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<div style="font-family:Helvetica,Arial;font-size:14px; ">Hello, Wink!</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">My thinking is that the purpose of the ALD is to remove the barrier that results from distance and extraneous noise. Those barriers are more within the student’s control when they are joining by computer.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">For those who typically use ALDs in such a way that the sound is directed directly into their hearing aid, having a dial in option and using a phone instead of the computer could produce a similar result.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">For those who use them with headphones (i.e. do not have hearing aids), then connecting a headphone directly to the computer should give the same result.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">If the student is not getting the volume output they need, I wonder if something like Boom 3D could boost their audio. </div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">Of course on the output side, asking the instructor to use a headset with a mic could help improve quality as well.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">I can’t really think of a situation where an ALD would be better than simply controlling how the audio is accessed—phone or computer—and increasing the volume.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">Hope to hear from others in case there is something I’m missing here.</div>
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<div style="font-family:Helvetica,Arial;font-size:14px; ">All the best,</div>
<div style="font-family:Helvetica,Arial;font-size:14px; ">Melanie</div>
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<p style="padding-bottom: 0.2em;"><span style="font-weight: bold;">MELANIE THORNTON, MA, CPACC<br>
coordinator of access and equity outreach</span><br>
Partners for Inclusive Communities<br>
University of Arkansas </p>
<p style="margin-bottom: 0.2em;">V/T: 501.291.3217 </p>
<p style="margin-bottom: 0.2em;"><small style="color: rgb(51, 51, 51);"><span style="font-style: italic;"><a href="https://uofapartners.uark.edu/">Partners for Inclusive Communities</a> (Partners) is a program of the University of Arkansas College of Education
and Health Professions and is Arkansas' University Center on Disabilities, a member of the nationwide Association of University Centers on Disabilities (AUCD).</span></small></p>
<p style="margin-bottom: 0.2em;"><small style="color: rgb(51, 51, 51);"><span style="font-style: italic;">Let's stay connected!<br>
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<p style="color: rgb(102, 102, 102); font-style: italic;">Pronouns: she/her/hers</p>
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<p class="airmail_on">On May 22, 2020 at 7:14:33 PM, Wink Harner (<a href="mailto:foreigntype@gmail.com">foreigntype@gmail.com</a>) wrote:</p>
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<div class="gmail_default" style="font-size:small">Hi ATHEN-ites</div>
<div class="gmail_default" style="font-size:small">Apologies for cross-posting.</div>
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<div>The question came up in one of my grad student's research projects and I thought I would ask our collective "hive" of experts when or whether we should be providing ALD's or FM systems to our HOH students in the quick switch made to online courses. Is
it necessary? Are there alternatives? Are there specific workarounds needed?</div>
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<div>Thanks in advance for the wisdom & advice of your collective wisdom.</div>
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<div>Wink Harner<br>
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Accessibility Consultant/Alternative Text Production<br>
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The Foreign Type<br>
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Portland OR<br>
<a href="mailto:foreigntype@gmail.com">foreigntype@gmail.com</a><br>
480-984-0034<br>
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<div>This email was dictated using Dragon NaturallySpeaking. Please forgive quirks, misrecognitions, or errata .<br>
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