CHECKLISTS FOR MAKING LIBRARY AUTOMATION ACCESSIBLE TO DISABLED PATRONS Version 0.9 D R A F T Jane R. Berliss March, 1992 INTRODUCTION Librarians are more likely now that ever to find themselves serving a significant number of patrons with disabilities. This is due to a number of factors, among them the increased participation of disabled persons in society, advances in diagnosis and rehabilitation, and the demographic shift as the "baby boom" generation ages. To comply with federal legislation mandating equity of access1 to public resources for disabled and non-disabled persons, and to ensure that patrons with disabilities need not regard computers as a barrier instead of an aid to their successful library use, libraries need to plan for and implement accessibility measures. Since library staff members may also have disabilities, it is important to remember that the points made in this document about access for patrons apply to access for employees as well. It is crucial that accommodations be made to provide equitable access to the library's facilities for all patrons. This means not only using technology such as the Kurzweil or Arkenstone readers, which translate print into speech, to provide access to traditional media; it also means ensuring that new technology (on-line catalogs, microcomputers provided for public use, etc.) are made accessible. The focus of this document will be almost exclusively on this latter need. Since about 10% of the general population is disabled, a reasonable goal would be to have about 10% of computer equipment and resources earmarked for accessibility, although unlike disabled parking places the adapted computers should be useable by non-disabled people when they are not required by a person with a disability. Indeed, you may find that the "adaptive equipment," whether adjustable tables, enlarging monitors, or alternatives to the standard "mouse" pointing device may be widely used and appreciated by people who find these accommodations, if not mandatory, then simply more comfortable to work with. A point that will be stressed throughout this document is communication among patrons, staff, and other human resources. The more viewpoints and areas of expertise that can be represented during the process of implementing and maintaining accessibility, the greater the chances for successful strategies and actions that will be satisfactory to all interested parties. Checklist 1 lists the steps for building a team of consultants. Note for Small Libraries This document was primarily designed with the issues facing large libraries in mind. However, small libraries (such as campus or worksite libraries) also face accessibility issues. These libraries have an advantage in that their range of patrons is likely to be more predictable, and the initial steps towards implementing access can be more tailored towards a specific group or person. However, these libraries may also be at a disadvantage in terms of resources, particularly human resources. Checklist items likely to be of most interest and of most practical value to small libraries have been prefixed with an asterisk. 1In this document, the term "access" is used to mean access for patrons with disabilities, unless otherwise defined in context. Planning Document Many factors go into successful implementation of adaptive technology. Librarians need to make sure that there will be sufficient funding, personnel, and foresight to establish and maintain an accessible environment. Towards this end, it is strongly recommended that a formal planning document be developed. This document need not be long or overly detailed. As a rule of thumb, tailor this document so that it can be used for the process of seeking funding and other forms of support, as well as a historical guide for librarians who may not become involved in the accessibility process until after the initial steps have been taken. 2 Potential Access Problems Patrons with disabilities may have access needs in one or more of the following categories: ù INPUT issues affect people who have trouble with the devices used to input characters or commands into the computer. This is most likely to affect patrons who have difficulty using the standard keyboard or the standard mouse due to a diminution or loss of control of movement in their hands. ù OUTPUT issues affect people who cannot access the computer's output. This includes: people who have difficulty reading the screen due to visual impairment or learning disability; those who cannot hear auditory cues; or those who have difficulty reading or handling a standard computer printout. ù ENVIRONMENT includes a variety of non-computer components. Examples of potential problems include whether a person using a wheelchair can be seated comfortably at a computer table, and whether a visually impaired person can easily find appropriate signage indicating how to find the computer area. ù DOCUMENTATION/SUPPORT/TRAINING, perhaps the most important category, affects the user's ability to find help in using equipment. Documentation covers alternatives to having to read and handle printed documentation. Support ensures that staff will have the knowledge to provide guidance on equipment use and the sensitivity to work effectively with patrons with disabilities. Training components provide new users of adaptive equipment with basic information and strategies for equipment use, which should both increase user success in equipment use and reduce the staff resources required for support. Microcomputers and Dedicated Terminals The modern library tends to deal with two types of computer systems. The first is based on microcomputers; the second, on dedicated terminals-i.e., terminals tied directly into a specific application, database, etc. For all practical purposes, no equipment exists to permit access into dedicated terminals; the equipment has been almost exclusively designed to permit access to microcomputers. Several options exist for making the information on these terminals accessible. The ideal is to try out any system before purchase and see if the program can be accessed via a microcomputer. For example, the libraries at the University of Wisconsin-Stout and the 2 Many thanks to Ray DeBuse for suggesting both the paragraphs on small libraries and the paragraph on the planning document. University of Michigan both have on-line catalogs that users can access on-site via dedicated terminals. However, there is also a dial-in service that permits any off-site users, including those with disabilities, to access the catalog from a microcomputer. An added advantage at both libraries is that accessible equipment is located on-site, so that the user can find out the location of a book and access the book itself within the same building. Care should also be taken to ensure that when the program is received on the microcomputer, it will be compatible with existing access equipment. Any system that relies heavily on highlighting and color cues to impart information will be difficult to understand by persons using speech-output screen review programs, as well as people with color blindness. If the system is already in place and the input and output cannot be accessed via a microcomputer, you can ensure that environmental considerations are in place-e.g., ensuring that some terminals are located on adjustable tables to provide access for people using wheelchairs, people of short or tall stature, people with temporary leg casts, etc. For users who still cannot access the input or output from these dedicated systems, human resources will need to be tapped. All staff likely to come in contact with patrons should be trained in sensitivity to the needs of persons with disabilities, and should be readily available to provide services as needed. This might entail listening closely to what a manually disabled patron wishes to have typed into the system and typing it according to