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<p class="MsoNormal"><font color="339966"><b>Scenario 1</b></font></p>
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<p class="MsoNormal"><font color="339966">Keep it images if they only have "language dyslexia". If they also have "number dyslexia", then text.</font><br>
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<p class="MsoNormal"><font color="3366FF"><b>Scenario 2</b></font></p>
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<p class="MsoNormal"><font color="3366FF">If they the depending on text to speech is more than 40 percent, then text. If they are coping with images and do not also have number dyslexia, then keep images.</font></p>
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<p class="MsoNormal"><i>Both scenarios above (1 & 2) may involve more time. So our approach would be, if we get the request early enough, to provide both multiple approaches with one of the chapters and then have the student give us feedback. Their input will
hopefully help determine how much additional work needs to be put in. Like most AT services, sometimes it is "lets give this a try and see how it goes". The student has to be proactive to help too so that there is no delay with their accommodations -- but
you all knew this :-)</i><br>
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<p class="MsoNormal"><font color="FF00FF"><b>Scenario 3</b></font></p>
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<p class="MsoNormal"><font color="FF00FF">written text and numbers.</font><br>
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<p class="MsoNormal"><span style="font-size:10.0pt; font-family:"Arial","sans-serif"">Kamran Rasul, M.Ed</span></p>
<p class="MsoNormal"><span style="font-size:10.0pt; font-family:"Arial","sans-serif"">Director of Assistive Technology</span></p>
<p class="MsoNormal"><span style="font-size:10.0pt; font-family:"Arial","sans-serif"">Columbia Basin College, TD 422</span></p>
<p class="MsoNormal"><span style="font-size:10.0pt; font-family:"Arial","sans-serif"">2600 N 20th Ave, Pasco, WA 99301</span></p>
<p class="MsoNormal"><span style="font-size:10.0pt; font-family:"Arial","sans-serif""><a href="mailto:krasul@columbiabasin.edu" target="_blank">krasul@columbiabasin.edu</a> | 509.543.1448 ext.2048</span></p>
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<div id="divRpF217995" style="direction: ltr;"><font face="Tahoma" size="2" color="#000000"><b>From:</b> athen-list [athen-list-bounces@mailman13.u.washington.edu] on behalf of Krista Greear [greeark@uw.edu]<br>
<b>Sent:</b> Tuesday, May 23, 2017 1:40 PM<br>
<b>To:</b> Access Technology Higher Education Network<br>
<b>Subject:</b> [Athen] converting computer programming books<br>
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<p class="MsoNormal">Hello my conversion colleagues!!</p>
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<p class="MsoNormal"><b>Scenario 1</b></p>
<p class="MsoNormal">When you convert computer programming books for a student with a learning disability, do you make the code examples text or images? These students have sight. They use text-to-speech software.
</p>
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<p class="MsoNormal"><b>Scenario 2</b></p>
<p class="MsoNormal">When you convert computer programming books for a student with a learning disability and affected eye sight, do you make the code examples text or images? These students have sight but their sight wanes throughout the day where they may
listen to more of their content at night than look/listen. They use text-to-speech software.</p>
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<p class="MsoNormal"><b>Scenario 3</b></p>
<p class="MsoNormal">When you convert computer programming books for a student who is blind, do you ensure that the code is perfect in the example (like the number of tabs/spaces). They use screen reading software and do not use Braille.
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<p class="MsoNormal"><b>KRISTA GREEAR</b> </p>
<p class="MsoNormal">Assistant Director<span style="font-family:"Times New Roman",serif"></span></p>
<p class="MsoNormal">Disability Resources for Students </p>
<p class="MsoNormal"><span style="font-size:10.0pt"> </span></p>
<p class="MsoNormal">011 Mary Gates Hall<span style="font-size:12.0pt"></span></p>
<p class="MsoNormal">Box 352808 <br>
Seattle, WA 98195-2808</p>
<p class="MsoNormal">Direct: 206.221.4136 / Main: 206.543.8924</p>
<p class="MsoNormal"><a href="mailto:greeark@uw.edu" target="_blank"><span style="color:blue">greeark@uw.edu</span></a>/
<a href="http://disability.uw.edu/" target="_blank"><span style="color:blue">http://disability.uw.edu</span></a><u><span style="color:blue">
</span></u></p>
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