From lnorwich at bu.edu Sun Feb 2 16:10:12 2020 From: lnorwich at bu.edu (Norwich, Lorraine S) Date: Sun Feb 2 16:10:29 2020 Subject: [Athen] Reading Arabic Message-ID: Good Evening, I have a blind student who is learning Arabic and is in the first of 3 classes. He is only using his phone using voice over to read the Arabic and if he is going to do this as his language course he would benefit from being able to use other software. Can anyone point me in the direction of what screen readers are around that will speak both Arabic and English other than his phone. 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 foreigntype at gmail.com Sun Feb 2 16:53:32 2020 From: foreigntype at gmail.com (Wink Harner) Date: Sun Feb 2 16:54:16 2020 Subject: [Athen] Reading Arabic In-Reply-To: References: Message-ID: Lorraine, Both JAWS and NVDA screen readers read Arabic. Wink Harner On Sun, Feb 2, 2020, 4:11 PM Norwich, Lorraine S wrote: > Good Evening, > > I have a blind student who is learning Arabic and is in the first of 3 > classes. He is only using his phone using voice over to read the Arabic > and if he is going to do this as his language course he would benefit from > being able to use other software. > > Can anyone point me in the direction of what screen readers are around > that will speak both Arabic and English other than his phone. > > 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 Khaleel.Eksheir at uncc.edu Mon Feb 3 05:36:12 2020 From: Khaleel.Eksheir at uncc.edu (Khaleel Eksheir) Date: Mon Feb 3 05:36:50 2020 Subject: [Athen] Reading Arabic In-Reply-To: References: Message-ID: Hi Lorraine, We had to communicate with FreedomScientifc to enable right-to-left language support on the JAWS licenses. Thank you, Khaleel Khaleel Eksheir, MSc.ESM | Assistive Technology Specialist UNC Charlotte | Fretwell 230Q | Office of Disability Services 9201 University City Blvd. | Charlotte, NC 28223 Phone: (704) 687-0042 | Fax: (704) 687-1395 khaleel.eksheir@uncc.edu | Free/Busy Calendar | http://www.ds.uncc.edu [image: ASPIRE Graduate Badge] If you are not the intended recipient of this transmission or a person responsible for delivering it to the intended recipient, any disclosure, copying, distribution, or other use of any of the information in this transmission is strictly prohibited. If you have received this transmission in error, please notify me immediately by reply e-mail or by telephone at 704-687-0042. Thank you ------------------------------------------------------------------ ------------------------------------------------------------------ -------------------------------- On Sun, Feb 2, 2020 at 7:58 PM Wink Harner wrote: > Lorraine, > > Both JAWS and NVDA screen readers read Arabic. > > Wink Harner > > On Sun, Feb 2, 2020, 4:11 PM Norwich, Lorraine S wrote: > >> Good Evening, >> >> I have a blind student who is learning Arabic and is in the first of 3 >> classes. He is only using his phone using voice over to read the Arabic >> and if he is going to do this as his language course he would benefit from >> being able to use other software. >> >> Can anyone point me in the direction of what screen readers are around >> that will speak both Arabic and English other than his phone. >> >> 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 >> > _______________________________________________ > 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 lsnider at gmail.com Mon Feb 3 14:03:38 2020 From: lsnider at gmail.com (L Snider) Date: Mon Feb 3 14:02:12 2020 Subject: [Athen] Interactive quizzes Message-ID: Hi Everyone, I enjoy this list, thanks to everyone who shares great information! I am looking for specific websites, blogs, etc. that focus on tips for setting up more accessible interactive quizzes. For example, there is a professor in a college who is wanting to create interactive quizzes (likely using javascript, drag and drop, etc.) for their class. I have found tips for accessible gaming sites, and some for general e-learning. I was wondering if anyone could share any favourites specifically for education related interactive quizzes? Or anything close? The gaming sources might be okay, but they tend to be geared towards slightly different interactions. Thanks in advance for your help! Cheers Lisa From athenpresident at gmail.com Mon Feb 3 14:15:06 2020 From: athenpresident at gmail.com (ATHEN President) Date: Mon Feb 3 14:15:48 2020 Subject: [Athen] Hold the date - 2/20 - ATHEN meeting Message-ID: Hi all, At the ATHEN annual meeting in November 2019, we discussed holding more ATHEN meetings throughout the year. We?ll be holding our first of those new meetings this month and anyone is welcome to attend. ** If there are items to be voted on, only members of ATHEN will be able to vote. Agenda will be sent soon. Expected time for this first meeting is an hour. If you have any questions or suggestions for an agenda item, don't hesitate to reply to this email. Have a good day, Dawn Hunziker ATHEN President *** Meeting Details *** Topic: ATHEN Quarterly Meeting Date: Thursday, February 20, 2020 Time: 10 Pacific 11 Moutain Noon Central 1 Eastern Location: Zoom - https://zoom.us/j/125343829 Meeting ID: 125 343 829 One tap mobile +16699006833,,125343829# US (San Jose) +16468769923,,125343829# US (New York) Dial by your location +1 669 900 6833 US (San Jose) +1 646 876 9923 US (New York) Meeting ID: 125 343 829 Find your local number: https://zoom.us/u/aemv5a8Jvh -------------- next part -------------- An HTML attachment was scrubbed... URL: From tkearns at tmcc.edu Tue Feb 4 16:59:21 2020 From: tkearns at tmcc.edu (Thomas Kearns) Date: Tue Feb 4 17:00:34 2020 Subject: [Athen] Interactive quizzes In-Reply-To: References: Message-ID: My favorite is Blind Gamers -Spoonbill Software Blind Gamers games in chronological order of release Blind Gamers games by category Visit the Game Suggestions page Visit the Crosswords page Important information about SAPI voices BG LAP Top 20 scores Blind links page Would you share some? *Thomas Kearns* Assistive Technician / Accessibility Specialist ATACP Office of Disability Resource Center Truckee Meadows Community College 7000 Dandini Blvd. (RDMT 122) Reno, Nevada 89512 Wk: 775-673-7209 Fax 775-673-7207 Email: tkearns@tmcc.edu CONFIDENTIALITY NOTICE On Mon, Feb 3, 2020 at 2:06 PM L Snider wrote: > Hi Everyone, > > I enjoy this list, thanks to everyone who shares great information! > > I am looking for specific websites, blogs, etc. that focus on tips for > setting up more accessible interactive quizzes. For example, there is > a professor in a college who is wanting to create interactive quizzes > (likely using javascript, drag and drop, etc.) for their class. > > I have found tips for accessible gaming sites, and some for general > e-learning. I was wondering if anyone could share any favourites > specifically for education related interactive quizzes? Or anything > close? The gaming sources might be okay, but they tend to be geared > towards slightly different interactions. > > Thanks in advance for your help! > > Cheers > > Lisa > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- -- *Public Records Notice:*?In accordance with Nevada Revised Statutes (NRS) Chapter 239, this email and responses, unless otherwise made confidential by law, may be subject to the Nevada Public Records laws and may be disclosed to the public upon request. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Doug.Mantle at kings.uwo.ca Wed Feb 5 06:09:50 2020 From: Doug.Mantle at kings.uwo.ca (Doug Mantle) Date: Wed Feb 5 06:10:55 2020 Subject: [Athen] FW: [N.O.A.T.] DON'T FORGET TO REGISTER - AT For Concussions In PSE - A sharing & resource session - February 7, 2020 @ 1:30pm EST In-Reply-To: References: Message-ID: <2B7730A6FD2DFE499F4A8A1099627D8D6B42215D@kucexch01.kings.kucits.ca> Good day! Passing this webinar invitation along for those who may wish to join us for a facilitated discussion about AT For Concussions in PSE ? A sharing & resource session. Please note that the registration closes tomorrow at midnight. Seating is filling up quick! Apologies for cross postings. N.O.A.T. events are open to all AT Professionals and our goal is to circulate the invitation to as many as possible. Doug Mantle, Assistive Technology Support Specialist, STARS Learning Lab Co-ordinator Accessibility, Counselling and Student Development - Accessibility Services - Student Affairs King's University College at Western University 266 Epworth Avenue London, Ontario, Canada N6A 2M3 P. 519-433-3491 ext. 4579 | P. 1-800-265-4406 | F. 519-963-1013 Doug.Mantle@Kings.UWO.ca | www.kings.uwo.ca Please be advised that this email is only monitored during regular office hours. During peak times of the academic year, replies may take 2-3 days. If your matter is urgent, please contact the Accessibility, Counselling and Student Development office at 519-433-3491 extension 4321 or acsd@kings.uwo.ca or Wemple room 151. From: noat@googlegroups.com On Behalf Of Network of Assistive Technologists Sent: Wednesday, February 5, 2020 7:38 AM To: NOAT@googlegroups.com Subject: [N.O.A.T.] DON'T FORGET TO REGISTER - AT For Concussions In PSE - A sharing & resource session - February 7, 2020 @ 1:30pm EST Adaptive / Assistive Technology to support post-secondary students diagnosed with concussion / post concussion syndrome Join The Network of Assistive Technologists on February 7, 2020 @ 1:30pm EST for a sharing & resource session facilitated by Anne Newman, Adaptive Technologist at Queen?s University. The Adaptive / Assistive Technology community are receiving an increased number of referrals for post-secondary college and university students diagnosed with concussion, or post-concussion syndrome (PCS). There are important factors to consider when providing individual assistance to students with a traumatic brain injury (TBI) as they resume studies and continue learning. Please join the discussion as we unpack some of the questions of how we might establish best practices in the absence of formal guidelines. The key considerations of this discussion could be: ? Cognitive changes: shortened attention span, recalling short / long-term memory, problem solving, retaining new information, comprehension ? Executive function: planning, scheduling, self-monitoring, prioritizing ? Physical / sensory issues: vision, head & neck strain, balance, chronic pain ? Psychosocial impairments: anxiety, stress, mood & sleep disorders ? Fatigue and overstimulation How are folks addressing these learning issues? What software or applications have you found to be helpful to students with concussions experiencing these changes? To provide context to our discussion, Anne will give a brief introduction including some helpful background information and statistics. We welcome your shared experience and encourage everyone to bring resources and questions to the discussion. We are not setting policy. We seek to fill the knowledge gap, generate ideas and help each other to best support students and promote a positive learning outcome. Anne Newman is the Adaptive Technologist at the Adaptive Technology Centre in Stauffer Library at Queen?s University. The centre provides quiet study space, services and supports to referred students who identify as having a disability (including learning disabilities, autism spectrum disorder, physical or mobility issues, vision or hearing loss, cerebral palsy, mental health, stress or anxiety disorders, sports related injuries and concussion). Many of these students have a dual diagnosis. REGISTER NOW - Seating for this webinar is limited - Save your spot! Registration closes Thursday, February 6, 2020 @ 11:59pm EST Any questions, let us know at info@NOAT.ca The Network of Assistive Technologists | www.NOAT.ca -- Participation in the N.O.A.T. discussion lists and the community of practice is governed by the Community Guidelines which can be found at https://sites.google.com/view/noatca/guidelines --- You received this message because you are subscribed to the Google Groups "The Network of Assistive Technologists" group. To unsubscribe from this group and stop receiving emails from it, send an email to noat+unsubscribe@googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/noat/CANDMXz%2BFBXBb6DMVQ_u44a8BG9dE3%2BWdMbZ6zSf2bm5tpPftkQ%40mail.gmail.com. [https://www.kings.uwo.ca/kings/assets/Image/email/accessibility-counselling.png] King?s University College is committed to accessibility for persons with disabilities. Please contact us if you have any particular accommodation requirements or require information in an alternate format. ________________________________ Confidentiality Notice: The contents of this communication, including any attachment(s), are confidential and may be privileged. If you are not the intended recipient (or are not receiving this communication on behalf of the intended recipient), please notify the sender immediately and delete or destroy this communication without reading it, and without making, forwarding, or retaining any copy or record of it or its contents. Thank you. -------------- next part -------------- An HTML attachment was scrubbed... URL: From heather.mariger at chemeketa.edu Wed Feb 5 12:27:19 2020 From: heather.mariger at chemeketa.edu (Heather Mariger) Date: Wed Feb 5 12:27:45 2020 Subject: [Athen] Printers/Scanners and OCR practices Message-ID: Greetings, I have a question regarding printers and scanners on campus. Do you manage document creation from printers/scanners to ensure that they use the OCR (Optical Character Recognition) settings rather than just creating scanned PDFs? If so, do you have OCR set on all printers/scanners or just some? Did it require additional parts for your printers? Also, what is your policy/system for creating OCR'd (or better yet, tagged) course PDFs? Thanks, H. *Heather Mariger* *Digital Accessibility Advocate* *Pronouns: She/Her* *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 lsnider at gmail.com Wed Feb 5 12:44:45 2020 From: lsnider at gmail.com (L Snider) Date: Wed Feb 5 12:43:36 2020 Subject: [Athen] Interactive quizzes In-Reply-To: References: Message-ID: Hi Thomas, Thanks so much. I am just putting together my list in one place, will share it as soon as I finish (should be a day or two). Cheers Lisa On Tue, Feb 4, 2020 at 9:00 PM Thomas Kearns wrote: > > My favorite is Blind Gamers -Spoonbill Software > Blind Gamers games in chronological order of release > Blind Gamers games by category > Visit the Game Suggestions page > Visit the Crosswords page > Important information about SAPI voices > BG LAP Top 20 scores > Blind links page > Would you share some? > > Thomas Kearns > > Assistive Technician / Accessibility Specialist ATACP > Office of Disability Resource Center > Truckee Meadows Community College > 7000 Dandini Blvd. (RDMT 122) > Reno, Nevada 89512 > Wk: 775-673-7209 Fax 775-673-7207 > Email: tkearns@tmcc.edu > CONFIDENTIALITY NOTICE > > > On Mon, Feb 3, 2020 at 2:06 PM L Snider wrote: >> >> Hi Everyone, >> >> I enjoy this list, thanks to everyone who shares great information! >> >> I am looking for specific websites, blogs, etc. that focus on tips for >> setting up more accessible interactive quizzes. For example, there is >> a professor in a college who is wanting to create interactive quizzes >> (likely using javascript, drag and drop, etc.) for their class. >> >> I have found tips for accessible gaming sites, and some for general >> e-learning. I was wondering if anyone could share any favourites >> specifically for education related interactive quizzes? Or anything >> close? The gaming sources might be okay, but they tend to be geared >> towards slightly different interactions. >> >> Thanks in advance for your help! >> >> Cheers >> >> Lisa >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > -- > > Public Records Notice: In accordance with Nevada Revised Statutes (NRS) Chapter 239, this email and responses, unless otherwise made confidential by law, may be subject to the Nevada Public Records laws and may be disclosed to the public upon request. > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list From hunziker at email.arizona.edu Wed Feb 5 12:54:27 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Feb 5 12:54:49 2020 Subject: [Athen] JAWS and Adobe PDF reading Message-ID: Hi all, I'm using JAWS 2020.1912.11 and Adobe Acrobat DC version 2019.021.20061 on a Windows 10 machine- when I open a multipage PDF, JAWS reads the content of the PDF without advancing the pages. Therefore when I navigate away from the PDF and go back, I end up back at the visible page, not the page where JAWS was reading. I have to use Ctrl Page Down in order to advance the page but this is annoying since JAWS will continue to read without me needing to physically advance the page.... NVDA works as expected, when reading reaches the next page, the visible page changes as well. Is anyone else seeing this issue with JAWS and Adobe? Is there a setting that has been implemented recently that changed this interaction? Thanks, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From info at karlencommunications.com Wed Feb 5 13:08:51 2020 From: info at karlencommunications.com (Karlen Communications) Date: Wed Feb 5 13:09:23 2020 Subject: [Athen] JAWS and Adobe PDF reading In-Reply-To: References: Message-ID: <4F252FD5-8603-4CCC-895D-7D41BC2747F8@karlencommunications.com> Yes, I have the same thing happening. It started with an update so hopefully it will end with another update. Not sure if it is JAWS or Acrobat Pro DC as both have updated. Cheers, Karen Sent from my iPhone > On Feb 5, 2020, at 3:57 PM, Hunziker, Dawn A - (hunziker) wrote: > > ? > Hi all, > > I?m using JAWS 2020.1912.11 and Adobe Acrobat DC version 2019.021.20061 on a Windows 10 machine? when I open a multipage PDF, JAWS reads the content of the PDF without advancing the pages. Therefore when I navigate away from the PDF and go back, I end up back at the visible page, not the page where JAWS was reading. I have to use Ctrl Page Down in order to advance the page but this is annoying since JAWS will continue to read without me needing to physically advance the page?. > > NVDA works as expected, when reading reaches the next page, the visible page changes as well. > > Is anyone else seeing this issue with JAWS and Adobe? Is there a setting that has been implemented recently that changed this interaction? > > Thanks, > > 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 > > _______________________________________________ > 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 tkearns at tmcc.edu Wed Feb 5 13:14:31 2020 From: tkearns at tmcc.edu (Thomas Kearns) Date: Wed Feb 5 13:15:48 2020 Subject: [Athen] Interactive quizzes In-Reply-To: References: Message-ID: OK Thank You *Thomas Kearns* Assistive Technician / Accessibility Specialist ATACP Office of Disability Resource Center Truckee Meadows Community College 7000 Dandini Blvd. (RDMT 122) Reno, Nevada 89512 Wk: 775-673-7209 Fax 775-673-7207 Email: tkearns@tmcc.edu CONFIDENTIALITY NOTICE On Wed, Feb 5, 2020 at 12:48 PM L Snider wrote: > Hi Thomas, > > Thanks so much. I am just putting together my list in one place, will > share it as soon as I finish (should be a day or two). > > Cheers > > Lisa > > On Tue, Feb 4, 2020 at 9:00 PM Thomas Kearns wrote: > > > > My favorite is Blind Gamers -Spoonbill Software > > Blind Gamers games in chronological order of release > > Blind Gamers games by category > > Visit the Game Suggestions page > > Visit the Crosswords page > > Important information about SAPI voices > > BG LAP Top 20 scores > > Blind links page > > Would you share some? > > > > Thomas Kearns > > > > Assistive Technician / Accessibility Specialist ATACP > > Office of Disability Resource Center > > Truckee Meadows Community College > > 7000 Dandini Blvd. (RDMT 122) > > Reno, Nevada 89512 > > Wk: 775-673-7209 Fax 775-673-7207 > > Email: tkearns@tmcc.edu > > CONFIDENTIALITY NOTICE > > > > > > On Mon, Feb 3, 2020 at 2:06 PM L Snider wrote: > >> > >> Hi Everyone, > >> > >> I enjoy this list, thanks to everyone who shares great information! > >> > >> I am looking for specific websites, blogs, etc. that focus on tips for > >> setting up more accessible interactive quizzes. For example, there is > >> a professor in a college who is wanting to create interactive quizzes > >> (likely using javascript, drag and drop, etc.) for their class. > >> > >> I have found tips for accessible gaming sites, and some for general > >> e-learning. I was wondering if anyone could share any favourites > >> specifically for education related interactive quizzes? Or anything > >> close? The gaming sources might be okay, but they tend to be geared > >> towards slightly different interactions. > >> > >> Thanks in advance for your help! > >> > >> Cheers > >> > >> Lisa > >> _______________________________________________ > >> athen-list mailing list > >> athen-list@mailman12.u.washington.edu > >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > > > > > -- > > > > Public Records Notice: In accordance with Nevada Revised Statutes (NRS) > Chapter 239, this email and responses, unless otherwise made confidential > by law, may be subject to the Nevada Public Records laws and may be > disclosed to the public upon request. > > > > _______________________________________________ > > 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 > -- -- *Public Records Notice:*?In accordance with Nevada Revised Statutes (NRS) Chapter 239, this email and responses, unless otherwise made confidential by law, may be subject to the Nevada Public Records laws and may be disclosed to the public upon request. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Wed Feb 5 13:30:59 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Feb 5 13:31:29 2020 Subject: [Athen] JAWS and Adobe PDF reading In-Reply-To: <4F252FD5-8603-4CCC-895D-7D41BC2747F8@karlencommunications.com> References: <4F252FD5-8603-4CCC-895D-7D41BC2747F8@karlencommunications.com> Message-ID: Thank you for the confirmation Karen ? I appreciate it! Here?s to a new update, soon! 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 Karlen Communications Sent: Wednesday, February 5, 2020 2:09 PM To: Access Technology Higher Education Network Subject: Re: [Athen] JAWS and Adobe PDF reading Yes, I have the same thing happening. It started with an update so hopefully it will end with another update. Not sure if it is JAWS or Acrobat Pro DC as both have updated. Cheers, Karen Sent from my iPhone On Feb 5, 2020, at 3:57 PM, Hunziker, Dawn A - (hunziker) > wrote: ? Hi all, I?m using JAWS 2020.1912.11 and Adobe Acrobat DC version 2019.021.20061 on a Windows 10 machine? when I open a multipage PDF, JAWS reads the content of the PDF without advancing the pages. Therefore when I navigate away from the PDF and go back, I end up back at the visible page, not the page where JAWS was reading. I have to use Ctrl Page Down in order to advance the page but this is annoying since JAWS will continue to read without me needing to physically advance the page?. NVDA works as expected, when reading reaches the next page, the visible page changes as well. Is anyone else seeing this issue with JAWS and Adobe? Is there a setting that has been implemented recently that changed this interaction? Thanks, 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 _______________________________________________ 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 Wed Feb 5 15:13:05 2020 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Wed Feb 5 15:13:27 2020 Subject: [Athen] =?utf-8?q?Illl=C5=82oo_was_italics_l_m_I_yeahg_ft_yurt?= Message-ID: lol -- 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 Thu Feb 6 05:48:01 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Thu Feb 6 05:48:36 2020 Subject: [Athen] [EXT]Re: Interactive quizzes In-Reply-To: References: Message-ID: I love these games. They do provide a good example of accessible interaction techniques. 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 Thomas Kearns Sent: Tuesday, February 4, 2020 6:59 PM To: Access Technology Higher Education Network Subject: [EXT]Re: [Athen] Interactive quizzes 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. My favorite is Blind Gamers -Spoonbill Software Blind Gamers games in chronological order of release Blind Gamers games by category Visit the Game Suggestions page Visit the Crosswords page Important information about SAPI voices BG LAP Top 20 scores Blind links page Would you share some? Thomas Kearns Assistive Technician / Accessibility Specialist ATACP Office of Disability Resource Center Truckee Meadows Community College 7000 Dandini Blvd. (RDMT 122) Reno, Nevada 89512 Wk: 775-673-7209 Fax 775-673-7207 Email: tkearns@tmcc.edu CONFIDENTIALITY NOTICE On Mon, Feb 3, 2020 at 2:06 PM L Snider > wrote: Hi Everyone, I enjoy this list, thanks to everyone who shares great information! I am looking for specific websites, blogs, etc. that focus on tips for setting up more accessible interactive quizzes. For example, there is a professor in a college who is wanting to create interactive quizzes (likely using javascript, drag and drop, etc.) for their class. I have found tips for accessible gaming sites, and some for general e-learning. I was wondering if anyone could share any favourites specifically for education related interactive quizzes? Or anything close? The gaming sources might be okay, but they tend to be geared towards slightly different interactions. Thanks in advance for your help! Cheers Lisa _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Public Records Notice: In accordance with Nevada Revised Statutes (NRS) Chapter 239, this email and responses, unless otherwise made confidential by law, may be subject to the Nevada Public Records laws and may be disclosed to the public upon request. -------------- next part -------------- An HTML attachment was scrubbed... URL: From neal.sorensen at mnsu.edu Thu Feb 6 06:58:42 2020 From: neal.sorensen at mnsu.edu (Sorensen, Neal B) Date: Thu Feb 6 06:59:16 2020 Subject: [Athen] Interactive quizzes In-Reply-To: References: Message-ID: Sorry this one is not educational. On Twitch.tv there is a video game streamer named "halfcoordinated" who is a gaming accessibility expert and an accomplished speedrunner who has held several world records. He also practices what he preaches, and has live captioning on his videos. He also expresses that he's not a "disabled gamer" but instead he's a gamer who happens to have a disability. Check out Halfcoordinated on Twitch: https://www.twitch.tv/halfcoordinated/videos Sorry for the non-descriptive link, I can't access the right menu to rename it. 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 ? ? ? 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. -----Original Message----- From: athen-list On Behalf Of L Snider Sent: Monday, February 3, 2020 4:04 PM To: Access Technology Higher Education Network Subject: [Athen] Interactive quizzes Hi Everyone, I enjoy this list, thanks to everyone who shares great information! I am looking for specific websites, blogs, etc. that focus on tips for setting up more accessible interactive quizzes. For example, there is a professor in a college who is wanting to create interactive quizzes (likely using javascript, drag and drop, etc.) for their class. I have found tips for accessible gaming sites, and some for general e-learning. I was wondering if anyone could share any favourites specifically for education related interactive quizzes? Or anything close? The gaming sources might be okay, but they tend to be geared towards slightly different interactions. Thanks in advance for your help! Cheers Lisa _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmailman12.u.washington.edu%2Fmailman%2Flistinfo%2Fathen-list&data=02%7C01%7Cneal.sorensen%40mnsu.edu%7Ceda37dceb1ce4d0988cd08d7a8f5e0bf%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637163646325517233&sdata=gaeLlsQ9ojbIIVlchQI4ewrDdsEu%2BdUB%2FfcWA%2BM%2FEf4%3D&reserved=0 From lnorwich at bu.edu Thu Feb 6 15:04:38 2020 From: lnorwich at bu.edu (Norwich, Lorraine S) Date: Thu Feb 6 15:04:48 2020 Subject: [Athen] Linguistics Message-ID: Dear All, We have a visually impaired student learning linguistics. The one area that he is learning at the moment is IPA the International Phonetic Alphabet. Does anyone know of resources like software that will work with Jaws or Braille or anything else that would work for this student focusing on IPA. Thank you for your help in advance. I will be cross posting this question. 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 lydia at autistichoya.com Thu Feb 6 15:17:22 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Feb 6 15:18:06 2020 Subject: [Athen] Linguistics In-Reply-To: References: Message-ID: Hi Lorraine, I would suggest asking Nai Damato at Columbia Lighthouse for the Blind. Nai's email is ndamato@clb.org. Lydia ______________ *Lydia X. Z. Brown * (they/them/theirs) lydia@autistichoya.com +1 (202) 618-0187 www.autistichoya.net ??No? might make them angry. but it will make you free. ? if no one has ever told you, your freedom is more important than their anger? ? Nayyirah Waheed ?Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing.? ? Arundhati Roy ?Life is short and the world is at least half terrible, and for every kind stranger, there is one who would break you, though I keep this from my children. I am trying to sell them the world. Any decent realtor, walking you through a real shithole, chirps on about good bones: This place could be beautiful, right? You could make this place beautiful.? ? Maggie Smith *Resist. Stay Ungovernable. Rebel.* *If you or someone you know is currently in danger or in crisis*, please consider reaching out to someone who might be able to help ? click for a list of text message, online chat, videophone, TTY, and phone hotlines , including those specific to Deaf, LGBTQ+, and trans people. *Generally having a hard time*? Try bit.ly/selfcarehelp for a text-accessible, interactive self-care/executive functioning tool. On Thu, Feb 6, 2020 at 6:06 PM Norwich, Lorraine S wrote: > Dear All, > > > > We have a visually impaired student learning linguistics. The one area > that he is learning at the moment is IPA the International Phonetic > Alphabet. Does anyone know of resources like software that will work with > Jaws or Braille or anything else that would work for this student focusing > on IPA. > > > > Thank you for your help in advance. I will be cross posting this question. > > > > 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 lydia at autistichoya.com Thu Feb 6 15:17:22 2020 From: lydia at autistichoya.com (Lydia X. Z. Brown) Date: Thu Feb 6 15:18:21 2020 Subject: [Athen] Linguistics In-Reply-To: References: Message-ID: Hi Lorraine, I would suggest asking Nai Damato at Columbia Lighthouse for the Blind. Nai's email is ndamato@clb.org. Lydia ______________ *Lydia X. Z. Brown * (they/them/theirs) lydia@autistichoya.com +1 (202) 618-0187 www.autistichoya.net ??No? might make them angry. but it will make you free. ? if no one has ever told you, your freedom is more important than their anger? ? Nayyirah Waheed ?Another world is not only possible, she is on her way. On a quiet day, I can hear her breathing.? ? Arundhati Roy ?Life is short and the world is at least half terrible, and for every kind stranger, there is one who would break you, though I keep this from my children. I am trying to sell them the world. Any decent realtor, walking you through a real shithole, chirps on about good bones: This place could be beautiful, right? You could make this place beautiful.? ? Maggie Smith *Resist. Stay Ungovernable. Rebel.* *If you or someone you know is currently in danger or in crisis*, please consider reaching out to someone who might be able to help ? click for a list of text message, online chat, videophone, TTY, and phone hotlines , including those specific to Deaf, LGBTQ+, and trans people. *Generally having a hard time*? Try bit.ly/selfcarehelp for a text-accessible, interactive self-care/executive functioning tool. On Thu, Feb 6, 2020 at 6:06 PM Norwich, Lorraine S wrote: > Dear All, > > > > We have a visually impaired student learning linguistics. The one area > that he is learning at the moment is IPA the International Phonetic > Alphabet. Does anyone know of resources like software that will work with > Jaws or Braille or anything else that would work for this student focusing > on IPA. > > > > Thank you for your help in advance. I will be cross posting this question. > > > > 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 smarositz at csudh.edu Thu Feb 6 16:03:55 2020 From: smarositz at csudh.edu (Stephen (Alex) Marositz) Date: Thu Feb 6 16:04:04 2020 Subject: [Athen] Linguistics In-Reply-To: References: Message-ID: Hi Lorraine Dr. Robert Englebretson has done a lot of work on this. You have to modify the Jaws dictionary. Instructions can be found at: http://www.ruf.rice.edu/~reng/jaws-ipa.html I've done this before but it ahs been several years. I believe the Jaws folder structure has changed but everything else is still correct. I hope this helps Alex Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list On Behalf Of Norwich, Lorraine S Sent: Thursday, February 6, 2020 3:05 PM To: ALTMEDIA@LISTSERV.CCCNEXT.NET; athen-list@mailman12.u.washington.edu Subject: [Athen] Linguistics Dear All, We have a visually impaired student learning linguistics. The one area that he is learning at the moment is IPA the International Phonetic Alphabet. Does anyone know of resources like software that will work with Jaws or Braille or anything else that would work for this student focusing on IPA. Thank you for your help in advance. I will be cross posting this question. 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 solowoniukr at macewan.ca Fri Feb 7 07:40:56 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Fri Feb 7 07:41:12 2020 Subject: [Athen] Linguistics In-Reply-To: References: Message-ID: Hi Lorraine, To follow up on Alex's advice, we had a blind student who needed to read IPA symbols last year, so we used Dr. Robert Englebretson's suggestions for modifying the Jaws synthesizer configuration file. We found as we went along that not all the IPA symbols we needed were included in Dr. Englebretson's configuration file. We contacted him and he instructed us on how to go about adding symbols that were missing. I still have the modified synthesizer configuration file for Eloquence, and I'd be glad to share it with you if you like. I'm not sure if we can share attachments on this list, so if you email me privately, I can send you the file. My email address is solowoniukr@macewan.ca. Thanks, Russell From: athen-list On Behalf Of Stephen (Alex) Marositz Sent: Thursday, February 6, 2020 5:04 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Linguistics Hi Lorraine Dr. Robert Englebretson has done a lot of work on this. You have to modify the Jaws dictionary. Instructions can be found at: http://www.ruf.rice.edu/~reng/jaws-ipa.html I've done this before but it ahs been several years. I believe the Jaws folder structure has changed but everything else is still correct. I hope this helps Alex Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list > On Behalf Of Norwich, Lorraine S Sent: Thursday, February 6, 2020 3:05 PM To: ALTMEDIA@LISTSERV.CCCNEXT.NET; athen-list@mailman12.u.washington.edu Subject: [Athen] Linguistics Dear All, We have a visually impaired student learning linguistics. The one area that he is learning at the moment is IPA the International Phonetic Alphabet. Does anyone know of resources like software that will work with Jaws or Braille or anything else that would work for this student focusing on IPA. Thank you for your help in advance. I will be cross posting this question. 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 popish at pdx.edu Mon Feb 10 09:15:17 2020 From: popish at pdx.edu (Mary Popish) Date: Mon Feb 10 09:16:04 2020 Subject: [Athen] Conversion Request for Non-Required Textbook Message-ID: Hello all, A student reached out to our alternate formats team to see whether we could cut, scan, and rebind a textbook that they purchased that was not required for their course of study. The student offered to cover the cost, since the book isn't required. It's my understanding of copyright law and the Chaffee Amendment that we wouldn't be able to do this, since the text is not required. Am I correct? If not, please let me know! And if so, I'd love any suggestions from folks who have had similar requests about how you explained why you couldn't process the book. (Outside of sorry, it's the law -- or maybe that's all I need to say!) I'm anticipating a follow up question from the student offering to pay again. If anyone has language they've used to explain this situation to other students in the past, I'd appreciate if you could share. Thanks so much, Mary *Mary Popish* Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/drc Pronouns: she / her / hers -------------- next part -------------- An HTML attachment was scrubbed... URL: From justinr at disability.tamu.edu Mon Feb 10 09:28:13 2020 From: justinr at disability.tamu.edu (Justin Romack) Date: Mon Feb 10 09:28:23 2020 Subject: [Athen] Conversion Request for Non-Required Textbook In-Reply-To: References: Message-ID: What prompted the request? Is it supplemental material to aid in their understanding of the course content? Or is it a book they want to read for fun? Thanks, J - - - - - - - - - - - - - - - - - - - - - - - - Justin Romack | Assistive Technology Coordinator Disability Resources | 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. From: athen-list On Behalf Of Mary Popish Sent: Monday, February 10, 2020 11:15 AM To: athen-list@u.washington.edu Subject: [Athen] Conversion Request for Non-Required Textbook Hello all, A student reached out to our alternate formats team to see whether we could cut, scan, and rebind a textbook that they purchased that was not required for their course of study. The student offered to cover the cost, since the book isn't required. It's my understanding of copyright law and the Chaffee Amendment that we wouldn't be able to do this, since the text is not required. Am I correct? If not, please let me know! And if so, I'd love any suggestions from folks who have had similar requests about how you explained why you couldn't process the book. (Outside of sorry, it's the law -- or maybe that's all I need to say!) I'm anticipating a follow up question from the student offering to pay again. If anyone has language they've used to explain this situation to other students in the past, I'd appreciate if you could share. Thanks so much, Mary Mary Popish Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/drc Pronouns: she / her / hers -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Mon Feb 10 09:49:21 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Mon Feb 10 09:49:41 2020 Subject: [Athen] Windows speech recognition questions Message-ID: I am a fairly experienced user of Windows speech recognition. I'm having hand surgery in March and will need to depend on it for a few weeks. I had used it extensively in Windows 7 and XP but only briefly in Windows 10 to test it and to create a profile. I am finding it still works great for me, and I created a new profile this morning with an improved microphone I received recently for our VOIP phone system in my job. But I'm having two issues. First, the WSR macros (Windows Speech recognition macros) software provided by Microsoft doesn't appear to run in Windows 10 1903 or 1909. But Microsoft's online help assumes it does. Also their disability answer desk just said if it was working before it should still be working; though I think I was chatting with a flunkie who wasn't even sure what I was talking about. The macro creater installs fine, but refuses to launch or create a folder in my Documents directory. I am really going to need those macros to get multiple keys pressed, as speech recognition simply can press single keys like delete or page up. I could of course use Dragon, but Dictation Bridge, which I would have used with NVDA is no longer compatible with NVDA and doesn't appear to be getting updated. Dictation bridge never worked with JAWS for me anyway. I can use Dragon without it but it's a pain; WSR is much more screen reader friendly. I can use J-say, I even know how, but I don't know where our license or software CD went as we purchased it a dozen years ago and it needs updating for the current Dragon and Win 10. Ideally, I just want the WSR macros to launch so I can create ones for the commands I use most. Any thoughts? --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From bcb4y at virginia.edu Mon Feb 10 09:51:11 2020 From: bcb4y at virginia.edu (Butler, Brandon (bcb4y)) Date: Mon Feb 10 09:51:29 2020 Subject: [Athen] Conversion Request for Non-Required Textbook In-Reply-To: References: Message-ID: <6E953B84-3F9C-4180-BE54-F3CC6AF3665F@virginia.edu> Hi Mary, It?s definitely not that cut-and-dried, under either Chafee or fair use. Indeed, under fair use (as it was applied in the HathiTrust case), you?re allowed to provide alternative formats to students for any book they would like to read, for any reason (or none). The Chafee Amendment?s only limitations are that the student must have a qualifying disability and the institution must be an ?authorized entity.? There are some other limitations as to what kinds of works can be provided (unpublished works are excluded, as are audiovisual works), but they don?t apply here. It sounds like we?re talking about a published book (a ?literary work,? in copyright speak). There is no distinction between ?required? material, merely supplemental material, or ?just for fun.? There?s a separate question about whether providing this accommodation is required by the ADA, the Rehabilitation Act, or any other civil rights laws that may apply. I?m sure you could argue that it?s not reasonable for your office to be chopping and scanning anything any student with a disability wants to read, because students with more urgent needs (required reading) might be crowded out by students who are only reading for fun. But if you have the capacity to serve both required and supplemental/recreational reading, I would imagine you should do so, lest the students with disabilities have a fair claim that they are not receiving a reasonable accommodation. Why should sighted students have access to a learning experience that includes both required and supplemental texts, while students with disabilities must get by on the bare minimum of required materials? All students should have access to the same educational opportunities, regardless of disability. At least, that?s an argument the student (or the NFB, or the OCR at DOE) could make. There?s much more detail in the white paper that the Association of Research Libraries put out last year, which explains how copyright and civil rights laws interact: https://www.arl.org/resources/the-law-and-accessible-texts-reconciling-civil-rights-and-copyrights/. Best, B ? Brandon Butler | Director of Information Policy | University of Virginia Library | bcb4y@virginia.edu | 434.982.5874 | @bc_butler | PO Box 400152, C'ville, VA 22904-0152 | 4105 Lewis & Clark Dr. #4066 |The Taper|ORCID: 0000-0003-0190-6165| he/him/his From: athen-list on behalf of Mary Popish Reply-To: Access Technology Higher Education Network Date: Monday, February 10, 2020 at 12:27 PM To: "athen-list@u.washington.edu" Subject: [Athen] Conversion Request for Non-Required Textbook Hello all, A student reached out to our alternate formats team to see whether we could cut, scan, and rebind a textbook that they purchased that was not required for their course of study. The student offered to cover the cost, since the book isn't required. It's my understanding of copyright law and the Chaffee Amendment that we wouldn't be able to do this, since the text is not required. Am I correct? If not, please let me know! And if so, I'd love any suggestions from folks who have had similar requests about how you explained why you couldn't process the book. (Outside of sorry, it's the law -- or maybe that's all I need to say!) I'm anticipating a follow up question from the student offering to pay again. If anyone has language they've used to explain this situation to other students in the past, I'd appreciate if you could share. Thanks so much, Mary Mary Popish Adaptive Technology Specialist & Alternate Formats Coordinator Disability Resource Center Portland State University Phone: (503) 725-9119 Fax: (503) 725-4103 Email: drc@pdx.edu URL: http://www.pdx.edu/drc Pronouns: she / her / hers -------------- next part -------------- An HTML attachment was scrubbed... URL: From acorsi at email.arizona.edu Mon Feb 10 10:46:07 2020 From: acorsi at email.arizona.edu (Corsi, Annissa G - (acorsi)) Date: Mon Feb 10 10:46:38 2020 Subject: [Athen] Accessible weather & pressure systems maps Message-ID: Good morning all! We have two blind/low vision students taking an Atmospheric sciences course this semester. This class will be looking at and learning about weather patterns and part of this is learning about 500 millibar maps which are supposed to give a large-scale picture of the weather pattern over the US. We are in the process of setting up a meeting with the instructor to go over what are the essential components of the course and the learning goals surrounding the use of the maps. I've attached an example image to this email. The professor has indicated that color is not important for this course, but the lines, numbers and their geographical placements are. Has anyone encountered this type of map before and what have you done on your campus? Do you know of any online or other accessible resources that the students might use? (One student is an online distance student) Thanks in advance! Annissa Corsi, M.Ed. Alternate Media Coordinator | Disability Resources The University of Arizona 520-626-8988 | acorsi@email.arizona.edu | drc.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Example 500mp height map.png Type: image/png Size: 729355 bytes Desc: Example 500mp height map.png URL: From dandrews920 at comcast.net Mon Feb 10 10:50:48 2020 From: dandrews920 at comcast.net (David Andrews) Date: Mon Feb 10 10:51:35 2020 Subject: [Athen] Conversion Request for Non-Required Textbook In-Reply-To: References: Message-ID: I do not remember anything in the Chafee Amendment about being required. If the student is blind or print disabled, and you are a qualified entity, you can do it. Dave At 11:15 AM 2/10/2020, Mary Popish wrote: >Hello all, > >A student reached out to our alternate formats >team to see whether we could cut, scan, and >rebind a textbook that they purchased that was >not required for their course of study. The >student offered to cover the cost, since the book isn't required. > >It's my understanding of copyright law and the >Chaffee Amendment that we wouldn't be able to do >this, since the text is not required. Am I correct? > >If not, please let me know! And if so, I'd love >any suggestions from folks who have had similar >requests about how you explained why you >couldn't process the book. (Outside of sorry, >it's the law -- or maybe that's all I need to >say!) I'm anticipating a follow up question from >the student offering to pay again. If anyone has >language they've used to explain this situation >to other students in the past, I'd appreciate if you could share. > >Thanks so much, >Mary > >Mary Popish >Adaptive Technology Specialist & Alternate Formats Coordinator >Disability Resource Center >Portland State University >? >Phone: (503) 725-9119 >Fax: (503) 725-4103 >Email:? drc@pdx.edu >URL:? http://www.pdx.edu/drc >Pronouns: she / her / hers -------------- next part -------------- An HTML attachment was scrubbed... URL: From lgreco at berkeley.edu Mon Feb 10 11:46:17 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Mon Feb 10 11:47:18 2020 Subject: [Athen] Windows speech recognition questions In-Reply-To: References: Message-ID: watch the dictation bridge web site the new update for nvda will be out shortly if not already out i saw a message just two days ago saying the new version for nvda 2019 sr3 would be posted shortly thanks 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 Mon, Feb 10, 2020 at 10:08 AM Deborah Armstrong < armstrongdeborah@fhda.edu> wrote: > I am a fairly experienced user of Windows speech recognition. I?m having > hand surgery in March and will need to depend on it for a few weeks. > > > > I had used it extensively in Windows 7 and XP but only briefly in Windows > 10 to test it and to create a profile. > > > > I am finding it still works great for me, and I created a new profile this > morning with an improved microphone I received recently for our VOIP phone > system in my job. > > > > But I?m having two issues. First, the WSR macros (Windows Speech > recognition macros) software provided by Microsoft doesn?t appear to run in > Windows 10 1903 or 1909. But Microsoft?s online help assumes it does. Also > their disability answer desk just said if it was working before it should > still be working; though I think I was chatting with a flunkie who wasn?t > even sure what I was talking about. > > > > The macro creater installs fine, but refuses to launch or create a folder > in my Documents directory. I am really going to need those macros to get > multiple keys pressed, as speech recognition simply can press single keys > like delete or page up. > > > > I could of course use Dragon, but Dictation Bridge, which I would have > used with NVDA is no longer compatible with NVDA and doesn?t appear to be > getting updated. Dictation bridge never worked with JAWS for me anyway. I > can use Dragon without it but it?s a pain; WSR is much more screen reader > friendly. > > > > I can use J-say, I even know how, but I don?t know where our license or > software CD went as we purchased it a dozen years ago and it needs updating > for the current Dragon and Win 10. > > > > Ideally, I just want the WSR macros to launch so I can create ones for the > commands I use most. > > > > Any thoughts? > > > > --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 ecsteincross111 at stkate.edu Mon Feb 10 14:50:49 2020 From: ecsteincross111 at stkate.edu (Emma Steincross) Date: Mon Feb 10 14:51:19 2020 Subject: [Athen] Question about Chafee Amendment and Captioning Message-ID: Hello, Our institution has some faculty, staff, and students who utilize ASL Interpreting and captioning for videos. Our Interpreter Coordinator said that her contact in Academic Technology has told her, the interpreters, and the faculty that videos he captions can only be made available to the specific student with a disability who requires them, that these "captioned videos can't be shown in-class because of the Chafee Amendment". This has caused some confusion for our office and our UDL mindset. Why would an accessible version of a video be limited to only one student, instead of the faculty member being able to use this version for all students? Can faculty members not request captioned versions of videos to show their classes in-general? What if there were students in that class with disabilities who have either not yet registered with our office, or students for whom English is not their first language, who would also benefit for captions? What if this student with a disability doesn't have a laptop, so they can't view the captioned version anyway because it won't be shown in class? Sorry for the somewhat-hypothetical, but still relevant, questions. I just haven't come across this before and don't know enough about the background or this amendment to be able to have helpful contributions. Any help is much appreciated! Thanks, Emma Emma Steincross, M.A. Access Consultant, Disability Resources O'Neill Center | St. Catherine University Phone: 651-690-6706 Pronouns : she, her, hers *This email address is monitored between the hours of 9 a.m. and 5 p.m. Monday - Friday. If you need assistance Monday - Friday between 7:30 **a.m.**and 4:30 **p.m., **please contact our front desk at 651-690-6563. For after hours mobility needs, please contact Public Safety at 651-690-8888.* *This message is confidential and should only be read by its intended recipients. If you have received it in error, please notify the sender and delete all copies.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From dhayman at uw.edu Mon Feb 10 15:14:33 2020 From: dhayman at uw.edu (Doug Hayman) Date: Mon Feb 10 15:15:19 2020 Subject: [Athen] Question about Chafee Amendment and Captioning In-Reply-To: References: Message-ID: Emma, Here at the University of Washington we have a bit more leeway than that in regards to captions. If a student has an accommodation that would include providing closed captions for instructional content, then Disability Resources for Students (for matriculated students) or DSO, for non-matriculated students, would pay to have the captions created and do those in a timely manner to make the playing field even. If those videos were hosted on YouTube and now had high-quality closed captions integrated with the content, then anyone could view them with greater accessibility. Additionally, with Accessible Technology Services, we provide a service to create captions not covered by the above two groups to encourage closed captions as a best practice where the content will be reused and/or get viewed by many. For content created and owned by internal players we can reach out to YouTube channel owners and help them make their content more accessible. It gets a bit more tricky when instructors point at content created and owned by others external to our institution. While they could request that that external YouTube channel owner toggle on the ability to contribute captions, or offer them the .srt caption file, they can't make them integrate them with their videos. A few major caption creation firms offer up the ability to play those videos with a "skin" that streams that content while integrating captions. I've suggested to a few of those top caption firms having a dialogue with YouTube or Vimeo to feature request something akin to external viewers being able to offer-up/add professional captions at no cost to the channel owner. They argue oddly that they don't want to mess with the "artistic integrity" of the channel owner. The default is bad auto-generated captions, or paying to caption your own videos. I can't see where a third choice to approve professional quality captions for free would offend many channel owners. 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 On Mon, Feb 10, 2020 at 2:52 PM Emma Steincross wrote: > Hello, > > Our institution has some faculty, staff, and students who utilize ASL > Interpreting and captioning for videos. Our Interpreter Coordinator said > that her contact in Academic Technology has told her, the interpreters, and > the faculty that videos he captions can only be made available to the > specific student with a disability who requires them, that these "captioned > videos can't be shown in-class because of the Chafee Amendment". > > This has caused some confusion for our office and our UDL mindset. Why > would an accessible version of a video be limited to only one student, > instead of the faculty member being able to use this version for all > students? Can faculty members not request captioned versions of videos to > show their classes in-general? What if there were students in that class > with disabilities who have either not yet registered with our office, or > students for whom English is not their first language, who would also > benefit for captions? What if this student with a disability doesn't have a > laptop, so they can't view the captioned version anyway because it won't be > shown in class? > > Sorry for the somewhat-hypothetical, but still relevant, questions. I just > haven't come across this before and don't know enough about the background > or this amendment to be able to have helpful contributions. Any help is > much appreciated! > > Thanks, > Emma > > Emma Steincross, M.A. > Access Consultant, Disability Resources > O'Neill Center | St. Catherine University > Phone: 651-690-6706 > Pronouns : she, her, hers > > *This email address is monitored between the hours of 9 a.m. and 5 p.m. > Monday - Friday. If you need assistance Monday - Friday between 7:30 * > *a.m.**and 4:30 **p.m., **please contact our front desk at 651-690-6563. > For after hours mobility needs, please contact Public Safety at > 651-690-8888.* > > *This message is confidential and should only be read by its intended > recipients. If you have received it in error, please notify the sender and > delete all copies.* > _______________________________________________ > 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 bcb4y at virginia.edu Tue Feb 11 07:13:09 2020 From: bcb4y at virginia.edu (Butler, Brandon (bcb4y)) Date: Tue Feb 11 07:13:42 2020 Subject: [Athen] Question about Chafee Amendment and Captioning In-Reply-To: References: Message-ID: <789EB999-2DDE-4E08-89A7-69EA81B60A1F@virginia.edu> Hi y?all, I think the key is to untangle two separate issues: 1. Does the law permit us to show the entire class this work (in any format)? 