her exact specifications (rather than trying to guess what she would like to type in), or asking a person with blindness exactly which parts of the screen he wishes to have read off. These services should be widely publicized, and should be able to be requested with a minimum of embarrassment to the user. Generic Access Strategies (Checklists 1-4) For many users, solutions need not be complicated or expensive. For example, a strategically-placed lamp or Braille labels placed over certain keys on the keyboard may do wonders for some patrons with visual disabilities. Most well-thought-out solutions will not hamper the ability of a non-disabled person to use the computer, and may indeed prove to be a boon to all users. The first part of this document, which consists of five checklists, explains "generic" strategies to fully or partially cover the needs of the majority of users. Many patrons will have already found strategies to cover some or all of their needs, and may be willing to share these strategies. While a single solution is unlikely to accommodate all individuals with learning disabilities, for example, discussions with and among these individuals may likely uncover solutions that will benefit many of them. One of the hallmarks of the solutions suggested in the checklists is that they are either adjustable or are used to adjust other equipment-tables and chairs with adjustable heights, software to increase the volume of auditory output, firmware that allows different alternate keyboards to be used with standard hardware. This adjustability is important both to accommodate the variations in type and extent of disability among users, and to accommodate individual users with progressive conditions, such as muscular dystrophy, AIDS, or diabetes. The Checklists This document provides four checklists covering generic systems. Each checklist includes an outline with items to be checked off as they are implemented, followed by explanatory comments on each checklist item. The first checklist covers team preparation measures, while the other three cover different levels of implementation, as defined by the typical expense and timeline for the level of implementation being discussed. CHECKLIST 1 (Team Preparation) covers building a framework from which decisions can be made and evaluating the environment into which adaptive computing will be introduced or enhanced. The steps in this checklist form the groundwork for all other access measures suggested throughout the rest of the document. ù Example: Determining what adaptive equipment already exists in the library. CHECKLIST 2 (Low Cost/Short Implementation Time Measures) covers access steps that will take a minimum of time (less than thirty minutes) and financial outlay (less than $100) to implement. (Note that Checklist 2 is the longest of the four implementation checklists; about half of all implementations fall into this category.) ù Example: Printing a sign indicating where accessible equipment can be found. CHECKLIST 3 (Moderate Cost/Moderate Implementation Time Measures) consists of steps that require somewhat more time and/or money-roughly thirty minutes to two weeks, and up to approximately $500. ù Example: Purchasing hard disks and installing frequently used software on them, to reduce the need to handle floppy disks. CHECKLIST 4 (Annual Budget and Long-Term Purchasing Measures) covers steps that should be planned into annual budgets. It also covers steps to be included in the plans for construction or remodelling of the library, or in the widespread implementation of new software and/or hardware (such as implementation of an on-line catalog). ù Example: Selecting and acquiring speech synthesis equipment. The items in Checklists 2 through 4 are meant as indicators rather than anything hard and fast; depending on your situation, one or more steps may be implemented at different levels. In addition, not all solutions are available for all types of computerized systems. It is impossible, therefore, to think in terms of a single "adapted computer." You may wish to provide some solutions from Checklist 2 for the majority of computers, and designate one or two computers to house solutions from Checklist 3. Individualized Systems Even the suggestions included in the Checklists will not accommodate every individual disabled patron. There will be some individuals whose situation requires equipment that is highly individualized and specialized. For example, some people with severe physical disabilities must use a switch to access a computer. There are dozens of types of adaptive switches available, activated by different types of body movement, and more are constantly coming on the market. It would be impossible for a library to keep all these switches in stock. Rather than planning for every situation, it is suggested that a policy be developed based on the library's resources. As noted above, small libraries may have a somewhat predictable clientele and may wish to set aside a contingency fund to assist people whose needs are not met by the standard adaptations. This fund could be pooled by a number of library branches; the equipment and documentation obtained through the fund could then be available to each institution on an as-needed basis. For much of this equipment, it may also be appropriate to seek outside funding. (See the Appendixes for further information on funding sources.) Just as the library could not be expected to perform an eye exam for a patron who clearly needs glasses, it will not be able to independently assist patrons who require their own equipment. If a patron appears to need or demonstrates interest in obtaining an individualized system, the library may wish to provide information on finding an appropriate clinician or other local professional. These professionals are able to evaluate an individual's abilities and to prescribe appropriate computer equipment. The section of this document on Individualized Systems (following the 4 checklists) contains information on when and how to assist patrons, and how to find out what local resources are available. Appendixes List More Resources The Appendixes include sources of information on computer equipment for individuals with disabilities in general, and library patrons in particular. This information includes books, articles, databases, and conferences. Different libraries use different computers for different applications, and no attempt has been made to suggest specific brands or manufacturers. The books and databases of product information should be used as a first step in contacting manufacturers. Whenever possible, equipment should be tested, especially by potential users. If the desired product does not appear to exist, consider contacting a manufacturer that has developed similar products, or other products for the same computer. A computer manufacturer could also be contacted; many have divisions specifically to serve people with disabilities. Either or both sources may be able to suggest an alternate product. Whenever possible, this brochure follows established legislation and other guidelines for accessibility. Much of the information is based on writings developed for computer labs in postsecondary schools, which face problems similar to those found by libraries. If further information on a particular item is available as part of a set of guidelines, an abbreviated title (in CAPITAL LETTERS) and page citation for that guideline follow the item in the checklist. A list of guidelines used and their sources is also included in the Appendix. You are strongly encouraged to obtain and consult these guidelines for further information. Finally, although widespread implementation of accessible equipment will ideally encourage price reductions, some of the solutions will require substantial financial investment. The Appendixes contain a list of sources of information on funding alternatives. This document is slated to be reviewed and updated periodically. Therefore, input is sought and warmly appreciated. Please write with suggestions, comments, and descriptions of access strategies that you have developed or implemented to: Jane Berliss, c/o Berkeley Systems Inc., 2095 Rose St., Berkeley, CA 94709. CHECKLIST 1 TEAM PREPARATION This list is not meant to be exhaustive; additional measures may be required depending on specific campus situations. Blank lines have been provided for users to write in their own measures; we would greatly appreciate a copy of any measures you have added to this list. Checklist items likely to be of most interest and of most practical value to small libraries have been prefixed with an asterisk. *____ A. Initiate contact between library personnel and interested users. *____ B. Develop team of consultants on library adaptive computing. 