From dkrahmer at colgate.edu Mon Sep 2 06:09:35 2019 From: dkrahmer at colgate.edu (Debbie Krahmer) Date: Mon Sep 2 06:10:18 2019 Subject: [Athen] R Interpreter for Macintosh In-Reply-To: References: Message-ID: Hi David, On another list, it was suggested that using the command-line terminal for R works best with screen readers. There's an online book, "LURN ," on using R for blind users that goes into detail. JooYoung Seo at Penn State has a ton of experience if you want to reach out to him: http://jooyoungseo.com/ Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: My name/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Fri, Aug 30, 2019 at 4:22 PM Schwarte, David M. wrote: > Hello Everyone, > > > > I am working with a student who is using R Studio with VoiceOver. This > combination is not working well for her and I was wondering if there were > other options of R interpreters that would work better with VoiceOver. Any > suggestions would be very much appreciated. > > > > Thanks, > > David Schwarte > > > _______________________________________________ > 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 kschoeb1 at swarthmore.edu Tue Sep 3 08:34:46 2019 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Tue Sep 3 08:35:36 2019 Subject: [Athen] GoReact Message-ID: Hi all, A faculty member here has asked us about using GoReact, a video feedback tool, and I was wondering if anyone has used it or has feedback. The website is https://get.goreact.com/moodle/ -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will *never* ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... URL: From schwarte at purdue.edu Tue Sep 3 13:26:57 2019 From: schwarte at purdue.edu (Schwarte, David M.) Date: Tue Sep 3 13:27:19 2019 Subject: [Athen] R Interpreter for Macintosh In-Reply-To: References: Message-ID: Hello Debbie, Thanks very much. I was able to contact JooYoung and get a lot of helpful information about using R with a screenreader. Thanks, David Schwarte From: athen-list On Behalf Of Debbie Krahmer Sent: Monday, September 2, 2019 9:10 AM To: Access Technology Higher Education Network Subject: Re: [Athen] R Interpreter for Macintosh Hi David, On another list, it was suggested that using the command-line terminal for R works best with screen readers. There's an online book, "LURN," on using R for blind users that goes into detail. JooYoung Seo at Penn State has a ton of experience if you want to reach out to him: http://jooyoungseo.com/ Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: My name/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Fri, Aug 30, 2019 at 4:22 PM Schwarte, David M. > wrote: Hello Everyone, I am working with a student who is using R Studio with VoiceOver. This combination is not working well for her and I was wondering if there were other options of R interpreters that would work better with VoiceOver. Any suggestions would be very much appreciated. Thanks, David Schwarte _______________________________________________ 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 hkramer at ahead.org Tue Sep 3 16:38:17 2019 From: hkramer at ahead.org (Howard Kramer) Date: Tue Sep 3 16:39:06 2019 Subject: [Athen] Accessing Higher Ground 2019: Early-bird Registration Now Open! (until Sept. 25) Message-ID: Dear ATHEN Member: Early-bird Registration for the 2019 Accessing Higher Ground (AHG) Conference is now open and available until September 25. ATHEN & AHEAD members also receive a 10% discount off registration fees . Keynote Speaker: Wanda Diaz Merced, PhD, Astronomer and Computer Scientist Not familiar with Dr. Merced, watch her Ted Talk or read her biography on Wikipedia Highlights from this year?s event: (titles link to session description) ? PDF Accessibility ? Train-the-Trainer , Rob Haverty, Senior Program Manager, Accessibility, Adobe ? Managing Accessibility Testing , Gian Wild, AccessibilityOz ? Wagging the Dog: Secret Macro/Replace Tricks and Tips In Alternate Format Production , Susan Kelmer, CU- Boulder, & Robert Beach, Kansas City Kansas CC ? Create Accessible Documents in Word & PowerPoint(WebAIM Certificate) , George Joeckel, Web Accessibility Specialist, Utah State University / WebAIM ? Understanding the ARIA Authoring Practices and Screen Readers , Jon Gunderson, Coordinator of IT Accessibility, University of Illinois ? Creating an Inclusive Library Environment, Stephanie Robbins, Assistive Technology Coordinator, University of Colorado Denver, et al. ? Institutional Roadblocks to Accessibility: A collaborative session on how to overcome organizational resistance , Howard Fooksman & Dean Brusnighan, Purdue University ? Website Liability Under US Accessibility Laws , Ken Nakata & Jeffrey Singleton, Cxytera And over 80 more View *complete agenda * or *register now. * More Information If you have any questions, contact Howard Kramer at 303-492-8672 or at the email below. e-mail: hkramer@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Westminster, Colorado, Nov 18-22, 2019. Request for proposals will be announced mid-March. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From bossley.5 at osu.edu Tue Sep 3 18:03:01 2019 From: bossley.5 at osu.edu (Bossley, Peter A.) Date: Tue Sep 3 18:03:28 2019 Subject: [Athen] Career Opportunity - Digital Accessibility Coordinator Message-ID: Good evening, Ohio State's College of Arts and Sciences seeks a Digital Accessibility Coordinator to join their team. ASC Technology Services, within the College of Arts and Sciences, seeks a Digital Accessibility Coordinator to join our team. The College of Arts and Sciences is the largest college and the academic heart of the university. The College hosts 81 majors. With 38 departments, 20+ world-class research centers, and more than 2,000 faculty and staff members, students have the unique opportunity to study with the best artists, scholars, and scientists in their field. The College values diversity and offers a supportive, open, and inclusive community. The Accessibility Coordinator will promote accessibility in the College of Arts and Sciences (ASC). Ensures new software is evaluated and necessary accommodations and/or remediation are negotiated prior to purchase. Ensures that existing software is evaluated in a timely manner and based on risk, and that proper accommodations and/or remediation efforts are planned and carried through. Consults with units in ASC to evaluate their products and recommend designs and development strategies to improve the accessibility of their product. Ensures an appropriate audit trail is maintained for all evaluations and that accommodation/remediation efforts are tracked and reported. Plans and carries out events to raise awareness of accessibility in ASC. Offers training opportunities in how to create accessible documents and on best practices in accessible design and coding. Support faculty and staff to make the digital pieces they create for their teaching accessible. Works with other units on campus and in the big ten to share information about software purchases and accessibility updates on existing software. Performs yearly audits to make sure faculty and staff have taken needed and training as well as an audit of software to verify that it has been checked for accessibility. Manually tests software and suggest accommodations and/or remediation that needs to happen to make it accessible. Stays up to date on accessibility requirements and best practices. For more information including the online application see: Digital Accessibility Coord [The Ohio State University] Peter Bossley Deputy ADA Coordinator ADA Coordinator's Office - Office of Institutional Equity 950 Lincoln Tower, 1800 Cannon Drive, Columbus, OH 43210 614-688-3028 Office bossley.5@osu.edu / ada.osu.edu ________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 3605 bytes Desc: image001.png URL: From mbohn at bergen.edu Wed Sep 4 09:12:39 2019 From: mbohn at bergen.edu (Maria Bohn) Date: Wed Sep 4 09:12:54 2019 Subject: [Athen] ASL with descriptive voice over? Message-ID: Does anyone know of any web site or book that show American Sign Language with descriptions of HOW the signs look rather than just a video or picture? I have 2 blind students taking ASL and struggling already on day one because the class moves faster than we can keep up so looking for supplementary materials they can use at home. Maria Bohn Senior Resource Accommodations Specialist Assistive Technology Specialist Office of Specialized Services Bergen Community College -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Wed Sep 4 10:36:47 2019 From: foreigntype at gmail.com (Wink Harner) Date: Wed Sep 4 10:37:49 2019 Subject: [Athen] ASL with descriptive voice over? In-Reply-To: References: Message-ID: Have you looked into a tactile sign language interpreter? Or doing raised line embossing of the signs? 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 . On Wed, Sep 4, 2019 at 9:13 AM Maria Bohn wrote: > Does anyone know of any web site or book that show American Sign Language > with descriptions of HOW the signs look rather than just a video or > picture? I have 2 blind students taking ASL and struggling already on day > one because the class moves faster than we can keep up so looking for > supplementary materials they can use at home. > > > Maria Bohn > Senior Resource Accommodations Specialist > Assistive Technology Specialist > Office of Specialized Services > Bergen Community College > _______________________________________________ > 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 athenpresident at gmail.com Wed Sep 4 10:55:03 2019 From: athenpresident at gmail.com (ATHEN President) Date: Wed Sep 4 10:55:40 2019 Subject: [Athen] ATHEN Call for Nominations - ATHEN Executive Board Message-ID: Hello ATHEN members, We are requesting your nominations for the following ATHEN Executive positions: - Vice President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to their availability. These positions are members of the ATHEN Executive Council and require some participation. All positions are for a 2 year commitment. Please submit all nominations via email to the ATHEN President, Dawn Hunziker, at: election@athenpro.org Nominations will close on Friday, September 27 at 5PM (Pacific). Voting will become available shortly thereafter. Thank you for your time. Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Thu Sep 5 10:22:20 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Thu Sep 5 10:22:55 2019 Subject: [Athen] Portable amplification Systems. Message-ID: Greetings, Does anyone recommend a certain brand for a portable amplification system? These are the ones people usually use for small presentations. I have a student who can only whisper. He is straining himself trying to be heard in large classrooms. I've tried an app on the phone as a mic with a bluetooth speaker but there is too much feedback for him to keep the speaker near him. Thanks for any assistance. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From dhayman at uw.edu Thu Sep 5 10:44:17 2019 From: dhayman at uw.edu (Doug Hayman) Date: Thu Sep 5 10:45:22 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: References: Message-ID: Roland Cube amps have a small lunchbox size unit that you can plug a microphone or guitar into and, use batteries (or AC adapter). It does a good job on guitar playing. And with an adapter that goes from XLR to 1/4" jack, a person could plug in a microphone using a small cable. That set up would be Shure sm 58 mic ($100) Adapter (about $20) XLR cable....($12 or so) Roland Cube ($140) AA batteries sweetwater.com has competitive prices AND knowledgeable sales people who can help spec out items and support their various needs. B&H photo are probably similar though suited mostly to photos, also do audio items. I've seen mention of stand-alone items before but suspect those vary in quality and durability. A user could also make use of an iPhone/iPad with Garageband...plus adapters and a bluetooth speaker but that might take some special skill to not feedback or run out of power mid-way through a class. On Thu, Sep 5, 2019 at 10:23 AM Leyna Bencomo wrote: > Greetings, > > > > Does anyone recommend a certain brand for a portable amplification > system? These are the ones people usually use for small presentations. I > have a student who can only whisper. He is straining himself trying to be > heard in large classrooms. I?ve tried an app on the phone as a mic with a > bluetooth speaker but there is too much feedback for him to keep the > speaker near him. > > > > Thanks for any assistance. > > > > *Leyna Bencomo * > > Assistive Technology Specialist > > Office of Information Technology > > University of Colorado Colorado Springs > > 1420 Austin Bluffs Parkway, EPC 215 > > Colorado Springs, CO 80918 > > (719) 255-4202 / lbencomo@uccs.edu > > http://www.uccs.edu/~it/ > > [image: sig logo small] > > > _______________________________________________ > 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.png Type: image/png Size: 15239 bytes Desc: not available URL: From TMariotti at mvcc.edu Thu Sep 5 10:57:18 2019 From: TMariotti at mvcc.edu (Tamara Mariotti) Date: Thu Sep 5 10:58:00 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: References: Message-ID: <20dc39eff0aa4258905fc7e02e9a3140@mvcc.edu> https://www.maxiaids.com/search?q=speech+amplifiers You can try this as an option. Tamara Mariotti Coordinator of the Office of Accessibility Resources (OAR) Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education WE HAVE MOVED!! Mohawk Valley Community College Information Technology Building Learning Commons, Room 129A 1101 Sherman Drive Utica, NY 13502 Voice 315-792-5644 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 Leyna Bencomo Sent: Thursday, September 5, 2019 1:22 PM To: Access Technology Higher Education Network Subject: [Athen] Portable amplification Systems. Greetings, Does anyone recommend a certain brand for a portable amplification system? These are the ones people usually use for small presentations. I have a student who can only whisper. He is straining himself trying to be heard in large classrooms. I've tried an app on the phone as a mic with a bluetooth speaker but there is too much feedback for him to keep the speaker near him. Thanks for any assistance. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 17113 bytes Desc: image003.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 15239 bytes Desc: image004.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 4536 bytes Desc: image001.jpg URL: From dhayman at uw.edu Thu Sep 5 11:07:39 2019 From: dhayman at uw.edu (Doug Hayman) Date: Thu Sep 5 11:08:17 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: <20dc39eff0aa4258905fc7e02e9a3140@mvcc.edu> References: <20dc39eff0aa4258905fc7e02e9a3140@mvcc.edu> Message-ID: It might be worth trying this out before buying, if possible. I find that with tiny speakers where one then tries to have enough volume to project as one would do in a classroom...there may be distortion and hence difficulty in hearing the person clearly. On Thu, Sep 5, 2019 at 10:58 AM Tamara Mariotti wrote: > https://www.maxiaids.com/search?q=speech+amplifiers > > > > You can try this as an option. > > > > Tamara Mariotti > > Coordinator of the Office of Accessibility Resources (OAR) > > Co-Chair NYSED Advisory Council for SWD in Post-Secondary Education > > *WE HAVE MOVED!!* > > > > Mohawk Valley Community College > > Information Technology Building > > Learning Commons, Room 129A > > 1101 Sherman Drive > > Utica, NY 13502 > > > > Voice 315-792-5644 > > Fax 315-731-5868 > > https://www.mvcc.edu/accessibility-resources > > [image: mvcc logo] > > > > Proud member of: > > [image: 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 *Leyna Bencomo > *Sent:* Thursday, September 5, 2019 1:22 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Portable amplification Systems. > > > > Greetings, > > > > Does anyone recommend a certain brand for a portable amplification > system? These are the ones people usually use for small presentations. I > have a student who can only whisper. He is straining himself trying to be > heard in large classrooms. I?ve tried an app on the phone as a mic with a > bluetooth speaker but there is too much feedback for him to keep the > speaker near him. > > > > Thanks for any assistance. > > > > *Leyna Bencomo * > > Assistive Technology Specialist > > Office of Information Technology > > University of Colorado Colorado Springs > > 1420 Austin Bluffs Parkway, EPC 215 > > Colorado Springs, CO 80918 > > (719) 255-4202 / lbencomo@uccs.edu > > http://www.uccs.edu/~it/ > > [image: sig logo small] > > > _______________________________________________ > 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... 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Name: image001.jpg Type: image/jpeg Size: 4536 bytes Desc: not available URL: From jongund at illinois.edu Thu Sep 5 12:32:40 2019 From: jongund at illinois.edu (Gunderson, Jon R) Date: Thu Sep 5 12:33:10 2019 Subject: [Athen] New version of W3C ARIA Authoring Practices available Message-ID: A new version of the W3C ARIA Authoring Practices was published last month. https://www.w3.org/TR/wai-aria-practices-1.1/ Changes from last publication: https://www.w3.org/TR/wai-aria-practices-1.1/#change_log This is a useful resource for web developers and designers to understand how to use ARIA markup to create WCAG 2.1 compliant web resources and can also be used by quality assurance testers to developing testing protocols and provide feedback to developers and designers. Jon Jon Gunderson, Ph.D., CPWA Coordinator of Accessible IT Group University of Illinois at Urbana/Champaign 1207 S. Oak Street Champaign, IL 61820 www: https://go.illinois.edu/jongund -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Thu Sep 5 13:57:28 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Thu Sep 5 13:57:41 2019 Subject: [Athen] A new book for students using screen readers Message-ID: Format Your Word Documents with JAWS and NVDA by David Kingsbury http://www.nbp.org/ic/nbp/WORD-FORMAT.html what makes this so valuable for students is how it gives step-by-step guidance on formatting for APA, MLA, and the Chicago Manual of Style. If you have ever tried to help a blind student master one of these, you'll soon discover that most websites that explain how to perform the formatting in Word are mouse-centric. Plus, most online examples of properly formatted documents using these styles are simply pictures of pages. OCR won't help because it won't show what the page looks like nor how to perform the necessary formatting! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Thu Sep 5 15:07:47 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Thu Sep 5 15:08:04 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: References: Message-ID: I?m looking for something really portable for a student that whispers only. I found a number of them online but nothing stood out as superior. Thank you all for your suggestions. [cid:image003.jpg@01D56404.0F224A90] I found this one on Amazon for $30 and was wondering if anyone used anything similar. In our school all our amplification systems are fixed?nothing portable. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list On Behalf Of Doug Hayman Sent: Thursday, September 5, 2019 11:44 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Portable amplification Systems. Roland Cube amps have a small lunchbox size unit that you can plug a microphone or guitar into and, use batteries (or AC adapter). It does a good job on guitar playing. And with an adapter that goes from XLR to 1/4" jack, a person could plug in a microphone using a small cable. That set up would be Shure sm 58 mic ($100) Adapter (about $20) XLR cable....($12 or so) Roland Cube ($140) AA batteries sweetwater.com has competitive prices AND knowledgeable sales people who can help spec out items and support their various needs. B&H photo are probably similar though suited mostly to photos, also do audio items. I've seen mention of stand-alone items before but suspect those vary in quality and durability. A user could also make use of an iPhone/iPad with Garageband...plus adapters and a bluetooth speaker but that might take some special skill to not feedback or run out of power mid-way through a class. On Thu, Sep 5, 2019 at 10:23 AM Leyna Bencomo > wrote: Greetings, Does anyone recommend a certain brand for a portable amplification system? These are the ones people usually use for small presentations. I have a student who can only whisper. He is straining himself trying to be heard in large classrooms. I?ve tried an app on the phone as a mic with a bluetooth speaker but there is too much feedback for him to keep the speaker near him. Thanks for any assistance. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] _______________________________________________ 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: image002.png Type: image/png Size: 15239 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 7644 bytes Desc: image003.jpg URL: From dhayman at uw.edu Thu Sep 5 15:20:18 2019 From: dhayman at uw.edu (Doug Hayman) Date: Thu Sep 5 15:21:20 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: References: Message-ID: I'd bet the chattervox suggested earlier would be better than this $30 item. The chattervox says it is suited to soft spoken people versus the other probably being fine for a regular speaking person trying to get a bit of volume. On Thu, Sep 5, 2019 at 3:08 PM Leyna Bencomo wrote: > I?m looking for something really portable for a student that whispers > only. I found a number of them online but nothing stood out as superior. > Thank you all for your suggestions. I found this one on Amazon for $30 > and was wondering if anyone used anything similar. In our school all our > amplification systems are fixed?nothing portable. > > > > *Leyna Bencomo * > > Assistive Technology Specialist > > Office of Information Technology > > University of Colorado Colorado Springs > > 1420 Austin Bluffs Parkway, EPC 215 > > Colorado Springs, CO 80918 > > (719) 255-4202 / lbencomo@uccs.edu > > http://www.uccs.edu/~it/ > > [image: sig logo small] > > > > *From:* athen-list *On > Behalf Of *Doug Hayman > *Sent:* Thursday, September 5, 2019 11:44 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Portable amplification Systems. > > > > Roland Cube amps have a small lunchbox size unit that you can plug a > microphone or guitar into and, use batteries (or AC adapter). It does a > good job on guitar playing. And with an adapter that goes from XLR to 1/4" > jack, a person could plug in a microphone using a small cable. > > > > That set up would be > > > > Shure sm 58 mic ($100) > > Adapter (about $20) > > XLR cable....($12 or so) > > Roland Cube ($140) > > AA batteries > > > > sweetwater.com > > has competitive prices AND knowledgeable sales people who can help spec out > items and support their various needs. B&H photo are probably similar > though suited mostly to photos, also do audio items. > > > > I've seen mention of stand-alone items before but suspect those vary in > quality and durability. > > > > A user could also make use of an iPhone/iPad with Garageband...plus > adapters and a bluetooth speaker but that might take some special skill to > not feedback or run out of power mid-way through a class. > > > > On Thu, Sep 5, 2019 at 10:23 AM Leyna Bencomo wrote: > > Greetings, > > > > Does anyone recommend a certain brand for a portable amplification > system? These are the ones people usually use for small presentations. I > have a student who can only whisper. He is straining himself trying to be > heard in large classrooms. I?ve tried an app on the phone as a mic with a > bluetooth speaker but there is too much feedback for him to keep the > speaker near him. > > > > Thanks for any assistance. > > > > *Leyna Bencomo * > > Assistive Technology Specialist > > Office of Information Technology > > University of Colorado Colorado Springs > > 1420 Austin Bluffs Parkway, EPC 215 > > Colorado Springs, CO 80918 > > (719) 255-4202 / lbencomo@uccs.edu > > http://www.uccs.edu/~it/ > > [image: sig logo small] > > > > _______________________________________________ > 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 > > _______________________________________________ > 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: image002.png Type: image/png Size: 15239 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.jpg Type: image/jpeg Size: 7644 bytes Desc: not available URL: From smarositz at csudh.edu Thu Sep 5 15:23:55 2019 From: smarositz at csudh.edu (Stephen (Alex) Marositz) Date: Thu Sep 5 15:24:05 2019 Subject: [Athen] Portable amplification Systems. In-Reply-To: References: Message-ID: Hi Leyna Yes, I?ve done something like this for a student who could not speak loudly enrolled in a speech class. Really, any relatively portable speaker with a line/mic in will due. I suggest Checking with your theater arts department or staging services for campus events. That is where I got the one I used at the time. I hope this helps Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list On Behalf Of Leyna Bencomo Sent: Thursday, September 5, 2019 3:08 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Portable amplification Systems. CAUTION: This email originated from outside of CSUDH. Do not click links or open attachments unless you validate the sender and know the content is safe. Please forward this email to iso@csudh.edu if you believe this email is suspicious. I?m looking for something really portable for a student that whispers only. I found a number of them online but nothing stood out as superior. Thank you all for your suggestions. [cid:image001.jpg@01D563FD.EDA44860] I found this one on Amazon for $30 and was wondering if anyone used anything similar. In our school all our amplification systems are fixed?nothing portable. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list > On Behalf Of Doug Hayman Sent: Thursday, September 5, 2019 11:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Portable amplification Systems. Roland Cube amps have a small lunchbox size unit that you can plug a microphone or guitar into and, use batteries (or AC adapter). It does a good job on guitar playing. And with an adapter that goes from XLR to 1/4" jack, a person could plug in a microphone using a small cable. That set up would be Shure sm 58 mic ($100) Adapter (about $20) XLR cable....($12 or so) Roland Cube ($140) AA batteries sweetwater.com has competitive prices AND knowledgeable sales people who can help spec out items and support their various needs. B&H photo are probably similar though suited mostly to photos, also do audio items. I've seen mention of stand-alone items before but suspect those vary in quality and durability. A user could also make use of an iPhone/iPad with Garageband...plus adapters and a bluetooth speaker but that might take some special skill to not feedback or run out of power mid-way through a class. On Thu, Sep 5, 2019 at 10:23 AM Leyna Bencomo > wrote: Greetings, Does anyone recommend a certain brand for a portable amplification system? These are the ones people usually use for small presentations. I have a student who can only whisper. He is straining himself trying to be heard in large classrooms. I?ve tried an app on the phone as a mic with a bluetooth speaker but there is too much feedback for him to keep the speaker near him. Thanks for any assistance. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] _______________________________________________ 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: 7644 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 15239 bytes Desc: image002.png URL: From armstrongdeborah at fhda.edu Fri Sep 6 08:46:59 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Sep 6 08:47:16 2019 Subject: [Athen] Low-cost quick accessibility solutions training Message-ID: On August 16, I attended a free training at Easter Seals Crossroads that was just amazing. It was Dr. Therese Wilkomm presenting on what I would describe as becoming an AT maker. Her books Assistive Technology Solutions in Minutes: Book 1 https://www.amazon.com > Assistive-Technology-Solutions-Minutes-Book Assistive Technology Solutions in Minutes II: Ordinary Items https://iodbookstore.org > assistive-technology-solutions-in-minutes-ii-ordi... are described as low-cost approaches for taking ordinary items and turning them into extraordinary solutions for individuals with disabilities. Book 2 includes a DVD if you buy it in print. It has QR codes for the materials she uses. Book 2 is also on Bookshare and available for most ebook platforms. Book1 can be found used from many sellers. Her Youtube channel is here: https://www.youtube.com/channel/UCOhlN8JnAwdYrhWEdWpmE3g Lastly is a link to the archives of this and other trainings Easter Seals Crossroads provides: https://www.eastersealstech.com/fulldayarchives/ --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From help at nationaldeafcenter.org Fri Sep 6 09:19:10 2019 From: help at nationaldeafcenter.org (National Deaf Center) Date: Fri Sep 6 09:19:22 2019 Subject: [Athen] ASL with descriptive voice over? In-Reply-To: References: Message-ID: Greetings Maria, The NDC | nav team saw your inquiry posted on the ATHEN listserv. While NDC?s primary mission is to support deaf students in higher education, we wanted to contribute information to the discussion about supporting a blind student in an ASL classroom. We hope you find the following information useful as you navigate this circumstance. We agree that the recommendation from your colleague regarding use of tactile interpreting is a possibility for this student and NDC would like to share with you additional referrals that could provide support. Regarding options for course materials that are accessible to blind students learning ASL, NDC recommends you reach out to American Sign Language Teachers Association (ASLTA). ASLTA is an organization made up of more than 1000 ASL and Deaf Studies educators. They might have an educator who has experienced a similar situation and be able to offer support to you. Another possible referral is Helen Keller National Center (HKNC). HKNC has regional representatives that could possibly provide some assistance. The regional rep for your area is Cecelia Norman and her email is cecelia.norman@hknc.org . You might also wish to reach out to other institutions that have experience with blind students taking ASL classes. NDC is aware of one institution that has experience with blind students taking ASL classes and they have given us permission to share their contact information with you; Austin Community College, Virginia Bennett: virginia.bennett@austincc.edu NDC also offers a professional listserv that consists of professionals working with deaf individuals in a variety of settings in higher education. You could post your questions to our listserv and see if anyone can offer support. To post to the listserv send an email to nationaldeafcenter@utlists.utexas.edu. (Note: all posts are moderated and must wait for a listserv administrator for approval). Our records do indicate you are already a member of our listserv, but if you are having difficulty access it please let us know. While we hope the above referrals are helpful for you, it is also important to discuss the faculty?s responsibility to make their classroom accessible. It is critical for faculty to understand that access for students is framed with an understanding ?effective communication?. Determining effective communication for a student is not always a simple and straightforward answer. Both Title II and Title III entities are legally responsible to ensure ?effective communication? services are provided. The U.S. Department of Justice (DOJ) states the purpose of Effective Communication is ?to ensure that the person with a vision, hearing, or speech disability can communicate with, receive information from, and convey information to, the covered entity.? Effective communication is not just about providing auxiliary aids and services, but also ensuring that the students have full access. It is important for faculty to understand that a blind student will have their own unique experiences and to reach out to the individual students in their class for any specific communications challenges that need to be addressed. The following are some general tips for working with students in the classroom that might be helpful in this situation: - Minimizing classroom distractions - If using interpreters in the classroom, allow for a complete interpretation before moving on to the next topic. Allow for a complete interpretation before moving forward with instruction - Establish turn-taking norms such as having participants identify themselves prior to making comments. - If incorporating interpreters to support the students, plan breaks as needed. The task of interpreting is cognitively and physically challenging. The allowance of breaks is especially important when there is only one interpreter. - Elicit feedback from the blind students and communication access team regularly We hope you find the above information and resources useful in navigating an accessible environment for the blind students in this environment. If you have additional questions, please do not hesitate to contact us. We are here for you! Shortly, you will receive a survey asking for feedback on the interactions and support provided by NDC. Your feedback is appreciated and will be used to help us improve our services. Have a great day! * NDC | nav team * Tia Ivanko, Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. On Wed, Sep 4, 2019 at 12:17 PM Maria Bohn wrote: > Does anyone know of any web site or book that show American Sign Language > with descriptions of HOW the signs look rather than just a video or > picture? I have 2 blind students taking ASL and struggling already on day > one because the class moves faster than we can keep up so looking for > supplementary materials they can use at home. > > > Maria Bohn > Senior Resource Accommodations Specialist > Assistive Technology Specialist > Office of Specialized Services > Bergen Community College > _______________________________________________ > 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 help at nationaldeafcenter.org Fri Sep 6 09:19:10 2019 From: help at nationaldeafcenter.org (National Deaf Center) Date: Fri Sep 6 09:19:23 2019 Subject: [Athen] ASL with descriptive voice over? In-Reply-To: References: Message-ID: Greetings Maria, The NDC | nav team saw your inquiry posted on the ATHEN listserv. While NDC?s primary mission is to support deaf students in higher education, we wanted to contribute information to the discussion about supporting a blind student in an ASL classroom. We hope you find the following information useful as you navigate this circumstance. We agree that the recommendation from your colleague regarding use of tactile interpreting is a possibility for this student and NDC would like to share with you additional referrals that could provide support. Regarding options for course materials that are accessible to blind students learning ASL, NDC recommends you reach out to American Sign Language Teachers Association (ASLTA). ASLTA is an organization made up of more than 1000 ASL and Deaf Studies educators. They might have an educator who has experienced a similar situation and be able to offer support to you. Another possible referral is Helen Keller National Center (HKNC). HKNC has regional representatives that could possibly provide some assistance. The regional rep for your area is Cecelia Norman and her email is cecelia.norman@hknc.org . You might also wish to reach out to other institutions that have experience with blind students taking ASL classes. NDC is aware of one institution that has experience with blind students taking ASL classes and they have given us permission to share their contact information with you; Austin Community College, Virginia Bennett: virginia.bennett@austincc.edu NDC also offers a professional listserv that consists of professionals working with deaf individuals in a variety of settings in higher education. You could post your questions to our listserv and see if anyone can offer support. To post to the listserv send an email to nationaldeafcenter@utlists.utexas.edu. (Note: all posts are moderated and must wait for a listserv administrator for approval). Our records do indicate you are already a member of our listserv, but if you are having difficulty access it please let us know. While we hope the above referrals are helpful for you, it is also important to discuss the faculty?s responsibility to make their classroom accessible. It is critical for faculty to understand that access for students is framed with an understanding ?effective communication?. Determining effective communication for a student is not always a simple and straightforward answer. Both Title II and Title III entities are legally responsible to ensure ?effective communication? services are provided. The U.S. Department of Justice (DOJ) states the purpose of Effective Communication is ?to ensure that the person with a vision, hearing, or speech disability can communicate with, receive information from, and convey information to, the covered entity.? Effective communication is not just about providing auxiliary aids and services, but also ensuring that the students have full access. It is important for faculty to understand that a blind student will have their own unique experiences and to reach out to the individual students in their class for any specific communications challenges that need to be addressed. The following are some general tips for working with students in the classroom that might be helpful in this situation: - Minimizing classroom distractions - If using interpreters in the classroom, allow for a complete interpretation before moving on to the next topic. Allow for a complete interpretation before moving forward with instruction - Establish turn-taking norms such as having participants identify themselves prior to making comments. - If incorporating interpreters to support the students, plan breaks as needed. The task of interpreting is cognitively and physically challenging. The allowance of breaks is especially important when there is only one interpreter. - Elicit feedback from the blind students and communication access team regularly We hope you find the above information and resources useful in navigating an accessible environment for the blind students in this environment. If you have additional questions, please do not hesitate to contact us. We are here for you! Shortly, you will receive a survey asking for feedback on the interactions and support provided by NDC. Your feedback is appreciated and will be used to help us improve our services. Have a great day! * NDC | nav team * Tia Ivanko, Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. On Wed, Sep 4, 2019 at 12:17 PM Maria Bohn wrote: > Does anyone know of any web site or book that show American Sign Language > with descriptions of HOW the signs look rather than just a video or > picture? I have 2 blind students taking ASL and struggling already on day > one because the class moves faster than we can keep up so looking for > supplementary materials they can use at home. > > > Maria Bohn > Senior Resource Accommodations Specialist > Assistive Technology Specialist > Office of Specialized Services > Bergen Community College > _______________________________________________ > 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 Bryon-Kluesner at utc.edu Mon Sep 9 16:54:18 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Mon Sep 9 16:55:00 2019 Subject: [Athen] Cameras for testing rooms Message-ID: Hi all, My department is fortunate to have 10 testing rooms on the 1st floor of a building on campus. I have 2 rooms that serve as AT computer labs, which can serve as testing rooms as needed. While we utilize Bomgar, I am curious about what other Universities use for camera monitoring of rooms that is not priced outrageously! Thanks, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From marsh058 at umn.edu Mon Sep 9 17:59:23 2019 From: marsh058 at umn.edu (Scott Marshall) Date: Mon Sep 9 18:00:22 2019 Subject: [Athen] Cameras for testing rooms In-Reply-To: References: Message-ID: Hey Byron - Hope you're doing well. We use Arlo cameras over wifi. Inexpensive and they have their limitations. They work for what we want them to do (can monitor 5 at a time on one monitor, using one base station). If you want more cameras, you need to add a base station. They're movement activated, battery operated (rechargeable), resolution is good, easy to set-up and pull footage from if you need to clip footage...So far, so good. Network strength and competing devices in the area are key. I might invite the network signal strength folks over for a walk-through and a discussion about what you're doing. We're doing that again and finding all sorts of fun things that we can do to make things more consistent, including putting them on our internet of things network. Happy to chat more or answer more questions here. Scott On Mon, Sep 9, 2019 at 6:57 PM Kluesner, Bryon wrote: > Hi all, > > My department is fortunate to have 10 testing rooms on the 1st floor of a > building on campus. I have 2 rooms that serve as AT computer labs, which > can serve as testing rooms as needed. While we utilize Bomgar, I am curious > about what other Universities use for camera monitoring of rooms that is > not priced outrageously! > > Thanks, > > 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 > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Scott Marshall Associate Director University of Minnesota Disability Resource Center o. 612.626.4954 m. 612.245.7632 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Tue Sep 10 06:08:00 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Sep 10 06:08:18 2019 Subject: [Athen] [EXT] Cameras for testing rooms In-Reply-To: References: Message-ID: We purchased an eight-camera system from Home Depot for around $1,000. It is by Night Owl. It has the eight cameras, the main base and a 1TB drive that constantly records when the cameras are active. The system can be monitored from the base or from the iPads we have. It has worked very nicely for us. 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 Kluesner, Bryon Sent: Monday, September 9, 2019 6:54 PM To: athen-list@u.washington.edu Subject: [EXT][Athen] Cameras for testing rooms CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, My department is fortunate to have 10 testing rooms on the 1st floor of a building on campus. I have 2 rooms that serve as AT computer labs, which can serve as testing rooms as needed. While we utilize Bomgar, I am curious about what other Universities use for camera monitoring of rooms that is not priced outrageously! Thanks, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From neal.sorensen at mnsu.edu Tue Sep 10 06:59:54 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Tue Sep 10 07:00:03 2019 Subject: [Athen] Seeking Digital Book Message-ID: Hi everyone, I'm unable to find a book, does anyone have a copy? Criminal Procedure for the Criminal Justice Professional, 12th Edition Ferdico, John N.; Fradella, Henry F.; Totten, Christopher D. ISBN-10: 1305261488 ISBN-13: 9781305261488 (c) 2016 Publisher: Cengage Learning Imprint: Cengage Learning The 11th edition is on Bookshare, but I'm seeking the update. It's not on ATN or Bookshare. Neal Sorensen (pronouns: he, him, his) 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.jpg@01D567B6.1C251A00] 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 kcahill at mit.edu Tue Sep 10 14:02:10 2019 From: kcahill at mit.edu (Kathleen Cahill) Date: Tue Sep 10 14:03:06 2019 Subject: [Athen] Assistive Tech job at MIT Message-ID: <48E4FF22-AD2B-45AF-8CF5-73F4F3B1B85F@mit.edu> Hi Colleagues, Our team, Disability and Access services and MIT is seeking an assistive technology/disability services professional to join our team. The link to the job posting is below. You can contact me if you have questions. https://careers.peopleclick.com/careerscp/client_mit/external/jobDetails/jobDetail.html?jobPostId=16768&localeCode=en-us Thank you, Kathy Kathy Cahill Associate Dean, Accessibility and Usability MIT Disability and Access Services 77 Mass. Ave. 7-143 Cambridge MA 02139 kcahill@mit.edu (617) 253-5111 http://studentlife.mit.edu/atic/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed Sep 11 04:07:09 2019 From: info at karlencommunications.com (Karlen Communications) Date: Wed Sep 11 04:07:46 2019 Subject: [Athen] Canvas Accessibility Group Message-ID: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> Hi Everyone: We are switching from D2L (which I like) to Canvas (am not impressed with Canvas Bridge for Teams accessibility). I belong to the D2L Accessibility Discussion Group which I find helpful. Does anyone know if Canvas has a similar special interest group? The Canvas Bridge for Teams UI is horrible and I am not looking forward to working in Canvas if this is the level of accessibility commitment, but I know some of your colleges and universities use it so am wanting to get a head start on what to expect. I hope there is a Canvas sponsored accessibility discussion group. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From fathaulg at miamioh.edu Wed Sep 11 05:41:08 2019 From: fathaulg at miamioh.edu (Fathauer, Laura) Date: Wed Sep 11 05:41:51 2019 Subject: [Athen] Canvas Accessibility Group In-Reply-To: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> References: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> Message-ID: Hi Karen- There is a group hosted in canvas . There is also a semi-regularly conference call for people from member institutions (I believe). Laura Laura Fathauer, WAS Web Content Accessibility Specialist Miami University IT Services 316B Shriver Center Oxford, OH 45056 Tel: 513.529.3559 Fax: 513.529.1496 On Wed, Sep 11, 2019 at 7:10 AM Karlen Communications < info@karlencommunications.com> wrote: > Hi Everyone: > > > > We are switching from D2L (which I like) to Canvas (am not impressed with > Canvas Bridge for Teams accessibility). > > > > I belong to the D2L Accessibility Discussion Group which I find helpful. > Does anyone know if Canvas has a similar special interest group? > > > > The Canvas Bridge for Teams UI is horrible and I am not looking forward to > working in Canvas if this is the level of accessibility commitment, but I > know some of your colleges and universities use it so am wanting to get a > head start on what to expect. I hope there is a Canvas sponsored > accessibility discussion group. > > > > Cheers, Karen > _______________________________________________ > 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 info at karlencommunications.com Wed Sep 11 06:03:34 2019 From: info at karlencommunications.com (Karlen Communications) Date: Wed Sep 11 06:03:56 2019 Subject: [Athen] Canvas Accessibility Group In-Reply-To: References: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> Message-ID: <000e01d568a1$521fb250$f65f16f0$@karlencommunications.com> Thank you! From: athen-list On Behalf Of Fathauer, Laura Sent: Wednesday, September 11, 2019 8:41 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Canvas Accessibility Group Hi Karen- There is a group hosted in canvas . There is also a semi-regularly conference call for people from member institutions (I believe). Laura Laura Fathauer, WAS Web Content Accessibility Specialist Miami University IT Services 316B Shriver Center Oxford, OH 45056 Tel: 513.529.3559 Fax: 513.529.1496 On Wed, Sep 11, 2019 at 7:10 AM Karlen Communications > wrote: Hi Everyone: We are switching from D2L (which I like) to Canvas (am not impressed with Canvas Bridge for Teams accessibility). I belong to the D2L Accessibility Discussion Group which I find helpful. Does anyone know if Canvas has a similar special interest group? The Canvas Bridge for Teams UI is horrible and I am not looking forward to working in Canvas if this is the level of accessibility commitment, but I know some of your colleges and universities use it so am wanting to get a head start on what to expect. I hope there is a Canvas sponsored accessibility discussion group. Cheers, Karen _______________________________________________ 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: not available URL: From rbeach at KCKCC.EDU Wed Sep 11 06:19:17 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Sep 11 06:19:48 2019 Subject: [Athen] [EXT] Canvas Accessibility Group In-Reply-To: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> References: <002d01d56891$0edfeb00$2c9fc100$@karlencommunications.com> Message-ID: Contact Terrill Thompson. He has a Canvas Accessibility work group. 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 Karlen Communications Sent: Wednesday, September 11, 2019 6:07 AM To: 'Access Technology Higher Education Network' Subject: [EXT][Athen] Canvas Accessibility Group CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi Everyone: We are switching from D2L (which I like) to Canvas (am not impressed with Canvas Bridge for Teams accessibility). I belong to the D2L Accessibility Discussion Group which I find helpful. Does anyone know if Canvas has a similar special interest group? The Canvas Bridge for Teams UI is horrible and I am not looking forward to working in Canvas if this is the level of accessibility commitment, but I know some of your colleges and universities use it so am wanting to get a head start on what to expect. I hope there is a Canvas sponsored accessibility discussion group. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Sep 11 07:08:14 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Sep 11 07:08:51 2019 Subject: [Athen] Pearson Not Providing PDFs Message-ID: Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed Sep 11 07:33:27 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 11 07:33:39 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Wed Sep 11 08:49:23 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Wed Sep 11 08:49:50 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer wrote: > Every time Pearson tells me I have to go to VitalSource, I send an email > request for the PDF to disability.resources@pearson.com. It works, but > takes a couple weeks. > > > > I will not ever force a student over to VitalSource. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 8:08 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Pearson Not Providing PDFs > > > > Hello, in the past I feel like I was able to get Pearson to provide me PDF > files instead of going through VitalSource, but now they seem to be > insisting on using VitalSource and not providing us PDF files. Does anyone > have a contact at Pearson from whom they get PDFs, or do we just need to > suck it up and accept VitalSource as the solution? > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed Sep 11 08:55:43 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 11 08:55:48 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: My apologies. Disability.support@pearson.com Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 9:49 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Not Providing PDFs Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network > Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Wed Sep 11 22:59:31 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Wed Sep 11 23:00:03 2019 Subject: [Athen] Free e-Learning book from US federal govt Message-ID: <003a01d5692f$3f8a3820$be9ea860$@pubcom.com> The US Government Publishing Office (GPO) just announced a new EPUB/PDF about e-learning systems. It's free and available in both EPUB and PDF file formats. https://govbooktalk.gpo.gov/2019/09/11/modernizing-learning/?utm_medium=emai l &utm_source=govdelivery To download it, add the PDF or EPUB to your cart, after which you'll be prompted to create an account with the GPO bookstore in order to complete the purchase and download the files. No comments about the accessibility of either the website or the book files. --Bevi - - - 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From joe at a11yeval.com Thu Sep 12 05:20:06 2019 From: joe at a11yeval.com (joe@a11yeval.com) Date: Thu Sep 12 05:20:56 2019 Subject: [Athen] New version of W3C ARIA Authoring Practices available In-Reply-To: References: Message-ID: <014401d56964$6a443a40$3eccaec0$@a11yeval.com> Hi All, I think my biggest problem with the ARIA Authoring Practices is that they are now a Working Group Note which is "not intended to be a formal standard" (https://www.w3.org/2018/Process-20180201/#WGNote) and "Publication as a Working Group Note does not imply endorsement by the W3C Membership" (https://www.w3.org/pubrules/doc/rules/?profile=FPWG-NOTE). So I don't see any onus for both web browser or AT developers that requires them to adhere to the ARIA Authoring Practices which means real world support for many design patterns will be spotty or incomplete. In addition, there are still after many revisions two design patterns that do not have working examples and sections of the document that are still incomplete. In the past, and it may still be the case, some examples did not follow the design pattern recommendations or that included extra ARIA attributes with little or no explanation for their inclusion in the example but not the design pattern. I am all for the creation of recommended design patterns for new and complex widgets, but I feel this type of documentation needs to be created in a more efficient manner with support from web browser and AT developers to ensure they work in the real world. Thankx, Joe Humbert Accessibility Champion From: athen-list On Behalf Of Gunderson, Jon R Sent: Thursday, September 5, 2019 3:33 PM To: Access Technology Higher Education Network Subject: [Athen] New version of W3C ARIA Authoring Practices available A new version of the W3C ARIA Authoring Practices was published last month. https://www.w3.org/TR/wai-aria-practices-1.1/ Changes from last publication: https://www.w3.org/TR/wai-aria-practices-1.1/#change_log This is a useful resource for web developers and designers to understand how to use ARIA markup to create WCAG 2.1 compliant web resources and can also be used by quality assurance testers to developing testing protocols and provide feedback to developers and designers. Jon Jon Gunderson, Ph.D., CPWA Coordinator of Accessible IT Group University of Illinois at Urbana/Champaign 1207 S. Oak Street Champaign, IL 61820 www: https://go.illinois.edu/jongund -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Thu Sep 12 07:18:01 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Sep 12 07:18:37 2019 Subject: [Athen] Free e-Learning book from US federal govt In-Reply-To: <003a01d5692f$3f8a3820$be9ea860$@pubcom.com> References: <003a01d5692f$3f8a3820$be9ea860$@pubcom.com> Message-ID: Just to clarify, when you say E-Learning systems, do you mean systems such as Sakai and Blackboard? On Thu, Sep 12, 2019 at 2:02 AM wrote: > The US Government Publishing Office (GPO) just announced a new EPUB/PDF > about e-learning systems. > > It?s free and available in both EPUB and PDF file formats. > > > https://govbooktalk.gpo.gov/2019/09/11/modernizing-learning/?utm_medium=email&utm_source=govdelivery > > To download it, add the PDF or EPUB to your cart, after which you?ll be > prompted to create an account with the GPO bookstore in order to complete > the purchase and download the files. > > No comments about the accessibility of either the website or the book > files. > > > > --Bevi > > *? ? ?