The AT Messenger… bringing technology to you Delaware Assistive Technology Initiative (DATI), Volume 9, No. 4, Fall 2001 Everything You Ever Wanted to Know About Section 508, But Were Afraid to Ask by Dan Fendler, AT Specialist, Kent & Sussex ATRCs Effective June 21, 2001, the guidelines of the Section 508 regulations became enforceable. What, you may ask, is Section 508? The purpose of Section 508 is to ensure that Federal employees and members of the public with disabilities have access to and use of information and data, comparable to that of employees and members of the public without disabilities. Let's cover a few definitions that may help explain the implication of the new laws. What is covered? First off, what do the new regulations cover? Included are electronic and information technology (EIT) products procured, developed, maintained or used by a Federal agency. EIT is information technology (IT) and any system that is used in the creation, conversion, or duplication of data or information, including: * telecommunication products, such as telephones; * information kiosks; * transaction machines; * World Wide Web sites; * multimedia (including videotapes); * office equipment (such as copiers and fax machines); * software applications and operating systems. Who is affected? Second, who must comply with these laws? Federal departments and agencies, including the U.S. Postal Service and contractors providing products or services to Federal agencies, must comply. There are some exemptions to Section 508. Exemptions include: * micro-purchases under $2,500 using government purchase cards until January 1, 2003; * systems used for national security, military command, weaponry, intelligence, and cryptologic activities, but not routine business and administrative systems used for other defense-related purposes or by defense agencies or personnel; * "back office" equipment (i.e., servers, telephone switching equipment) used only by service personnel for maintenance, repair or similar purposes; * EIT acquired by a contractor that is incidental to the contract; and * purchases that would pose an undue burden on the agency. The intent of the law is to make sure that everyone has access to EIT used by a Federal agency. The intent is good, and in the long run, many EIT products and services will probably be easier for all to use. But it may take some time until you see the improvements in the products you use. One of the biggest challenges facing the technology industry is making a product accessible, not in terms of changing how it may look and feel, but in terms of how you measure its accessibility. For instance, how do you determine if a product or service is accessible? What might be accessible for someone who is blind may not be as accessible for someone who is quadriplegic. Section 508 and Universal Design A phrase you might hear related to the design of EIT products is "universal design." Simply put, the goal of universal design in EIT is to create technology that we can all use. No barriers. To illustrate how universal design may affect your life, let's take a look at a simple, but oftentimes frustrating, example. Think for a moment of all the remote controls you may have at home: television, cable converter, VCR, computer, stereo receiver, and CD player. Lots of buttons, right? (Especially if you have a home entertainment unit that combines several different components!) The remotes may get very complicated. If you have mastered all of your controls and have not purchased one of the universal controls, take a look at the layout of the universal remote the next time you are in a store. It's designed for ease-of-use. The buttons you use most frequently are usually easy to see (volume, channel, power). Generally, people find that the universal remote simplifies their lives. In a similar manner, it is the intent of Section 508 to make websites and other EIT technology easier to use for everyone. But since the technologies associated with EIT are much more complicated than the typical remote, the solutions to make them simpler to use may take more time and effort. There is a great website that provides a good list of principles to consider when evaluating existing designs (or to guide the design process): www.design.ncsu.edu:8120/cud/univ_design/princ_overview.htm For more in-depth information If you are interested in learning more about Section 508 and universal design, here are a few websites to get you started: www.section508.gov - The Federal Information Technology Accessibility Initiative website. This is the best place to get started. www.access-board.gov - The Access Board developed accessibility standards for the various technologies covered by the law. The Access Board has published standards for Federal agencies related to EIT procurement and design. www.trace.wisc.edu - The Trace Center is a good source of information regarding universal design. Its mission statement is great: "To prevent the barriers and capitalize on the opportunities presented by current and emerging information and telecommunication technologies, in order to create a world that is as accessible and usable as possible for as many people as possible." Inclusion Conference Coming Up in November This year's Inclusion Conference is less than two months away. In contrast to past conferences, this conference will feature full-day sessions to cover issues in more depth. In the keynote presentation, "Inclusive Education: Rediscovering Our Right to Belong," Norman Kunc will explore attitudes, assumptions, and fears that prevent students with disabilities from being included in regular classrooms. Supports for Teachers in Inclusive Schools Kunc will also offer a full-day session titled, "New Students, New Questions: Supporting the Classroom Teacher in an Inclusive School." Based on personal