1. Team should include persons (usually more than one in each area) with expertise in the following areas: * ____ a. Equipment currently being used in the library ____ b. Adaptive computer equipment and peripherals ____ c. Access needs of people with ALL types of disabilities * ____ d. Current and projected demographics of users with disabilities * ____ e. Library funding * ____ f. Library computer use policy 2. Team members should ideally be drawn from the following groups of people: * ____ a. Library administrative staff ____ b. Library computing staff * ____ c. Potential users ____ d. Outside consultants ____ e. Professionals with clinical expertise in disability-related areas ____ f. Rehabilitation technologists/engineers * ____ g. Representatives of library's parent organization (company, college, etc.) * ____ h. Other groups as appropriate *____ C. Team walk-through of existing facilities to determine existing accessibility accommodations/problems. *____ D. Survey patrons to determine existing accommodations/problems. *____ E. Placement of article(s) in standard information sources about intention to implement computer accessibility. *____ F. Identification of personnel to implement accessibility measures. ____ G. ____ H. CHECKLIST 1-EXPLANATION OF ITEMS A. Initiate contact between library personnel and interested users. The initial impetus for the process of establishing adaptive computing in libraries is likely to come from representatives of one of these two groups; certainly both groups are affected by the process. B. Develop team of consultants on library adaptive computing. To be effective, most plans for the implementation of adaptive computing require awareness of needs and demographics of people with disabilities (both in general and among current and projected library clientele), awareness of types of adaptive computing equipment and its compatibility with standard equipment, awareness of the existing library computing environment, and awareness of related issues such as funding. Since one individual or group may not be versed in all these areas, a team of experts drawn from the library staff and the community should be assembled to evaluate and discuss issues, share information, and represent their particular concerns. This group may initially be fairly large during planning phases and may become smaller as goals are met, but will need to continue to exist on a long-term basis. 1. Team should include persons (usually more than one in each area) with expertise in the following areas: a. Equipment currently being used in the library. The type of standard equipment that patrons will need to access will influence purchasing decisions of adaptive equipment, since the standard and adaptive equipment will need to work together. b. Adaptive computer equipment and peripherals. This team member will need some level of familiarity with equipment and strategies for access to input, output, environmental, and documentation/training/support for people with all types of disabilities (hearing, visual, physical, learning, etc.) c. Access needs of people with ALL types of disabilities. Many people whose disabilities would initially seem irrelevant to computer use may actually need some sort of accommodation. For example, patrons with deafness may be able to access the computer, but may need to find ways of asking questions about where to find software or how to use a new catalog. d. Current and projected demographics of users with disabilities. This information facilitates the process of determining the order of priority in which equipment should be acquired. e. Library funding. The way in which the library chooses to fund acquisition, maintenance, and training for computers in general is likely to influence, if not dictate, the ways that these considerations are budgeted for adaptive technology. f. Library computer use policy. Issues such as copyright of materials in alternative formats and policies for fair use of computer workstations when needed by both disabled and non-disabled patrons need to be developed in accordance with existing policies. 2. Team members should ideally be drawn from the following groups of people: a. Library administrative staff. These persons will know about issues such as library funding, policies, and plans for future developments in the library infrastructure. b. Library computing staff. This group will know about day-to-day operations of and problems in the computing areas. c. Potential users. These persons are not only the most likely to know about potential barriers to effective computer use, they are also the most likely to have had actual user experience with adaptive technology. d. Outside consultants. This may involve members of local disability-related groups (see Appendix, "Disability-Related Organizations," for examples), vocational rehabilitation counsellors, etc. e. Professionals with clinical expertise in disability- related areas. This may include interface specialists (generally occupational therapists with knowledge of physical barriers that may prevent an individual from effectively using technology) and seating/positioning/mobility specialists (therapists or engineers who work with issues relating to proper positioning in chairs or wheelchairs for maximal access). The list may also include physical therapists and occupational therapists. See section on "Individualized Systems" for ways to locate these professionals in your area. f. Rehabilitation technologists/engineers. These are persons with a thorough knowledge of disability and rehabilitation, coupled with a background in the use of technology by persons with disabilities. The strategies suggested in "Individualized Systems" may also work to locate these professionals locally. g. Representatives of library's parent organization (company, university, etc.). These persons may have a broad overview on ways that technology in general, and adaptive technology in particular, is being implemented throughout the organization. h. Other groups as appropriate. Depending on the library's individual situation, it may seem evident that representatives of other groups need to be involved. For example, if adaptive technology is being implemented over a multi-branch library system, then representatives of all branches will need to be involved. C. Team walk-through of existing facilities to determine existing accessibility accommodations/ problems. A variety of accommodations are likely to already exist in the computer labs, particularly since some computer manufacturers are building in accessibility features as part of their standard hardware or system software (check the manuals for further information) and since the buildings may already fully or partially comply with architectural accessibility laws (see Checklist 3, Item C1). One or more members of the consultant team may also be aware of equipment purchased for the benefit of a few students but never publicized or made generally available. Use a copy of Checklists 2 through 4 to measure current accessibility and to determine