* > > 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 > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From jongund at illinois.edu Thu Sep 12 08:27:56 2019 From: jongund at illinois.edu (Gunderson, Jon R) Date: Thu Sep 12 08:28:02 2019 Subject: [Athen] New version of W3C ARIA Authoring Practices available In-Reply-To: <014401d56964$6a443a40$3eccaec0$@a11yeval.com> References: <014401d56964$6a443a40$3eccaec0$@a11yeval.com> Message-ID: Joe, Thank you for your comments, I have sent the to the ARIA Authoring Practices working group for consideration. There is also a W3C Community Group some people may be interested in participating in call the "W3C ARIA and Assistive Technology Community Group": https://www.w3.org/community/aria-at/ You do NOT need to be a member of he W3C to participate in the group and the goal of the group is to help authors understand what ARIA techniques work in the real world right now and provide information to screen reader companies where they do not support for ARIA features or there could be improvements. The group is lead by Matt King of Facebook and Michael Fairchild of Deque systems. Matt King is also a co-chair of the ARIA Authoring Practices and the authoring practices examples and design patterns will be the basis for the test cases for investigating ARIA implementation. It is important to note that ARIA spec only specifies what browsers must do, there are no requirements for what ATs must do with the additional information provided in the Accessibility APIs, so it is important for customers to lobby AT companies to make sure they provide value to ARIA authoring techniques. Jon From: athen-list On Behalf Of joe@a11yeval.com Sent: Thursday, September 12, 2019 7:20 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] New version of W3C ARIA Authoring Practices available Hi All, I think my biggest problem with the ARIA Authoring Practices is that they are now a Working Group Note which is "not intended to be a formal standard" (https://www.w3.org/2018/Process-20180201/#WGNote) and "Publication as a Working Group Note does not imply endorsement by the W3C Membership" (https://www.w3.org/pubrules/doc/rules/?profile=FPWG-NOTE). So I don't see any onus for both web browser or AT developers that requires them to adhere to the ARIA Authoring Practices which means real world support for many design patterns will be spotty or incomplete. In addition, there are still after many revisions two design patterns that do not have working examples and sections of the document that are still incomplete. In the past, and it may still be the case, some examples did not follow the design pattern recommendations or that included extra ARIA attributes with little or no explanation for their inclusion in the example but not the design pattern. I am all for the creation of recommended design patterns for new and complex widgets, but I feel this type of documentation needs to be created in a more efficient manner with support from web browser and AT developers to ensure they work in the real world. Thankx, Joe Humbert Accessibility Champion From: athen-list > On Behalf Of Gunderson, Jon R Sent: Thursday, September 5, 2019 3:33 PM To: Access Technology Higher Education Network > Subject: [Athen] New version of W3C ARIA Authoring Practices available A new version of the W3C ARIA Authoring Practices was published last month. https://www.w3.org/TR/wai-aria-practices-1.1/ Changes from last publication: https://www.w3.org/TR/wai-aria-practices-1.1/#change_log This is a useful resource for web developers and designers to understand how to use ARIA markup to create WCAG 2.1 compliant web resources and can also be used by quality assurance testers to developing testing protocols and provide feedback to developers and designers. Jon Jon Gunderson, Ph.D., CPWA Coordinator of Accessible IT Group University of Illinois at Urbana/Champaign 1207 S. Oak Street Champaign, IL 61820 www: https://go.illinois.edu/jongund -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Thu Sep 12 09:29:26 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Thu Sep 12 09:29:59 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Message-ID: Okay, I've now tried it all. I have a low vision student in math/computer science that refuses to switch to a Windows machine or to use any type of screenreader. I've tried every available file type in every available browser and application. Epub3 in ibooks with Voiceover (it skips punctuation or adds random punctuation and I can't figure out how to more finely tune the verbosity) Word with MathType in Word MathML in Safari (I get a javascript error) MathML in Firefox (won't open, just sits and spins) Help help help!! 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 steve.noble at louisville.edu Thu Sep 12 15:22:14 2019 From: steve.noble at louisville.edu (Noble,Stephen L.) Date: Thu Sep 12 15:22:35 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: Hi Susan, MathML in either an HTML or XHTML file should work fine with Safari and VoiceOver...at least it does for me. However, I note that there is something weird going on with MathJax, which used to work fine. It doesn't want to read the math properly and page navigation gets stuck on math islands. I don't know if this is due to recent changes in MathJax, but I know that it used to work fine. If you are creating content from MathType, I suggest avoiding the MathJax options in the Publish as MathPage dialogue. --Steve Noble ________________________________ From: athen-list on behalf of Susan Kelmer Sent: Thursday, September 12, 2019 12:29 PM To: Access Technology Higher Education Network Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Okay, I?ve now tried it all. I have a low vision student in math/computer science that refuses to switch to a Windows machine or to use any type of screenreader. I?ve tried every available file type in every available browser and application. Epub3 in ibooks with Voiceover (it skips punctuation or adds random punctuation and I can?t figure out how to more finely tune the verbosity) Word with MathType in Word MathML in Safari (I get a javascript error) MathML in Firefox (won?t open, just sits and spins) Help help help!! 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 skeegan at ccctechcenter.org Thu Sep 12 17:33:37 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Thu Sep 12 17:34:13 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: I did some testing with VoiceOver and Safari and found that MathJax 2.x versions seemed to work okay. When encountering an equation the first time if using MathJax 2.7.5 and 2.7.6, VoiceOver appears to automatically jump "into" the math equation such that the user has to then "move out" a level to continue navigating the page. Not a major issue, but certainly something to note. Navigating an equation did not seem quite as clean as it used to be, but I was able to navigate within an equation and the math islands. I tried working with MathJax 3 with VoiceOver+Safari and it could not get anything to function. MathJax ver 3 is supposed to be a significant change from previous versions, so it may take AT some time to catch up. sean On Thu, Sep 12, 2019 at 3:24 PM Noble,Stephen L. wrote: > Hi Susan, > > MathML in either an HTML or XHTML file should work fine with Safari and > VoiceOver...at least it does for me. However, I note that there is > something weird going on with MathJax, which used to work fine. It doesn't > want to read the math properly and page navigation gets stuck on math > islands. I don't know if this is due to recent changes in MathJax, but I > know that it used to work fine. If you are creating content from MathType, > I suggest avoiding the MathJax options in the Publish as MathPage dialogue. > > --Steve Noble > > ------------------------------ > *From:* athen-list on > behalf of Susan Kelmer > *Sent:* Thursday, September 12, 2019 12:29 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Has ANYONE had success getting math to read on a > Mac...and how... > > > Okay, I?ve now tried it all. I have a low vision student in math/computer > science that refuses to switch to a Windows machine or to use any type of > screenreader. I?ve tried every available file type in every available > browser and application. > > > > Epub3 in ibooks with Voiceover (it skips punctuation or adds random > punctuation and I can?t figure out how to more finely tune the verbosity) > > Word with MathType in Word > > MathML in Safari (I get a javascript error) > > MathML in Firefox (won?t open, just sits and spins) > > > > Help help help!! > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > _______________________________________________ > 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 Susan.Kelmer at colorado.edu Fri Sep 13 06:44:50 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Fri Sep 13 06:46:06 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: Breakthrough?we convinced the student he needs to move to Windows and a screen reader. He has some very limited sight, and he?s been getting through that way and by having his (very smart) mom read him his math. He has an enormous portable CCTV in a big suitcase he drags around everywhere on campus for use in the classroom. He has not invested in learning the technical skills he needs to navigate higher-level math (he?s a dual major in math and computer science!), and it is really time for him to make that transition. His eyesight is worsening by the day. He has a technology consult with Voc Rehab next week, and will be asking the questions, and hopefully getting a technology update. We are hoping he can do this with a dual-boot on his Mac, because he really really really wants to keep his Mac for all the other stuff he does. I also tried to help him understand that if he was going into programming and network support, he was going to have to have Windows for that as well. He?s already running into problems with the C++ class he is taking. I?m working with our digital accessibility guy here, who has good experience in this area, to make sure I?m giving the student the best information. This student really does need to move to a screen reading environment. He may not want to do this, but he may also find once he does, things will become so much easier for him and his learning will advance by leaps and bounds. This has been such a frustrating endeavor. Technology really does need to catch up with what students are using. There are lots of choices, however convoluted, for Windows, and very few for the Mac. And Sean Keegan, I did attempt the mathjax route, and could not get it to work on the mac I have to play with. I did not think to try an older version, so when I have some free time, I may play around with that. It?s another option to be used in the future. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Sean Keegan Sent: Thursday, September 12, 2019 6:34 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... I did some testing with VoiceOver and Safari and found that MathJax 2.x versions seemed to work okay. When encountering an equation the first time if using MathJax 2.7.5 and 2.7.6, VoiceOver appears to automatically jump "into" the math equation such that the user has to then "move out" a level to continue navigating the page. Not a major issue, but certainly something to note. Navigating an equation did not seem quite as clean as it used to be, but I was able to navigate within an equation and the math islands. I tried working with MathJax 3 with VoiceOver+Safari and it could not get anything to function. MathJax ver 3 is supposed to be a significant change from previous versions, so it may take AT some time to catch up. sean On Thu, Sep 12, 2019 at 3:24 PM Noble,Stephen L. > wrote: Hi Susan, MathML in either an HTML or XHTML file should work fine with Safari and VoiceOver...at least it does for me. However, I note that there is something weird going on with MathJax, which used to work fine. It doesn't want to read the math properly and page navigation gets stuck on math islands. I don't know if this is due to recent changes in MathJax, but I know that it used to work fine. If you are creating content from MathType, I suggest avoiding the MathJax options in the Publish as MathPage dialogue. --Steve Noble ________________________________ From: athen-list > on behalf of Susan Kelmer > Sent: Thursday, September 12, 2019 12:29 PM To: Access Technology Higher Education Network > Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Okay, I?ve now tried it all. I have a low vision student in math/computer science that refuses to switch to a Windows machine or to use any type of screenreader. I?ve tried every available file type in every available browser and application. Epub3 in ibooks with Voiceover (it skips punctuation or adds random punctuation and I can?t figure out how to more finely tune the verbosity) Word with MathType in Word MathML in Safari (I get a javascript error) MathML in Firefox (won?t open, just sits and spins) Help help help!! Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 _______________________________________________ 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 chagnon at pubcom.com Fri Sep 13 12:01:07 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Fri Sep 13 12:01:45 2019 Subject: [Athen] Free e-Learning book from US federal govt In-Reply-To: References: <003a01d5692f$3f8a3820$be9ea860$@pubcom.com> Message-ID: <016f01d56a65$99dbfcf0$cd93f6d0$@pubcom.com> I don?t know because I?m just the messenger, not the author of the book. Read the book?s summary in the original link below. ? ? ? 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 Robert Spangler Sent: Thursday, September 12, 2019 10:18 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Free e-Learning book from US federal govt Just to clarify, when you say E-Learning systems, do you mean systems such as Sakai and Blackboard? On Thu, Sep 12, 2019 at 2:02 AM > wrote: The US Government Publishing Office (GPO) just announced a new EPUB/PDF about e-learning systems. It?s free and available in both EPUB and PDF file formats. https://govbooktalk.gpo.gov/2019/09/11/modernizing-learning/?utm_medium=email &utm_source=govdelivery To download it, add the PDF or EPUB to your cart, after which you?ll be prompted to create an account with the GPO bookstore in order to complete the purchase and download the files. No comments about the accessibility of either the website or the book files. --Bevi ? ? ? 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 _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Fri Sep 13 12:34:50 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Sep 13 12:35:26 2019 Subject: [Athen] Publisher websites integrated in to Canvas Message-ID: *** Rant mode ON**** In California, most community colleges have adopted Canvas, because it is accessible. When my new dean asked me about Canvas, I assured her it was. She is very concerned about the LACCD lawsuit and wanted to know how accessible our registration and library databases are. I told her in general a screen reader user should have little or no trouble registering for classes or doing library research. But an issue I tried to explain with minimal verbiage is that our instructors don't really use Canvas. A student might log in to Canvas to answer a class discussion question or upload homework to the instructor, but for most of my students' classes, they are using publisher sites integrated in to canvas. Here's a student-centered help screen on how to get support from the various publishers: https://bucks.instructure.com/courses/36545/pages/publisher-websites?module_item_id=10325737 And my concern is not whether our campus tools are accessible because nothing there will ever be perfect, but whether all this publisher content is going to cause us future problems. There's the Pearson MyLab series, the Cengage Mindtap, McGrawHill Connect, Wiley Plus, Vista Higher Learning, , Each instructor picks his own publisher platform, and so there's no standardization. And nobody seems to get that this could be a big problem. For some students, some of these sites are accessible, but trying to figure out what will work for which students is like herding cats because the interfaces are being updated all the time. And even for a student who isn't dependent on access technology, the layout of each interface is different, making the experience confusing. Plus, besides paying for tuition and books, the student now has to pay an extra fee to simply complete homework! All these textbook companies, as an effort to combat the switch to online texts, have all adopted new price models in which purchasing the physical book requires some extra fee be paid in order to complete assignments. And until you actually try the platform with your access technology and/or your particular disability's limitations, you don't really know if it's going to work for you. Plus you cannot try it before you start your course. I'm not a luddite; I love taking online courses and trying out new learning platforms. I do see how the immediate feedback from online learning enhances my ability to retain information, and I love technology in general. But I have a steady paycheck and am not chasing education to acquire employable skills. When a book or course isn't accessible for me, I just don't waste my time on it! No longer will a student be able to do homework on the bus or on his break at his minimum wage job if he has to be online for everything, and that too is kind of discriminatory. I wonder if there is any group who is going to try to review some of these sites so we can make recommendations (thumbs up and thumbs down!) to instructors. This is the kind of thing I'd like to see more of at CSUN instead of so many vendor presentations where a particular product is touted. Ideally there'd be an online rubric similar to epubtest.org where a document could evolve rating these systems for simplicity, ability to use offline and of course various accessibility metrics! Rant mode off! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Fri Sep 13 14:14:09 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Fri Sep 13 14:14:20 2019 Subject: [Athen] Typing tutors for screen reader users Message-ID: One of our counselors needed this info and I am sharing it with the list. The newest one is: Rocky's Audio Typing TutorV2 http://www.rockywaters.co.uk/softwarePage.php >From Yes! Accessible TypeAbility 4.4.0 The Typing and Computer Tutor Program for the Blind and Visually Impaired! http://www.yesaccessible.com/typeability.html And the oldest one - still can run in a virtual machine APH's Talking Typer https://tech.aph.org/tt_info.htm --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From michele.bromley at pdx.edu Fri Sep 13 16:59:35 2019 From: michele.bromley at pdx.edu (Michele Bromley) Date: Fri Sep 13 17:00:20 2019 Subject: [Athen] iOS Equivalent to Live Transcribe Message-ID: Happy Friday, folks! Apologies for cross-posting, but I'm looking for an iOS equivalent to Live Transcribe . Everything I've found so far requires an audio file, which is then translated into a transcript. Though imperfect, Live Transcribe is a nice option to have on hand during tabling events, etc. Any suggestions are appreciated; thank you! Best, Michele Michele Joy Bromley IT Accessibility Coordinator Office of Information Technology (OIT) Portland State University (PSU) Office: SMSU 18 Phone: 503-725-8395 Email: michele.bromley@pdx.edu Website: www.pdx.edu/accessibility ?The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.? ~ Tim Berners-Lee -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Fri Sep 13 17:10:11 2019 From: lgreco at berkeley.edu (Lucy GRECO) Date: Fri Sep 13 17:11:22 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: hello: i think this is a good time to reach out to the access team at apple as they should be awair of the problem even if the student does switch i would also be conserned about the math jacks not working any more and would reach out to that team as well if you could i know one of the key contributers to math jacks and they are definitely invested in to access and cross platform compatibility the email address for the apple team is-accessibility@apple.com write me some thing off list if you would like me to ask my math jacks person to help lucy Lucia Greco 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 Fri, Sep 13, 2019 at 6:50 AM Susan Kelmer wrote: > Breakthrough?we convinced the student he needs to move to Windows and a > screen reader. He has some very limited sight, and he?s been getting > through that way and by having his (very smart) mom read him his math. He > has an enormous portable CCTV in a big suitcase he drags around everywhere > on campus for use in the classroom. He has not invested in learning the > technical skills he needs to navigate higher-level math (he?s a dual major > in math and computer science!), and it is really time for him to make that > transition. His eyesight is worsening by the day. > > > > He has a technology consult with Voc Rehab next week, and will be asking > the questions, and hopefully getting a technology update. We are hoping he > can do this with a dual-boot on his Mac, because he really really really > wants to keep his Mac for all the other stuff he does. I also tried to > help him understand that if he was going into programming and network > support, he was going to have to have Windows for that as well. He?s > already running into problems with the C++ class he is taking. I?m working > with our digital accessibility guy here, who has good experience in this > area, to make sure I?m giving the student the best information. This > student really does need to move to a screen reading environment. He may > not want to do this, but he may also find once he does, things will become > so much easier for him and his learning will advance by leaps and bounds. > > > > This has been such a frustrating endeavor. Technology really does need to > catch up with what students are using. There are lots of choices, however > convoluted, for Windows, and very few for the Mac. > > > > And Sean Keegan, I did attempt the mathjax route, and could not get it to > work on the mac I have to play with. I did not think to try an older > version, so when I have some free time, I may play around with that. It?s > another option to be used in the future. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Sean Keegan > *Sent:* Thursday, September 12, 2019 6:34 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Has ANYONE had success getting math to read on a > Mac...and how... > > > > I did some testing with VoiceOver and Safari and found that MathJax 2.x > versions seemed to work okay. When encountering an equation the first time > if using MathJax 2.7.5 and 2.7.6, VoiceOver appears to automatically jump > "into" the math equation such that the user has to then "move out" a level > to continue navigating the page. Not a major issue, but certainly something > to note. Navigating an equation did not seem quite as clean as it used > to be, but I was able to navigate within an equation and the math islands. > > > > I tried working with MathJax 3 with VoiceOver+Safari and it could not get > anything to function. MathJax ver 3 is supposed to be a significant change > from previous versions, so it may take AT some time to catch up. > > > > sean > > > > > > > > > > On Thu, Sep 12, 2019 at 3:24 PM Noble,Stephen L. < > steve.noble@louisville.edu> wrote: > > Hi Susan, > > > > MathML in either an HTML or XHTML file should work fine with Safari and > VoiceOver...at least it does for me. However, I note that there is > something weird going on with MathJax, which used to work fine. It doesn't > want to read the math properly and page navigation gets stuck on math > islands. I don't know if this is due to recent changes in MathJax, but I > know that it used to work fine. If you are creating content from MathType, > I suggest avoiding the MathJax options in the Publish as MathPage dialogue. > > > > --Steve Noble > > > ------------------------------ > > *From:* athen-list on > behalf of Susan Kelmer > *Sent:* Thursday, September 12, 2019 12:29 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Has ANYONE had success getting math to read on a > Mac...and how... > > > > Okay, I?ve now tried it all. I have a low vision student in math/computer > science that refuses to switch to a Windows machine or to use any type of > screenreader. I?ve tried every available file type in every available > browser and application. > > > > Epub3 in ibooks with Voiceover (it skips punctuation or adds random > punctuation and I can?t figure out how to more finely tune the verbosity) > > Word with MathType in Word > > MathML in Safari (I get a javascript error) > > MathML in Firefox (won?t open, just sits and spins) > > > > Help help help!! > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > _______________________________________________ > 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 Maureen.Bourbeau at unh.edu Fri Sep 13 18:00:20 2019 From: Maureen.Bourbeau at unh.edu (Bourbeau, Maureen) Date: Fri Sep 13 18:00:25 2019 Subject: [Athen] iOS Equivalent to Live Transcribe In-Reply-To: References: Message-ID: Michele, Would the Otter Voice Notes app at otter.ai meet your need? --Maureen Sent from my iPhone On Sep 13, 2019, at 8:04 PM, Michele Bromley > wrote: Caution - External Email ________________________________ Happy Friday, folks! Apologies for cross-posting, but I'm looking for an iOS equivalent to Live Transcribe. Everything I've found so far requires an audio file, which is then translated into a transcript. Though imperfect, Live Transcribe is a nice option to have on hand during tabling events, etc. Any suggestions are appreciated; thank you! Best, Michele Michele Joy Bromley IT Accessibility Coordinator Office of Information Technology (OIT) Portland State University (PSU) Office: SMSU 18 Phone: 503-725-8395 Email: michele.bromley@pdx.edu Website: www.pdx.edu/accessibility ?The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.? ~ Tim Berners-Lee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=c6MrceVCY5m5A_KAUkrdoA&r=O-_o_kUhT6ycJMVO6AvHe0jACC01EzuMNkO6emXHl4I&m=IPTB-y4w-UxTkFKC1l2OnkkFlaAzxvP2CLmLGlPXiho&s=T0MaIwXMEDZQJLH163mo08Lw5wVFcPMy5qkXp0fJHt4&e= -------------- next part -------------- An HTML attachment was scrubbed... URL: From lissner.2 at osu.edu Sun Sep 15 19:19:35 2019 From: lissner.2 at osu.edu (Lissner, Scott) Date: Mon Sep 16 07:33:32 2019 Subject: [Athen] Ethel Louise Armstrong Student Poster Competition | The Ohio State University Message-ID: <4D1DBE57-A5EB-4303-BB9B-12CF8219C32C@osu.edu> Please share with students https://ada.osu.edu/poster-competition Ethel Louise Armstrong Student Poster Competition Poster Submission Criteria The Multiple Perspectives Conference encourages students to network with professionals, the community, and scholars who share their interests in disability at its annual student poster reception. A generous gift from the Ethel Louise Armstrong Foundation will fund awards (Graduate Research - $500; Undergraduate Research $200, Art & Performance $200, and Class Projects $200) at this year?s competition. Submissions may focus on any aspect of disability and may be based on: * Independent & Supervised Student Research * Art & Performance * Class Projects & Papers (Award goes to department to support future projects) * Community Service & Applied Problem Solving from Service Learning Classes or student organizations (Award goes to organization/department to support future projects) Posters can take a variety of forms including print material mounted on poster board or display panels or arranged on a table; PowerPoint presentations, web pages or video presentations from your laptop? * Presentation materials must fit on a 3?x6? table or along 6? or less of wall space * Presentation materials should present the information in 10 minutes or less * Presenters or their designee must be present to interact with the audience * Presenters must provide their own equipment Submission Instructions Students and teams of students who wish to present a poster must send the following information to ADA-OSU@osu.edu no later than March 15, 2020 1. Title ? 9 word maximum 2. Poster Format (Print, Model, PowerPoint, Video, ?) 3. Description of their proposed poster topic ? 500 word maximum 4. E-mail address, phone number, and surface mail address of coordinating presenter 5. As appropriate, university, department, grant, course or student organization affiliation 6. A letter of support from a faculty member or organization advisor associated with the project 7. Name of individual, Department or Organization to receive cash award should the project win. Early submissions are encouraged. Submissions will be reviewed as they arrive. Conference fees will be waived and lunch provided for all accepted presenters. L. Scott Lissner, The Ohio State University ADA Coordinator and 504 Compliance Officer Associate, John Glenn School of Public Affairs Lecturer, Knowlton School of Architecture, Moritz College of Law & Disability Studies (614) 292-6207(v); (614) 688-8605(tty) (614) 688-3665(fax); Http://ada.osu.edu 21 East 11th Ave., Columbus, Ohio. 43210 April 6-7, 2020 The Twentieth Annual Multiple Perspectives Conference https://ada.osu.edu/multiple-perspectives-conference/20th-annual-conference -------------- next part -------------- An HTML attachment was scrubbed... URL: From abs13 at stmarys-ca.edu Mon Sep 16 08:26:37 2019 From: abs13 at stmarys-ca.edu (Auston Stamm) Date: Mon Sep 16 08:27:21 2019 Subject: [Athen] iOS Equivalent to Live Transcribe In-Reply-To: References: Message-ID: This seems similar and is free. https://apps.apple.com/us/app/live-caption/id955278049 *---------------------* *Auston Stamm* *he / him / his* Coordinator Accessibility & Assistive Technology Student Disability Services Occupational Therapist Registered/Licensed Saint Mary's College of California 1928 St. Mary's Road P.O. Box 3326 Moraga, CA 94575-3260 Filippi Academic Hall, Suite 190 Office: (925) 631-5071 Email: abs13@stmarys-ca.edu On Fri, Sep 13, 2019 at 6:05 PM Bourbeau, Maureen wrote: > Michele, > Would the Otter Voice Notes app at otter.ai meet your need? > --Maureen > > Sent from my iPhone > > On Sep 13, 2019, at 8:04 PM, Michele Bromley > wrote: > > *Caution - External Email* > ------------------------------ > Happy Friday, folks! > > Apologies for cross-posting, but I'm looking for an iOS equivalent to Live > Transcribe > . > Everything I've found so far requires an audio file, which is then > translated into a transcript. Though imperfect, Live Transcribe > is > a nice option to have on hand during tabling events, etc. > > Any suggestions are appreciated; thank you! > > Best, > > Michele > > Michele Joy Bromley > > IT Accessibility Coordinator > > Office of Information Technology (OIT) > > > Portland State University (PSU) > > > > Office: SMSU 18 > > Phone: 503-725-8395 > > Email: michele.bromley@pdx.edu > > Website: www.pdx.edu/accessibility > > > > ?The power of the Web is in its universality. Access by everyone > regardless of disability is an essential aspect.? ~ Tim Berners-Lee > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > > https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=c6MrceVCY5m5A_KAUkrdoA&r=O-_o_kUhT6ycJMVO6AvHe0jACC01EzuMNkO6emXHl4I&m=IPTB-y4w-UxTkFKC1l2OnkkFlaAzxvP2CLmLGlPXiho&s=T0MaIwXMEDZQJLH163mo08Lw5wVFcPMy5qkXp0fJHt4&e= > > _______________________________________________ > 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 Sep 16 12:57:03 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Sep 16 12:58:05 2019 Subject: [Athen] ZoomText flashing the screen Message-ID: Hey all, I have a new one. I have a student using ZoomText 2018 (I haven't upgraded her since she likes it the way it is and doesn't like change). She is using black and white inverted colors. However, sometimes as she's doing her work, the screen flashes a bit. There really isn't a pattern to it. It sometimes happens when she's moving the mouse, sometimes while the mouse is stille. She doesn't seem to mind it, but the teacher is bothred by it. She sometimes thinks it is somebody's cell phone being turned on. Any ideas?Thanks! 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 dhayman at uw.edu Mon Sep 16 13:06:13 2019 From: dhayman at uw.edu (Doug Hayman) Date: Mon Sep 16 13:07:38 2019 Subject: [Athen] ZoomText flashing the screen In-Reply-To: References: Message-ID: I've seen that too and wondered what that was caused by. Was the latest version of ZoomText Magnifier (not w/Reader) running on a Dell XPS 13 with Windows 10. On Mon, Sep 16, 2019 at 12:58 PM Robert Beach wrote: > Hey all, > > > > I have a new one. I have a student using ZoomText 2018 (I haven?t upgraded > her since she likes it the way it is and doesn?t like change). She is using > black and white inverted colors. However, sometimes as she?s doing her > work, the screen flashes a bit. There really isn?t a pattern to it. It > sometimes happens when she?s moving the mouse, sometimes while the mouse is > stille. > > > > She doesn?t seem to mind it, but the teacher is bothred by it. She > sometimes thinks it is somebody?s cell phone being turned on. > > > > Any ideas?Thanks! > > > > > > 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 > > > _______________________________________________ > 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 rbeach at KCKCC.EDU Mon Sep 16 13:13:16 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Sep 16 13:13:46 2019 Subject: [Athen] [EXT]Re: ZoomText flashing the screen In-Reply-To: References: Message-ID: This was a Dell desktop, but not sure of the model. Windows 10 and ZoomText 2018 magnifier only. I?m wondering if the video card is just having a hard time keeping up with the changes in the screen as the information changes. I believe this machine is using the integraded video card. Memory and/or processor power on the video side may be the issue. 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 Doug Hayman Sent: Monday, September 16, 2019 3:06 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] ZoomText flashing the screen CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. I've seen that too and wondered what that was caused by. Was the latest version of ZoomText Magnifier (not w/Reader) running on a Dell XPS 13 with Windows 10. On Mon, Sep 16, 2019 at 12:58 PM Robert Beach > wrote: Hey all, I have a new one. I have a student using ZoomText 2018 (I haven?t upgraded her since she likes it the way it is and doesn?t like change). She is using black and white inverted colors. However, sometimes as she?s doing her work, the screen flashes a bit. There really isn?t a pattern to it. It sometimes happens when she?s moving the mouse, sometimes while the mouse is stille. She doesn?t seem to mind it, but the teacher is bothred by it. She sometimes thinks it is somebody?s cell phone being turned on. Any ideas?Thanks! 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 _______________________________________________ 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 skeegan at ccctechcenter.org Mon Sep 16 14:20:44 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Mon Sep 16 14:21:13 2019 Subject: [Athen] [EXT]Re: ZoomText flashing the screen In-Reply-To: References: Message-ID: > Windows 10 and ZoomText 2018 magnifier only. Do you know if the latest Windows 10 Update has been applied? This would be Windows 10 1903. It may be an older device/video card driver. I know I had some issues when running Windows 10 on my VMWare instance with some flickering. I had to update everything and then the app ran fine. If it does not bother the student, then maybe it's not worth dealing with at the moment. At some point, though, it may be helpful to review which drivers are in use for the video card. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Tue Sep 17 05:05:21 2019 From: info at karlencommunications.com (Karlen Communications) Date: Tue Sep 17 05:06:16 2019 Subject: [Athen] Research Project into Staff and Students with disabilities. Message-ID: <004e01d56d50$2ea98310$8bfc8930$@karlencommunications.com> This is from the UK disability studies list. If anyone is interested, contact Anne directly. Dear Colleagues, Thank you to those who have assisted me so far in my PHD study. I am carrying out research into the experiences of International student(s) within Higher Education, in relation to Disability disclosure, Induction processes, Disability Needs assessment processes and the teaching style and attitudes of academic staff. This research is being conducted as part of a PhD study at Queens University, Belfast. I intend to carry out qualitative research in the form of face to face interviews with University Staff who work directly with these students in Disability services, the International Student Office and other departments. This project has been approved by the Ethics committee at Queens University, Belfast. I would appreciate any staff members who work in this area, contact me to take part in my study. Please note that participation is entirely voluntary and you may withdraw from the research at any time. Data is being collected anonymously and will be stored for five years in electronic format before being destroyed. No identifying information will be collected which means that, once the interview is completed and data submitted, it will not be possible to withdraw from the research project. All records containing personal information will remain confidential and no information which could lead to identification of any individual will be released, unless required by law. If you have any questions or comments about the project or if you would like to take part, please feel free to contact me directly at: a.rowan@qub.ac.uk I look forward to hearing from you. Best regards Anne Rowan -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Tue Sep 17 05:41:10 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Sep 17 05:41:23 2019 Subject: [Athen] [EXT]Re: [EXT]Re: ZoomText flashing the screen In-Reply-To: References: Message-ID: Considering the statement the tech person responsible for those rooms made, I guessing they have not been updated. I?ll ask him if he got around to updating them and see if that fixed the flicker problem. I may need to go ahead and update ZT and let the student deal with the change. Thanks for your response. 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: Monday, September 16, 2019 4:21 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] [EXT]Re: ZoomText flashing the screen CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. > Windows 10 and ZoomText 2018 magnifier only. Do you know if the latest Windows 10 Update has been applied? This would be Windows 10 1903. It may be an older device/video card driver. I know I had some issues when running Windows 10 on my VMWare instance with some flickering. I had to update everything and then the app ran fine. If it does not bother the student, then maybe it's not worth dealing with at the moment. At some point, though, it may be helpful to review which drivers are in use for the video card. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Sep 17 06:45:25 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Sep 17 06:45:42 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: Susan, I have received a response from them simply asking what screen reader the student is using. I responded and just repeated my desire for a PDF version. Have you met this resistance before? Do you ultimately offer to scan the book for the student, or do you just hold out for the PDF? It is ridiculous that we have to go through these hoops to obtain something in a universal format such as PDF. Robert On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer wrote: > My apologies. Disability.support@pearson.com > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 9:49 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Hi Susan, thanks for your reply. Are you sure that's the correct email? > When I wrote to them I got a mail delivery subsystem error. > > > > Robert > > > > > > On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: > > Every time Pearson tells me I have to go to VitalSource, I send an email > request for the PDF to disability.resources@pearson.com. It works, but > takes a couple weeks. > > > > I will not ever force a student over to VitalSource. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 8:08 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Pearson Not Providing PDFs > > > > Hello, in the past I feel like I was able to get Pearson to provide me PDF > files instead of going through VitalSource, but now they seem to be > insisting on using VitalSource and not providing us PDF files. Does anyone > have a contact at Pearson from whom they get PDFs, or do we just need to > suck it up and accept VitalSource as the solution? > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue Sep 17 06:53:57 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Sep 17 06:54:07 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: They need to understand this is not about screen reader use. I tell them ?the student?s technology doesn?t work with Vital Shelf.? They?ve never asked me the question you got, but I?m not surprised. They do want to offer what people will use, in the end, so sometimes they are going to ask. You can tell them anything you like. I often say, ?my student prefers Braille, and I need PDFs to convert to Word to make Braille.? They aren?t ready to make Braille, and that will usually shut them up. And yes, why the HECK are they making it so difficult? Just keep pushing back on them, even if you decide to scan the student?s book in the end. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 7:45 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Not Providing PDFs Susan, I have received a response from them simply asking what screen reader the student is using. I responded and just repeated my desire for a PDF version. Have you met this resistance before? Do you ultimately offer to scan the book for the student, or do you just hold out for the PDF? It is ridiculous that we have to go through these hoops to obtain something in a universal format such as PDF. Robert On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: My apologies. Disability.support@pearson.com Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 9:49 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network > Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Sep 17 08:11:36 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Sep 17 08:12:04 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: Does the Vitalsource reader provide its own TTS features? Is it designed for universal access, or is it primarily designed for blind people in mind? I've never used it before. Is there a reason why I would scan their book, given the work involved in that process, rather than just providing them the info to access Vitalsource? I certainly understand the argument against it - it's just more for our students to learn, but shouldn't I still offer the option? Thanks for your insight, Robert On Tue, Sep 17, 2019 at 9:58 AM Susan Kelmer wrote: > They need to understand this is not about screen reader use. I tell them > ?the student?s technology doesn?t work with Vital Shelf.? They?ve never > asked me the question you got, but I?m not surprised. They do want to > offer what people will use, in the end, so sometimes they are going to ask. > > > > You can tell them anything you like. I often say, ?my student prefers > Braille, and I need PDFs to convert to Word to make Braille.? They aren?t > ready to make Braille, and that will usually shut them up. > > > > And yes, why the HECK are they making it so difficult? Just keep pushing > back on them, even if you decide to scan the student?s book in the end. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, September 17, 2019 7:45 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Susan, I have received a response from them simply asking what screen > reader the student is using. I responded and just repeated my desire for a > PDF version. Have you met this resistance before? Do you ultimately offer > to scan the book for the student, or do you just hold out for the PDF? It > is ridiculous that we have to go through these hoops to obtain something in > a universal format such as PDF. > > > > Robert > > > > > > On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: > > My apologies. Disability.support@pearson.com > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 9:49 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Hi Susan, thanks for your reply. Are you sure that's the correct email? > When I wrote to them I got a mail delivery subsystem error. > > > > Robert > > > > > > On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: > > Every time Pearson tells me I have to go to VitalSource, I send an email > request for the PDF to disability.resources@pearson.com. It works, but > takes a couple weeks. > > > > I will not ever force a student over to VitalSource. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 8:08 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Pearson Not Providing PDFs > > > > Hello, in the past I feel like I was able to get Pearson to provide me PDF > files instead of going through VitalSource, but now they seem to be > insisting on using VitalSource and not providing us PDF files. Does anyone > have a contact at Pearson from whom they get PDFs, or do we just need to > suck it up and accept VitalSource as the solution? > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue Sep 17 08:16:24 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Sep 17 08:16:34 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: What technology is your student using? You need to see how VS works with that technology. My students can make Kurzweil work with it, but they hate it. They want to be able to pull in the PDF and use their highlighting tools the way they do with other PDFs they receive. I don?t know what vitalsource offers fully, I just know my students dislike it. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 9:12 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Not Providing PDFs Does the Vitalsource reader provide its own TTS features? Is it designed for universal access, or is it primarily designed for blind people in mind? I've never used it before. Is there a reason why I would scan their book, given the work involved in that process, rather than just providing them the info to access Vitalsource? I certainly understand the argument against it - it's just more for our students to learn, but shouldn't I still offer the option? Thanks for your insight, Robert On Tue, Sep 17, 2019 at 9:58 AM Susan Kelmer > wrote: They need to understand this is not about screen reader use. I tell them ?the student?s technology doesn?t work with Vital Shelf.? They?ve never asked me the question you got, but I?m not surprised. They do want to offer what people will use, in the end, so sometimes they are going to ask. You can tell them anything you like. I often say, ?my student prefers Braille, and I need PDFs to convert to Word to make Braille.? They aren?t ready to make Braille, and that will usually shut them up. And yes, why the HECK are they making it so difficult? Just keep pushing back on them, even if you decide to scan the student?s book in the end. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 7:45 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Susan, I have received a response from them simply asking what screen reader the student is using. I responded and just repeated my desire for a PDF version. Have you met this resistance before? Do you ultimately offer to scan the book for the student, or do you just hold out for the PDF? It is ridiculous that we have to go through these hoops to obtain something in a universal format such as PDF. Robert On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: My apologies. Disability.support@pearson.com Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 9:49 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network > Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Tue Sep 17 08:22:43 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Tue Sep 17 08:23:00 2019 Subject: [Athen] Pearson Not Providing PDFs In-Reply-To: References: Message-ID: Oh OK, got it. They use Read and Write. They use the PDF reader with its highlighting features. On Tue, Sep 17, 2019 at 11:19 AM Susan Kelmer wrote: > What technology is your student using? You need to see how VS works with > that technology. My students can make Kurzweil work with it, but they hate > it. They want to be able to pull in the PDF and use their highlighting > tools the way they do with other PDFs they receive. I don?t know what > vitalsource offers fully, I just know my students dislike it. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, September 17, 2019 9:12 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Does the Vitalsource reader provide its own TTS features? Is it designed > for universal access, or is it primarily designed for blind people in > mind? I've never used it before. Is there a reason why I would scan their > book, given the work involved in that process, rather than just providing > them the info to access Vitalsource? I certainly understand the argument > against it - it's just more for our students to learn, but shouldn't I > still offer the option? > > > > Thanks for your insight, > > Robert > > > > > > On Tue, Sep 17, 2019 at 9:58 AM Susan Kelmer > wrote: > > They need to understand this is not about screen reader use. I tell them > ?the student?s technology doesn?t work with Vital Shelf.? They?ve never > asked me the question you got, but I?m not surprised. They do want to > offer what people will use, in the end, so sometimes they are going to ask. > > > > You can tell them anything you like. I often say, ?my student prefers > Braille, and I need PDFs to convert to Word to make Braille.? They aren?t > ready to make Braille, and that will usually shut them up. > > > > And yes, why the HECK are they making it so difficult? Just keep pushing > back on them, even if you decide to scan the student?s book in the end. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Tuesday, September 17, 2019 7:45 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Susan, I have received a response from them simply asking what screen > reader the student is using. I responded and just repeated my desire for a > PDF version. Have you met this resistance before? Do you ultimately offer > to scan the book for the student, or do you just hold out for the PDF? It > is ridiculous that we have to go through these hoops to obtain something in > a universal format such as PDF. > > > > Robert > > > > > > On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: > > My apologies. Disability.support@pearson.com > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 9:49 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Pearson Not Providing PDFs > > > > Hi Susan, thanks for your reply. Are you sure that's the correct email? > When I wrote to them I got a mail delivery subsystem error. > > > > Robert > > > > > > On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: > > Every time Pearson tells me I have to go to VitalSource, I send an email > request for the PDF to disability.resources@pearson.com. It works, but > takes a couple weeks. > > > > I will not ever force a student over to VitalSource. > > > > *Susan Kelmer* > > *Alternate Format Production Program Manager* > > *Disability Services* > > *University of Colorado Boulder* > > *303-735-4836* > > > > > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Wednesday, September 11, 2019 8:08 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Pearson Not Providing PDFs > > > > Hello, in the past I feel like I was able to get Pearson to provide me PDF > files instead of going through VitalSource, but now they seem to be > insisting on using VitalSource and not providing us PDF files. Does anyone > have a contact at Pearson from whom they get PDFs, or do we just need to > suck it up and accept VitalSource as the solution? > > > > Thanks, > > Robert > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > -- > > Robert Spangler > Disability Services Technical Support Specialist > rspangler1@udayton.edu > Office of Learning Resources (OLR) - RL 023 > Ryan C. Harris Learning & Teaching Center (LTC) > University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 > Phone: 937-229-2066 > > Fax: 937-229-3270 > > Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) > > Web Site: http://go.udayton.edu/learning > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Steven.Sullam at csi.cuny.edu Tue Sep 17 08:41:18 2019 From: Steven.Sullam at csi.cuny.edu (Steven Sullam) Date: Tue Sep 17 08:41:40 2019 Subject: [Athen] Highlighting Tools Message-ID: <8fcc362dd2b34d009d1806375bf5b685@CSI-EX02.FLAS.CSI.CUNY.EDU> Dear Susan, I have been demonstrating the highlighting tools for years when introducing students to the essential features of Kurzweil 300 The problem is that is that the highlighting is almost impossible to control. I finally got so frustrated, I sent the following email to Kurzweil tech support. Hello, One of the most useful features of Kurzweil 3000 is the highlighting and extraction of notes. The problem I have found is that it is almost impossible to control the highlighting. The reason for that is that the underlying zones that are all setup are overlapping when they are setup automatically. When I go into the zone editing option which I find very hard to use (there is no cut out tool like other OCR programs) by manually creating zones, it just makes matters worse. It starts reading as if there are highlighted areas randomly. I?m am an able bodied person, but I am showing this to a person with cerebral palsy with a learning disability who by some miracle was a 4.0 student last semester. It makes me feel like I am trying to sell her snake oil, when I can?t make this work myself. This has been an ongoing problem for years when I introduce new students to Kurzweil and I really need a better answer for them. Any assistance or advice you could offer would be greatly appreciated. Sincerely, [Title: Signature Image - Description: image of Steve Sullam's signature] Steven A. Sullam M.S. Assistant Director of Assistive Technology Ph. 718.982.3343 Bldg. 1N 115 College of Staten Island City University of New York 2800 Victory Boulevard Staten Island, NY 10314 [cid:image002.png@01D56D4C.C564D740] From: athen-list On Behalf Of Susan Kelmer Sent: Tuesday, September 17, 2019 11:16 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Pearson Not Providing PDFs What technology is your student using? You need to see how VS works with that technology. My students can make Kurzweil work with it, but they hate it. They want to be able to pull in the PDF and use their highlighting tools the way they do with other PDFs they receive. I don?t know what vitalsource offers fully, I just know my students dislike it. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 9:12 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Does the Vitalsource reader provide its own TTS features? Is it designed for universal access, or is it primarily designed for blind people in mind? I've never used it before. Is there a reason why I would scan their book, given the work involved in that process, rather than just providing them the info to access Vitalsource? I certainly understand the argument against it - it's just more for our students to learn, but shouldn't I still offer the option? Thanks for your insight, Robert On Tue, Sep 17, 2019 at 9:58 AM Susan Kelmer > wrote: They need to understand this is not about screen reader use. I tell them ?the student?s technology doesn?t work with Vital Shelf.? They?ve never asked me the question you got, but I?m not surprised. They do want to offer what people will use, in the end, so sometimes they are going to ask. You can tell them anything you like. I often say, ?my student prefers Braille, and I need PDFs to convert to Word to make Braille.? They aren?t ready to make Braille, and that will usually shut them up. And yes, why the HECK are they making it so difficult? Just keep pushing back on them, even if you decide to scan the student?s book in the end. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 7:45 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Susan, I have received a response from them simply asking what screen reader the student is using. I responded and just repeated my desire for a PDF version. Have you met this resistance before? Do you ultimately offer to scan the book for the student, or do you just hold out for the PDF? It is ridiculous that we have to go through these hoops to obtain something in a universal format such as PDF. Robert On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: My apologies. Disability.support@pearson.com Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 9:49 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network > Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 2098 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 11810 bytes Desc: image002.png URL: From Susan.Kelmer at colorado.edu Tue Sep 17 08:47:15 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Sep 17 08:47:26 2019 Subject: [Athen] Highlighting Tools In-Reply-To: <8fcc362dd2b34d009d1806375bf5b685@CSI-EX02.FLAS.CSI.CUNY.EDU> References: <8fcc362dd2b34d009d1806375bf5b685@CSI-EX02.FLAS.CSI.CUNY.EDU> Message-ID: I have not noticed this issue, but my students aren?t generally working with zoning either (and neither am I). They are just flat-out listening to the PDFs and taking some highlights along the way. They are happy with it working that way. Of course, Kurzweil does have some great (and complex) tools that can be used, but the vast majority of students are using with only a couple or three of the tools and are satisfied. I?m wondering if for your CP student, you shouldn?t be provided a different format than PDF into Kurzweil with a need for zone editing. S/he might be better off with nice clean Word files that you can provide, and still be used with Kz. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Steven Sullam Sent: Tuesday, September 17, 2019 9:41 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Highlighting Tools Dear Susan, I have been demonstrating the highlighting tools for years when introducing students to the essential features of Kurzweil 300 The problem is that is that the highlighting is almost impossible to control. I finally got so frustrated, I sent the following email to Kurzweil tech support. Hello, One of the most useful features of Kurzweil 3000 is the highlighting and extraction of notes. The problem I have found is that it is almost impossible to control the highlighting. The reason for that is that the underlying zones that are all setup are overlapping when they are setup automatically. When I go into the zone editing option which I find very hard to use (there is no cut out tool like other OCR programs) by manually creating zones, it just makes matters worse. It starts reading as if there are highlighted areas randomly. I?m am an able bodied person, but I am showing this to a person with cerebral palsy with a learning disability who by some miracle was a 4.0 student last semester. It makes me feel like I am trying to sell her snake oil, when I can?t make this work myself. This has been an ongoing problem for years when I introduce new students to Kurzweil and I really need a better answer for them. Any assistance or advice you could offer would be greatly appreciated. Sincerely, [Title: Signature Image - Description: image of Steve Sullam's signature] Steven A. Sullam M.S. Assistant Director of Assistive Technology Ph. 718.982.3343 Bldg. 1N 115 College of Staten Island City University of New York 2800 Victory Boulevard Staten Island, NY 10314 [cid:image002.png@01D56D3C.E23A3AF0] From: athen-list > On Behalf Of Susan Kelmer Sent: Tuesday, September 17, 2019 11:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs What technology is your student using? You need to see how VS works with that technology. My students can make Kurzweil work with it, but they hate it. They want to be able to pull in the PDF and use their highlighting tools the way they do with other PDFs they receive. I don?t know what vitalsource offers fully, I just know my students dislike it. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 9:12 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Does the Vitalsource reader provide its own TTS features? Is it designed for universal access, or is it primarily designed for blind people in mind? I've never used it before. Is there a reason why I would scan their book, given the work involved in that process, rather than just providing them the info to access Vitalsource? I certainly understand the argument against it - it's just more for our students to learn, but shouldn't I still offer the option? Thanks for your insight, Robert On Tue, Sep 17, 2019 at 9:58 AM Susan Kelmer > wrote: They need to understand this is not about screen reader use. I tell them ?the student?s technology doesn?t work with Vital Shelf.? They?ve never asked me the question you got, but I?m not surprised. They do want to offer what people will use, in the end, so sometimes they are going to ask. You can tell them anything you like. I often say, ?my student prefers Braille, and I need PDFs to convert to Word to make Braille.? They aren?t ready to make Braille, and that will usually shut them up. And yes, why the HECK are they making it so difficult? Just keep pushing back on them, even if you decide to scan the student?s book in the end. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Tuesday, September 17, 2019 7:45 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Susan, I have received a response from them simply asking what screen reader the student is using. I responded and just repeated my desire for a PDF version. Have you met this resistance before? Do you ultimately offer to scan the book for the student, or do you just hold out for the PDF? It is ridiculous that we have to go through these hoops to obtain something in a universal format such as PDF. Robert On Wed, Sep 11, 2019 at 12:02 PM Susan Kelmer > wrote: My apologies. Disability.support@pearson.com Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 9:49 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Pearson Not Providing PDFs Hi Susan, thanks for your reply. Are you sure that's the correct email? When I wrote to them I got a mail delivery subsystem error. Robert On Wed, Sep 11, 2019 at 10:41 AM Susan Kelmer > wrote: Every time Pearson tells me I have to go to VitalSource, I send an email request for the PDF to disability.resources@pearson.com. It works, but takes a couple weeks. I will not ever force a student over to VitalSource. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Spangler Sent: Wednesday, September 11, 2019 8:08 AM To: Access Technology Higher Education Network > Subject: [Athen] Pearson Not Providing PDFs Hello, in the past I feel like I was able to get Pearson to provide me PDF files instead of going through VitalSource, but now they seem to be insisting on using VitalSource and not providing us PDF files. Does anyone have a contact at Pearson from whom they get PDFs, or do we just need to suck it up and accept VitalSource as the solution? Thanks, Robert -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 2098 bytes Desc: image001.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 11810 bytes Desc: image002.png URL: From skeegan at ccctechcenter.org Tue Sep 17 11:56:01 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Tue Sep 17 11:56:55 2019 Subject: [Athen] Job Posting: Alternate Media Message-ID: Hello all, Posting for a colleague - Grossmont College in El Cajon, CA (about 12 miles east of San Diego) is seeking an alternate media/assistive technology specialist. Grossmont College is part of the California Community College system. An overview of the position and details are available below. Take care, Sean ******** Overview: Under the direction and leadership of an assigned supervisor, assists in the implementation of assistive technology throughout the campus; serves as a liaison between faculty, administration, campus computing facilities, and Accessibility Resource Center (ARC); and provides technical assistance and support to faculty and staff in regard to the use of alternate media and assistive computer technology to meet campus accessibility needs; increase accessibility for media, technology, and related programs surrounding materials and enhancing learning. Website: https://gcccd.wd1.myworkdayjobs.com/gcccdcareers/job/San-Diego-County---Grossmont-College/Assistive-Technology---Alternate-Media-Specialist_R-00703 -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Tue Sep 17 12:48:20 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Tue Sep 17 12:48:39 2019 Subject: [Athen] Job Posting: Instructional Designer at Yuba College Message-ID: Hello all, Please see the job announcement for a Long-Term Temporary Faculty Instructional Designer position at Yuba College (located 40 miles north of Sacramento). A quick overview is available below along with a link to the full job description. Take care, Sean ******** Overview: Under the supervision of an assigned Dean, develop, coordinate, and implement training and support for faculty teaching online. Develop and offer faculty workshops and online tutorials incorporating technological, and instructional best practices; develop training materials, including syllabi, learning outcomes, and visual aids for faculty workshops; identify the best online faculty training materials, coordinate and deliver online teaching certification; provide ongoing support related to online, hybrid and other emerging technologies course delivery; analyze and evaluate, in concert with IT Department, relevant equipment and software with an emphasis on open source materials. Website: https://yccd.peopleadmin.com/postings/2201 -------------- next part -------------- An HTML attachment was scrubbed... URL: From adietrich at cornell.edu Tue Sep 17 13:24:50 2019 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Tue Sep 17 13:24:59 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: Central Access Reader does have a Mac version. https://www.cwu.edu/central-access/reader. It will read Word documents with properly formatted math in them. -Andi :) From: athen-list On Behalf Of Lucy GRECO Sent: Friday, September 13, 2019 8:10 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... hello: i think this is a good time to reach out to the access team at apple as they should be awair of the problem even if the student does switch i would also be conserned about the math jacks not working any more and would reach out to that team as well if you could i know one of the key contributers to math jacks and they are definitely invested in to access and cross platform compatibility the email address for the apple team is-accessibility@apple.com write me some thing off list if you would like me to ask my math jacks person to help lucy Lucia Greco 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 Fri, Sep 13, 2019 at 6:50 AM Susan Kelmer > wrote: Breakthrough?we convinced the student he needs to move to Windows and a screen reader. He has some very limited sight, and he?s been getting through that way and by having his (very smart) mom read him his math. He has an enormous portable CCTV in a big suitcase he drags around everywhere on campus for use in the classroom. He has not invested in learning the technical skills he needs to navigate higher-level math (he?s a dual major in math and computer science!), and it is really time for him to make that transition. His eyesight is worsening by the day. He has a technology consult with Voc Rehab next week, and will be asking the questions, and hopefully getting a technology update. We are hoping he can do this with a dual-boot on his Mac, because he really really really wants to keep his Mac for all the other stuff he does. I also tried to help him understand that if he was going into programming and network support, he was going to have to have Windows for that as well. He?s already running into problems with the C++ class he is taking. I?m working with our digital accessibility guy here, who has good experience in this area, to make sure I?m giving the student the best information. This student really does need to move to a screen reading environment. He may not want to do this, but he may also find once he does, things will become so much easier for him and his learning will advance by leaps and bounds. This has been such a frustrating endeavor. Technology really does need to catch up with what students are using. There are lots of choices, however convoluted, for Windows, and very few for the Mac. And Sean Keegan, I did attempt the mathjax route, and could not get it to work on the mac I have to play with. I did not think to try an older version, so when I have some free time, I may play around with that. It?s another option to be used in the future. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Sean Keegan Sent: Thursday, September 12, 2019 6:34 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... I did some testing with VoiceOver and Safari and found that MathJax 2.x versions seemed to work okay. When encountering an equation the first time if using MathJax 2.7.5 and 2.7.6, VoiceOver appears to automatically jump "into" the math equation such that the user has to then "move out" a level to continue navigating the page. Not a major issue, but certainly something to note. Navigating an equation did not seem quite as clean as it used to be, but I was able to navigate within an equation and the math islands. I tried working with MathJax 3 with VoiceOver+Safari and it could not get anything to function. MathJax ver 3 is supposed to be a significant change from previous versions, so it may take AT some time to catch up. sean On Thu, Sep 12, 2019 at 3:24 PM Noble,Stephen L. > wrote: Hi Susan, MathML in either an HTML or XHTML file should work fine with Safari and VoiceOver...at least it does for me. However, I note that there is something weird going on with MathJax, which used to work fine. It doesn't want to read the math properly and page navigation gets stuck on math islands. I don't know if this is due to recent changes in MathJax, but I know that it used to work fine. If you are creating content from MathType, I suggest avoiding the MathJax options in the Publish as MathPage dialogue. --Steve Noble ________________________________ From: athen-list > on behalf of Susan Kelmer > Sent: Thursday, September 12, 2019 12:29 PM To: Access Technology Higher Education Network > Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Okay, I?ve now tried it all. I have a low vision student in math/computer science that refuses to switch to a Windows machine or to use any type of screenreader. I?ve tried every available file type in every available browser and application. Epub3 in ibooks with Voiceover (it skips punctuation or adds random punctuation and I can?t figure out how to more finely tune the verbosity) Word with MathType in Word MathML in Safari (I get a javascript error) MathML in Firefox (won?t open, just sits and spins) Help help help!! Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 _______________________________________________ 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 Susan.Kelmer at colorado.edu Tue Sep 17 13:29:43 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Sep 17 13:30:15 2019 Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... In-Reply-To: References: Message-ID: This is a blind reader, so CAR (even if it worked right, and it no longer does) would not work because he can?t see to navigate. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Andrea L. Dietrich Sent: Tuesday, September 17, 2019 2:25 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Central Access Reader does have a Mac version. https://www.cwu.edu/central-access/reader. It will read Word documents with properly formatted math in them. -Andi :) From: athen-list > On Behalf Of Lucy GRECO Sent: Friday, September 13, 2019 8:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... hello: i think this is a good time to reach out to the access team at apple as they should be awair of the problem even if the student does switch i would also be conserned about the math jacks not working any more and would reach out to that team as well if you could i know one of the key contributers to math jacks and they are definitely invested in to access and cross platform compatibility the email address for the apple team is-accessibility@apple.com write me some thing off list if you would like me to ask my math jacks person to help lucy Lucia Greco 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 Fri, Sep 13, 2019 at 6:50 AM Susan Kelmer > wrote: Breakthrough?we convinced the student he needs to move to Windows and a screen reader. He has some very limited sight, and he?s been getting through that way and by having his (very smart) mom read him his math. He has an enormous portable CCTV in a big suitcase he drags around everywhere on campus for use in the classroom. He has not invested in learning the technical skills he needs to navigate higher-level math (he?s a dual major in math and computer science!), and it is really time for him to make that transition. His eyesight is worsening by the day. He has a technology consult with Voc Rehab next week, and will be asking the questions, and hopefully getting a technology update. We are hoping he can do this with a dual-boot on his Mac, because he really really really wants to keep his Mac for all the other stuff he does. I also tried to help him understand that if he was going into programming and network support, he was going to have to have Windows for that as well. He?s already running into problems with the C++ class he is taking. I?m working with our digital accessibility guy here, who has good experience in this area, to make sure I?m giving the student the best information. This student really does need to move to a screen reading environment. He may not want to do this, but he may also find once he does, things will become so much easier for him and his learning will advance by leaps and bounds. This has been such a frustrating endeavor. Technology really does need to catch up with what students are using. There are lots of choices, however convoluted, for Windows, and very few for the Mac. And Sean Keegan, I did attempt the mathjax route, and could not get it to work on the mac I have to play with. I did not think to try an older version, so when I have some free time, I may play around with that. It?s another option to be used in the future. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Sean Keegan Sent: Thursday, September 12, 2019 6:34 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Has ANYONE had success getting math to read on a Mac...and how... I did some testing with VoiceOver and Safari and found that MathJax 2.x versions seemed to work okay. When encountering an equation the first time if using MathJax 2.7.5 and 2.7.6, VoiceOver appears to automatically jump "into" the math equation such that the user has to then "move out" a level to continue navigating the page. Not a major issue, but certainly something to note. Navigating an equation did not seem quite as clean as it used to be, but I was able to navigate within an equation and the math islands. I tried working with MathJax 3 with VoiceOver+Safari and it could not get anything to function. MathJax ver 3 is supposed to be a significant change from previous versions, so it may take AT some time to catch up. sean On Thu, Sep 12, 2019 at 3:24 PM Noble,Stephen L. > wrote: Hi Susan, MathML in either an HTML or XHTML file should work fine with Safari and VoiceOver...at least it does for me. However, I note that there is something weird going on with MathJax, which used to work fine. It doesn't want to read the math properly and page navigation gets stuck on math islands. I don't know if this is due to recent changes in MathJax, but I know that it used to work fine. If you are creating content from MathType, I suggest avoiding the MathJax options in the Publish as MathPage dialogue. --Steve Noble ________________________________ From: athen-list > on behalf of Susan Kelmer > Sent: Thursday, September 12, 2019 12:29 PM To: Access Technology Higher Education Network > Subject: [Athen] Has ANYONE had success getting math to read on a Mac...and how... Okay, I?ve now tried it all. I have a low vision student in math/computer science that refuses to switch to a Windows machine or to use any type of screenreader. I?ve tried every available file type in every available browser and application. Epub3 in ibooks with Voiceover (it skips punctuation or adds random punctuation and I can?t figure out how to more finely tune the verbosity) Word with MathType in Word MathML in Safari (I get a javascript error) MathML in Firefox (won?t open, just sits and spins) Help help help!! Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 _______________________________________________ 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 Bryon-Kluesner at utc.edu Tue Sep 17 14:52:20 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Tue Sep 17 14:52:43 2019 Subject: [Athen] ePub file Message-ID: Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Tue Sep 17 14:57:30 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Tue Sep 17 14:57:46 2019 Subject: [Athen] ePub file In-Reply-To: References: Message-ID: I use a program to extract ePubs to PDF, then I break them up that way. If you want to know more, you will have to email me off-list. 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: Tuesday, September 17, 2019 3:52 PM To: 'athen-list@u.washington.edu' Subject: [Athen] ePub file Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpham at swccd.edu Tue Sep 17 15:21:45 2019 From: kpham at swccd.edu (Khoa Pham) Date: Tue Sep 17 15:21:15 2019 Subject: [Athen] Keyboard focus and layout tables Message-ID: <9713ca2098774426b58e0fdada2e5650@swccd.edu> Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: focus01.jpg Type: image/jpeg Size: 4495 bytes Desc: focus01.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: focus02.jpg Type: image/jpeg Size: 12039 bytes Desc: focus02.jpg URL: From kerscher at montana.com Tue Sep 17 16:15:30 2019 From: kerscher at montana.com (George Kerscher) Date: Tue Sep 17 16:15:59 2019 Subject: [Athen] ePub file In-Reply-To: References: Message-ID: <002a01d56dad$ccb79210$6626b630$@montana.com> Hi, You can rename the .epub to .zip. Then extract the zip file. Then open the folder and go to the oebps folder and open it. In the xhtml folder you will find all of the chapters nicely arranged as .xhtml files. The student can open the xhtml in the browser of their choice. Or, you could open it in an EPUB reading system, go to the table of contents and arrow down to the chapter and press enter and happily read away. Best George From: athen-list On Behalf Of Kluesner, Bryon Sent: Tuesday, September 17, 2019 3:52 PM To: 'athen-list@u.washington.edu' Subject: [Athen] ePub file Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Sep 18 05:43:42 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Sep 18 05:43:57 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed Sep 18 05:51:05 2019 From: info at karlencommunications.com (Karlen Communications) Date: Wed Sep 18 05:54:08 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <9713ca2098774426b58e0fdada2e5650@swccd.edu> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> Message-ID: <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element.design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocum ents.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout.just say NO! Cheers, Karen From: athen-list On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From llewis at paciellogroup.com Wed Sep 18 06:15:56 2019 From: llewis at paciellogroup.com (Larry L. Lewis, Jr.) Date: Wed Sep 18 06:17:25 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> Message-ID: <004801d56e23$35a7d580$a0f78080$@paciellogroup.com> As another screenreader user echoing Karen's sentiment, please don't use tables for layout-only data, please? Respectfully: Larry L. Lewis, Jr. Director of Government Sales and Strategic Partnerships The Paciello Group A Vispero Company 17757 US Highway 19 N, Suite 560 Clearwater, FL 33764 Phone: +1(727) 803-8000, EXT 1909 E-Mail From: athen-list On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element.design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocum ents.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout.just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.png Type: image/png Size: 14150 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image006.jpg Type: image/jpeg Size: 4630 bytes Desc: not available URL: From neal.sorensen at mnsu.edu Wed Sep 18 06:17:15 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Wed Sep 18 06:18:37 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: While the epub has chapters, one good reason to convert it is for highlighting and bookmarks. Most epub books don't support that. I convert epub to KESI for use with Kurzweil. That keeps the epub bookmarks, but allows for students to use the software normally. Neal Sorensen (pronouns: he, him, his) Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: (507) 389-5242 Fax: (507) 389-1199 www.mnsu.edu/access [cid:image001.jpg@01D56DF9.79E283F0] 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 Robert Beach Sent: Wednesday, September 18, 2019 7:44 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 7621 bytes Desc: image001.jpg URL: From Susan.Kelmer at colorado.edu Wed Sep 18 06:52:14 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 18 06:52:49 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: Neal, would you be able to share your process for this? I've not had much luck the way I've been doing it. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Sorensen, Neal B Sent: Wednesday, September 18, 2019 7:17 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file While the epub has chapters, one good reason to convert it is for highlighting and bookmarks. Most epub books don't support that. I convert epub to KESI for use with Kurzweil. That keeps the epub bookmarks, but allows for students to use the software normally. Neal Sorensen (pronouns: he, him, his) Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: (507) 389-5242 Fax: (507) 389-1199 www.mnsu.edu/access [cid:image001.jpg@01D56DF5.FBEFCEB0] 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 Robert Beach Sent: Wednesday, September 18, 2019 7:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 7621 bytes Desc: image001.jpg URL: From Susan.Kelmer at colorado.edu Wed Sep 18 06:55:24 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 18 06:55:32 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Sep 18 07:16:14 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Sep 18 07:16:31 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Sep 18 07:23:54 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Sep 18 07:24:02 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: I find blind students are happy with ePubs, while sighted students do not like them at all. I have not had this same experience. Yes, some sighted students do not like the epub as well as PDF files, but I have had several who fell in love with them. I have also had a blind student who just did not like the epub and wanted Word files. I personally do not like using Kindle books for study purposes, but I know some who think that is the cat's pajamas. So it really does vary and we need to give the students all of their options. I know you don't like epub, but it is certainly one of the options these days. It is not perfect by any means, but it can be very effective. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed Sep 18 07:31:30 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 18 07:31:47 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west...there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From justinr at disability.tamu.edu Wed Sep 18 08:19:02 2019 From: justinr at disability.tamu.edu (Justin Romack) Date: Wed Sep 18 08:19:36 2019 Subject: [Athen] Recommendations for managing alternative format requests Message-ID: Howdy all! Our office has used a home-grown web app to accept, track and fulfill alternative format requests from students. This app, designed in the mid-2000's, has been a phenomenal asset to our process ... but we've outgrown its capabilities and there are no plans to expand the app in the future. Because we're a Google campus, I've started using Google Drive to upload and distribute materials to students as we fulfill requests ... but I'm curious what systems, apps or processes you all are using to accept requests for materials from your students, and then track work being done to fulfill these request? I'm sure there's a nifty project management solution out there ... but this isn't my realm, and I'm hoping someone can point me in a good direction. Additional context: I have several team members working in our program. I also need a solution that works well with JAWS, as I'm totally blind and screen reader accessibility is imperative. I'll ideally be able to have a form to let students request their materials, a spreadsheet to track requests, the ability to make notes on individual requests as progress is made, and a way to quickly and easily communicate with the student requesting the materials to provide updates as we work to fulfill their request. Grateful for any input or advice you can share. Thanks all! Best, Justin - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Services | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kerscher at montana.com Wed Sep 18 08:35:41 2019 From: kerscher at montana.com (George Kerscher) Date: Wed Sep 18 08:35:58 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: <000001d56e36$bac74ad0$3055e070$@montana.com> Hello, Last CSUN some of us advocating EPUB met with Kurzweil and TextHelp folks. TextHelp said their EPUB reader was outdated and needs a refresh. The Kurzweil folks said they really needed to take a closer look at the EPUB Standard, because so much of new publications have no PDF version. IMO we should be encouraging these companies to get on with providing EPUB support. When they upgrade their systems, the landscape will completely change. The reason the blindness community is happy with EPUB is because screen readers work with mainstream software and do not try to replace it. Perhaps the universities that are Kurzweil shops could be our loudest voice asking for support for EPUB. Wow, imagine students just being able to read the Born Accessible EPUB; we could get on with providing other supports like tactile graphics. Best George From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 8:32 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west.there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From michele.bromley at pdx.edu Wed Sep 18 08:39:10 2019 From: michele.bromley at pdx.edu (Michele Bromley) Date: Wed Sep 18 08:40:04 2019 Subject: [Athen] Recommendations for managing alternative format requests In-Reply-To: References: Message-ID: The Disability Resource Center at PSU uses AIM , which has worked really well for tracking alternative format production. Michele Joy Bromley IT Accessibility Coordinator Office of Information Technology (OIT) Portland State University (PSU) [image: The Portland State University logo includes intertwined letters P, S, and U that represent the interconnectedness of the university to the city, region, and world.] Office: SMSU 18 Phone: 503-725-8395 Email: michele.bromley@pdx.edu Website: www.pdx.edu/accessibility ?The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.? ~ Tim Berners-Lee On Wed, Sep 18, 2019 at 8:20 AM Justin Romack wrote: > Howdy all! > > > > Our office has used a home-grown web app to accept, track and fulfill > alternative format requests from students. This app, designed in the > mid-2000?s, has been a phenomenal asset to our process ? but we?ve outgrown > its capabilities and there are no plans to expand the app in the future. > > > > Because we?re a Google campus, I?ve started using Google Drive to upload > and distribute materials to students as we fulfill requests ? but I?m > curious what systems, apps or processes you all are using to accept > requests for materials from your students, and then track work being done > to fulfill these request? I?m sure there?s a nifty project management > solution out there ? but this isn?t my realm, and I?m hoping someone can > point me in a good direction. > > > > Additional context: I have several team members working in our program. I > also need a solution that works well with JAWS, as I?m totally blind and > screen reader accessibility is imperative. I?ll ideally be able to have a > form to let students request their materials, a spreadsheet to track > requests, the ability to make notes on individual requests as progress is > made, and a way to quickly and easily communicate with the student > requesting the materials to provide updates as we work to fulfill their > request. > > > > Grateful for any input or advice you can share. Thanks all! > > > > Best, > > Justin > > > > > > - - - - - - - - - - - - - - - - - - - - - - - - > > > > *Justin Romack* | Assistive Technology Coordinator > > Disability Services | Texas A&M University > > 1224 TAMU | College Station, TX 77843-1224 > > > > ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu > > - - - - - - - - - - - - - - - - - - - - - - - - > > *DIVISION OF STUDENT AFFAIRS *| One Division. One Mission. > > > > > > > _______________________________________________ > 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 Susan.Kelmer at colorado.edu Wed Sep 18 08:42:12 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 18 08:42:37 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: <000001d56e36$bac74ad0$3055e070$@montana.com> References: <000001d56e36$bac74ad0$3055e070$@montana.com> Message-ID: George, I have talked with both the Texthelp people and Kurzweil. Read & Write will read an epub and gives passable navigation through a side tree, so it isn't awful. But Kurzweil just really doesn't offer much, and that is a frustration. We are currently a Kurzweil campus, but are discussion a move to Texthelp. -Susan From: athen-list On Behalf Of George Kerscher Sent: Wednesday, September 18, 2019 9:36 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] [EXT] ePub file Hello, Last CSUN some of us advocating EPUB met with Kurzweil and TextHelp folks. TextHelp said their EPUB reader was outdated and needs a refresh. The Kurzweil folks said they really needed to take a closer look at the EPUB Standard, because so much of new publications have no PDF version. IMO we should be encouraging these companies to get on with providing EPUB support. When they upgrade their systems, the landscape will completely change. The reason the blindness community is happy with EPUB is because screen readers work with mainstream software and do not try to replace it. Perhaps the universities that are Kurzweil shops could be our loudest voice asking for support for EPUB. Wow, imagine students just being able to read the Born Accessible EPUB; we could get on with providing other supports like tactile graphics. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 8:32 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west...there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From michele.bromley at pdx.edu Wed Sep 18 09:10:46 2019 From: michele.bromley at pdx.edu (Michele Bromley) Date: Wed Sep 18 09:11:53 2019 Subject: [Athen] iOS Equivalent to Live Transcribe In-Reply-To: References: Message-ID: Thank you, all! Michele Joy Bromley IT Accessibility Coordinator Office of Information Technology (OIT) Portland State University (PSU) [image: The Portland State University logo includes intertwined letters P, S, and U that represent the interconnectedness of the university to the city, region, and world.] Office: SMSU 18 Phone: 503-725-8395 Email: michele.bromley@pdx.edu Website: www.pdx.edu/accessibility ?The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.? ~ Tim Berners-Lee On Mon, Sep 16, 2019 at 8:28 AM Auston Stamm wrote: > This seems similar and is free. > > https://apps.apple.com/us/app/live-caption/id955278049 > > *---------------------* > *Auston Stamm* > *he / him / his* > Coordinator Accessibility & Assistive Technology > Student Disability Services > Occupational Therapist Registered/Licensed > > Saint Mary's College of California > 1928 St. Mary's Road > P.O. Box 3326 > Moraga, CA 94575-3260 > > Filippi Academic Hall, Suite 190 > Office: (925) 631-5071 > Email: abs13@stmarys-ca.edu > > > On Fri, Sep 13, 2019 at 6:05 PM Bourbeau, Maureen < > Maureen.Bourbeau@unh.edu> wrote: > >> Michele, >> Would the Otter Voice Notes app at otter.ai meet your need? >> --Maureen >> >> Sent from my iPhone >> >> On Sep 13, 2019, at 8:04 PM, Michele Bromley >> wrote: >> >> *Caution - External Email* >> ------------------------------ >> Happy Friday, folks! >> >> Apologies for cross-posting, but I'm looking for an iOS equivalent to Live >> Transcribe >> . >> Everything I've found so far requires an audio file, which is then >> translated into a transcript. Though imperfect, Live Transcribe >> is >> a nice option to have on hand during tabling events, etc. >> >> Any suggestions are appreciated; thank you! >> >> Best, >> >> Michele >> >> Michele Joy Bromley >> >> IT Accessibility Coordinator >> >> Office of Information Technology (OIT) >> >> >> Portland State University (PSU) >> >> >> >> Office: SMSU 18 >> >> Phone: 503-725-8395 >> >> Email: michele.bromley@pdx.edu >> >> Website: www.pdx.edu/accessibility >> >> >> >> ?The power of the Web is in its universality. Access by everyone >> regardless of disability is an essential aspect.? ~ Tim Berners-Lee >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> >> https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=c6MrceVCY5m5A_KAUkrdoA&r=O-_o_kUhT6ycJMVO6AvHe0jACC01EzuMNkO6emXHl4I&m=IPTB-y4w-UxTkFKC1l2OnkkFlaAzxvP2CLmLGlPXiho&s=T0MaIwXMEDZQJLH163mo08Lw5wVFcPMy5qkXp0fJHt4&e= >> >> _______________________________________________ >> 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 kerscher at montana.com Wed Sep 18 09:35:42 2019 From: kerscher at montana.com (George Kerscher) Date: Wed Sep 18 09:36:02 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: <000001d56e36$bac74ad0$3055e070$@montana.com> Message-ID: <002b01d56e3f$1d445470$57ccfd50$@montana.com> Susan, Very interesting! Perhaps you and others could let Kurzweil know that lack of support for EPUB is influencing your decision to renew. Money talks! Best George From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 9:42 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file George, I have talked with both the Texthelp people and Kurzweil. Read & Write will read an epub and gives passable navigation through a side tree, so it isn't awful. But Kurzweil just really doesn't offer much, and that is a frustration. We are currently a Kurzweil campus, but are discussion a move to Texthelp. -Susan From: athen-list > On Behalf Of George Kerscher Sent: Wednesday, September 18, 2019 9:36 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] [EXT] ePub file Hello, Last CSUN some of us advocating EPUB met with Kurzweil and TextHelp folks. TextHelp said their EPUB reader was outdated and needs a refresh. The Kurzweil folks said they really needed to take a closer look at the EPUB Standard, because so much of new publications have no PDF version. IMO we should be encouraging these companies to get on with providing EPUB support. When they upgrade their systems, the landscape will completely change. The reason the blindness community is happy with EPUB is because screen readers work with mainstream software and do not try to replace it. Perhaps the universities that are Kurzweil shops could be our loudest voice asking for support for EPUB. Wow, imagine students just being able to read the Born Accessible EPUB; we could get on with providing other supports like tactile graphics. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 8:32 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west.there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From erik.ferguson at pcc.edu Wed Sep 18 10:45:24 2019 From: erik.ferguson at pcc.edu (Erik Ferguson) Date: Wed Sep 18 10:46:45 2019 Subject: [Athen] Recommendations for managing alternative format requests In-Reply-To: References: Message-ID: We use AIM along side Google Drive, to track and distribute Alt formats. I am a huge proponent of AIM for many reasons. We were using an AIM/Dropbox combo in the recent past, but being a Google school made the switch to Drive pretty easy. There are a few random little hitches with Drive sharing and Read and Write but the work around is easy. IE the files are "owned" by DS when directly shared through AIM which renders the annotation tools on the student side in operative. If you download the file and the student re-uploads it to their Drive, ownership permissions change on that copy and the annotation tools are usable again. Most students seem to want TTS/reading and are not concerned with digital annotation so its not really a big deal. Best, On Wed, Sep 18, 2019 at 8:46 AM Michele Bromley wrote: > The Disability Resource Center at PSU uses AIM > , which has worked really well for > tracking alternative format production. > > Michele Joy Bromley > > IT Accessibility Coordinator > > Office of Information Technology (OIT) > > Portland State University (PSU) > > [image: The Portland State University logo includes intertwined letters P, > S, and U that represent the interconnectedness of the university to the > city, region, and world.] > > Office: SMSU 18 > > Phone: 503-725-8395 > > Email: michele.bromley@pdx.edu > > Website: www.pdx.edu/accessibility > > > ?The power of the Web is in its universality. Access by everyone > regardless of disability is an essential aspect.? ~ Tim Berners-Lee > > > On Wed, Sep 18, 2019 at 8:20 AM Justin Romack > wrote: > >> Howdy all! >> >> >> >> Our office has used a home-grown web app to accept, track and fulfill >> alternative format requests from students. This app, designed in the >> mid-2000?s, has been a phenomenal asset to our process ? but we?ve outgrown >> its capabilities and there are no plans to expand the app in the future. >> >> >> >> Because we?re a Google campus, I?ve started using Google Drive to upload >> and distribute materials to students as we fulfill requests ? but I?m >> curious what systems, apps or processes you all are using to accept >> requests for materials from your students, and then track work being done >> to fulfill these request? I?m sure there?s a nifty project management >> solution out there ? but this isn?t my realm, and I?m hoping someone can >> point me in a good direction. >> >> >> >> Additional context: I have several team members working in our program. I >> also need a solution that works well with JAWS, as I?m totally blind and >> screen reader accessibility is imperative. I?ll ideally be able to have a >> form to let students request their materials, a spreadsheet to track >> requests, the ability to make notes on individual requests as progress is >> made, and a way to quickly and easily communicate with the student >> requesting the materials to provide updates as we work to fulfill their >> request. >> >> >> >> Grateful for any input or advice you can share. Thanks all! >> >> >> >> Best, >> >> Justin >> >> >> >> >> >> - - - - - - - - - - - - - - - - - - - - - - - - >> >> >> >> *Justin Romack* | Assistive Technology Coordinator >> >> Disability Services | Texas A&M University >> >> 1224 TAMU | College Station, TX 77843-1224 >> >> >> >> ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu >> >> - - - - - - - - - - - - - - - - - - - - - - - - >> >> *DIVISION OF STUDENT AFFAIRS *| One Division. One Mission. >> >> >> >> >> >> >> _______________________________________________ >> 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 > -- 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: From raford3 at hfcc.edu Wed Sep 18 11:42:54 2019 From: raford3 at hfcc.edu (Rachel Ford) Date: Wed Sep 18 11:43:16 2019 Subject: [Athen] Graphing functions Message-ID: Hi all, It's been a while since I've worked on Math accessibility, and could use a little help. I have some Math instructors who are trying to create handouts and we've run into a snag with graphs of functions. Normally my recommendation would be to describe the graph/function using points, what the lines are doing visually, etc. However, the answer that I received from instructors was if we describe the graph that way, it would give the answer away. Are there other recommendations for describing the graph, or graphing tools? Rachel Ford Web Accessibility Manager Henry Ford College 5101 Evergreen Road Dearborn, Michigan 48128 313-317-1541 (Office) raford3@hfcc.edu www.hfcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From neal.sorensen at mnsu.edu Wed Sep 18 11:55:47 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Wed Sep 18 11:56:00 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: References: Message-ID: Gladly, Note I have contacted Kurzweil 3000 Support and the Mac version DOES NOT support EPUB (I know... WHAT?). So any epub that a student might want to use with a Mac will need to be in KES format. Kurzweil 3000 for Windows EPUB to KES instructions: 1. Open the EPUB in Kurzweil 3000 (I'm using the latest version 16.14) 2. File > Save As... 3. Default is "KES" 4. To access the book's navigation, open the bookmarks for the EPUB. Neal Sorensen (pronouns: he, him, his) Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: (507) 389-5242 Fax: (507) 389-1199 www.mnsu.edu/access [cid:image001.jpg@01D56E27.0D349F30] 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:52 AM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT] ePub file Neal, would you be able to share your process for this? I've not had much luck the way I've been doing it. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Sorensen, Neal B Sent: Wednesday, September 18, 2019 7:17 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file While the epub has chapters, one good reason to convert it is for highlighting and bookmarks. Most epub books don't support that. I convert epub to KESI for use with Kurzweil. That keeps the epub bookmarks, but allows for students to use the software normally. Neal Sorensen (pronouns: he, him, his) Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: (507) 389-5242 Fax: (507) 389-1199 www.mnsu.edu/access [cid:image001.jpg@01D56E27.0D349F30] 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 Robert Beach Sent: Wednesday, September 18, 2019 7:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 7621 bytes Desc: image001.jpg URL: From steve.noble at louisville.edu Wed Sep 18 12:08:47 2019 From: steve.noble at louisville.edu (Noble,Stephen L.) Date: Wed Sep 18 12:09:29 2019 Subject: [Athen] Graphing functions In-Reply-To: References: Message-ID: You may want to look at NWEA Image Description Guidelines for Assessments. The point in these guidelines is how to describe various types of content without clueing the answer. There is a section on graphs. On the automated front, the Desmos graphing calculator provides audio tracing of graphs, which is another method of providing access. Although it is no longer being updated the Math Description Engine that is part of MathTrax will create automated text descriptions of graphs which you can copy and paste. --Steve Noble ________________________________ From: athen-list on behalf of Rachel Ford Sent: Wednesday, September 18, 2019 2:42 PM To: athen-list@u.washington.edu Subject: [Athen] Graphing functions Hi all, It?s been a while since I?ve worked on Math accessibility, and could use a little help. I have some Math instructors who are trying to create handouts and we?ve run into a snag with graphs of functions. Normally my recommendation would be to describe the graph/function using points, what the lines are doing visually, etc. However, the answer that I received from instructors was if we describe the graph that way, it would give the answer away. Are there other recommendations for describing the graph, or graphing tools? Rachel Ford Web Accessibility Manager Henry Ford College 5101 Evergreen Road Dearborn, Michigan 48128 313-317-1541 (Office) raford3@hfcc.edu www.hfcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From neal.sorensen at mnsu.edu Wed Sep 18 12:38:21 2019 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Wed Sep 18 12:38:50 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: <002b01d56e3f$1d445470$57ccfd50$@montana.com> References: <000001d56e36$bac74ad0$3055e070$@montana.com> <002b01d56e3f$1d445470$57ccfd50$@montana.com> Message-ID: I was trying to open an EPUB on my Mac using Kurzweil and was shocked at the fact that Epub wasn't supported on the mac version at all. I thought I was missing something and contacted support, who told me they did not have support for epub and that developers would take it under consideration... Honestly there's no excuse for not supporting such a widely used format in reading software. At least half of my students are using Mac these days. I'm a big geek, so I'm solving that issue by using the Windows version on my Mac which I use for grad classes (using parallels desktop), and it works so much better... Of course, that's not a great solution for everyone. Neal Sorensen (pronouns: he, him, his) Accessibility Resources Minnesota State University, Mankato 132 Memorial Library Mankato, MN 56001 Phone: (507) 389-5242 Fax: (507) 389-1199 www.mnsu.edu/access [cid:image001.jpg@01D56E2E.518920F0] 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 George Kerscher Sent: Wednesday, September 18, 2019 11:36 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] [EXT] ePub file Susan, Very interesting! Perhaps you and others could let Kurzweil know that lack of support for EPUB is influencing your decision to renew. Money talks! Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 9:42 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file George, I have talked with both the Texthelp people and Kurzweil. Read & Write will read an epub and gives passable navigation through a side tree, so it isn't awful. But Kurzweil just really doesn't offer much, and that is a frustration. We are currently a Kurzweil campus, but are discussion a move to Texthelp. -Susan From: athen-list > On Behalf Of George Kerscher Sent: Wednesday, September 18, 2019 9:36 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] [EXT] ePub file Hello, Last CSUN some of us advocating EPUB met with Kurzweil and TextHelp folks. TextHelp said their EPUB reader was outdated and needs a refresh. The Kurzweil folks said they really needed to take a closer look at the EPUB Standard, because so much of new publications have no PDF version. IMO we should be encouraging these companies to get on with providing EPUB support. When they upgrade their systems, the landscape will completely change. The reason the blindness community is happy with EPUB is because screen readers work with mainstream software and do not try to replace it. Perhaps the universities that are Kurzweil shops could be our loudest voice asking for support for EPUB. Wow, imagine students just being able to read the Born Accessible EPUB; we could get on with providing other supports like tactile graphics. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 8:32 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west...there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 7621 bytes Desc: image001.jpg URL: From kpham at swccd.edu Wed Sep 18 13:23:32 2019 From: kpham at swccd.edu (Khoa Pham) Date: Wed Sep 18 13:23:51 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> Message-ID: <764d298d63ec452abbc7068190c16c12@swccd.edu> Karen, Thank you very much for responding. Your input will help back up my argument. Khoa From: athen-list On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 5:51 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element...design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocuments.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout...just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From fathaulg at miamioh.edu Wed Sep 18 13:36:19 2019 From: fathaulg at miamioh.edu (Fathauer, Laura) Date: Wed Sep 18 13:36:53 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <9713ca2098774426b58e0fdada2e5650@swccd.edu> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> Message-ID: WCAG 2.1 introduced a contrast ratio requirement for non-text elements of 3.0; the success criteria has this note: In combination with 2.4.7 Focus Visible , the visual focus indicator for a component *must* have sufficient contrast against the adjacent background when the component is focused, except where the appearance of the component is determined by the user agent and not modified by the author. Laura Fathauer, WAS Web Content Accessibility Specialist Miami University IT Services 316B Shriver Center Oxford, OH 45056 Tel: 513.529.3559 Fax: 513.529.1496 On Tue, Sep 17, 2019 at 6:23 PM Khoa Pham wrote: > Hello everyone, > > > > My apologies if these questions have already been asked. > > > > 1. What are the standard or criteria for an acceptable visible > keyboard focus indication? > > 2. Should tables be used to for page content layout such as in > Canvas, word documents, and PDFs regardless of the number of table cells > used? > > > > I?ve found that some keyboard focus indications are clear and very easy to > see when navigating with the keyboard, while other makes me wonder if they > are sufficient enough to be considered accessible. Please see the attached > images for examples. > > > > For table layouts, I?ve seen a few being used with a minimum of two cells > to provide an image of an instructor adjacent to the cell that contains > their information. Would this be acceptable? > > > > Thanks in advance, > > > > Khoa > > > > > _______________________________________________ > 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 armstrongdeborah at fhda.edu Wed Sep 18 13:44:36 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Sep 18 13:44:47 2019 Subject: [Athen] [EXT] ePub file In-Reply-To: <002b01d56e3f$1d445470$57ccfd50$@montana.com> References: <000001d56e36$bac74ad0$3055e070$@montana.com> <002b01d56e3f$1d445470$57ccfd50$@montana.com> Message-ID: K1000 has nice support for epub, though they tend to loose the images in the conversion. It seems like both products are developed completely separately. -Debee From: athen-list On Behalf Of George Kerscher Sent: Wednesday, September 18, 2019 9:36 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] [EXT] ePub file Susan, Very interesting! Perhaps you and others could let Kurzweil know that lack of support for EPUB is influencing your decision to renew. Money talks! Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 9:42 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file George, I have talked with both the Texthelp people and Kurzweil. Read & Write will read an epub and gives passable navigation through a side tree, so it isn't awful. But Kurzweil just really doesn't offer much, and that is a frustration. We are currently a Kurzweil campus, but are discussion a move to Texthelp. -Susan From: athen-list > On Behalf Of George Kerscher Sent: Wednesday, September 18, 2019 9:36 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] [EXT] ePub file Hello, Last CSUN some of us advocating EPUB met with Kurzweil and TextHelp folks. TextHelp said their EPUB reader was outdated and needs a refresh. The Kurzweil folks said they really needed to take a closer look at the EPUB Standard, because so much of new publications have no PDF version. IMO we should be encouraging these companies to get on with providing EPUB support. When they upgrade their systems, the landscape will completely change. The reason the blindness community is happy with EPUB is because screen readers work with mainstream software and do not try to replace it. Perhaps the universities that are Kurzweil shops could be our loudest voice asking for support for EPUB. Wow, imagine students just being able to read the Born Accessible EPUB; we could get on with providing other supports like tactile graphics. Best George From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 18, 2019 8:32 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I think the point I was making pre-coffee is that ePubs don't have a standard reader that can be used, and not all of the technology we provide know what to do with an ePub. I would love to see us somehow, some way bridge that gap of being able to give a student an ePub and they are able to read it and listen to it with the technology they are already comfortable with, rather than insisting that the student download and install yet another piece of software in order to hear their ePub read out loud. There are a million ePub readers out there, but which one do we recommend for a student who needs TTS? Which one will work with standard technology that is on most campuses - Kurzweil and Read & Write - without a fuss or having to convert something or change something? One of the reasons we go to PDF so often with these things is because Kurzweil and Read & Write know exactly what to do with a PDF, and the student already knows how to use those programs, so it's the shortest, fastest route to getting them their reading materials. ePubs are still like the wild wild west...there is no one streamlined way to use them effectively across the different technologies we may encounter. It's messy and it takes away time from what students need to be doing - reading and studying. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 8:16 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file I understand this. I was simply addressing the point that epubs do not "need" to be broken for navigation if that is the only purpose. Navigation is built in. However, there may be other reasons for converting. 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 Susan Kelmer Sent: Wednesday, September 18, 2019 8:55 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file Hi Robert. It does depend on what the student's preferences are, too. Most of my students don't want an ePub, they want something different. I find blind students are happy with ePubs, while sighted students do not like them at all. They prefer something that comes to them separated by chapters that they can use with their technology, so that's mainly what we provide for them. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Robert Beach Sent: Wednesday, September 18, 2019 6:44 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT] ePub file There really is no reason to break the epub out since it will have navigation capabilities already in place. 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 Kluesner, Bryon Sent: Tuesday, September 17, 2019 4:52 PM To: 'athen-list@u.washington.edu' > Subject: [EXT][Athen] ePub file CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, I received an ePub file from Macmillan this afternoon. Can it be broken into chapters for easier navigability or saved into a PDF file? I did message the publisher on Access Text to see if they had a PDF file available. Thanks, Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Wed Sep 18 14:01:02 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Wed Sep 18 14:01:41 2019 Subject: [Athen] Your opinion on Braille displays Message-ID: We got a new blind student whose high school IEP includes a Braille display as one of his requirements. He isn't hard of hearing and he's fairly good with technology. I love Braille displays but they are so expensive, so fragile and have such a steep learning curve, I hesitate to ask my dean for the funding to purchase one. I get a Braille reader maybe once every two years, if that. And our IT guys will have lots of fun figuring out how to configure it. Plus there's the concern it could be stolen. The logical solution is to have rehab purchase it, but the student has already stated he doesn't want to go through rehab because it's a hassle. It really can be at least in California where you need long justifications and lots of tedious meetings to accomplish anything. I feel a little like a hypocrite as I use mine extensively every day. But I'm thinking about the college and the best ways to use limited funds. When I spoke with the student I was careful to talk only about speech; he may not know what it says in his IEP. Am I short-changing him, or is it wise to not try to get one unless he really needs it? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Wed Sep 18 14:26:33 2019 From: foreigntype at gmail.com (Wink Harner) Date: Wed Sep 18 14:27:26 2019 Subject: [Athen] Your opinion on Braille displays In-Reply-To: References: Message-ID: If he's a Braille reader and is proficient, and this is is communication of choice, consider the purchase of a portable refreshable braille display that can be checked out to him on loan for a semester (or term or academic year) at a time. Suggest he follow through with VR ANYWAY, regardless of how much of a PIA it is. It's a necessary tool to invest in his future and worth every small PIA it takes to get the equipment. You/he can also check with the state liaison for the AFB or school for the blind and ask about AT resources for the student(s). If your state has a TAP (technology access project) program, it's possible they also offer low interest technology loans for students to purchase their own tech. If it were me, I'd push for VR's help. They are amazing, even with limited resources, and any blind student going in has a great potential of being funded for the technology. In my experience, anyway. My thoughts... Wink Harner 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 . On Wed, Sep 18, 2019 at 2:02 PM Deborah Armstrong wrote: > We got a new blind student whose high school IEP includes a Braille > display as one of his requirements. > > > > He isn?t hard of hearing and he?s fairly good with technology. > > > > I love Braille displays but they are so expensive, so fragile and have > such a steep learning curve, I hesitate to ask my dean for the funding to > purchase one. I get a Braille reader maybe once every two years, if that. > And our IT guys will have lots of fun figuring out how to configure it. > Plus there?s the concern it could be stolen. > > > > The logical solution is to have rehab purchase it, but the student has > already stated he doesn?t want to go through rehab because it?s a hassle. > It really can be at least in California where you need long justifications > and lots of tedious meetings to accomplish anything. > > > > I feel a little like a hypocrite as I use mine extensively every day. But > I?m thinking about the college and the best ways to use limited funds. > > > > When I spoke with the student I was careful to talk only about speech; he > may not know what it says in his IEP. Am I short-changing him, or is it > wise to not try to get one unless he really needs it? > > > > --Debee > > > _______________________________________________ > 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 schwarte at purdue.edu Thu Sep 19 05:44:54 2019 From: schwarte at purdue.edu (Schwarte, David M.) Date: Thu Sep 19 05:45:07 2019 Subject: [Athen] Graphing functions In-Reply-To: References: Message-ID: Hello Rachel, I am not sure how often this occurs, but I remember running into some occasions where an actual graph was really the only option. In my case this was not for math but Controlls in Mechanical ingineering. Frequently there were multiple graphs of the same information. Sometimes the graphs needed to be compared or contrasted to find the necessary answer. Sometimes part of determining the answer would require knowing which type of graph to use. Back when I was a student I used enlargement software and/or a CCTV. Now I would probably consider something like a Tiger or Phoenix tactile graphics embosser. Some of the choice of how to deal with the graphs would also depend on the importance of the graphs to the student's class and course of study. David Schwarte From: athen-list On Behalf Of Rachel Ford Sent: Wednesday, September 18, 2019 2:43 PM To: athen-list@u.washington.edu Subject: [Athen] Graphing functions Hi all, It's been a while since I've worked on Math accessibility, and could use a little help. I have some Math instructors who are trying to create handouts and we've run into a snag with graphs of functions. Normally my recommendation would be to describe the graph/function using points, what the lines are doing visually, etc. However, the answer that I received from instructors was if we describe the graph that way, it would give the answer away. Are there other recommendations for describing the graph, or graphing tools? Rachel Ford Web Accessibility Manager Henry Ford College 5101 Evergreen Road Dearborn, Michigan 48128 313-317-1541 (Office) raford3@hfcc.edu www.hfcc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Thu Sep 19 08:06:19 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Thu Sep 19 08:06:49 2019 Subject: [Athen] [EXT] Your opinion on Braille displays In-Reply-To: References: Message-ID: I would really look at how he is going to use it. If he is wanting it for his personal computer, then it is a personal device and that is his responsibility. If you are needing to make your systems in your classrooms, library, etc. accessible, then it is your responsibility. If he has asked for it and can explain why he needs it, then I believe you have an obligation to provide it. If there is a hearing loss that is profound enough, then it is most likely going to be the best means of access for him. 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 Deborah Armstrong Sent: Wednesday, September 18, 2019 4:01 PM To: Access Technology Higher Education Network Subject: [EXT][Athen] Your opinion on Braille displays CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. We got a new blind student whose high school IEP includes a Braille display as one of his requirements. He isn't hard of hearing and he's fairly good with technology. I love Braille displays but they are so expensive, so fragile and have such a steep learning curve, I hesitate to ask my dean for the funding to purchase one. I get a Braille reader maybe once every two years, if that. And our IT guys will have lots of fun figuring out how to configure it. Plus there's the concern it could be stolen. The logical solution is to have rehab purchase it, but the student has already stated he doesn't want to go through rehab because it's a hassle. It really can be at least in California where you need long justifications and lots of tedious meetings to accomplish anything. I feel a little like a hypocrite as I use mine extensively every day. But I'm thinking about the college and the best ways to use limited funds. When I spoke with the student I was careful to talk only about speech; he may not know what it says in his IEP. Am I short-changing him, or is it wise to not try to get one unless he really needs it? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From dkrahmer at colgate.edu Thu Sep 19 08:45:03 2019 From: dkrahmer at colgate.edu (Debbie Krahmer) Date: Thu Sep 19 08:45:21 2019 Subject: [Athen] [EXT] Your opinion on Braille displays In-Reply-To: References: Message-ID: It sounds like he went through high school with a Braille display if he?s got an IEP. I?d want to know how comfortable he is with screen readers. If he?s just staring at a new college, he?s going to have a steep learning curve already with getting used to campus, so starting him to learn the screen reader at this point might negatively affect his acclimation to campus. If he?s already at ease and used to the display, then I?d be inclined to get one as he works to get one through rehab. Thanks, D. On Thu, Sep 19, 2019 at 11:07 AM Robert Beach wrote: > I would really look at how he is going to use it. If he is wanting it for > his personal computer, then it is a personal device and that is his > responsibility. If you are needing to make your systems in your classrooms, > library, etc. accessible, then it is your responsibility. If he has asked > for it and can explain why he needs it, then I believe you have an > obligation to provide it. If there is a hearing loss that is profound > enough, then it is most likely going to be the best means of access for him. > > > > > > > > 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 *Deborah Armstrong > *Sent:* Wednesday, September 18, 2019 4:01 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT][Athen] Your opinion on Braille displays > > > > *CAUTION:** This email originated outside KCKCC. Do not click links or > open attachments unless you know the content is safe. Please forward all > suspicious emails to support@kckcc.edu .* > > We got a new blind student whose high school IEP includes a Braille > display as one of his requirements. > > > > He isn?t hard of hearing and he?s fairly good with technology. > > > > I love Braille displays but they are so expensive, so fragile and have > such a steep learning curve, I hesitate to ask my dean for the funding to > purchase one. I get a Braille reader maybe once every two years, if that. > And our IT guys will have lots of fun figuring out how to configure it. > Plus there?s the concern it could be stolen. > > > > The logical solution is to have rehab purchase it, but the student has > already stated he doesn?t want to go through rehab because it?s a hassle. > It really can be at least in California where you need long justifications > and lots of tedious meetings to accomplish anything. > > > > I feel a little like a hypocrite as I use mine extensively every day. But > I?m thinking about the college and the best ways to use limited funds. > > > > When I spoke with the student I was careful to talk only about speech; he > may not know what it says in his IEP. Am I short-changing him, or is it > wise to not try to get one unless he really needs it? > > > > --Debee > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- ______________ Debbie Krahmer Preferred Pronouns: My name/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Thu Sep 19 10:15:34 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Sep 19 10:16:01 2019 Subject: [Athen] [EXT] Your opinion on Braille displays In-Reply-To: References: Message-ID: I would encourage the student to register with rehab services and have them purchase it. I'm not sure about other states, but in Ohio equipment purchased for consumers is released to the consumer when their case is closed. This means that the student would be able to keep the display beyond their time at the university, so they could use it for work or anything else they pursue after school. On Thu, Sep 19, 2019 at 11:49 AM Debbie Krahmer wrote: > It sounds like he went through high school with a Braille display if he?s > got an IEP. I?d want to know how comfortable he is with screen readers. If > he?s just staring at a new college, he?s going to have a steep learning > curve already with getting used to campus, so starting him to learn the > screen reader at this point might negatively affect his acclimation to > campus. If he?s already at ease and used to the display, then I?d be > inclined to get one as he works to get one through rehab. > > Thanks, > D. > > > > > On Thu, Sep 19, 2019 at 11:07 AM Robert Beach wrote: > >> I would really look at how he is going to use it. If he is wanting it for >> his personal computer, then it is a personal device and that is his >> responsibility. If you are needing to make your systems in your classrooms, >> library, etc. accessible, then it is your responsibility. If he has asked >> for it and can explain why he needs it, then I believe you have an >> obligation to provide it. If there is a hearing loss that is profound >> enough, then it is most likely going to be the best means of access for him. >> >> >> >> >> >> >> >> 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 *Deborah Armstrong >> *Sent:* Wednesday, September 18, 2019 4:01 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* [EXT][Athen] Your opinion on Braille displays >> >> >> >> *CAUTION:** This email originated outside KCKCC. Do not click links or >> open attachments unless you know the content is safe. Please forward all >> suspicious emails to support@kckcc.edu .* >> >> We got a new blind student whose high school IEP includes a Braille >> display as one of his requirements. >> >> >> >> He isn?t hard of hearing and he?s fairly good with technology. >> >> >> >> I love Braille displays but they are so expensive, so fragile and have >> such a steep learning curve, I hesitate to ask my dean for the funding to >> purchase one. I get a Braille reader maybe once every two years, if that. >> And our IT guys will have lots of fun figuring out how to configure it. >> Plus there?s the concern it could be stolen. >> >> >> >> The logical solution is to have rehab purchase it, but the student has >> already stated he doesn?t want to go through rehab because it?s a hassle. >> It really can be at least in California where you need long justifications >> and lots of tedious meetings to accomplish anything. >> >> >> >> I feel a little like a hypocrite as I use mine extensively every day. But >> I?m thinking about the college and the best ways to use limited funds. >> >> >> >> When I spoke with the student I was careful to talk only about speech; he >> may not know what it says in his IEP. Am I short-changing him, or is it >> wise to not try to get one unless he really needs it? >> >> >> >> --Debee >> >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > -- > ______________ > Debbie Krahmer > Preferred Pronouns: My name/no pronouns > > Associate Professor in the Libraries > Accessible Technology & Government Documents Librarian > 304 Case-Geyer > Colgate University > 315-228-6592 > dkrahmer@colgate.edu > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Fri Sep 20 06:58:48 2019 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Fri Sep 20 06:59:21 2019 Subject: [Athen] Marking Table Headers in Word Message-ID: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> Hi all. In Word 2016 there are at least two ways of marking headers cells. In the Table design tab, you can select the box for "Header Row" in the Table Style Options. In the Table Layout tab, you can select the option to "Repeat Header Rows". My question is whether it is best to use one method over the other, or should we use both? When I run the Word accessibility checker it flags as Error when "Repeat Header Rows" is not checked, even if "Header Row" style is checked. Has this changed in Word 365 or 2019? Thanks. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Fri Sep 20 07:15:58 2019 From: info at karlencommunications.com (Karlen Communications) Date: Fri Sep 20 07:16:03 2019 Subject: [Athen] Marking Table Headers in Word In-Reply-To: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> As far as I know, the method of using the Table Design Ribbon to check the check boxes for First Column and Header Row is not backward compatible with other versions of Word to identify table headers although I think that these two check boxes were always checked when you created a table/not sure of that. What changed was how they provided information to adaptive technology. Since having the table rows repeat at the top of each page has an additional accessibility/readability function I would recommend that we keep on doing it. For me, it is just part of how I optimize tables for accessibility. And you never know when content is going to be added or deleted from a document which then means a table straddles two pages or more. Cheers, Karen From: athen-list On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 9:59 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Marking Table Headers in Word Hi all. In Word 2016 there are at least two ways of marking headers cells. In the Table design tab, you can select the box for "Header Row" in the Table Style Options. In the Table Layout tab, you can select the option to "Repeat Header Rows". My question is whether it is best to use one method over the other, or should we use both? When I run the Word accessibility checker it flags as Error when "Repeat Header Rows" is not checked, even if "Header Row" style is checked. Has this changed in Word 365 or 2019? Thanks. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Fri Sep 20 08:50:43 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Fri Sep 20 08:51:00 2019 Subject: [Athen] Marking Table Headers in Word In-Reply-To: <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: > My question is whether it is best to use one method > over the other, or should we use both? In working with Word 365 recently, I found that it's best to do both - that is, mark the Header Row option in the Table Design Ribbon and mark the Repeat Header Rows. The Word Accessibility Checker was throwing the error if you did not check the Header Row option and if you were converting to PDF, then the Repeat Header Rows needed to be checked as well if you wanted those cells to be recognized as elements. Microsoft has a video for Creating Accessible Tables in Word (see https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). The best part is that the "Try It!" section identifies how to create a table with headers using the Header Row option in the Table Styles Options group. The video, however, demonstrates how to go into the Table Properties and in the Row tab, to check the "Repeat as header row at the top of each page" option. So much for consistency. To Karen's point, you never know how the document may be changed. Further, with both MS Word and Acrobat now moving to a more continuous release cycle for the apps, you never know when the vendors will make changes behind the scenes. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Fri Sep 20 08:58:30 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Fri Sep 20 08:58:40 2019 Subject: [Athen] Livescribe smart pens Message-ID: Hi all, I have been loaning Livescribe Echo smart pens to students for years. They have worked well for us. Recently, it has been hard to come by the notebooks that work well with the Echo pen. The newer notebooks don't have all the commands on each page so the students can't take advantage of slowing down the pace when playing back and jumping back 5 seconds, etc. I finally reached someone at a warehouse who found sample notebooks (full sized) and sold us 100. That will hold us for the next year or two, I hope. Livescribe is no longer making these older style notebooks from what I understand. If any of you loan out this pen, I'd appreciate you joining me in asking Livescribe to continue making the old notebooks since they are still making the pens! This old pen has a built-in microphone and camera so its an all in one device. Their newer pens must be used in conjunction with a smartphone or laptop or an iPad. This makes it more complicated for the students. They have to have enough memory on their phones and deal with batteries and such for two devices instead of one. I am caving to the pressure and bought two new Aegir pens to see how they will do. However, I have 43 Echo pens and I hate to give them up just because Livescribe isn't making the old notebooks. I did also receive some bookmarks with most of the commands on them. Its still not as convenient. Please let me know if you have another solution. Thanks, Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list On Behalf Of Matson, Eric (ecmatson@uidaho.edu) Sent: Friday, August 31, 2018 9:39 AM To: athen-list@u.washington.edu Subject: [Athen] Live Scribe 3 Smart Pens Hi all, New to the list, so I apologize if this topic has already been covered. I currently have students waiting for a smart pen as a note taking accommodation. We have been using the Live Scribe Echo, but when I went to buy more yesterday, every place is sold out. The students have already been waiting for two weeks, thanks to an Amazon shipping error that's looking more and more like will end up being refunded. With all that in mind I started looking into the Live Scribe 3, but have some concerns, so was wondering if anyone has used that model? My main concern is the 3 doesn't have a built in mic, so the student would have to use their phone to record audio. Looking at reviews, the app that goes with the pen is a battery hog, so I'm worried about students having enough phone charge to get through back to back lectures. We could include that access to power as part of their accommodation, but that doesn't change the fact that the student then has to make sure they have their phone and charger at all times. Thanks for any input! 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From prceklp at gmail.com Fri Sep 20 09:54:13 2019 From: prceklp at gmail.com (Kevin Price) Date: Fri Sep 20 09:54:43 2019 Subject: [Athen] Livescribe smart pens In-Reply-To: References: Message-ID: Hi, It just took us 4 weeks to get 30 new Livescribe Echos from out local technology supplier. When every I buy notebooks, we buy Livescribe notebooks 5-8 they are always the old style with controls on bottom. They also have a smartpen bookmark that is included with the Echo controls on these bookmarks. I take that out and give it to the people who have notebooks 1-4. Kevin Price pricek@uic.edu On Fri, Sep 20, 2019 at 10:58 AM Leyna Bencomo wrote: > Hi all, > > > > I have been loaning Livescribe Echo smart pens to students for years. > They have worked well for us. Recently, it has been hard to come by the > notebooks that work well with the Echo pen. The newer notebooks don?t have > all the commands on each page so the students can?t take advantage of > slowing down the pace when playing back and jumping back 5 seconds, etc. I > finally reached someone at a warehouse who found sample notebooks (full > sized) and sold us 100. That will hold us for the next year or two, I > hope. Livescribe is no longer making these older style notebooks from what > I understand. > > > > If any of you loan out this pen, I?d appreciate you joining me in asking > Livescribe to continue making the old notebooks since they are still making > the pens! This old pen has a built-in microphone and camera so its an all > in one device. Their newer pens must be used in conjunction with a > smartphone or laptop or an iPad. This makes it more complicated for the > students. They have to have enough memory on their phones and deal with > batteries and such for two devices instead of one. > > > > I am caving to the pressure and bought two new Aegir pens to see how they > will do. However, I have 43 Echo pens and I hate to give them up just > because Livescribe isn?t making the old notebooks. I did also receive some > bookmarks with most of the commands on them. Its still not as convenient. > > > > Please let me know if you have another solution. > > > > Thanks, > > > > *Leyna Bencomo * > > Assistive Technology Specialist > > Office of Information Technology > > University of Colorado Colorado Springs > > 1420 Austin Bluffs Parkway, EPC 215 > > Colorado Springs, CO 80918 > > (719) 255-4202 / lbencomo@uccs.edu > > http://www.uccs.edu/~it/ > > [image: sig logo small] > > > > > > > > *From:* athen-list *On > Behalf Of *Matson, Eric (ecmatson@uidaho.edu) > *Sent:* Friday, August 31, 2018 9:39 AM > *To:* athen-list@u.washington.edu > *Subject:* [Athen] Live Scribe 3 Smart Pens > > > > Hi all, > > > > New to the list, so I apologize if this topic has already been covered. I > currently have students waiting for a smart pen as a note taking > accommodation. We have been using the Live Scribe Echo, but when I went to > buy more yesterday, every place is sold out. The students have already been > waiting for two weeks, thanks to an Amazon shipping error that?s looking > more and more like will end up being refunded. With all that in mind I > started looking into the Live Scribe 3, but have some concerns, so was > wondering if anyone has used that model? > > > > My main concern is the 3 doesn?t have a built in mic, so the student would > have to use their phone to record audio. Looking at reviews, the app that > goes with the pen is a battery hog, so I?m worried about students having > enough phone charge to get through back to back lectures. We could include > that access to power as part of their accommodation, but that doesn?t > change the fact that the student then has to make sure they have their > phone and charger at all times. > > > > Thanks for any input! > > > > > > *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 > > > > > _______________________________________________ > 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.png Type: image/png Size: 15239 bytes Desc: not available URL: From kpham at swccd.edu Fri Sep 20 10:52:27 2019 From: kpham at swccd.edu (Khoa Pham) Date: Fri Sep 20 10:52:03 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> Message-ID: Laura, Thank you very much. This helps provides a lot of answers. From: athen-list On Behalf Of Fathauer, Laura Sent: Wednesday, September 18, 2019 1:36 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Keyboard focus and layout tables WCAG 2.1 introduced a contrast ratio requirement for non-text elements of 3.0; the success criteria has this note: In combination with 2.4.7 Focus Visible, the visual focus indicator for a component must have sufficient contrast against the adjacent background when the component is focused, except where the appearance of the component is determined by the user agent and not modified by the author. Laura Fathauer, WAS Web Content Accessibility Specialist Miami University IT Services 316B Shriver Center Oxford, OH 45056 Tel: 513.529.3559 Fax: 513.529.1496 [https://docs.google.com/uc?export=download&id=1Pfe-4oeHKW9n9nZOjfVua95KLZQEeFLz&revid=0B6T6q3vEVkboUmpmM3JBdEFXRzlOc1RwS2NBWHNiU0FmTW13PQ] On Tue, Sep 17, 2019 at 6:23 PM Khoa Pham > wrote: Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I?ve found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I?ve seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa _______________________________________________ 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 hascherdss at gmail.com Fri Sep 20 11:25:23 2019 From: hascherdss at gmail.com (Heidi Scher) Date: Fri Sep 20 11:26:28 2019 Subject: [Athen] Recommendations for managing alternative format requests In-Reply-To: References: Message-ID: Here at the University of Arkansas, we also use AIM and have since fall 2012. All the modules work well for us and especially the alt format! Happy to discuss it more in-depth with anyone. Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - AT *she, her, hers* Center for Educational Access at the University of Arkansas 1 University of Arkansas, ARKU 209 Fayetteville, AR 72701 479.575.3104 phone 479.575.7445 fax +++++++++++++++ On Wed, Sep 18, 2019 at 10:19 AM Justin Romack wrote: > Howdy all! > > > > Our office has used a home-grown web app to accept, track and fulfill > alternative format requests from students. This app, designed in the > mid-2000?s, has been a phenomenal asset to our process ? but we?ve outgrown > its capabilities and there are no plans to expand the app in the future. > > > > Because we?re a Google campus, I?ve started using Google Drive to upload > and distribute materials to students as we fulfill requests ? but I?m > curious what systems, apps or processes you all are using to accept > requests for materials from your students, and then track work being done > to fulfill these request? I?m sure there?s a nifty project management > solution out there ? but this isn?t my realm, and I?m hoping someone can > point me in a good direction. > > > > Additional context: I have several team members working in our program. I > also need a solution that works well with JAWS, as I?m totally blind and > screen reader accessibility is imperative. I?ll ideally be able to have a > form to let students request their materials, a spreadsheet to track > requests, the ability to make notes on individual requests as progress is > made, and a way to quickly and easily communicate with the student > requesting the materials to provide updates as we work to fulfill their > request. > > > > Grateful for any input or advice you can share. Thanks all! > > > > Best, > > Justin > > > > > > - - - - - - - - - - - - - - - - - - - - - - - - > > > > *Justin Romack* | Assistive Technology Coordinator > > Disability Services | Texas A&M University > > 1224 TAMU | College Station, TX 77843-1224 > > > > ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu > > - - - - - - - - - - - - - - - - - - - - - - - - > > *DIVISION OF STUDENT AFFAIRS *| One Division. One Mission. > > > > > > > _______________________________________________ > 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 heather.mariger at chemeketa.edu Fri Sep 20 11:27:36 2019 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Fri Sep 20 11:28:02 2019 Subject: [Athen] Recommendations for Math Faculty Message-ID: Greetings, What are some simple recommendations that I can share with Math faculty on how to make their materials more accessible? I have been trying to research and there is a lot of conflicting information regarding formulas and equations and I want to make sure that I am pointing them in the right direction without scaring them away. Also, how accessible are equations created with the equation editor in Word? Thanks for being such great resources! H. *Heather Mariger* *Digital Accessibility Advocate* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Fri Sep 20 11:40:33 2019 From: foreigntype at gmail.com (Wink Harner) Date: Fri Sep 20 11:41:41 2019 Subject: [Athen] Recommendations for Math Faculty In-Reply-To: References: Message-ID: Hi Heather, MathType for MS Word is the most efficacious way to create accessible math. The instructors want it to "look nice" on the page. It will. The students who need math in TTS format can use Equatio (from Texthelp) as a browser add on for reading the problems, equations & formulas up to a certain level of math. Central Access Reader can provide TTS from Math Type documents. Math Type documents can be saved as HTML, MML, LaTeX and along with Duxbury, can also export to Nemeth Braille. MS equation editor creates an image file. No screen reader or any TTS reader can convert it to anything. I'm sure others will chime in on some other options, but my go to program of choice for creating accessible math documents starts with MathType. 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 . On Fri, Sep 20, 2019 at 11:28 AM Heather Mariger < heather.mariger@chemeketa.edu> wrote: > Greetings, > > What are some simple recommendations that I can share with Math faculty on > how to make their materials more accessible? I have been trying to research > and there is a lot of conflicting information regarding formulas and > equations and I want to make sure that I am pointing them in the right > direction without scaring them away. > > Also, how accessible are equations created with the equation editor in > Word? > > Thanks for being such great resources! > H. > > *Heather Mariger* > *Digital Accessibility Advocate* > > *Center for Academic Innovation* > *Chemeketa Community College* > *4000 Lancaster Drive NE - 9/126A* > *Salem, OR 97305* > > 503.589.7832 > > ***************** > *Diversity is being invited to the party; inclusion is being asked to > dance. * > Verna Myers, author and speaker > > > _______________________________________________ > 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 heather.mariger at chemeketa.edu Fri Sep 20 12:11:49 2019 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Fri Sep 20 12:12:36 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: Greetings, Regarding table headings in Word - I found an odd issue with converting tables to PDF from Word. We just converted to Office 2019. When I create a table, I check the Header Row box and the Repeat Header Rows (as I was taught - and have subsequently taught to faculty). However, whenever I convert the document to a PDF, it labels EVERY cell as a Table Header. I tried multiple iterations and found that checking Header Row ONLY, it will label the table headers and data rows correctly. Has anyone else had this issue? Is the Word Document still properly formatted if I tell them to only check the Header Row box? Thanks, H. *Heather Mariger* *Digital Accessibility Advocate* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan wrote: > > My question is whether it is best to use one method > > over the other, or should we use both? > > In working with Word 365 recently, I found that it's best to do both - > that is, mark the Header Row option in the Table Design Ribbon and mark the > Repeat Header Rows. The Word Accessibility Checker was throwing the error > if you did not check the Header Row option and if you were converting to > PDF, then the Repeat Header Rows needed to be checked as well if you wanted > those cells to be recognized as elements. > > Microsoft has a video for Creating Accessible Tables in Word (see > https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). > The best part is that the "Try It!" section identifies how to create a > table with headers using the Header Row option in the Table Styles Options > group. The video, however, demonstrates how to go into the Table Properties > and in the Row tab, to check the "Repeat as header row at the top of each > page" option. So much for consistency. > > To Karen's point, you never know how the document may be changed. Further, > with both MS Word and Acrobat now moving to a more continuous release cycle > for the apps, you never know when the vendors will make changes behind the > scenes. > > Take care, > Sean > > > _______________________________________________ > 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 Joseph.Sherman at cuny.edu Fri Sep 20 13:17:05 2019 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Fri Sep 20 13:17:21 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> Message-ID: <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> In lieu of a table, what is the best way to format instructions where it has two columns of text and the text is meant to be read across and then down? Something like: Step One Do This stuff here Step Two Do This stuff Here and this too Step Three and Four Do This stuff here Columns do not really work since it is meant to read across and then down. Perhaps you could use column breaks and section breaks for each step? That seems like a lot of code, and I am not sure it would work. Joseph From: athen-list On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element...design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocuments.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout...just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Fri Sep 20 14:07:08 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Fri Sep 20 14:07:51 2019 Subject: [Athen] Athens list - Livescribe pens In-Reply-To: References: Message-ID: I appreciate that suggestion, Nikki. However, they only offer 4 notebooks of 25 pages each. That's 100 pages total. Its not enough for one semester with 3 or 4 classes. As you know, pages must be unique so they can't use the same 100 pages more than once during the semester unless they archive them. Also, I've tried all our on-campus printers. They are not compatible and we would have to go off campus to get them printed...expensive. Best to you, Leyna From: Johnston,Nicole Sent: Friday, September 20, 2019 2:51 PM To: Leyna Bencomo Subject: Athens list - Livescribe pens Hi Leyna, I believe you can print out dot paper from Livescribe's website. If push comes to shove (we are in the same boat and sticking with the Echo Livescribe pens for the same reason) we can probably make our own notebooks. It would be more convenient if they still sold them. Best Regards and happy weekend! Nikki Johnston, Program Specialist Disability Services (DS), LA 104 Washtenaw Community College 4800 E. Huron River Drive Ann Arbor, MI 48105 (734) 973-3342 [cid:image002.png@01D56FC5.125B9550] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 12586 bytes Desc: image002.png URL: From lbencomo at uccs.edu Fri Sep 20 14:09:10 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Fri Sep 20 14:09:32 2019 Subject: [Athen] Livescribe smart pens In-Reply-To: References: Message-ID: I will try notebooks 5-8 from now on. Thanks for that. Sounds like there may be more of them floating around. I do have the bookmarks as well and have passed that around. Thanks Kevin. From: athen-list On Behalf Of Kevin Price Sent: Friday, September 20, 2019 10:54 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Livescribe smart pens Hi, It just took us 4 weeks to get 30 new Livescribe Echos from out local technology supplier. When every I buy notebooks, we buy Livescribe notebooks 5-8 they are always the old style with controls on bottom. They also have a smartpen bookmark that is included with the Echo controls on these bookmarks. I take that out and give it to the people who have notebooks 1-4. Kevin Price pricek@uic.edu On Fri, Sep 20, 2019 at 10:58 AM Leyna Bencomo > wrote: Hi all, I have been loaning Livescribe Echo smart pens to students for years. They have worked well for us. Recently, it has been hard to come by the notebooks that work well with the Echo pen. The newer notebooks don?t have all the commands on each page so the students can?t take advantage of slowing down the pace when playing back and jumping back 5 seconds, etc. I finally reached someone at a warehouse who found sample notebooks (full sized) and sold us 100. That will hold us for the next year or two, I hope. Livescribe is no longer making these older style notebooks from what I understand. If any of you loan out this pen, I?d appreciate you joining me in asking Livescribe to continue making the old notebooks since they are still making the pens! This old pen has a built-in microphone and camera so its an all in one device. Their newer pens must be used in conjunction with a smartphone or laptop or an iPad. This makes it more complicated for the students. They have to have enough memory on their phones and deal with batteries and such for two devices instead of one. I am caving to the pressure and bought two new Aegir pens to see how they will do. However, I have 43 Echo pens and I hate to give them up just because Livescribe isn?t making the old notebooks. I did also receive some bookmarks with most of the commands on them. Its still not as convenient. Please let me know if you have another solution. Thanks, Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list > On Behalf Of Matson, Eric (ecmatson@uidaho.edu) Sent: Friday, August 31, 2018 9:39 AM To: athen-list@u.washington.edu Subject: [Athen] Live Scribe 3 Smart Pens Hi all, New to the list, so I apologize if this topic has already been covered. I currently have students waiting for a smart pen as a note taking accommodation. We have been using the Live Scribe Echo, but when I went to buy more yesterday, every place is sold out. The students have already been waiting for two weeks, thanks to an Amazon shipping error that?s looking more and more like will end up being refunded. With all that in mind I started looking into the Live Scribe 3, but have some concerns, so was wondering if anyone has used that model? My main concern is the 3 doesn?t have a built in mic, so the student would have to use their phone to record audio. Looking at reviews, the app that goes with the pen is a battery hog, so I?m worried about students having enough phone charge to get through back to back lectures. We could include that access to power as part of their accommodation, but that doesn?t change the fact that the student then has to make sure they have their phone and charger at all times. Thanks for any input! 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 _______________________________________________ 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.