2. Does the law permit us to create an accessible version of a work for a qualified student? The answer to (1) is almost entirely separate from (2). You mention showing the film ?in class??that?s actually the easiest possible use case: you can almost certainly show any film in class, period. The Copyright Act has a short, sweet provision at Section 110(1) that permits: performance or display of a work by instructors or pupils in the course of face-to-face teaching activities of a nonprofit educational institution, in a classroom or similar place devoted to instruction. The only limitation on this blanket ?classroom screening? exemption is that the copy from which the performance is made must be ?lawfully made.? This brings us to (2). The answer to (2) is almost always ?yes,? because the scope of fair use and the Chafee Amendment together covers almost every possible use case. (Chafee doesn?t actually cover audiovisual works at all, so you will need to rely entirely on fair use here. Such reliance would be quite reasonable, however, in light of the case law we have from HathiTrust.) The only prominent exception is the scenario where a work has been obtained subject to a license or other contractual arrangement that specifically prohibits creation of accessible versions. Ironically, services like Access Text Network are among the very few who impose those kinds of limits. One other limitation that could be relevant is the DMCA, which can prevent you from ?ripping? DVDs, even for fair use purposes. However, an exemption to the DMCA expressly permits ripping DVDs (and other encrypted media) by DSOs at educational institutions for purposes of captioning in compliance with disability rights laws. Putting it all together: unless you have promised not to do so, the law will permit you to create a captioned version for a qualified student, and to show that version in class. My friend Blake Reid wrote an interesting white paper about the broader issue of ?third party captioning and copyright? a while back. His paper pre-dates the DMCA exemption (which he was instrumental in securing, with his clinic students), so take that part of the analysis with a grain of salt?the DMCA is no longer a problem, at least for educational institutions. You can find it here: http://g3ict.org/download/p/fileId_1009/productId_320. ARL also has an interesting blog post on the issue (written by one of my former students from the IP Clinic at AU Law School, Caille Morris) here: https://accessibility.arl.org/2016/04/captioning-and-copyright-law/. Again, the piece mentions a ?bleak picture,? in part because they are talking about uses that go beyond simple in-class screenings, and in part because the DMCA exemption had not yet been adopted. The picture for Emma?s proposed use is quite bright! I hope that helps, Brandon PS: This probably goes without saying, but this isn?t legal advice and I?m not your lawyer. ? Just a few friendly observations. ? Brandon Butler | Director of Information Policy | University of Virginia Library | bcb4y@virginia.edu | 434.982.5874 | @bc_butler | PO Box 400152, C'ville, VA 22904-0152 | 4105 Lewis & Clark Dr. #4066 |The Taper|ORCID: 0000-0003-0190-6165| he/him/his From: athen-list on behalf of Doug Hayman Reply-To: Access Technology Higher Education Network Date: Monday, February 10, 2020 at 6:18 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Question about Chafee Amendment and Captioning Emma, Here at the University of Washington we have a bit more leeway than that in regards to captions. If a student has an accommodation that would include providing closed captions for instructional content, then Disability Resources for Students (for matriculated students) or DSO, for non-matriculated students, would pay to have the captions created and do those in a timely manner to make the playing field even. If those videos were hosted on YouTube and now had high-quality closed captions integrated with the content, then anyone could view them with greater accessibility. Additionally, with Accessible Technology Services, we provide a service to create captions not covered by the above two groups to encourage closed captions as a best practice where the content will be reused and/or get viewed by many. For content created and owned by internal players we can reach out to YouTube channel owners and help them make their content more accessible. It gets a bit more tricky when instructors point at content created and owned by others external to our institution. While they could request that that external YouTube channel owner toggle on the ability to contribute captions, or offer them the .srt caption file, they can't make them integrate them with their videos. A few major caption creation firms offer up the ability to play those videos with a "skin" that streams that content while integrating captions. I've suggested to a few of those top caption firms having a dialogue with YouTube or Vimeo to feature request something akin to external viewers being able to offer-up/add professional captions at no cost to the channel owner. They argue oddly that they don't want to mess with the "artistic integrity" of the channel owner. The default is bad auto-generated captions, or paying to caption your own videos. I can't see where a third choice to approve professional quality captions for free would offend many channel owners. 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 On Mon, Feb 10, 2020 at 2:52 PM Emma Steincross > wrote: Hello, Our institution has some faculty, staff, and students who utilize ASL Interpreting and captioning for videos. Our Interpreter Coordinator said that her contact in Academic Technology has told her, the interpreters, and the faculty that videos he captions can only be made available to the specific student with a disability who requires them, that these "captioned videos can't be shown in-class because of the Chafee Amendment". This has caused some confusion for our office and our UDL mindset. Why would an accessible version of a video be limited to only one student, instead of the faculty member being able to use this version for all students? Can faculty members not request captioned versions of videos to show their classes in-general? What if there were students in that class with disabilities who have either not yet registered with our office, or students for whom English is not their first language, who would also benefit for captions? What if this student with a disability doesn't have a laptop, so they can't view the captioned version anyway because it won't be shown in class? Sorry for the somewhat-hypothetical, but still relevant, questions. I just haven't come across this before and don't know enough about the background or this amendment to be able to have helpful contributions. Any help is much appreciated! Thanks, Emma Emma Steincross, M.A. Access Consultant, Disability Resources O'Neill Center | St. Catherine University Phone: 651-690-6706 Pronouns: she, her, hers This email address is monitored between the hours of 9 a.m. and 5 p.m. Monday - Friday. If you need assistance Monday - Friday between 7:30 a.m.and 4:30 p.m., please contact our front desk at 651-690-6563. For after hours mobility needs, please contact Public Safety at 651-690-8888. This message is confidential and should only be read by its intended recipients. If you have received it in error, please notify the sender and delete all copies. _______________________________________________ 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 jiatyan at stanford.edu Tue Feb 11 08:32:02 2020 From: jiatyan at stanford.edu (Jiatyan Chen) Date: Tue Feb 11 08:32:14 2020 Subject: [Athen] Question about Chafee Amendment and Captioning In-Reply-To: References: Message-ID: <4EF04878-872E-4954-8068-0F65A4238BF9@stanford.edu> On 10 Feb 2020, at 14:50, Emma Steincross wrote: > > Why would an accessible version of a video be limited to only one student, instead of the faculty member being able to use this version for all students? On 11 Feb 2020, at 07:13, Butler, Brandon (bcb4y) wrote: > > ? Does the law permit us to create an accessible version of a work for a qualified student? The keyword is *qualified* student vs all students. This student have to be qualified by your DSOs, and the law is clear on their rights. Brandon, I'd like to take this opportunity to thank your effort and insights in the ARL white paper. It helped me draw some lines (or squiggles ;) ) around different laws covering seemingly similar areas. -- Jiatyan Chen +1 650-721-6380 From CMillion at dvc.edu Tue Feb 11 08:57:27 2020 From: CMillion at dvc.edu (Million, Carrie) Date: Tue Feb 11 08:57:45 2020 Subject: [Athen] UserWay Message-ID: Hi folks- Just curious is any of you have used UserWay (userway.org)? They claim their widget "is the world's most advanced AI-based auto-remediation technology that ensures your brand and your customers have an accessible digital experience that meets strict governmental regulations. We do this by delivering an integrated RAAS(tm) (Remediation-as-a-Service(tm)) solution that measures, monitors and fixes accessibility violations without requiring changes to your website's existing code." Thanks in advance, Carrie Million Assistive Technology Specialist DSS Department Chair DSS Tutoring Coordinator [cid:image001.png@01D15DD5.2A7F0640] 321 Golf Club Road, Pleasant Hill, CA 94523 925-969-2186 Sorenson VRS 925-270-1660 cmillion@dvc.edu www.dvc.edu/onlineaccessibility -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10466 bytes Desc: image001.png URL: From dkrahmer at colgate.edu Tue Feb 11 10:00:10 2020 From: dkrahmer at colgate.edu (Debbie Krahmer) Date: Tue Feb 11 10:00:54 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? Message-ID: Hi all, I'm hoping someone can help me out with this situation. I'd like to do more targeted sessions with faculty and staff at my university around improving accessibility of websites. The issue is that I can't always work in my own environment with my desktop, and it's difficult to ensure that a screen reader is installed and functioning on someone else's computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've had it fail, depending on the windows version of the laptop/computer I'm trying to run it on. It would be easier if I could just record the audio (at a good quality without the ambient office noise) of my trying to use a website and share that with colleagues. I can do this for document remediation by using Speechify or Natural Reader, but not for websites. Is there a good way to record the audio of the screen reader as I try to navigate through a website? Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/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 hunziker at email.arizona.edu Tue Feb 11 10:11:02 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Tue Feb 11 10:11:22 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: References: Message-ID: Hi Debbie, I really like Zoom for this purpose. I?ve been creating videos for developers to show them how their page/application interacts with a screen reader. I share my screen and choose to also share the computer audio (a little check box at the bottom of the share screen) and then record the session. Audio and video both come through very clear. Dawn ~~ Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 ________________________________ From: athen-list on behalf of Debbie Krahmer Sent: Tuesday, February 11, 2020 11:06 AM To: Access Technology Higher Education Network Subject: [Athen] Question: Best ways to record a screen reader voice? Hi all, I'm hoping someone can help me out with this situation. I'd like to do more targeted sessions with faculty and staff at my university around improving accessibility of websites. The issue is that I can't always work in my own environment with my desktop, and it's difficult to ensure that a screen reader is installed and functioning on someone else's computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've had it fail, depending on the windows version of the laptop/computer I'm trying to run it on. It would be easier if I could just record the audio (at a good quality without the ambient office noise) of my trying to use a website and share that with colleagues. I can do this for document remediation by using Speechify or Natural Reader, but not for websites. Is there a good way to record the audio of the screen reader as I try to navigate through a website? Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/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 lsnider at gmail.com Tue Feb 11 10:33:43 2020 From: lsnider at gmail.com (L Snider) Date: Tue Feb 11 10:32:02 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: References: Message-ID: Hi Debbie, I would second Zoom, and also I use ScreenOMatic. Very inexpensive and very easy to use, plus it is really easy to edit videos (I find Zoom's new edit interface is extremely hard to use and I have good mobility in my hands). I record screen reader demos with it all the time. Cheers Lisa On Tue, Feb 11, 2020 at 2:11 PM Hunziker, Dawn A - (hunziker) < hunziker@email.arizona.edu> wrote: > Hi Debbie, > > I really like Zoom for this purpose. I?ve been creating videos for > developers to show them how their page/application interacts with a screen > reader. I share my screen and choose to also share the computer audio (a > little check box at the bottom of the share screen) and then record the > session. Audio and video both come through very clear. > > Dawn > > ~~ > Dawn Hunziker > IT Accessibility Consultant, Sr. | Disability Resources > The University of Arizona | hunziker@arizona.edu > drc.arizona.edu | itaccessibility.arizona.edu > 520-626-9409 > ------------------------------ > *From:* athen-list on > behalf of Debbie Krahmer > *Sent:* Tuesday, February 11, 2020 11:06 AM > *To:* Access Technology Higher Education Network > *Subject:* [Athen] Question: Best ways to record a screen reader voice? > > Hi all, > > I'm hoping someone can help me out with this situation. I'd like to do > more targeted sessions with faculty and staff at my university around > improving accessibility of websites. The issue is that I can't always work > in my own environment with my desktop, and it's difficult to ensure that a > screen reader is installed and functioning on someone else's > computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've > had it fail, depending on the windows version of the laptop/computer I'm > trying to run it on. > > It would be easier if I could just record the audio (at a good quality > without the ambient office noise) of my trying to use a website and share > that with colleagues. I can do this for document remediation by using > Speechify or Natural Reader, but not for websites. > > Is there a good way to record the audio of the screen reader as I try to > navigate through a website? > > Thanks, > D. > ______________ > Debbie Krahmer > Preferred Pronouns: D/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 > -------------- next part -------------- An HTML attachment was scrubbed... URL: From danc at uw.edu Tue Feb 11 10:46:46 2020 From: danc at uw.edu (Dan Comden) Date: Tue Feb 11 10:48:42 2020 Subject: [Athen] Fwd: UW Director of Disability Resources for Students-Seattle Position announcement In-Reply-To: References: Message-ID: (forwarded from internal communication) Dear colleagues, The Division of Student Life is seeking a dynamic leader to serve as the *Director of Disability Resources for Students (DRS)*. DRS serves a rapidly growing and changing population of students with disabilities and is the vanguard for educational accommodations, inclusive campus culture, and equity in educational opportunity. DRS is at the intersection of student services, faculty and departments, compliance, classroom services, information technology, and many other departmental units. DRS is a fast-paced environment that demands both consistency of service and personalized attention for individual needs. We are looking for someone who is undaunted by the many facets of this role. DRS currently serves 3000+ students on the Seattle campus with a team of nine permanent FTE, and works in a tri-campus partnership to ensure consistency. Consistent with national trends, we anticipate the number of students to steadily grow and expect to see increasing complexity of accommodations for a wider range of disabilities and more diverse learning environments. Please share this job posting with your networks and encourage your colleagues to consider the boundless University of Washington. Target salary for this role is $95,000, with an excellent benefits package. https://uwhires.admin.washington.edu/eng/candidates/default.cfm?szCategory=jobprofile&szOrderID=176374&szCandidateID=0&szSearchWords=&szReturnToSearch=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1303 bytes Desc: not available URL: From info at karlencommunications.com Tue Feb 11 11:12:53 2020 From: info at karlencommunications.com (Karlen Communications) Date: Tue Feb 11 11:13:04 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: References: Message-ID: <002701d5e10f$43ae40b0$cb0ac210$@karlencommunications.com> I use Camtasia to quickly record a screen reader reading a document. With the ability to highlight as you read with some screen readers, it works very well. I do have Zoom and now that I know/from Dawn how to have my screen reader ?heard? I can add this to training. Thanks! Cheers, Karen From: athen-list On Behalf Of Debbie Krahmer Sent: Tuesday, February 11, 2020 1:00 PM To: Access Technology Higher Education Network Subject: [Athen] Question: Best ways to record a screen reader voice? Hi all, I'm hoping someone can help me out with this situation. I'd like to do more targeted sessions with faculty and staff at my university around improving accessibility of websites. The issue is that I can't always work in my own environment with my desktop, and it's difficult to ensure that a screen reader is installed and functioning on someone else's computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've had it fail, depending on the windows version of the laptop/computer I'm trying to run it on. It would be easier if I could just record the audio (at a good quality without the ambient office noise) of my trying to use a website and share that with colleagues. I can do this for document remediation by using Speechify or Natural Reader, but not for websites. Is there a good way to record the audio of the screen reader as I try to navigate through a website? Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/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 kvillanueva at Lee.Edu Tue Feb 11 11:30:45 2020 From: kvillanueva at Lee.Edu (Villanueva, K-leigh) Date: Tue Feb 11 11:31:05 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: <002701d5e10f$43ae40b0$cb0ac210$@karlencommunications.com> References: <002701d5e10f$43ae40b0$cb0ac210$@karlencommunications.com> Message-ID: You might be able to use Otter to record the process and then you can actually sync it with Zoom to provide text and captions as well. There is a way to do all of this. K-leigh From: athen-list On Behalf Of Karlen Communications Sent: Tuesday, February 11, 2020 1:13 PM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] Question: Best ways to record a screen reader voice? I use Camtasia to quickly record a screen reader reading a document. With the ability to highlight as you read with some screen readers, it works very well. I do have Zoom and now that I know/from Dawn how to have my screen reader ?heard? I can add this to training. Thanks! Cheers, Karen From: athen-list > On Behalf Of Debbie Krahmer Sent: Tuesday, February 11, 2020 1:00 PM To: Access Technology Higher Education Network > Subject: [Athen] Question: Best ways to record a screen reader voice? Hi all, I'm hoping someone can help me out with this situation. I'd like to do more targeted sessions with faculty and staff at my university around improving accessibility of websites. The issue is that I can't always work in my own environment with my desktop, and it's difficult to ensure that a screen reader is installed and functioning on someone else's computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've had it fail, depending on the windows version of the laptop/computer I'm trying to run it on. It would be easier if I could just record the audio (at a good quality without the ambient office noise) of my trying to use a website and share that with colleagues. I can do this for document remediation by using Speechify or Natural Reader, but not for websites. Is there a good way to record the audio of the screen reader as I try to navigate through a website? Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/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 skeegan at ccctechcenter.org Tue Feb 11 12:31:06 2020 From: skeegan at ccctechcenter.org (Sean Keegan) Date: Tue Feb 11 12:31:34 2020 Subject: [Athen] UserWay In-Reply-To: References: Message-ID: Hi Carrie, > Just curious is any of you have used UserWay (userway.org)? I am familiar with UserWay (and a few other accessibility "overlays") and am generally not a fan. If you were to offer this tool on top of a website that is already accessible, then that's fine as it does provide some unique options to modify the website content that a person with a disability might find useful. That said, several of the "features" offered by the widget are already present in most modern web browsers. Additionally, if a person needs that accessibility support, it seems to me that he/she would likely need that support on many of the web pages they use, not just on the site that provides the overlay. A problem that I see with such overlays is that you still have a website with accessibility problems. Sure, the overlay may mitigate some issues, but the problems still exist and need to be corrected. Putting on rose colored glasses may make everything look rosy, but the accessibility problems exist and can still pose barriers. For instance, what happens when the college decides to stop paying for the remediation service portion? You now have those same accessibility issues that have been kicked down the road. I know the UserWay widget itself is free, but it is also combined with the remediation service to address accessibility issues. Also, I find that a lot of students, faculty, staff are using resources that are not necessarily part of the college's public facing website. There is a learning management system, library databases, Google Docs/Office 365 Online environments, publisher content, etc. If an institution is pursuing an overlay solution, restricting it to just the public-facing website does not offer support to the web environments in which students, faculty, and staff may be utilizing on a daily basis. If the intent is to fix the underlying web page for accessibility errors, then I see adding such an overlay is a "nice-to-have" and can offer site visitors the opportunity to customize their user experience. However, the concern I would raise is that the commitment to fix the accessibility errors can diminish quickly with the adoption of an overlay as the perception becomes any problems have now magically disappeared. Take care, Sean -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10466 bytes Desc: not available URL: From dcochr2 at uic.edu Tue Feb 11 12:34:26 2020 From: dcochr2 at uic.edu (Cochrane, Daniel P) Date: Tue Feb 11 12:34:35 2020 Subject: [Athen] UIC Disability Resource Center looking for accessible materials/AT specialist Message-ID: The Disability Resource Center at the University of Illinois at Chicago is looking to hire an accessible materials/AT specialist. Attached is the job description with information on how to apply. The deadline is Feb 21st! Dan Daniel Cochrane, MA, MS, ATP Clinical Instructor [cid:9de78b3a-9352-46ce-9f72-069680aaf265] Department of Disability and Human Development Assistive Technology Certificate Program The University of Illinois at Chicago 1640 W. Roosevelt Rd. 415 DHSP, MC 726 Chicago, IL 60607 Office: (312) 413-1806 Cell: (773) 497-1633 dcochr2@uic.edu [UIC Logo] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Outlook-b5ewzsu1.png Type: image/png Size: 5967 bytes Desc: Outlook-b5ewzsu1.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: UIC Accessible Document and Technology Specialist job posting.pdf Type: application/pdf Size: 140797 bytes Desc: UIC Accessible Document and Technology Specialist job posting.pdf URL: From lgreco at berkeley.edu Tue Feb 11 13:05:51 2020 From: lgreco at berkeley.edu (Lucy GRECO) Date: Tue Feb 11 13:06:54 2020 Subject: [Athen] UserWay In-Reply-To: References: Message-ID: hello: i wanted to add one more worning about this kind of tool bar. as a screen reader user i find these overlays get in my way and end up blocking me from using an already hard to use or an accessible web site. many of these over lays will draw focus continually witch then means that the screen reader user can not get to any thing elce on the page. i find then more problematic then any thing elce you could do on a web site.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 Tue, Feb 11, 2020 at 12:51 PM Sean Keegan wrote: > Hi Carrie, > > > Just curious is any of you have used UserWay (userway.org)? > > I am familiar with UserWay (and a few other accessibility "overlays") and > am generally not a fan. If you were to offer this tool on top of a website > that is already accessible, then that's fine as it does provide some unique > options to modify the website content that a person with a disability might > find useful. That said, several of the "features" offered by the widget are > already present in most modern web browsers. Additionally, if a person > needs that accessibility support, it seems to me that he/she would likely > need that support on many of the web pages they use, not just on the site > that provides the overlay. > > A problem that I see with such overlays is that you still have a website > with accessibility problems. Sure, the overlay may mitigate some issues, > but the problems still exist and need to be corrected. Putting on rose > colored glasses may make everything look rosy, but the accessibility > problems exist and can still pose barriers. For instance, what happens when > the college decides to stop paying for the remediation service portion? You > now have those same accessibility issues that have been kicked down the > road. I know the UserWay widget itself is free, but it is also combined > with the remediation service to address accessibility issues. > > Also, I find that a lot of students, faculty, staff are using resources > that are not necessarily part of the college's public facing website. There > is a learning management system, library databases, Google Docs/Office 365 > Online environments, publisher content, etc. If an institution is pursuing > an overlay solution, restricting it to just the public-facing website does > not offer support to the web environments in which students, faculty, and > staff may be utilizing on a daily basis. > > If the intent is to fix the underlying web page for accessibility errors, > then I see adding such an overlay is a "nice-to-have" and can offer site > visitors the opportunity to customize their user experience. However, the > concern I would raise is that the commitment to fix the accessibility > errors can diminish quickly with the adoption of an overlay as the > perception becomes any problems have now magically disappeared. > > 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 boldu004 at umn.edu Tue Feb 11 13:38:27 2020 From: boldu004 at umn.edu (Ander Bolduc) Date: Tue Feb 11 13:39:05 2020 Subject: [Athen] UMN Hiring: Manager of Real -Time Captioning Services Message-ID: Good afternoon, The Disability Resource Center of the University of Minnesota - Twin Cities is looking to hire a *Manager of Real-Time Captioning Services*. This full time position is located on the East Bank, in the McNamara Alumni Center . We would like to invite interested parties to visit our careers site to complete an application. DIRECTIONS: 1. Select the link to access our careers site. 2. Sign In to access your account or if you are not an existing user select the New User link to create one. 3. Review the job description and select the Apply button to begin your application. Link for external applicants: https://hr.myu.umn.edu/jobs/ext/335434 Link for internal U of M applicants: https://hr.myu.umn.edu/jobs/int/335434 Thank you, Ander -- Ander Fredin Bolduc Associate Director | Disability Resource Center disability.umn.edu Pronouns: He, Him, His -- Ander Fredin Bolduc Associate Director | Disability Resource Center disability.umn.edu Pronouns: He, Him, His -------------- next part -------------- An HTML attachment was scrubbed... URL: From kvillanueva at Lee.Edu Tue Feb 11 16:17:25 2020 From: kvillanueva at Lee.Edu (Villanueva, K-leigh) Date: Tue Feb 11 16:17:57 2020 Subject: [Athen] Accessible weather & pressure systems maps In-Reply-To: References: Message-ID: Hi Annissa, Yes we have at my campus and with a VI student. We utilized a few different options including simply creating a map with details expressed through little holes in the paper and gradient/patterns were different to reflect the different atmospheric components/scenarios. This is a bit old school. We also used other tactile tools creatively. Ultimately the student had to articulate understanding of the processes and data collection. We consulted with the faculty and student to determine the what and the how. Student got an A and earned it. K-leigh Get Outlook for Android ________________________________ From: athen-list on behalf of Corsi, Annissa G - (acorsi) Sent: Monday, February 10, 2020 12:46:07 PM To: Access Technology Higher Education Network Subject: [Athen] Accessible weather & pressure systems maps Good morning all! We have two blind/low vision students taking an Atmospheric sciences course this semester. This class will be looking at and learning about weather patterns and part of this is learning about 500 millibar maps which are supposed to give a large-scale picture of the weather pattern over the US. We are in the process of setting up a meeting with the instructor to go over what are the essential components of the course and the learning goals surrounding the use of the maps. I?ve attached an example image to this email. The professor has indicated that color is not important for this course, but the lines, numbers and their geographical placements are. Has anyone encountered this type of map before and what have you done on your campus? Do you know of any online or other accessible resources that the students might use? (One student is an online distance student) Thanks in advance! Annissa Corsi, M.Ed. Alternate Media Coordinator | Disability Resources The University of Arizona 520-626-8988 | acorsi@email.arizona.edu | drc.