experience and input from classroom teachers, Kunc will examine five necessary areas of support: information, collaborative planning, shared agreement on goals and expectations, classroom and school-based supports, and classroom assistants. Later in the day, Kunc will explore one of the most demanding aspects of teaching: supporting students with disruptive or aggressive behavior. Kunc will show how to build and maintain a climate of belonging and mutual respect in classrooms; non-coercive ways to respond to refusals, questions, and emotional outbursts; and how to de-escalate potential crisis situations. Using Technology in Inclusive Classrooms In "Technology Tools in Balanced Literacy Instruction," Kelly Fonner will teach the components of a balanced approach to literacy instruction. She will then present ways of using technology for supporting phonetic development, vocabulary expansion, sight word recognition, reading comprehension, the writing process, and independent reading. Curriculum Adaptations and Individualized Instruction Stacy Dymond's session, "Strategies for Adapting the Curriculum and Individualizing Instruction for All Students," will present a variety of processes for creating curriculum adaptations for students with mild to severe disabilities, as well as for students who have no identified disabilities. Additional emphasis will be placed on creating exciting learning environments that maximize student participation and achievement, modifying the curriculum to include both academic and functional skills instruction, and working collaboratively with other adults to develop adaptations. Case studies will be used throughout to illustrate concepts and spur ideas for problem solving difficult issues. Delaware's Own Inclusion Project Finally, an overview of the Inclusion Project, an initiative sponsored by the Department of Education, will be presented in the session Delaware's "Blueprint for Inclusion." Education specialist Brian Touchette, along with resident teachers Carol Barlow and Linda Smith, will share some of the history, outcomes and challenges that districts have experienced. In the second half of the session, an interactive panel with district administrators, teachers and parents will address Delaware's specific issues. Participants will leave with an understanding of techniques that can be applied in their district, school, or classroom. The Inclusion Conference will be held on November 15, 2001 at the John M. Clayton Conference Center in Newark. Registration will be $20 per person ($10 for students). For registration materials, contact DATI at 1-800-870-DATI (in-state) or 302-651-6790. Contact us by email at dati@asel.udel.edu. Social Security on the Web If you haven't visited the Office of Disability's page on the Social Security Administration's (SSA) website recently, you may be pleasantly surprised by the new look and additional features you will find. Visit the site at www.ssa.gov/disability. Whether you are an individual with a disability applying for or already receiving disability benefits, helping someone apply, or simply interested in the disability program, the SSA website can be a valuable resource. Find out what you need to know about qualifying for Social Security disability insurance by using the Disability Planner (www.ssa.gov/dibplan). Use the Benefits Eligibility Screening Tool (B.E.S.T.) to find out which programs you may be eligible for (http://best.ssa.gov). Get benefits information in other languages. Learn the difference between Social Security's two programs that pay benefits to people with disabilities (Social Security Disability Insurance [SSDI] and Supplemental Security Income [SSI]) Search frequently asked questions and get updates by email if the answer changes Get eNews updates with new information about Social Security's disability programs. Access important publications 1) The "Red Book," a guide for rehabilitation counselors, social workers, and others on SSDI and SSI employment incentives (www.ssa.gov/work/ResourcesToolkit/redbook_page.html) 2) The "Blue Book," a guide for physicians and other health professionals on SSDI and SSI programs (www.ssa.gov/disability/professionals/bluebook/) 3) A Guide for People with Disabilities Seeking Employment (www.ssa.gov/work/workta2.html) 4) The 2001 Social Security Handbook: Your Basic Guide to the Social Security Programs (www.ssa.gov/OP_Home/handbook/ssa-hbk.htm) All of these resources are available from the Social Security Administration's Office of Disability. For more information on Social Security, you can visit www.ssa.gov. It has even more information about disability and retirement benefits programs, social security cards, and agency goals. Another site, www.disability.gov, is a one-stop shop designed for people with disabilities and their families. This site includes links to resources, services and information available throughout the federal government. Reprinted with permission from Disability Notes, SSA--Office of Disability Pub. No 64-040 Issue II--2001 (No.29). Computer Access: Microsoft and Apple Offer Accessibility in Operating Systems by Michael Meyreles, ATP, New Castle County ATRC As use of the computer has proliferated, both Microsoft and Apple have recognized the need to make their systems accessible to people with disabilities. Since the advent of their Macintosh Operating System 7, Apple Computer has included many utilities to aid in accessing the computer. Microsoft accessibility has had a slower evolution. With the latest version of Windows, Windows Me (Millennium Edition), many new features have been added. Windows Me Accessibility Accessibility options are installed by default during Windows Me setup, making the Accessibility Wizard and accessibility utilities instantly available. The Accessibility menu now includes On-Screen