Information Technologies and Disabilities Table of Contents v1n04 (November 1994) URL = http://hegel.lib.ncsu.edu/stacks/serials/itd/itd-v1n04-contents (ITDV01N4 CONTENTS) INFORMATION TECHNOLOGY AND DISABILITIES ISBN 1073-5127 Volume I, No. 4 November, 1994 SPECIAL ISSUE: ACCESS TO MATH, SCIENCE AND TECHNOLOGY BY PERSONS WITH DISABILITIES Individual _ITD_ articles and departments are archived on the St. John's University gopher. To access the journal via gopher, locate the St. John's University (New York) gopher. Select "Disability and Rehabilitation Resources" and from the next menu, select "EASI: Equal Access to Software and Information." _Information Technology and Disabilities_ is an item on the EASI menu. 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Article 1: MATH AND SCIENCE SYMPOSIUM AT RECORDING FOR THE BLIND (ITDV01N4 ARTICLE1) Richard Jones(602) 965-1234 Internet: ICRRJ@ASUVM.INRE.ASU.EDU Bitnet: ICRRJ@ASUACAD.Bitnet ABSTRACT Computer technology is revolutionizing our world. The last advance in information dissemination of this magnitude was the printing press. Revolutions have never been defined as fair or predictable, and this revolution is no exception. This article will describe computer technology's promise of access to information for individuals with disabilities - a promise that is becoming vague and ephemeral as the benefits of this technology become an essential part of the definition of professional competence. Next, this article will discuss some of the reasons for the revocation of technology's promise of access to information for individuals with disabilities. In the subsequent sections this article will describe a remarkable gathering of experts from around the world at Recording for the Blind headquarters in Princeton, New Jersey on May 14-15, 1994. The goal of this group was nothing less than reformation of a revolution. Article 2: AsTeR: AUDIO SYSTEM FOR TECHNICAL READINGS (ITDV01N4 ARTICLE2) T. V. Raman Digital Equipment Corporation One Kendall Square, Building 650 Cambridge MA 02139 Tel: 1 617 621 6637 Email raman@crl.dec.com WWW http://www.research.digital.com/CRL/personal/raman/raman.html ABSTRACT The advent of electronic documents makes information available in more than its visual form; electronic information can now be display-independent. In this article, the author describes a computing system, AsTeR, that audio formats electronic documents to produce audio documents. AsTeR can speak both literary texts and highly technical documents (presently in La)TeX) that contain complex mathematics. Visual communication is characterized by the eye's ability to actively access parts of a two-dimensional display. The reader is active, while the display is passive. This active-passive role is reversed by the temporal nature of oral communication: information flows actively past a passive listener. This prohibits multiple views - it is impossible to first obtain a high-level view and then "look" at details. These shortcomings become severe when presenting complex mathematics orally. Audio formatting, which renders information structure in a manner attuned to an auditory display, overcomes these problems. AsTeR is interactive, and the ability to browse information structure and obtain multiple views enables active listening. This article describes a system for producing audio renderings. Print is not the ideal medium for describing such renderings, (and ASCII is an even poorer one!). RFB members can acquire an audio formatted version of the author's thesis, (this article is a slightly edited version of the first chapter) rendered by AsTeR, from Recording for the Blind (RFB order number FB190). Non-RFB customers may request a two track (standard commercial format) tape of AsTeR examples. Requests should be addressed to info@RFB.org; ask for Raman's Math Examples Tape. Finally, readers with access to the WWW can experience an interactive demo of AsTeR at http://www.cs.cornell.edu/Info/People/raman/aster/aster-toplevel. html or http://www.research.digital.com/CRL/personal/raman/aster/aster-to plevel.html Article 3: A GRAPHICAL CALCULUS COURSE FOR BLIND STUDENTS (ITDV01N4 ARTICLE3) Albert A. Blank Professor Computer Science Department, 1N215 College of Staten Island, CUNY 2800 Victory Boulevard Staten Island, NY 10314-6600 Tel. 914 738-7678 email: u1555@f.nersc.gov Karen Luxton Gourgey, Director Computer Center for the Visually Impaired Baruch College, CUNY 17 Lexington Avenue, Box 515 New, York, NY 10010 Tel. 212 802-2146 email: klgbb@cunyvm.cuny.edu Michael E. Kress, Professor Computer Science Department, 1N215 College of Staten Island, CUNY 2800 Victory Boulevard Staten Island, NY 10314-6600 Tel. 718 982-2850 FAX: 718 982-2856 email: u1551@f.nersc.gov ABSTRACT: The study of advanced mathematics is prerequisite to higher education in technical or scientific subjects. For students interested in pursuing technical careers, mastery of the calculus is fundamental. For blind and visually impaired college students, the graphical nature of the calculus poses a formidable hurdle to independent access. In this article, the authors describe an innovative method of producing accessible tactile materials for the study of the calculus. Article 4: ENSURING