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From vwalton at columbiabasin.edu Wed Feb 12 09:53:39 2020 From: vwalton at columbiabasin.edu (Walton, Vicki) Date: Wed Feb 12 09:53:47 2020 Subject: [Athen] Question about screen readers and PDFs Message-ID: This is a question for screen reader users. It is also a question for those who do PDF remediation. We are getting close to getting a new website so we are touching a lot of PDFs. Some are forms and others are just text. The forms are problematic. It's easy enough to create the form fields but when we go to tag them it throws the reading order off. Sometimes we can move the order and other times one will get stuck and won't move no matter what we do. And, with fillable tables it is a completely different story after they get tagged. They can completely disrupt the reading order and make it difficult to rearrange. We use both NVDA and JAWS to test our documents. Our staff are all sighted users. Both programs work in a PDF differently. At times, we use the arrow key to navigate into a form field and other times the tab key. This is not consistent and one program will go into the form field with an arrow key but not the tab key and vice versa. How do we get this to be consistent? Is this possible? Our JAWS version is 2019 and indicates we have landed in a form field by a sound. NVDA, while navigating this same PDF skips over the form fields all together. If we force going into the form field mode with NVDA, there is a sound. But, if it skips right over it, how does the screen reader user know there is even a fillable form field that was missed? My question is, (and I realize I may not be very clear) even though we understand the navigation process of each program, how do you navigate a fillable form PDF versus a text PDF? Tab or arrow keys? Which navigation tool, for the most part, lands in the form field the most? Is there even a real answer to this? We want to do right by our screen reader users but this process is not a perfect science. After tagging a PDF, it works one time but does not work the next. Not all PDFs are created equal, that's for sure. I utilize Karen McCall's tutorials a lot. She is a huge help yet we are not naturally screen reader users so we need any help we can get. Any help and advice is so appreciated. [Visit the CBC Website] Vicki Walton Assistive Technology Center 509.542.4428, or ext. 2428 2600 N. 20th Ave., Pasco, WA 99301 Pronouns: they/them [Follow CBC on Facebook] [Follow CBC on Instagram] [Follow CBC on Twitter] [Follow CBC on YouTube] [Follow CBC on Snapchat] [We All Soar Together] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 13559 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 646 bytes Desc: image002.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 1013 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 882 bytes Desc: image004.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.png Type: image/png Size: 732 bytes Desc: image005.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image006.png Type: image/png Size: 815 bytes Desc: image006.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image007.png Type: image/png Size: 3926 bytes Desc: image007.png URL: From acorsi at email.arizona.edu Wed Feb 12 10:53:05 2020 From: acorsi at email.arizona.edu (Corsi, Annissa G - (acorsi)) Date: Wed Feb 12 10:53:14 2020 Subject: [Athen] Accessible weather & pressure systems maps In-Reply-To: References: Message-ID: Hi K-leigh, Do you happen to have any pictures of what that ended up looking like? I'd love to get a visual of what you made. Feel free to send them to me off list if you'd like. Thanks! Annissa Corsi, M.Ed. Alternate Media Coordinator | Disability Resources The University of Arizona 520-626-8988 | acorsi@email.arizona.edu | drc.arizona.edu From: athen-list On Behalf Of Villanueva, K-leigh Sent: Tuesday, February 11, 2020 5:17 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Accessible weather & pressure systems maps Hi Annissa, Yes we have at my campus and with a VI student. We utilized a few different options including simply creating a map with details expressed through little holes in the paper and gradient/patterns were different to reflect the different atmospheric components/scenarios. This is a bit old school. We also used other tactile tools creatively. Ultimately the student had to articulate understanding of the processes and data collection. We consulted with the faculty and student to determine the what and the how. Student got an A and earned it. K-leigh Get Outlook for Android ________________________________ From: athen-list > on behalf of Corsi, Annissa G - (acorsi) > Sent: Monday, February 10, 2020 12:46:07 PM To: Access Technology Higher Education Network > Subject: [Athen] Accessible weather & pressure systems maps Good morning all! We have two blind/low vision students taking an Atmospheric sciences course this semester. This class will be looking at and learning about weather patterns and part of this is learning about 500 millibar maps which are supposed to give a large-scale picture of the weather pattern over the US. We are in the process of setting up a meeting with the instructor to go over what are the essential components of the course and the learning goals surrounding the use of the maps. I've attached an example image to this email. The professor has indicated that color is not important for this course, but the lines, numbers and their geographical placements are. Has anyone encountered this type of map before and what have you done on your campus? Do you know of any online or other accessible resources that the students might use? (One student is an online distance student) Thanks in advance! Annissa Corsi, M.Ed. Alternate Media Coordinator | Disability Resources The University of Arizona 520-626-8988 | acorsi@email.arizona.edu | drc.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From help at nationaldeafcenter.org Wed Feb 12 12:17:23 2020 From: help at nationaldeafcenter.org (National Deaf Center) Date: Wed Feb 12 12:18:11 2020 Subject: [Athen] Question about Chafee Amendment and Captioning In-Reply-To: References: Message-ID: Hi Emma! We saw your posting on the ATHEN Listserv and wanted to provide you with some additional guidance that may clarify the institution?s ability to caption media to provide access and how it can be shared. First, it is important to differentiate, as others have, between institution-related media and outside media. Institution-related media could include faculty produced pre-recorded lectures and videos, student-created video content for coursework, marketing videos, etc. Outside media typically consists of videos and other films borrowed from creators and publishers unaffiliated with the institution to be used for educational purposes. Often you will find that many YouTube and other media websites do not have accessible captioned media. Furthermore, automatic captions would not be considered accessible captioned media due to the high error rate the software typically produces; therefore, the institution would need to make the media accessible. Copyright and Accessibility Laws Many institutions struggle with balancing the need and requirements for accessible captioned media with copyright laws. There is good news! In October 2018, the U.S. Copyright Office established a final ruling that clarifies the right for institutions to caption media for accessibility purposes without fear of copyright infringement. The Federal Register Notice 54010 (1) states this new rule: ?...would allow circumvention of technological measures protecting motion pictures (including television shows and videos) on DVDs, Blu-ray discs, and via digital transmissions, for disability services professionals at educational institutions to create accessible versions for students with disabilities by adding captions and/or audio description.? (p. 54018) It is important to note, however, institutions must consider stipulations outlined in the ruling such as the addition of captions would be necessary under applicable laws (ADA, Section 504, etc.) and a reasonable effort was made to obtain an existing accessible version. The ruling also notes that when the institution moves forward with adding captions that ?accessible versions are provided to students or educators and stored by the educational institution in a manner intended to reasonably prevent unauthorized further dissemination of a work.? (p. 54019) Perhaps what Academic Technology may be referring to is the prevention of ?unauthorized further dissemination of a work? and feel the need to minimize this concern by only sharing captions with the student. You may want to share the final ruling mentioned above and the following strategies to ensure videos are strictly for educational purposes and under the control of the institution: - Upload captioned versions to a private YouTube channel (or other video platform). Links are then only shared with the faculty for use within a specific course and show during class. Faculty could also store the link on the institution?s learning management system where only the students and faculty members have access to the content. - Direct upload the captioned version to the learning management system so that others cannot share outside of the system. Media could still be shown during class from the platform. NDC also offers a listserv of professionals working with deaf individuals in postsecondary environments and may be able to provide additional ideas on ways to control and prevent sharing of videos to unauthorized users. If interested in joining and soliciting more ideas, you can sign up for the listserv here: nationaldeafcenter.org/signup Captioned Media Policies and Procedures Your post also questions addressing captioned media in all classes, regardless if there is a specific accommodation need requested through your office. There is evidence-based research in support of using captioned media for everyone as it can dramatically improve one?s ability to retain and recall information from videos including those with ADHD, learning disabilities, English language learners, navtive English users, deaf individuals, and more. Morton Ann Gernsbacher?s publication titled Video Captions Benefit Everyone (2) reviewed over 100 studies on closed captioning and points out several examples of how captions help hearing people, even those who already have English language fluency: Even highly literate adults benefit from captions. For example, when highly literate adults watch television commercials that are captioned, they remember brand names better (Brasel & Gips, 2014), and when highly literate college students watch course lectures that are captioned, they remember course content better (Steinfeld, 1998). Captions benefit hearing adults, just as captions benefit hearing children. With that being said, having a larger discussion with your institution about a campus-wide captioned media policy may be prudent. We often field questions about developing captioned media policies and would welcome the opportunity to work with you as well as provide examples to share with your institution?s administration. If you are interested, please do reach out to us directly at help@nationaldeafcenter.org. We hope the above information and resources are helpful in navigating captioned media at your institution. If you have any additional questions, please do not hesitate to contact us. Because we are a federally funded program our assistance is free and at no cost to you. You may receive a survey asking for feedback about our post today. Your feedback is appreciated and will be used to improve our services. Have a great day! References: 1. U.S. Copyright Office. (2018) Final Rule 54010. Retrieved from: govinfo.gov/content/pkg/FR-2018-10-26/pdf/2018-23241.pdf 2. Gernsbacher, M.A. (2015) ?Video Captions Benefit Everyone? ncbi.nlm.nih.gov/pmc/articles/PMC5214590/ Additional Resources: - Why Captions Provide Equal Access - Creating Offline Captions - Described and Captioned Media Program - The Significance of Harvard?s Settlement on Video Accessibility * 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 Mon, Feb 10, 2020 at 4:52 PM Emma Steincross wrote: > Hello, > > Our institution has some faculty, staff, and students who utilize ASL > Interpreting and captioning for videos. Our Interpreter Coordinator said > that her contact in Academic Technology has told her, the interpreters, and > the faculty that videos he captions can only be made available to the > specific student with a disability who requires them, that these "captioned > videos can't be shown in-class because of the Chafee Amendment". > > This has caused some confusion for our office and our UDL mindset. Why > would an accessible version of a video be limited to only one student, > instead of the faculty member being able to use this version for all > students? Can faculty members not request captioned versions of videos to > show their classes in-general? What if there were students in that class > with disabilities who have either not yet registered with our office, or > students for whom English is not their first language, who would also > benefit for captions? What if this student with a disability doesn't have a > laptop, so they can't view the captioned version anyway because it won't be > shown in class? > > Sorry for the somewhat-hypothetical, but still relevant, questions. I just > haven't come across this before and don't know enough about the background > or this amendment to be able to have helpful contributions. Any help is > much appreciated! > > Thanks, > Emma > > Emma Steincross, M.A. > Access Consultant, Disability Resources > O'Neill Center | St. Catherine University > Phone: 651-690-6706 > Pronouns : she, her, hers > > *This email address is monitored between the hours of 9 a.m. and 5 p.m. > Monday - Friday. If you need assistance Monday - Friday between 7:30 * > *a.m.**and 4:30 **p.m., **please contact our front desk at 651-690-6563. > For after hours mobility needs, please contact Public Safety at > 651-690-8888.* > > *This message is confidential and should only be read by its intended > recipients. If you have received it in error, please notify the sender and > delete all copies.* > _______________________________________________ > 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 kpham at swccd.edu Wed Feb 12 16:02:14 2020 From: kpham at swccd.edu (Khoa Pham) Date: Wed Feb 12 16:01:31 2020 Subject: [Athen] NVDA, JAWS, and tables Message-ID: Hi everyone, Recently when I've used NVDA or JAWS to test a page, either on Canvas or OU Campus, I notice it does not detect or announce that I'm currently focusing on a table's contents. The table does not have the proper html mark-up such as or caption. If it does then the screen reader recognizes the table and announces it. I've created my own table with no mark-up in both platform and came out with the same result. Correct me if I'm wrong, but aren't screen readers supposed to announce when you're in table regardless if they are marked up with a table heard or not? I've made sure all my screen readers are up to date already. Thank you in advance for your input. Khoa Pham -------------- next part -------------- An HTML attachment was scrubbed... URL: From rspangler1 at udayton.edu Thu Feb 13 08:25:43 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Thu Feb 13 08:26:01 2020 Subject: [Athen] NVDA, JAWS, and tables In-Reply-To: References: Message-ID: No, the screen reader does not know if it's a table if it's not marked up correctly, so it will just read it across by line. On Wed, Feb 12, 2020 at 7:04 PM Khoa Pham wrote: > Hi everyone, > > > > Recently when I?ve used NVDA or JAWS to test a page, either on Canvas or > OU Campus, I notice it does not detect or announce that I?m currently > focusing on a table?s contents. The table does not have the proper html > mark-up such as or caption. If it does then the screen reader > recognizes the table and announces it. I?ve created my own table with no > mark-up in both platform and came out with the same result. > > > > Correct me if I?m wrong, but aren?t screen readers supposed to announce > when you?re in table regardless if they are marked up with a table heard or > not? I?ve made sure all my screen readers are up to date already. Thank you > in advance for your input. > > > > *Khoa Pham* > > > _______________________________________________ > 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 smarositz at csudh.edu Thu Feb 13 10:17:38 2020 From: smarositz at csudh.edu (Stephen (Alex) Marositz) Date: Thu Feb 13 10:17:51 2020 Subject: [Athen] NVDA, JAWS, and tables In-Reply-To: References: Message-ID: Hello Khoa I think the problem is if the table is not marked up with then the screen reader assumes it is a layout table, not a data table and will not allow the user to use standard table reading commands. I guess Layout tables were so common that screen reader manufacturers were kind of forced in to this approach even though it enables bad web design. I hope this helps Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list On Behalf Of Khoa Pham Sent: Wednesday, February 12, 2020 4:02 PM To: Access Technology Higher Education Network Subject: [Athen] NVDA, JAWS, and tables Hi everyone, Recently when I've used NVDA or JAWS to test a page, either on Canvas or OU Campus, I notice it does not detect or announce that I'm currently focusing on a table's contents. The table does not have the proper html mark-up such as or caption. If it does then the screen reader recognizes the table and announces it. I've created my own table with no mark-up in both platform and came out with the same result. Correct me if I'm wrong, but aren't screen readers supposed to announce when you're in table regardless if they are marked up with a table heard or not? I've made sure all my screen readers are up to date already. Thank you in advance for your input. Khoa Pham -------------- next part -------------- An HTML attachment was scrubbed... URL: From avi at sfsu.edu Thu Feb 13 12:11:32 2020 From: avi at sfsu.edu (Avi Chandiramani) Date: Thu Feb 13 12:11:51 2020 Subject: [Athen] Job Opening at San Francisco State University Message-ID: Greetings all, Apologies in advance for the cross-posting. SF State is looking for an Accessible Procurement Analyst who will coordinate accessibility reviews for campus purchases of Information and Communication Technology (ICT). This position works with campus requesters, campus partners, vendors, and members of the Accessible Technology Services team at the Disability Programs and Resource Center (DPRC) to ensure compliance with applicable laws and policies. Please distribute this posting to your networks and direct any questions about the posting to me (avi@sfsu.edu) View the job posting and application 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kschoeb1 at swarthmore.edu Thu Feb 13 07:05:45 2020 From: kschoeb1 at swarthmore.edu (Corrine Schoeb) Date: Thu Feb 13 14:33:49 2020 Subject: [Athen] Islandora Message-ID: Curious if any of you have used Islandora? -- 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 kpham at swccd.edu Thu Feb 13 16:12:26 2020 From: kpham at swccd.edu (Khoa Pham) Date: Thu Feb 13 16:11:34 2020 Subject: [Athen] NVDA, JAWS, and tables In-Reply-To: References: Message-ID: Robert and Stephen, Thank you getting back to me. The thing is there will be times when it's a table without and the screen reader would still announce that the user is in a table with so many rows and columns. From: athen-list On Behalf Of Stephen (Alex) Marositz Sent: Thursday, February 13, 2020 10:18 AM To: Access Technology Higher Education Network Subject: Re: [Athen] NVDA, JAWS, and tables Hello Khoa I think the problem is if the table is not marked up with then the screen reader assumes it is a layout table, not a data table and will not allow the user to use standard table reading commands. I guess Layout tables were so common that screen reader manufacturers were kind of forced in to this approach even though it enables bad web design. I hope this helps Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list > On Behalf Of Khoa Pham Sent: Wednesday, February 12, 2020 4:02 PM To: Access Technology Higher Education Network > Subject: [Athen] NVDA, JAWS, and tables Hi everyone, Recently when I've used NVDA or JAWS to test a page, either on Canvas or OU Campus, I notice it does not detect or announce that I'm currently focusing on a table's contents. The table does not have the proper html mark-up such as or caption. If it does then the screen reader recognizes the table and announces it. I've created my own table with no mark-up in both platform and came out with the same result. Correct me if I'm wrong, but aren't screen readers supposed to announce when you're in table regardless if they are marked up with a table heard or not? I've made sure all my screen readers are up to date already. Thank you in advance for your input. Khoa Pham -------------- next part -------------- An HTML attachment was scrubbed... URL: From Joseph.Sherman at cuny.edu Fri Feb 14 06:21:52 2020 From: Joseph.Sherman at cuny.edu (Joseph Sherman) Date: Fri Feb 14 06:22:18 2020 Subject: [Athen] NVDA, JAWS, and tables In-Reply-To: References: Message-ID: <6a063bae7ec1417182bf10d00f52ee65@EXCPM5701.enterpriseapps.cuny.adlan> My understanding is that if a table is not marked up with then the screen reader uses some heuristics to guess if it is a layout table or data table. That is why you may get table announcements even without the . Joseph From: athen-list On Behalf Of Khoa Pham Sent: Thursday, February 13, 2020 7:12 PM To: Access Technology Higher Education Network Subject: Re: [Athen] NVDA, JAWS, and tables ***ATTENTION: This email came from an external source. Do not open attachments or click on links from unknown senders or unexpected emails.*** Robert and Stephen, Thank you getting back to me. The thing is there will be times when it's a table without and the screen reader would still announce that the user is in a table with so many rows and columns. From: athen-list > On Behalf Of Stephen (Alex) Marositz Sent: Thursday, February 13, 2020 10:18 AM To: Access Technology Higher Education Network > Subject: Re: [Athen] NVDA, JAWS, and tables Hello Khoa I think the problem is if the table is not marked up with then the screen reader assumes it is a layout table, not a data table and will not allow the user to use standard table reading commands. I guess Layout tables were so common that screen reader manufacturers were kind of forced in to this approach even though it enables bad web design. I hope this helps Stephen Alex Marositz ATI Coordinator CSUDH Ext 3077 From: athen-list > On Behalf Of Khoa Pham Sent: Wednesday, February 12, 2020 4:02 PM To: Access Technology Higher Education Network > Subject: [Athen] NVDA, JAWS, and tables Hi everyone, Recently when I've used NVDA or JAWS to test a page, either on Canvas or OU Campus, I notice it does not detect or announce that I'm currently focusing on a table's contents. The table does not have the proper html mark-up such as or caption. If it does then the screen reader recognizes the table and announces it. I've created my own table with no mark-up in both platform and came out with the same result. Correct me if I'm wrong, but aren't screen readers supposed to announce when you're in table regardless if they are marked up with a table heard or not? I've made sure all my screen readers are up to date already. Thank you in advance for your input. Khoa Pham -------------- next part -------------- An HTML attachment was scrubbed... URL: From dkrahmer at colgate.edu Fri Feb 14 07:08:48 2020 From: dkrahmer at colgate.edu (Debbie Krahmer) Date: Fri Feb 14 07:09:13 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: References: Message-ID: Thank you everyone for your wonderful ideas. I have so many things to try now! Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Tue, Feb 11, 2020 at 1:00 PM Debbie Krahmer wrote: > Hi all, > > I'm hoping someone can help me out with this situation. I'd like to do > more targeted sessions with faculty and staff at my university around > improving accessibility of websites. The issue is that I can't always work > in my own environment with my desktop, and it's difficult to ensure that a > screen reader is installed and functioning on someone else's > computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've > had it fail, depending on the windows version of the laptop/computer I'm > trying to run it on. > > It would be easier if I could just record the audio (at a good quality > without the ambient office noise) of my trying to use a website and share > that with colleagues. I can do this for document remediation by using > Speechify or Natural Reader, but not for websites. > > Is there a good way to record the audio of the screen reader as I try to > navigate through a website? > > Thanks, > D. > ______________ > Debbie Krahmer > Preferred Pronouns: D/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 solowoniukr at macewan.ca Fri Feb 14 08:23:38 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Fri Feb 14 08:24:04 2020 Subject: [Athen] Alt format process? Message-ID: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine's Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn't able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it's still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: image001.jpg URL: From rspangler1 at udayton.edu Fri Feb 14 09:10:17 2020 From: rspangler1 at udayton.edu (Robert Spangler) Date: Fri Feb 14 09:10:52 2020 Subject: [Athen] Alt format process? In-Reply-To: References: Message-ID: When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk wrote: > Hi everyone, > > > > Hope the winter term is going well. Happy Friday and happy Valentine?s Day! > > We would like to get some feedback from all of you regarding your > alternate format process. > > We are noticing that some of our students with disabilities are looking at > other options for their textbooks in alternate format, for example, > VitalSource or the PDF supplied with their textbook. Also, some publishers > are suggesting that certain textbooks we are requesting are available > through VitalSource. In addition, many publishers are working with > Bookshare to provide files, and will no longer provide PDFs. > > Our alternate format team consists of two people, me and a colleague. > Currently our process is to contact publishers to request a PDF of their > textbooks. Most of our students use Read and Write to read these PDF files. > For blind students we usually convert the PDF files to Word files and they > use a screen reader to read these files. If the publisher isn?t able to > provide us with PDFs, we will have the student bring in their hard copy of > the textbook. We will take the hard copy to Print Services to have the > binding cut off, and will then scan the book with our high-speed scanner. > We then take the book back to Print Services to have it coil bound. > > With the changing landscape of digital textbooks, we are examining our > process to determine if it?s still the ideal process or if it needs to > change. To that end, we would like to find out what process other > institutions are using. > > Do you contact publishers for PDFs? What technology do your students use > to read their textbooks? Read and Write, Kurzweil, VitalSource, or some > other reader? If other, could you elaborate on which reader and how well it > works? Is your process working well? > > Do faculty in your institutions use Open Educational Resources (OER)? If > so, do you work with faculty to help them choose accessible resources? If a > student comes to you with Open Educational Resources that are not > accessible, do you remediate them to make them accessible? If so, do you > bill this as a service? > > > > We would appreciate hearing what alt format processes others are using to > help guide us in modifying our own process. > > > > Thanks for any and all ideas. > > > > Best regards, > > > > Russell > > > > Russell Solowoniuk > > AT Educational Assistant, Services to Students with Disabilities > > MacEwan University > > 7-198 D4, 10700-104 Ave. > > Edmonton, AB T5J 4S2 > > E: solowoniukr@macewan.ca > > T: 780-497-5826 > > F: 780-497-4018 > > macewan.ca > > [image: MacEwan Logo] > > This communication is intended for the use of the recipient to whom it is > addressed and may contain confidential, personal, and/or privileged > information. Please contact me immediately if you are not the intended > recipient of this communication, and do not copy, distribute, or take > action relying on it. Any communication received in error, or subsequent > reply, should be deleted or destroyed. > > Please consider the environment before printing this email > > > > *We acknowledge that the land on which we gather in Treaty Six Territory > is the traditional gathering place for many Indigenous people. We honour > and respect the history, languages, ceremonies and culture of the First > Nations, M?tis and Inuit who call this territory home*. > > > > > _______________________________________________ > 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: 3516 bytes Desc: not available URL: From blockm3 at wpunj.edu Fri Feb 14 09:29:04 2020 From: blockm3 at wpunj.edu (Block, Maria) Date: Fri Feb 14 09:29:37 2020 Subject: [Athen] Alt format process? In-Reply-To: References: Message-ID: I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From Bryon-Kluesner at utc.edu Fri Feb 14 12:29:55 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Fri Feb 14 12:30:21 2020 Subject: [Athen] [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: My approach is similar to Robert and Maria?s. Pearson is not going to dictate to me the software my students will use. We are a Kurzweil campus. I pushed back with Pearson so much I was asked to be in a pilot program with Kurzweil and Pearson. I have to make a statement in the comments section that the request is for a PDF title to be used in the Kurzweil Pilot Program. Pearson then places the title in a Pearson Education folder I created in the Kurzweil universal Library. I request PDF files and extract into chapters to provide to students either on a USB flash drive or I can send a link to their texts from my One Drive. I am currently working with our Athletic department on using Snap and Read, our departments wrote a grant and received funding to purchase the software - $5000 for a 5 year license. It is very similar to Kurzweil, but each has it?s own unique features. Some students do choose to purchase the online book for classes, so I demonstrate how to save the text chapters in a format that can be used in Kurzweil. We are a Canvas campus and Canvas has the capability for the students to convert the professor readings into a PDF or MP3 file, which many students find to be useful. If there is a delay attaining textbooks, I reach out to the students and offer to cut and scan their textbooks into a PDF. In most cases, I can rebind their books, if it doesn?t have the hard cover, and the bookstore will take the books back as used ? even rented textbooks. I have occasionally purchased a book from the book store with the department account, cut the spine and rebind. I then return the textbook to the book store and they will refund the purchase price back to the department. I typically only do this with trade paperback books (Penguin, etc.) because they will not make PDF files available. I don?t prefer Bookshare, but if I do attain a book from Bookshare, I remove all the disclaimer (usually 1-2 pages) , save the word document as a PDF, which makes it easier to extract the chapters. Hope this helps some. 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 From: athen-list On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network Subject: [EXT]: Re: [Athen] Alt format process? External Email I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From solowoniukr at macewan.ca Fri Feb 14 14:37:23 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Fri Feb 14 14:37:55 2020 Subject: [Athen] [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: Thanks Brian, and thanks too to Robert and Maria. I appreciate your feedback. Do your institutions use any Open Educational Resources, (OER)? If so, who is responsible for the accessibility of these resources, and who bears the cost of making them accessible, if they are not accessible? Thanks, and have a great weekend, Russell From: athen-list On Behalf Of Kluesner, Bryon Sent: Friday, February 14, 2020 1:30 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]: Re: Alt format process? My approach is similar to Robert and Maria?s. Pearson is not going to dictate to me the software my students will use. We are a Kurzweil campus. I pushed back with Pearson so much I was asked to be in a pilot program with Kurzweil and Pearson. I have to make a statement in the comments section that the request is for a PDF title to be used in the Kurzweil Pilot Program. Pearson then places the title in a Pearson Education folder I created in the Kurzweil universal Library. I request PDF files and extract into chapters to provide to students either on a USB flash drive or I can send a link to their texts from my One Drive. I am currently working with our Athletic department on using Snap and Read, our departments wrote a grant and received funding to purchase the software - $5000 for a 5 year license. It is very similar to Kurzweil, but each has it?s own unique features. Some students do choose to purchase the online book for classes, so I demonstrate how to save the text chapters in a format that can be used in Kurzweil. We are a Canvas campus and Canvas has the capability for the students to convert the professor readings into a PDF or MP3 file, which many students find to be useful. If there is a delay attaining textbooks, I reach out to the students and offer to cut and scan their textbooks into a PDF. In most cases, I can rebind their books, if it doesn?t have the hard cover, and the bookstore will take the books back as used ? even rented textbooks. I have occasionally purchased a book from the book store with the department account, cut the spine and rebind. I then return the textbook to the book store and they will refund the purchase price back to the department. I typically only do this with trade paperback books (Penguin, etc.) because they will not make PDF files available. I don?t prefer Bookshare, but if I do attain a book from Bookshare, I remove all the disclaimer (usually 1-2 pages) , save the word document as a PDF, which makes it easier to extract the chapters. Hope this helps some. 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 From: athen-list > On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network > Subject: [EXT]: Re: [Athen] Alt format process? External Email I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From lsnider at gmail.com Fri Feb 14 14:44:28 2020 From: lsnider at gmail.com (L Snider) Date: Fri Feb 14 14:42:52 2020 Subject: [Athen] Interactive quizzes In-Reply-To: References: Message-ID: Thanks everyone, great resources! I thought I would share some resources I found that were related to games and interactive drop and drop. If you do drag and drop, this article is really good: https://www.linkedin.com/pulse/important-considerations-regarding-accessible-drag-drop-garaventa/ For gaming, I found these two really good: http://gameaccessibilityguidelines.com/ https://www.bbc.co.uk/gel/guidelines/games-framework Cheers Lisa On Thu, Feb 6, 2020 at 10:59 AM Sorensen, Neal B wrote: > Sorry this one is not educational. > > On Twitch.tv there is a video game streamer named "halfcoordinated" who is > a gaming accessibility expert and an accomplished speedrunner who has held > several world records. He also practices what he preaches, and has live > captioning on his videos. He also expresses that he's not a "disabled > gamer" but instead he's a gamer who happens to have a disability. > Check out Halfcoordinated on Twitch: > https://www.twitch.tv/halfcoordinated/videos > Sorry for the non-descriptive link, I can't access the right menu to > rename it. > > 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 > > > > > 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. > > -----Original Message----- > From: athen-list On > Behalf Of L Snider > Sent: Monday, February 3, 2020 4:04 PM > To: Access Technology Higher Education Network < > athen-list@u.washington.edu> > Subject: [Athen] Interactive quizzes > > Hi Everyone, > > I enjoy this list, thanks to everyone who shares great information! > > I am looking for specific websites, blogs, etc. that focus on tips for > setting up more accessible interactive quizzes. For example, there is a > professor in a college who is wanting to create interactive quizzes (likely > using javascript, drag and drop, etc.) for their class. > > I have found tips for accessible gaming sites, and some for general > e-learning. I was wondering if anyone could share any favourites > specifically for education related interactive quizzes? Or anything close? > The gaming sources might be okay, but they tend to be geared towards > slightly different interactions. > > Thanks in advance for your help! > > Cheers > > Lisa > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > > https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmailman12.u.washington.edu%2Fmailman%2Flistinfo%2Fathen-list&data=02%7C01%7Cneal.sorensen%40mnsu.edu%7Ceda37dceb1ce4d0988cd08d7a8f5e0bf%7C5011c7c60ab446ab9ef4fae74a921a7f%7C0%7C0%7C637163646325517233&sdata=gaeLlsQ9ojbIIVlchQI4ewrDdsEu%2BdUB%2FfcWA%2BM%2FEf4%3D&reserved=0 > _______________________________________________ > 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 Fri Feb 14 16:16:17 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Fri Feb 14 16:16:33 2020 Subject: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? In-Reply-To: References: , Message-ID: Hi Russell, I am unsure if our campus utilizes OER's. I do know that our faculty are required, per directive from our Provost, to make their course material accessible. Six or 7 years ago, I was involved in the formation of an Accessible Technology Initiative (ATI) committee here at the University of Tennessee at Chattanooga (UTC). We modeled our initiative after the California State University system, who had been involved in an OCR review regarding inaccessible materials. Our ATI policies/procedures was well received by the University of Tennessee system, that it created a state wide UT system initiative. Last semester, the ATI was renamed, since it was no longer an "initiative" to the Accessible Information, Materials, and Technology Program (AIMT). Here is a link to the program: https://www.utc.edu/academic-affairs/accessible-information-materials-technology-program/ UTC is also fortunate to have a Walker Center for Teaching and Learning where faculty can get assistance with making course materials accessible. Here is a link to their site: https://www.utc.edu/walker-center-teaching-learning/index.php Just wanted to follow up on some of UTC's progress to accessibility. Hope this information is helpful. Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list on behalf of Russell Solowoniuk Sent: Friday, February 14, 2020 5:37 PM To: Access Technology Higher Education Network Subject: [EXT]: Re: [Athen] [EXT]: Re: Alt format process? External Email Thanks Brian, and thanks too to Robert and Maria. I appreciate your feedback. Do your institutions use any Open Educational Resources, (OER)? If so, who is responsible for the accessibility of these resources, and who bears the cost of making them accessible, if they are not accessible? Thanks, and have a great weekend, Russell From: athen-list On Behalf Of Kluesner, Bryon Sent: Friday, February 14, 2020 1:30 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]: Re: Alt format process? My approach is similar to Robert and Maria?s. Pearson is not going to dictate to me the software my students will use. We are a Kurzweil campus. I pushed back with Pearson so much I was asked to be in a pilot program with Kurzweil and Pearson. I have to make a statement in the comments section that the request is for a PDF title to be used in the Kurzweil Pilot Program. Pearson then places the title in a Pearson Education folder I created in the Kurzweil universal Library. I request PDF files and extract into chapters to provide to students either on a USB flash drive or I can send a link to their texts from my One Drive. I am currently working with our Athletic department on using Snap and Read, our departments wrote a grant and received funding to purchase the software - $5000 for a 5 year license. It is very similar to Kurzweil, but each has it?s own unique features. Some students do choose to purchase the online book for classes, so I demonstrate how to save the text chapters in a format that can be used in Kurzweil. We are a Canvas campus and Canvas has the capability for the students to convert the professor readings into a PDF or MP3 file, which many students find to be useful. If there is a delay attaining textbooks, I reach out to the students and offer to cut and scan their textbooks into a PDF. In most cases, I can rebind their books, if it doesn?t have the hard cover, and the bookstore will take the books back as used ? even rented textbooks. I have occasionally purchased a book from the book store with the department account, cut the spine and rebind. I then return the textbook to the book store and they will refund the purchase price back to the department. I typically only do this with trade paperback books (Penguin, etc.) because they will not make PDF files available. I don?t prefer Bookshare, but if I do attain a book from Bookshare, I remove all the disclaimer (usually 1-2 pages) , save the word document as a PDF, which makes it easier to extract the chapters. Hope this helps some. 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 From: athen-list > On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network > Subject: [EXT]: Re: [Athen] Alt format process? External Email I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From foreigntype at gmail.com Fri Feb 14 16:32:54 2020 From: foreigntype at gmail.com (Wink Harner) Date: Fri Feb 14 16:33:26 2020 Subject: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: Hi Russel et al Even though the question wasn?t asked specifically in your original post, I?m adding a resource to what could be made available for faculty support and training in creating accessible STEM course material. Check out the links at PORTLAND Community College?s faculty resource center for all their resources: https://www.pcc.edu/instructional-support/accessibility/ Wink Harner On Fri, Feb 14, 2020 at 4:17 PM Kluesner, Bryon wrote: > Hi Russell, > > I am unsure if our campus utilizes OER's. I do know that our faculty are > required, per directive from our Provost, to make their course material > accessible. Six or 7 years ago, I was involved in the formation of an > Accessible Technology Initiative (ATI) committee here at the University of > Tennessee at Chattanooga (UTC). We modeled our initiative after the > California State University system, who had been involved in an OCR review > regarding inaccessible materials. Our ATI policies/procedures was well > received by the University of Tennessee system, that it created a state > wide UT system initiative. > > Last semester, the ATI was renamed, since it was no longer an "initiative" > to the Accessible Information, Materials, and Technology Program (AIMT). > Here is a link to the program: > > > https://www.utc.edu/academic-affairs/accessible-information-materials-technology-program/ > UTC is also fortunate to have a Walker Center for Teaching and Learning > where faculty can get assistance with making course materials accessible. > Here is a link to their site: > > https://www.utc.edu/walker-center-teaching-learning/index.php > > Just wanted to follow up on some of UTC's progress to accessibility. Hope > this information is helpful. > > Bryon > > Bryon Kluesner, RhD > Adaptive Technology Coordinator > Disability Resource Center > University of Tennessee at Chattanooga > 103 Frist Hall > Chattanooga, TN 37403 > 423-425-5251 > > ------------------------------ > *From:* athen-list on > behalf of Russell Solowoniuk > *Sent:* Friday, February 14, 2020 5:37 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT]: Re: [Athen] [EXT]: Re: Alt format process? > > *External Email* > > Thanks Brian, and thanks too to Robert and Maria. I appreciate your > feedback. Do your institutions use any Open Educational Resources, (OER)? > If so, who is responsible for the accessibility of these resources, and who > bears the cost of making them accessible, if they are not accessible? > > > > Thanks, and have a great weekend, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Kluesner, Bryon > *Sent:* Friday, February 14, 2020 1:30 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT]: Re: Alt format process? > > > > My approach is similar to Robert and Maria?s. Pearson is not going to > dictate to me the software my students will use. We are a Kurzweil campus. > I pushed back with Pearson so much I was asked to be in a pilot program > with Kurzweil and Pearson. I have to make a statement in the comments > section that the request is for a PDF title to be used in the Kurzweil > Pilot Program. Pearson then places the title in a Pearson Education folder > I created in the Kurzweil universal Library. I request PDF files and > extract into chapters to provide to students either on a USB flash drive or > I can send a link to their texts from my One Drive. I am currently working > with our Athletic department on using Snap and Read, our departments wrote > a grant and received funding to purchase the software - $5000 for a 5 year > license. It is very similar to Kurzweil, but each has it?s own unique > features. > > > > Some students do choose to purchase the online book for classes, so I > demonstrate how to save the text chapters in a format that can be used in > Kurzweil. We are a Canvas campus and Canvas has the capability for the > students to convert the professor readings into a PDF or MP3 file, which > many students find to be useful. > > > > If there is a delay attaining textbooks, I reach out to the students and > offer to cut and scan their textbooks into a PDF. In most cases, I can > rebind their books, if it doesn?t have the hard cover, and the bookstore > will take the books back as used ? even rented textbooks. I have > occasionally purchased a book from the book store with the department > account, cut the spine and rebind. I then return the textbook to the book > store and they will refund the purchase price back to the department. I > typically only do this with trade paperback books (Penguin, etc.) because > they will not make PDF files available. > > > > I don?t prefer Bookshare, but if I do attain a book from Bookshare, I > remove all the disclaimer (usually 1-2 pages) , save the word document as a > PDF, which makes it easier to extract the chapters. > > > > Hope this helps some. > > > > 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 > > > > > > > > > *From:* athen-list *On > Behalf Of *Block, Maria > *Sent:* Friday, February 14, 2020 12:29 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT]: Re: [Athen] Alt format process? > > > > *External Email* > > I do this as well and specify that the software the student uses is > Kurzweil and it is not compatible with Vital Source ? that seems to help > because I have had them come back with Vital Source is accessible > > > > Maria Block > > Accessibility Specialist > > Accessibility Resource Center > > > William > Paterson University > > > > Speert Hall 134 > > 300 Pompton Road > > > Wayne, NJ 07470 > > > [image: cid:image004.png@01D0737D.28122B50] > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Friday, February 14, 2020 12:10 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Alt format process? > > > > When a publisher tells me that they only provide a book through something > like VitalSource (I think this is just Pearson?) I ask them for the PDF > anyway, as they will usually provide it. This takes a while, however, so I > get in touch with the student in the meantime. I let them know what the > issue is and offer them the option of using the VitalSource version or > waiting for the PDF. I've had a couple students take the VitalSource > version, in which case I email the publisher with the student's receipt (to > prove that they already purchased the hardcopy) and the publisher sends me > a code. I send the code to the student and invite them to come in if they > require any assistance using VitalSource. > > > > Ultimately, I want a PDF, but I can't expect students to wait the two plus > weeks it takes for the publisher to gather up the files and send them to > me, which is why I offer the other options. Plus, our students will deal > with a range of file types throughout their lives anyway, so asking them to > use a different program or file type is not unreasonable. The main goal is > to get the text to them, in a format that is accessible, in a timely > fashion. > > > > Thanks, > > Robert > > > > > > On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk < > solowoniukr@macewan.ca> wrote: > > Hi everyone, > > > > Hope the winter term is going well. Happy Friday and happy Valentine?s Day! > > We would like to get some feedback from all of you regarding your > alternate format process. > > We are noticing that some of our students with disabilities are looking at > other options for their textbooks in alternate format, for example, > VitalSource or the PDF supplied with their textbook. Also, some publishers > are suggesting that certain textbooks we are requesting are available > through VitalSource. In addition, many publishers are working with > Bookshare to provide files, and will no longer provide PDFs. > > Our alternate format team consists of two people, me and a colleague. > Currently our process is to contact publishers to request a PDF of their > textbooks. Most of our students use Read and Write to read these PDF files. > For blind students we usually convert the PDF files to Word files and they > use a screen reader to read these files. If the publisher isn?t able to > provide us with PDFs, we will have the student bring in their hard copy of > the textbook. We will take the hard copy to Print Services to have the > binding cut off, and will then scan the book with our high-speed scanner. > We then take the book back to Print Services to have it coil bound. > > With the changing landscape of digital textbooks, we are examining our > process to determine if it?s still the ideal process or if it needs to > change. To that end, we would like to find out what process other > institutions are using. > > Do you contact publishers for PDFs? What technology do your students use > to read their textbooks? Read and Write, Kurzweil, VitalSource, or some > other reader? If other, could you elaborate on which reader and how well it > works? Is your process working well? > > Do faculty in your institutions use Open Educational Resources (OER)? If > so, do you work with faculty to help them choose accessible resources? If a > student comes to you with Open Educational Resources that are not > accessible, do you remediate them to make them accessible? If so, do you > bill this as a service? > > > > We would appreciate hearing what alt format processes others are using to > help guide us in modifying our own process. > > > > Thanks for any and all ideas. > > > > Best regards, > > > > Russell > > > > Russell Solowoniuk > > > AT > Educational Assistant, Services to Students with Disabilities > > MacEwan University > > 7-198 D4, 10700-104 Ave. > > > Edmonton, AB > > T5J 4S2 > > > E: solowoniukr@macewan.ca > > T: 780-497-5826 > > F: 780-497-4018 > > macewan.ca > > > [image: MacEwan Logo] > > This communication is intended for the use of the recipient to whom it is > addressed and may contain confidential, personal, and/or privileged > information. Please contact me immediately if you are not the intended > recipient of this communication, and do not copy, distribute, or take > action relying on it. Any communication received in error, or subsequent > reply, should be deleted or destroyed. > > Please consider the environment before printing this email > > > > *We acknowledge that the land on which we gather in Treaty Six Territory > is the traditional gathering place for many Indigenous people. We honour > and respect the history, languages, ceremonies and culture of the First > Nations, M?tis and Inuit who call this territory home*. > > > > > > _______________________________________________ > 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 > > > *This message is not from a UTC.EDU address. Caution > should be used in clicking links and downloading attachments from unknown > senders or unexpected email. * > > > *This message is not from a UTC.EDU address. Caution > should be used in clicking links and downloading attachments from unknown > senders or unexpected email. * > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Wink Harner Assistive Technology Consulting and Training Alternative Text Production Portland OR. foreigntype@gmail.com 480-984-0034 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: not available URL: From lnorwich at bu.edu Sun Feb 16 13:06:22 2020 From: lnorwich at bu.edu (Norwich, Lorraine S) Date: Sun Feb 16 13:06:36 2020 Subject: [Athen] Vendor to made raised line drawings Message-ID: Dear All, Please can you give me some names of vendors you have used to get raised line drawings that have needed to done quickly. 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 hkramer at ahead.org Sun Feb 16 14:52:11 2020 From: hkramer at ahead.org (Howard Kramer) Date: Sun Feb 16 14:53:13 2020 Subject: [Athen] Help disseminating survey on benefits of learning about UD and accessibility Message-ID: Dear Colleagues: Excuse the cross-posts and if I have made this request previously. I am looking for help in disseminating a survey to IT and technology professionals on the benefits of learning about UD and accessibility. You are welcome to fill out this survey yourself at this URL - or you can share it with colleagues or departments (such as IT) on your campus or work that can send it out to other professionals. You can find invite text and other information at https://www.uduc.org/survey-invite-company/ . Thanks in advance for your help. And please let me know if you have any questions. -- 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 16-20, 2020. Request for proposals will be announced late February. Complete program information and registration is open for our full line-up of Spring 2020 webinars . 