Keyboard, a virtual keyboard on the computer screen. On-Screen Keyboard provides some functionality for people with mobility impairments (allowing them to type using only the mouse) and can help people who do not know how to type. The Windows Me Accessibility Wizard has been enhanced to help users more quickly, easily, and completely customize the accessibility options on your computer. The Accessibility Wizard takes the user through a series of questions about vision, hearing, and mobility needs, then customizes Windows Me accessibility settings accordingly. The customized settings can be saved to a disk for use on other Windows Me computers. Features that were previously only available with the purchase of a special mouse (IntelliMouse(r)) have been integrated into Mouse Options in the Control Panel. These new features include: * ClickLock-highlight or drag without holding down the mouse button * SnapTo-automatically move the pointer to the default button in a dialog box * Mouse Pointer Visibility Options-show pointer trails, hide pointer while typing, show location of pointer when you press the CTRL key. The width of the cursor can now be adjusted, making it easier to locate for people who have visual impairments. The Windows Calculator accessory has been improved as well. Special scripting is no longer needed when using accessibility tools such as Microsoft Magnifier. The accessibility features in Windows Me build on the options included in earlier versions of Windows, including: * Microsoft Magnifier-creates a separate window that displays a magnified portion of the screen. Magnifier provides a minimum level of functionality for people who have slight visual impairments. * Sticky Keys simulates simultaneous keystrokes while the user presses only one key at a time. * Filter Keys adjusts the keyboard response so that inadvertently repeated keystrokes are ignored. * Toggle Keys makes the computer sound an alert when certain "locking" keys are pressed. * Sound Sentry provides visual cues for system sounds. * Show Sounds makes applications display captions for audio. * High Contrast improves screen contrast with alternative colors and font sizes designed for easy reading. * Mouse Keys enables navigation with the numeric keyboard instead of the mouse. * Serial Keys allows the use of alternative input devices instead of a keyboard and mouse. * Notification gives warning messages when features are turned on and sound messages when features are turned on or off. The Macintosh Operating System In the disability community, it is a well-known fact that the Macintosh operating system has always been one of the most accessible personal computer systems available. The features that make the Macintosh accessible include CloseView screen magnification software, Easy Access system software (Sticky Keys, Slow Keys, Mouse Keys), electronic documentation, key-repeat disable, text-to-speech synthesis and voice recognition (Plain Talk), and visual alert cues. All of these features are included as part of the Macintosh's system software (System 7.x, 8.x, and 9.x). CloseView is a screen enlarger. It magnifies all screen images (including text, graphics, menu bar, and the mouse cursor) up to 16 times the normal size. In addition, CloseView can invert the Macintosh display (so that text appears white on a black background). Naturally, these features are used most often by individuals with visual impairments. Easy Access is a control panel extension containing a set of keyboard utilities. These utilities-Mouse Keys, Sticky Keys, and Slow Keys-assist people who might otherwise have difficulty using the keyboard or the mouse. Also included is Talking Alerts (alerts are written on screen as well). * MouseKeys controls all mouse movements via typing on the numeric keypad. This utility is especially valuable for people who lack the manual dexterity to maneuver a mouse. * Sticky Keys is a software key-latch, meaning it can hold down keys during times when two or three keys must be pressed simultaneously (e.g., typing a capital letter or a question mark). For people with a physical disability who type with one finger or with a mouth wand, this key-latch feature is a helpful tool. * Slow Keys enables the user to change the length of time it takes for a keystroke to be registered on the screen. This allows several keys to be pressed accidentally without effect. For a child or adult with fine motor difficulties, this customizable feature saves unwanted keystrokes from appearing on the screen. Text-to-Speech allows your computer to speak the alert messages that appear on the screen. There are 26 different voices to choose from. The computer can be set to speak alert messages using the Talking Alerts section of the Speech control panel. In some application programs, the computer can also read text contained in documents aloud. Plain Talk-Apple Speech Recognition lets the Macintosh understand what the user says, offering a new dimension for interacting with and controlling the computer by voice. The user does not even have to train it to understand his/her voice. Rather, users can speak naturally, without pausing or stopping, and add their own words. Visual Alerts-Enables a user with hearing difficulty to be alerted to errors and alerts that are typically delivered via sound feedback by delivering such feedback by a blinking menu bar. For more information about these Microsoft or Apple features, check the web pages below, or contact your local ATRC. Information for this article has been gathered from the Microsoft (www.microsoft.com/enable) and Apple (www.apple.com/disability) websites. The Digital Divide and People with Disabilities by Beth Mineo, DATI Director Why is the issue of the "Digital Divide" so important to people with disabilities? The finding of the recent study, Computer and Internet