the necessary steps for implementing further accessibility. D. Survey patrons to determine existing accommodations/problems. The survey should not only serve as a way to gather information; it should also be a means of notifying students of what is being planned, and of giving them as early an opportunity as possible to express opinions. The survey may also pique interest among patrons experienced with adaptive computer use, who are likely to have useful suggestions and may make excellent new members of the consultant team. The survey should be administered anonymously. Survey questions should cover the following areas: disability types, previous experiences with both standard and adaptive computer use, problems encountered in using computers in the library, priorities for types and location of adaptive equipment to be purchased, and library- specific questions as appropriate. E. Placement of article(s) in standard information sources about intention to implement computer accessibility. It would be difficult to over-publicize the implementation (and later, the availability) of accessible computers. The survey discussed above may only reach those patrons who have identified themselves as having a disability. Patrons with temporary disabilities may not realize that such equipment is available even when they need it. For public libraries, a continuous stream of information about the implementation process and equipment availability should be distributed through such media as the library newsletter, local newspapers, and local radio or TV stations. Smaller libraries should exploit in-house information sources. F. Identification of personnel to implement accessibility measures. Responsibility will need to be assigned so that it is clear who will be executing the implementation measures at every step and for every item. A follow-up procedure should also be instituted to ensure that measures are implemented in a timely, efficient, and thorough manner. CHECKLIST 2 LOW COST/LOW IMPLEMENTATION TIME MEASURES Implementations usually cost less than $100 each and have implementation times of less than 30 minutes each. This list is not meant to be exhaustive; additional measures may be required depending on specific library situations. Blank lines have been provided for users to write in their own measures; we would greatly appreciate a copy of any measures you have added to this list. Checklist items likely to be of most interest and of most practical value to small libraries have been prefixed with an asterisk. A. Input * ____ 1. "Sticky key" software * ____ 2. Software allowing control of keyboard delay and repeat rate * ____ 3. Software allowing cursor control from keyboard instead of mouse * ____ 4. Software permitting auditory or other non-visual indication of toggle key statu s * ____ 5. Software allowing control of key input acceptance rate * ____ 6. Alternative labels for the keyboard and keypad keys * ____ 7. Keyguards * ____ 8. An illuminated magnifying lamp that can be swung over the keyboard * ____ 9. Devices to allow easy handling of floppy disks * ____ 10. Surge protector power strip placed in an easily accessible location ____ 11. ____ 12. B. Output * ____ 1. Adjustable redundancy of auditory output ____ 2. Software permitting auditory output to be adjusted ____ 3. Earphones for speech synthesizer users and people who need to set the auditory output to a loud level. ____ 4. C. Environment * ____ 1. Ensure that there is an accessible path between the wheelchair entrance and the computer area(s) ____ 2. Heavy earphones (such as those worn by jackhammer operators) * ____ 3. Position terminals to best take advantage of lighting source * ____ 4. Temporarily "adapt" tables to make them accessible by placing them on blocks (see Checklist 4, Item C1) ____ 5. ____ 6. D. Documentation/Support/Training * ____ 1. Indicate accessible equipment/entrances in any general brochure of library hours and features * ____ 2. Post large-print signs on library doors indicating that adaptive equipment is available * ____ 3. Label computers and workstations designated as accessible ____ 4. Identify personnel to construct and install simple modifications ____ 5. CHECKLIST 2 EXPLANATION OF ITEMS Note: Upper-case names refer to existing standard; the subsequent page numbers refer to pages within those standards. See Appendix, "Sources of Guideline Information," for full names of references. A. Input 1. "Sticky key" software SHIFT, CONTROL, ALT, OPTION, COMMAND, and some other "modifier" keys are usually held down simultaneously with other keys. "Sticky key" software permits these modifier keys to be pressed and released; the next key pressed will then be affected by the modifier key exactly if the two keys were held down simultaneously. This is necessary for users who type with one finger, a mouth-held stick, etc. Some sticky key software also permits any of these keys to be locked so that all subsequently pressed keys are affected by the locked modifier key until the locking feature is deactivated. (Unlike the "caps lock" key, the sticky key lock affects all symbols invoked by the shift key-e.g., the symbols associated with the number keys-and not just the capital letters.) Standard on some computers. (CONSIDERATIONS, pp. 13-14.) 2. Software allowing control of keyboard delay and repeat rate If a single key is held down for a significant length of time, many computer systems will enter the corresponding character multiple times. This is inconvenient for users who may not have the motor control to pull their finger or mouthstick away from the keyboard in time to avoid activating this feature. Software that controls the "delay until repeat" and key repeat rate functions permits these times to be adjusted or these features to be turned off. Standard on some computers. (CONSIDERATIONS, p. 15.) 3. Software allowing cursor control from keyboard instead of mouse "Mouse" pointing devices, which permit cursor control, are becoming standard on many computers. However, some people lack either the hand-eye coordination or the physical ability to use the mouse. Software is available to permit mouse functions to be emulated by pressing keys on the computer keyboard. This function is standard on some computers. (CONSIDERATIONS, p. 16.) 4. Software permitting auditory or other non-visual indication of toggle key status Keys which can be toggled on and off, such as CAPS LOCK and NUMBER LOCK, often have their toggle status indicated by the presence or absence of a light on the keyboard. For the benefit of users with blindness or those who use the keyboard at an angle where the lights are difficult to see, adaptations are available to enable auditory indications of the toggle status. 5. Software allowing control of key input acceptance rate Some users may frequently bump keys accidentally when typing, due to difficulty in controlling hand or typing stick movements. Software that controls the key input acceptance rate can filter out these undesired keys for some users by requiring that keys be held down for a given length of time before they are passed on to the computer and registered on the screen. Standard on some computers. (CONSIDERATIONS, pp. 21-22.) 6. Alternative labels for the keyboard and keypad keys Transparent Braille or other raised labels placed on some or all keys may provide a tactile method of orientation to the keys for users with total blindness, while still permitting other users to orient themselves visually. For users with some usable vision, large-print labels make keys easier to find. (CONSIDERATIONS, pp. 37-38.) 7. Keyguards Keyguards are keyboard-sized sheets of plastic or other smooth materials that have holes cut in them. Each hole corresponds to a key. Users who have difficulty hitting keys accurately may find keyguards useful for reducing the number of unwanted keys they type. Keyguards may be purchased or made in-house. (CONSIDERATIONS, p. 21.) 8. An illuminated magnifying lamp that can be swung over the keyboard An illuminated magnifying lamp may make the keys easier to see for persons with a variety of disabilities. 9. Devices to allow easy handling of floppy disks Devices are available to permit handling of floppy disks by users with little or no use of their arms or hands. Most of these are mouth-controlled and allow disks to be inserted and removed. (If the population using the adaptive technology is fairly consistent, you may wish to purchase hard disks on which information can be stored, minimizing the need for floppy disk handling.) 10. Surge protector power strip placed in an easily accessible location A surge protector power strip permits all equipment for the computer to be plugged into a single place so that the user only needs to hit one switch to turn on all equipment. The power switch may be placed in a variety of accessible locations near the computer, eliminating the difficult or impossible task of reaching around to the back of the computer, printer, etc. to turn it on. Surge protectors are widely-used accessories for computers, since they greatly reduce the likelihood of damage to the computer caused by voltage surges (e.g., surges caused by lightening storms). B. Output 1. Adjustable redundancy of auditory output Error messages and other information are often communicated exclusively through sound, making it impossible for persons with deafness to access this information. Software should be made available that presents the information in a redundant visual form, such as a blinking menu bar or the word "beep" appearing on the screen. Standard on some computers. (END USER, p. 6; CONSIDERATIONS, pp. 40-41.) 2. Software permitting auditory output to be adjusted The loudness of auditory output should be adjustable for the benefit of hard-of-hearing users. Standard on some computers. (CONSIDERATIONS, pp. 42-43.) 3. Earphones for speech synthesizer users and people who need to set the auditory output to a loud level. Speech synthesizer users and persons who require that the auditory output be at a high level will require headphones so as not to disturb other patrons. These headphones are supplied with many speech synthesizer packages. Patrons should be warned, however, against the prolonged use of headphones with high levels of auditory output. C. Environment 1. Ensure that there is an accessible path between the wheelchair entrance and the computer area(s) Determine the most accessible path between the wheelchair entrance and the computer areas, and provide maps or signage. Confirm that all doors along this path can be opened by people with physical disabilities. (See also Checklist 4, Item C1.) 2. Heavy earphones (such as those worn by jackhammer operators) Heavy earphones should be provided so that an appropriate environment can be created for people who require a very quiet atmosphere to work effectively. 3. Position terminals to best take advantage of lighting source Terminals should be positioned in such a way that glare on the screen is minimized. If the main lighting is provided by sunlight, position monitors at right angles to windows with adjustable blinds or curtains. (If this is not possible, polarizing lenses that fit over the screen are available inexpensively.) Overhead lighting should be provided by 75-watt fluorescent lights; a higher-wattage bulb may be needed for labs with unusually high ceilings. All lamps should be of the positionable swing-arm variety. 4. Temporarily "adapt" tables to make them accessible by placing them on blocks "Adapt" tables to make them accessible by placing them on sturdy blocks to raise them so that the bottom of the table is 28" from the floor. This should be a TEMPORARY measure until adjustable tables can be purchased (see Checklist 4, Item C1) D. Documentation/Support/Training 1. Indicate accessible equipment/entrances in any general brochure of library hours and features General library literature is an excellent place to list information on types of available accessible equipment, location of wheelchair-accessible entrances, etc. 2. Post large-print signs on library doors indicating that adaptive equipment is available Signs on computer lab doors indicating that adaptive equipment is available should be low enough to be read by people who use wheelchairs or who are short, and should be large enough for people with low vision to read. The signs should briefly indicate what types of equipment are available, what the procedure is for accessing the equipment (e.g., "Ask the reference librarian for assistance"), and where additional help can be obtained. (See also Checklist 3, Item C2.) 3. Label computers and workstations designated as accessible Establish a priority system so that non-disabled persons may use the equipment with the understanding that they should yield use of the computer to a disabled person as soon as another workstation becomes available. 4. Identify personnel to construct and install simple modifications Simple modifications to standard equipment in accessible workstations may frequently need to be made to accommodate users. For example, it may prove impossible to find a surge protector power strip (see item A10 above) with an on/off switch large enough to be accessed by persons with some motor control or manual disabilities; simple, inexpensive modifications could be put in place to give the user a larger switch to work with. Personnel or outside volunteers should be identified who can make these modifications when necessary. A small budget should be allocated for construction materials. CHECKLIST 3 MODERATE COST/MODERATE IMPLEMENTATION TIME MEASURES For each item, implementation cost is $100 - $500 and/or implementation time is 30 minutes to two weeks. This list is not meant to be exhaustive; additional measures may be required depending on specific library situations. Blank lines have been provided for users to write in their own measures; we would greatly appreciate a copy of any measures you have added to this list. Checklist items likely to be of most interest and of most practical value to small libraries have been prefixed with an asterisk. A. Input * ____ 1. Test existing software with accessible equipment ____ 2. A card or box permitting people to plug alternative keyboards into public equipment ____ 3. Two or three different types of alternative keyboards * ____ 4. Trackballs ____ 5. Sticky key hardware ____ 6. ____ 7. B. Output * ____ 1. Magnifying screen ____ 2. Adjustable character magnification software that permits large-type copies to be viewed and printed * ____ 3. Spell checker and thesaurus software (if not already an integral part of a word processing program) * ____ 4. Auditory indicator of serial transmission status ____ 5. ____ 6. C. Environment * ____ 1. Plan strategies for removing existing architectural barriers ____ 2. Permanent signage near entrances indicating location of computer area(s) and route(s) from that entrance ____ 3. ____ 4. D. Documentation/Support/Training * ____ 1. Train computing staff on sensitivity to people with disabilities, and equipment function and procedures * ____ 2. Arrange for library information to be available in alternative formats * ____ 3. If the library has a general goal statement, prepare a goal item on accessibility * ____ 4. Obtain documentation on disk * ____ 5. Recruit volunteers on a short-term basis to train users and library staff in adaptive equipment use * ____ 6. Implement a fair policy in charging patrons with disabilities for use of computer time ____ 7. ____ 8. CHECKLIST 3 EXPLANATION OF ITEMS Note: Upper-case names refer to existing standards; the subsequent page numbers refer to pages within those standards. See Appendix, "Sources of Guideline Information," for full names of references. A. Input 1. Test existing software with accessible equipment Test whatever software is used by the library with accessible equipment as it is purchased or, better yet, as it is borrowed on a trial basis from the manufacturer. (If a representative of the library goes to a conference where accessible computer equipment is being demonstrated, the representative may wish to take samples of software where possible and test it on the demonstration equipment.) 2. A card or box permitting people to plug alternative keyboards into public equipment These are now available for the most popular types of computers. They may come with built-in features, such as "sticky key" capabilities, and may be programmable to work smoothly with particular alternative keyboards and/or software programs. (CONSIDERATIONS, p. 24.) 3. Two or three different types of alternative keyboards Alternative keyboards usually have keys that require less pressure to be activated, or that are usable by people with a limited range of motion. These keyboards may be configured to have more or fewer keys than standard keyboards, and the keys may be programmed to perform various functions (e.g., a key may be programmed to execute a long but predictable series of commands within a program). A variety of keyboards are required to accommodate combinations of disability types-membrane keyboards, where the keys are flat on the keyboard surface, are appropriate for users with some types of disabilities, but since they have no tactile landmarks they cannot be used by persons who have both visual disabilities and difficulty pressing keys. 4. Trackballs A number of alternatives to the standard mouse pointing device (used to control cursor movement) are available. These are beneficial to both individuals who have physical difficulty using a mouse, and those who do not have sufficient hand-eye coordination to use a mouse effectively. Trackballs are particularly recommended as alternative mice. Only the fingers need be moved, reducing the strain on wrists and arms, and many people find them cognitively easier to use than standard mice. Standard on some computers. 5. Sticky key hardware Since not all computer operating systems are compatible with sticky key software (e.g., Macintoshes running AUX software), sticky key hardware should be made available. This hardware is used to physically hold down the desired keys when necessary. (See Checklist 2, item A1 for information on sticky key software.) B. Output 1. Magnifying screen Magnifying screens both reduce glare and provide screen enlargement so that the characters are approximately twice standard size. This is a simple solution for users with minor visual disabilities, and may also be beneficial to users with learning disabilities. (END USER, p. 5.) 2. Adjustable character magnification software that permits large-type copies to be viewed and printed Character magnification software permits large-type copies to be viewed and, in some cases, to be printed (END USER, p. 5), and permits the range of magnification to be adjusted, usually up to about 16 times standard size (STUDENTS, p. 1.1). Some types of character magnification software may also permit screen colors to be changed, the cursor shape to be modified, and graphics to be enlarged as well as text. Standard on some computers. 3. Spell checker and thesaurus software (if not already an integral part of a word processing program) If not already an integral part of any word processing program being used, spell checker and thesaurus software should be provided. This will assist both persons with learning disabilities and persons using optical character recognition systems (see Checklist 4, Item A1). 4. Auditory indicator of serial transmission status Hardware is available for providing an auditory indicator of serial transmission status-e.g., if information is being sent to a printer, or if a modem is active. C. Environment 1. Plan strategies for removing existing architectural barriers Any architectural barriers found during the team walk- through described in Checklist 1, Item C should be discussed with the person or department responsible for building operations. Follow-up should be done to ensure that existing problems are recognized and fixed in a timely manner. 2. Permanent signage near entrances indicating location of computer area(s) and route(s) from that entrance Permanent signage near all entrances should indicate the location of the computer lab and the most accessible route from that entrance. The signs should have text in both large raised letters and Braille, and a visual/tactile map of the route. This can often be done quickly and relatively inexpensively. D. Documentation/Support/Training 1. Train staff on sensitivity to people with disabilities, and equipment function and procedures All library staff should be trained in sensitivity to needs of people with disabilities, general information on adaptive equipment, and procedures for obtaining help if a person requires training or if equipment malfunctions. At least one full-time long-term staff member should be trained in operation of adaptive equipment. New employees should be told who the trained staff members are and how they can be contacted for assistance. 2. Arrange for library information to be available in alternative formats Have crucial information-hours, sources of help, basic computer operation procedures-read onto a tape. Implement a policy for distributing the tape-e.g., if users bring in a blank tape, the library will copy the tape for them. Where appropriate, materials should also be made available in Braille using Brailling equipment (see Checklist 4, Items B3 & B5). 3. If the library has a general goal statement, prepare a goal item on accessibility This statement should be consistent with the findings and actions of the consultant team, and should be reviewed annually. 4. Obtain documentation on disk If documentation is available on disk, it may be searched directly by users or printed out in large type or Braille. Contact product manufacturers to see if documentation is available on disk. If not, the documentation may be available on disk from Recordings for the Blind (see Appendix, "Sources of General Information") for a nominal fee. Recordings for the Blind also provides many popular general computing books on disk. 5. Recruit volunteers on a short-term basis to train users and library staff in adaptive equipment use These volunteers should be carefully screened for their ability to work comfortably with patrons and staff, and their technical ability. They should be given the same training mentioned in D1 above. 6. Implement a fair policy in charging patrons with disabilities for use of computer time Patrons using adaptive equipment may require longer than other patrons to accomplish the same amount of work, especially if they are using a speech synthesizer to access a mainframe computer, or are using one finger or a mouthstick to type. This may be especially frustrating if fees are charged to the patron for computer time-e.g., for use of bibliographic utilities. A fair policy should be established allowing patrons with disabilities to be granted sufficient computer time to carry out their work. CHECKLIST 4 ANNUAL BUDGET MEASURES To be planned into annual budget, or to be included in the plans for construction or remodelling of the library or in the widespread implementation of new software and/or hardware (such as implementation of an on-line catalog). This list is not meant to be exhaustive; additional measures may be required depending on specific library situations. Blank lines have been provided for users to write in their own measures; we would greatly appreciate a copy of any measures you have added to this list. Checklist items likely to be of most interest and of most practical value to small libraries have been prefixed with an asterisk. A. Input * ____ 1. Optical character reader (OCR) ____ 2. ____ 3. B. Output * ____ 1. Speech synthesis hardware and software * ____ 2. Large monitor ____ 3. Braille printer ____ 4. Refreshable Braille output display ____ 5. Braille translation software/firmware * ____ 6. Color monitors and software to permit the selection of colors used ____ 7. Magnifying closed-circuit cameras ____ 8. ____ 9. C. Environment * ____ 1. Adjustable tables * ____ 2. Adjustable chairs * ____ 3. Consider accessibility when constructing or remodelling the library ____ 4. D. Documentation/Support/Training * ____ 1. Design and implement a training program for users of complex equipment * ____ 2. Plan the best strategy for supporting hard-of-hearing and deaf users ____ 3. CHECKLIST 4 EXPLANATION OF ITEMS Note: Upper-case names refer to existing standards; the subsequent page numbers refer to pages within those standards. See Appendix, "Sources of Guideline Information," for full names of references. A. Input 1. Optical character reader An optical character reader (OCR) permits printed materials to be translated into computer-readable format and stored as a computer file. Some OCRs designed specifically for users with blindness can read the material aloud as it is being translated. It is recommended that a spell checker be used with the translated and stored files, since the error rate in the translation may vary. B. Output 1. Speech synthesis hardware and software Speech synthesis hardware and software translates the information on the screen into spoken form; most systems also include provisions for specifying preferences-e.g., whether words should be read letter-by-letter or as a full word, and how much material should be read (a sentence, line, paragraph, or entire page). The system should be easily controlled-e.g., the user should be able to stop the speech output at any point-and should work with a wide range of standard software. (END USER, p. 5; STUDENTS, pp. 1.14- 1.22.) 2. Large monitor Character magnification software (see Checklist 3, Item B2) will not work effectively on a screen that is too small to see more than a few characters at a time. A large screen-roughly 19" to 25"-is therefore recommended. (END USER, p. 5; CONSIDERATIONS, pp. 27-28.) 3. Braille printer Although a large percentage of the general blind population does not read Braille, a significant number of patrons will depend on Braille for fast access to information. Braille is also mandatory for access by deaf- blind patrons or others who would have difficulty using speech output. (END USER, p. 5.) 4. Refreshable Braille output display Refreshable Braille output displays permit reading of small amounts of text (usually twenty to forty Braille characters) at a time. Pins on the display are raised or lowered to correspond to the letters on the screen. On some models, the pins vibrate to indicate a capital letter. (END USER, p. 5.) 5. Braille translation software/firmware For effective use of Braille, Braille translation software or firmware is required. This permits the user to type in and review the text (using a speech synthesizer or refreshable Braille device) in Arabic letters, produce a hard copy in Braille, and then back-translate the text to produce a final version that may be shared with a sighted person. (END USER, p. 5.) 6. Color monitors and software to permit the selection of colors used Users with color-blindness or low vision are likely to find that certain color combinations are easier to work with than others. This may also be true for users with learning disabilities. Color monitors and software which permits the selection of colors used are available; these allow individual users to adjust the information on the screen to accommodate their personal abilities. 7. Magnifying closed-circuit cameras Magnifying closed-circuit cameras will permit users to conveniently examine printed materials (such as manuals or materials being typed) while working on the computer. The more sophisticated systems can be connected to the computer and have split screens, allowing computer and printed materials to be displayed on the same screen, at different rates of magnification if so desired. C. Environment 1. Adjustable tables Adjustable tables should accommodate both wheelchair users and people whose height makes use of standard tables difficult. These tables should also provide adequate work space. 2. Adjustable chairs Adjustable chairs should provide both support and stability. The backs should be large and adjustable, and the base should have five legs with rolling casters. An assortment should be provided, including models with and without arms. 3. Consider accessibility when constructing the library The computer area should be constructed in an accessible location; ideally, on the first floor or close to an elevator, and within a short distance of an accessible bathroom. There should be a minimal number of doors between the outdoors and the lab, and all of these doors should have handles that are easy to operate, or buttons that may be pushed for automatic door opening. D. Documentation/Support/Training 1. Design and implement a training program for users of complex equipment The training program should include provisions for alternative formats of both print materials (such as Braille) and communication (such as American Sign Language). The program should be offered regularly, and should be listed with other training courses given by the library. On demand, "mainstream" courses should be adapted so they can be offered via alternative formats. (STUDENTS has many good suggestions on training users with disabilities.) 2. Plan the best strategy for supporting hard-of-hearing and deaf users Consult with your hearing-disabled patrons to find out what strategies they would prefer to use in communicating with staff about issues involving computing. Depending on the situation, it may be useful to have staff members learn a rudimentary sign language vocabulary, or have a telecommunications device for the deaf (TDD) installed for communication with staff in another part of the building. Evaluate your resources and requests, and experiment to find out what works in your environment. INDIVIDUAL ACCESS MEASURES Even the wide range of generic equipment described in the checklists will not be sufficient for some users; these people will require their own equipment. For some users, this may be as simple and inexpensive as a mouth-held or head-mounted stick for typing. For others, however, a more sophisticated personal system may be required. To ensure a correct fit between individual needs and abilities and personal systems of access equipment, an evaluation by a professional is strongly recommended. There will be a period while generic access is being implemented when a large number of patrons will not be able to use existing equipment; therefore the first priority in equipment purchase should be to buy systems flexible enough to meet current requests and adjustable for future users with disabilities. However, there will always be patrons who will have an interest in obtaining their own equipment for daily personal use. The following is a list of likely sources of information on local professionals who understand computer adaptations: ù Occupational Therapy, Communication Disorders, or Rehabilitation Engineering departments of local rehabilitation centers or hospitals. ù Local branch of the state Department of Vocational Rehabilitation ù Occupational Therapy, Communication Disorders, or Rehabilitation Engineering departments of local colleges or universities ù Local disability-related organizations-see Appendix, "Disability-Related Organizations," for suggestions and addresses. ù "Rehabilitation Technology Service Delivery Directory" (direct inquiries to: RESNA, Suite 700, 1101 Connecticut Ave. NW, Washington, DC 20036, (202) 857-1199) ù Service Delivery Directory, a computer database that provides information on professionals by specialty and geographic location, and that permits users to add records and comments on service providers. (Contact the Trace Center, S-151 Waisman Center, 1500 Highland Ave., Madison, WI 53705, (608) 262-6966, for further information.) Suggest to patrons that they contact potential evaluators to find out the following information: ù Credentials ù Areas of expertise ù Ability to permit clients to have hands-on experience using several types of equipment ù Restrictions on clients served ù Funding (fee for service, grant funds, etc.) APPENDIXES Note: No endorsement is meant or implied by inclusion on any of these lists; please inform the editor of any resources that should be added. Sources of General Information "Information from HEATH" (newsletter) Free from: Center for Higher Education and Adult Training for People with Handicaps (HEATH) One Dupont Circle, NW Washington, DC 20036 (800) 544-3284 "Connections" (publication) Free from: Apple Computer Office of Special Education and Rehabilitation 20525 Mariana Ave. MS-43S Cupertino,CA 95014 (408) 974-8602 Computerized Books for the Blind (organization) $20.00/1 year membership 33 Corbin Hall, University of Montana Missoula, MT 59812 (406) 243-5481 The Reader Project (organization) 2631 Garfield St. NW Washington D.C. 20008 (202) 667-7323 "Resources for Users of IBM Personal Computers" (publication) Free from: IBM National Support Center for Persons with Disabilities P.O. Box 2150 Atlanta, GA 30301-2150 (800) 426-2133; TDD (800) 284-9482 "EASl Fixes" and"EASI Immediate Response Brochure" (publications) Free from: Project EASI Educational Uses of Information (EUIT) EDUCOM P.O. Box 364 Princeton, NJ 08540 (609) 520-3350 Sources of Computer Access Guideline Information N.B. Phrase in parentheses indicates term by which document is referred to in the checklists. "Computer Access in Higher Education for Students with Disabilities," Second Edition (STUDENTS) Free to postsecondary institutions from: The High-Tech Center for the Disabled 21050 McClellan Road Cupertino, CA 95014 (408) 996-4636 "Considerations in the Design of Computers and Operating Systems to Increase their Accessibility to Persons with Disabilities, Version 4.2" (CONSIDERATIONS) $7.50 from: Trace Research and Development Center Room S-151 Waisman Center 1500 Highland Ave. Madison, Wl 53705 (608) 262-6966 "Managing End User Computing For Users With Disabilities" (END USER) Free from: General Services Administration Clearinghouse on Computer Accommodation Room 2022 KGDO 18th and F Streets, N.W. Washington, DC 20405 (202) 523-1906 voice/TDD Sources of Product Information Accent on Information (Database) P.O. Box 700 Bloomington, IL 61702 (309) 378-2961 ADDS (Assistive Device Database System) (On-Line Database) American International Data Search, Inc. 650 University Ave. Suite 101B Sacramento, CA 95825 (916) 924-0280 ABLEDATA (On-Line Database) (800) 346-2742 CTG Solutions (Database) and Closing the Gap (Bimonthly newsletter) Closing the Gap P.O. Box 68 Henderson, MN 56044 (612) 248-3294 Hyper-ABLEDATA (Microcomputer version of ABLEDATA) and Trace ResourceBook, 1991-92 Edition (Book) Trace Research and Development Center Room S-151 Waisman Center 1500 Highland Ave. Madison, Wl 53705 (608) 262-6966 Also: many disability-related periodicals carry press releases or reviews of new products. Sources of Alternative Funding Information "Funding Devices and Services In Augmentative and Alternative Communication" Free from: Prentke Romich Company 1022 Heyl Road Wooster, OH (800) 642-8255 (216) 262-1984 A one-page sheet listing suggestions for organizations to approach and tips for approaching them. ~The Many Faces of Funding" Anna Hoffman Phonic Ear, Inc. 250 Camino Alto Mill Valley, CA 94941 (415) 383-4000 A book of funding information. Updates are sent periodically. Pertains mostly to physically disabled and non-speaking persons. The Sloane Report $42 (6 bimonthly issues) from: The Sloane Report P.O. Box 561689 Miami, FL 33256 (305) 251-2199 Contains a regular column called "Not-So-Common Funding Sources. " A full list of corporate funding sources is available for $35 ($50 for non-subscribers) from the Sloane Report. Disability-Related Organizations The address and phone numbers for national headquarters of organizations are listed; however, most of these groups have chapters in major cities. This list is not intended to be comprehensive. National Easter Seal Society 2023 West Ogden Ave. Chicago, IL 60612 (312) 243-8400 National Spinal Cord Injury Association (NSCIA) 600 West Cummings Park #2000 Woburn, MA 01801 (800) 962-9629 Self-Help for Hard of Hearing People (SHHH) 7800 Wisconsin Ave. Bethesda, MD 20814 (301) 657-2248 voice; (301) 657-2249 TDD National Federation of the Blind (NFB) 1800 Johnston St. Baltimore, M D 21230 (301) 659-9314 American Foundation for the Blind (AFB) 15 West 1 6th St. New York, NY 10011 (212) 620-2000 American Council of the Blind (ACB) 1010 Vermont Ave. NW Suite 1100 Washington, DC 20005 (202) 3933666 United Cerebral Palsy (UCP) 66 E. 34th St. New York, NY 10016 (212) 947_5770 Orton Dyslexia Society 724 York Rd. Baltimore, M D 21204 (301) 296-0232 Amyotrophic Lateral Sclerosis Association 21021 Ventura Blvd., Suite 321 Woodland Hills, CA 91364 (818) 340-7500 Organizations and Conferences Relating to Computers and Disability Closing the Gap (CTG) Conference focused on computers and disability, particularly in education. Conference held annually, late October, in Minneapolis. Contact: Closing the Gap P.O. Box 68 Henderson, MN 56044 (612) 248-3294 Technology and Persons with Disabilities (CSUN) Conference focused on computers and disability, particularly in education. Conference held annually, mid-March, in Los Angeles. Contact: Dr. Harry Murphy Office of Disabled Student Services-DVSS California State University-Northridge 18111 Nordhoff Street Northridge, CA 91330 (818) 885-2869 American Library Association (ALA) Professional organization of librarians; parent group of the Adaptive Technology Interest Group (A TIG) which is focused on issues relating to use of adaptive technology in libraries, as a subgroup of ALA 's Library and Information Technology (LITA) branch. Conference held twice a year: midwinter meeting in Chicago, summer meeting in varying locations. Contact: Joan Maier McKean, Coordinator, ATIG c/o American Library Association (312) 944-6780 RESNA (an association for the advancement of rehabilitation technology) Professional interdisciplinary organization concerned with all aspects of rehabilitation technology; conference features some presentations and equipment displays related to computers; has special interest group on computer applications. Conference held annually, mid-June, in varying locations. Contact: RESNA Suite 700 1101 Connecticut Ave. NW Washington, DC 20036 (202) 857-1199 ACKNOWLEDGEMENTS Roger Smith, Gregg Vanderheiden, Peter Borden, Karen Johnson, Kelly Ford, Mark Novak, and the staff of the Trace R&D Center Wes Boyd, Larry Boyd, Marc Sutton, Josh Miele, Mike Schutte, Joseph Robinson, Peter Korn, Ben Resner, John Hartshorne, and Joan Blades, Berkeley Systems, Inc. Darola Hockley Bray, Danny Hilton-Chalfen, and Project EASI James Breene, International Business Machines Gary Moulton and Jane Lee, Apple Computer Dave Brown, Denise Rall, Tad Pinkerton, and the Computing Committee, University of Wisconsin-Madison Trey Duffy, Nancy Smith, B.A. Scheuers, and the staff of the McBurney Center, UW-Madison Electronic Access Subcommittee, Chancellor's Committee on Persons with Disabilities, UW-Madison Marcia Carlson, UW-Madison Ann Yurcisin and Mary Donley, University of Wisconsin-Stout Joe Hisrich, University of Wisconsin-Eau Claire Darlys Vander Beek and Julie Biernat, University of Michigan Jim Knox and the Barrier-Free Computer Users Group, University of Michigan Beverly Bain, New York University Laurence Minsky Catherine Pfeifer Pat Stoddart, IBM Canada Ray DeBuse, Woodard Bay Co. Charles Oppermann Dedicated to the memories of Robert "Mouse" Herrell and A. Douglas Thompson .