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 adwershing at pstcc.edu Mon Feb 17 06:21:54 2020 From: adwershing at pstcc.edu (Wershing, Alice D.) Date: Mon Feb 17 06:22:25 2020 Subject: [Athen] [External] Re: Alt format process? In-Reply-To: References: Message-ID: Hello, We are a member of Access Text Network. For students using Kurzweil, I use the pdf from Access Text Network. I also use Bookshare if it is not available from Access Text Network. If it is a publisher that is not using either of these, I contact the publisher for their process. There are a few publishers like AVID that do not have a regular process. In the event that I am unable to get an electronic file, I request a book from the instructor and use our book scanner to create it. Some instructors are using the newer offer from publishers for a less expensive version of the textbook electronically. This is turning out to not be an accessible option for my blind student. While Bookshare has the audio portion, the graphics are not included. I am working with the instructor to make sure that he has access to those and will create tactile versions with our Picture in a flash or our embosser. Alice Wershing Alice D. Wershing, M.Ed., A.T.P., C.P.A.C.C. Disability Services, Technology Specialist Pellissippi State Community College 865-694-6751 865-539-7699 (fax) East TN Region Accessibility Specialist Tenessee Board of Regents-TN eCampus PSCC Access for All Blog PSCC Accessible Format Facebook Page (PSCC-Disability Services) PSCC Access4All Twitter Feed (@Access4allPSCC) From: athen-list On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network Subject: [External] Re: [Athen] Alt format process? CAUTION: This email originated from outside of Pellissippi State. Do not click links or open attachments unless you recognize the sender and know the content is safe. I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From athenpresident at gmail.com Mon Feb 17 13:54:04 2020 From: athenpresident at gmail.com (ATHEN President) Date: Mon Feb 17 13:54:15 2020 Subject: [Athen] 2/20 - ATHEN meeting - All are welcome! In-Reply-To: References: Message-ID: Hi all, At the ATHEN annual meeting in November 2019, we discussed holding more ATHEN meetings throughout the year. We?ll be holding our first of those new meetings this month and anyone is welcome to attend. Meeting details are below, including the Zoom meeting link. ** If there are items to be voted on, only members of ATHEN will be able to vote. Expected time for this first meeting is an hour. Agenda: - Brief update from 2019 AHG Annual Meeting - Update on qualitative assessment feedback - Changes for the next AHG Conference - Opportunity to volunteer for Teresa Haven Scholarship Committee - Open Discussion: How do we know when ATHEN is being successful? Expected time frame for next meetings: - End of April/May - Early Aug - Nov = Annual meeting If you have any questions or suggestions for an agenda item, don't hesitate to reply to this email. Have a good day, Dawn Hunziker ATHEN President *** Meeting Details *** Topic: ATHEN Quarterly Meeting Date: Thursday, February 20, 2020 Time: 10 Pacific 11 Mountain Noon Central 1 Eastern Location: Zoom - https://zoom.us/j/125343829 Meeting ID: 125 343 829 One tap mobile +16699006833,,125343829# US (San Jose) +16468769923,,125343829# US (New York) Dial by your location +1 669 900 6833 US (San Jose) +1 646 876 9923 US (New York) Meeting ID: 125 343 829 Find your local number: https://zoom.us/u/aemv5a8Jvh -------------- next part -------------- An HTML attachment was scrubbed... URL: From solowoniukr at macewan.ca Tue Feb 18 14:33:24 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Tue Feb 18 14:34:16 2020 Subject: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: Thanks for this great resource Wink! Have a great day, Russell From: athen-list On Behalf Of Wink Harner Sent: Friday, February 14, 2020 5:33 PM To: Access Technology Higher Education Network Subject: Re: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? Hi Russel et al Even though the question wasn?t asked specifically in your original post, I?m adding a resource to what could be made available for faculty support and training in creating accessible STEM course material. Check out the links at PORTLAND Community College?s faculty resource center for all their resources: https://www.pcc.edu/instructional-support/accessibility/ Wink Harner On Fri, Feb 14, 2020 at 4:17 PM Kluesner, Bryon > wrote: Hi Russell, I am unsure if our campus utilizes OER's. I do know that our faculty are required, per directive from our Provost, to make their course material accessible. Six or 7 years ago, I was involved in the formation of an Accessible Technology Initiative (ATI) committee here at the University of Tennessee at Chattanooga (UTC). We modeled our initiative after the California State University system, who had been involved in an OCR review regarding inaccessible materials. Our ATI policies/procedures was well received by the University of Tennessee system, that it created a state wide UT system initiative. Last semester, the ATI was renamed, since it was no longer an "initiative" to the Accessible Information, Materials, and Technology Program (AIMT). Here is a link to the program: https://www.utc.edu/academic-affairs/accessible-information-materials-technology-program/ UTC is also fortunate to have a Walker Center for Teaching and Learning where faculty can get assistance with making course materials accessible. Here is a link to their site: https://www.utc.edu/walker-center-teaching-learning/index.php Just wanted to follow up on some of UTC's progress to accessibility. Hope this information is helpful. Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 ________________________________ From: athen-list > on behalf of Russell Solowoniuk > Sent: Friday, February 14, 2020 5:37 PM To: Access Technology Higher Education Network > Subject: [EXT]: Re: [Athen] [EXT]: Re: Alt format process? External Email Thanks Brian, and thanks too to Robert and Maria. I appreciate your feedback. Do your institutions use any Open Educational Resources, (OER)? If so, who is responsible for the accessibility of these resources, and who bears the cost of making them accessible, if they are not accessible? Thanks, and have a great weekend, Russell From: athen-list > On Behalf Of Kluesner, Bryon Sent: Friday, February 14, 2020 1:30 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] [EXT]: Re: Alt format process? My approach is similar to Robert and Maria?s. Pearson is not going to dictate to me the software my students will use. We are a Kurzweil campus. I pushed back with Pearson so much I was asked to be in a pilot program with Kurzweil and Pearson. I have to make a statement in the comments section that the request is for a PDF title to be used in the Kurzweil Pilot Program. Pearson then places the title in a Pearson Education folder I created in the Kurzweil universal Library. I request PDF files and extract into chapters to provide to students either on a USB flash drive or I can send a link to their texts from my One Drive. I am currently working with our Athletic department on using Snap and Read, our departments wrote a grant and received funding to purchase the software - $5000 for a 5 year license. It is very similar to Kurzweil, but each has it?s own unique features. Some students do choose to purchase the online book for classes, so I demonstrate how to save the text chapters in a format that can be used in Kurzweil. We are a Canvas campus and Canvas has the capability for the students to convert the professor readings into a PDF or MP3 file, which many students find to be useful. If there is a delay attaining textbooks, I reach out to the students and offer to cut and scan their textbooks into a PDF. In most cases, I can rebind their books, if it doesn?t have the hard cover, and the bookstore will take the books back as used ? even rented textbooks. I have occasionally purchased a book from the book store with the department account, cut the spine and rebind. I then return the textbook to the book store and they will refund the purchase price back to the department. I typically only do this with trade paperback books (Penguin, etc.) because they will not make PDF files available. I don?t prefer Bookshare, but if I do attain a book from Bookshare, I remove all the disclaimer (usually 1-2 pages) , save the word document as a PDF, which makes it easier to extract the chapters. Hope this helps some. 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 From: athen-list > On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network > Subject: [EXT]: Re: [Athen] Alt format process? External Email I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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 This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. This message is not from a UTC.EDU address. Caution should be used in clicking links and downloading attachments from unknown senders or unexpected email. _______________________________________________ athen-list mailing list athen-list@mailman12.u.washington.edu http://mailman12.u.washington.edu/mailman/listinfo/athen-list -- Wink Harner Assistive Technology Consulting and Training Alternative Text Production Portland OR. foreigntype@gmail.com 480-984-0034 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From foreigntype at gmail.com Tue Feb 18 15:43:12 2020 From: foreigntype at gmail.com (Wink Harner) Date: Tue Feb 18 15:43:51 2020 Subject: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: Of course! PCC does great work with the STEM accessibility training & support for faculty. All of the material is up for Creative Commons use. Wink On Tue, Feb 18, 2020 at 2:34 PM Russell Solowoniuk wrote: > Thanks for this great resource Wink! > > > > Have a great day, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Wink Harner > *Sent:* Friday, February 14, 2020 5:33 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? > > > > Hi Russel et al > > > > Even though the question wasn?t asked specifically in your original post, > I?m adding a resource to what could be made available for faculty support > and training in creating accessible STEM course material. Check out the > links at PORTLAND Community College?s faculty resource center for all their > resources: > > https://www.pcc.edu/instructional-support/accessibility/ > > > > Wink Harner > > > > On Fri, Feb 14, 2020 at 4:17 PM Kluesner, Bryon > wrote: > > Hi Russell, > > > > I am unsure if our campus utilizes OER's. I do know that our faculty are > required, per directive from our Provost, to make their course material > accessible. Six or 7 years ago, I was involved in the formation of an > Accessible Technology Initiative (ATI) committee here at the University of > Tennessee at Chattanooga (UTC). We modeled our initiative after the > California State University system, who had been involved in an OCR review > regarding inaccessible materials. Our ATI policies/procedures was well > received by the University of Tennessee system, that it created a state > wide UT system initiative. > > > > Last semester, the ATI was renamed, since it was no longer an "initiative" > to the Accessible Information, Materials, and Technology Program (AIMT). > Here is a link to the program: > > > > > https://www.utc.edu/academic-affairs/accessible-information-materials-technology-program/ > > UTC is also fortunate to have a Walker Center for Teaching and Learning > where faculty can get assistance with making course materials accessible. > Here is a link to their site: > > > > https://www.utc.edu/walker-center-teaching-learning/index.php > > > > Just wanted to follow up on some of UTC's progress to accessibility. Hope > this information is helpful. > > > > Bryon > > > > Bryon Kluesner, RhD > > Adaptive Technology Coordinator > > Disability Resource Center > > University of Tennessee at Chattanooga > > 103 Frist Hall > > Chattanooga, TN 37403 > > 423-425-5251 > > > ------------------------------ > > *From:* athen-list on > behalf of Russell Solowoniuk > *Sent:* Friday, February 14, 2020 5:37 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT]: Re: [Athen] [EXT]: Re: Alt format process? > > > > *External Email* > > Thanks Brian, and thanks too to Robert and Maria. I appreciate your > feedback. Do your institutions use any Open Educational Resources, (OER)? > If so, who is responsible for the accessibility of these resources, and who > bears the cost of making them accessible, if they are not accessible? > > > > Thanks, and have a great weekend, > > > > Russell > > > > *From:* athen-list *On > Behalf Of *Kluesner, Bryon > *Sent:* Friday, February 14, 2020 1:30 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] [EXT]: Re: Alt format process? > > > > My approach is similar to Robert and Maria?s. Pearson is not going to > dictate to me the software my students will use. We are a Kurzweil campus. > I pushed back with Pearson so much I was asked to be in a pilot program > with Kurzweil and Pearson. I have to make a statement in the comments > section that the request is for a PDF title to be used in the Kurzweil > Pilot Program. Pearson then places the title in a Pearson Education folder > I created in the Kurzweil universal Library. I request PDF files and > extract into chapters to provide to students either on a USB flash drive or > I can send a link to their texts from my One Drive. I am currently working > with our Athletic department on using Snap and Read, our departments wrote > a grant and received funding to purchase the software - $5000 for a 5 year > license. It is very similar to Kurzweil, but each has it?s own unique > features. > > > > Some students do choose to purchase the online book for classes, so I > demonstrate how to save the text chapters in a format that can be used in > Kurzweil. We are a Canvas campus and Canvas has the capability for the > students to convert the professor readings into a PDF or MP3 file, which > many students find to be useful. > > > > If there is a delay attaining textbooks, I reach out to the students and > offer to cut and scan their textbooks into a PDF. In most cases, I can > rebind their books, if it doesn?t have the hard cover, and the bookstore > will take the books back as used ? even rented textbooks. I have > occasionally purchased a book from the book store with the department > account, cut the spine and rebind. I then return the textbook to the book > store and they will refund the purchase price back to the department. I > typically only do this with trade paperback books (Penguin, etc.) because > they will not make PDF files available. > > > > I don?t prefer Bookshare, but if I do attain a book from Bookshare, I > remove all the disclaimer (usually 1-2 pages) , save the word document as a > PDF, which makes it easier to extract the chapters. > > > > Hope this helps some. > > > > > > 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 > > > > > > > > > *From:* athen-list *On > Behalf Of *Block, Maria > *Sent:* Friday, February 14, 2020 12:29 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* [EXT]: Re: [Athen] Alt format process? > > > > *External Email* > > I do this as well and specify that the software the student uses is > Kurzweil and it is not compatible with Vital Source ? that seems to help > because I have had them come back with Vital Source is accessible > > > > > > Maria Block > > Accessibility Specialist > > Accessibility Resource Center > > William Paterson University > > Speert Hall 134 > > 300 Pompton Road > > > Wayne, NJ 07470 > > > [image: cid:image004.png@01D0737D.28122B50] > > > > *From:* athen-list *On > Behalf Of *Robert Spangler > *Sent:* Friday, February 14, 2020 12:10 PM > *To:* Access Technology Higher Education Network < > athen-list@u.washington.edu> > *Subject:* Re: [Athen] Alt format process? > > > > When a publisher tells me that they only provide a book through something > like VitalSource (I think this is just Pearson?) I ask them for the PDF > anyway, as they will usually provide it. This takes a while, however, so I > get in touch with the student in the meantime. I let them know what the > issue is and offer them the option of using the VitalSource version or > waiting for the PDF. I've had a couple students take the VitalSource > version, in which case I email the publisher with the student's receipt (to > prove that they already purchased the hardcopy) and the publisher sends me > a code. I send the code to the student and invite them to come in if they > require any assistance using VitalSource. > > > > Ultimately, I want a PDF, but I can't expect students to wait the two plus > weeks it takes for the publisher to gather up the files and send them to > me, which is why I offer the other options. Plus, our students will deal > with a range of file types throughout their lives anyway, so asking them to > use a different program or file type is not unreasonable. The main goal is > to get the text to them, in a format that is accessible, in a timely > fashion. > > > > Thanks, > > Robert > > > > > > On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk < > solowoniukr@macewan.ca> wrote: > > Hi everyone, > > > > Hope the winter term is going well. Happy Friday and happy Valentine?s Day! > > We would like to get some feedback from all of you regarding your > alternate format process. > > We are noticing that some of our students with disabilities are looking at > other options for their textbooks in alternate format, for example, > VitalSource or the PDF supplied with their textbook. Also, some publishers > are suggesting that certain textbooks we are requesting are available > through VitalSource. In addition, many publishers are working with > Bookshare to provide files, and will no longer provide PDFs. > > Our alternate format team consists of two people, me and a colleague. > Currently our process is to contact publishers to request a PDF of their > textbooks. Most of our students use Read and Write to read these PDF files. > For blind students we usually convert the PDF files to Word files and they > use a screen reader to read these files. If the publisher isn?t able to > provide us with PDFs, we will have the student bring in their hard copy of > the textbook. We will take the hard copy to Print Services to have the > binding cut off, and will then scan the book with our high-speed scanner. > We then take the book back to Print Services to have it coil bound. > > With the changing landscape of digital textbooks, we are examining our > process to determine if it?s still the ideal process or if it needs to > change. To that end, we would like to find out what process other > institutions are using. > > Do you contact publishers for PDFs? What technology do your students use > to read their textbooks? Read and Write, Kurzweil, VitalSource, or some > other reader? If other, could you elaborate on which reader and how well it > works? Is your process working well? > > Do faculty in your institutions use Open Educational Resources (OER)? If > so, do you work with faculty to help them choose accessible resources? If a > student comes to you with Open Educational Resources that are not > accessible, do you remediate them to make them accessible? If so, do you > bill this as a service? > > > > We would appreciate hearing what alt format processes others are using to > help guide us in modifying our own process. > > > > Thanks for any and all ideas. > > > > Best regards, > > > > Russell > > > > > > Russell Solowoniuk > > > > AT Educational Assistant, Services to Students with Disabilities > > MacEwan University > > 7-198 D4, 10700-104 Ave. > > > Edmonton, AB > > T5J 4S2 > > > E: solowoniukr@macewan.ca > > T: 780-497-5826 > > F: 780-497-4018 > > macewan.ca > > > [image: MacEwan Logo] > > This communication is intended for the use of the recipient to whom it is > addressed and may contain confidential, personal, and/or privileged > information. Please contact me immediately if you are not the intended > recipient of this communication, and do not copy, distribute, or take > action relying on it. Any communication received in error, or subsequent > reply, should be deleted or destroyed. > > Please consider the environment before printing this email > > > > *We acknowledge that the land on which we gather in Treaty Six Territory > is the traditional gathering place for many Indigenous people. We honour > and respect the history, languages, ceremonies and culture of the First > Nations, M?tis and Inuit who call this territory home*. > > > > > > _______________________________________________ > 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 > > > *This message is not from a UTC.EDU address. Caution > should be used in clicking links and downloading attachments from unknown > senders or unexpected email. * > > > > *This message is not from a UTC.EDU address. Caution > should be used in clicking links and downloading attachments from unknown > senders or unexpected email. * > > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > > -- > > Wink Harner Assistive Technology Consulting and Training Alternative Text > Production Portland OR. foreigntype@gmail.com 480-984-0034 > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Wink Harner Assistive Technology Consulting and Training Alternative Text Production Portland OR. foreigntype@gmail.com 480-984-0034 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: not available URL: From armstrongdeborah at fhda.edu Tue Feb 18 17:10:26 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Feb 18 17:10:55 2020 Subject: [Athen] Accessibility of quizlet Message-ID: Several of our instructors use quizlet https://quizlet.com/ which is an online flash card study site. I was asked by one who is very interested in accommodating students better to review it for accessibility. The samples I looked at are Spanish because I'm taking Spanish, though not from her. https://quizlet.com/80077770/capitulo-7-p-260-preterite-of-ir-stem-changing-verbs-flash-cards/ I'm a screen reader user and I couldn't make any sense of it. I started trying to work through a couple of cards but there was no Next button and the edit box was for some crazy reason labeled "copy answer". I'm trying to figure out if I'm missing something or it has accessibility issues. I hate telling people their pet training tools aren't accessible! I'd rather be the problem. --Debee -------------- next part -------------- An HTML attachment was scrubbed... URL: From armstrongdeborah at fhda.edu Tue Feb 18 17:19:30 2020 From: armstrongdeborah at fhda.edu (Deborah Armstrong) Date: Tue Feb 18 17:20:03 2020 Subject: [Athen] Question: Best ways to record a screen reader voice? In-Reply-To: References: Message-ID: I absolutely love total recorder http://www.totalrecorder.com/ which records pretty much anything, including your screen reader?s voice, your VOIP phone call, your internet radio ? also has a video recorder. My husband got the video recorder from me as a birthday present and he only liked their audio recorder however. This tool is accessible, has loads of support articles on their site and works in all versions of windows. You can set it to record at a certain start time, stop at a certain time, or record for a particular length of time. It does not mess up access technology like other recording software. You can save in pretty much any format. --Debee From: athen-list On Behalf Of Debbie Krahmer Sent: Friday, February 14, 2020 7:09 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Question: Best ways to record a screen reader voice? Thank you everyone for your wonderful ideas. I have so many things to try now! Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/no pronouns Associate Professor in the Libraries Accessible Technology & Government Documents Librarian 304 Case-Geyer Colgate University 315-228-6592 dkrahmer@colgate.edu On Tue, Feb 11, 2020 at 1:00 PM Debbie Krahmer > wrote: Hi all, I'm hoping someone can help me out with this situation. I'd like to do more targeted sessions with faculty and staff at my university around improving accessibility of websites. The issue is that I can't always work in my own environment with my desktop, and it's difficult to ensure that a screen reader is installed and functioning on someone else's computer/laptop. I've even tried NVDA-on-a-stick with my profile, but I've had it fail, depending on the windows version of the laptop/computer I'm trying to run it on. It would be easier if I could just record the audio (at a good quality without the ambient office noise) of my trying to use a website and share that with colleagues. I can do this for document remediation by using Speechify or Natural Reader, but not for websites. Is there a good way to record the audio of the screen reader as I try to navigate through a website? Thanks, D. ______________ Debbie Krahmer Preferred Pronouns: D/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 kvillanueva at Lee.Edu Tue Feb 18 17:29:13 2020 From: kvillanueva at Lee.Edu (Villanueva, K-leigh) Date: Tue Feb 18 17:29:24 2020 Subject: [Athen] FERPA compliance and Zoom Message-ID: Hi All, Can someone help me understand if Zoom is FERPA compliant and what the requirements are for FERPA compliance? It's Greek too me at this point. I understood it to be so and now not 100% sure. K-leigh Sent from my Samsung Galaxy smartphone. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lissner.2 at osu.edu Tue Feb 18 19:32:34 2020 From: lissner.2 at osu.edu (Lissner, Scott) Date: Tue Feb 18 19:32:48 2020 Subject: [Athen] FERPA compliance and Zoom In-Reply-To: References: Message-ID: Can you provide some context for your question. FERPA protects educational records - are you asking if zoom recordings are an educational record. Get Outlook for iOS ________________________________ From: athen-list on behalf of Villanueva, K-leigh Sent: Tuesday, February 18, 2020 8:29:13 PM To: athen-list@u.washington.edu Subject: [Athen] FERPA compliance and Zoom Hi All, Can someone help me understand if Zoom is FERPA compliant and what the requirements are for FERPA compliance? It's Greek too me at this point. I understood it to be so and now not 100% sure. K-leigh Sent from my Samsung Galaxy smartphone. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbeach at KCKCC.EDU Wed Feb 19 05:35:17 2020 From: rbeach at KCKCC.EDU (Robert Beach) Date: Wed Feb 19 05:35:49 2020 Subject: [Athen] [EXT] FERPA compliance and Zoom In-Reply-To: References: Message-ID: I?m not sure I understand your question. Zoom is a video conferencing software. As long as the people in the conference are approved to be a part of the meeting, then there shouldn?t be a FERPA violation. In what situation are you concerned? Sorry if I?m a bit dim this early in the morning. 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 Villanueva, K-leigh Sent: Tuesday, February 18, 2020 7:29 PM To: athen-list@u.washington.edu Subject: [EXT][Athen] FERPA compliance and Zoom 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, Can someone help me understand if Zoom is FERPA compliant and what the requirements are for FERPA compliance? It's Greek too me at this point. I understood it to be so and now not 100% sure. K-leigh Sent from my Samsung Galaxy smartphone. -------------- next part -------------- An HTML attachment was scrubbed... URL: From webs0078 at umn.edu Wed Feb 19 05:57:19 2020 From: webs0078 at umn.edu (webs0078@umn.edu) Date: Wed Feb 19 05:58:15 2020 Subject: [Athen] FERPA compliance and Zoom In-Reply-To: References: Message-ID: <34D3403C-99E0-414F-8703-C5442BFC21E4@umn.edu> Zoom does have a FERPA Compliance Guide. You may also find this article on enabling Zoom?s end-to-end encryption helpful. At the University of Minnesota we have regular Zoom users and HCC Zoom users. HCC users have a slightly different version of Zoom that adheres to HIPAA guidelines. Nothing separate for FERPA. Amanda Ryan Academic Technologist | Institute on Community Integration | ici.umn.edu University of Minnesota | umn.edu webs0078@umn.edu | 612-626-0246 > On Feb 18, 2020, at 7:29 PM, Villanueva, K-leigh wrote: > > Hi All, > > Can someone help me understand if Zoom is FERPA compliant and what the requirements are for FERPA compliance? It's Greek too me at this point. I understood it to be so and now not 100% sure. > > K-leigh > > > > Sent from my Samsung Galaxy smartphone. > > _______________________________________________ > 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 erik.ferguson at pcc.edu Wed Feb 19 09:36:11 2020 From: erik.ferguson at pcc.edu (Erik Ferguson) Date: Wed Feb 19 09:36:30 2020 Subject: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? In-Reply-To: References: Message-ID: Thanks for the reference link Wink! So many great resources on our site and great people behind them, I love to see our info out there. We are a varied and responsive group please feel free to contact us if anyone wants to dig deeper. access-tech-group@pcc.edu reaches our whole DS tech team. Have a great day. On Tue, Feb 18, 2020 at 3:45 PM Wink Harner wrote: > Of course! PCC does great work with the STEM accessibility training & > support for faculty. All of the material is up for Creative Commons use. > > Wink > > On Tue, Feb 18, 2020 at 2:34 PM Russell Solowoniuk > wrote: > >> Thanks for this great resource Wink! >> >> >> >> Have a great day, >> >> >> >> Russell >> >> >> >> *From:* athen-list *On >> Behalf Of *Wink Harner >> *Sent:* Friday, February 14, 2020 5:33 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* Re: [Athen] [EXT]: Re: [EXT]: Re: Alt format process? >> >> >> >> Hi Russel et al >> >> >> >> Even though the question wasn?t asked specifically in your original post, >> I?m adding a resource to what could be made available for faculty support >> and training in creating accessible STEM course material. Check out the >> links at PORTLAND Community College?s faculty resource center for all their >> resources: >> >> https://www.pcc.edu/instructional-support/accessibility/ >> >> >> >> Wink Harner >> >> >> >> On Fri, Feb 14, 2020 at 4:17 PM Kluesner, Bryon >> wrote: >> >> Hi Russell, >> >> >> >> I am unsure if our campus utilizes OER's. I do know that our faculty are >> required, per directive from our Provost, to make their course material >> accessible. Six or 7 years ago, I was involved in the formation of an >> Accessible Technology Initiative (ATI) committee here at the University of >> Tennessee at Chattanooga (UTC). We modeled our initiative after the >> California State University system, who had been involved in an OCR review >> regarding inaccessible materials. Our ATI policies/procedures was well >> received by the University of Tennessee system, that it created a state >> wide UT system initiative. >> >> >> >> Last semester, the ATI was renamed, since it was no longer an >> "initiative" to the Accessible Information, Materials, and Technology >> Program (AIMT). Here is a link to the program: >> >> >> >> >> https://www.utc.edu/academic-affairs/accessible-information-materials-technology-program/ >> >> UTC is also fortunate to have a Walker Center for Teaching and Learning >> where faculty can get assistance with making course materials accessible. >> Here is a link to their site: >> >> >> >> https://www.utc.edu/walker-center-teaching-learning/index.php >> >> >> >> Just wanted to follow up on some of UTC's progress to accessibility. Hope >> this information is helpful. >> >> >> >> Bryon >> >> >> >> Bryon Kluesner, RhD >> >> Adaptive Technology Coordinator >> >> Disability Resource Center >> >> University of Tennessee at Chattanooga >> >> 103 Frist Hall >> >> Chattanooga, TN 37403 >> >> 423-425-5251 >> >> >> ------------------------------ >> >> *From:* athen-list on >> behalf of Russell Solowoniuk >> *Sent:* Friday, February 14, 2020 5:37 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* [EXT]: Re: [Athen] [EXT]: Re: Alt format process? >> >> >> >> *External Email* >> >> Thanks Brian, and thanks too to Robert and Maria. I appreciate your >> feedback. Do your institutions use any Open Educational Resources, (OER)? >> If so, who is responsible for the accessibility of these resources, and who >> bears the cost of making them accessible, if they are not accessible? >> >> >> >> Thanks, and have a great weekend, >> >> >> >> Russell >> >> >> >> *From:* athen-list *On >> Behalf Of *Kluesner, Bryon >> *Sent:* Friday, February 14, 2020 1:30 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* Re: [Athen] [EXT]: Re: Alt format process? >> >> >> >> My approach is similar to Robert and Maria?s. Pearson is not going to >> dictate to me the software my students will use. We are a Kurzweil campus. >> I pushed back with Pearson so much I was asked to be in a pilot program >> with Kurzweil and Pearson. I have to make a statement in the comments >> section that the request is for a PDF title to be used in the Kurzweil >> Pilot Program. Pearson then places the title in a Pearson Education folder >> I created in the Kurzweil universal Library. I request PDF files and >> extract into chapters to provide to students either on a USB flash drive or >> I can send a link to their texts from my One Drive. I am currently working >> with our Athletic department on using Snap and Read, our departments wrote >> a grant and received funding to purchase the software - $5000 for a 5 year >> license. It is very similar to Kurzweil, but each has it?s own unique >> features. >> >> >> >> Some students do choose to purchase the online book for classes, so I >> demonstrate how to save the text chapters in a format that can be used in >> Kurzweil. We are a Canvas campus and Canvas has the capability for the >> students to convert the professor readings into a PDF or MP3 file, which >> many students find to be useful. >> >> >> >> If there is a delay attaining textbooks, I reach out to the students and >> offer to cut and scan their textbooks into a PDF. In most cases, I can >> rebind their books, if it doesn?t have the hard cover, and the bookstore >> will take the books back as used ? even rented textbooks. I have >> occasionally purchased a book from the book store with the department >> account, cut the spine and rebind. I then return the textbook to the book >> store and they will refund the purchase price back to the department. I >> typically only do this with trade paperback books (Penguin, etc.) because >> they will not make PDF files available. >> >> >> >> I don?t prefer Bookshare, but if I do attain a book from Bookshare, I >> remove all the disclaimer (usually 1-2 pages) , save the word document as a >> PDF, which makes it easier to extract the chapters. >> >> >> >> Hope this helps some. >> >> >> >> >> >> 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 >> >> >> >> >> >> >> >> >> *From:* athen-list *On >> Behalf Of *Block, Maria >> *Sent:* Friday, February 14, 2020 12:29 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* [EXT]: Re: [Athen] Alt format process? >> >> >> >> *External Email* >> >> I do this as well and specify that the software the student uses is >> Kurzweil and it is not compatible with Vital Source ? that seems to help >> because I have had them come back with Vital Source is accessible >> >> >> >> >> >> Maria Block >> >> Accessibility Specialist >> >> Accessibility Resource Center >> >> William Paterson University >> >> Speert Hall 134 >> >> 300 Pompton Road >> >> >> Wayne, NJ 07470 >> >> >> [image: cid:image004.png@01D0737D.28122B50] >> >> >> >> *From:* athen-list *On >> Behalf Of *Robert Spangler >> *Sent:* Friday, February 14, 2020 12:10 PM >> *To:* Access Technology Higher Education Network < >> athen-list@u.washington.edu> >> *Subject:* Re: [Athen] Alt format process? >> >> >> >> When a publisher tells me that they only provide a book through something >> like VitalSource (I think this is just Pearson?) I ask them for the PDF >> anyway, as they will usually provide it. This takes a while, however, so I >> get in touch with the student in the meantime. I let them know what the >> issue is and offer them the option of using the VitalSource version or >> waiting for the PDF. I've had a couple students take the VitalSource >> version, in which case I email the publisher with the student's receipt (to >> prove that they already purchased the hardcopy) and the publisher sends me >> a code. I send the code to the student and invite them to come in if they >> require any assistance using VitalSource. >> >> >> >> Ultimately, I want a PDF, but I can't expect students to wait the two >> plus weeks it takes for the publisher to gather up the files and send them >> to me, which is why I offer the other options. Plus, our students will >> deal with a range of file types throughout their lives anyway, so asking >> them to use a different program or file type is not unreasonable. The main >> goal is to get the text to them, in a format that is accessible, in a >> timely fashion. >> >> >> >> Thanks, >> >> Robert >> >> >> >> >> >> On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk < >> solowoniukr@macewan.ca> wrote: >> >> Hi everyone, >> >> >> >> Hope the winter term is going well. Happy Friday and happy Valentine?s >> Day! >> >> We would like to get some feedback from all of you regarding your >> alternate format process. >> >> We are noticing that some of our students with disabilities are looking >> at other options for their textbooks in alternate format, for example, >> VitalSource or the PDF supplied with their textbook. Also, some publishers >> are suggesting that certain textbooks we are requesting are available >> through VitalSource. In addition, many publishers are working with >> Bookshare to provide files, and will no longer provide PDFs. >> >> Our alternate format team consists of two people, me and a colleague. >> Currently our process is to contact publishers to request a PDF of their >> textbooks. Most of our students use Read and Write to read these PDF files. >> For blind students we usually convert the PDF files to Word files and they >> use a screen reader to read these files. If the publisher isn?t able to >> provide us with PDFs, we will have the student bring in their hard copy of >> the textbook. We will take the hard copy to Print Services to have the >> binding cut off, and will then scan the book with our high-speed scanner. >> We then take the book back to Print Services to have it coil bound. >> >> With the changing landscape of digital textbooks, we are examining our >> process to determine if it?s still the ideal process or if it needs to >> change. To that end, we would like to find out what process other >> institutions are using. >> >> Do you contact publishers for PDFs? What technology do your students use >> to read their textbooks? Read and Write, Kurzweil, VitalSource, or some >> other reader? If other, could you elaborate on which reader and how well it >> works? Is your process working well? >> >> Do faculty in your institutions use Open Educational Resources (OER)? If >> so, do you work with faculty to help them choose accessible resources? If a >> student comes to you with Open Educational Resources that are not >> accessible, do you remediate them to make them accessible? If so, do you >> bill this as a service? >> >> >> >> We would appreciate hearing what alt format processes others are using to >> help guide us in modifying our own process. >> >> >> >> Thanks for any and all ideas. >> >> >> >> Best regards, >> >> >> >> Russell >> >> >> >> >> >> Russell Solowoniuk >> >> >> >> AT Educational Assistant, Services to Students with Disabilities >> >> MacEwan University >> >> 7-198 D4, 10700-104 Ave. >> >> >> Edmonton, AB >> >> T5J 4S2 >> >> >> E: solowoniukr@macewan.ca >> >> T: 780-497-5826 >> >> F: 780-497-4018 >> >> macewan.ca >> >> >> [image: MacEwan Logo] >> >> This communication is intended for the use of the recipient to whom it is >> addressed and may contain confidential, personal, and/or privileged >> information. Please contact me immediately if you are not the intended >> recipient of this communication, and do not copy, distribute, or take >> action relying on it. Any communication received in error, or subsequent >> reply, should be deleted or destroyed. >> >> Please consider the environment before printing this email >> >> >> >> *We acknowledge that the land on which we gather in Treaty Six Territory >> is the traditional gathering place for many Indigenous people. We honour >> and respect the history, languages, ceremonies and culture of the First >> Nations, M?tis and Inuit who call this territory home*. >> >> >> >> >> >> _______________________________________________ >> 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 >> >> >> *This message is not from a UTC.EDU address. Caution >> should be used in clicking links and downloading attachments from unknown >> senders or unexpected email. * >> >> >> >> *This message is not from a UTC.EDU address. Caution >> should be used in clicking links and downloading attachments from unknown >> senders or unexpected email. * >> >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> >> -- >> >> Wink Harner Assistive Technology Consulting and Training Alternative Text >> Production Portland OR. foreigntype@gmail.com 480-984-0034 >> _______________________________________________ >> athen-list mailing list >> athen-list@mailman12.u.washington.edu >> http://mailman12.u.washington.edu/mailman/listinfo/athen-list >> > -- > Wink Harner Assistive Technology Consulting and Training Alternative Text > Production Portland OR. foreigntype@gmail.com 480-984-0034 > _______________________________________________ > athen-list mailing list > athen-list@mailman12.u.washington.edu > http://mailman12.u.washington.edu/mailman/listinfo/athen-list > -- Erik Ferguson Alternative Media Technician PCC Disability Services Assistive Technology Team Contact us for questions and support at: Phone: 971-722-TECH (971-722-8324) access-tech-group@pcc.edu *Please Note: I am not in office Tuesday or Thursday. For immediate response please use the email and number listed in signature above.* -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: not available URL: From lorik at virginia.edu Wed Feb 19 10:35:48 2020 From: lorik at virginia.edu (Kressin, Lori L (llk2t)) Date: Wed Feb 19 10:35:53 2020 Subject: [Athen] Information on Hearing Loop Installations Message-ID: Hello, I am seeking information from institutions who have installed hearing loop (aka induction loop) systems. * Where have you installed it (i.e. classrooms, auditoriums, sports facilities, etc)? * Why did you choose this solution? * What has been your experience? Thanks in advance for any information you can provide. I?ll be happy to summarize it for the group. Lori ------------------------------------------------------------------- Lori Kressin Coordinator of Academic Accessibility Office of the Executive VP and Provost ? Univ. of Virginia 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22904 [434] 982-5784 http://provost.virginia.edu/coaa -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Wed Feb 19 14:19:38 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Feb 19 14:20:00 2020 Subject: [Athen] FW: 2/20 - ATHEN meeting - All are welcome! In-Reply-To: References: Message-ID: Just a friendly reminder to join us on Zoom tomorrow for the ATHEN group! 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: Monday, February 17, 2020 2:54 PM To: Access Technology Higher Education Network Subject: [Athen] 2/20 - ATHEN meeting - All are welcome! Hi all, At the ATHEN annual meeting in November 2019, we discussed holding more ATHEN meetings throughout the year. We?ll be holding our first of those new meetings this month and anyone is welcome to attend. Meeting details are below, including the Zoom meeting link. ** If there are items to be voted on, only members of ATHEN will be able to vote. Expected time for this first meeting is an hour. Agenda: * Brief update from 2019 AHG Annual Meeting * Update on qualitative assessment feedback * Changes for the next AHG Conference * Opportunity to volunteer for Teresa Haven Scholarship Committee * Open Discussion: How do we know when ATHEN is being successful? Expected time frame for next meetings: * End of April/May * Early Aug * Nov = Annual meeting If you have any questions or suggestions for an agenda item, don't hesitate to reply to this email. Have a good day, Dawn Hunziker ATHEN President *** Meeting Details *** Topic: ATHEN Quarterly Meeting Date: Thursday, February 20, 2020 Time: 10 Pacific 11 Mountain Noon Central 1 Eastern Location: Zoom - https://zoom.us/j/125343829 Meeting ID: 125 343 829 One tap mobile +16699006833,,125343829# US (San Jose) +16468769923,,125343829# US (New York) Dial by your location +1 669 900 6833 US (San Jose) +1 646 876 9923 US (New York) Meeting ID: 125 343 829 Find your local number: https://zoom.us/u/aemv5a8Jvh -------------- next part -------------- An HTML attachment was scrubbed... URL: From solowoniukr at macewan.ca Thu Feb 20 12:32:20 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Thu Feb 20 12:33:21 2020 Subject: [Athen] [External] Re: Alt format process? In-Reply-To: References: Message-ID: Hi Alice & all, Thanks for your response. For some books, Bookshare offers a DAISY with images format. Could you use those images to create raised line drawings? Thanks again to all who responded. Best regards, Russell From: athen-list On Behalf Of Wershing, Alice D. Sent: Monday, February 17, 2020 7:22 AM To: 'Access Technology Higher Education Network' Subject: Re: [Athen] [External] Re: Alt format process? Hello, We are a member of Access Text Network. For students using Kurzweil, I use the pdf from Access Text Network. I also use Bookshare if it is not available from Access Text Network. If it is a publisher that is not using either of these, I contact the publisher for their process. There are a few publishers like AVID that do not have a regular process. In the event that I am unable to get an electronic file, I request a book from the instructor and use our book scanner to create it. Some instructors are using the newer offer from publishers for a less expensive version of the textbook electronically. This is turning out to not be an accessible option for my blind student. While Bookshare has the audio portion, the graphics are not included. I am working with the instructor to make sure that he has access to those and will create tactile versions with our Picture in a flash or our embosser. Alice Wershing Alice D. Wershing, M.Ed., A.T.P., C.P.A.C.C. Disability Services, Technology Specialist Pellissippi State Community College 865-694-6751 865-539-7699 (fax) East TN Region Accessibility Specialist Tenessee Board of Regents-TN eCampus PSCC Access for All Blog PSCC Accessible Format Facebook Page (PSCC-Disability Services) PSCC Access4All Twitter Feed (@Access4allPSCC) From: athen-list > On Behalf Of Block, Maria Sent: Friday, February 14, 2020 12:29 PM To: Access Technology Higher Education Network > Subject: [External] Re: [Athen] Alt format process? CAUTION: This email originated from outside of Pellissippi State. Do not click links or open attachments unless you recognize the sender and know the content is safe. I do this as well and specify that the software the student uses is Kurzweil and it is not compatible with Vital Source ? that seems to help because I have had them come back with Vital Source is accessible Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] From: athen-list > On Behalf Of Robert Spangler Sent: Friday, February 14, 2020 12:10 PM To: Access Technology Higher Education Network > Subject: Re: [Athen] Alt format process? When a publisher tells me that they only provide a book through something like VitalSource (I think this is just Pearson?) I ask them for the PDF anyway, as they will usually provide it. This takes a while, however, so I get in touch with the student in the meantime. I let them know what the issue is and offer them the option of using the VitalSource version or waiting for the PDF. I've had a couple students take the VitalSource version, in which case I email the publisher with the student's receipt (to prove that they already purchased the hardcopy) and the publisher sends me a code. I send the code to the student and invite them to come in if they require any assistance using VitalSource. Ultimately, I want a PDF, but I can't expect students to wait the two plus weeks it takes for the publisher to gather up the files and send them to me, which is why I offer the other options. Plus, our students will deal with a range of file types throughout their lives anyway, so asking them to use a different program or file type is not unreasonable. The main goal is to get the text to them, in a format that is accessible, in a timely fashion. Thanks, Robert On Fri, Feb 14, 2020 at 11:27 AM Russell Solowoniuk > wrote: Hi everyone, Hope the winter term is going well. Happy Friday and happy Valentine?s Day! We would like to get some feedback from all of you regarding your alternate format process. We are noticing that some of our students with disabilities are looking at other options for their textbooks in alternate format, for example, VitalSource or the PDF supplied with their textbook. Also, some publishers are suggesting that certain textbooks we are requesting are available through VitalSource. In addition, many publishers are working with Bookshare to provide files, and will no longer provide PDFs. Our alternate format team consists of two people, me and a colleague. Currently our process is to contact publishers to request a PDF of their textbooks. Most of our students use Read and Write to read these PDF files. For blind students we usually convert the PDF files to Word files and they use a screen reader to read these files. If the publisher isn?t able to provide us with PDFs, we will have the student bring in their hard copy of the textbook. We will take the hard copy to Print Services to have the binding cut off, and will then scan the book with our high-speed scanner. We then take the book back to Print Services to have it coil bound. With the changing landscape of digital textbooks, we are examining our process to determine if it?s still the ideal process or if it needs to change. To that end, we would like to find out what process other institutions are using. Do you contact publishers for PDFs? What technology do your students use to read their textbooks? Read and Write, Kurzweil, VitalSource, or some other reader? If other, could you elaborate on which reader and how well it works? Is your process working well? Do faculty in your institutions use Open Educational Resources (OER)? If so, do you work with faculty to help them choose accessible resources? If a student comes to you with Open Educational Resources that are not accessible, do you remediate them to make them accessible? If so, do you bill this as a service? We would appreciate hearing what alt format processes others are using to help guide us in modifying our own process. Thanks for any and all ideas. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. _______________________________________________ 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.png Type: image/png Size: 10435 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 3516 bytes Desc: image002.jpg URL: From solowoniukr at macewan.ca Thu Feb 20 12:56:57 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Thu Feb 20 12:57:31 2020 Subject: [Athen] JAWS and Adobe PDF reading In-Reply-To: References: Message-ID: Hi Dawn, Are you saying that you are able to read a PDF with Jaws without having to press CTRL + Page Down to move to the next page? I've been using Jaws for many years, and, for the majority of PDFs, I must press CTRL + Page Down at the end of every page, as Jaws stops reading when it reaches the end of the page. I've come across a few PDFs over the years where Jaws would automatically scroll pages, but very few. Is there some setting I'm missing in Adobe or Jaws that will enable Jaws to read continuously without having to manually give the CTRL + Page Down command at the end of each page? Thanks, Russell From: athen-list On Behalf Of Hunziker, Dawn A - (hunziker) Sent: Wednesday, February 5, 2020 1:54 PM To: Access Technology Higher Education Network Subject: [Athen] JAWS and Adobe PDF reading Hi all, I'm using JAWS 2020.1912.11 and Adobe Acrobat DC version 2019.021.20061 on a Windows 10 machine- when I open a multipage PDF, JAWS reads the content of the PDF without advancing the pages. Therefore when I navigate away from the PDF and go back, I end up back at the visible page, not the page where JAWS was reading. I have to use Ctrl Page Down in order to advance the page but this is annoying since JAWS will continue to read without me needing to physically advance the page.... NVDA works as expected, when reading reaches the next page, the visible page changes as well. Is anyone else seeing this issue with JAWS and Adobe? Is there a setting that has been implemented recently that changed this interaction? Thanks, 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From blockm3 at wpunj.edu Fri Feb 21 07:16:09 2020 From: blockm3 at wpunj.edu (Block, Maria) Date: Fri Feb 21 07:16:39 2020 Subject: [Athen] Kurzweil or Read and Write? and Immersive Reader Message-ID: If you have used both recent versions of Kurzweil AND Read and Write which do you prefer for Higher Ed? We currently have a VERY OUTDATED version of Kurzweil and trying to decide if we should upgrade or go with Read and Write (or even something else) I love the web version of K3000 but we have noticed more students with writing difficulties and not sure how Kurzweils writing tools compare to R&W On another note has anyone used Immersive Reader in Microsoft 365? I just learned about it and wonder if its comparable in any way to the above? Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: From help at nationaldeafcenter.org Fri Feb 21 08:05:06 2020 From: help at nationaldeafcenter.org (National Deaf Center) Date: Fri Feb 21 08:04:39 2020 Subject: [Athen] Information on Hearing Loop Installations In-Reply-To: References: Message-ID: Greetings Lori, We saw your post on the ATHEN listserv and would like to contribute information to the discussion. Selecting an assistive listening system to make your facilities accessible for deaf individuals can be complex since not one system will be effective for every deaf person in all situations. Prior to sharing information on assistive listening systems it is important to point out that as a federally funded program we do not endorse or recommend specific products or manufacturers. However, NDC has developed a guide that you might find helpful called Assistive Listening Systems 101 . This guide covers several topics to support your institution in utilizing an assistive listening system effectively on campus, including an overview of the common types of assistive listening systems that institutions provide (including induction loops). The guide includes a comparison tool including the pros and cons of each system, ideal settings for use, and additional considerations. For example, since an induction loop is permanently installed it is most frequently used in auditorium size classrooms and theaters. Regular size classrooms are not ideal for induction loops due to the variation in class setting and infrequency of deaf students that might benefit from an induction loop. In settings like this, a portable FM/DM system might be more effective. In addition, the guide shares a chart regarding the minimum number of receivers and hearing aid compatible receivers needed to make sure a large venue assembly area is compliant with the 2010 ADA Standards . When using an induction loop in this type of setting the minimum number of hearing aid compatible receivers is exempt since an induction loop can work directly with these types of personal devices. However, special induction loop receivers need to be available for individuals who do not have amplification or personal device equipped with T-coil. We also recommend surveying our colleagues on the NDC listserv who have experience working with deaf individuals in postsecondary settings. If you haven?t joined the NDC listserv yet, you may sign up here . Then, you can post your message to nationaldeafcenter@utlists.utexas.edu. We hope you find the above guide helpful in your review of induction loops. If after reviewing the information in this guide you have additional questions, please do not hesitate to reach out to us. Shortly, you will receive a survey asking for feedback about this post from NDC. Your feedback is appreciated and will be used to improve our services. Have a great day! * 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 Wed, Feb 19, 2020 at 1:36 PM Kressin, Lori L (llk2t) wrote: > Hello, > > > > I am seeking information from institutions who have installed hearing loop > (aka induction loop) systems. > > - Where have you installed it (i.e. classrooms, auditoriums, sports > facilities, etc)? > - Why did you choose this solution? > - What has been your experience? > > > > Thanks in advance for any information you can provide. I?ll be happy to > summarize it for the group. > > > > Lori > > ------------------------------------------------------------------- > *Lori Kressin* > Coordinator of Academic Accessibility > > Office of the Executive VP and Provost ? Univ. of Virginia > > 102 Cresap Rd ? POB 400199 ? Charlottesville, VA ? 22904 > > [434] 982-5784 > > http://provost.virginia.edu/coaa > > > > > _______________________________________________ > 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 Fri Feb 21 08:24:34 2020 From: athenpresident at gmail.com (ATHEN President) Date: Fri Feb 21 08:24:58 2020 Subject: [Athen] Volunteers needed for Teresa Haven Scholarship Committee Message-ID: Hello all, At the ATHEN Quarterly Meeting yesterday, we announced an opportunity to volunteer for the Teresa Haven Scholarship Committee. The Committee will review applications from students with disabilities and award $1,000 to one of the applicants. If you are interested in participating as a reviewer on the ATHEN Scholarship Committee, please contact Wink Harner (foreigntype@gmail.com) or Michele Bromley (michele.bromley@pdx.edu) and indicate your willingness to participate. We will be announcing the scholarship information very soon. The expected timeline for reviews would be during the month of April and the time expected for this committee is only a few hours. Thank you to those who are willing to step forward and participate. Dawn Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From athenpresident at gmail.com Fri Feb 21 08:30:54 2020 From: athenpresident at gmail.com (ATHEN President) Date: Fri Feb 21 08:31:09 2020 Subject: [Athen] 2020 Teresa Haven Scholarship Selection Committee Message-ID: Hi all, My apologies for sending another email - this is the email that was supposed to have been sent out. Yay for Friday, after a busy week! Have a good weekend all! Dawn Hello ATHEN Members, In November 2016, ATHEN members unanimously voted to create a scholarship opportunity for students with disabilities in honor of Dr. Teresa Lynn Wells Haven. Please read more Dr. Haven?s contributions on our Scholarships & Development web page . Applications are due at the end of March, at which point, a selection committee will review all application materials and select an award recipient. The ATHEN Executive Council would like to invite you to participate in the 2020 Teresa Haven Scholarship Selection Committee. Members of the selection committee will be provided with detailed selection criteria and evaluation guidelines. Evaluation should take no longer than a few hours out of your schedule. Application packets will be available for review for two weeks following the deadline (March 27 to April 10, 2020). If you are interested in participating as an evaluator on the 2020 Teresa Haven Scholarship Selection Committee, please contact Wink Harner ( foreigntype@gmail.com) or Michele Bromley (michele.bromley@pdx.edu) and indicate your willingness to participate. Thank you to those who are willing to step forward and participate. Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathleen.Grady at cuw.edu Fri Feb 21 10:19:30 2020 From: Kathleen.Grady at cuw.edu (Grady, Kathleen H) Date: Fri Feb 21 10:20:02 2020 Subject: [Athen] Kurzweil or Read and Write? and Immersive Reader In-Reply-To: References: Message-ID: <85B4310685F45D429F6B171FB60050AB01112A87@CUWEXMB01.cuw.edu> I have with a number of students and they have really loved it. KATHLEEN HOPPA GRADY, MSN Student Support Services Coordinator Academic Resource Center - Accessability Services Kathleen.Grady@cuw.edu p 262-243-4535 Concordia University Wisconsin 12800 North Lake Shore Drive Mequon, WI 53097 cuw.edu "The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises." Leo Buscaglia From: athen-list On Behalf Of Block, Maria Sent: Friday, February 21, 2020 9:16 AM To: 'athen-list@u.washington.edu' Subject: [Athen] Kurzweil or Read and Write? and Immersive Reader If you have used both recent versions of Kurzweil AND Read and Write which do you prefer for Higher Ed? We currently have a VERY OUTDATED version of Kurzweil and trying to decide if we should upgrade or go with Read and Write (or even something else) I love the web version of K3000 but we have noticed more students with writing difficulties and not sure how Kurzweils writing tools compare to R&W On another note has anyone used Immersive Reader in Microsoft 365? I just learned about it and wonder if its comparable in any way to the above? Maria Block Accessibility Specialist Accessibility Resource Center William Paterson University Speert Hall 134 300 Pompton Road Wayne, NJ 07470 [cid:image004.png@01D0737D.28122B50] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 10435 bytes Desc: image001.png URL: From NE at msu.edu Fri Feb 21 10:35:21 2020 From: NE at msu.edu (Evans, Nathan) Date: Fri Feb 21 10:35:45 2020 Subject: [Athen] Great Examples of Info Sharing Message-ID: The Big 10 IT Accessibility group is looking for the best examples and models of accessibility information sharing that is going on between campuses, consortia, or industry. Think, sharing of: accessibility evaluations/reviews, training, procurement, policy, guidelines, best practices, etc. If you have seen any great examples of accessibility information sharing, or have first-hand experience, we would love to hear about it. Please contact the Big10 IT Accessibility Group co-chairs: (ne@msu.edu and marsh058@umn.edu) Nate Nate Evans Senior Manager and Digital Accessibility Coordinator Digital Experience Team (DigitalX) MSU Information Technology Michigan State University (517) 884.0682 tech.msu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From solowoniukr at macewan.ca Fri Feb 21 12:50:27 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Fri Feb 21 12:50:40 2020 Subject: [Athen] UserWay In-Reply-To: References: Message-ID: Hi all, Getting to this a little late, but I just came across the following article regarding using overlays as an accessibility solution in the last WebAIM newsletter. It?s quite interesting. https://medium.com/@sheribyrnehaber/overlays-are-not-the-solution-to-your-accessibility-problem-c5ffe44bd61f Have a great weekend, Russell From: athen-list On Behalf Of Lucy GRECO Sent: Tuesday, February 11, 2020 2:06 PM To: Access Technology Higher Education Network Subject: Re: [Athen] UserWay hello: i wanted to add one more worning about this kind of tool bar. as a screen reader user i find these overlays get in my way and end up blocking me from using an already hard to use or an accessible web site. many of these over lays will draw focus continually witch then means that the screen reader user can not get to any thing elce on the page. i find then more problematic then any thing elce you could do on a web site.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 Tue, Feb 11, 2020 at 12:51 PM Sean Keegan > wrote: Hi Carrie, > Just curious is any of you have used UserWay (userway.org)? I am familiar with UserWay (and a few other accessibility "overlays") and am generally not a fan. If you were to offer this tool on top of a website that is already accessible, then that's fine as it does provide some unique options to modify the website content that a person with a disability might find useful. That said, several of the "features" offered by the widget are already present in most modern web browsers. Additionally, if a person needs that accessibility support, it seems to me that he/she would likely need that support on many of the web pages they use, not just on the site that provides the overlay. A problem that I see with such overlays is that you still have a website with accessibility problems. Sure, the overlay may mitigate some issues, but the problems still exist and need to be corrected. Putting on rose colored glasses may make everything look rosy, but the accessibility problems exist and can still pose barriers. For instance, what happens when the college decides to stop paying for the remediation service portion? You now have those same accessibility issues that have been kicked down the road. I know the UserWay widget itself is free, but it is also combined with the remediation service to address accessibility issues. Also, I find that a lot of students, faculty, staff are using resources that are not necessarily part of the college's public facing website. There is a learning management system, library databases, Google Docs/Office 365 Online environments, publisher content, etc. If an institution is pursuing an overlay solution, restricting it to just the public-facing website does not offer support to the web environments in which students, faculty, and staff may be utilizing on a daily basis. If the intent is to fix the underlying web page for accessibility errors, then I see adding such an overlay is a "nice-to-have" and can offer site visitors the opportunity to customize their user experience. However, the concern I would raise is that the commitment to fix the accessibility errors can diminish quickly with the adoption of an overlay as the perception becomes any problems have now magically disappeared. 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 bossley.5 at osu.edu Sat Feb 22 19:51:10 2020 From: bossley.5 at osu.edu (Bossley, Peter A.) Date: Sat Feb 22 19:51:36 2020 Subject: [Athen] Career Opportunity: Senior Accessibility Analyst Message-ID: Ohio State's Office of the CIO seeks a Senior Accessibility Analyst to join our institution's Disability Inclusion initiatives playing a key role in digital accessibility efforts across the university. The OCIO Accessibility Analyst promotes accessibility in the OCIO as defined by Ohio State's Minimum Digital Accessibility Standards; serves as technical accessibility expert advising developers and content creators on accessibility; mentors entry level accessibility analysts in best practices; keeps current on accessibility trends; provides training to assist in building accessibility expertise on campus, provides guidance and expertise in creating templates and documentation to assist accessibility efforts at the University. As technical accessibility expert: ensures new software is evaluated and necessary accommodations and/or remediation are negotiated prior to purchase or implementation; ensures that existing software is evaluated in a timely manner based on risk, and that proper accommodation and/or remediation efforts are planned and carried through; consults with departments and vendors to evaluate their products and recommend designs and development strategies to improve the accessibility of their products; 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 the Offices of the CIO; offers training opportunities in how to evaluate the accessibility of products, and on best practices in accessible design and coding; participate in efforts of the OSU ADA Coordinators Office when needed for the greater good of the University. More information about this position including the required online application can be found here: https://www.jobsatosu.com/postings/101615 [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 smarositz at csudh.edu Mon Feb 24 11:49:41 2020 From: smarositz at csudh.edu (Stephen Marositz) Date: Mon Feb 24 11:50:08 2020 Subject: [Athen] Civitas College Scheduler accessibility Message-ID: Hello Everyone, and, please excuse the cross-posting. I need to conduct an accessibility review of Civitas College Scheduler. I am wondering if anyone else out there has already done one fairly recently and would be willing to share their findings? Thank you in advance for any information you may have. Stephen Alexander (Alex) Marositz J.D. CPACC Accessible Technology Initiative Coordinator Information Technology Services, California State University Dominguez Hills (310)243-3077 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Tue Feb 25 11:39:51 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Tue Feb 25 11:40:03 2020 Subject: [Athen] Accessibility and big data resource? Message-ID: Hi all, Does anyone recognize the description below for a webinar or resource that has been posted in the past couple of years? I'm searching my archives but I'm not finding anything right away.... "A few years ago I think you posted this awesome webinar that had been recorded on the problems with big data and accessibility. The main thing I took away from it was that most accessibility use cases are simply dropped as part of the noise in big data. That they are edge cases for machine algorithms learn from and so they are simply removed from the data sets. Does this ring any bells? It was about approaches to the data and algorithms as compared to website issues." Thanks! Dawn ~~ Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 -------------- next part -------------- An HTML attachment was scrubbed... URL: From hunziker at email.arizona.edu Wed Feb 26 11:29:07 2020 From: hunziker at email.arizona.edu (Hunziker, Dawn A - (hunziker)) Date: Wed Feb 26 11:29:34 2020 Subject: [Athen] FW: 2020 Teresa Haven Scholarship Selection Committee In-Reply-To: References: Message-ID: Hi all, We?d like at least one more volunteer for the Teresa Haven Scholarship Committee. If you thought about participating and didn?t respond ? this is your chance! Thanks, Dawn ~~ Dawn Hunziker IT Accessibility Consultant, Sr. | Disability Resources The University of Arizona | hunziker@arizona.edu drc.arizona.edu | itaccessibility.arizona.edu 520-626-9409 From: athen-list On Behalf Of ATHEN President Sent: Friday, February 21, 2020 9:31 AM To: Access Technology Higher Education Network Subject: [Athen] 2020 Teresa Haven Scholarship Selection Committee Hello ATHEN Members, In November 2016, ATHEN members unanimously voted to create a scholarship opportunity for students with disabilities in honor of Dr. Teresa Lynn Wells Haven. Please read more Dr. Haven?s contributions on our Scholarships & Development web page. Applications are due at the end of March, at which point, a selection committee will review all application materials and select an award recipient. The ATHEN Executive Council would like to invite you to participate in the 2020 Teresa Haven Scholarship Selection Committee. Members of the selection committee will be provided with detailed selection criteria and evaluation guidelines. Evaluation should take no longer than a few hours out of your schedule. Application packets will be available for review for two weeks following the deadline (March 27 to April 10, 2020). If you are interested in participating as an evaluator on the 2020 Teresa Haven Scholarship Selection Committee, please contact Wink Harner (foreigntype@gmail.com) or Michele Bromley (michele.bromley@pdx.edu) and indicate your willingness to participate. Thank you to those who are willing to step forward and participate. Dawn Hunziker ATHEN President -------------- next part -------------- An HTML attachment was scrubbed... URL: From solowoniukr at macewan.ca Wed Feb 26 13:56:08 2020 From: solowoniukr at macewan.ca (Russell Solowoniuk) Date: Wed Feb 26 13:56:21 2020 Subject: [Athen] Moodle accessibility challenges & exam accommodations Message-ID: Hi everyone, I'm interested in hearing from those of you who have experience working with Moodle. Specifically I'd like to hear your thoughts on the general overall accessibility of Moodle, as well as your experience with providing exam accommodations within Moodle, i.e. extended time, etc. I would also like to know if you had to purchase additional add-ons or components to get the features you wanted in Moodle, or does Moodle come with everything that is needed? Thanks for any feedback you can offer. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.jpg Type: image/jpeg Size: 3516 bytes Desc: image001.jpg URL: From lbencomo at uccs.edu Wed Feb 26 14:12:27 2020 From: lbencomo at uccs.edu (Leyna Bencomo) Date: Wed Feb 26 14:12:35 2020 Subject: [Athen] exam proctoring Message-ID: Hello Wise Ones, Does someone have a favorite exam proctoring software tool that they use? We currently have a testing center within Disability Services that is low tech (cameras only). We are finding that more faculty are requesting that students refrain from accessing most websites except a few that they mention. It would be great to have software that shows exactly where students have been during their exam. (which websites and software was accessed). Any tools like that come to mind for anyone? Thank you for any assistance, Leyna Bencomo, MA ILT Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 (Kraemer Family Library) Colorado Springs, CO 80918 (719) 255-4202 / lbencomo@uccs.edu http://www.uccs.edu/~it/ [sig logo small] From: athen-list On Behalf Of Russell Solowoniuk Sent: Wednesday, February 26, 2020 2:56 PM To: Access Technology Higher Education Network Subject: [Athen] Moodle accessibility challenges & exam accommodations Hi everyone, I'm interested in hearing from those of you who have experience working with Moodle. Specifically I'd like to hear your thoughts on the general overall accessibility of Moodle, as well as your experience with providing exam accommodations within Moodle, i.e. extended time, etc. I would also like to know if you had to purchase additional add-ons or components to get the features you wanted in Moodle, or does Moodle come with everything that is needed? Thanks for any feedback you can offer. Best regards, Russell Russell Solowoniuk AT Educational Assistant, Services to Students with Disabilities MacEwan University 7-198 D4, 10700-104 Ave. Edmonton, AB T5J 4S2 E: solowoniukr@macewan.ca T: 780-497-5826 F: 780-497-4018 macewan.ca [MacEwan Logo] This communication is intended for the use of the recipient to whom it is addressed and may contain confidential, personal, and/or privileged information. Please contact me immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Please consider the environment before printing this email We acknowledge that the land on which we gather in Treaty Six Territory is the traditional gathering place for many Indigenous people. We honour and respect the history, languages, ceremonies and culture of the First Nations, M?tis and Inuit who call this territory home. -------------- 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: 3516 bytes Desc: image003.jpg URL: From dimolaa at uww.edu Wed Feb 26 14:22:48 2020 From: dimolaa at uww.edu (DiMola, Amy E) Date: Wed Feb 26 14:23:08 2020 Subject: [Athen] exam proctoring In-Reply-To: References: Message-ID: <2dd9ce6c3fd54adbafd504c8b3bb1bee@e13mb1.uww.edu> Hi Leyna, UWW uses LanSchool for the computers in our testing room, and our Testing Coordinator has been happy with it. Thanks, Amy DiMola Adaptive Technology Specialist/Disability Services Coordinator Center for Students with Disabilities Andersen Library Room 2002E 800 West Main Street Whitewater, WI 53190 Appointments: 262-472-4711 Direct: 262-472-5207 Fax: 262-472-4865 www.uww.edu/csd Pronouns: she/her/hers *Please remember to submit your Alternative Media requests as soon as possible. [cid:image001.png@01D5E1B7.5F0E38D0] Confidentiality Notice: This communication constitutes an electronic communication within the meaning of the Electronic Communications Privacy Act, 18 U.S.C. Section 2510, and it's disclosure is strictly limited to the recipient intended by the sender of this message. If you are not the intended recipient, any disclosure, copying, distribution or use of any of the information contained in or attached to this transmission is STRICTLY PROHIBITED. Please contact me immediately by return e-mail or at (262) 472-4711 and destroy the original transmission and its attachments without reading or saving in any manner. From: athen-list On Behalf Of Leyna Bencomo Sent: Wednesday, February 26, 2020 4:12 PM To: Access Technology Higher Education Network Subject: [Athen] exam proctoring EXTERNAL EMAIL Hello Wise Ones, Does someone have a favorite exam proctoring software tool that they use? We currently have a testing center within Disability Services that is low tech (cameras only). We are finding that more faculty are requesting that students refrain from accessing most websites except a few that they mention. It would be great to have software that shows exactly where students have been during their exam. (which websites and software was accessed). Any tools like that come to mind for anyone? Thank you for any assistance, Leyna Bencomo, MA ILT Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 (Kraemer Family Library) 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: 12061 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.png Type: image/png Size: 15239 bytes Desc: image002.png URL: From arovner at shoreline.edu Wed Feb 26 14:35:39 2020 From: arovner at shoreline.edu (Rovner, Amy) Date: Wed Feb 26 14:35:47 2020 Subject: [Athen] exam proctoring In-Reply-To: <2dd9ce6c3fd54adbafd504c8b3bb1bee@e13mb1.uww.edu> References: <2dd9ce6c3fd54adbafd504c8b3bb1bee@e13mb1.uww.edu> Message-ID: We are currently piloting Honorlock which offers options for locking down the browser (or not) and it records all websites visited on the main computer as well as any secondary devices like phones, tablets, etc. You can whitelist sites that they are allowed to access. Accessibility seems to be good but I haven't tested it yet (good policy, vpat, etc.). Best, Amy Amy Rovner, M.P.H., R.D. Instructional Designer eLearning Services Shoreline Community College www.shoreline.edu | 206.546.6937 eLearning Office: 206.546-6966 Pronouns: she, her, hers [Shoreline Community College logo] From: athen-list On Behalf Of DiMola, Amy E Sent: Wednesday, February 26, 2020 2:23 PM To: Access Technology Higher Education Network Subject: Re: [Athen] exam proctoring Hi Leyna, UWW uses LanSchool for the computers in our testing room, and our Testing Coordinator has been happy with it. Thanks, Amy DiMola Adaptive Technology Specialist/Disability Services Coordinator Center for Students with Disabilities Andersen Library Room 2002E 800 West Main Street Whitewater, WI 53190 Appointments: 262-472-4711 Direct: 262-472-5207 Fax: 262-472-4865 www.uww.edu/csd Pronouns: she/her/hers *Please remember to submit your Alternative Media requests as soon as possible. [cid:image001.png@01D5E1B7.5F0E38D0] Confidentiality Notice: This communication constitutes an electronic communication within the meaning of the Electronic Communications Privacy Act, 18 U.S.C. Section 2510, and it's disclosure is strictly limited to the recipient intended by the sender of this message. If you are not the intended recipient, any disclosure, copying, distribution or use of any of the information contained in or attached to this transmission is STRICTLY PROHIBITED. Please contact me immediately by return e-mail or at (262) 472-4711 and destroy the original transmission and its attachments without reading or saving in any manner. From: athen-list > On Behalf Of Leyna Bencomo Sent: Wednesday, February 26, 2020 4:12 PM To: Access Technology Higher Education Network > Subject: [Athen] exam proctoring EXTERNAL EMAIL Hello Wise Ones, Does someone have a favorite exam proctoring software tool that they use? We currently have a testing center within Disability Services that is low tech (cameras only). We are finding that more faculty are requesting that students refrain from accessing most websites except a few that they mention. It would be great to have software that shows exactly where students have been during their exam. (which websites and software was accessed). Any tools like that come to mind for anyone? Thank you for any assistance, Leyna Bencomo, MA ILT Assistive Technology Specialist Office of Information Technology University of Colorado Colorado Springs 1420 Austin Bluffs Parkway, EPC 215 (Kraemer Family Library) 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.png Type: image/png Size: 11326 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.png Type: image/png Size: 12061 bytes Desc: image004.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image005.png Type: image/png Size: 15239 bytes Desc: image005.png URL: From Susan.Kelmer at colorado.edu Thu Feb 27 03:26:50 2020 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Thu Feb 27 03:27:18 2020 Subject: [Athen] Anyone have this ancient book? Message-ID: I am looking for a decently-scanned copy of Physics With Health Science Applications, ca. 1985. ISBN is 9780471603894, author is Urone. I would be forever grateful. I've ordered a hard copy but won't get it for a couple weeks, and I need to get started on this thing right away. Thanks in advance! Susan Kelmer Alternate Format Production Program Manager University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From bcb4y at virginia.edu Thu Feb 27 04:32:37 2020 From: bcb4y at virginia.edu (Butler, Brandon (bcb4y)) Date: Thu Feb 27 04:32:47 2020 Subject: [Athen] Anyone have this ancient book? In-Reply-To: References: Message-ID: Hi Susan, CU Boulder is a member of HathiTrust, which has a digitized copy of the book: https://catalog.hathitrust.org/Record/000589776. Member institutions can enable a service that lets DSO staff obtain digitized texts on behalf of qualified users: https://www.hathitrust.org/accessibility. Members have to opt in to the program, though, and I don?t see CU Boulder listed as a partner. It might be worth looking into participating! Best, Brandon ________________________________ From: athen-list on behalf of Susan Kelmer Sent: Thursday, February 27, 2020 6:26:50 AM To: 'Access Technology Higher Education Network' Subject: [Athen] Anyone have this ancient book? I am looking for a decently-scanned copy ofPhysics With Health Science Applications, ca. 1985. ISBN is 9780471603894, author is Urone. I would be forever grateful. I've ordered a hard copy but won't get it for a couple weeks, and I need to get started on this thing right away. Thanks in advance! Susan Kelmer Alternate Format Production Program Manager University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Susan.Kelmer at colorado.edu Thu Feb 27 06:54:11 2020 From: Susan.Kelmer at colorado.edu (Susan Kelmer) Date: Thu Feb 27 06:54:38 2020 Subject: [Athen] Anyone have this ancient book? In-Reply-To: References: Message-ID: I need to create a very very specific format of this book for a student. How do I download these files so I have something to work with? It looks like I can assign it to a student, but that I can't do anything about getting it myself? Am I missing something? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you've received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of Butler, Brandon (bcb4y) Sent: Thursday, February 27, 2020 5:33 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Anyone have this ancient book? Hi Susan, CU Boulder is a member of HathiTrust, which has a digitized copy of the book: https://catalog.hathitrust.org/Record/000589776. Member institutions can enable a service that lets DSO staff obtain digitized texts on behalf of qualified users: https://www.hathitrust.org/accessibility. Members have to opt in to the program, though, and I don't see CU Boulder listed as a partner. It might be worth looking into participating! Best, Brandon ________________________________ From: athen-list > on behalf of Susan Kelmer > Sent: Thursday, February 27, 2020 6:26:50 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Anyone have this ancient book? I am looking for a decently-scanned copy ofPhysics With Health Science Applications, ca. 1985. ISBN is 9780471603894, author is Urone. I would be forever grateful. I've ordered a hard copy but won't get it for a couple weeks, and I need to get started on this thing right away. Thanks in advance! Susan Kelmer Alternate Format Production Program Manager University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8916 bytes Desc: image001.png URL: From bcb4y at virginia.edu Thu Feb 27 07:33:35 2020 From: bcb4y at virginia.edu (Butler, Brandon (bcb4y)) Date: Thu Feb 27 07:33:42 2020 Subject: [Athen] Anyone have this ancient book? Message-ID: We?ve reached the end of my knowledge of the HathiTrust program, I?m afraid, but this page explains how to join their service: https://www.hathitrust.org/accessible-texts-configuration. You can reach out to them with more detailed questions using these points of contact: https://www.hathitrust.org/contact. Best, brandon ? Brandon Butler | Director of Information Policy | University of Virginia Library | bcb4y@virginia.edu | 434.982.5874 | @bc_butler | PO Box 400152, C'ville, VA 22904-0152 | 4105 Lewis & Clark Dr. #4066 |The Taper|ORCID: 0000-0003-0190-6165| he/him/his From: athen-list on behalf of Susan Kelmer Reply-To: Access Technology Higher Education Network Date: Thursday, February 27, 2020 at 9:58 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Anyone have this ancient book? I need to create a very very specific format of this book for a student. How do I download these files so I have something to work with? It looks like I can assign it to a student, but that I can?t do anything about getting it myself? Am I missing something? Susan Kelmer Alternate Format Production Program Manager Disability Services Division of Student Affairs T 303 735 4836 www.colorado.edu/disabilityservices [cid:image001.png@01D598AC.79FC1C60] Due to the nature of electronic communication, the security of this message cannot be guaranteed. If you?ve received this email in error please notify the sender immediately and delete this message. From: athen-list On Behalf Of Butler, Brandon (bcb4y) Sent: Thursday, February 27, 2020 5:33 AM To: Access Technology Higher Education Network Subject: Re: [Athen] Anyone have this ancient book? Hi Susan, CU Boulder is a member of HathiTrust, which has a digitized copy of the book: https://catalog.hathitrust.org/Record/000589776. Member institutions can enable a service that lets DSO staff obtain digitized texts on behalf of qualified users: https://www.hathitrust.org/accessibility. Members have to opt in to the program, though, and I don?t see CU Boulder listed as a partner. It might be worth looking into participating! Best, Brandon ________________________________ From: athen-list > on behalf of Susan Kelmer > Sent: Thursday, February 27, 2020 6:26:50 AM To: 'Access Technology Higher Education Network' > Subject: [Athen] Anyone have this ancient book? I am looking for a decently-scanned copy ofPhysics With Health Science Applications, ca. 1985. ISBN is 9780471603894, author is Urone. I would be forever grateful. I've ordered a hard copy but won't get it for a couple weeks, and I need to get started on this thing right away. Thanks in advance! Susan Kelmer Alternate Format Production Program Manager University of Colorado Boulder 303-735-4836 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 8917 bytes Desc: image001.png URL: From Bryon-Kluesner at utc.edu Thu Feb 27 16:36:42 2020 From: Bryon-Kluesner at utc.edu (Kluesner, Bryon) Date: Thu Feb 27 16:36:49 2020 Subject: [Athen] Another Live Scribe pen issue Message-ID: Hi all, A student checked out a Live Scribe pen and synced it to her Echo desktop. The pen quite working and I issued the student a replacement pen. When the student attempted to register the 2nd pen to the Echo desktop, student received a message sating the pen is not authorized on this particular desktop, and they would have to de-authorize it. Has anyone experienced this? The student was able to retrieve the notes and recordings from the initial pen. Is there a process to authorize the 2nd pen to the Echo desktop without losing the files from the 1st pen? Thanks, Bryon Bryon Kluesner, RhD Adaptive Technology Coordinator Disability Resource Center University of Tennessee at Chattanooga 103 Frist Hall Chattanooga, TN 37403 423-425-5251 -------------- next part -------------- An HTML attachment was scrubbed... URL: