Yale University Library
Services for Persons with Disabilities
Table of Contents
Preamble
Introduction
Section I: Service Policies
Section II: Adaptive Technology Policies
Section III: Web Accessibility Guidelines
Appendix A: ADAAG Wheelchair Guidelines
Appendix B: Level I Adaptive Technology Costs
Appendix C: Level II Adaptive Technology Costs
Appendix D: Level III Adaptive Technology Costs
The Task Force on Services for Persons with Disabilities
was charged by the Service Quality Improvement Council to investigate ways
to "provide independence for persons with disabilities to take full advantage
of the library's offerings". While independence is a laudable goal, the set
of services and special equipment needed by persons with disabilities varies
widely from individual to individual, making independence difficult for this
user population. As a result, we have recommended a framework of policies
relating to web accessibility, public services, and acquisition of assistive
technology that will support YUL staff in their efforts to make the library's
resources accessible. The main goals of our recommended policies are:
Disability Services at Yale
Yale University, as an educational institution, is legally required under both the Americans with Disabilities Act and the Rehabilitation Act of 1973 to ensure that persons with disabilities have the same access to physical and electronic resources that is afforded to persons without disabilities (http://www.usdoj.gov/crt/ada/adahom1.htm). Yale has historically offered services to persons with disabilities on an individual basis. Approximately six years ago Yale created the Resource Office on Disabilities to address student need under the auspices of the Equal Employment Opportunity Office. The Resource Office acts as an advocate for students with disabilities, and provides a broad range of classroom-oriented services and special equipment.
Staff with disabilities can request assistance from the Equal Opportunity Programs Office. The Equal Opportunity Office will provide employees with special equipment needed to perform their jobs. In addition to these two offices, there is a campus-wide committee that proactively addresses the needs of persons with disabilities. The Advisory Committee on Resources for Students and Employees with Disabilities evaluates the physical and functional aspects of access on the Yale campus, and recommends policies and improvements in wheelchair ramps, special transportation, and building renovation.
This year approximately 200 students approached the Resource Office on Disabilities for assistance. Disabilities reported to the office included a broad range of visual, hearing, and orthopedic difficulties. The largest group, nearly 25% of the students registered with the Resource Office, has learning disabilities. Learning disabilities cover a variety of reading and processing difficulties, including dyslexia, dyscalculia (math disabilities), dysgraphia (disorders of written expression), and stuttering. In addition, 36 faculty and staff members approached the Equal Opportunity Office this year for assistance with a similar range of disabilities. The largest group of staff reported physical disabilities due to repetitive stress syndrome. Unfortunately, these statistics only cover members of the Yale community who have come forward and requested assistance; they do not represent the full compliment of people with permanent and temporary disabilities at Yale.
Disability Services Currently Available in the Libraries
The Yale University libraries serve as an important research and educational resource for the students, faculty, and staff of the Yale community. The university is therefore legally obligated to make reasonable accommodations or modifications to make library resources accessible to users with disabilities. The Yale libraries have traditionally met this need by offering special services on an individual basis.
YUL public services staff, upon request, will help those with special needs to use the online catalog, access stack materials, or obtain longer loan periods. These services, however, have not been codified as policy, and are not part of the training received by public services staff. A few other special services are currently available in the libraries. The Social Science and Cross Campus libraries have wheelchair accessible entrances and workstations. Some specialized pieces of adaptive technology are available in the Kline Science, Sterling, Cross Campus, and Medical libraries. Unfortunately, much of this equipment is out of date, or targeted for use by a specific user. In addition, information about available adaptive equipment, or any of the other special services offered by the libraries, is difficult to obtain. The Library Collections and Services web page, for example, contains no specific information about service policies, wheelchair accessible spaces, or adaptive technology available for use in the libraries. Finally, although many of the libraries' public web pages have been analyzed for accessibility, a number remain inaccessible to those using non-graphical (voice or text) browsers.
