Accessible Technology: a guide for Educators

Accessible Technology:

A Guide for Educators

Empower your students with technology that’s accessible to all

P

ublished by Microsoft Corporation

Accessibility Business Unit
One Microsoft Way
Redmond, Washington 98052-6399

Copyright  2008 Microsoft Corporation. All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form or by any means without the written permission of the publisher. For permissions, visit www.microsoft.com.

To obtain additional copies of this booklet, visit www.microsoft.com/enable/education.

Encarta, Microsoft, Natural, PowerPoint, and Windows are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. Other product and company names mentioned herein may be the trademarks of their respective owners.

The example companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted herein are fictitious. No association with any real company, organization, product, domain name, e-mail address, logo, person, place, or event is intended or should be inferred.

Managing editor: LaDeana McCoskey Huyler, Accessibility Business Unit, Microsoft Corporation

Table of Contents

About This Guide

What This Guide is For

Today's schools bring amazing technology to the classroom. In the modern classroom, everything—from art to science projects, research to writing assignments, lesson plans to tracking grades—happens on the classroom PC. Now, Windows brings digital media to facilitate rich, project-based learning, in and out of the classroom, for students across the globe.

This guide from Microsoft provides information about accessibility and accessible technology resources to help educators worldwide ensure that all students have equal access to learning with technology.

For educators new to accessibility and working with students with disabilities, accessibility can seem overwhelming. To help educators teach students with all types of abilities, this guide includes information about accessibility and how to successfully and more simply bring it into the classroom.

Download

This guide is available for download on the Microsoft Accessibility Web site www.microsoft.com/enable/education/. This is the second edition of this guide.

Permission for Reuse

These materials were designed to help train individuals on how to use accessibility settings in Microsoft products. The Microsoft accessibility fact sheets, tutorials, demo, videos, and other training materials may be used for non-profit educational and training purposes only. These materials may be printed and duplicated when used for educational or training purposes and not for resale. If you or your organization wants to use these materials for any other purpose, you may submit a request to and obtain written permission from Microsoft. Requests will be considered on a case-by-case basis.

Second edition. Published in 2007.

© 2007 Microsoft Corporation. All rights reserved. 
Terms of use: www.microsoft.com/info/cpyright.mspx
Trademarks: www.microsoft.com/library/toolbar/3.0/trademarks/en-us.mspx

About This Guide

Chapter 1: Understanding Accessibility

Providing accessible technology in the classroom to students with disabilities enables all students to have the same educational opportunities. For example, if a student with vision impairment cannot use the classroom computer because she can’t read the small text on the screen, she will not be provided with the same opportunities to learn that her sighted peers have.

This chapter introduces accessibility, defines exactly what accessible technology is, and why it is important to make it available in your classroom.

What Is Accessibility?

Accessibility means providing access to products and services to everyone who wants to access the product or service. Accessibility is about removing barriers. Accessible products can be adjusted to meet the needs and preferences of a diverse set of individuals that might use the product.

A more accessible environment benefits everyoneincluding people with disabilities and those without. All people benefit from an environment in which it is easier and safer to move and function. Ensuring accessibility is another way of accepting and encouraging diversity in our society.

M

"Our vision is
to create innovative technology that is accessible to everyone and will adapt to each person's needs."

—Bill Gates, Chairman and chief software architect of Microsoft

icrosoft’s Commitment to Accessibility

Microsoft’s mission is to enable people and businesses throughout the world to realize their full potential. Computer technology is an important and powerful tool that enables and empowers people of all abilities. At Microsoft, we strive to develop technology that is accessible and usable by everyone, including individuals who experience the world in different ways because of impairments or disabilities.

For two decades, we have been exploring and evolving accessibility solutions that are integrated with our products. Microsoft's Accessibility Business Unit (ABU) takes a strategic approach to its accessibility efforts. Read more at www.microsoft.com/enable/.

What Is Accessible Technology?

Accessible technology is computer technology which enables individuals to adjust a computer to meet their visual, hearing, dexterity, cognitive, and speech needs. To be accessible, technology must be flexible enough to meet the individual needs and preferences of a diverse set of people with many different types of abilities.