USABILITY IN INTERFACE DESIGN: A WORKSTATION TO PROVIDE USABLE ACCESS TO MATHEMATICS FOR VISUALLY DISABLED USERS (ITDV01N4 ARTICLE4) Helen Cahill and John McCarthy Department of Applied Psychology University College Cork Ireland ABSTRACT: This paper presents an account of the formative evaluation of a multi-media "MATHS" workstation which is being developed to provide usable access for blind and partially sighted students reading and manipulating mathematical expressions. We argue that there is a crucial difference between notions of accessibility and usability in interface design. Traditionally, assistive technology has been concerned with providing access to disabled users. However, unless such access embraces usability, it does not necessarily overcome the access limitations imposed by the user's disability and provide usable access. Therefore, it is essential that interface designers recognize the difference between the traditional design concept of accessibility and the more user-centered design concept of usability. The MATHS workstation is being designed with a concern for usability. In this paper, the broad context of usability is introduced. The processes of measuring usability according to ISO9241 (CD) and the development of the MATHS workstation usability requirements specification according to ISO9241 (CD) are presented. (Ed. note: These code numbers refer to a draft software usability standard prepared by the European Commission Technology Initiative for Disabled and Elderly People. They are defined more fully in the text of this article.) We hope that this account of the application of a usability standard to the development of the MATHS workstation will be valuable to other assistive technology designers. Article 5: MATHTALK: USABLE ACCESS TO MATHEMATICS (ITDV01N4 ARTICLE5) Robert D. Stevens and Alistair D. N. Edwards Department of Computer Science The University of York Heslington York UK YO1 5DD email: robert@minster.york.ac.uk ABSTRACT: This paper describes the design of the user interface to the Mathtalk program, which aims to give visually disabled readers an active reading of standard algebra notation. The paper introduces the themes of enhancing external memory and control of information flow as the guiding principles behind the design of the user interface. Fast and accurate control of the information flow is vital for active reading. Mathtalk uses structured browsing functions and a specially developed command language to achieve this active reading. Finally, an audio glance called algebra earcons is introduced that enables readers to get a high-level view of an expression and plan the reading process. Article 6: THE USE OF LASER STEREOLITHOGRAPHY TO PRODUCE THREE-DIMENSIONAL TACTILE MOLECULAR MODELS FOR BLIND AND VISUALLY IMPAIRED SCIENTISTS AND STUDENTS (ITDV01N4 ARTICLE6) William J. Skawinski, Thomas J. Busanic, Ana D. Ofsievich, Victor B. Luzhkov* and Carol A. Venanzi Department of Chemical Engineering, Chemistry, and Environmental Science, New Jersey Institute of Technology, 323 King Blvd., Newark, NJ 07102 *Present address: Institute of Chemical Physics, Chernogolovka, Moscow Region, Russia 142432 Thomas J. Venanzi Department of Chemistry, College of New Rochelle, New Rochelle, NY 10805 Internet: SKWINSKI@TESLA.NJIT.EDU ABSTRACT: Laser stereolithography, a rapid prototyping process that produces three-dimensional plastic models from the images created in certain computer aided design (CAD) programs, has been used to fabricate tactile molecular models for blind and visually impaired individuals. The process uses a computer-controlled laser to cure and solidify a light-sensitive, liquid polymer in the shape of the image. The models can be customized and used for educational and research purposes. Several models built using four different scales are described. Surface textures are varied to allow atom types to be distinguished. Article 7: COMPUTER BASED SCIENCE ASSESSMENT: IMPLICATIONS FOR LEARNING DISABLED STUDENTS (ITDV01N4 ARTICLE7) David D. Kumar College of Education Florida Atlantic University 2912 College of Education Davie, Florida 33314 ABSTRACT: Computer technology can be invaluable for assessing learning disabled students in science since it opens up opportunities for developing innovative assessment tools in science education. The nature of computers as information processing tools, the role of computer technology in user-friendly interactive learning environments, and the possibility of designing instructional tools to meet individual needs of students, make computers potentially powerful tools for assessment. Computer-based assessment applications used in science, such as Computerized Adaptive Testing, Figural Response Item Testing, Computer Simulations, and Anchored Assessment can be appropriated for assessing students with learning disabilities. Article 8: BOOKS FOR BLIND SCIENTISTS: THE TECHNOLOGICAL REQUIREMENTS OF ACCESSIBILITY (ITDV01N4 ARTICLE8) William A. Barry, John A. Gardner, and Randy Lundquist Department of Physics, Oregon State University Weniger Hall 301, Corvallis, Oregon 97331 ABSTRACT This paper describes three new developments that hold great promise for improving the accessibility of scientific literature