access Technology Higher Education Network' < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Pushing VitalSource after ATN denial > > > > Just to give you comfort, the same thing has happened to me six times so > far. Three of those times, luckily the student fell in love with > VitalSource. The other three times, I had to do the > proof-of-purchase-big-argument-thing! > > > > For me, the bigger problem is when a student?s textbook is an ebook only, > integrated with the LMS. Pearson?s beginning to do that a lot now, and so > is Cengage. If a student has a book I can scan, then it?s much easier. > > > > --Debee > > > > > > > > > > *From:* athen-list *On > Behalf Of *Sorensen, Neal B > *Sent:* Monday, January 28, 2019 1:55 PM > *To:* athen-list@u.washington.edu > *Subject:* [Athen] Pearson Pushing VitalSource after ATN denial > > > > Hi All, > > > > I?m writing to see if anyone else has encountered a problem like this with > (our dear friend) Pearson. Here?s the story. I made a request on AccessText > Network for Microeconomics by Pindyck and Rubinfeld, and the request was > denied. I received a follow-up e-mail at the same time saying the title is > available on VitalSource, and the student could sent a proof-of-purchase > directly to Pearson to get a free access code for their book. Now, I have > NEVER had to provide a proof-of-purchase to get any book on AccessText > Network. Their follow-up also suggested contacting the Pearson disability > support office if the student is ?using an assistive technology other than > a screen reader.? The request has been approved by their permissions and > now I?m just waiting for the book. > > > > This is unacceptable of Pearson. Thankfully the student has tried to use > textbooks only accessible online before, and knows the PDF is better for > his needs. I?ve been waiting almost two weeks now for this book (I got a > customer satisfaction survey before I got the book). What is mildly > infuriating about all this is that I know they have the book in PDF? I > mean, it?s on VitalSource so they have electronic versions! Why not just > give me the PDF? > > > > Additionally, why would I give Pearson the identity of my student? We are > bound to confidentiality, and asking the student to identify themselves to > the publisher is not necessary. This just goes to show that the major > publishers will always try new ideas that don?t make sense, and that it is > important to push back against those ideas when we encounter them! > > > > Neal Sorensen > > Access Specialist > > Accessibility Resources > > Minnesota State University, Mankato > > 132 Memorial Library > > Mankato, MN 56001 > > > > Phone: 507-389-5242 > > FAX: 507-389-1199 > > Email: *neal.sorensen@mnsu.edu * > > > > [image: cid:image001.png@01CF4281.A3698650] > > > > CONFIDENTIALITY NOTICE: This e-mail message, including any attachments, is > for the sole use of the intended recipient(s) and may contain confidential > and privileged information. Any unauthorized review, use, disclosure or > distribution is prohibited. If you have received this transmission in > error, please delete it from your system without copying it, and notify the > sender by reply email so that our address record can be corrected. > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- *Alternate Media Supervisor* Disabled Students' Program University of California, Berkeley https://dsp.berkeley.edu/ (510) 642-0329 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 4084 bytes Desc: not available URL: From tmariotti at mvcc.edu Thu Jan 31 15:59:56 2019 From: tmariotti at mvcc.edu (Tamara Mariotti) Date: Thu Jan 31 16:00:05 2019 Subject: [Athen] Question about Computer Science accessibility software In-Reply-To: References: Message-ID: <06fa525b9a0442fc9a9a5d44086c4a28@mvcc.edu> Thanks All, We found some options to use and the "white spaces" and ability to hear when there are spaces or tabs was another issue we were dealing with. Thanks for all the ideas. Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education Mohawk Valley Community College Payne Hall 104H 1101 Sherman Drive Utica, NY 13502 Voice 315-731-5702 Fax 315-731-5868 https://www.mvcc.edu/accessibility-resources [mvcc logo] Proud member of: [NYSDSC 2016 Logo for email sig] "Disability is not a 'brave struggle' or 'courage in the face of adversity'. Disability is an art. It's an ingenious way to live." Neil Marcus From: athen-list On Behalf Of John Gardner Sent: Wednesday, January 30, 2019 5:40 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Question about Computer Science accessibility software I use NotePad and NotePad++ for writing Python code. NVDA has a setting permitting one to hear spaces or tab indents which is the only magic for Python. Jaws probably does also. Fancy editors have other nice things like colors etc, but for blind people, notepad works just fine. John From: athen-list > On Behalf Of Tamara Mariotti Sent: Wednesday, January 30, 2019 10:44 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Question about Computer Science accessibility software Good day all, I am working with a student who is completely blind and trying to locate a software program that will work with Jaws or Voice over. A large focus of the course that he is taking is writing python programming code. The default IDLE (text editor) that comes with the Python Windows installation is not accessible. Do you have any resources that might be able to tell us a good programming editor that supports Python for the blind? Any suggestions would be greatly appreciated. Thanks, Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education Mohawk Valley Community College Payne Hall 104H 1101 Sherman Drive Utica, NY 13502 Voice 315-731-5702 Fax 315-731-5868 https://www.mvcc.edu/accessibility-resources [mvcc logo] Proud member of: [NYSDSC 2016 Logo for email sig] "Disability is not a 'brave struggle' or 'courage in the face of adversity'. Disability is an art. It's an ingenious way to live." Neil Marcus -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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