Accessible technology encompasses three elements:

• 
  Accessibility features or settings are built into a software program and allow adjustment and customization of product settings to meet vision, hearing, mobility, language, and learning needs. For example, in Windows, changing the font size and color, and changing mouse pointer options are accessibility settings. Windows, Office, and Internet Explorer include many accessibility features and settings that make the computer easier to see, hear, and use.
  
• 
  Assistive technology products are specialty hardware and software products such as a screen reader or voice recognition product. Assistive technology products are carefully chosen specifically to accommodate an individual’s disability or multiple disabilities.
  
• 
  Compatibility between assistive technology products, the operating system, and software programs is critical for assistive technology products to function properly.
  

The Need for Accessible Technology in Schools

Accessible technology in schools is important for several reasons. First and foremost, many countries, including the United States, require schools by law to provide equal access to technologies for students with disabilities, which means accommodating those students’ disabilities. Among the myriad reasons for legislating equal access is the inclusion of students with disabilities in mainstream classrooms.

Educational Technology in Schools

As the numbers of students with disabilities integrated into general education classroom, so has the use of computers in classrooms. Today, nearly every student has access to a computer at school. In addition, the proportion of instructional rooms in the United States with Internet access increased from 51 percent in 1998 to 94 percent in 2005. Ninety-seven percent of those use broadband connections (as opposed to 26% in 1996), a growing number through wireless technology. Also changing the landscape of accessible technology is a rise in provisions for hand-held devices in the classroom, and loaner laptops available to students from school. Figure 1-1 illustrates the growth rate of schools with Internet access in the United States.

Figure 1-1. Percentage of public school instructional rooms with Internet access, 1994–2005

Source: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Internet Access in Public Schools and Classrooms: 1994-2005.

The number of students using a computer at home has also increased in recent years. As of 2003, 83 percent of primary and secondary students in the U.S. used computers at home. Nearly half of primary school children, and between 80 and 90 percent of secondary students, used home computers for schoolwork.

Prevalence of People with Disabilities Across the Globe

The definition of disability is not consistent throughout the world, nor are the statistics surrounding it. This is true because statistics are collected for different purposes by various organizations with different capabilities and resources. For example, the World Health Organization collects worldwide statistics, the U.S. government collects statistics on a wide range of subjects, and various special interest groups collect information with the purpose of advancing their own causes. Consequently, study sizes, sampling techniques, and reliability of the data also vary widely. In addition, collecting data on people with disabilities has often been neglected. Even cultural attitudes toward what constitutes a disability make consistent statistics difficult to come by. Still, organizations such as the U.S. Census Bureau and the World Health Organization are making significant gains in gathering useful statistics that help us to frame our discussion. Consider that:

• 
  In the United States, nearly one in five Americans has some level of disability
  
• 
  In Canada, it is one in six.
  

The point to remember is that most technologies are marketed and sold globally. Even though the statistics in this guide focus on the U.S., there is a need for accessibility in schools throughout the world.

Students with Disabilities in Schools

According to the U.S. Census Bureau, 15% (15.4 million) of children aged 6 to 14 are considered either disabled or severely disabled. Numbers for ages 15 and above are slightly higher. The definition of disabilities ranged from mental retardation or some other developmental delay to limitations in seeing, hearing, speaking, and walking, to the need for personal assistance in daily living. About half of the studied age group had more than one of the selected developmental conditions. Needless to say, these individuals need educational aids such as accessible and assistive technology during their learning years.

Meanwhile, student use of computers is ever increasing, creating a need to cater to those with disabilities the same way as other students. In fact, 2003 data for primary and secondary students concluded that nearly 64 percent use computers at both home and school, bringing accessible technology needs outside of the classroom.

Students Become Employees of the Future

Students who now have impairments will be our future workforce in just ten to twenty years. Computer technology is an important and powerful tool and is known to increase employment opportunities for people with disabilities. Integrating accessible technology into schools and introducing it to students with disabilities early will not only enhance their learning, but also their future employment options.