for people who are visually impaired or who have significant vision-related learning disabilities. All rely on the availability of information in high-level electronic form. A brief review of methods for storing high-level information and an example of their use in printing Dotsplus documents are given. Article 9: INCREASING THE REPRESENTATION OF PEOPLE WITH DISABILITIES IN SCIENCE, ENGINEERING AND MATHEMATICS. (ITDV01N4 ARTICLE9) Sheryl Burgstahler Assistant Director-Information Systems, Computing & Communications University of Washington JE-25 Seattle, WA 98195 (206) 543-0622 Internet: sherylb@cac.washington.edu ABSTRACT: There are three main factors that cause individuals with disabilities to be under-represented in science, engineering, and mathematics fields: preparation of students with disabilities; access to facilities, programs, and equipment; and acceptance by educators, employers and co-workers. Technology can have a positive affect on all of these factors and help open doors to new areas of study and employment. This paper explores the role of information technology, describes a campus program designed to positively influence each of the factors, and makes a series of recommendations for action. ************************************************ Copyright (c 1994) by (_ITD_) _Information Technology and Disabilities_. Authors of individual articles retain all copyrights to said articles, and their permission is needed to reproduce any individual article. The rights to the journal as a collection belong to (_ITD_) _Information Technology and Disabilities_. _ITD_ encourages any and all electronic distribution of the journal and permission for such copying is expressly permitted here so long as it bears no charge beyond possible handling fees. To reproduce the journal in non- electronic format requires permission of its board of directors. To do this, contact the editor. EDITOR-IN-CHIEF Tom McNulty, New York University (mcnulty@acfcluster.nyu.edu) EDITORS Melissa Anderson, University of Southern California Dick Banks, University of Wisconsin, Stout Carmela Castorina, UCLA Daniel Hilton-Chalfen, PhD, UCLA Norman Coombs, PhD, Rochester Institute of Technology Lois Elman Michael Holtzman, St. John's University Joe Lazzaro, Massachusetts Commission for the Blind Mohamad Neilforoshan, Wentworth Institute of Technology Ann Neville, University of Texas, Austin Steve Noble, Recording for the Blind Anne L. Pemberton, Nottoway High School, Nottoway, VA Sheila Rosenberg Linda Scott Yolanda L. Thompson, New Mexico Commission for the Blind Bob Zenhausern, PhD, St. John's University EDITORIAL BOARD Dick Banks, University of Wisconsin, Stout Carmela Castorina, UCLA Danny Hilton-Chalfen, PhD, UCLA Norman Coombs, PhD, Rochester Institute of Technology Alistair D. N. Edwards, PhD, University of York, UK Joe Lazzaro, Massachusetts Commission for the Blind Mohamad Neilforoshan, Wentworth Institute of Technology Ann Neville, University of Texas, Austin Steve Noble, Recording for the Blind Anne L. Pemberton, Nottoway High School, Nottoway, VA Lawrence A. Scadden, PhD, National Science Foundation Bob Zenhausern, PhD, St. John's University ABOUT EASI (EQUAL ACCESS TO SOFTWARE AND INFORMATION) Since its founding in 1988 under the EDUCOM umbrella, EASI has worked to increase access to information technology by persons with disabilities. EASI affiliated with AAHE (the American Association for Higher Education) in 1994. Volunteers from EASI have been instrumental in the establishment of _Information Technology and Disabilities_ as still another step in this process. Our mission has been to serve as a resource primarily to the education community by providing information and guidance in the area of access to information technologies. We seek to spread this information to schools, colleges, universities and into the workplace. EASI makes extensive use of the Internet to disseminate this information, including three discussion lists: EASI@SJUVM.STJOHNS.EDU (a general discussion on computer access), AXSLIB-L@SJUVM.STJOHNS.EDU (a discussion on library access issues) and ABLE-JOB (a discussion on disabilities and employment). To join any of these lists, send a "subscribe" command to LISTSERV@SJUVM.STJOHNS.EDU including the name of the discussion you want to join plus your own first and last name. EASI also maintains several items on the St. John's (New York) University gopher under the menu heading "Disability and Rehabilitation Resources." For further information, contact the EASI Chair: Norman Coombs, Ph.D. NRCGSH@RITVAX.ISC.RIT.EDU or the EASI office: EASI, c/o American Association for Higher Education One Dupont Circle, Suite 360 Washington, D.C. 20036-1110 Phone: (714) 830-0301 (Pacific Time) E-Mail: EASI@EDUCOM.BITNET or Internet: EASI@EDUCOM.EDU EASI gratefully acknowledges receiving special and significant financial and/or institutional support from: the American Association of Higher Education (AAHE) EDUCOM Arkenstone, Inc. Apple Computer, Inc. The Bell-Atlantic Charitable Foundation The NEC Foundation of America Rochester Institute of Technology St. John's University University of California, Irvine University of California, Los Angeles University of Michigan University of Washington