Recommendations for a Comprehensive Service Policy
The Task Force on Services for Persons with Disabilities began its investigations by looking at what other large academic institutions (such as the University of Michigan, University of Missouri, University of Maryland, San Jose State University and UC Berkeley) are doing to address the needs of users with disabilities. The task force also conferred with staff from the Resource Office on Disabilities regarding the types of adaptive technology already in place at Yale as well as their recommendations for the implementation of adaptive technology within the Library system. Two written surveys were also distributed to assess the quality of services for persons with disabilities in the libraries. The first library use survey was distributed via the Resource Office to students who were registered with the Office last semester. The second survey asked Yale University Library public services staff to relate both their past experiences serving persons with disabilities, and their willingness to provide improved service to this user population. Finally, several informational interviews were conducted with Yale students with disabilities.
As a result of these investigations, the Task Force recommended to the Service Quality Improvement Council that the Yale University libraries take a systematic approach to providing special services that enable users with disabilities to take full advantage of the libraries' offerings. The following policy and implementation recommendations outline a three-year plan to provide enhanced services for users with disabilities in the Yale University Libraries. This comprehensive program focuses on public service policies, adaptive technologies, and web accessibility guidelines.
Due to the complexity of the overall program, we recommend the appointment of a disabilities coordinator to promote and manage its implementation. Additional investments in staff sensitivity training, publicity, and ongoing support are vital for the success of this comprehensive service policy. By implementing the policies outlined above, the libraries will extend a consistently high quality of service to users with disabilities, and will set a standard for the rest of the Yale community.
Submitted March 31, 2000 by the Task Force on Services for Persons with Disabilities: Lori Bronars, Denise Hersey, Judy Spak, Kalee Sprague, Kim Tran. Revised and adopted by the Service Quality Improvement Council, May 3, 2000.
The Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 require public and private educational institutions to provide equal access to all students and employees with disabilities. As a result, Yale libraries are required to make reasonable accommodations or modifications in our existing policies and practices to allow a person with disabilities equal access to our services. It is clear that ADA requires us, as an institution, to ensure that people with disabilities have the same access to computer and electronic equipment that is afforded to persons without disabilities. It is equally important that they have equitable access to the libraries' public services and web resources.
Accessibility Resource Network
In order to ensure this equitable access, the Yale libraries will develop an "Accessibility Resource Network" to implement special services for persons with disabilities. Modeled on the Expert User computer group, the Accessibility Resource Network will consist of at least one public services representative from each of the Yale libraries. Network representatives will serve as resources in the area of library disability service policies and adaptive technologies. A central Accessibility Resource Coordinator will manage the Accessibility Resource Network and act as YUL liaison with the Resource Office on Disabilities. The coordinator will also evaluate ongoing service goals and make necessary modifications to ensure consistent service for persons with disabilities in the Yale University libraries.
Training is key to the success of the Accessibility Resource Network. Each representative will receive sensitivity training to enhance awareness of disability issues. Representatives will also receive training on any special hardware, software, or furniture purchased by the libraries. The Workstation Support Group and the Resource Office on Disabilities will provide much of the technical training; sensitivity training is available for free from many Connecticut state agencies. Network members will then be responsible for training other Public Services staff to assist users with disabilities.
Publicity
Publicity is also central to the development of services for users with
disabilities. There are a number of ways the libraries can alert users and
staff to these services, including, but not limited to:
The following sections contain the specific policies that will enable users with disabilities to take full advantage of the libraries' offerings.
The following services will be offered to persons with disabilities upon request:
Finding and Using Library Materials
Reference Assistance
Proxy Cards
Users with disabilities are eligible to obtain a proxy borrower's card from the Privileges Office for a specified friend or attendant to borrow library materials on their behalf. Proxy cards for non-students/staff will be determined on a case by case basis depending on an applicant's particular circumstances.
Section II: Adaptive Technology Policy
Policy
To ensure that library users with disabilities (including, but not limited to visual, auditory, physical, repetitive stress, or learning) have equal access to the wealth of resources available, the library will provide adaptive technology to meet the unique research needs of this user population.
Procedures
The library is committed to a three-part implementation for the acquisition and installation of adaptive technology. Level I includes the creation of a wheelchair accessible workstation equipped with other minimally accessible modifications in all libraries. Level II includes the installation of more advanced, specific adaptive technology in major clusters/libraries. The YUL Workstation Support Group will provide primary technical support for the adaptive technology listed in Level I and Level II. Level III includes the creation of an Adaptive Technology Center, in cooperation with Academic Computing Services, as part of the Library's plans for a Knowledge Commons in SML and CCL. All equipment will be subject to the libraries' 5-year equipment replacement cycle, and will require additional budgeting for upgrade and maintenance.
Level I - to be completed by September 1, 2000
A. Wheelchair Accessible Workstations
The document entitled, Policies Governing the Use of and Access to Yale
University Library Research Workstations, adopted by the Library Management
Council on October 27, 1999, states:
Researchers with Special Needs - The Library will provide at least one wheelchair accessible workstation in each major cluster of workstations within the library system. Persons requiring other assistance to access information from a Library's research workstation are urged to ask for help from Library Staff.
To fulfill this requirement, libraries will provide at least one workstation that is "accessible" and work to ensure that users with disabilities can access needed information as easily and efficiently as possible. This will include, at the minimum, that:
Any library that can meet this minimum requirement of an accessible workstation should do so. Major clusters that should meet this requirement include Kline Science Library, the Government Document Center, Social Science, the Arts Library, Divinity, SML/CCL, Medical/EPH, Music, and Engineering.
See Appendix A for guidance on requirements for physical accessibility of workstations, such as path of travel to workstations, clear floor space in front of workstations, wheelchair-turning space and reach ranges for users in wheelchairs.
B. Enhanced Accessible Workstations
To serve users with visual and learning disabilities, the library will enhance
these workstations, made physically accessible by virtue of their location
as well as their adjustability, with the addition of the hardware and software
listed in Appendix B.
C. TTY/TTD phones
A TTY/TTD phone will be provided and placed at the Circulation Desk at SML
so that staff can assist users with hearing disabilities
See Appendix B for detailed Level I specifications and cost estimates.
Level II - to be completed by July 2001
To better serve the needs of those researchers on campus with a variety of disabilities, particularly visual or learning, the library will provide more sophisticated technology in major clusters/libraries throughout the system. Due to the high cost of some of the technology, these services will be centralized in key clusters throughout the library system, including: [Kline Science Library, which already has an older CCTV device, Sterling Memorial Library/CCL, Medical Library* and/or Seeley Mudd Library]. Additional adaptive technology strategically placed throughout campus will address the research needs of users with learning, visual and physical disabilities.
* The Medical Library will purchase a workstation for users with physical disabilities this semester. This workstation will include voice recognition software and will be available for users throughout campus on a reserve basis. A CCTV on loan from the Resource Office on Disabilities through July 1, 2000, and a new workstation equipped with ZoomText text magnification software are located in the Linonia and Brothers Room in SML.
See Appendix C for detailed Level II specifications and cost estimates.
Level III - to be completed as part of Phase II renovations
The new Knowledge Commons in SML/CCL will provide "one stop shopping" for
users with disabilities. The Knowledge Commons will contain a Center for
Adaptive Technology and other adaptive equipment:
- Four adaptive technology workstations (see specifications outlined in our Level I and Level II recommendations)
- A Braille Embosser which prints in Braille and text and associated Braille translation software
- A CCTV device for text magnification
In order to offset the cost of this ambitious undertaking, it is recommended that the Library partner with Academic Computing and the Resource Office on Disabilities to create such a center. The Library could house the Center, while Academic Computing administered and maintained equipment. The Resource Office could serve as advisors and trainers. The space that the Resource Office now has for adaptive technology is extremely small, and there is only one other workstation on campus (in the public cluster in Dunham Lab) that offers adaptive technology for student use. By housing the Center, the Library would become a leader in addressing the research needs of all users with disabilities on campus. Support, both technical and instructional, could best be provided from a central location. The proximity of SML to the Resource Office would make this a desirable site for such a center. This model would eliminate the need for duplication of some of the more costly technology this user base requires throughout the Library system.
See Appendix D for detailed Level III specifications and cost estimates.
Section III: Web Accessibility Guidelines
Policy
The Yale University libraries will comply with the W3C Web Accessibility Initiative (WAI) Guidelines. The library will implement all WAI Priority Level 1 guidelines by September 2000 and Priority Level 2 guidelines by July 1, 2001. In doing so, the Library will have complied with Federal mandates for web accessibility in a timely manner. The libraries will implement Priority Level 3 web accessibility guidelines as time allows.
Background and Implementation Guidelines
Under the Americans with Disabilities Act (ADA) for equal access, communication and auxiliary aids, web accessibility for persons with disabilities is required for institutions that provide a service. The Yale University Library system is expected to make its web pages accessible to all of its users accordingly. In defining an accessible web page, the site must be available and user-friendly through the tools and equipment used by people with disabilities, such as a screen reader.
The design of a web page should fulfill the requirements of Universal Design in order to ensure that all users can access the information on the page. Architects, product designers, engineers and environmental design researchers collaborated to create the Principles of Universal Design. Specifically, Universal Design calls for the development of information systems flexible enough to accommodate the needs and preferences of the broadest range of users of computers and telecommunications equipment, regardless of age or disability.
There are seven principles of Universal Design. The principles "... may be
applied to evaluate existing designs, guide the design process and educate
both designers and consumers about the characteristics of more usable products
and environments"
(http://www.design.ncsu.edu:8120/cud/univ_design/princ_overview.htm).
The complete principles and guidelines can be accessed at the web page mentioned
above. Below is an overview of the principles and their definitions:
Within the area of Universal Design, guidelines have been developed for the creation of accessible web pages. The following sections describe the established guidelines that the YUL system should adopt. Practical suggestions for implementation and training are included.
A. W3C's Web Accessibility Initiative
In April 1997, the Web Accessibility Initiative (WAI) by the World Wide Web
Consortium (W3C) was launched. WAI in coordination with organizations around
the world is pursuing accessibility of the Web through five primary areas
of work: technology, guidelines, tools, education & outreach, and research
& development
(http://www.w3.org/WAI/).
One result from the initiative is the creation of the Web Content Accessibility Guidelines 1.0 recommended by W3C in May 1999. The 14 points in the guidelines should be an integral part of every web page design created by the YUL system. The guidelines explain how to make web content accessible to people with disabilities regardless of the tool they are using (e.g., desktop browser, voice browser, mobile phone, automobile-based personal computer, etc.) or constraints they may be operating under (e.g., noisy surroundings, under- or over-illuminated rooms, in a hands-free environment, etc.). Following these guidelines will also help people find information on the web more quickly (http://www.w3.org/TR/WAI-WEBCONTENT/).
The WAI Guidelines are divided into three priority levels: 1, 2 and 3. Unless a web page passes Priority Level 1, one or more groups will not be able to access the page. If a web page does not pass Priority Level 2, one or more groups will have difficulty accessing the page. Priority Level 3 helps to improve access to the specific page. Below are the 10 major points condensed on the WAI Quick Tips Reference Card (http://www.w3.org/WAI/References/QuickTips/) following Priority Level 1.
For the complete guidelines & checklist please see
http://www.w3.org/WAI/.
B. City of San Jose Web Page Disability Access Design
Standard
In response to the monitoring of ADA Internet compliance and the need to
incorporate City ADA implementation policies, the City of San Jose Web Page
Disability Access Design Standard was developed in 1996
(http://www.ci.san-jose.ca.us/oaacc/disacces.html).
The City of San Jose web accessibility standards were adopted by the Board
of Supervisors for the County of Santa Clara in March 1997 and have been
designated as a "best practices" model by the League of California Cities
as well as the federal government.
These standards should also be incorporated into each web site created in
conjunction with the WAI Guidelines.
C. BOBBY
Bobby (http://www.cast.org/bobby)
is a freely available web accessibility diagnostic tool that can assist in
the creation of web pages. Created by the Center for Applied Special Technology
(CAST), it was first released in 1996 and has since been upgraded approximately
"every six months to include improved page authoring guidelines, new features,
technical enhancements, ease-of-use improvements, and complete documentation"
(http://www.cast.org/bobby/about.html).
Working closely with the W3C, CAST designed Bobby as an evaluation tool in
which the WAI Guidelines are employed. It is used to perform validation of
web pages after the page has been created. It directs the designer by
prioritizing main concerns within the page that prevent it from being accessible.
The WAI Guidelines will be useful at the initial point in the design process while Bobby inspects pages for accessibility after they have been created. The WAI Guidelines, the City of San Jose standards and Bobby should be used in the creation and evaluation of accessible web pages.
D. Implementation
In Disabled Accessibility: The Pragmatic Approach
(http://www.useit.com/alertbox/990613.html),
Jakob Nielsen recommends using both the W3C and San Jose guidelines to set
priorities while creating web pages. He proposes an implementation process
that is more manageable and realistic.
The official standard outlines what ideally should be done. In practice,
it is necessary to prioritize standard-compliance on large sites and plan
a staged rollout of accessibility:
E. Yale Web Pages
Existing Yale sites and their supporting sites that provide remote library
services should be reviewed using Bobby
(http://www.cast.org/bobby). Every
web page intended for the public that is created by the YUL system should
be reviewed and changed accordingly for each unit. Pages that are top priority
are as listed:
- Orbis Quilt (Public access to ORBIS): http://www.library.yale.edu/orbis/
- Databases and Electronic Journals: http://www.library.yale.edu/pubstation/alphalist.html
- Subject Guides: http://www.library.yale.edu/pubstation/subjectlist.html
- Library Catalogs: http://www.library.yale.edu/pubstation/libcats.html
- Experimental Projects: http://www.library.yale.edu/pubstation/experimental.html
- Search: http://www.library.yale.edu/pubstation/search.html
- Library Information: http://www.library.yale.edu/pubstation/libinfo.html
- Collection and Services: http://www.library.yale.edu/htmldocs/collect.htm
- All links listed on the Research Workstation site
F. Training
The libraries will provide training on accessibility issues pertaining to
the web throughout the Library system. The Web Advisory Group (WAG) is
recommended to advise, establish, uphold and maintain web accessibility and
its relevance within the YUL system. Specialized training for web accessibility
should be offered to Yale Library staff. Instruction may range from inviting
experts in the field of web accessibility to incorporating the W3C Guidelines
into current web-related training sessions. These events sponsored by the
WAG Training, Learning and Communication (TLC) subgroup will instruct staff
who create and/ or update the Library web sites. Documentation plays a crucial
role in the training process. The Yale University Library Workstation Support
Group will create and maintain documentation on web accessibility training.
Some examples of appropriate training follow.
§4.2.1 Path of Travel to Workstation:
A minimum of 30 inches is generally sufficient for stationary space. Additional clearance is needed for maneuvering and sway. A clear width of at least 48 inches (recommended but not required) allows for comfortable flow for people who use wheelchairs and people who are ambulatory. Space at least 60 inches wide is the minimum width that allows passage of two wheelchairs. A continuous clear width of 36 inches is the minimum needed by people who use walking aids or service animals.
§4.2.3 Wheelchair Turning Spaces:
Circular Turns:
The most efficient way of making a half or full turn in a manual wheelchair is by turning the wheels in opposing directions. Repeated maneuvering is often necessary for people unable to turn this way, including those who use motorized wheelchairs and scooters. Recommendation: Larger space in the shape of an oval, as recommended in the ADAAG appendix, can allow easier maneuvering for turns. A minimum of 60" is required, an oval 72" x 60" is recommended.
T-Shaped Turns:
Space for 3-point turns can be provided in the shape of a T. This space can be configured for approach on any segment of the T. Recommendation: Additional space that allows 60 inches on each leg of both turns will ease maneuvering.
§4.2.5 - Forward Reach
Many people in wheelchairs may not be able to reach far beyond their toes. Forward reaches are measured to the edge of available clear floor space. This accommodates high and low reaches and assumes some forward bending. Maximum height of forward reach is 48 inches and the minimum is 15 inches. For more detailed information, please refer to text listed below.
§4.2.6 - Side Reach
High and low reaches are based on a depth of reach no greater than 10 inches measured from the available clear floor space. It is important that clear floor space be available at objects according to the recognized reach radius. The maximum reach is 54 inches and the minimum 9 inches. For more detailed information, please refer to text listed below.
§4.32.4 Height of Tables or Counters:
Counter and table surface heights (28 to 34 inches) should be specified in consideration of the intended use. A height at the lower end of this range is generally preferable for surfaces used for extended periods of time (study carrels, dining counters, kitchen counters in dwelling units) as opposed to those used briefly or intermittently (breakroom counters, hotel room kitchenette counters). While 34 inches is the specified maximum for an accessible counter, the entire counter is not required to be accessible. A height of 36 inches, where necessary to accommodate below counter appliances, may be acceptable in limited use areas such as employee breakrooms, as long as a portion of the counter is accessible. (This is consistent with counters in business and mercantile facilities, since customer use is limited to simple activities like writing checks or signing receipts.)
____________________________
From: ADAAG Manual, a guide to the Americans with Disabilities Act Accessibility Guidelines, Washington, DC : U.S. Government Printing Office, c1999.
Appendix B: Level I Adaptive Technology Recommendations
Hardware
Name: PC (minimum)
Description: NT 4.0; Pentium II or III / 500mhz; 256 MB RAM; 21" Monitor;
32 MB Graphics Card
Learn: Yes
Phys: Yes
Visual: Yes
Hear: Yes
Price**: $2,632.00
Name: Large Print Keyboard
Description:
Learn: Yes
Phys: No
Visual: Yes
Hear: No
Price**: $100.00
Name: Trackball
Description: Users can move cursor with fingers instead of wrist;
Kensington
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $85.00
Name: Adjustable Table
Description: Equity 4830, laminated top, 48" X 30", AD*AS
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $685.00
Name: Glare Screen
Description:
Learn: No
Phys: No
Visual: Yes
Hear: No
Price**: $80.00
Software
Name: Text Magnification
Description: ZoomText Xtra Lvl 2 (magnification & voice)
Learn: Yes
Phys: Yes
Visual: Yes
Hear: No
Price**: $595.00
Name: Visual Alerts
Description: Provides alternative to sounds that signal user errors, etc.;
Microsoft SoundSentry; Microsoft ShowSounds
Learn: No
Phys: No
Visual: No
Hear: Yes (both Microsoft SoundSentry & Microsoft ShowSounds)
Price**: Both free with Windows
Other
Name: CCTV (SML)
Description: Magnifies printed text; Aladdin or Tagarno
Learn: No
Phys: No
Visual: Yes
Hear: No
Price**: $2,495.00
Name: TTY/TTD Phone (SML)
Description: Provides text alternative; Ultratech Uniphone
Learn: No
Phys: No
Visual: No
Hear: Yes
Price**: $279.00
Total Per Enhanced Workstation:
$4,177.00
*Assumes no existing equipment; actual cost will vary from library to library,
and may be considerably less.
Recommended libraries include: KSL, GOV, SSL, AA, DIV, CCL, MUSIC, ENG.
(SML and MED are already equipped with enhanced workstations.)
Total Level I Cost (7 Workstations): $32,013.00
** Prices are subject to change.
Appendix C: Level II Adaptive Technology Recommendations
Hardware
Name: Scanner
Description: HP 5200C or better with multifeed capabilities
Learn: Yes
Phys: No
Visual: Yes
Hear: No
Price**: $450.00
Qt.: 2
Location(s): (SML/CCL, MUDD)
Name: Wrist Wrest
Description:
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $15.00
Qt.: 7
Location(s): (All level 1 workstations)
Name: Task Light
Description:
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $80.00
Qt.: 7
Location(s):
Name: Adjustable Chair
Description:
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $350.00
Qt.: 7
Location(s):
Name: Document Stand
Description:
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $10.00
Qt.: 7
Location(s):
Name: Keyboard Tray
Description:
Learn: No
Phys: Yes
Visual: No
Hear: No
Price**: $175.00
Qt.: 7
Location(s):
Software
Name: Screen Readers
Description: Voice output of text documents; Jaws for Windows NT
Learn: Yes
Phys: No
Visual: Yes
Hear: No
Price**: $1,495.00
Qt.: 3
Location(s): (SML/CCL, MUDD, KSL, MED)
Name: Scanning Systems
Description: Provide scanning, electronic text to voice, and text highlight
options; Kurzweil 3000
Learn: Yes
Phys: No
Visual: Yes
Hear: No
Price**: $2,495.00
Qt.: 2
Location(s): (SML/CCL, MUDD)
Name: Speech Recognition
Description: Voice input /dictation; Dragon Naturally Speaking (Several
editions)
Learn: Yes
Phys: Yes
Visual: Yes
Hear: No
Price**: $695.00
Qt.: 2
Location(s): (SML/CCL, MUDD)
Name: Word Prediction and Completion
Description: Addresses difficulty with word finding, writing, and spelling
(text and speech feedback); Read & Write (PC)
Learn: Yes
Phys: No
Visual: No
Hear: No
Price**: $250.00
Qt.: 2
Location(s): (SML/CCL, KSL)
Name: Math Disabilities
Description: Practice Problem Sets; Access to Math
Learn: Yes
Phys: No
Visual: No
Hear: No
Price**: $79.00
Qt.: 2
Location(s): KSL,CCL
Total Level II Cost: $11,303.00
** Prices are subject to change.
Appendix D: Level III Adaptive Technology Recommendations
Name: Adaptive Workstations (4)
Description: Fully Loaded with Hardware, Software, and Furniture from Levels
I & II
Learn: Yes
Phys: Yes
Visual: Yes
Hear: Yes
Price**: $32,688.00
Name: Braille Embosser
Description: Prints in Braille and Text; Juliet PRO
Learn: No
Phys: No
Visual: Yes
Hear: No
Price**: $5,900.00
Name: Braille Translation Software
Description: Converts text to Grade 2 Braille for use with Braille printer;
Duxbury for Windows
Learn: Yes
Phys: No
Visual: Yes
Hear: No
Price**: $595.00
Name: TTY/TTD phone
Description: Allows Hearing disabled to see text output from phone conversations;
Ultratech Uniphone
Learn: No
Phys: No
Visual: No
Hear: Yes
Price**: $279.00
Name: Loop Hearing System
Description: Creates magnetic field that allows those with equipped hearing
aids to filter out ambient noise and focus on what a classroom speaker is
saying
Learn: No
Phys: No
Visual: No
Hear: Yes
Price**: $650.00
Knowledge Commons Technology Cost: $40,112.00
** Prices are subject to change.