As much as 60% of working Americans ages 18 to 64 have mild, moderate and severe difficulties and impairments that impact the way they use computers. In a study conducted by Forrester and commissioned by Microsoft in 2003, 38% (64.2 million) of U.S. working-age adults were likely to benefit from the use of accessible technology due to a mild difficulties and impairments; and 22% (37.2 million) of working-age adults are very likely to benefit from the use of accessible technology due to a severe difficulties and impairments. While this may seem like a large percentage, consider:

• 
  One in four of us has a visual difficulty or impairment
  
• 
  One in four of us has a dexterity difficulty or impairment, and
  
• 
  One in five of us has a hearing difficulty or impairment.
  
  
  

Often, the most daunting challenge that people with disabilities face is the attitudes and assumptions others maintain about their capabilities. Most people who have a mild impairment do not consider themselves “disabled” but may feel uncomfortable looking for accessibility solutions due to cultural attitudes about disabilities.

Attitudes about disabilities certainly impact students in school, but again, it is during school where equal access to learning opportunities for individuals with disabilities can set the stage for successful employment in the future. As educators, there is a need to find the correct solutions that can help those students excel at academics, and later in life.

The Challenge: Inclusive Classrooms with Equal Access for All Students

With the intersection of increased use of computers in schools and the increased number of students with disabilities placed in inclusive general education classrooms, it is even more vital to ensure that all students have equal access to computer technology and the educational opportunities it provides.

Often, computerized instructional materials are not available in formats that are accessible to students with disabilities. Unfortunately, inaccessible materials stigmatize children with disabilities by preventing them from using the same materials as their peers, and it can also limit their educational opportunities. Therefore, as technology becomes more prevalent in classrooms, students with disabilities face even more challenges in keeping pace with their classmates if they can’t use that technology.

How do you ensure that students with disabilities have the same access to technology as general education students? Fortunately, personal productivity software publishers and educational software developers are beginning to include children with disabilities in their audience. As an educator, seek out solutions that are accessible for students you know to have disabilities and you will notice other students with various learning styles who will also benefit. Accessibility benefits everyone.

The following chapters provide specific examples students with disabilities and accessibility solutions educators can use to create inclusive classrooms.

.

Chapter 2:
Impairment Types and Technology Solutions

In this chapter, we discuss what “disability” means, describe various impairments and the specific accessibility features and assistive technology products available to help make computing possible for students with disabilities.

Defining “Disability” and Impairments

A

More Info
Find resources published by
the National Association
of Special Education Teachers at www.naset.org

quick Internet search on the question “What is the definition of disability?” is likely to net thousands of matches. Each person who tackles the question does so from a particular perspective and bias. In fact, most of us already have formed our own definition of what disability means to us based on our own frame of reference. In many cases, the definition is all about legal contracts and insurance benefits.

The definition of a disability or an impairment, however it is defined, is relevant in this discussion only because we discuss accessible technology solutions for different types of impairments. Before determining how you can integrate accessible technology into your classroom, it is beneficial to understand the types of impairments and how those impairments impact computer use.

In this chapter, we outline the different types of impairments including visual, mobility and dexterity, hearing, language, learning, and age-related impairments. We provide specific examples of accessibility features and assistive technology products that are useful to students with each type of impairment. We also provide definitions of the assistive technology products.

Visual Impairments

Visual impairments include low vision, color blindness, and blindness. Students who are blind cannot use a computer monitor and must receive information from their computers via another sense such as hearing or touch. Students with low vision can also receive information through sound or touch, or they can modify their computer displays so the screen is more legible.

Vision Difficulties and Low Vision

Among computer users in the United States, approximately 1 in 4 (27%) have a vision difficulty. There are many options for individuals with vision difficulties to modify the computer displays and appearance so it is more legible, or receive information through sound or touch. You can increase clarity and legibility on your monitor by changing screen resolution, increasing the size of fonts and icons, High Contrast options, and using a screen magnifier to enlarge a portion of the computer screen.

People with low vision do not have clear vision even with the use of eyeglasses, contact lenses, or intraocular lens implants. There are many ways to adjust and personalize the appearance of Windows to make it easier to see for an individual with a vision impairment. You can increase clarity and legibility on your monitor by changing screen resolution, increasing the size of fonts and icons, High Contrast options, and using Magnifier to enlarge a portion of your screen. There is a wide range of accessibility features to make Windows easier to see, for more information, see the tutorials at www.microsoft.com/enable/training/.

One of the most common accessibility solutions for a computer user with low vision is a screen magnifier. Microsoft Windows XP and Windows Vista, for example, include a basic screen magnifier program called Microsoft Magnifier.

In Magnifier in Windows XP, magnification levels go up to level 9 (Windows Vista goes up to level 16). Other full-featured screen magnifiers are available from third-party companies. Microsoft’s Magnifier, as with other built in assistive technology (AT) products in Windows, enable individuals with visual impairments to use a friend’s computer or share computers in a classroom. In addition, these accessibility programs provide the means for individuals with disabilities to use public computers (such as those at libraries) but they are not replacements for full featured assistive technology products.

F

Magnifier in Windows Vista
now has magnification levels from 2 to 16 times the original and enables you to track the mouse, the keyboard, or text editing. Magnifier can be found in the Ease of Access Center.

Learn more at www.microsoft.

com/enable/

igure 2-1 shows Microsoft Magnifier in Windows XP with a magnification level of 2 and inverted colors selected.

Figure 2-1. Magnifier in Windows XP

For additional information about how to use accessibility features in Windows and other Microsoft products, see the Microsoft Accessibility Tutorials referenced in Chapter 3 of this guide.

Color Blindness

People who are color blind have difficulty seeing particular colors or distinguishing between certain color combinations. Computer programs that allow users to choose the display’s color combinations and adjust screen contrast as helpful for people who are color blind.

Individuals with a variety of visual impairments often find it easier to read white text on a black background instead of black on white. In Windows XP and Windows Vista, users can use the Invert Colors and High Contrast color scheme options to improve legibility.

Blindness

Blindness occurs in a variety of degrees, and many people who are considered blind do have some measure of sight. For example, a person whose level of sight is equal to or less than 20/200—even with corrective glasses or lenses—is considered “legally blind” in the United States. A person who is completely sightless is considered “blind.”

Did You Know? Visual acuity is expressed as a fraction. The top number refers to the distance you stand from the vision chart, which is usually 20 feet. So, 20/200 vision indicates that the line you correctly read at 20 feet could be read by a person with normal vision at 200 feet.

Many diseases and conditions contribute to, or cause, blindness, including cataracts, cerebral palsy, diabetes, glaucoma, and multiple sclerosis. Accidents, diabetes, and macular degeneration account for most blindness in the United States. Worldwide, vitamin A deficiency is the leading cause of blindness, mental retardation, and other diseases. (USFDA 2000)

People who are blind interact with their computers through keyboards, Braille devices, and audio/voice rather than a traditional monitor and mouse. The use of sophisticated assistive technology provides for both computer input and output, is critical for people who are blind.

Accessibility features and products helpful for people with low vision and blindness are available. in Windows XP and Windows Vista, these features include: keyboard shortcuts, text-to-speech with Narrator, screen magnification with Magnifier, and sound notification. Even though earlier versions of Windows also included accessibility features, these newest Windows versions offer the best accessibility.

A common assistive technology product that people who are blind use is called a screen reader. Screen readers are software programs that present graphics and text as speech. Computer users who are blind may also use Braille displays and Braille printers. A screen reader, described later, presents all information to the user via a computerized voice. For the operating system or an application to be accessible to someone who is blind, it needs to provide information about its interactions with the user in a manner that assistive technology can then present in an alternative format. For example, if a sighted user sees a list box containing several selections to choose from, the assistive technology product (often a screen reader and/or refreshable Braille display) needs the necessary information so it can inform the blind user that he or she needs to choose from a list of selections. The list of selections might be spoken or presented in a tactile fashion with a Braille display.

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