Use Among People with Disabilities (Note 1), confirmed what most of us already know: while people with disabilities arguably have the most to gain from the emergence of new technologies, they have among the lowest rates of use of the most prominent of these technologies. Less than 25% of people with disabilities have access to a computer at home (compared to 52% of those without disabilities), and only 11% can access the Internet from home (compared to 31% of those without disabilities). And there is growing concern that technology, once regarded as the means to "equalize the playing field," may turn that field into a muddy bog, miring people with disabilities. We know that people with disabilities are often economically disadvantaged. A Harris Poll released in July 2000 revealed that employment among this segment of our society has remained at a constant 32% for the last 14 years, despite the economy of the late 1990s with its overall low unemployment rates. The poll also showed that people with disabilities are more likely that those without disabilities to be living in poverty (i.e., household incomes less than $15,000). In addition to economic factors, however, people with disabilities often must overcome an additional set of barriers too often ignored in Digital Divide conversations-system designs that fail to accommodate users' physical, cognitive, or sensory limitations. By the end of this decade, 80% of the jobs in this country are expected to be in the information technology field. Unless we want to see disability-related employment statistics become even more deplorable, we had better ensure that today's students have the requisite skills to be viable employees. Unless we want to create a new class of people dependent on social welfare programs, we had better do what it takes now to ensure that those at-risk have uncompromised access to the tools and the means for learning how to use them. Note 1: Kaye, H.S. (2000). Computer and Internet use among people with disabilities. Disability Statistics Report (13). Washington, DC: U.S. Department of Education, National Institute on Disability and Rehabilitation Research DATI Equipment Loan Policy DATI has a wide variety of equipment at the Assistive Technology Resource Centers for the primary purpose of demonstration and short-term loan. The policy for the loan of the equipment is as follows: The standard loan period is two weeks, defined as the day borrowed (e.g., Monday the 10th) to the same day two weeks later (e.g., Monday the 24th). Loans may be extended providing there are no names on the waiting list and/or that an extension will not interfere with an existing reservation. The maximum loan period is 4 weeks. A maximum of four (4) devices may be borrowed at a time, i.e., during any single loan period. However, combinations of devices may be treated as a single device if the components are interdependent—either operationally, or because one component is required for the user to access another. Equipment loans across state lines are not permitted. Equipment must also remain in Delaware throughout the loan period. To Contact DATI’s Central Site office or the ATRC closest to you, call 1-800-870-DATI Press #1 for English or #2 for Spanish, then press #3 for the Central Site office #4 for the New Castle County ATRC #5 for the Kent County ATRC #6 for the Sussex County ATRC TDD callers: Do not press #1 or #2 and your call will be answered on a TDD line at the Central Site office. Please Keep Us Posted! Has your address changed? Are you receiving duplicates? If the address we have for you is incorrect, please type or print your correct address and forward it to DATI along with the current mailing label. If you no longer wish to receive this newsletter, please contact our office or send us your mailing label with "discontinue" written next to the label. Thanks for your cooperation. Do you know someone who would like to be added to the DATI mailing list? Have them call any of the DATI locations. DATI Throughout the State... 1-800-870-DATI\ Delaware Assistive Technology Initiative (DATI) Center for Applied Science & Engineering University of Delaware/duPont Hospital for Children P O Box 269 Wilmington, DE 19899-0269 (302) 651-6790; (302) 651-6794 (TDD) New Castle County ATRC Easter Seals of Delaware and Maryland's Eastern Shore 61 Corporate Circle, Corporate Commons New Castle, DE 19720-2405 (302) 328-ATRC; (302) 328-2905 (TDD) Kent County ATRC Easter Seals of Delaware and Maryland's Eastern Shore 100 Enterprise Place, Suite One Dover, DE 19904-8200 (302) 739-6885; (302) 739-6886 (TDD) Sussex County ATRC Easter Seals of Delaware and Maryland's Eastern Shore Delaware Technical & Community College Jason Technology Center, Room 104 Rt. 18, P.O. Box 610 Georgetown, DE 19947-0610 (302) 856-7946; (302) 856-6714 (voice or TDD) The AT Messenger is published quarterly by the Delaware Assistive Technology Initiative (DATI). Delaware Assistive Technology Initiative Center for Applied Science & Engineering University of Delaware/duPont Hospital for Children P.O. Box 269, 1600 Rockland Road Wilmington, DE 19899-0269 Phone: (800) 870-DATI or (302)651-6790 TDD: (302) 651-6794; FAX: (302)651-6793 E-mail: dati@asel.udel.edu; URL: http://www.asel.udel.edu/dati/ Beth Mineo, Director Joann McCafferty, Staff Assistant Thomas McDonough, Funding & Policy Specialist Sonja Simowitz, Project Coordinator DATI is a joint project of the Center for Applied Science & Engineering at the University of Delaware and the duPont Hospital for Children. DATI is funded by the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education, Grant #H224A10005. This publication does not necessarily reflect the position or policy of NIDRR/ED, and no official endorsement of the materials should be inferred. 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