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From ShelleyHaven at techpotential.net Fri Sep 20 14:35:37 2019 From: ShelleyHaven at techpotential.net (Shelley Haven) Date: Fri Sep 20 14:36:02 2019 Subject: [Athen] Livescribe smart pens In-Reply-To: References: Message-ID: <7C2B23A8-DE91-44D6-BC54-3BF6D3B9EC68@techpotential.net> Hi, Leyna! This particular problem has likewise aggravated me for the past few years. When Livescribe first introduced the Sky WiFi, then Livescribe 3 pens (which didn?t use the jump and playback speed page controls), they labeled their notebooks as having either "Echo controls" or "Livescribe 3 controls". Unfortunately, they no longer indicate this in their website store or Amazon listings so you can?t tell what you?re getting. Their full size 3-subject notebooks still had the full set of Echo controls as of 2 years ago; I don?t know if that?s still the case. Livescribe also used to sell credit-card-sized Calculator and Control cards, but these are no longer available either: https://www.bestbuy.com/site/livescribe-livescribe-quick-control-calculator-cards/1054547.p?skuId=1054547 https://www.livescribe.com/en-us/media/pdf/store/APP-30306/CalculatorApp.pdf As Kevin mentioned, Livescribe does include a bookmark with their notebooks that have *most* of the old controls ? ironically, it?s missing the jump forward/jump back control, arguably the one that is most used. You can also download and print out that bookmark here (print full size using a 600 dpi or better laser printer): https://www.livescribe.com/en-us/media/pdf/support/LS3_PYON_Bookmark.pdf To have the full range of Echo page controls regardless of LS notebook used, I?ve taken to doing any of the following for myself and my students: Tear out one page from an older LS notebook with all the controls; slip it in a page protector and keep it at my most recently used page as a bookmark Cut off the bottom section of an older LS notebook page and laminate it as a bookmark Cut off the bottom section of a journal-sized (A5) LS notebook page and laminate it as a bookmark The smaller A5 notebooks still have the full set of page controls, albeit split between front and back of page Print out a single page of printable Livescribe dot paper to use in a page protector, or cut off and laminate the bottom strip as a bookmark "Print Your Own Livescribe Notebooks": https://www.livescribe.com/en-us/support/wifi-smartpen/howto/print_dot_paper.html Quick Controls Sheets (printable bookmark) also available from this webpage > This old pen has a built-in microphone and camera so its an all in one device. Their newer pens must be used in conjunction with a smartphone or laptop or an iPad. This makes it more complicated for the students. They have to have enough memory on their phones and deal with batteries and such for two devices instead of one. I fully agree with your reasoning. The need to ensure a paired Bluetooth connection further complicates matters for students using a Livescribe 3 or Aegir ? more parts and more possible things that can go wrong for students who are already struggling with other aspects of learning. > If any of you loan out this pen, I?d appreciate you joining me in asking Livescribe to continue making the old notebooks since they are still making the pens! I?d be happy to add my name or voice to any such request made to Livescribe. Best, Shelley _____________________________ Shelley Haven ATP, RET Assistive Technology Consultant www.TechPotential.net > On Sep 20, 2019, at 8:58 AM, Leyna Bencomo wrote: > > Hi all, > > I have been loaning Livescribe Echo smart pens to students for years. They have worked well for us. Recently, it has been hard to come by the notebooks that work well with the Echo pen. The newer notebooks don?t have all the commands on each page so the students can?t take advantage of slowing down the pace when playing back and jumping back 5 seconds, etc. I finally reached someone at a warehouse who found sample notebooks (full sized) and sold us 100. That will hold us for the next year or two, I hope. Livescribe is no longer making these older style notebooks from what I understand. > > If any of you loan out this pen, I?d appreciate you joining me in asking Livescribe to continue making the old notebooks since they are still making the pens! This old pen has a built-in microphone and camera so its an all in one device. Their newer pens must be used in conjunction with a smartphone or laptop or an iPad. This makes it more complicated for the students. They have to have enough memory on their phones and deal with batteries and such for two devices instead of one. > > I am caving to the pressure and bought two new Aegir pens to see how they will do. However, I have 43 Echo pens and I hate to give them up just because Livescribe isn?t making the old notebooks. I did also receive some bookmarks with most of the commands on them. Its still not as convenient. > > Please let me know if you have another solution. > > Thanks, > > Leyna Bencomo > Assistive Technology Specialist > Office of Information Technology > University of Colorado Colorado Springs > 1420 Austin Bluffs Parkway, EPC 215 > Colorado Springs, CO 80918 > (719) 255-4202 / lbencomo@uccs.edu > http://www.uccs.edu/~it/ > > > > > From: athen-list On Behalf Of Matson, Eric (ecmatson@uidaho.edu) > Sent: Friday, August 31, 2018 9:39 AM > To: athen-list@u.washington.edu > Subject: [Athen] Live Scribe 3 Smart Pens > > Hi all, > > New to the list, so I apologize if this topic has already been covered. I currently have students waiting for a smart pen as a note taking accommodation. We have been using the Live Scribe Echo, but when I went to buy more yesterday, every place is sold out. The students have already been waiting for two weeks, thanks to an Amazon shipping error that?s looking more and more like will end up being refunded. With all that in mind I started looking into the Live Scribe 3, but have some concerns, so was wondering if anyone has used that model? > > My main concern is the 3 doesn?t have a built in mic, so the student would have to use their phone to record audio. Looking at reviews, the app that goes with the pen is a battery hog, so I?m worried about students having enough phone charge to get through back to back lectures. We could include that access to power as part of their accommodation, but that doesn?t change the fact that the student then has to make sure they have their phone and charger at all times. > > Thanks for any input! > > > 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 > > > _______________________________________________ > 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 skeegan at ccctechcenter.org Fri Sep 20 14:58:57 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Fri Sep 20 14:59:19 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: Hi Heather, Can you share the MS Word document? I just ran a quick test with a simple data table using MS Word 365 and Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I tested two similar tables with the following parameters: 1) Header Rows checkbox selected + First Row checkbox selected 2) With Header Rows and First Row checkbox selected and Repeat As Header Row at the Top of Each Page checkbox selected. For MS Word, the Accessibility Checker is showing no errors for the data table. When converting to PDF (via Adobe Acrobat plugin), I now get the elements on the correct table cells (the column headers and the first row headers). This happens for both situation #1 and #2 listed above; in other words, no real difference in the PDF tagging. Using a previous version of MS Word (not 365), I know I received a difference in the PDF output when I did NOT check the Repeat as Header Row at the Top of Each Page option. However, is using the latest MS Word 365 and Adobe Acrobat DC to create the PDF, then you will get the correct elements in both situation #1 and #2. Sounds like there is now discrepancy between MS Word 2019 and 365 if every single table cell is receiving the element if checking both Header options. Super fun... Take care, Sean On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger < heather.mariger@chemeketa.edu> wrote: > Greetings, > > Regarding table headings in Word - I found an odd issue with converting > tables to PDF from Word. We just converted to Office 2019. > > When I create a table, I check the Header Row box and the Repeat Header > Rows (as I was taught - and have subsequently taught to faculty). However, > whenever I convert the document to a PDF, it labels EVERY cell as a Table > Header. I tried multiple iterations and found that checking Header Row > ONLY, it will label the table headers and data rows correctly. > > Has anyone else had this issue? Is the Word Document still > properly formatted if I tell them to only check the Header Row box? > > Thanks, > H. > > *Heather Mariger* > *Digital Accessibility Advocate* > > *Center for Academic Innovation* > *Chemeketa Community College* > *4000 Lancaster Drive NE - 9/126A* > *Salem, OR 97305* > > 503.589.7832 > > ***************** > *Diversity is being invited to the party; inclusion is being asked to > dance. * > Verna Myers, author and speaker > > > > > On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan > wrote: > >> > My question is whether it is best to use one method >> > over the other, or should we use both? >> >> In working with Word 365 recently, I found that it's best to do both - >> that is, mark the Header Row option in the Table Design Ribbon and mark the >> Repeat Header Rows. The Word Accessibility Checker was throwing the error >> if you did not check the Header Row option and if you were converting to >> PDF, then the Repeat Header Rows needed to be checked as well if you wanted >> those cells to be recognized as elements. >> >> Microsoft has a video for Creating Accessible Tables in Word (see >> https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). >> The best part is that the "Try It!" section identifies how to create a >> table with headers using the Header Row option in the Table Styles Options >> group. The video, however, demonstrates how to go into the Table Properties >> and in the Row tab, to check the "Repeat as header row at the top of each >> page" option. So much for consistency. >> >> To Karen's point, you never know how the document may be changed. >> Further, with both MS Word and Acrobat now moving to a more continuous >> release cycle for the apps, you never know when the vendors will make >> changes behind the scenes. >> >> Take care, >> Sean >> >> >> _______________________________________________ >> 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 heather.mariger at chemeketa.edu Fri Sep 20 15:28:58 2019 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Fri Sep 20 15:29:41 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: Greetings, Here is an example I used for testing. I could not find the "top row" checkbox you mentioned - is that a 365 thing? I have also attached the resulting PDF. Any ideas are welcome... Thanks, H. *Heather Mariger* *Digital Accessibility Advocate* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan wrote: > Hi Heather, > > Can you share the MS Word document? > > I just ran a quick test with a simple data table using MS Word 365 and > Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I > tested two similar tables with the following parameters: > > 1) Header Rows checkbox selected + First Row checkbox selected > > 2) With Header Rows and First Row checkbox selected and Repeat As Header > Row at the Top of Each Page checkbox selected. > > > For MS Word, the Accessibility Checker is showing no errors for the data > table. > > When converting to PDF (via Adobe Acrobat plugin), I now get the > elements on the correct table cells (the column headers and the first row > headers). This happens for both situation #1 and #2 listed above; in other > words, no real difference in the PDF tagging. > > Using a previous version of MS Word (not 365), I know I received a > difference in the PDF output when I did NOT check the Repeat as Header Row > at the Top of Each Page option. However, is using the latest MS Word 365 > and Adobe Acrobat DC to create the PDF, then you will get the correct > elements in both situation #1 and #2. > > Sounds like there is now discrepancy between MS Word 2019 and 365 if every > single table cell is receiving the element if checking both Header > options. Super fun... > > Take care, > Sean > > > On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger < > heather.mariger@chemeketa.edu> wrote: > >> Greetings, >> >> Regarding table headings in Word - I found an odd issue with converting >> tables to PDF from Word. We just converted to Office 2019. >> >> When I create a table, I check the Header Row box and the Repeat Header >> Rows (as I was taught - and have subsequently taught to faculty). However, >> whenever I convert the document to a PDF, it labels EVERY cell as a Table >> Header. I tried multiple iterations and found that checking Header Row >> ONLY, it will label the table headers and data rows correctly. >> >> Has anyone else had this issue? Is the Word Document still >> properly formatted if I tell them to only check the Header Row box? >> >> Thanks, >> H. >> >> *Heather Mariger* >> *Digital Accessibility Advocate* >> >> *Center for Academic Innovation* >> *Chemeketa Community College* >> *4000 Lancaster Drive NE - 9/126A* >> *Salem, OR 97305* >> >> 503.589.7832 >> >> ***************** >> *Diversity is being invited to the party; inclusion is being asked to >> dance. * >> Verna Myers, author and speaker >> >> >> >> >> On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan >> wrote: >> >>> > My question is whether it is best to use one method >>> > over the other, or should we use both? >>> >>> In working with Word 365 recently, I found that it's best to do both - >>> that is, mark the Header Row option in the Table Design Ribbon and mark the >>> Repeat Header Rows. The Word Accessibility Checker was throwing the error >>> if you did not check the Header Row option and if you were converting to >>> PDF, then the Repeat Header Rows needed to be checked as well if you wanted >>> those cells to be recognized as elements. >>> >>> Microsoft has a video for Creating Accessible Tables in Word (see >>> https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). >>> The best part is that the "Try It!" section identifies how to create a >>> table with headers using the Header Row option in the Table Styles Options >>> group. The video, however, demonstrates how to go into the Table Properties >>> and in the Row tab, to check the "Repeat as header row at the top of each >>> page" option. So much for consistency. >>> >>> To Karen's point, you never know how the document may be changed. >>> Further, with both MS Word and Acrobat now moving to a more continuous >>> release cycle for the apps, you never know when the vendors will make >>> changes behind the scenes. >>> >>> Take care, >>> Sean >>> >>> >>> _______________________________________________ >>> 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 >> > _______________________________________________ > 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: Word to PDF Table Testing.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 15939 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Word to PDF Table Testing.pdf Type: application/pdf Size: 108877 bytes Desc: not available URL: From skeegan at ccctechcenter.org Fri Sep 20 16:06:48 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Fri Sep 20 16:07:21 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: Thanks for sharing the documents. I think I found the issue. For the first table in your MS Word document (Header Row and Repeat), all of the rows in that table have the option set for "Repeat Header Rows". It should only be the row(s) that are actual data table headers, not every row in that table. If you select the entire table, you will see that the Repeat Header Rows option is set for the entire table. It should just be the first row in this table. Take care, Sean On Fri, Sep 20, 2019 at 3:32 PM Heather Mariger < heather.mariger@chemeketa.edu> wrote: > Greetings, > > Here is an example I used for testing. I could not find the "top row" > checkbox you mentioned - is that a 365 thing? > > I have also attached the resulting PDF. Any ideas are welcome... > > Thanks, > H. > > *Heather Mariger* > *Digital Accessibility Advocate* > > *Center for Academic Innovation* > *Chemeketa Community College* > *4000 Lancaster Drive NE - 9/126A* > *Salem, OR 97305* > > 503.589.7832 > > ***************** > *Diversity is being invited to the party; inclusion is being asked to > dance. * > Verna Myers, author and speaker > > > > > On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan > wrote: > >> Hi Heather, >> >> Can you share the MS Word document? >> >> I just ran a quick test with a simple data table using MS Word 365 and >> Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I >> tested two similar tables with the following parameters: >> >> 1) Header Rows checkbox selected + First Row checkbox selected >> >> 2) With Header Rows and First Row checkbox selected and Repeat As Header >> Row at the Top of Each Page checkbox selected. >> >> >> For MS Word, the Accessibility Checker is showing no errors for the data >> table. >> >> When converting to PDF (via Adobe Acrobat plugin), I now get the >> elements on the correct table cells (the column headers and the first row >> headers). This happens for both situation #1 and #2 listed above; in other >> words, no real difference in the PDF tagging. >> >> Using a previous version of MS Word (not 365), I know I received a >> difference in the PDF output when I did NOT check the Repeat as Header Row >> at the Top of Each Page option. However, is using the latest MS Word 365 >> and Adobe Acrobat DC to create the PDF, then you will get the correct >> elements in both situation #1 and #2. >> >> Sounds like there is now discrepancy between MS Word 2019 and 365 if >> every single table cell is receiving the element if checking both >> Header options. Super fun... >> >> Take care, >> Sean >> >> >> On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger < >> heather.mariger@chemeketa.edu> wrote: >> >>> Greetings, >>> >>> Regarding table headings in Word - I found an odd issue with converting >>> tables to PDF from Word. We just converted to Office 2019. >>> >>> When I create a table, I check the Header Row box and the Repeat Header >>> Rows (as I was taught - and have subsequently taught to faculty). However, >>> whenever I convert the document to a PDF, it labels EVERY cell as a Table >>> Header. I tried multiple iterations and found that checking Header Row >>> ONLY, it will label the table headers and data rows correctly. >>> >>> Has anyone else had this issue? Is the Word Document still >>> properly formatted if I tell them to only check the Header Row box? >>> >>> Thanks, >>> H. >>> >>> *Heather Mariger* >>> *Digital Accessibility Advocate* >>> >>> *Center for Academic Innovation* >>> *Chemeketa Community College* >>> *4000 Lancaster Drive NE - 9/126A* >>> *Salem, OR 97305* >>> >>> 503.589.7832 >>> >>> ***************** >>> *Diversity is being invited to the party; inclusion is being asked to >>> dance. * >>> Verna Myers, author and speaker >>> >>> >>> >>> >>> On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan >>> wrote: >>> >>>> > My question is whether it is best to use one method >>>> > over the other, or should we use both? >>>> >>>> In working with Word 365 recently, I found that it's best to do both - >>>> that is, mark the Header Row option in the Table Design Ribbon and mark the >>>> Repeat Header Rows. The Word Accessibility Checker was throwing the error >>>> if you did not check the Header Row option and if you were converting to >>>> PDF, then the Repeat Header Rows needed to be checked as well if you wanted >>>> those cells to be recognized as elements. >>>> >>>> Microsoft has a video for Creating Accessible Tables in Word (see >>>> https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). >>>> The best part is that the "Try It!" section identifies how to create a >>>> table with headers using the Header Row option in the Table Styles Options >>>> group. The video, however, demonstrates how to go into the Table Properties >>>> and in the Row tab, to check the "Repeat as header row at the top of each >>>> page" option. So much for consistency. >>>> >>>> To Karen's point, you never know how the document may be changed. >>>> Further, with both MS Word and Acrobat now moving to a more continuous >>>> release cycle for the apps, you never know when the vendors will make >>>> changes behind the scenes. >>>> >>>> Take care, >>>> Sean >>>> >>>> >>>> _______________________________________________ >>>> 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 >>> >> _______________________________________________ >> 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 avi at sfsu.edu Fri Sep 20 16:13:51 2019 From: avi at sfsu.edu (Avi Chandiramani) Date: Fri Sep 20 16:14:13 2019 Subject: [Athen] Recommendations for managing alternative format requests In-Reply-To: References: Message-ID: At San Francisco State we also use AIM along with Box. Thanks, Avi Chandiramani Program Manager, Accessible Technology Services Disability Programs and Resource Center San Francisco State University 1600 Holloway Ave, SSB 110 San Francisco, CA 94132 (415) 338-6436 From: athen-list On Behalf Of Heidi Scher Sent: Friday, September 20, 2019 11:25 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Recommendations for managing alternative format requests Here at the University of Arkansas, we also use AIM and have since fall 2012. All the modules work well for us and especially the alt format! Happy to discuss it more in-depth with anyone. Heidi +++++++++++++++ Heidi Scher, M.S., CRC Associate Director - AT she, her, hers Center for Educational Access at the University of Arkansas 1 University of Arkansas, ARKU 209 Fayetteville, AR 72701 479.575.3104 phone 479.575.7445 fax +++++++++++++++ On Wed, Sep 18, 2019 at 10:19 AM Justin Romack > wrote: Howdy all! Our office has used a home-grown web app to accept, track and fulfill alternative format requests from students. This app, designed in the mid-2000?s, has been a phenomenal asset to our process ? but we?ve outgrown its capabilities and there are no plans to expand the app in the future. Because we?re a Google campus, I?ve started using Google Drive to upload and distribute materials to students as we fulfill requests ? but I?m curious what systems, apps or processes you all are using to accept requests for materials from your students, and then track work being done to fulfill these request? I?m sure there?s a nifty project management solution out there ? but this isn?t my realm, and I?m hoping someone can point me in a good direction. Additional context: I have several team members working in our program. I also need a solution that works well with JAWS, as I?m totally blind and screen reader accessibility is imperative. I?ll ideally be able to have a form to let students request their materials, a spreadsheet to track requests, the ability to make notes on individual requests as progress is made, and a way to quickly and easily communicate with the student requesting the materials to provide updates as we work to fulfill their request. Grateful for any input or advice you can share. Thanks all! Best, Justin - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Services | Texas A&M University 1224 TAMU | College Station, TX 77843-1224 ph: 979.845.1637 | justinr@disability.tamu.edu | disability.tamu.edu - - - - - - - - - - - - - - - - - - - - - - - - DIVISION OF STUDENT AFFAIRS | One Division. One Mission. _______________________________________________ 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 heather.mariger at chemeketa.edu Fri Sep 20 16:59:25 2019 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Fri Sep 20 16:59:55 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: Greetings, I tried only selecting the top row then clicking the text box - but it still applied the Header Row to the entire table. If I clicked it off in any cell, it removed the header row checkbox from all cells. It appears to be an all or nothing proposition - I looked in table properties but there doesn't seem to be any way to designate the header row from there either (just repeat header rows...) What's more, it doesn't even repeat the header rows if you add more cells until it flows onto a second page - with or without the header row checked - that entire option seems to be broken.... Sigh... Thanks, H. *Heather Mariger* *Digital Accessibility Advocate* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker On Fri, Sep 20, 2019 at 4:08 PM Sean Keegan wrote: > Thanks for sharing the documents. I think I found the issue. For the first > table in your MS Word document (Header Row and Repeat), all of the rows in > that table have the option set for "Repeat Header Rows". It should only be > the row(s) that are actual data table headers, not every row in that table. > > If you select the entire table, you will see that the Repeat Header Rows > option is set for the entire table. It should just be the first row in > this table. > > Take care, > Sean > > > On Fri, Sep 20, 2019 at 3:32 PM Heather Mariger < > heather.mariger@chemeketa.edu> wrote: > >> Greetings, >> >> Here is an example I used for testing. I could not find the "top row" >> checkbox you mentioned - is that a 365 thing? >> >> I have also attached the resulting PDF. Any ideas are welcome... >> >> Thanks, >> H. >> >> *Heather Mariger* >> *Digital Accessibility Advocate* >> >> *Center for Academic Innovation* >> *Chemeketa Community College* >> *4000 Lancaster Drive NE - 9/126A* >> *Salem, OR 97305* >> >> 503.589.7832 >> >> ***************** >> *Diversity is being invited to the party; inclusion is being asked to >> dance. * >> Verna Myers, author and speaker >> >> >> >> >> On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan >> wrote: >> >>> Hi Heather, >>> >>> Can you share the MS Word document? >>> >>> I just ran a quick test with a simple data table using MS Word 365 and >>> Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I >>> tested two similar tables with the following parameters: >>> >>> 1) Header Rows checkbox selected + First Row checkbox selected >>> >>> 2) With Header Rows and First Row checkbox selected and Repeat As Header >>> Row at the Top of Each Page checkbox selected. >>> >>> >>> For MS Word, the Accessibility Checker is showing no errors for the data >>> table. >>> >>> When converting to PDF (via Adobe Acrobat plugin), I now get the >>> elements on the correct table cells (the column headers and the first row >>> headers). This happens for both situation #1 and #2 listed above; in other >>> words, no real difference in the PDF tagging. >>> >>> Using a previous version of MS Word (not 365), I know I received a >>> difference in the PDF output when I did NOT check the Repeat as Header Row >>> at the Top of Each Page option. However, is using the latest MS Word 365 >>> and Adobe Acrobat DC to create the PDF, then you will get the correct >>> elements in both situation #1 and #2. >>> >>> Sounds like there is now discrepancy between MS Word 2019 and 365 if >>> every single table cell is receiving the element if checking both >>> Header options. Super fun... >>> >>> Take care, >>> Sean >>> >>> >>> On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger < >>> heather.mariger@chemeketa.edu> wrote: >>> >>>> Greetings, >>>> >>>> Regarding table headings in Word - I found an odd issue with converting >>>> tables to PDF from Word. We just converted to Office 2019. >>>> >>>> When I create a table, I check the Header Row box and the Repeat Header >>>> Rows (as I was taught - and have subsequently taught to faculty). However, >>>> whenever I convert the document to a PDF, it labels EVERY cell as a Table >>>> Header. I tried multiple iterations and found that checking Header Row >>>> ONLY, it will label the table headers and data rows correctly. >>>> >>>> Has anyone else had this issue? Is the Word Document still >>>> properly formatted if I tell them to only check the Header Row box? >>>> >>>> Thanks, >>>> H. >>>> >>>> *Heather Mariger* >>>> *Digital Accessibility Advocate* >>>> >>>> *Center for Academic Innovation* >>>> *Chemeketa Community College* >>>> *4000 Lancaster Drive NE - 9/126A* >>>> *Salem, OR 97305* >>>> >>>> 503.589.7832 >>>> >>>> ***************** >>>> *Diversity is being invited to the party; inclusion is being asked to >>>> dance. * >>>> Verna Myers, author and speaker >>>> >>>> >>>> >>>> >>>> On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan >>>> wrote: >>>> >>>>> > My question is whether it is best to use one method >>>>> > over the other, or should we use both? >>>>> >>>>> In working with Word 365 recently, I found that it's best to do both - >>>>> that is, mark the Header Row option in the Table Design Ribbon and mark the >>>>> Repeat Header Rows. The Word Accessibility Checker was throwing the error >>>>> if you did not check the Header Row option and if you were converting to >>>>> PDF, then the Repeat Header Rows needed to be checked as well if you wanted >>>>> those cells to be recognized as elements. >>>>> >>>>> Microsoft has a video for Creating Accessible Tables in Word (see >>>>> https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). >>>>> The best part is that the "Try It!" section identifies how to create a >>>>> table with headers using the Header Row option in the Table Styles Options >>>>> group. The video, however, demonstrates how to go into the Table Properties >>>>> and in the Row tab, to check the "Repeat as header row at the top of each >>>>> page" option. So much for consistency. >>>>> >>>>> To Karen's point, you never know how the document may be changed. >>>>> Further, with both MS Word and Acrobat now moving to a more continuous >>>>> release cycle for the apps, you never know when the vendors will make >>>>> changes behind the scenes. >>>>> >>>>> Take care, >>>>> Sean >>>>> >>>>> >>>>> _______________________________________________ >>>>> 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 >>>> >>> _______________________________________________ >>> 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 >> > _______________________________________________ > 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 lnorwich at bu.edu Sat Sep 21 14:40:17 2019 From: lnorwich at bu.edu (Norwich, Lorraine S) Date: Sat Sep 21 14:40:34 2019 Subject: [Athen] Transcripts of podcasts or webinars for deaf student Message-ID: Dear All, We have a deaf student who needs to get the transcript from a webinar or podcast very quickly. We want to get it as quickly as possible and wanted to know what others do to get this done as soon as possible. The source is from webinars and podcasts media that come from third party websites and not from the university I work at. Any other ideas that we may not have through of Thanks for your help Thanks Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: From gerardc at wwu.edu Sat Sep 21 14:57:41 2019 From: gerardc at wwu.edu (Carly Gerard) Date: Sat Sep 21 14:58:13 2019 Subject: [Athen] Transcripts of podcasts or webinars for deaf student In-Reply-To: References: Message-ID: Hi Lorraine, I would look into a service like Rev or 3Play for getting something transcribed in a pinch. Rev is a transcription service that costs about $1 a minute for a polished transcript with a 12-hour delivery window, and about 10 cents for a machine-generated transcript that can be provided in less than half an hour (that would probably need cleanup, but could be faster than waiting for around 12 hours). I think with Rev you can also do it on an as-needed basis, i.e. don?t need to subscribe to a service. https://www.rev.com/ Hope that helps, Carly Carly Gerard Web Accessibility Developer gerardc@wwu.edu 360-650-3944 access.wwu.edu ________________________________ From: athen-list on behalf of Norwich, Lorraine S Sent: Saturday, September 21, 2019 2:40:17 PM To: Access Technology Higher Education Network Subject: [Athen] Transcripts of podcasts or webinars for deaf student Dear All, We have a deaf student who needs to get the transcript from a webinar or podcast very quickly. We want to get it as quickly as possible and wanted to know what others do to get this done as soon as possible. The source is from webinars and podcasts media that come from third party websites and not from the university I work at. Any other ideas that we may not have through of Thanks for your help Thanks Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: From llewis at paciellogroup.com Sat Sep 21 15:54:30 2019 From: llewis at paciellogroup.com (Larry L. Lewis, Jr.) Date: Sat Sep 21 15:54:45 2019 Subject: [Athen] Transcripts of podcasts or webinars for deaf student In-Reply-To: References: Message-ID: <001401d570cf$872dbb00$95893100$@paciellogroup.com> I'm a big fan of 3Play media for such captioning services, but not sure if they do this for podcasts. We have made it a point to refer our own customers to them from time to time. Respectfully: Larry L. Lewis, Jr. Director of Government Sales and Strategic Partnerships The Paciello Group A Vispero Company 17757 US Highway 19 N, Suite 560 Clearwater, FL 33764 Phone: +1(727) 803-8000, EXT 1909 E-Mail From: athen-list On Behalf Of Carly Gerard Sent: Saturday, September 21, 2019 5:58 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Transcripts of podcasts or webinars for deaf student Hi Lorraine, I would look into a service like Rev or 3Play for getting something transcribed in a pinch. Rev is a transcription service that costs about $1 a minute for a polished transcript with a 12-hour delivery window, and about 10 cents for a machine-generated transcript that can be provided in less than half an hour (that would probably need cleanup, but could be faster than waiting for around 12 hours). I think with Rev you can also do it on an as-needed basis, i.e. don't need to subscribe to a service. https://www.rev.com/ Hope that helps, Carly Carly Gerard Web Accessibility Developer gerardc@wwu.edu 360-650-3944 access.wwu.edu _____ From: athen-list > on behalf of Norwich, Lorraine S > Sent: Saturday, September 21, 2019 2:40:17 PM To: Access Technology Higher Education Network > Subject: [Athen] Transcripts of podcasts or webinars for deaf student Dear All, We have a deaf student who needs to get the transcript from a webinar or podcast very quickly. We want to get it as quickly as possible and wanted to know what others do to get this done as soon as possible. The source is from webinars and podcasts media that come from third party websites and not from the university I work at. Any other ideas that we may not have through of Thanks for your help Thanks Lorraine Lorraine S. Norwich, BSME, MSIS Assistant Director of Disability & Access Services 25 Buick Street 3rd Floor, Boston MA 02215 lnorwich@bu.edu (email) 617-353-3658 (vox) 617-353-9646 (fax) www.bu.edu/disability (website) -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.png Type: image/png Size: 14150 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image006.jpg Type: image/jpeg Size: 4630 bytes Desc: not available URL: From info at karlencommunications.com Mon Sep 23 05:50:53 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 05:51:10 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: <007201d5720d$89b0bbe0$9d1233a0$@karlencommunications.com> I found the problem! The tables are over formatted with layers of formatting that are in conflict. Once I selected the first table, erased the formatting (Alt + H, E), went to the Table Tools Design Ribbon and removed the next layer of formatting by choosing just a simple standard table with gridlines and then made sure the check boxes were checked for First Column and Header Row, I added a table style from the Table Tools, Design Ribbon that gave you a good contrast for the Header Row. You don?t have to use these, you can choose to select a row and give the cells shading?but in the original document, the formatting was layered and corrupted the table so that it could not be converted accurately. Once I have the first table in the document formatted using the Table Style I chose, I saved it as a PDF document and the Tags were correct. I?ve attached both files for you to look at. Let me know if you have any questions. When you get this type of garbage Tags, it is always good to go back to the source document, remove formatting and then reformat, especially if you are working on a legacy document or a document created in another application or a document created in the same application but from a different platform. Cheers, Karen. From: athen-list On Behalf Of Heather Mariger Sent: Friday, September 20, 2019 6:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXTERNAL] Re: Marking Table Headers in Word Greetings, Here is an example I used for testing. I could not find the "top row" checkbox you mentioned - is that a 365 thing? I have also attached the resulting PDF. Any ideas are welcome... Thanks, H. Heather Mariger Digital Accessibility Advocate Center for Academic Innovation Chemeketa Community College 4000 Lancaster Drive NE - 9/126A Salem, OR 97305 503.589.7832 ***************** Diversity is being invited to the party; inclusion is being asked to dance. Verna Myers, author and speaker On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan > wrote: Hi Heather, Can you share the MS Word document? I just ran a quick test with a simple data table using MS Word 365 and Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I tested two similar tables with the following parameters: 1) Header Rows checkbox selected + First Row checkbox selected 2) With Header Rows and First Row checkbox selected and Repeat As Header Row at the Top of Each Page checkbox selected. For MS Word, the Accessibility Checker is showing no errors for the data table. When converting to PDF (via Adobe Acrobat plugin), I now get the elements on the correct table cells (the column headers and the first row headers). This happens for both situation #1 and #2 listed above; in other words, no real difference in the PDF tagging. Using a previous version of MS Word (not 365), I know I received a difference in the PDF output when I did NOT check the Repeat as Header Row at the Top of Each Page option. However, is using the latest MS Word 365 and Adobe Acrobat DC to create the PDF, then you will get the correct elements in both situation #1 and #2. Sounds like there is now discrepancy between MS Word 2019 and 365 if every single table cell is receiving the element if checking both Header options. Super fun... Take care, Sean On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger > wrote: Greetings, Regarding table headings in Word - I found an odd issue with converting tables to PDF from Word. We just converted to Office 2019. When I create a table, I check the Header Row box and the Repeat Header Rows (as I was taught - and have subsequently taught to faculty). However, whenever I convert the document to a PDF, it labels EVERY cell as a Table Header. I tried multiple iterations and found that checking Header Row ONLY, it will label the table headers and data rows correctly. Has anyone else had this issue? Is the Word Document still properly formatted if I tell them to only check the Header Row box? Thanks, H. Heather Mariger Digital Accessibility Advocate Center for Academic Innovation Chemeketa Community College 4000 Lancaster Drive NE - 9/126A Salem, OR 97305 503.589.7832 ***************** Diversity is being invited to the party; inclusion is being asked to dance. Verna Myers, author and speaker On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan > wrote: > My question is whether it is best to use one method > over the other, or should we use both? In working with Word 365 recently, I found that it's best to do both - that is, mark the Header Row option in the Table Design Ribbon and mark the Repeat Header Rows. The Word Accessibility Checker was throwing the error if you did not check the Header Row option and if you were converting to PDF, then the Repeat Header Rows needed to be checked as well if you wanted those cells to be recognized as elements. Microsoft has a video for Creating Accessible Tables in Word (see https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). The best part is that the "Try It!" section identifies how to create a table with headers using the Header Row option in the Table Styles Options group. The video, however, demonstrates how to go into the Table Properties and in the Row tab, to check the "Repeat as header row at the top of each page" option. So much for consistency. To Karen's point, you never know how the document may be changed. Further, with both MS Word and Acrobat now moving to a more continuous release cycle for the apps, you never know when the vendors will make changes behind the scenes. Take care, Sean _______________________________________________ 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 _______________________________________________ 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: Word to PDF Table Testing.pdf Type: application/pdf Size: 120862 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Word to PDF Table Testing.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 17982 bytes Desc: not available URL: From info at karlencommunications.com Mon Sep 23 05:54:33 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 05:54:47 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <007801d5720e$0c8b9300$25a2b900$@karlencommunications.com> You can use columns, section breaks and column breaks to get the same effect and a logical reading order. I have an example that I use for my Tables and Columns tutorial that I've attached. The sample is also an attachment to the PDF. Cheers, Karen From: athen-list On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 4:17 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables In lieu of a table, what is the best way to format instructions where it has two columns of text and the text is meant to be read across and then down? Something like: Step One Do This stuff here Step Two Do This stuff Here and this too Step Three and Four Do This stuff here Columns do not really work since it is meant to read across and then down. Perhaps you could use column breaks and section breaks for each step? That seems like a lot of code, and I am not sure it would work. Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element.design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocum ents.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout.just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ColumnsInWordDocuments.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 14457 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: TablesAndColumnsOptimizeWordDocuments2019.pdf Type: application/pdf Size: 999897 bytes Desc: not available URL: From info at karlencommunications.com Mon Sep 23 06:06:49 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 06:07:02 2019 Subject: [Athen] EU Internet accessibility and digital inclusion proposals Message-ID: <009901d5720f$c34061b0$49c12510$@karlencommunications.com> This is from an international list. I thought some might be interested in either participating or just knowing that there are such projects being worked on. Dear GATE Community Members, We are pleased to share the details of two upcoming call for proposals from the European Commission: 1. Call for proposals on an empowering, inclusive Next Generation Internet. The scope is to develop novel mobile applications translating between speech and sign languages, to facilitate inclusion and communication. The projects should leverage on current state-of-the-art in translation between all official spoken and sign languages of the EU Member States and associated countries for efficient and effective use on mobile devices. For more information: https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opport unities/topic-details/ict-57-2020 2. Call for proposals to set up a digital accessibility observatory. The scope is to ensure a cost-efficient provision of accessible information to enable persons with disability and older people to understand, navigate and interact with the Internet. The aim of the accessibility observatory is to serve as a forum to take stock of market and technological developments, monitor progress in digital accessibility and provide opportunities for exchange of best practices. For more information: https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opport unities/topic-details/dt-transformations-23-2020 Many thanks and best wishes, the GATE team -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Mon Sep 23 07:07:17 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Mon Sep 23 07:07:49 2019 Subject: [Athen] Marking Table Headers in Word In-Reply-To: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: I have only ever used the repeat header rows checkbox, and it works flawlessly. I had never heard of the other method. If you are getting an accessibility error, I think you know you're going to have to check that box. :) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 7:59 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Marking Table Headers in Word Hi all. In Word 2016 there are at least two ways of marking headers cells. In the Table design tab, you can select the box for "Header Row" in the Table Style Options. In the Table Layout tab, you can select the option to "Repeat Header Rows". My question is whether it is best to use one method over the other, or should we use both? When I run the Word accessibility checker it flags as Error when "Repeat Header Rows" is not checked, even if "Header Row" style is checked. Has this changed in Word 365 or 2019? Thanks. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Sep 23 07:29:37 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Sep 23 07:29:45 2019 Subject: [Athen] Pearson MySpanishLab and screen readers (long) Message-ID: We have at least four visually impaired students taking Spanish this Fall. New students who are part of spanish-speaking families take Spanish because they see it as an easy course. But, in my eighteen years here, everyone I know who took Spanish and identified themselves to me as visually impaired dropped or flunked the course, so I decided to take it myself. Also I want to be faster at proofreading and marking up Spanish exams. I am a screen reader user who took Spanish in high school 45 years ago, and majored in German and Italian in college. I love learning languages and am willing to work on access barriers. But I'm not an accessibility specialist; as a screen reader user I'm only looking at the reader's off-screen model and not the actual website. And I only know some basic HTML. So if anyone has tips for improving my access, bring them on! Feel free to share this post with anyone. After two days of using Pearson's MyLanguage lab, I have some successes and some frustrations. First the textbook: what an accessible experience! I'd gotten a PDF supplied from the publisher through the ATN, but the reading order was completely messed up, though all the text appeared to be there. What a delight it was to discover the textbook included with MyLab in HTML with descriptions for all the diagrams, language tags so that the synthesizer pronounced Spanish as Spanish and English as English. This was hidden though under a link labeled "Accessible Resources" which I skipped originally because I thought it would just be a lot of marketing hoopla from Pearson. But no, no marketing whatsoever. Instead the entire textbook is there. You can view only one page at a time, but you always have a table of contents and page numbers are there and completely match the printed textbook. I still haven't figured out how to bookmark a page or go directly to a specific page in the accessible textbook. There are lots of tech support articles for using the image view, along with its navigation pane, but with the accessible textbook, you have to keep scrolling through the table of contents. Perhaps there's a non-obvious way to go to a particular page or add a bookmark but I haven't found it yet. The course layout is very consistent and I bet intuitive visually. But for a screen reader user, it can be annoying because there are so many navigation elements you have to get through to find the actual content. It does use Aria but headings are rarer. Also it takes so long to get to the actual site. I have to go to MyPortal which is our college's single sign-in. Then I hve to find Canvas which is a clickable element and not a link. Then I have to find De Anza Canvas, which is a link. Then I have to find my course on the Canvas dashboard. Then I have to find MyLab and Mastering. Then there's a Canvas intro page that informs me the content is partner provided (DO I CARE). Then I can select Open MyLab and Mastering. Then I'm at the Today's view, unless a modal dialog for Getting started covers it up. There's a "don't show this again" check box which I've checked but it shows it again, again and again! Then I select View entire course content, which is buried within a ton of other navigation links. So accessible but Oh so TEDIOUS! About this time if I were a student I'd be dropping the course. Oh, I am a student. Well, I'm not dropping yet. Instead, I now have a table with all the exercises, both graded and extra practice listing my progress and disconcertingly the time I spent on each one. That time is hours trying to get the silly audio to play in Chrome! I tried bookmarking pages so I could return to them quickly but most of them pop up dynamically and you can't just create bookmarks or desktop shortcuts and have them work. The exercises seem to be a mixed bag. There are many with little audio snippits you play by pressing a play button. After you listen you can use typical form fields, check boxes, radio buttons and combo boxes to make a choice, and the results are immediately scorred and displayed so you can check your progress, trying again, if necessary. These work great except for one screen reader glitch. In Chrome with JAWS I can only get audio to play if I turn off the virtual cursor, which of course means I can't read the page. Audio from other sites plays but not this audio. Works fine In Firefox. With NVDA the audio plays but you have to go in to focus mode first then press the play button. Then you have to exit Focus mode to locate the correct answer. Frustrating! And with Narrator in Chrome, you can play the audio easily but the page is difficult to read and interact with because Narrator isn't as sophisticated as NVDA or JAWS. So this is clearly a screen reader bug and you can believe I'm "bugging!" the vendors about it! Another type of exercise shows a conversation with lines you are supposed to put in order. I'll post an example below. The problem is that you have to drag and drop the lines to rearrange them. Instructions suggest using the Tab and control keys to locate and drag, but I'm not sure how to accomplish this. Ctrl-Tab takes you to another browser tab. Tab might go to the next line, but if it does screen readers don't read that. Control doesn't seem to do anything whether not focus/forms mode is enabled, and when those modes are enabled, (virtual cursor is off) the screen reader reads almost nothing. Here's an example, pasted from the site: Pablo is introducing his friend, Susana, to his other friend, Julia. Drag the lines to the correct order in the conversation, or use tab to navigate to the item on the screen and control key to drag and drop an item. JULIA: Mucho gusto, Susana. PABLO: ?Hasta luego! PABLO: Muy bien. Esta es mi amiga Julia. SUSANA: ?Qu? tal, Pablo? SUSANA: Hola, Julia. Encantada. PABLO: ?Hola, Susana! An easy way to fix this would be to simply give each line a number, and add an edit box where one could type in the numbers and press a "rearrange" button, such as "5,2,4,3,1". Also though the language tags were accurate on the ebook, they weren't on the exercises. Sometimes English instructions were read with a Spanish voice and Spanish text was read with an English voice. As the exercises got harder, I found myself depending more and more on my Braille display. Many choices that sounded similar had tiny differences you could only "see" if you spelled the entire line or looked at it in Braille. Configuring Braille to work properly with all this is another subject, and I'll happily post instructions if enough people are interested. Spent the whole summer figuring that out! But it works beautifully now. There are a few other frustrations not related to useing a screen reader, but much harder to solve if you depend on one. The browser tune-up which all the MyLab tutorial videos encourage you to run insists on forcing you to install Flash though Flash is depricated and won't be supported by the end of next year. I finally figured out that I had to go to "view site information" in Chrome, tab left from the address bar, tab past "This site is secure, locate the combo box for Flash and enable that. Then all of a sudden, the Browser tune-up thought flash was installed. But because the browser tune-up was a different URL, chrome reverted to disabling flash as soon as I navigated to another page. It appears that Chrome disables flash each time you move to a new page or exit the browser, but I'm unclear on this. In Chrome settings you can also set Flash for either Blocked or "Ask" but if it asks whether to enable flash on a page, screen readers don't read that. I'm a bit vague on how this "view site information" works in Chrome because there's no Save button and once you are in it you circle round and round when you press tab. If you exit, it doesn't appear to save, instead you get an alert from an Info bar (Alt-Shift-A) which tells you to press the Reload button, only you cannot focus on that button until you press Alt-shift-A and if you aren't fast enough this infoBar thing apparently disappears! Wish Google would explain how this dialog box works! In Firefox, there's no problem, though I do have flash installed, but with Firefox, JAWS doesn't always see clickable elements or when the screen gets updated. At this point with the latest of everything installed on Windows 10, JAWS is much more effective with Chrome than Firefox, especially with dynamic, ever-changing content. NVDA seems to work well with either, but then I don't have all those advanced JAWS features like placemarkers, flexible web and such. Yes, I can use NVDA add-ons, and I'll fool with that when I get some more time. The other annoyance is that it wants you to disable your popup blocker, which I dutifully figured out. Instructions for accomplishing all these tasks in various browsers are visually oriented, and I do wish these online learning things would happily co-exist with browser defaults. Instead they want you clearing caches and history, disabling add-ins, extensions, plugins and add-ons, allowing popups, enabling flash ... the list is endless. They need to give us a one-click app that has a "do-it" button that will -- er' just do it! I did not test with Safari or Edge because I'm not an advanced user of either. All the Pearson support articles emphasize the need to use the latest updates to the browser, but updating your browser sometimes breaks accessibility, though I do it anyway, because it sometimes fixes accessibility. It's kind of a crap shoot. Have I mentioned that I spent the whole weekend on this? No wonder visually impaired people drop these courses! I remember the good old days with reel tapes spinning in the language lab, those headache-inducing hard headphones and robotically repeating after disembodied voices on a scratchy record. Not to mention vocabulary lists and memorizing conjugations. I have to admit the interactive exercises in the Pearson lab are a whole lot more fun, after you get past all the barriers, but the barriers are formidable indeed! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Mon Sep 23 07:32:46 2019 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Mon Sep 23 07:33:15 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <007801d5720e$0c8b9300$25a2b900$@karlencommunications.com> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> <007801d5720e$0c8b9300$25a2b900$@karlencommunications.com> Message-ID: <0cc55f7ba75046148a3cb97e88229941@EXCPM5701.enterpriseapps.cuny.adlan> Yes, that works ok like in the attached. Is there a way to insert horizontal lines between the steps to set them off from each other? Joseph From: athen-list On Behalf Of Karlen Communications Sent: Monday, September 23, 2019 8:55 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables You can use columns, section breaks and column breaks to get the same effect and a logical reading order. I have an example that I use for my Tables and Columns tutorial that I've attached. The sample is also an attachment to the PDF. Cheers, Karen From: athen-list > On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 4:17 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables In lieu of a table, what is the best way to format instructions where it has two columns of text and the text is meant to be read across and then down? Something like: Step One Do This stuff here Step Two Do This stuff Here and this too Step Three and Four Do This stuff here Columns do not really work since it is meant to read across and then down. Perhaps you could use column breaks and section breaks for each step? That seems like a lot of code, and I am not sure it would work. Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element...design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocuments.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout...just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Table test.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 41378 bytes Desc: Table test.docx URL: From info at karlencommunications.com Mon Sep 23 08:03:27 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 08:03:52 2019 Subject: [Athen] Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <010b01d57220$0ebe2540$2c3a6fc0$@karlencommunications.com> The other method is about a year old. I only know because I was at a Microsoft presentation at a conference. I now do both, check the check boxes on the Design Ribbon in Table Tools and make sure that the Header Row Repeats. Cheers, Karen From: athen-list On Behalf Of Susan Kelmer Sent: Monday, September 23, 2019 10:07 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Marking Table Headers in Word I have only ever used the repeat header rows checkbox, and it works flawlessly. I had never heard of the other method. If you are getting an accessibility error, I think you know you're going to have to check that box. :) Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 7:59 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Marking Table Headers in Word Hi all. In Word 2016 there are at least two ways of marking headers cells. In the Table design tab, you can select the box for "Header Row" in the Table Style Options. In the Table Layout tab, you can select the option to "Repeat Header Rows". My question is whether it is best to use one method over the other, or should we use both? When I run the Word accessibility checker it flags as Error when "Repeat Header Rows" is not checked, even if "Header Row" style is checked. Has this changed in Word 365 or 2019? Thanks. Joseph -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Sep 23 08:06:57 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 08:07:16 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <0cc55f7ba75046148a3cb97e88229941@EXCPM5701.enterpriseapps.cuny.adlan> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> <007801d5720e$0c8b9300$25a2b900$@karlencommunications.com> <0cc55f7ba75046148a3cb97e88229941@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <011001d57220$8c2d8110$a4888330$@karlencommunications.com> Not that I know of at this time. You can add the line between the columns vertically but not horizontally unless you can create a style for Section Breaks that includes a border line..hmm..might be something I'd want to try! Will keep you posted! Cheers, Karen From: athen-list On Behalf Of Joseph Sherman Sent: Monday, September 23, 2019 10:33 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Keyboard focus and layout tables Yes, that works ok like in the attached. Is there a way to insert horizontal lines between the steps to set them off from each other? Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Monday, September 23, 2019 8:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables You can use columns, section breaks and column breaks to get the same effect and a logical reading order. I have an example that I use for my Tables and Columns tutorial that I've attached. The sample is also an attachment to the PDF. Cheers, Karen From: athen-list > On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 4:17 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables In lieu of a table, what is the best way to format instructions where it has two columns of text and the text is meant to be read across and then down? Something like: Step One Do This stuff here Step Two Do This stuff Here and this too Step Three and Four Do This stuff here Columns do not really work since it is meant to read across and then down. Perhaps you could use column breaks and section breaks for each step? That seems like a lot of code, and I am not sure it would work. Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element.design. Often people are taught that the only way to "design" a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we "navigate" to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the "table/document"? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can't stand back and say "OK, this table still needs to use some of the column and row titles from the larger table so that's what I'll do." The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocum ents.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout.just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I've found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I've seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Mon Sep 23 08:26:48 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Mon Sep 23 08:27:22 2019 Subject: [Athen] Pearson MySpanishLab and screen readers (long) In-Reply-To: References: Message-ID: Hello: I majored in Spanish when I was in college, from 2007-2012 and I never used any of these interactive textbook materials. That being said, I'm not sure that they existed back then as they do today. In Spanish classes, Braille was my best friend. I never had issues reading any of the PDF versions of the books that I received. If I experienced issues with order, I just dealt with them the best I could, or I asked the disability services office to fix them. I am happy to hear that all of these interactive features are now available, but as you mentioned, most students are just going to give up with them in their current state. That was me - as techy as I am, I had school work to do and no time for playing around to get stuff to work, when Braille, a tried and proven method, was there and satisfied my needs. Robert On Mon, Sep 23, 2019 at 10:34 AM Deborah Armstrong < armstrongdeborah@fhda.edu> wrote: > We have at least four visually impaired students taking Spanish this Fall. > New students who are part of spanish-speaking families take Spanish because > they see it as an easy course. But, in my eighteen years here, everyone I > know who took Spanish and identified themselves to me as visually impaired > dropped or flunked the course, so I decided to take it myself. Also I want > to be faster at proofreading and marking up Spanish exams. > > > > I am a screen reader user who took Spanish in high school 45 years ago, > and majored in German and Italian in college. I love learning languages and > am willing to work on access barriers. But I?m not an accessibility > specialist; as a screen reader user I?m only looking at the reader?s > off-screen model and not the actual website. And I only know some basic > HTML. So if anyone has tips for improving my access, bring them on! > > > > Feel free to share this post with anyone. > > > > After two days of using Pearson's MyLanguage lab, I have some successes > and some frustrations. > > > > First the textbook: what an accessible experience! I'd gotten a PDF > supplied from the publisher through the ATN, but the reading order was > completely messed up, though all the text appeared to be there. What a > delight it was to discover the textbook included with MyLab in HTML with > descriptions for all the diagrams, language tags so that the synthesizer > pronounced Spanish as Spanish and English as English. This was hidden > though under a link labeled "Accessible Resources" which I skipped > originally because I thought it would just be a lot of marketing hoopla > from Pearson. But no, no marketing whatsoever. Instead the entire textbook > is there. > > > > You can view only one page at a time, but you always have a table of > contents and page numbers are there and completely match the printed > textbook. > > > > I still haven't figured out how to bookmark a page or go directly to a > specific page in the accessible textbook. There are lots of tech support > articles for using the image view, along with its navigation pane, but > with the accessible textbook, you have to keep scrolling through the table > of contents. Perhaps there's a non-obvious way to go to a particular page > or add a bookmark but I haven't found it yet. > > > > The course layout is very consistent and I bet intuitive visually. But for > a screen reader user, it can be annoying because there are so many > navigation elements you have to get through to find the actual content. It > does use Aria but headings are rarer. Also it takes so long to get to the > actual site. I have to go to MyPortal which is our college's single > sign-in. Then I hve to find Canvas which is a clickable element and not a > link. Then I have to find De Anza Canvas, which is a link. Then I have to > find my course on the Canvas dashboard. Then I have to find MyLab and > Mastering. Then there's a Canvas intro page that informs me the content is > partner provided (DO I CARE). Then I can select Open MyLab and Mastering. > Then I'm at the Today's view, unless a modal dialog for Getting started > covers it up. There's a "don't show this again" check box which I've > checked but it shows it again, again and again! Then I select View entire > course content, which is buried within a ton of other navigation links. > > > > So accessible but Oh so TEDIOUS! About this time if I were a student I'd > be dropping the course. > > > > Oh, I am a student. Well, I'm not dropping yet. Instead, I now have a > table with all the exercises, both graded and extra practice listing my > progress and disconcertingly the time I spent on each one. That time is > hours trying to get the silly audio to play in Chrome! > > > > I tried bookmarking pages so I could return to them quickly but most of > them pop up dynamically and you can't just create bookmarks or desktop > shortcuts and have them work. > > > > The exercises seem to be a mixed bag. There are many with little audio > snippits you play by pressing a play button. After you listen you can use > typical form fields, check boxes, radio buttons and combo boxes to make a > choice, and the results are immediately scorred and displayed so you can > check your progress, trying again, if necessary. > > > > These work great except for one screen reader glitch. In Chrome with JAWS > I can only get audio to play if I turn off the virtual cursor, which of > course means I can't read the page. Audio from other sites plays but not > this audio. Works fine In Firefox. With NVDA the audio plays but you have > to go in to focus mode first then press the play button. Then you have to > exit Focus mode to locate the correct answer. Frustrating! And with > Narrator in Chrome, you can play the audio easily but the page is difficult > to read and interact with because Narrator isn't as sophisticated as NVDA > or JAWS. So this is clearly a screen reader bug and you can believe I'm > "bugging!" the vendors about it! > > > > Another type of exercise shows a conversation with lines you are supposed > to put in order. I'll post an example below. The problem is that you have > to drag and drop the lines to rearrange them. Instructions suggest using > the Tab and control keys to locate and drag, but I'm not sure how to > accomplish this. Ctrl-Tab takes you to another browser tab. Tab might go to > the next line, but if it does screen readers don't read that. Control > doesn't seem to do anything whether not focus/forms mode is enabled, and > when those modes are enabled, (virtual cursor is off) the screen reader > reads almost nothing. > > > > Here's an example, pasted from the site: > > > > Pablo is introducing his friend, Susana, to his other > friend, Julia. Drag the lines to the correct order in the conversation, or > use tab to navigate to > > the item on the screen and control key to drag and drop an > item. > > JULIA: Mucho gusto, Susana. > > PABLO: ?Hasta luego! > > PABLO: Muy bien. Esta es mi amiga Julia. > > SUSANA: ?Qu? tal, Pablo? > > SUSANA: Hola, Julia. Encantada. > > PABLO: ?Hola, Susana! > > > > An easy way to fix this would be to simply give each line a number, and > add an edit box where one could type in the numbers and press a "rearrange" > button, such as "5,2,4,3,1". > > > > Also though the language tags were accurate on the ebook, they weren't on > the exercises. Sometimes English instructions were read with a Spanish > voice and Spanish text was read with an English voice. > > > > As the exercises got harder, I found myself depending more and more on my > Braille display. Many choices that sounded similar had tiny differences you > could only "see" if you spelled the entire line or looked at it in Braille. > > > > Configuring Braille to work properly with all this is another subject, and > I'll happily post instructions if enough people are interested. Spent the > whole summer figuring that out! But it works beautifully now. > > > > There are a few other frustrations not related to useing a screen reader, > but much harder to solve if you depend on one. The browser tune-up which > all the MyLab tutorial videos encourage you to run insists on forcing you > to install Flash though Flash is depricated and won't be supported by the > end of next year. I finally figured out that I had to go to "view site > information" in Chrome, tab left from the address bar, tab past "This site > is secure, locate the combo box for Flash and enable that. Then all of a > sudden, the Browser tune-up thought flash was installed. But because the > browser tune-up was a different URL, chrome reverted to disabling flash as > soon as I navigated to another page. It appears that Chrome disables flash > each time you move to a new page or exit the browser, but I?m unclear on > this. > > In Chrome settings you can also set Flash for either Blocked or "Ask" but > if it asks whether to enable flash on a page, screen readers don't read > that. > > > > I'm a bit vague on how this "view site information" works in Chrome > because there's no Save button and once you are in it you circle round and > round when you press tab. If you exit, it doesn't appear to save, instead > you get an alert from an Info bar (Alt-Shift-A) which tells you to press > the Reload button, only you cannot focus on that button until you press > Alt-shift-A and if you aren't fast enough this infoBar thing apparently > disappears! Wish Google would explain how this dialog box works! > > > > In Firefox, there's no problem, though I do have flash installed, but with > Firefox, JAWS doesn't always see clickable elements or when the screen gets > updated. At this point with the latest of everything installed on Windows > 10, JAWS is much more effective with Chrome than Firefox, especially with > dynamic, ever-changing content. NVDA seems to work well with either, but > then I don?t have all those advanced JAWS features like placemarkers, > flexible web and such. Yes, I can use NVDA add-ons, and I?ll fool with that > when I get some more time. > > > > The other annoyance is that it wants you to disable your popup blocker, > which I dutifully figured out. Instructions for accomplishing all these > tasks in various browsers are visually oriented, and I do wish these online > learning things would happily co-exist with browser defaults. Instead they > want you clearing caches and history, disabling add-ins, extensions, > plugins and add-ons, allowing popups, enabling flash ... the list is > endless. They need to give us a one-click app that has a "do-it" button > that will -- er' just do it! > > > > I did not test with Safari or Edge because I'm not an advanced user of > either. All the Pearson support articles emphasize the need to use the > latest updates to the browser, but updating your browser sometimes breaks > accessibility, though I do it anyway, because it sometimes fixes > accessibility. It's kind of a crap shoot. > > Have I mentioned that I spent the whole weekend on this? No wonder > visually impaired people drop these courses! I remember the good old days > with reel tapes spinning in the language lab, those headache-inducing hard > headphones and robotically repeating after disembodied voices on a scratchy > record. Not to mention vocabulary lists and memorizing conjugations. I have > to admit the interactive exercises in the Pearson lab are a whole lot more > fun, after you get past all the barriers, but the barriers are formidable > indeed! > > > > --Debee > > > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Sep 23 09:03:11 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Sep 23 09:04:03 2019 Subject: [Athen] Portable printers Message-ID: I have never been asked this question, which surprises me. But this quarter we have more visually impaired students than we've had in a while. They have either an iPAD, a Braille Note-taker or a laptop with a magnification solution. This is what they used in high school to prepare assignments, but then they went over to their special ed room to print those up. I happen to know many of these classes have in-class assignments, and one item I thought I'd start investigating are portable printers that a BVI student could easily carry around. When I took gseveral CIS classes in the middle '80s, I carried a Diconix portable printer everywhere and used it to print work right in class. It ran on batteries and had some ink issues but it worked well enough to get an assignment done using in those days WordPerfect and MS-DOS. Though I've seen battery-operated printers in the stores, they are mostly for photos. Does anyone know about printers which print Word documents someone could actually use on the go? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Mon Sep 23 09:45:00 2019 From: info at karlencommunications.com (Karlen Communications) Date: Mon Sep 23 09:45:25 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> Message-ID: <015701d5722e$3e5f4230$bb1dc690$@karlencommunications.com> If you go to the Design Ribbon for Tables, to the far right are the check boxes for First Column and Header Row. In your Word document, these are checked. I went back as far as Word 2003 and they are checked. What changed, is how they are interpreted with the conversion to PDF tools. They used to have no meaning, now they determine Tags for First Column (Row Titles) and Header Row (Column titles). Cheers, Karen From: athen-list On Behalf Of Heather Mariger Sent: Friday, September 20, 2019 6:29 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXTERNAL] Re: Marking Table Headers in Word Greetings, Here is an example I used for testing. I could not find the "top row" checkbox you mentioned - is that a 365 thing? I have also attached the resulting PDF. Any ideas are welcome... Thanks, H. Heather Mariger Digital Accessibility Advocate Center for Academic Innovation Chemeketa Community College 4000 Lancaster Drive NE - 9/126A Salem, OR 97305 503.589.7832 ***************** Diversity is being invited to the party; inclusion is being asked to dance. Verna Myers, author and speaker On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan > wrote: Hi Heather, Can you share the MS Word document? I just ran a quick test with a simple data table using MS Word 365 and Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I tested two similar tables with the following parameters: 1) Header Rows checkbox selected + First Row checkbox selected 2) With Header Rows and First Row checkbox selected and Repeat As Header Row at the Top of Each Page checkbox selected. For MS Word, the Accessibility Checker is showing no errors for the data table. When converting to PDF (via Adobe Acrobat plugin), I now get the elements on the correct table cells (the column headers and the first row headers). This happens for both situation #1 and #2 listed above; in other words, no real difference in the PDF tagging. Using a previous version of MS Word (not 365), I know I received a difference in the PDF output when I did NOT check the Repeat as Header Row at the Top of Each Page option. However, is using the latest MS Word 365 and Adobe Acrobat DC to create the PDF, then you will get the correct elements in both situation #1 and #2. Sounds like there is now discrepancy between MS Word 2019 and 365 if every single table cell is receiving the element if checking both Header options. Super fun... Take care, Sean On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger > wrote: Greetings, Regarding table headings in Word - I found an odd issue with converting tables to PDF from Word. We just converted to Office 2019. When I create a table, I check the Header Row box and the Repeat Header Rows (as I was taught - and have subsequently taught to faculty). However, whenever I convert the document to a PDF, it labels EVERY cell as a Table Header. I tried multiple iterations and found that checking Header Row ONLY, it will label the table headers and data rows correctly. Has anyone else had this issue? Is the Word Document still properly formatted if I tell them to only check the Header Row box? Thanks, H. Heather Mariger Digital Accessibility Advocate Center for Academic Innovation Chemeketa Community College 4000 Lancaster Drive NE - 9/126A Salem, OR 97305 503.589.7832 ***************** Diversity is being invited to the party; inclusion is being asked to dance. Verna Myers, author and speaker On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan > wrote: > My question is whether it is best to use one method > over the other, or should we use both? In working with Word 365 recently, I found that it's best to do both - that is, mark the Header Row option in the Table Design Ribbon and mark the Repeat Header Rows. The Word Accessibility Checker was throwing the error if you did not check the Header Row option and if you were converting to PDF, then the Repeat Header Rows needed to be checked as well if you wanted those cells to be recognized as elements. Microsoft has a video for Creating Accessible Tables in Word (see https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). The best part is that the "Try It!" section identifies how to create a table with headers using the Header Row option in the Table Styles Options group. The video, however, demonstrates how to go into the Table Properties and in the Row tab, to check the "Repeat as header row at the top of each page" option. So much for consistency. To Karen's point, you never know how the document may be changed. Further, with both MS Word and Acrobat now moving to a more continuous release cycle for the apps, you never know when the vendors will make changes behind the scenes. Take care, Sean _______________________________________________ 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 _______________________________________________ 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.png Type: image/png Size: 3686 bytes Desc: not available URL: From foreigntype at gmail.com Mon Sep 23 10:09:41 2019 From: foreigntype at gmail.com (Wink Harner) Date: Mon Sep 23 10:10:54 2019 Subject: [Athen] Portable printers In-Reply-To: References: Message-ID: Hi Debee, Here's a link of several different portable printers to take a look at. The Canon Pixma i110 appears to have the best rating overall. I use Canon printers in my alt-text production so have an appreciation for the durability and quality of the product line. However, there are more on this list of 6. Most of them are "portable" enough for a student to be able to carry around with them. https://www.lifewire.com/top-mobile-printers-2377818 Take a look and perhaps you'll find a suitable printer for your student(s)' needs. Wink 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 . On Mon, Sep 23, 2019 at 9:04 AM Deborah Armstrong wrote: > I have never been asked this question, which surprises me. > > > > But this quarter we have more visually impaired students than we?ve had in > a while. They have either an iPAD, a Braille Note-taker or a laptop with a > magnification solution. This is what they used in high school to prepare > assignments, but then they went over to their special ed room to print > those up. > > > > I happen to know many of these classes have in-class assignments, and one > item I thought I?d start investigating are portable printers that a BVI > student could easily carry around. > > > > When I took gseveral CIS classes in the middle ?80s, I carried a Diconix > portable printer everywhere and used it to print work right in class. It > ran on batteries and had some ink issues but it worked well enough to get > an assignment done using in those days WordPerfect and MS-DOS. > > > > Though I?ve seen battery-operated printers in the stores, they are mostly > for photos. Does anyone know about printers which print Word documents > someone could actually use on the go? > > > > --Debee > > > > > > > > > > > > > _______________________________________________ > 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 heather.mariger at chemeketa.edu Mon Sep 23 10:15:11 2019 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Mon Sep 23 10:16:05 2019 Subject: [Athen] [EXTERNAL] Re: Marking Table Headers in Word In-Reply-To: <007201d5720d$89b0bbe0$9d1233a0$@karlencommunications.com> References: <2f198e2a6d5a45809dd9fb0ac2184e13@EXCPM5701.enterpriseapps.cuny.adlan> <001801d56fbd$ecaa8d40$c5ffa7c0$@karlencommunications.com> <007201d5720d$89b0bbe0$9d1233a0$@karlencommunications.com> Message-ID: Thank you so much! That makes complete sense. It is like the basic tech support suggestion - turn it off then back on again... H. *Heather Mariger* *Digital Accessibility Advocate* *Center for Academic Innovation* *Chemeketa Community College* *4000 Lancaster Drive NE - 9/126A* *Salem, OR 97305* 503.589.7832 ***************** *Diversity is being invited to the party; inclusion is being asked to dance. * Verna Myers, author and speaker On Mon, Sep 23, 2019 at 5:52 AM Karlen Communications < info@karlencommunications.com> wrote: > I found the problem! > > > > The tables are over formatted with layers of formatting that are in > conflict. > > > > Once I selected the first table, erased the formatting (Alt + H, E), went > to the Table Tools Design Ribbon and removed the next layer of formatting > by choosing just a simple standard table with gridlines and then made sure > the check boxes were checked for First Column and Header Row, I added a > table style from the Table Tools, Design Ribbon that gave you a good > contrast for the Header Row. > > > > You don?t have to use these, you can choose to select a row and give the > cells shading?but in the original document, the formatting was layered and > corrupted the table so that it could not be converted accurately. > > > > Once I have the first table in the document formatted using the Table > Style I chose, I saved it as a PDF document and the Tags were correct. > > > > I?ve attached both files for you to look at. > > > > Let me know if you have any questions. > > > > When you get this type of garbage Tags, it is always good to go back to > the source document, remove formatting and then reformat, especially if you > are working on a legacy document or a document created in another > application or a document created in the same application but from a > different platform. > > > > Cheers, Karen. > > > > *From:* athen-list *On > Behalf Of *Heather Mariger > *Sent:* Friday, September 20, 2019 6:29 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXTERNAL] Re: Marking Table Headers in Word > > > > Greetings, > > > > Here is an example I used for testing. I could not find the "top row" > checkbox you mentioned - is that a 365 thing? > > > > I have also attached the resulting PDF. Any ideas are welcome... > > > > Thanks, > > H. > > > > *Heather Mariger* > > *Digital Accessibility Advocate* > > > > *Center for Academic Innovation* > > *Chemeketa Community College* > > *4000 Lancaster Drive NE - 9/126A* > > *Salem, OR 97305* > > > > 503.589.7832 > > > > ***************** > > *Diversity is being invited to the party; inclusion is being asked to > dance. * > > Verna Myers, author and speaker > > > > > > On Fri, Sep 20, 2019 at 3:00 PM Sean Keegan > wrote: > > Hi Heather, > > > > Can you share the MS Word document? > > > > I just ran a quick test with a simple data table using MS Word 365 and > Acrobat Pro DC. Word is version 1908 and Acrobat DC is 19.012.20040. I > tested two similar tables with the following parameters: > > > > 1) Header Rows checkbox selected + First Row checkbox selected > > > > 2) With Header Rows and First Row checkbox selected and Repeat As Header > Row at the Top of Each Page checkbox selected. > > > > > > For MS Word, the Accessibility Checker is showing no errors for the data > table. > > > > When converting to PDF (via Adobe Acrobat plugin), I now get the > elements on the correct table cells (the column headers and the first row > headers). This happens for both situation #1 and #2 listed above; in other > words, no real difference in the PDF tagging. > > > > Using a previous version of MS Word (not 365), I know I received a > difference in the PDF output when I did NOT check the Repeat as Header Row > at the Top of Each Page option. However, is using the latest MS Word 365 > and Adobe Acrobat DC to create the PDF, then you will get the correct > elements in both situation #1 and #2. > > > > Sounds like there is now discrepancy between MS Word 2019 and 365 if every > single table cell is receiving the element if checking both Header > options. Super fun... > > > > Take care, > > Sean > > > > > > On Fri, Sep 20, 2019 at 12:16 PM Heather Mariger < > heather.mariger@chemeketa.edu> wrote: > > Greetings, > > > > Regarding table headings in Word - I found an odd issue with converting > tables to PDF from Word. We just converted to Office 2019. > > > > When I create a table, I check the Header Row box and the Repeat Header > Rows (as I was taught - and have subsequently taught to faculty). However, > whenever I convert the document to a PDF, it labels EVERY cell as a Table > Header. I tried multiple iterations and found that checking Header Row > ONLY, it will label the table headers and data rows correctly. > > > > Has anyone else had this issue? Is the Word Document still > properly formatted if I tell them to only check the Header Row box? > > > > Thanks, > > H. > > > > *Heather Mariger* > > *Digital Accessibility Advocate* > > > > *Center for Academic Innovation* > > *Chemeketa Community College* > > *4000 Lancaster Drive NE - 9/126A* > > *Salem, OR 97305* > > > > 503.589.7832 > > > > ***************** > > *Diversity is being invited to the party; inclusion is being asked to > dance. * > > Verna Myers, author and speaker > > > > > > On Fri, Sep 20, 2019 at 8:52 AM Sean Keegan > wrote: > > > My question is whether it is best to use one method > > > over the other, or should we use both? > > > > In working with Word 365 recently, I found that it's best to do both - > that is, mark the Header Row option in the Table Design Ribbon and mark the > Repeat Header Rows. The Word Accessibility Checker was throwing the error > if you did not check the Header Row option and if you were converting to > PDF, then the Repeat Header Rows needed to be checked as well if you wanted > those cells to be recognized as elements. > > > > Microsoft has a video for Creating Accessible Tables in Word (see > https://support.office.com/en-us/article/video-create-accessible-tables-in-word-cb464015-59dc-46a0-ac01-6217c62210e5). > The best part is that the "Try It!" section identifies how to create a > table with headers using the Header Row option in the Table Styles Options > group. The video, however, demonstrates how to go into the Table Properties > and in the Row tab, to check the "Repeat as header row at the top of each > page" option. So much for consistency. > > > > To Karen's point, you never know how the document may be changed. Further, > with both MS Word and Acrobat now moving to a more continuous release cycle > for the apps, you never know when the vendors will make changes behind the > scenes. > > > > Take care, > Sean > > > > > > _______________________________________________ > 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 > > _______________________________________________ > 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 kschoeb1 at swarthmore.edu Mon Sep 23 12:49:07 2019 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Mon Sep 23 12:50:28 2019 Subject: [Athen] Accessible flow chart tools Message-ID: Hi all, Wondering if any of you might have suggestions of an accessible organizational chart, flow chart and or mind-mapping tool(s). My initial thoughts were Excel or Sheets and maybe something like Coogle ( https://coggle.it/) and wonder if anyone has other suggestions. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will *never* ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Mon Sep 23 13:07:44 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Mon Sep 23 13:08:01 2019 Subject: [Athen] [EXT] Accessible flow chart tools In-Reply-To: References: Message-ID: I?ve seen a demo of MindView by Matchware and it looks pretty promising for accessibility. It is a mind mapping program. 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 Corrine Schoeb Sent: Monday, September 23, 2019 2:49 PM To: athen-list@u.washington.edu Subject: [EXT][Athen] Accessible flow chart tools CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Hi all, Wondering if any of you might have suggestions of an accessible organizational chart, flow chart and or mind-mapping tool(s). My initial thoughts were Excel or Sheets and maybe something like Coogle (https://coggle.it/) and wonder if anyone has other suggestions. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... URL: From chagnon at pubcom.com Mon Sep 23 13:09:26 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Mon Sep 23 13:10:51 2019 Subject: [Athen] Accessible flow chart tools In-Reply-To: References: Message-ID: <010301d5724a$cd5b5980$68120c80$@pubcom.com> When documents will be exported to PDF, we develop accessible organization and flow charts with InDesign?s excellent tools. Usually we tag them as a series of nested lists and headings so that the relationships are clear. InDesign has so many options and tools for creating different visual appearances while keeping everything fully accessible. --Bevi ? ? ? 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 Corrine Schoeb Sent: Monday, September 23, 2019 3:49 PM To: athen-list@u.washington.edu Subject: [Athen] Accessible flow chart tools Hi all, Wondering if any of you might have suggestions of an accessible organizational chart, flow chart and or mind-mapping tool(s). My initial thoughts were Excel or Sheets and maybe something like Coogle (https://coggle.it/) and wonder if anyone has other suggestions. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lorilane at illinois.edu Mon Sep 23 13:23:40 2019 From: lorilane at illinois.edu (Lane, Lori) Date: Mon Sep 23 13:24:03 2019 Subject: [Athen] Accessible flow chart tools In-Reply-To: References: Message-ID: I?ve heard about Erin E. Sullivan who made the organizational chart more accessible for the Web. Check out her demo on CodePen. ------- Lori Lane IT Accessibility Specialist in Universal Design lorilane@illinois.edu From: athen-list On Behalf Of Corrine Schoeb Sent: Monday, September 23, 2019 2:49 PM To: athen-list@u.washington.edu Subject: [Athen] Accessible flow chart tools Hi all, Wondering if any of you might have suggestions of an accessible organizational chart, flow chart and or mind-mapping tool(s). My initial thoughts were Excel or Sheets and maybe something like Coogle (https://coggle.it/) and wonder if anyone has other suggestions. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... URL: From krasul at columbiabasin.edu Mon Sep 23 13:28:38 2019 From: krasul at columbiabasin.edu (Rasul, Kamran) Date: Mon Sep 23 13:29:01 2019 Subject: [Athen] Accessible flow chart tools In-Reply-To: References: Message-ID: How about HighCharts? I read they can make analytics accessible with screen readers. [Visit the CBC Website] Kamran Rasul Director of Assistive Technology 509.543.1448, or ext. 2048 2600 N. 20th Ave., Pasco, WA 99301 [Follow CBC on Facebook] [Follow CBC on Instagram] [Follow CBC on Twitter] [Follow CBC on YouTube] [Follow CBC on Snapchat] [We All Soar Together] From: athen-list On Behalf Of Lane, Lori Sent: Monday, September 23, 2019 1:24 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible flow chart tools 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. I?ve heard about Erin E. Sullivan who made the organizational chart more accessible for the Web. Check out her demo on CodePen. ------- Lori Lane IT Accessibility Specialist in Universal Design lorilane@illinois.edu From: athen-list > On Behalf Of Corrine Schoeb Sent: Monday, September 23, 2019 2:49 PM To: athen-list@u.washington.edu Subject: [Athen] Accessible flow chart tools Hi all, Wondering if any of you might have suggestions of an accessible organizational chart, flow chart and or mind-mapping tool(s). My initial thoughts were Excel or Sheets and maybe something like Coogle (https://coggle.it/) and wonder if anyone has other suggestions. -- Corrine Schoeb Technology Accessibility Coordinator, ITS 610-957-6208 *** Swarthmore College ITS will never ask you for your password, including by email. Please keep your passwords private to protect yourself and the security of our network. -------------- next part -------------- An HTML attachment was scrubbed... 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Name: image006.png Type: image/png Size: 816 bytes Desc: image006.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image007.png Type: image/png Size: 3927 bytes Desc: image007.png URL: From rspangler1 at udayton.edu Mon Sep 23 13:29:28 2019 From: rspangler1 at udayton.edu (Robert Spangler) Date: Mon Sep 23 13:30:01 2019 Subject: [Athen] Accessible flow chart tools In-Reply-To: <010301d5724a$cd5b5980$68120c80$@pubcom.com> References: <010301d5724a$cd5b5980$68120c80$@pubcom.com> Message-ID: I think the question should be, accessible to what population? For instance, I'm blind and while Matchware says that MindView is "accessible," I am barely able to navigate it using NVDA in Chrome. Furthermore, other than navigating the app, I can't imagine how MindView would be made accessible to blind people given its visual nature. The whole idea is to visualize the process of brainstorming. Thanks, Robert On Mon, Sep 23, 2019 at 4:14 PM wrote: > When documents will be exported to PDF, we develop accessible organization > and flow charts with InDesign?s excellent tools. Usually we tag them as a > series of nested lists and headings so that the relationships are clear. > > > > InDesign has so many options and tools for creating different visual > appearances while keeping everything fully accessible. > > > > --Bevi > > > > *? ? ?* > > 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 *Corrine Schoeb > *Sent:* Monday, September 23, 2019 3:49 PM > *To:* athen-list@u.washington.edu > *Subject:* [Athen] Accessible flow chart tools > > > > Hi all, > > > > Wondering if any of you might have suggestions of an accessible > organizational chart, flow chart and or mind-mapping tool(s). > > > > My initial thoughts were Excel or Sheets and maybe something like Coogle ( > https://coggle.it/) and wonder if anyone has other suggestions. > > > > > > > > -- > > > > Corrine Schoeb > Technology Accessibility Coordinator, ITS > > 610-957-6208 > > > > *** Swarthmore College ITS will *never* ask you for your password, > including by email. Please keep your passwords private to protect yourself > and the security of our network. > > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Robert Spangler Disability Services Technical Support Specialist rspangler1@udayton.edu Office of Learning Resources (OLR) - RL 023 Ryan C. Harris Learning & Teaching Center (LTC) University of Dayton | 300 College Park | Dayton, Ohio 45469-1302 Phone: 937-229-2066 Fax: 937-229-3270 Ohio Relay: 711 (available for individuals who are deaf or hard of hearing) Web Site: http://go.udayton.edu/learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Sep 23 14:07:50 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Sep 23 14:08:03 2019 Subject: [Athen] Portable printers In-Reply-To: References: Message-ID: Very helpful. I thought all those baby printers would only do 4 X 6 photos. From: athen-list On Behalf Of Wink Harner Sent: Monday, September 23, 2019 10:10 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Portable printers Hi Debee, Here's a link of several different portable printers to take a look at. The Canon Pixma i110 appears to have the best rating overall. I use Canon printers in my alt-text production so have an appreciation for the durability and quality of the product line. However, there are more on this list of 6. Most of them are "portable" enough for a student to be able to carry around with them. https://www.lifewire.com/top-mobile-printers-2377818 Take a look and perhaps you'll find a suitable printer for your student(s)' needs. Wink 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 . On Mon, Sep 23, 2019 at 9:04 AM Deborah Armstrong > wrote: I have never been asked this question, which surprises me. But this quarter we have more visually impaired students than we?ve had in a while. They have either an iPAD, a Braille Note-taker or a laptop with a magnification solution. This is what they used in high school to prepare assignments, but then they went over to their special ed room to print those up. I happen to know many of these classes have in-class assignments, and one item I thought I?d start investigating are portable printers that a BVI student could easily carry around. When I took gseveral CIS classes in the middle ?80s, I carried a Diconix portable printer everywhere and used it to print work right in class. It ran on batteries and had some ink issues but it worked well enough to get an assignment done using in those days WordPerfect and MS-DOS. Though I?ve seen battery-operated printers in the stores, they are mostly for photos. Does anyone know about printers which print Word documents someone could actually use on the go? --Debee _______________________________________________ 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 foreigntype at gmail.com Mon Sep 23 16:04:39 2019 From: foreigntype at gmail.com (Wink Harner) Date: Mon Sep 23 16:05:42 2019 Subject: [Athen] Portable printers In-Reply-To: References: Message-ID: Nah, the technology's come a LONG way! Maybe one of these would work for what your student(s) need(s). 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 . On Mon, Sep 23, 2019 at 2:08 PM Deborah Armstrong wrote: > Very helpful. I thought all those baby printers would only do 4 X 6 > photos. > > > > *From:* athen-list *On > Behalf Of *Wink Harner > *Sent:* Monday, September 23, 2019 10:10 AM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Portable printers > > > > Hi Debee, > > > > Here's a link of several different portable printers to take a look at. > The Canon Pixma i110 appears to have the best rating overall. I use Canon > printers in my alt-text production so have an appreciation for the > durability and quality of the product line. However, there are more on this > list of 6. Most of them are "portable" enough for a student to be able to > carry around with them. > > > > https://www.lifewire.com/top-mobile-printers-2377818 > > > > > > Take a look and perhaps you'll find a suitable printer for your > student(s)' needs. > > > > Wink > > 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 . > > > > > > On Mon, Sep 23, 2019 at 9:04 AM Deborah Armstrong < > armstrongdeborah@fhda.edu> wrote: > > I have never been asked this question, which surprises me. > > > > But this quarter we have more visually impaired students than we?ve had in > a while. They have either an iPAD, a Braille Note-taker or a laptop with a > magnification solution. This is what they used in high school to prepare > assignments, but then they went over to their special ed room to print > those up. > > > > I happen to know many of these classes have in-class assignments, and one > item I thought I?d start investigating are portable printers that a BVI > student could easily carry around. > > > > When I took gseveral CIS classes in the middle ?80s, I carried a Diconix > portable printer everywhere and used it to print work right in class. It > ran on batteries and had some ink issues but it worked well enough to get > an assignment done using in those days WordPerfect and MS-DOS. > > > > Though I?ve seen battery-operated printers in the stores, they are mostly > for photos. Does anyone know about printers which print Word documents > someone could actually use on the go? > > > > --Debee > > > > > > > > > > > > > > _______________________________________________ > 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 info at karlencommunications.com Tue Sep 24 05:55:17 2019 From: info at karlencommunications.com (Karlen Communications) Date: Tue Sep 24 05:55:37 2019 Subject: [Athen] The Bologna Declaration from the August 2019 AAATE Conference Message-ID: <005101d572d7$51564100$f402c300$@karlencommunications.com> This is an annual conference held in Europe and the UK. I thought some might be interested in their initiative around making sure that those of us with disabilities have access to high quality adaptive technology. The following is from the GATE list announcing the Bologna Declaration: I'm happy to update you on the outcomes of the High Level Meeting which was held on the 27th of August in Bologna, Italy, the day before the 15th AAATE Conference. During the meeting representatives of different stake holding organisations discussed strategies to Unlock Human Potential by make AT largely available and accessible at global and local scale. Participants represented international organisations, such as the WHO and the European Commission, national and local authorities, end user representing organisations, service providers, professional organisations, industry and academia from different parts in the world. The meeting that took place in the ceremonial atmosphere of the old library of the University of Bologna, was concluded by the presentation of "The Bologna Declaration ". The Declaration is a short but powerful and inspiring policy document that calls upon action and also indicates the direction to go. It was written as a common effort by the delegates participating in the Meeting and it thus represents a common ground of understanding for those interested in AT uptake, able to impact on agenda's and programmes at all levels. https://aaate.net/the-bologna-declaration/ Thanks in advance and best wishes, Evert-Jan Hoogerwerf Secretary General of AAATE Thank you for your mail and contribution. Together, we will make a difference - GATE community. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marsh058 at umn.edu Tue Sep 24 11:11:57 2019 From: marsh058 at umn.edu (Scott Marshall) Date: Tue Sep 24 11:12:45 2019 Subject: [Athen] Sharing converted documents Message-ID: Hi all - I vaguely remember a conversation at an AHG or CSUN conference in the last couple of years in which institutions (or campuses in a single system?) were exploring the ability to share converted documents / documents in accessible formats. I don't remember anything more. Anyone out there trying to do this? I have a couple of specific questions for folks who might be having a go. Thanks much - Scott -- Scott Marshall Associate Director University of Minnesota Disability Resource Center o. 612.626.4954 m. 612.245.7632 -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Sep 24 11:24:50 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Sep 24 11:25:23 2019 Subject: [Athen] Am I protected in the new online eBook world? Message-ID: All my students now are really nice people, but I have a lot of new, very naive students and I'm a bit concerned that I'm not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn't have a printed textbook. There's an option to buy it, but student doesn't do that because it's too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don't know if the considerably cheaper eBook version was purchased or not since it's integrated in to the LMS. In many situations, it's not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn't know how or did not purchase the textbook. Student fails the course and says it's because we never provided alternate media. Student did request this book over and over. It's not on Bookshare; it's not on learning ally and it's not in the local public library. It isn't on the ATN either, or at least I didn't have enough book information to be sure it wasn't. Example: Professor syllabus says "Psychology" 8th or 9th edition". No ISBN, no full title unless that's it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn't provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Tue Sep 24 11:39:31 2019 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Tue Sep 24 11:39:45 2019 Subject: [Athen] FW: ATHEN Call for Nominations - ATHEN Executive Board In-Reply-To: References: Message-ID: Hi all, A reminder that we are looking for volunteers for the ATHEN Executive Board: Vice President Treasurer Member at Large See original announcement below. Please let me know if you are interested in any of the positions or if you know someone who might be interested. Dawn ~~ 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 From: athen-list On Behalf Of ATHEN President Sent: Wednesday, September 4, 2019 10:55 AM To: Access Technology Higher Education Network Subject: [Athen] ATHEN Call for Nominations - ATHEN Executive Board Hello ATHEN members, We are requesting your nominations for the following ATHEN Executive positions: - Vice President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to their availability. These positions are members of the ATHEN Executive Council and require some participation. All positions are for a 2 year commitment. Please submit all nominations via email to the ATHEN President, Dawn Hunziker, at: election@athenpro.org Nominations will close on Friday, September 27 at 5PM (Pacific). Voting will become available shortly thereafter. Thank you for your time. Dawn Hunziker ATHEN President -------------- next part -------------- A non-text attachment was scrubbed... Name: winmail.dat Type: application/ms-tnef Size: 16787 bytes Desc: not available URL: From kerscher at montana.com Tue Sep 24 11:40:37 2019 From: kerscher at montana.com (George Kerscher) Date: Tue Sep 24 11:40:49 2019 Subject: [Athen] Sharing converted documents In-Reply-To: References: Message-ID: <002101d57307$8ef9d280$aced7780$@montana.com> Perhaps you are talking about: ?Federating Repositories of Accessible Materials for Higher Education? awarded a $1,000,000 grant from The Andrew W. Mellon Foundation The population of students with disabilities at institutions of higher education has increased substantially over the past few decades and many of those have print disabilities, including the largest subgroup, those with learning disabilities. Students with print disabilities require text that has been reformatted for screen readers, text-to-speech software, or other forms of audio delivery, often with human intervention. Universities have few staff to do that work. Without collaboration across campuses, wasted effort and delayed service are certain. ?Federating Repositories of Accessible Materials for Higher Education? is a two-year project newly funded by a $1,000,000 grant from The Andrew W. Mellon Foundation to the University of Virginia which aims to address this problem. Led by University Librarian John Unsworth, this project will reduce duplication of remediation efforts across participating universities, allow the cumulative improvement of accessible texts, and decrease the turnaround time for delivering those texts to students and faculty. It will also foster new campus collaborations and bring academic libraries squarely into the business of providing support for the learning needs of students with print disabilities. Unsworth believes that this partnership ?will one day include many other universities, will improve the delivery of library services and reduce their costs, and will help universities provide all students with a level playing field.? The pilot group funded by this grant includes six other universities with a history of leadership on accessibility: George Mason University, Texas A&M University, the University of Illinois, Northern Arizona University, the University of Wisconsin-Madison, and Vanderbilt University. At all of the participating universities, the library and the disability services office will be included in the work, and at four of them (GMU, UVA, Wisconsin, and Vanderbilt) university presses will also participate. ?By providing digital source files and participating in the creation of new workflows,? said Dennis Lloyd, Director of the University of Wisconsin Press, ?we can identify potential implementation challenges from the inside of the publishing process.? The pilot also depends on HathiTrust, Bookshare, and The Internet Archive?three large digital repositories, each of which already provides service to users with print disabilities? to provide a federated network of storage and delivery and to draw on their individual networks of social commitment and technical expertise. The Association of Research Libraries will also provide support for a meeting of legal experts at the outset of the project. The grant from The Andrew W. Mellon Foundation will fund the creation of library infrastructure at UVA called EMMA (Educational Materials Made Accessible) which will handle authentication, search, selection, and download, while also providing an upload path for texts produced or remediated on the campuses of the seven participating universities. EMMA will connect university librarians or disability service officers operating on behalf of students (or faculty) with disabilities at any of the seven participating universities to materials created on any of their campuses or by any of the three repositories. This project builds on work funded by the Institute of Museum and Library Services in a grant co-directed by Laura Wood (then library director at Tufts University) and Mr. Unsworth (then library director at Brandeis University). That team conducted focus groups with disability services staff concerning the nature of their work, the formats involved, and the advice they receive from their university counsels on sharing their work products. Their work resulted in a white paper that documented the need for a scalable, collaborative, and national approach to the growing challenge of accessibility in higher education. From: athen-list On Behalf Of Scott Marshall Sent: Tuesday, September 24, 2019 12:12 PM To: ATHEN List Subject: [Athen] Sharing converted documents Hi all - I vaguely remember a conversation at an AHG or CSUN conference in the last couple of years in which institutions (or campuses in a single system?) were exploring the ability to share converted documents / documents in accessible formats. I don't remember anything more. Anyone out there trying to do this? I have a couple of specific questions for folks who might be having a go. Thanks much - Scott -- Scott Marshall Associate Director University of Minnesota Disability Resource Center o. 612.626.4954 m. 612.245.7632 -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Tue Sep 24 11:51:44 2019 From: foreigntype at gmail.com (Wink Harner) Date: Tue Sep 24 11:52:46 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: Tricky area, Debee. If the student has "possession" of the book, they have met the requirement for purchase (purchase hard copy, rent, borrow from the library, purchase used, or an inexpensive ebook all qualify as "in possession of"). If they are entitled to alt-format books as an accommodation and they requested it, it is our job to find it and convert it to an appropriate format for the student in a timely manner. OCR defines "timely" as alt format received at the same time others in class have their books. Sometimes the complexity of the alt format conversion doesn't give us enough time to provide the entire, complete textbook at the time classes start, so sometimes we have to follow the syllabus and provide the book to the student in chunks in advance of the reading assignments listed in the syllabus. We should expect to provide the entire book to the student whether or not every chapter is assigned. We avail ourselves of many sources: Amazon is a reliable place to find the ISBN using just the Title and Author + the edition. When I as a faculty make a required book list for my classes, I have to provide ALL of the pertinent information to our bookstore contact well in advance of the term, including the ISBN. Once we find the ISBN and the publisher, we contact the publisher first for a PDF. If no response from the publisher in 3-4 working days, follow up with ATN or Bookshare. If no luck there, send the information as a request out to the listserv. Someone else may have it and can provide you a PDF to convert. Someone else may have already converted it to the format your student needs. Never hurts to ask. If no luck in any of those sources, your office buys the book, cuts the spine, scans it, rebinds the book, sells it back to the bookstore. Then you run your OCR software on it to produce the appropriate format and provide a copy to the student. If you find yourself with a complicated book that you do not know how to convert to alt text and tag properly, there are many professional companies, and even other colleges across the country, who can provide alt-text conversions as a purchased service. Also there are a number of conferences and workshops available where you can improve your alt-text conversion skills if you need "polishing." I don't wait for the student to show me a receipt for the book before I start working on it. I won't release it to them until I have "proof of purchase" or possession. Don't ever forget that we are your hive. We are all here to help one another, and asking for help when we don't know something or can't find something is something we all do. Thank goodness! Under the circumstances you describe, it's entirely possible the student has a legitimate complaint. One suggestion might be to negotiate allowing the student to retake the class with the accommodations at no charge and have the previous grade expunged. I'm sure others on the list have other ideas & suggestions on what may be done for the student. I hope this is helpful information. 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 . On Tue, Sep 24, 2019 at 11:25 AM Deborah Armstrong < armstrongdeborah@fhda.edu> wrote: > All my students now are really nice people, but I have a lot of new, very > naive students and I?m a bit concerned that I?m not fully protected if > someone makes a complaint. > > > > Consider this hypothetical situation: the student doesn?t have a printed > textbook. There?s an option to buy it, but student doesn?t do that because > it?s too expensive. > > > > Student may purchase the cheaper eBook online, but in any case, I never > receive a receipt. I really don?t know if the considerably cheaper eBook > version was purchased or not since it?s integrated in to the LMS. In many > situations, it?s not that easy to tease a receipt out of the LMS anyway, > and in other situations, the student didn?t know how or did not purchase > the textbook. > > > > Student fails the course and says it?s because we never provided alternate > media. > > > > Student did request this book over and over. It?s not on Bookshare; it?s > not on learning ally and it?s not in the local public library. It isn?t on > the ATN either, or at least I didn?t have enough book information to be > sure it wasn?t. > > > > Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No > ISBN, no full title unless that?s it and no author or publisher. And I > found the syllabus by pestering the prof over and over myself! > > > > So I didn?t provide alternate media. Am I protected as long as I was clear > with the student that I needed either a physical book to scan or a receipt > with full book information? > > > > --Debee > > > > > > > > > _______________________________________________ > 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 foreigntype at gmail.com Tue Sep 24 11:52:43 2019 From: foreigntype at gmail.com (Wink Harner) Date: Tue Sep 24 11:54:09 2019 Subject: [Athen] ATHEN Call for Nominations - ATHEN Executive Board In-Reply-To: References: Message-ID: Dawn, Is it Robert's position or mine that's up this year? If it's mine, I'll gladly run again. If it's Robert's, then I'll consider what to do NEXT year. Wink 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 . On Wed, Sep 4, 2019 at 10:56 AM ATHEN President wrote: > Hello ATHEN members, > > > > We are requesting your nominations for the following ATHEN Executive > positions: > > - Vice President > > - Treasurer > > - Member-at-Large representative > > > > For a general overview of the job responsibilities, please see the > following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": > > http://athenpro.org/node/3 > > > > You are welcome to nominate yourself for these positions. If you are > nominating another individual, it is highly recommended that you check with > that person as to their availability. These positions are members of the > ATHEN Executive Council and require some participation. All positions are > for a 2 year commitment. > > > > Please submit all nominations via email to the ATHEN President, Dawn > Hunziker, at: election@athenpro.org > > > > Nominations will close on Friday, September 27 at 5PM (Pacific). Voting > will become available shortly thereafter. > > > > Thank you for your time. > > > Dawn Hunziker > > ATHEN President > _______________________________________________ > 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 adykhouse at midmich.edu Tue Sep 24 12:19:12 2019 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Tue Sep 24 12:20:05 2019 Subject: [Athen] How to modify font size of PDFS in Kindle? Message-ID: Hello, I am new to this resource, and appreciate any suggestions you may have. I am a Student Accommodations Coordinator working with a student who utilizes their Kindle device to enlarge font sizes of their texts. The student can magnify the text, but Kindle allows the student to not have to scroll back and forth. I have searched for alternative versions through Access Text and Bookshare, but have not found it listed. The textbook was provided in a PDF version, however, that is not alterable on Kindle. Does anyone have any suggestions or other advice? Thank you very much for your time and help, Amy Amy Dykhouse, Ph.D. Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317- 4613 Text: (989) 264-0487 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Tue Sep 24 12:52:44 2019 From: rbeach at KCKCC.EDU (Robert Beach) Date: Tue Sep 24 12:53:16 2019 Subject: [Athen] [EXT]Re: ATHEN Call for Nominations - ATHEN Executive Board In-Reply-To: References: Message-ID: It is mine. 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 Wink Harner Sent: Tuesday, September 24, 2019 1:53 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] ATHEN Call for Nominations - ATHEN Executive Board CAUTION: This email originated outside KCKCC. Do not click links or open attachments unless you know the content is safe. Please forward all suspicious emails to support@kckcc.edu. Dawn, Is it Robert's position or mine that's up this year? If it's mine, I'll gladly run again. If it's Robert's, then I'll consider what to do NEXT year. Wink 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 . On Wed, Sep 4, 2019 at 10:56 AM ATHEN President > wrote: Hello ATHEN members, We are requesting your nominations for the following ATHEN Executive positions: - Vice President - Treasurer - Member-at-Large representative For a general overview of the job responsibilities, please see the following web page under the heading "ARTICLE V--EXECUTIVE OFFICERS": http://athenpro.org/node/3 You are welcome to nominate yourself for these positions. If you are nominating another individual, it is highly recommended that you check with that person as to their availability. These positions are members of the ATHEN Executive Council and require some participation. All positions are for a 2 year commitment. Please submit all nominations via email to the ATHEN President, Dawn Hunziker, at: election@athenpro.org Nominations will close on Friday, September 27 at 5PM (Pacific). Voting will become available shortly thereafter. Thank you for your time. Dawn Hunziker ATHEN President _______________________________________________ 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 foreigntype at gmail.com Tue Sep 24 13:23:58 2019 From: foreigntype at gmail.com (Wink Harner) Date: Tue Sep 24 13:25:06 2019 Subject: [Athen] any known accessibility problems with MeetinVR Message-ID: Hi all ATHENites, A colleague has recommended MeetinVR to me as an online meeting tool and I wanted to check in with you all to find out ahead of time if any of you have used it, tested it, tried it out and what you have run into, if anything, as far as accessibility problems and the use of assistive technology with the VR program. Thanks in advance for any insights, advice etc. Wink 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 . -------------- next part -------------- An HTML attachment was scrubbed... URL: From knott_jennifer at columbusstate.edu Tue Sep 24 13:29:23 2019 From: knott_jennifer at columbusstate.edu (Jennifer Knott) Date: Tue Sep 24 13:29:41 2019 Subject: [Athen] Support for Video Captioning Tools and Services Message-ID: Greetings All: I am posting a question regarding captioning tools and services. At your institution, who normally provides financial support for tools or services involved in making online course videos accessible? Are there multiple departments that combine their resources, considering so many benefit from supporting students and improving outcomes? Looking forward to hearing from you, Jennifer Knott ____________________________ Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lbencomo at uccs.edu Tue Sep 24 13:35:11 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Tue Sep 24 13:35:33 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: We only provide captioning on an as needed basis. Disability Services funds any captions needed as an accommodation. We outsource to get the actual work done. I agree with you that the funding should be shared. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list On Behalf Of Jennifer Knott Sent: Tuesday, September 24, 2019 2:29 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Support for Video Captioning Tools and Services Greetings All: I am posting a question regarding captioning tools and services. At your institution, who normally provides financial support for tools or services involved in making online course videos accessible? Are there multiple departments that combine their resources, considering so many benefit from supporting students and improving outcomes? Looking forward to hearing from you, Jennifer Knott ____________________________ Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 [https://ur.columbusstate.edu/logos/logo_files/2015/CSU_Logo_Primary2.png] [https://cool.columbusstate.edu/images/COOL-Summer-2019r.jpeg] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From lbencomo at uccs.edu Tue Sep 24 13:35:11 2019 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Tue Sep 24 13:36:11 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: We only provide captioning on an as needed basis. Disability Services funds any captions needed as an accommodation. We outsource to get the actual work done. I agree with you that the funding should be shared. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list On Behalf Of Jennifer Knott Sent: Tuesday, September 24, 2019 2:29 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Support for Video Captioning Tools and Services Greetings All: I am posting a question regarding captioning tools and services. At your institution, who normally provides financial support for tools or services involved in making online course videos accessible? Are there multiple departments that combine their resources, considering so many benefit from supporting students and improving outcomes? Looking forward to hearing from you, Jennifer Knott ____________________________ Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 [https://ur.columbusstate.edu/logos/logo_files/2015/CSU_Logo_Primary2.png] [https://cool.columbusstate.edu/images/COOL-Summer-2019r.jpeg] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From hkramer at ahead.org Tue Sep 24 13:52:45 2019 From: hkramer at ahead.org (Howard Kramer) Date: Tue Sep 24 13:53:42 2019 Subject: [Athen] Accessing Higher Ground 2019: Early-bird Registration ends Tomorrow Message-ID: Dear ATHEN Members & listserv participants: *Early-bird Registration for the 2019 Accessing Higher Ground (AHG) Conference ends tomorrow, September 25. * *ATHEN members also receive a 10% discount off registration fees * and you can renew or purchase your membership during the registration process. *Keynote Speaker*: Wanda Diaz Merced, PhD, Astronomer and Computer Scientist Not familiar with Dr. Merced, watch her Ted Talk or read her biography on Wikipedia *Highlights from this year?s event:* (titles link to session description) ? PDF Accessibility ? Train-the-Trainer , Rob Haverty, Senior Program Manager, Accessibility, Adobe ? Managing Accessibility Testing , Gian Wild, AccessibilityOz ? Wagging the Dog: Secret Macro/Replace Tricks and Tips In Alternate Format Production , Susan Kelmer, CU- Boulder & Robert Beach, Assistive Technology Specialist, Kansas City Kansas Community College ? Create Accessible Documents in Word & PowerPoint (WebAIM Certificate) , George Joeckel, Web Accessibility Specialist, Utah State University / WebAIM ? Understanding the ARIA Authoring Practices and Screen Readers , Jon Gunderson, Coordinator of IT Accessibility, University of Illinois ? Creating an Inclusive Library Environment, Stephanie Robbins, Assistive Technology Coordinator, University of Colorado Denver, et al. ? Institutional Roadblocks to Accessibility: A collaborative session on how to overcome organizational resistance, Howard Fooksman & Dean Brusnighan, Purdue University ? Website Liability Under US Accessibility Laws , Ken Nakata & Jeffrey Singleton, Cxytera And over 80 more View *complete agenda * or *register now. * More Information If you have any questions, contact Howard Kramer at 303-492-8672 or at the email below. e-mail: hkramer@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the *Accessing Higher Ground Conference * in Westminster, Colorado, Nov 18-22, 2019. Request for proposals will be announced mid-March. Complete program information and registration is open for our full line-up of webinars, *AHEADtoYOU! * And the *Technology Access Series *. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? *We welcome you to join AHEAD now. * -------------- next part -------------- An HTML attachment was scrubbed... URL: From foreigntype at gmail.com Tue Sep 24 14:10:57 2019 From: foreigntype at gmail.com (Wink Harner) Date: Tue Sep 24 14:11:49 2019 Subject: [Athen] Accessing Higher Ground 2019: Early-bird Registration ends Tomorrow In-Reply-To: References: Message-ID: Hey Howard, I scanned the schedule looking for my slot but cannot find it. When did you put me in? Wink 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 . On Tue, Sep 24, 2019 at 1:54 PM Howard Kramer wrote: > Dear ATHEN Members & listserv participants: > > > > *Early-bird Registration for the 2019 Accessing Higher Ground (AHG) > Conference ends tomorrow, September 25. * > > > > *ATHEN members also receive a 10% discount off registration fees > * and you > can renew or purchase your membership during the registration process. > > > *Keynote Speaker*: Wanda Diaz Merced, PhD, Astronomer and Computer > Scientist > > Not familiar with Dr. Merced, watch her Ted Talk > > or read her biography on Wikipedia > > > > > *Highlights from this year?s event:* > > > > (titles link to session description) > > > > ? PDF Accessibility ? Train-the-Trainer > , > Rob Haverty, Senior Program Manager, Accessibility, Adobe > > ? Managing Accessibility Testing > , Gian > Wild, AccessibilityOz > > ? Wagging the Dog: Secret Macro/Replace Tricks and Tips In > Alternate Format Production > , > Susan Kelmer, CU- Boulder & Robert Beach, Assistive Technology Specialist, > Kansas City Kansas Community College > > ? Create Accessible Documents in Word & PowerPoint (WebAIM > Certificate) > , > George Joeckel, Web Accessibility Specialist, Utah State University / WebAIM > > ? Understanding the ARIA Authoring Practices and Screen Readers > , > Jon Gunderson, Coordinator of IT Accessibility, University of Illinois > > ? Creating an Inclusive > > Library Environment, Stephanie Robbins, Assistive Technology Coordinator, > University of Colorado Denver, et al. > > ? Institutional Roadblocks to Accessibility: A collaborative > session on how to overcome organizational > > resistance, Howard Fooksman & Dean Brusnighan, Purdue University > > ? Website Liability Under US Accessibility Laws > , > Ken Nakata & Jeffrey Singleton, Cxytera > > And over 80 more > > View *complete agenda > * or *register > now. * > > > More Information > > > > If you have any questions, contact Howard Kramer at 303-492-8672 or at > the email below. > > > > e-mail: hkramer@ahead.org > > Conference URL: http://accessinghigherground.org/ > > > -- > Regards, > Howard > > Howard Kramer > Conference Coordinator > Accessing Higher Ground > 303-492-8672 > cell: 720-351-8668 > > Join us for the *Accessing Higher Ground Conference > * in Westminster, Colorado, Nov > 18-22, 2019. Request for proposals will be announced mid-March. > > > > Complete program information and registration is open for our full line-up > of webinars, *AHEADtoYOU! > * And the *Technology > Access Series *. > Site capacities for all webinar events is limited; please register at your > earliest convenience for the largest selection. > > > > Not yet a member of AHEAD? *We welcome you to join AHEAD now. > * > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -------------- next part -------------- An HTML attachment was scrubbed... URL: From howard.kramer at colorado.edu Tue Sep 24 14:19:13 2019 From: howard.kramer at colorado.edu (Howard Kramer) Date: Tue Sep 24 14:19:28 2019 Subject: [Athen] Accessing Higher Ground 2019: Early-bird Registration ends Tomorrow In-Reply-To: References: , Message-ID: Hi Wink, I have not put it in yet. I'm waiting to see how many sponsor sessions I need to put in first. Regards, Howard ________________________________ From: athen-list on behalf of Wink Harner Sent: Tuesday, September 24, 2019 3:10 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessing Higher Ground 2019: Early-bird Registration ends Tomorrow Hey Howard, I scanned the schedule looking for my slot but cannot find it. When did you put me in? Wink 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 . On Tue, Sep 24, 2019 at 1:54 PM Howard Kramer > wrote: Dear ATHEN Members & listserv participants: Early-bird Registration for the 2019 Accessing Higher Ground (AHG) Conference ends tomorrow, September 25. ATHEN members also receive a 10% discount off registration fees and you can renew or purchase your membership during the registration process. Keynote Speaker: Wanda Diaz Merced, PhD, Astronomer and Computer Scientist Not familiar with Dr. Merced, watch her Ted Talk or read her biography on Wikipedia Highlights from this year?s event: (titles link to session description) ? PDF Accessibility ? Train-the-Trainer, Rob Haverty, Senior Program Manager, Accessibility, Adobe ? Managing Accessibility Testing, Gian Wild, AccessibilityOz ? Wagging the Dog: Secret Macro/Replace Tricks and Tips In Alternate Format Production, Susan Kelmer, CU- Boulder & Robert Beach, Assistive Technology Specialist, Kansas City Kansas Community College ? Create Accessible Documents in Word & PowerPoint (WebAIM Certificate), George Joeckel, Web Accessibility Specialist, Utah State University / WebAIM ? Understanding the ARIA Authoring Practices and Screen Readers, Jon Gunderson, Coordinator of IT Accessibility, University of Illinois ? Creating an Inclusive Library Environment, Stephanie Robbins, Assistive Technology Coordinator, University of Colorado Denver, et al. ? Institutional Roadblocks to Accessibility: A collaborative session on how to overcome organizational resistance, Howard Fooksman & Dean Brusnighan, Purdue University ? Website Liability Under US Accessibility Laws, Ken Nakata & Jeffrey Singleton, Cxytera And over 80 more View complete agenda or register now. More Information If you have any questions, contact Howard Kramer at 303-492-8672 or at the email below. e-mail: hkramer@ahead.org Conference URL: http://accessinghigherground.org/ -- Regards, Howard Howard Kramer Conference Coordinator Accessing Higher Ground 303-492-8672 cell: 720-351-8668 Join us for the Accessing Higher Ground Conference in Westminster, Colorado, Nov 18-22, 2019. Request for proposals will be announced mid-March. Complete program information and registration is open for our full line-up of webinars, AHEADtoYOU! And the Technology Access Series. Site capacities for all webinar events is limited; please register at your earliest convenience for the largest selection. Not yet a member of AHEAD? We welcome you to join AHEAD now. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -------------- next part -------------- An HTML attachment was scrubbed... URL: From adykhouse at midmich.edu Wed Sep 25 05:06:41 2019 From: adykhouse at midmich.edu (Amy Dykhouse) Date: Wed Sep 25 05:07:55 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: Hi Jennifer, Our IT Department has an Accessibility section, which provides resources for captioning. Thank you, Amy Amy Dykhouse, Ph.D. Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317- 4613 Text: (989) 264-0487 On Tue, Sep 24, 2019 at 4:31 PM Jennifer Knott < knott_jennifer@columbusstate.edu> wrote: > Greetings All: > > I am posting a question regarding captioning tools and services. At your > institution, who normally provides financial support for tools or services > involved in making online course videos accessible? Are there multiple > departments that combine their resources, considering so many benefit from > supporting students and improving outcomes? > > Looking forward to hearing from you, > Jennifer Knott > ____________________________ > Jennifer Knott, Ed.D. > Director, Center of Online Learning > Columbus State University > (706) 507-8695 > > _______________________________________________ > 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 adietrich at cornell.edu Wed Sep 25 06:11:02 2019 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Wed Sep 25 06:11:23 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: Hi, To answer your question, at my university, Student Disability Services provides captions to registered students as an accommodation, and there are other departments on campus that caption other videos the university is using, mostly unrelated to classes. I?m also wondering if I can ask who people are outsourcing their captioning to, and if you?re happy with the results? I?m doing a LOT of video captioning for students this semester, and although I?ve sent out videos to be captioned in the past I?ve always had to go back through and check the results because I haven?t gotten back accurate captions from anyone, at least not accurate enough that I would feel comfortable offering them as an accommodation without reviewing them first. Any companies to recommend? Thanks, Andi :) From: athen-list On Behalf Of Leyna Bencomo Sent: Tuesday, September 24, 2019 4:35 PM To: Access Technology Higher Education Network ; athen-list@mailman12.u.washington.edu Subject: Re: [Athen] Support for Video Captioning Tools and Services We only provide captioning on an as needed basis. Disability Services funds any captions needed as an accommodation. We outsource to get the actual work done. I agree with you that the funding should be shared. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list > On Behalf Of Jennifer Knott Sent: Tuesday, September 24, 2019 2:29 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Support for Video Captioning Tools and Services Greetings All: I am posting a question regarding captioning tools and services. At your institution, who normally provides financial support for tools or services involved in making online course videos accessible? Are there multiple departments that combine their resources, considering so many benefit from supporting students and improving outcomes? Looking forward to hearing from you, Jennifer Knott ____________________________ Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 [https://ur.columbusstate.edu/logos/logo_files/2015/CSU_Logo_Primary2.png] [https://cool.columbusstate.edu/images/COOL-Summer-2019r.jpeg] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From adietrich at cornell.edu Wed Sep 25 06:11:02 2019 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Wed Sep 25 06:11:34 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: Hi, To answer your question, at my university, Student Disability Services provides captions to registered students as an accommodation, and there are other departments on campus that caption other videos the university is using, mostly unrelated to classes. I?m also wondering if I can ask who people are outsourcing their captioning to, and if you?re happy with the results? I?m doing a LOT of video captioning for students this semester, and although I?ve sent out videos to be captioned in the past I?ve always had to go back through and check the results because I haven?t gotten back accurate captions from anyone, at least not accurate enough that I would feel comfortable offering them as an accommodation without reviewing them first. Any companies to recommend? Thanks, Andi :) From: athen-list On Behalf Of Leyna Bencomo Sent: Tuesday, September 24, 2019 4:35 PM To: Access Technology Higher Education Network ; athen-list@mailman12.u.washington.edu Subject: Re: [Athen] Support for Video Captioning Tools and Services We only provide captioning on an as needed basis. Disability Services funds any captions needed as an accommodation. We outsource to get the actual work done. I agree with you that the funding should be shared. Leyna Bencomo Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list > On Behalf Of Jennifer Knott Sent: Tuesday, September 24, 2019 2:29 PM To: athen-list@mailman12.u.washington.edu Subject: [Athen] Support for Video Captioning Tools and Services Greetings All: I am posting a question regarding captioning tools and services. At your institution, who normally provides financial support for tools or services involved in making online course videos accessible? Are there multiple departments that combine their resources, considering so many benefit from supporting students and improving outcomes? Looking forward to hearing from you, Jennifer Knott ____________________________ Jennifer Knott, Ed.D. Director, Center of Online Learning Columbus State University (706) 507-8695 [https://ur.columbusstate.edu/logos/logo_files/2015/CSU_Logo_Primary2.png] [https://cool.columbusstate.edu/images/COOL-Summer-2019r.jpeg] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15239 bytes Desc: image001.png URL: From Susan.Kelmer at colorado.edu Wed Sep 25 06:47:53 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 25 06:48:04 2019 Subject: [Athen] How to modify font size of PDFS in Kindle? In-Reply-To: References: Message-ID: There are several back-door ways to do this using websites and apps for Windows. A simple google search for ?convert PDF to kindle format? should get you some videos and how-tos on how to do it. Email me privately if you want more information. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Amy Dykhouse Sent: Tuesday, September 24, 2019 1:19 PM To: athen-list@u.washington.edu Subject: [Athen] How to modify font size of PDFS in Kindle? Hello, I am new to this resource, and appreciate any suggestions you may have. I am a Student Accommodations Coordinator working with a student who utilizes their Kindle device to enlarge font sizes of their texts. The student can magnify the text, but Kindle allows the student to not have to scroll back and forth. I have searched for alternative versions through Access Text and Bookshare, but have not found it listed. The textbook was provided in a PDF version, however, that is not alterable on Kindle. Does anyone have any suggestions or other advice? Thank you very much for your time and help, Amy Amy Dykhouse, Ph.D. Career and Student Accommodation Services Coordinator Mid Michigan College Phone: (989) 317- 4613 Text: (989) 264-0487 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Wed Sep 25 06:59:02 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 25 06:59:12 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought - hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that's usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS's are the big publishers - Pearson, Cengage, McGraw Hill etc. Once I know what book is actually "behind the curtain" of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn't on the syllabus doesn't mean there aren't other ways to obtain it - i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I'm a bit concerned that I'm not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn't have a printed textbook. There's an option to buy it, but student doesn't do that because it's too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don't know if the considerably cheaper eBook version was purchased or not since it's integrated in to the LMS. In many situations, it's not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn't know how or did not purchase the textbook. Student fails the course and says it's because we never provided alternate media. Student did request this book over and over. It's not on Bookshare; it's not on learning ally and it's not in the local public library. It isn't on the ATN either, or at least I didn't have enough book information to be sure it wasn't. Example: Professor syllabus says "Psychology" 8th or 9th edition". No ISBN, no full title unless that's it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn't provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From rsthompson2 at ua.edu Wed Sep 25 07:19:32 2019 From: rsthompson2 at ua.edu (Thompson, Rachel) Date: Wed Sep 25 07:20:03 2019 Subject: [Athen] Sharing converted documents In-Reply-To: References: Message-ID: I remember a session by Gaier Dietrich about something similar called AIMHub: https://accessinghigherground.org/aimhub-next-generation-accessible-media-tracking-exchange-and-management/. Dr. Rachel S. Thompson Director, Center for Instructional Technology Office of Information Technology University of Alabama > On Sep 24, 2019, at 1:15 PM, Scott Marshall wrote: > > Hi all - I vaguely remember a conversation at an AHG or CSUN conference in the last couple of years in which institutions (or campuses in a single system?) were exploring the ability to share converted documents / documents in accessible formats. > > I don't remember anything more. Anyone out there trying to do this? I have a couple of specific questions for folks who might be having a go. > > Thanks much - > > Scott > > -- > Scott Marshall > Associate Director > University of Minnesota Disability Resource Center > > o. 612.626.4954 > m. 612.245.7632 > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list From azaytsev at umich.edu Wed Sep 25 07:56:09 2019 From: azaytsev at umich.edu (Angelina Zaytsev) Date: Wed Sep 25 07:56:47 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts , produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the *publishers*? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer wrote: > Debee, > > > > You failed to provide the student with format for reasons that are > probably dubious. Yes, the student probably has a case if they want to sue > in this case. > > > > I provide alt format to students regardless of what format of book they > bought ? hard copy (new or used), electronic format (Kindle, other ebook), > or that they have access through the LMS or another portal they paid for. > I ask for a receipt, or to see their book, or to show me that they can log > into the portal and access the materials. For books that are hard to figure > out, if I have the author, title, and edition, that?s usually enough. When > the student logs in to show me that they have access to the materials, I > can usually find more information there, and then I hop on out to Google or > Amazon and get the information so I can get the files from the right > place. Almost all of these books that end up in portals or on LMS?s are > the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what > book is actually ?behind the curtain? of the portal, it is easy enough to > order the files through ATN. This type of access for students is becoming > more common. Sometimes these portals are provided through the LMS and there > is nothing the student needs to purchase at all. The reality is, they have > access, and if they need alt format, then you need to provide it, in > whatever format is appropriate for them. > > > > My question would be did the student do their due diligence in getting you > the information you needed to get the files? Just because it isn?t on the > syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into > the portal with the student and take a look! The information you need > should be right there. > > > > *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:* Tuesday, September 24, 2019 12:25 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [Athen] Am I protected in the new online eBook world? > > > > All my students now are really nice people, but I have a lot of new, very > naive students and I?m a bit concerned that I?m not fully protected if > someone makes a complaint. > > > > Consider this hypothetical situation: the student doesn?t have a printed > textbook. There?s an option to buy it, but student doesn?t do that because > it?s too expensive. > > > > Student may purchase the cheaper eBook online, but in any case, I never > receive a receipt. I really don?t know if the considerably cheaper eBook > version was purchased or not since it?s integrated in to the LMS. In many > situations, it?s not that easy to tease a receipt out of the LMS anyway, > and in other situations, the student didn?t know how or did not purchase > the textbook. > > > > Student fails the course and says it?s because we never provided alternate > media. > > > > Student did request this book over and over. It?s not on Bookshare; it?s > not on learning ally and it?s not in the local public library. It isn?t on > the ATN either, or at least I didn?t have enough book information to be > sure it wasn?t. > > > > Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No > ISBN, no full title unless that?s it and no author or publisher. And I > found the syllabus by pestering the prof over and over myself! > > > > So I didn?t provide alternate media. Am I protected as long as I was clear > with the student that I needed either a physical book to scan or a receipt > with full book information? > > > > --Debee > > > > > > > > > > > _______________________________________________ > 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 Susan.Kelmer at colorado.edu Wed Sep 25 08:13:45 2019 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Wed Sep 25 08:14:43 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list On Behalf Of Angelina Zaytsev Sent: Wednesday, September 25, 2019 8:56 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts, produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the publishers? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer > wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network > Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ 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 clt3 at humboldt.edu Wed Sep 25 08:22:38 2019 From: clt3 at humboldt.edu (Cassandra Tex) Date: Wed Sep 25 08:22:48 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: <54fe0bf90467f71a1e610b604d8149d0@mail.gmail.com> I agree with Susan. Copyright is an important protection for authors. In addition, how is this fair for students without disabilities who must buy or rent their books? Cassandra Humboldt State University *From:* athen-list [mailto:athen-list-bounces@mailman12.u.washington.edu] *On Behalf Of *Susan Kelmer *Sent:* Wednesday, September 25, 2019 8:14 AM *To:* Access Technology Higher Education Network < athen-list@u.washington.edu> *Subject:* Re: [Athen] Am I protected in the new online eBook world? I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. *Susan Kelmer* *Alternate Format Production Program Manager* *Disability Services* *University of Colorado Boulder* *303-735-4836* *From:* athen-list *On Behalf Of *Angelina Zaytsev *Sent:* Wednesday, September 25, 2019 8:56 AM *To:* Access Technology Higher Education Network < athen-list@u.washington.edu> *Subject:* Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts , produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the *publishers*? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. *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:* Tuesday, September 24, 2019 12:25 PM *To:* Access Technology Higher Education Network < athen-list@u.washington.edu> *Subject:* [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ 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 info at karlencommunications.com Wed Sep 25 09:05:16 2019 From: info at karlencommunications.com (Karlen Communications) Date: Wed Sep 25 09:05:37 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: Message-ID: <00d401d573bb$06133ba0$1239b2e0$@karlencommunications.com> I would agree with Susan but then I?m a published author as well. Perhaps if the student hasn?t purchased the book/text, they can pay the equivalent for the accessible version. I make the distinction between my free tutorials and for purchase books and many have tied to get my for purchase books free?do they have any idea how many hours, days, weeks and years of my life have been spent trying to figure out PDF Tags so that I can provide accurate information in my books? Or how much time I?ve spent investigating accessible document design so that they don?t have to? I don?t really care which version, accessible or not, that gets paid for as long as it gets paid. Cheers, Karen From: athen-list On Behalf Of Susan Kelmer Sent: Wednesday, September 25, 2019 11:14 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Am I protected in the new online eBook world? I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Angelina Zaytsev Sent: Wednesday, September 25, 2019 8:56 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts, produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the publishers? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer > wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network > Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ 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 Jeremy.Zhe-Heimerman at cortland.edu Wed Sep 25 12:26:48 2019 From: Jeremy.Zhe-Heimerman at cortland.edu (Jeremy Zhe-Heimerman) Date: Wed Sep 25 12:27:28 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: <00d401d573bb$06133ba0$1239b2e0$@karlencommunications.com> References: <00d401d573bb$06133ba0$1239b2e0$@karlencommunications.com> Message-ID: I wonder if that snippet from the white paper is intended for the same audience that the entire white paper is for: libraries. I agree that our students should purchase books for their courses if we are providing them with the accessible files. But this paper was intended for librarians to read, to emphasize the importance of libraries providing accessible texts to their patrons. Students already have limited rights to all of the books and articles in their institution?s library. Libraries should not be requiring students to buy them on their own before providing them with an accessible copy. Instead, libraries should be providing accessible copies of everything in their catalog to students in a timely fashion. The long practice of libraries not doing so has been discriminatory. So, my humble and not terribly informed opinion is this white paper does not apply to the work we do distributing alt format textbooks to students unless our libraries own a copy of the book already. Much further discussion is required to determine how to proceed in those cases. Jeremy Zhe-Heimerman Assistant Director, Disability Resources SUNY Cortland Memorial Library, Room B-204 P.O. Box 2000 Cortland, NY 13045-0900 O: 607-753-2358 | F: 607-753-5495 jeremy.zhe-heimerman@cortland.edu Disability Resources Homepage Confidentiality Note: This email may contain privileged and confidential information that should not be copied or forwarded without consent. Follow Us: Facebook | Twitter From: Karlen Communications Sent: Wednesday, September 25, 2019 12:05 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Am I protected in the new online eBook world? I would agree with Susan but then I?m a published author as well. Perhaps if the student hasn?t purchased the book/text, they can pay the equivalent for the accessible version. I make the distinction between my free tutorials and for purchase books and many have tied to get my for purchase books free?do they have any idea how many hours, days, weeks and years of my life have been spent trying to figure out PDF Tags so that I can provide accurate information in my books? Or how much time I?ve spent investigating accessible document design so that they don?t have to? I don?t really care which version, accessible or not, that gets paid for as long as it gets paid. Cheers, Karen From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 25, 2019 11:14 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Angelina Zaytsev Sent: Wednesday, September 25, 2019 8:56 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts, produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the publishers? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer > wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network > Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ 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 help at nationaldeafcenter.org Wed Sep 25 12:34:06 2019 From: help at nationaldeafcenter.org (National Deaf Center) Date: Wed Sep 25 12:35:29 2019 Subject: [Athen] WebEx? Message-ID: Hello! We are looking to connect a community college with other community colleges about using WebEx platform for online video meetings with students at satellite/remote campuses. Does anyone have success with using WebEx? If you are not using WebEx but another video platform for remote meetings with students, we would love to know more about your experiences. If you are willing to connect to describe your process with a fellow colleague, please email help@nationaldeafcenter.org directly. Your help is greatly appreciated! * NDC | help* Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdunn at southeast.edu Wed Sep 25 12:50:31 2019 From: sdunn at southeast.edu (Susie Dunn) Date: Wed Sep 25 12:50:50 2019 Subject: [Athen] Am I protected in the new online eBook world? In-Reply-To: References: <00d401d573bb$06133ba0$1239b2e0$@karlencommunications.com> Message-ID: Jeremy is correct, the audience and focus was for academic research libraries/librarians. From: athen-list On Behalf Of Jeremy Zhe-Heimerman Sent: Wednesday, September 25, 2019 2:27 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Am I protected in the new online eBook world? I wonder if that snippet from the white paper is intended for the same audience that the entire white paper is for: libraries. I agree that our students should purchase books for their courses if we are providing them with the accessible files. But this paper was intended for librarians to read, to emphasize the importance of libraries providing accessible texts to their patrons. Students already have limited rights to all of the books and articles in their institution?s library. Libraries should not be requiring students to buy them on their own before providing them with an accessible copy. Instead, libraries should be providing accessible copies of everything in their catalog to students in a timely fashion. The long practice of libraries not doing so has been discriminatory. So, my humble and not terribly informed opinion is this white paper does not apply to the work we do distributing alt format textbooks to students unless our libraries own a copy of the book already. Much further discussion is required to determine how to proceed in those cases. Jeremy Zhe-Heimerman Assistant Director, Disability Resources SUNY Cortland Memorial Library, Room B-204 P.O. Box 2000 Cortland, NY 13045-0900 O: 607-753-2358 | F: 607-753-5495 jeremy.zhe-heimerman@cortland.edu Disability Resources Homepage Confidentiality Note: This email may contain privileged and confidential information that should not be copied or forwarded without consent. Follow Us: Facebook | Twitter From: Karlen Communications > Sent: Wednesday, September 25, 2019 12:05 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Am I protected in the new online eBook world? I would agree with Susan but then I?m a published author as well. Perhaps if the student hasn?t purchased the book/text, they can pay the equivalent for the accessible version. I make the distinction between my free tutorials and for purchase books and many have tied to get my for purchase books free?do they have any idea how many hours, days, weeks and years of my life have been spent trying to figure out PDF Tags so that I can provide accurate information in my books? Or how much time I?ve spent investigating accessible document design so that they don?t have to? I don?t really care which version, accessible or not, that gets paid for as long as it gets paid. Cheers, Karen From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 25, 2019 11:14 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Angelina Zaytsev Sent: Wednesday, September 25, 2019 8:56 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts, produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the publishers? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer > wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network > Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list ________________________________ Disclaimer: This e-mail and any attachments contain material that is solely for the use of the intended recipient(s). If you have received this e-mail in error, please notify the sender immediately and delete this e-mail. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this e-mail. Any views or opinions expressed in the message are solely those of the sender and do not necessarily represent those of Southeast Community College. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Bryon-Kluesner at utc.edu Wed Sep 25 14:19:45 2019 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Wed Sep 25 14:20:05 2019 Subject: [Athen] ADA compliant height adjustable lecterns Message-ID: Hi all, I was hoping someone could share with me if your campus utilizes ADA compliant height adjustable lecterns. Are there specific regulations available to guide a discussion on my campus that is being planned through our IT department? Thanks for anything you can share. Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From Maureen.Bourbeau at unh.edu Wed Sep 25 14:24:35 2019 From: Maureen.Bourbeau at unh.edu (Bourbeau, Maureen) Date: Wed Sep 25 14:25:24 2019 Subject: [Athen] Am I protected in the new online eBook world? (Library White Paper discussion) Message-ID: This exact White Paper will be addressed via one of AHEAD?s Fall Webinars (tomorrow 9/26/2019) https://www.ahead.org/events-programming/webinars/2019-fall-webinars#reg I am not registered, but I?d love to hear someone?s takeaways from this if you will be participating. Copyright Laws and their Impact on the Alternative Format Production Thursday, September 26, 2019; 3:00-4:30 Eastern Jamie Axelrod, M.S., Northern Arizona University Brandon Butler, Director of Public Policy Initiatives, University of Virginia Library L. Scott Lissner, The Ohio State University The Association of Research Libraries (ARL) recently released a white paper, "The Law and Accessible Texts: Reconciling Civil Rights and Copyrights." This white paper analyzes how institutions of higher education can meet their mission of providing all students with equitable access to information within the current legal framework and clarifies long-held but erroneous legal restrictions. Join a primary author of the paper and two higher education consultant/AHEAD leaders for an in-depth look at what copyright law actually says and implications for your processes. This webinar will answer the questions you and your institution have about creating alternative format materials. Maureen Bourbeau, Assistive Technology Specialist Student Accessibility Services (SAS) maureen.bourbeau@unh.edu www.unh.edu/studentaccessibility [cid:image001.png@01D573C6.18E07620] From: athen-list On Behalf Of Susie Dunn Sent: Wednesday, September 25, 2019 3:51 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Am I protected in the new online eBook world? Caution - External Email ________________________________ Jeremy is correct, the audience and focus was for academic research libraries/librarians. From: athen-list > On Behalf Of Jeremy Zhe-Heimerman Sent: Wednesday, September 25, 2019 2:27 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? I wonder if that snippet from the white paper is intended for the same audience that the entire white paper is for: libraries. I agree that our students should purchase books for their courses if we are providing them with the accessible files. But this paper was intended for librarians to read, to emphasize the importance of libraries providing accessible texts to their patrons. Students already have limited rights to all of the books and articles in their institution?s library. Libraries should not be requiring students to buy them on their own before providing them with an accessible copy. Instead, libraries should be providing accessible copies of everything in their catalog to students in a timely fashion. The long practice of libraries not doing so has been discriminatory. So, my humble and not terribly informed opinion is this white paper does not apply to the work we do distributing alt format textbooks to students unless our libraries own a copy of the book already. Much further discussion is required to determine how to proceed in those cases. Jeremy Zhe-Heimerman Assistant Director, Disability Resources SUNY Cortland Memorial Library, Room B-204 P.O. Box 2000 Cortland, NY 13045-0900 O: 607-753-2358 | F: 607-753-5495 jeremy.zhe-heimerman@cortland.edu Disability Resources Homepage Confidentiality Note: This email may contain privileged and confidential information that should not be copied or forwarded without consent. Follow Us: Facebook | Twitter From: Karlen Communications > Sent: Wednesday, September 25, 2019 12:05 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Am I protected in the new online eBook world? I would agree with Susan but then I?m a published author as well. Perhaps if the student hasn?t purchased the book/text, they can pay the equivalent for the accessible version. I make the distinction between my free tutorials and for purchase books and many have tied to get my for purchase books free?do they have any idea how many hours, days, weeks and years of my life have been spent trying to figure out PDF Tags so that I can provide accurate information in my books? Or how much time I?ve spent investigating accessible document design so that they don?t have to? I don?t really care which version, accessible or not, that gets paid for as long as it gets paid. Cheers, Karen From: athen-list > On Behalf Of Susan Kelmer Sent: Wednesday, September 25, 2019 11:14 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? I have read this white paper. As a published author, I am appalled at the lack of respect for the author and publisher that this paper espouses. Does an author not deserve to be paid for their work? Does the publisher, who published the work, not deserve to be paid for their work? We should do what we can to be sure we are honoring copyright and the author, as well as getting the student what they need. I have yet, in my 20 years of experience, not been able to find a way to accommodate a student with the alternate format they need, despite roadblocks. But one thing I still insist on is that the student have purchased or own some form of the book, whether it be a hard copy, electronic copy, etc., new or used. It is about being fair, using a few morals and ethics to do the right thing. If a student wants a free electronic copy of a text, they can go out and find it with a google search and a torrent download, I?m sure. But we should NOT be in the business of thumbing our noses at authors. It sends a terrible message. Susan Kelmer Alternate Format Production Program Manager Disability Services University of Colorado Boulder 303-735-4836 From: athen-list > On Behalf Of Angelina Zaytsev Sent: Wednesday, September 25, 2019 8:56 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] Am I protected in the new online eBook world? Hiya, I want to direct your attention to the recent white paper, The Law and Accessible Texts, produced earlier this year by the Association of Research Libraries (ARL) and the University of Virginia (UVA) Library. This white paper is part of the FRAME grant, supported by the Andrew W. Mellon Foundation. As part of this paper, the authors investigated the various aspects of the remediation workflow, and they debunked the myth that a student has to purchase a print copy in order for the Disability Services Officer (DSO) to make a remediated copy. ?Neither the requestor nor the fulfilling institution needs to purchase an inaccessible copy in connection with each (or any) request for an accessible one. Section 121 makes no mention of a purchase. Producing multiple accessible copies from a single source fits perfectly well within the text of Section 121 and its application by Judge Baer in HathiTrust. The fair use analysis in HathiTrust is premised on the importance of accessibility as an objective, and failure of the market to meet it; again, it makes no mention of additional purchases by either users or fulfilling institutions. "Indeed, as the LTA report points out,16 to the extent that the emergence of a market solution would be desirable, the best incentive for that emergence is the expectation of new revenue to be derived from serving the disabled. Requiring the purchase of an inaccessible copy removes that incentive.? (pp.17-18) Earlier in the paper (pp. 6-7), the authors consider why DSOs have required users to purchase a copy. "For years, disability services offices (DSOs?the office or department at an IHE tasked with supporting the needs of users with disabilities) and others involved in fulfilling the requirements of disability rights laws have viewed copyright (the body of law that governs copying, adaptation, distribution, and certain other uses of works of creative expression) as an impediment to their work. They have been uncertain about what is permitted, and have constrained their activities in support of civil rights out of fear of violating copyrights. The tension has dramatically curtailed their efficiency. "This fear is due primarily to a misunderstanding of voluntary arrangements DSOs have with some of the biggest publishers. These arrangements place strict constraints on DSOs? use and reuse of accessible texts, based on the publishers? view of their commercial interests, not on the law. Some publishers have also included misleading warnings on accessible texts they provide to DSOs." (emphasis my own) Overall, the authors encourage DSOs to take full advantage of the protections offered by US Copyright Law for providing accessible copies to users with disabilities. Thanks, Angelina ~~ Angelina Zaytsev User Services Librarian HathiTrust University of Michigan Library Pronouns: she/her/hers 734-764-6655 On Wed, Sep 25, 2019 at 10:05 AM Susan Kelmer > wrote: Debee, You failed to provide the student with format for reasons that are probably dubious. Yes, the student probably has a case if they want to sue in this case. I provide alt format to students regardless of what format of book they bought ? hard copy (new or used), electronic format (Kindle, other ebook), or that they have access through the LMS or another portal they paid for. I ask for a receipt, or to see their book, or to show me that they can log into the portal and access the materials. For books that are hard to figure out, if I have the author, title, and edition, that?s usually enough. When the student logs in to show me that they have access to the materials, I can usually find more information there, and then I hop on out to Google or Amazon and get the information so I can get the files from the right place. Almost all of these books that end up in portals or on LMS?s are the big publishers ? Pearson, Cengage, McGraw Hill etc. Once I know what book is actually ?behind the curtain? of the portal, it is easy enough to order the files through ATN. This type of access for students is becoming more common. Sometimes these portals are provided through the LMS and there is nothing the student needs to purchase at all. The reality is, they have access, and if they need alt format, then you need to provide it, in whatever format is appropriate for them. My question would be did the student do their due diligence in getting you the information you needed to get the files? Just because it isn?t on the syllabus doesn?t mean there aren?t other ways to obtain it ? i.e., log into the portal with the student and take a look! The information you need should be right there. 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: Tuesday, September 24, 2019 12:25 PM To: Access Technology Higher Education Network > Subject: [Athen] Am I protected in the new online eBook world? All my students now are really nice people, but I have a lot of new, very naive students and I?m a bit concerned that I?m not fully protected if someone makes a complaint. Consider this hypothetical situation: the student doesn?t have a printed textbook. There?s an option to buy it, but student doesn?t do that because it?s too expensive. Student may purchase the cheaper eBook online, but in any case, I never receive a receipt. I really don?t know if the considerably cheaper eBook version was purchased or not since it?s integrated in to the LMS. In many situations, it?s not that easy to tease a receipt out of the LMS anyway, and in other situations, the student didn?t know how or did not purchase the textbook. Student fails the course and says it?s because we never provided alternate media. Student did request this book over and over. It?s not on Bookshare; it?s not on learning ally and it?s not in the local public library. It isn?t on the ATN either, or at least I didn?t have enough book information to be sure it wasn?t. Example: Professor syllabus says ?Psychology? 8th or 9th edition?. No ISBN, no full title unless that?s it and no author or publisher. And I found the syllabus by pestering the prof over and over myself! So I didn?t provide alternate media. Am I protected as long as I was clear with the student that I needed either a physical book to scan or a receipt with full book information? --Debee _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list ________________________________ Disclaimer: This e-mail and any attachments contain material that is solely for the use of the intended recipient(s). If you have received this e-mail in error, please notify the sender immediately and delete this e-mail. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this e-mail. Any views or opinions expressed in the message are solely those of the sender and do not necessarily represent those of Southeast Community College. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 15467 bytes Desc: image001.png URL: From chagnon at pubcom.com Wed Sep 25 15:07:16 2019 From: chagnon at pubcom.com (chagnon@pubcom.com) Date: Wed Sep 25 15:07:28 2019 Subject: [Athen] ADA compliant height adjustable lecterns In-Reply-To: References: Message-ID: <017701d573ed$97d01ea0$c7705be0$@pubcom.com> Maybe a small-ish adjustable desk would work. I have one in our training lab that I love. Bigger than a podium so there's plenty of room for laptops, reference books, coffee mugs, etc. But not too big. Mine has power to adjust it, as well as plug in devices and USB items. Easily adjustable for sitting as well as standing, and anywhere in between. https://www.homedepot.com/pep/Seville-Classics-AIRLIFT-White-47-in-Tempered- Glass-Electric-Standing-Desk-w-2-USB-Charging-Port-and-Drawer-Max-Height-29- in-to-47-in-OFF65873/308161596 As someone who has taught in computer classrooms for 30+ years, I can tell you that I hate traditional podiums, especially those without enough room for a mouse attached to the laptop, are tilted so that laptops fall off the podium, don't give me a place to store my training materials/books, or have lips along the edge that interfere with the instructor's arm and wrist when using the computer. - - - 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 Kluesner, Bryon Sent: Wednesday, September 25, 2019 5:20 PM To: 'athen-list@u.washington.edu' Subject: [Athen] ADA compliant height adjustable lecterns Hi all, I was hoping someone could share with me if your campus utilizes ADA compliant height adjustable lecterns. Are there specific regulations available to guide a discussion on my campus that is being planned through our IT department? Thanks for anything you can share. Bryon Bryon Kluesner RhD, ATACP Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 615 McCallie Ave., Dept. 2953 Chattanooga, TN 37403 423-425-5251 Member of Division of Enrollment Management and Student Affairs -------------- next part -------------- An HTML attachment was scrubbed... URL: From skeegan at ccctechcenter.org Wed Sep 25 15:23:23 2019 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Wed Sep 25 15:23:48 2019 Subject: [Athen] ADA compliant height adjustable lecterns In-Reply-To: <017701d573ed$97d01ea0$c7705be0$@pubcom.com> References: <017701d573ed$97d01ea0$c7705be0$@pubcom.com> Message-ID: One option may be to refer to the Access Board's Guidelines and Standards as it pertains to physical building infrastructure (see https://www.access-board.gov/guidelines-and-standards/buildings-and-sites/about-the-ada-standards/background/ibc-comparison/chapter-9 ). Aside from that, what Bevi said. I cannot even begin to count the number of times I have tried to present while my laptop was balanced precariously on the edge of a lectern. Having some flat-ish space by which to place necessary equipment would be my preference. And if there was the option for the lectern to raise and lower to the appropriate height for different people's needs, even better. Take care, Sean On Wed, Sep 25, 2019 at 3:08 PM wrote: > Maybe a small-ish adjustable desk would work. > > > > I have one in our training lab that I love. Bigger than a podium so > there?s plenty of room for laptops, reference books, coffee mugs, etc. But > not too big. Mine has power to adjust it, as well as plug in devices and > USB items. > > > > Easily adjustable for sitting as well as standing, and anywhere in > between. > https://www.homedepot.com/pep/Seville-Classics-AIRLIFT-White-47-in-Tempered-Glass-Electric-Standing-Desk-w-2-USB-Charging-Port-and-Drawer-Max-Height-29-in-to-47-in-OFF65873/308161596 > > > > As someone who has taught in computer classrooms for 30+ years, I can tell > you that I hate traditional podiums, especially those without enough room > for a mouse attached to the laptop, are tilted so that laptops fall off the > podium, don?t give me a place to store my training materials/books, or have > lips along the edge that interfere with the instructor?s arm and wrist when > using the computer. > > > > *? ? ?* > > 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 > -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Thu Sep 26 05:13:52 2019 From: info at karlencommunications.com (Karlen Communications) Date: Thu Sep 26 05:15:27 2019 Subject: [Athen] ABBYY Fine Reader Assistance Message-ID: <001601d57463$dca542a0$95efc7e0$@karlencommunications.com> Hi Everyone: I just updated from ABBYY PDF Transformer which is no longer supported to ABBYY Fine Reader 15. I can't find a setting to not have text boxes in documents I OCR or send to Word. Is there a setting for this.and how to I tell Fine Reader I don't want ANY Text Boxes?! Hoping this is possible.. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From adietrich at cornell.edu Thu Sep 26 06:12:48 2019 From: adietrich at cornell.edu (Andrea L. Dietrich) Date: Thu Sep 26 06:13:21 2019 Subject: [Athen] ABBYY Fine Reader Assistance In-Reply-To: <001601d57463$dca542a0$95efc7e0$@karlencommunications.com> References: <001601d57463$dca542a0$95efc7e0$@karlencommunications.com> Message-ID: Hi, It's definitely possible to change that. I THINK the setting that fixes it is going into the Options, Format Settings, DOCX, and changing the Document Layout dropdown to "Editable copy" instead of "Exact copy." I believe that's the one that gets rid of text boxes. Good luck! -Andi :) From: athen-list On Behalf Of Karlen Communications Sent: Thursday, September 26, 2019 8:14 AM To: 'Access Technology Higher Education Network' Subject: [Athen] ABBYY Fine Reader Assistance Hi Everyone: I just updated from ABBYY PDF Transformer which is no longer supported to ABBYY Fine Reader 15. I can't find a setting to not have text boxes in documents I OCR or send to Word. Is there a setting for this...and how to I tell Fine Reader I don't want ANY Text Boxes?! Hoping this is possible.... Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Thu Sep 26 07:27:11 2019 From: info at karlencommunications.com (Karlen Communications) Date: Thu Sep 26 07:28:07 2019 Subject: [Athen] ABBYY Fine Reader Assistance In-Reply-To: References: <001601d57463$dca542a0$95efc7e0$@karlencommunications.com> Message-ID: <005401d57476$7cafb2f0$760f18d0$@karlencommunications.com> Thank you. It was set to editable text. I changed it to formatted text and the text boxes went away. Thanks again for telling me where to look! Cheers, Karen From: athen-list On Behalf Of Andrea L. Dietrich Sent: Thursday, September 26, 2019 9:13 AM To: Access Technology Higher Education Network Subject: Re: [Athen] ABBYY Fine Reader Assistance Hi, It's definitely possible to change that. I THINK the setting that fixes it is going into the Options, Format Settings, DOCX, and changing the Document Layout dropdown to "Editable copy" instead of "Exact copy." I believe that's the one that gets rid of text boxes. Good luck! -Andi :) From: athen-list > On Behalf Of Karlen Communications Sent: Thursday, September 26, 2019 8:14 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] ABBYY Fine Reader Assistance Hi Everyone: I just updated from ABBYY PDF Transformer which is no longer supported to ABBYY Fine Reader 15. I can't find a setting to not have text boxes in documents I OCR or send to Word. Is there a setting for this.and how to I tell Fine Reader I don't want ANY Text Boxes?! Hoping this is possible.. Cheers, Karen -------------- next part -------------- An HTML attachment was scrubbed... URL: From help at nationaldeafcenter.org Fri Sep 27 09:00:42 2019 From: help at nationaldeafcenter.org (National Deaf Center) Date: Fri Sep 27 09:01:41 2019 Subject: [Athen] Support for Video Captioning Tools and Services In-Reply-To: References: Message-ID: Greetings Jennifer, We saw your post about captioning media for online courses and would like to contribute information to the discussion. As you can see from colleagues, funding structures and coordination efforts for making online course content accessible will vary by institution. Often this variance is based on the policies and procedures for captioning media used for campus purposes. While the institution as a whole is responsible for making online courses accessible, the responsibility or resources do not necessarily need to fall on one department. We would like to share some information about funding structures for captioning media as well as additional resources that may be helpful for future reference. To help provide a general overview of how institutions are addressing captioning media funding, we would like to share the following information derived from 3PlayMedia?s 2017 State of Captioning (1) report. This report is based on a survey taken by over 1,400 people across a variety of industries. Individuals from higher education institutions accounted for roughly 65% of all respondents. The report offers the following information on coordinating captioned media efforts and funding: - 36% of organizations take a proactive stance to captioning, saying they caption all their video content. - 79% of organizations have a budget allocated specifically for captioning. - 61% of organizations already have or are in the process of developing a centralized captioning process. - Captioning Budget: The average captioning budget in higher education institutions was $1-$10,000 but some reached as high as $50,000+. This will all depend on the needs of the university, policies on whether the university captions all video content, and population of students with disabilities requesting captioning for media in the classroom. (p. 11) - Departments that were most frequently cited as responsible for captioning (across multiple industries) were Instructional Technology/Design, Disability Services or Compliance Office, and Video Production. (p. 13) - 84% of organizations had 1 to 5 personnel involved with captioning across all industries. Having campus wide policies and procedures for captioned media needs is recommended to help determine a consistent and streamlined process to work for your campus. A collaborative effort among the disability support services office, IT, library, faculty, and other relevant departments is often the most effective approach. NDC?s Creating Offline Captions (2) resource summarizes the three main ways that institutions are ensuring media on campus is accessible by creating captions in-house, outsourcing to a third party, or finding comparable media that is already captioned. Often campuses will use a combination of the three by first trying to find an existing version that is already captioned and then making a determination whether to use their in-house program (if available) or outsource based on factors such as turnaround time needed. If online courses include media created by professors, such as voice-over powerpoints, videos, or podcasts, a process can be established for how to address requests for uncaptioned materials. If the institution does not have the capacity to produce captions in-house (i.e. proper software, dedicated and trained staff to provide captions, etc.) then outsourcing to a third party could be an alternative option. As a federally funded program we do not endorse or recommend specific captioning vendors; however, we have found a comprehensive list of vendors to contact provided by the Described and Captioned Media Program at https://dcmp.org/learn/10-captioning-service-vendors. Campus-wide captioning policies enforced and supported by administration can assist in defining how these services are funded and coordinated. Potential topics to incorporate into a policy may include: - Funding Structure: Either centralized or decentralized for campus-wide captioning needs. As an example for decentralized funding: academic accommodations may be viewed as paid for by the DSS office budget while all other requests would be covered by each individual department. A centralized structure would consist of a designated captioning fund that is shared by all departments for all campus captioned media needs. - Request Procedure: Requests can be made to a designated captioning ?center? on campus or a captioning vendor that is contracted with the campus. Some universities use the disability services office as a central office for captioning requests and production. On the other hand, a university may require each department to use a specific contracted vendor when captioning services are needed. Timelines for turnaround should also be included with the request procedure. - Purchasing Media: Guidelines can be outlined for departments to purchase accessible copies of media such as DVDs that are already captioned. - Course Materials: Institutions who are using media shown during class, assigned as homework, or provided as recommended supplemental resources should be made accessible even if the original video or production company did not add captions. Additionally, any required course materials, such as books with online interactive components, should be vetted to ensure that audio and visual content are accessible for all students. - Instructors Producing Pre-Recorded Lectures: When instructors create pre-recorded lectures, having the instructor (who is most knowledgeable about the specific vocabulary and jargon) create transcripts to be converted into on-screen captions is a helpful technique to reduce the time and labor costs for captioning these videos. - Campus-Produced Media: Campuses that create videos for marketing, orientations, and other kinds of video media could also be considered as part of the campus-wide captioning needs. If you would like additional guidance on developing campus policies and procedures for captioning media, please do feel free to contact us directly at help@nationaldeafcenter.org. We can also supply samples from other institutions. We hope you find the above information helpful in your planning process. We also offer a listserv and newsletter if interested: www.nationaldeafcenter.org/signup. Shortly, you will receive a survey asking for feedback on the interactions and support provided by the NDC. Your feedback is appreciated and will be used to improve our services. Have a great day! Additional Resources - Why Captions Provide Equal Access, nationaldeafcenter.org/captionaccess - Equitable Access Guide: Understanding Legal Responsibilities for Institutions: nationaldeafcenter.org/eag - Video from the University of Washington?s DO-IT Center that discusses captioning for university-wide constituencies: https://youtu.be/HELHcqKHX_Q - ?ACCESS: Post Production/Offline Captioning? Module from the Described and Captioned Media Program (DCMP), https://dcmp.org/learn/468-access-post-productionoffline-captioning-module - DCMP Captioning Key, http://www.captioningkey.org/quality_captioning.html - Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2 (1), pp. 195?202. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5214590/ - Enamorado, Sofia. (2019). How to Centralize Video Accessibility Efforts at Your Organization. Retrieved from https://www.3playmedia.com/2018/06/06/how-to-get-buy-in-for-captioning/?time=1552059940 References 1. 3Play Media: State of Captioning: 2017 Report: https://www.3playmedia.com/resources/industry-studies/2017-state-of-captioning/ 2. Creating Offline Captions: nationaldeafcenter.org/offlinecaptions * NDC | help* Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. On Tue, Sep 24, 2019 at 3:31 PM Jennifer Knott < knott_jennifer@columbusstate.edu> wrote: > Greetings All: > > I am posting a question regarding captioning tools and services. At your > institution, who normally provides financial support for tools or services > involved in making online course videos accessible? Are there multiple > departments that combine their resources, considering so many benefit from > supporting students and improving outcomes? > > Looking forward to hearing from you, > Jennifer Knott > ____________________________ > Jennifer Knott, Ed.D. > Director, Center of Online Learning > Columbus State University > (706) 507-8695 > > _______________________________________________ > 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 hkramer at ahead.org Fri Sep 27 14:43:42 2019 From: hkramer at ahead.org (Howard Kramer) Date: Fri Sep 27 14:44:15 2019 Subject: [Athen] Invite to take and disseminate survey to colleagues and employees who may have taken accessibility & UD topics in college courses Message-ID: Dear Colleagues: I am attempting to get a survey out to individuals who work in tech, IT, course design or accessibility positions to see if they took courses that addressed Universal Design or accessibility. Please consider taking the survey yourself (see link below) and/or passing along the 2nd invite below (and attached) to colleagues or employees you know who fit the intended audience. (The first letter below explains the project and the purpose of the survey in more detail). The results could show the benefits of teaching accessibility and Universal Design in college courses. Please contact me if you have any questions. And feel free to pass along this invite to other individuals or organizations that might be interested in disseminating this invite to their colleagues or employees. Note: you can also view this invite and read more about the project at: https://www.uduc.org/survey-invite-company/ Let me know if you have any questions. Thanks in advance. -- Regards, Howard Subject: Please help us to disseminate survey to gauge the usefulness of *accessibility* and *Universal Design* topics in college level design and technology courses. Dear Colleague: We are contacting you because of your or your company?s or organization?s interest in the accessibility and Universal Design of your websites, applications and products or because your company or organization provides accessibility consulting or tools in this area. As part of a grant project for *Promoting the Integration of Universal Design into University Curricula* (UDUC), we are conducting a survey to gauge the benefits to individuals of taking college level courses that include accessibility and Universal Design topics. Our goal is to have the survey sent out to current or past students who work in Computer Science, Digital Media, Environmental Design, or other technical or design-related jobs. Please feel to send out the invite below to your current employees. You do not need to limit the invite to staff who may have a particular interest in accessibility or Universal Design. Also, you are welcome to disseminate this email to individuals at other companies that you think would have an interest in distributing this survey. More information on the study can be found in the employee invite below. If you have any questions please feel free to contact me at hkramer@colorado.edu or 303-492-8672. Sincerely, Howard Kramer, PI, UDUC [Technology or design professional survey invite:] Dear Technology or Design Professional: The URL below points to a survey for individuals who have taken Computer Science, Digital Media, Environmental Design, or other technical or design-related courses while in college or university. The purpose of this survey is to gauge the usefulness of *accessibility* and *Universal Design* topics in college curricula. (Note: these terms are explained below and within the survey). All responses are anonymous. If you are a student or past-student who has taken a technology or design course, please consider taking the survey at this URL . *[https://www.surveygizmo.com/s3/5141262/Universal-Design-Accessibility-Topics-in-College-Curriculum ] * Note your responses from the survey will not be shared with your employer or with any other institution. This survey is part of a project for *Promoting the Integration of Universal Design into University Curricula* (UDUC). It is partly funded by the National Endowment for the Arts (NEA). If you have any questions, please contact Howard Kramer at 303-492-8672 or hkramer@colorado.edu. Sincerely, Howard Kramer, PI, UDUC Definitions: *Accessibility* Accessibility refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessible design ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's Assistive Technology (for example, a wheelchair or computer screen readers). [1] *Universal Design* Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities. [2] [1] https://www.disabled-world.com/disability/accessibility/ [2] https://projects.ncsu.edu/design/cud/about_ud/about_ud.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: email invite to employers and companies (final 4-16-19).docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 16171 bytes Desc: not available URL: From Derek.Chaves at umassmed.edu Fri Sep 27 14:47:00 2019 From: Derek.Chaves at umassmed.edu (Chaves, Derek) Date: Fri Sep 27 14:48:04 2019 Subject: [Athen] Keyboard focus and layout tables In-Reply-To: <0cc55f7ba75046148a3cb97e88229941@EXCPM5701.enterpriseapps.cuny.adlan> References: <9713ca2098774426b58e0fdada2e5650@swccd.edu> <003901d56e1f$bc99b850$35cd28f0$@karlencommunications.com> <9227378d5fb94474bd0da13585da8f43@EXCPM5701.enterpriseapps.cuny.adlan> <007801d5720e$0c8b9300$25a2b900$@karlencommunications.com>, <0cc55f7ba75046148a3cb97e88229941@EXCPM5701.enterpriseapps.cuny.adlan> Message-ID: <44F8332D-C11F-4A5B-B2B0-4EA91DDEB682@umassmed.edu> Hi Joe, We need to delay the install. My electric service is still being worked out. Can you move me out a week? Derek On Sep 23, 2019, at 10:37 AM, Joseph Sherman > wrote: Yes, that works ok like in the attached. Is there a way to insert horizontal lines between the steps to set them off from each other? Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Monday, September 23, 2019 8:55 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables You can use columns, section breaks and column breaks to get the same effect and a logical reading order. I have an example that I use for my Tables and Columns tutorial that I?ve attached. The sample is also an attachment to the PDF. Cheers, Karen From: athen-list > On Behalf Of Joseph Sherman Sent: Friday, September 20, 2019 4:17 PM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables In lieu of a table, what is the best way to format instructions where it has two columns of text and the text is meant to be read across and then down? Something like: Step One Do This stuff here Step Two Do This stuff Here and this too Step Three and Four Do This stuff here Columns do not really work since it is meant to read across and then down. Perhaps you could use column breaks and section breaks for each step? That seems like a lot of code, and I am not sure it would work. Joseph From: athen-list > On Behalf Of Karlen Communications Sent: Wednesday, September 18, 2019 8:51 AM To: 'Access Technology Higher Education Network' > Subject: Re: [Athen] Keyboard focus and layout tables Tables should NEVER be used for design layout. The first problem is that those of us who use screen readers have different keyboard commands for the text layer of the document and for tables. When our adaptive technology comes across a table, it thinks it is going to read data. If there are parts of the document that are normally in the text layer of the document, the screen readers often get confused. As someone who uses a screen reader, if there is a list and a paragraph in a single table cell, I can read all of the cell contents or none of the cell contents by default. If I then try to use my text layer keyboard commands to go paragraph by paragraph or list item by list item, often the first line in the cell is repeated, lines and list items are skipped over, my screen reader will go silent in protest and I am unable to read in a natural flow of content or in any meaningful manner, the content in that cell. Also, if the contents of one cell do not fit on one page, the content should not be in a table. Even people without disabilities find that tables for design layout lack one specific element?design. Often people are taught that the only way to ?design? a document is to immediately put it in a table. WRONG! We need to use the tools we have in the authoring tools to create more accessible documents. The other problem with using tables for design layout is that Headings in documents are navigational points. If we ?navigate? to a table cell, we have to then figure out where the actual associated content begins. For example, if there is a Heading in cell B1, does the content begin in cell C2 or B3? What is the logical reading order of the content? Is that logical reading order consistent throughout the ?table/document?? Another problem with using tables for design layout happens when you have a table in the document. Do you then split, merge, delete columns to accommodate the data table or do you nest the table. Either method is confusing to someone using a screen reader or Text-to-Speech tool. Additionally, if the table is nested, the screen reader or Text-to-Speech tool can only deal with one table at a time. It can?t stand back and say ?OK, this table still needs to use some of the column and row titles from the larger table so that?s what I?ll do.? The adaptive technology can only look at, deal with one table at a time so if there is any relationship between the nested table and the larger table, it is lost which again affect the ability to understand what we are reading and where we are in the document. I do have a tutorial with an example of a 68 page document that I had to remediate so anyone can try to read it with a screen reader or Text-to-Speech tool. As part of that Tables and Columns tutorial document, I also have the same document laid out without tables so that you can see the difference. https://www.karlencommunications.com/adobe/TablesAndColumnsOptimizeWordDocuments.pdf It is an accessible PDF with the sample documents attached/under the paperclip. Tables for design layout?just say NO! Cheers, Karen From: athen-list > On Behalf Of Khoa Pham Sent: Tuesday, September 17, 2019 6:22 PM To: Access Technology Higher Education Network > Subject: [Athen] Keyboard focus and layout tables Hello everyone, My apologies if these questions have already been asked. 1. What are the standard or criteria for an acceptable visible keyboard focus indication? 2. Should tables be used to for page content layout such as in Canvas, word documents, and PDFs regardless of the number of table cells used? I?ve found that some keyboard focus indications are clear and very easy to see when navigating with the keyboard, while other makes me wonder if they are sufficient enough to be considered accessible. Please see the attached images for examples. For table layouts, I?ve seen a few being used with a minimum of two cells to provide an image of an instructor adjacent to the cell that contains their information. Would this be acceptable? Thanks in advance, Khoa _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://urldefense.proofpoint.com/v2/url?u=http-3A__mailman12.u.washington.edu_mailman_listinfo_athen-2Dlist&d=DwICAg&c=WJBj9sUF1mbpVIAf3biu3CPHX4MeRjY_w4DerPlOmhQ&r=WfhwRH9pyVkcsv9ZYFJYHRaPEWvpQQpzhWDj02BJDOk&m=Ll-w_PDTF2NsYenjwoHIqsxNnTkYAkPdNRX8M2w3N-U&s=1ZfC8jmklLa1jRqCDZNOoGXvx2NCniUVxQiefLOQGFI&e= -------------- next part -------------- An HTML attachment was scrubbed... URL: From help at nationaldeafcenter.org Fri Sep 27 15:05:54 2019 From: help at nationaldeafcenter.org (National Deaf Center) Date: Fri Sep 27 15:06:27 2019 Subject: [Athen] Transcripts of podcasts or webinars for deaf student In-Reply-To: References: Message-ID: Greetings Lorraine, We saw your post on the ATHEN listserv and would like to contribute information to the discussion about obtaining transcripts with a quick turnaround. We have collected the following resources that may be helpful and have provided some context on how they are useful in a postsecondary setting. Should you have any additional questions, please do not hesitate to reach out to us for additional support. A few of your colleagues have recommended outsourcing transcripts for a quick turnaround. As a federally funded program, we do not endorse or recommend specific vendors or services, but we can provide some additional guidance and resources to assist your circumstance. First off, it may be important to note the difference between transcriptions and captions and how they provide access for deaf students. When it comes to webinars, which are typically video recordings, providing paper transcripts does not provide equivalent access. In NDC?s tipsheet, Why Captions Provide Equal Access (link: nationaldeafcenter.org/captionaccess ) (1), it states ?[with transcripts] the viewer is asked to read along while watching the video. However, it is impossible to read a transcript and watch a video at the same time, so the viewer must choose whether to read the content or watch the visuals. The viewer also has no way of knowing which part of the transcript goes with which part of the video? (p. 1). While transcripts (with appropriate audio cues, punctuation and capitalization) may be appropriate for auditory-only podcasts, it is important to add captions to webinars. Some strategies and considerations for obtaining captions for webinars can be found in the Creating Offline Captions tipsheet (link: nationaldeafcenter.org/offlinecaptions ) (2), some tips include: - Smaller or independent production companies may not have thought to include captions. However, they may add captions upon request. - YouTube videos are most often not captioned, thus captions will need to be added. (YouTube?s automatic captions are notoriously inaccurate and cannot be relied upon for access). - Time considerations are necessary as a captioning ?rule of thumb? is that one minute of video is equal to five to ten minutes of work (ref: 3playmedia.com/2018/12/20/long-take-manually-caption-videos/ ) If you plan to outsource captioning, there are many considerations for the quality of captions provided such as readability, contrast, proper capitalization and punctuation. If you plan to use speech-to-text (transcription) services, some considerations can be found in the Hiring Qualified Speech-to-Text Providers tipsheet (link: nationaldeafcenter.org/hiringstt ) (3); these include ensuring that a service provider is qualified with appropriate certification and oversight to ensure the produced works are complete, accurate and demonstrate equivalence of content. For more information, review the tipsheets referenced above. Additionally, though we do not make endorsements, we have found a comprehensive list of captioning providers through the Described and Captioned Media Program found here: dcmp.org/learn/10-captioning-service-vendors (4). In any event, there was a recent document (link: tinyurl.com/uscofairuse2018) (5) published by the U.S. Copyright Office on Fair Use. The ruling affirms the right for schools to bypass media materials protections and caption media for accessibility purposes without fear of copyright infringement. It is important to note, however, in order to bypass media material protections, the following stipulations must be taken into consideration: - The organization must be a K-12 educational institution, college or university and is responsible for providing access to students with disabilities under applicable accessibility laws (ADA, Section 504 or IDEA). - The school must make a reasonable effort to determine whether an existing accessible version can be obtained for a fair price or in a timely manner. - Media captioned by the school must be privately stored and only shared with necessary parties (students and educators) to prevent ?unauthorized further dissemination of a work.? Additionally, we have some food for thought as you search for transcription and captioning access. 3PlayMedia?s 2017 State of Captioning report (link: tinyurl.com/3PMstateofcaptions) (6) summarizes findings based on a survey taken by over 1,400 individuals across a variety of industries. Individuals at higher education institutions accounted for roughly 65% of all respondents. Here is a summary of findings: - 36% of organizations take a proactive stance to captioning and caption all their video content. - 79% of organizations have a budget allocated specifically for captioning. - 61% of organizations already have or are in the process of developing a centralized captioning process. - Captioning Budget: The average captioning budget in higher education institutions was $1-$10,000 but some reached as high as $50,000+. This will all depend on the needs of the university, policies on whether the university captions all video content and population of students with disabilities requesting captioning for media in the classroom. (p. 11) - Departments that were most frequently cited as responsible for captioning (across multiple industries) were Instructional Technology/Design, Disability Services or Compliance Office, and Video Production. (p. 13) - 84% of organizations had 1 to 5 personnel involved with captioning across all industries. As more and more institutions recognize the need for captions, consider how captions embody the universal design philosophy. As the National Center on Accessible Educational Materials puts it ?what is essential for some, is almost always helpful for all.? A section on their website titled, Why is Accessible Video Important, (link: tinyurl.com/aemcaptions) (7) it states that captions can help everyone when: - People are in noisy public environments such as airports, gyms, and restaurants. - A person wants to watch TV while someone else is sleeping or studying in the room. - A speaker in the video has a strong or difficult to understand accent. - A video includes specialized or unfamiliar vocabulary (legal, medical or scientific terms). - A sound system is not working, or the sound quality is poor. Captions do allow equitable access for deaf students, but also reinforces learning for all students as it provides multiple means of action and expression, representation and engagement. For more information on universal design and videos, visit UDL on Campus (link: udloncampus.cast.org/page/media_video) (8). Finally, we have a Disability Services Professionals Toolkit (link: nationaldeafcenter.org/dsptoolkit ) (9) to assist you with planning and implementing accessible services for students in higher education. It includes information on communication with deaf individuals, legal and policy tips, commonly used accommodations and guides/templates for multiple scenarios. Some relevant resources have already been mentioned, but some others are the Interactive Process Tools (link: nationaldeafcenter.org/iptools ), Evaluation Tool for Serving Deaf Students (link: nationaldeafcenter.org/dseval ) and Developing Contracts and Requesting Bids: Interpreters and Speech-to-Text Providers (nationaldeafcenter.org/contracts ). We hope the above information and resources are helpful as you request accessible materials for webinars and podcasts and navigate accessible environments for deaf individuals. Should you have additional questions or needs, please do not hesitate to contact us. We also offer a listserv with a community of professionals serving deaf individuals where you can post your question and find standards and practices with other institutions. If interested, visit: nationaldeafcenter.org/signup . Shortly, you will receive a survey asking for feedback on the interactions and support provided by the NDC. Your feedback is appreciated and will be used to improve our services. Have a great day! References 1. Why Captions Provide Equal Access: nationaldeafcenter.org/captionaccess 2. Creating Offline Captions: nationaldeafcenter.org/offlinecaptions 3. Hiring Qualified Speech-to-Text Providers: nationaldeafcenter.org/hiringstt 4. Described and Captioned Media Program: Captioning Service Providers: dcmp.org/learn/10-captioning-service-vendors 5. Speech-to-Text Services: An Introduction: nationaldeafcenter.org/introstt 6. Library of Congress, U.S. Copyright Office: Exemption to Prohibition on Circumvention of Copyright Protection Systems for Access Control Technologies: tinyurl.com/uscofairuse2018 7. 3PlayMedia: 2017 State of Captioning: tinyurl.com/3PMstateofcaptions 8. National Center on Accessible Educational Materials: Why is Accessible Video Important?: tinyurl.com/aemcaptions 9. UDL on Campus: Video: udloncampus.cast.org/page/media_video 10. Disability Services Professionals Toolkit: nationaldeafcenter.org/dsptoolkit * NDC | help* Savio Chan, Lore Kinast, Dave Litman, & Stephanie Zito *help@nationaldeafcenter.org * [image: https://www.nationaldeafcenter.org/] NDC is a technical assistance and dissemination center jointly funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA) #H326D160001. Disclaimer: the contents of this email do not necessarily represent the policies of the federal government. On Sat, Sep 21, 2019 at 2:45 PM Norwich, Lorraine S wrote: > Dear All, > > We have a deaf student who needs to get the transcript from a webinar or > podcast very quickly. We want to get it as quickly as possible and wanted > to know what others do to get this done as soon as possible. The source > is from webinars and podcasts media that come from third party websites and > not from the university I work at. > > Any other ideas that we may not have through of > > Thanks for your help > > Thanks > > Lorraine > > > > Lorraine S. Norwich, BSME, MSIS > > Assistant Director of Disability & Access Services > > 25 Buick Street 3rd Floor, Boston MA 02215 > > lnorwich@bu.edu (email) > > 617-353-3658 (vox) > > 617-353-9646 (fax) > > www.bu.edu/disability (website) > _______________________________________________ > 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 armstrongdeborah at fhda.edu Mon Sep 30 10:21:39 2019 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Sep 30 10:21:48 2019 Subject: [Athen] More on MySpanishLab and screen reader access Message-ID: I've now spent two weeks with MySpanishLab and there is good news and bad. The lab has lots of content linked from a toolbar that no combination of browser and screen reader is able to see. The content is apparently tutorials with multimedia to help you practice vocabulary and pronunciation. About two-thirds of the exercises are wonderfully accessible to Braille if you don't mind going constantly in and out of forms/focus mode. They are either not marked or incorrectly marked with language tags, so that English instructions often read as Spanish and Spanish instructions as English. This could be a screen reader bug but it happens with both NVDA and JAWS. Safari isn't recommended, and my iPHONE cannot access the courses anyway (always says "your session has expired) so I haven't been able to test with that. Pearson support says I should select "request desktop site" which I have and the iPHONE still doesn't work at all with MySpanishLab embedded in to Canvas. The exercises use standard form fields including edit boxes to provide your answers and their layout is very consistent so it's easy to locate the instructions and each numbered question. It's also easy to change an answer or try repeatedly until you get 100%. The inaccessible exercises have two problems. They either require you to drag and drop lines of text to reorder them, or they ask the student to answer questions about an image. The images always have descriptions, but the describer put in many details that are not relevant to answering the questions and left out details that are. For example one exercise asks you to identify objects in a classroom, such as desks, chairs, the blackboard, an eraser and a backpack. But the location of these items and even their presence isn't even mentioned in the image description; instead the professor and the students in the classroom are described. The describer clearly didn't know Spanish so was unable to realize what was important about this exercise. One exercise that could have been very fun was a Bingo game, where you placed the correct number in the appropriate spot on the board. However, though it would have been easy to click and type in the right spaces, it was difficult to navigate there fast enough with tab to insert the right number in the correct square. The audio could be slowed down, but not enough for me! The textbook continues to be accessible, but the multimedia elements included with the inaccessible image-based textbook aren't part of the accessible version; that's text-only. It does have excellent image descriptions that make it possible to do the practice exercises in the textbook even when they fully rely on an image. I did figure out how to go to a specific page; the page numbers in the book are correct, but the go to page dialog doesn't account for preliminary pages so it is off by several numbers. Text size and font can be changed and layout is very consistent but I've found no way to bookmark pages or write notes in the electronic book. The go to page dialog box is something I missed at first due to a screen reader bug. There are loads of Pearson help videos on Youtube but none for using the accessible textbook, just the image-based one. The class calendar doesn't appear to be accessible unless there's a trick I'm missing. I select a date, but nothing appears to change on the screen. One thing that is very nice about the exercises is that all the Spanish characters are shown in a little table so if you need to insert an ? or an ? symbol, you simply click on it or find it and press Enter. It's very accessible but installing the United States International keyboard does let you type faster. However this means the exercises can be completed on any computer in a lab without need for an extra software keyboard. The mix of very accessible with inaccessible is frustrating because the exercises are engaging and help you learn quickly. I have been documenting everything and sending emails to first our local rep who has been forwarding it to Pearson's accessibility support. I finally wrote them directly today and got a "case number" but neither of us has heard back. The last time I contacted them about whether this stuff was even accessible I got a template answer from tech support. I'm feeling very stubborn about this though; I'm not going to let them get away with it! --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: