Copyright 1993 Interuniversity Communications Council, Inc. (EDUCOM). Copies of this kit may be made and distributed only in accordance with the licensing set forth below. ===================================================================== Project EASI's Adaptive Computing Evaluation Kit for Colleges and Universities EDUCOM/EUIT's Project has created The "Adaptive Computing Evaluation Kit for Colleges and Universities" to give campuses ideas and guidelines that will help them meet the needs of their students, faculty and staff with disabilities and at the same time take a pro-active approach to complying with the spirit of the Americans with Disabilities Act. This extensive kit will give you information and guidance that will help you conduct the computing component of the self-evaluation required by the Americans with Disabilities Act. Nothing in this kit should be treated as providing any legal advice. EASI urges that you consult your campus legal department or 504/ADA Compliance office for legal advice prior to implementing any of this kit. Section A of this kit is an overview of legal issues called, "The Spirit of the ADA." This kit does not make recommendations on meeting legal requirements, but rather is EASI's rationale for colleges and universities to take a pro-active approach to establishing adaptive computing technology and support services for individuals with disabilities. Section B is a comprehensive Adaptive Computing Technology Background Checklist that you should use to evaluate computer services on your campus. After conferring with your legal counsel, have all of your departments that have computing equipment fill out this component. EASI recommends that this checklist form the basis of a campus-wide analysis of what services your campus supplies for your entire population and how you measure up in providing equal services for your disabled students, faculty and staff. It is an excellent reference point for launching a long-term, strategic plan for the implementation of adaptive computing services on your campus. This checklist will also be useful in the future as a document you can use to monitor your progress in providing adaptive computing services. Section C is a User Needs Survey, which should be completed by your students, faculty and staff with disabilities. It will help you determine the demographic make-up of your campus and what services will best suit the needs of your disabled population. Section D is an ADA Self-evaluation Short Form that you may use as the computer portion of the ADA-required self-evaluation. It should be completed by all departments that use computers. This kit, based in part on the publication, "Computers and Students with Disabilities: New Challenges for Higher Education, was created by Project EASI. Special thanks to Nils Peterson, From the Heart Software; Jim Knox, University of Michigan; Danny Hilton-Chalfen, University of California, Los Angeles; and Carmela Castorina, Project EASI. After payment of the applicable license fee as set out below, campuses are entitled to receive one half-hour of phone consultation about the information in this kit. The consultation will be with one of EASI's consultants, many of whom have already helped implement a successful adaptive computing program at a college or university campus. LICENSING TERMS: This kit, which is available on paper, disk or through electronic mail, is offered as "shareware." You are encouraged to make and distribute copies of this kit to others in the educational community provided no business or commercial use is made of the original or copies and provided that the original and copies are only used for examination purposes to determine applicability for a given educational institution. If any of the policies, procedures or checklists set forth in this document are used by the institution, the institution must, in consideration of the right to copy, distribute and use this kit, pay to EDUCOM the applicable license fee in accordance with the following terms: For campuses with 5,000 or fewer students (fte), the license fee will be U.S. $150. For campuses with more than 5,000 students (fte), the license fee will be U.S. $250. There is a 10% discount for EDUCOM-member institutions. Payment, in advance, must be made to the order of EDUCOM and mailed to: EASI Evaluation Kit, EDUCOM, 1112 16th Street, NW, #600 Washington, D.C. 20036. Upon payment of the licensing fee, your institution is entitled to reproduce any portion of this kit and distribute it for use by your institution. You may make as many copies as is necessary to support all departments at your institutions. You may examine this document electronically or on paper. If you wish to have an electronic or paper copy sent to you, please contact Carmela Castorina at CSMICLC@MVS.OAC.UCLA.EDU or (310) 640-3193. There is a $10 handling charge if you wish to examine this kit on paper. ------------- Section A. The Spirit of the ADA The Americans with Disabilities Act, which was signed into law in 1990, applied the intent of previous laws--all aimed at accommodating people with disabilities--to industry, government and public facilities by requiring that "reasonable accommodation" be made for individuals with disabilities. Passage of this 102-page comprehensive civil rights protection package forbids discrimination against persons on the basis of disability. The Act also states the federal government's central role in enforcing the law. Federal law now mandates compliance with accessibility guidelines for most public facilities including schools, buses, restaurants, theaters and hotels, and sets non-discrimination, equal opportunity standards for employment. Although the public hearing process interpreting the specific regulations of the ADA ended in 1992, it is still unclear what adaptive computing technology colleges and universities are required to supply for disabled students, faculty and staff. This is evidenced by the complaints that have been filed against college and university campuses since the ADA went into effect. In order to best serve their disabled students, faculty and staff, and to comply with the spirit of the ADA, many schools and businesses have already begun providing computer equipment and support services as accommodations that will help individuals with disabilities go through school and hold certain jobs. Many school and workplace accommodations are obvious--and easily implemented. Ramps and electric doors are a common site on all college and university campuses. But, there are still questions about what computer access accommodations will be required by the ADA as case law develops. A series of federal laws adopted during the past 23 years has been aimed at stopping discrimination against people with disabilities and promoting access that would facilitate the mainstreaming of disabled people into school and work environments. The direction those laws took points the way for the ADA and provides a clue as to what types of computer accommodations will be required by the ADA. The first such piece of law--the Architectural Barriers Act of 1968--mandated physical accessibility at the federal level. Its standards were also incorporated into guidelines that were established five years later in the Rehabilitation Act of 1973, which forbade discrimination on the basis of handicap in any programs receiving or benefitting from federal financial aid. Section 504 of that Act was aimed at making educational programs accessible to all students. Section 503 mandates that campus employment be accessible to students, faculty and staff with disabilities. As computer technology permeated both the academic and professional worlds, it became clear that computer access for students, faculty and staff with disabilities must also be made available in order to ensure non-discrimination in both learning and work environments. Section 508 of the amendments to the Rehabilitation Act of 1973--also called the "electronic curb cuts" legislation--required that all equipment purchased through federal procurement meet access guidelines. Section 508 directed that federally-funded programs must "ensure that all handicapped individuals may use electronic office equipment with or without special peripherals," and that computers must be accessible to end users "with or without disabilities." In the beginning, the Rehabilitation Act imposed a great cost on campuses that had failed to comply with the Architectural Barriers Act. Expensive retrofitting costs, such as those related to installing elevators and automatic door openers in existing buildings were incurred. This is the time for campuses to keep from repeating that costly pattern with respect to technology access. Section 508 has required that the federal government provide equal access to technology for its employees with disabilities. The ADA requires most other employers to make reasonable accommodations--including modifying equipment--when hiring people with disabilities. Thus, campuses are already required to make use of accessible technology to avoid discriminating against their employees. Section 504 requires non-discriminatory access to educational programs benefiting from federal financial aid. If access to technology follows the pattern of physical access, future legal developments will apply Section 508 accessibility requirements for electronic technology as widely as Section 504 requirements for program accessibility have been applied. This suggests that Section 508 guidelines will continue to be used as a checklist for ensuring non-discriminatory computing access, and that campuses would be well-advised to immediately begin planning and implementing adaptive computing strategies for students as well. If the past is any indicator, we anticipate that the ADA's impact on computer accessibility will be that it applies nationwide--in both the public and private sector--guidelines that were originally applicable only in programs that received federal funding. Higher education's experience with Section 504 of the 1973 Rehabilitation Act has demonstrated that costly litigation may be avoided by a pro-active approach to reasonable accommodation. By acting now to implement computer accommodations, schools, government and industry can create unprecedented opportunities for full participation in education and employment for millions of Americans and at the same time, comply with the spirit of the Americans with Disabilities Act. ------------------- Section B--Adaptive Computing Technology Background Checklist Today higher education faces many new challenges -- high among them is the creation of equal educational and employment opportunities for people with disabilities. Equal access to information technology is an increasingly vital part of providing those opportunities. Adaptive computing technology comprises the hardware and software that allow individuals with disabilities to use computers effectively. The widespread integration of computing technology into post-secondary education accentuates the need to provide adaptive computing support and services to students, faculty and staff with disabilities. Adaptive computing technology can create environments where disabled people have an equal opportunity to develop and apply their skills and abilities. This is a general checklist of computer facilities and uses. It is designed to gather preliminary information that will help your campus plan for computer access by people with disabilities, as well as to be generally informative regarding adaptive computing technology. It may also be useful as background information when your campus conducts its self-evaluation of campus accessibility as required by the Americans with Disabilities Act. Computer Uses This is a general survey of computer facilities and uses. It should be completed by a representative of each Academic Department, Administrative group, and Public Resource (such as the Library) that uses computers of any kind. It is designed to gather preliminary information to help plan for computer access by people with disabilities. Please return this survey to: Department Information Department Name: __________________________________ Person completing this survey:________________________ Building where computers are located: __________________ Room(s) where computers are located: __________________ We are interested in both computers (personal and workstations) and terminals (to mainframe computers or dial-up services). Computer Uses Component How many and which kind(s) of computers are used in this department? _____IBM or IBM Compatibles _____Macintosh _____Workstation (brand) _____________________ _____Other personal computer (brand/make) __________ How many and which operating systems are used in your unit? _____DOS _____Macintosh _____Unix _____Other How many of these computers are networked? _____To a mainframe computer _____To a dial-up service _____To a local area network _____To a wide area network (e.g., Internet) What task(s) are accomplished with these computers and does someone's job require them to use the computer for this task? (Check all that apply.) Task Use is required _____Programming _______ _____Word processing _______ _____Business records _______ _____Data Storage and Retrieval _______ _____Course Registration _______ _____Teaching _______ _____Student Course work _______ _____Research/Grants _______ _____Other (Specify _____________) Has your unit ever conducted a survey to identify those students, faculty and staff who need adaptive computing technology? _____Yes _____No If yes, how many adaptive technology users do you currently have in your unit? Computer Input Component Input issues concern people who have trouble with the devices used to input characters or commands into a computer. Most likely to be affected are those who have difficulty using a standard keyboard or standard "mouse" pointing device due to a diminution or loss of control of movement in their hands. The following list contains common keyboard-related adaptive technology alternatives for people with mobility impairments. Please check each accommodation currently supplied by your department. _____An illuminated magnifying lamp that can be swung over the keyboard _____"Sticky key" software that allows a sequence of keystrokes to be interpreted as a key combination, e.g., Ctrl-Q. _____Software that allows control of keyboard delay and repeat rate _____Software that allows cursor control from the keyboard instead of the mouse _____Software that permits auditory or other non-visual indication of toggle key status _____Software that allows control of key input acceptance rate _____Alternative labels for the keyboard and keypad keys _____Keyguards _____Alternate keyboards _____Trackballs (stationary mice) _____Mouthsticks _____Headwands Individuals may have difficulty handling storage media such as diskettes, compact disks, or laser disks. Hard disk drives reduce the need for manual manipulation of stored data. Voice input is becoming an option for some applications. Power strips can facilitate access to computers that have switches located in inaccessible areas. Transparent labels with raised dots are available to mark keys, such as the Return Key. They help users with visual impairments locate the keys. Braille can also be used to mark floppy disks, drives, and other components. Please check each accommodation currently supplied by your unit: _____Devices to allow easy handling of floppy disks _____Surge protector power strip placed in an easily accessible location _____Hard disks, reducing the need to handle diskettes _____Voice input system, for commands and/or dictation _____Raised dot indicators on keyboards _____Braille labels _____Other (please specify) ___________________________ Output Issues Component Output issues affect people who cannot access standard computer output. This includes people who have difficulty reading the screen due to visual impairments or learning disabilities, those who cannot hear auditory cues such as error beeps, and those individuals who have difficulty reading or handling a paper printout. The following list contains common output-related adaptive technology alternatives. Please check each accommodation currently supplied by your unit: _____Screen magnifiers _____Large monitors (high resolution) _____Color monitors and software to select the colors used _____Screen magnification software (ZoomText, LPDos, inLARGE) _____Screen reading software (Artic Vision, JAWS, outSPOKEN) _____Speech synthesizers (DecTalk) _____Earphones for use by speech synthesizer users _____Large-print output devices _____Magnifying closed circuit television cameras _____Braille conversion software _____Braille printers _____Refreshable braille displays _____Screen flasher (screen flashes when sound is emitted by computer) Other (please specify) ___________________________ Documentation, Support and Training Component The format in which document is provided can affect a person's ability to find help in using computer hardware and software. Many individuals with disabilities need alternatives to reading and handling printed documentation. Upon request, some software and hardware vendors now provide their documentation in alternative formats. Although only a small percentage of people who are blind use Braille effectively, in some instances it is the preferred format. The following are common alternatives to printed documentation. Please check each accommodation that is supplied by your unit: _____Braille documentation _____Tape-recorded documentation _____Large-print documentation _____Documentation on diskette _____Videotapes _____Other (please specify) ___________________________ Document scanners equipped with optical character recognition (OCR) software can convert printed pages into computer files, which can then be accessed through speech or printed in large print or Braille. Please check each accommodation currently supplied by your unit: _____Document scanner _____Optical character recognition software _____Other (please specify) ___________________________ Many people prefer to obtain help from a computer consultant rather than a manual. This is often done by telephone. Technology, such as a TDD or modified telephone, may increase accessibility. Please check each accommodation currently supplied by your unit: _____TDD (Telecommunications Device for the Deaf) _____Telephone with large pushbuttons _____Telephone with headset _____Other (please specify) ___________________________ Consultants should be made aware of the needs of users with various disabilities. In addition, they should learn to use specialized equipment. Do you provide any training for consultants in assisting persons with disabilities? Yes_____ No _______ Computer Environment Component There are two types of environmental adaptations. The first provides physical access to the computing facility. It may include appropriate signage to indicate that a computer lab as adaptive equipment, wheelchair access with unlocked, accessible doors between the building entrance and the lab, accessible restrooms, and information about what hours the accessible lab is open. The second type of environmental adaptation modifies the local working environment for an individual. For example, many people with learning disabilities have difficulty working in a noisy environment. Ear protectors, such as those worn by construction workers, can help a person block out background conversation and computer noise, and allow him to use the computer more effectively. The use of earphones instead of speakers can assure privacy for blind individuals using speech output and can reduce environmental noise. Anti-glare screens are another example of this type of temporary modification. Building where computers are located: __________________ Room where computers are located: __________________ (Please duplicate this form and use a copy for each room surveyed.) We are interested in both computers (personal and workstations) and terminals (to mainframe computers or dial-up services). Is there a barrier-free pathway from the outside to this location? Doorways ___ 32" or wider clearance through doorway ___ automatic door opener Elevator ___ exists or ___ not needed Halls/Aisles ___ 48" or wider where people pass ___ 36" or wider between desks ___ 60" or wider where chairs are back to back Location: Computers for people with disabilities are located: ___in the same room or ___in a separate room ___near the doorway or ___far from the door ___no computers currently designated Table Height: ___ 27" minimum below table ___ adjustable table Devices: ___ are some computers designated (and signed) for access by people with disabilities ___ keyboards detached and movable ___ monitors detached and movable ___ disk drives and other peripherals easily reached ___ all power to each computer controlled by one switch on an easily reached power strip (___No, but equipment is left on) ___ printer easily accessible Does anyone in your department require an individual, perhaps temporary, environmental modification? _____Yes _____No What type of modification? ------------- Section C--USER NEEDS SURVEY (Introduction) This is a general survey of the computer access needs of people with disabilities. It is designed to gather preliminary information to help colleges and universities plan for computer access by people with disabilities. It should be completed by people who already use computers or would like to use computers on your campus. ----- User Needs Survey This survey is being conducted to help us understand the needs of the students, faculty and staff who use computers in our department. Please complete this survey and return it to the department head. Please identify yourself as a member of: ___ student body (either full or part time) ___ faculty (either teaching or research) ___ staff ___ general public (who uses this campus' computer facilities) Please describe your disability and how severe you feel it is. You may check more than one category. Category Severity (circle one) ___ Visually impaired/blind Mild Moderate Severe ___ Hearing impaired/deaf Mild Moderate Severe ___ Mobility impaired Mild Moderate Severe ___ Learning impaired Mild Moderate Severe ___ Acquired brain Injury Mild Moderate Severe ___ Communication impaired Mild Moderate Severe Please describe your experiences with campus computing. ___ I'd like to use the computers here. ___ I've tried to use computers here but have had problems. ___ I've used the computers without problems or found help getting access to computers. Which computer facilities have you used? Department _____________________________ Building ______________________________ Room ______________________________ Reason for using the computer Was it required of you? ___ Word processing _____ ___ Business records _____ ___ Data Storage & Retrieval _____ ___ Course Registration _____ ___ Teaching _____ ___ Student Course work _____ ___ Research/Grants _____ ___ Other _____ (what reason?) _________________________ ------------- Section D--AMERICANS WITH DISABILITIES ACT SELF-EVALUATION (short form) Computers and Information Technology Component (Introduction) The short evaluation form that follows this page should be completed by every department on your campus that uses computer equipment. It outlines basic issues covered by the ADA and will help various departments determine if they are meeting the needs of their disabled students, faculty and staff. The completed surveys of each department may form part of your campus self- evaluation as required by the Americans with Disabilities Act. Make as many copies as is necessary of this form and distribute it to all departments on your campus that have computers. ----- AMERICANS WITH DISABILITIES ACT SELF-EVALUATION (short form) Computers and Information Technology Component The Americans with Disabilities Act (ADA) is a federal civil rights law enacted on July 26, 1990. It is intended to protect qualified persons with disabilities from discrimination in employment, government services and programs, transportation, public accommodations, and telecommunications. Accessibility for people with disabilities is often viewed solely as architectural or physical access. The questions on this form focus on computers and information technology that may be necessary to provide equal access for students, faculty and staff with disabilities. Federal law requires that educational and employment environments be accessible to persons with disabilities. Access to information in these settings is a very important component of overall accessibility. Computers equipped with adaptive technology are a primary means of making text and speech accessible. As computers and information technology become an increasingly important part of the workplace and "study place," so does the issue of providing equal access to this technology. Adaptive computing technology is the hardware and software that allow persons with disabilities to use computers effectively, e.g., screen magnifiers, speech output systems, document scanners, and Braille printers. The widespread integration of computing technology throughout schools and the workplace accentuates the need to provide adaptive computing support and services to students, faculty and staff with disabilities. In addition, factors such as the availability of documentation in alternative formats, and sensitivity to the needs of persons with disabilities play important roles in effective, holistic implementation of adaptive technology. This section of the survey is designed to gather preliminary information to help planning for computer access by people with disabilities, as well as to be generally informative regarding adaptive computing technology. ----- Americans with Disabilities Act--Title II Self-evaluation Form Computers and Information Technology Component Input Issues Input issues concern people who have trouble with the devices used to enter characters or commands into a computer. Most likely to be affected are those who have difficulty using a standard keyboard or standard "mouse" pointing device due to a diminution or loss of control of hand movement. The following list contains common keyboard-related adaptive technology alternatives for people with mobility impairments. 1) Please check each accommodation currently supplied by your unit: ___ "Sticky key" software that allows a sequence of keystrokes to be interpreted as a key combination, e.g., Ctrl-Q. ___ Software that allows control of keyboard delay and repeat rate ___ Software that allows cursor control from the keyboard instead of the mouse ___ Software that permits auditory or other non-visual indication of toggle key status ___ Software that allows control of key input acceptance rate ___ Alternative labels for the keyboard and keypad keys ___ Keyguards ___ Alternate keyboards ___ Trackballs (stationary mice) ___ Mouthsticks ___ Headwands Individuals may have difficulty handling storage media such as diskettes, compact disks, or laser disks. Hard disk drives reduce the need for manual manipulation of stored data. Voice input is becoming an option for some applications. Power strips can facilitate access to computers that have switches located in inaccessible areas. Transparent labels with raised dots are available to mark keys, such as the Return Key. They help users with visual impairments locate the keys. Braille can also be used to mark floppy disks, drives, and other components. 2) Please check each accommodation currently supplied by your unit: ___ Devices to allow easy handling of floppy disks ___ Surge protector power strip placed in an easily accessible location ___ Hard disks, reducing the need to handle diskettes ___ Voice input system, for commands and/or dictation ___ Raised dot indicators on keyboards ___ Braille labels ___ Other (please specify) ___________________________ Output Issues Output issues affect people who cannot access standard computer output. This includes people who have difficulty reading the screen due to visual impairments or learning disabilities, those who cannot hear auditory cues such as error beeps, and those individuals who have difficulty reading or handling a paper printout. 3) The following list contains common output-related adaptive technology alternatives. Please check each accommodation currently supplied by your unit: ___ Screen magnifiers ___ Large monitors (high resolution) ___ Color monitors and software to select the colors used ___ Screen magnification software ___ Screen reading software ___ Speech synthesizers ___ Earphones for use by speech synthesizer users ___ Large-print printers ___ Magnifying closed circuit television cameras ___ Braille conversion software ___ Braille printers ___ Refreshable braille displays ___ Screen flasher (screen flashes when sound is emitted by computer) ___ Other (please specify) ___________________________ Documentation and Consulting The format in which document is provided can affect a person's ability to find help in using computer hardware and software. Many individuals with disabilities need alternatives to reading and handling printed documentation. Upon request, some software and hardware vendors now provide their documentation in alternative formats. Although only a small percentage of people who are blind use Braille effectively, in some instances it is the preferred format. 4) The following are common alternatives to printed documentation. Please check each accommodation that is supplied by your unit: ___ Braille documentation ___ Tape recorded documentation ___ Large-print documentation ___ Documentation on diskette ___ Videotapes ___ Other (please specify) ___________________________ 5) Document scanners equipped with optical character recognition (OCR) software can convert printed pages into computer files, which can then be accessed through speech or printed in large print or Braille. Please check each accommodation currently supplied by your unit: ___ Document scanner ___ Optical character recognition software ___ Other (please specify) ___________________________ 6) Many people prefer to obtain help from a computer consultant rather than a manual. This is often done by telephone. Technology, such as a TDD or modified telephone, may increase accessibility. Please check each accommodation currently supplied by your unit: ___ TDD (Telecommunications Device for the Deaf) ___ Telephone with large pushbuttons ___ Telephone with headset ___ Other (please specify) ___________________________ 7) Consultants should be made aware of the needs of users with various disabilities. In addition, they should learn to use specialized equipment. Do you provide any training for consultants in assisting persons with disabilities? YES _____ NO _______ Environmental Issues There are two types of environmental adaptations. The first provides physical access to the computing facility. This may include appropriate signage to indicate that a computer lab has adaptive equipment; wheelchair access with unlocked, accessible doors between the building entrance and the lab; accessible restrooms; and adaptive equipment in labs that are open a maximum number of hours. 8) Are any of your computing labs and classrooms in facilities which are not accessible? YES _____ NO _______ 8a. If YES, are alternate and equivalent facilities available in accessible locations? YES ______ NO ______ 8b. Is your adaptive technology available during the same times and does it have the same computing capabilities as your non-adapted computers? YES ____ NO ______ If NO, please explain. ______________________________________________________ ______________________________________________________ ______________________________________________________ 8c. Are computers that have been adapted for use by people with disabilities located in the same room as your other computers? YES_______ NO_______ Within the computing lab, accessibility factors include computer tables that are wheelchair accessible, well-lighted monitors, keyboards positioned within reach of the user (at eye level for someone using a headwand), and conveniently placed printers. 9) Computers designated for access by people with disabilities have: ___ labels giving priority for use by those with disabilities ___ keyboards detachable and movable ___ monitors detachable and movable ___ disk drives and other peripherals easily reached ___ all power to each computer controlled by one switch on an easily reached power strip ___ printer in accessible room at table height The second type of adaptation modifies an individual's local working environment. For example, many people with learning disabilities have a great deal of difficulty working in a noisy environment. Ear protectors, such as those worn by construction workers, may enable the computer user to block out enough background conversation and computer noise to be able to work productively. The use of earphones instead of speakers can assure privacy for blind individuals using speech output and can reduce environmental noise. Anti- glare screens are another example of this type of temporary modification. 10) Please describe which of the above or similar modifications are available in your unit