From: "Lloyd G. Rasmussen" 
Subject: Fwd: Assistant Sec Heumann on Need for adaptive Tech
This looks like good ammunition as we go to the legislature concerning 
state-funded technology.
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From: Prof Norm Coombs   
To: EASI@MAELSTROM.STJOHNS.EDU
Date: Mon, 24 Nov 1997 23:03:47 -0500
Subject: Assistant Sec Heumann on Need for adaptive Tech
EASI (Equal Access to Software and Information) is pleased to see this recent 
publication statement by Judy Heumann, Assistant Secretary of Education.
Norman coombs
Check the EASI web: www.rit.edu/~easi
October 10, 1997
Dear Colleagues:
I am writing about the importance of having electronic and
information technology that is accessible to everyone in schools,
including individuals with disabilities.
As you know, President Clinton has made education a top priority
for his Administration.  One of the President's education
initiatives is to bring the power of the information age into all
of our schools by connecting every school to the Internet by the
year 2000 and by ensuring that every student is technologically
literate.  Technology enriches education.  Children with access to
computers and trained teachers can learn faster and learn better.
For students with disabilities, technology such as word processing
and speech recognition can give them the tools they need to
participate fully in challenging academic courses.  As the use of
technology in all aspects of life has become more prevalent,
technology skills have also become a basic requirement, just like
reading, writing and math, that every student must master to
succeed and be productive.  Therefore, it is essential that the
technology used in our schools leaves no one behind.
Schools are making large investments in technology as part of their
administrative and information systems.  In purchasing technology,
it is important to incorporate considerations about accessibility
for students and employees with disabilities into the
decision-making process.  It is more cost efficient to consider
issues about accessible technology up front, rather than incur the
expense of retrofitting or adapting a system or device to make it
accessible later.
To assist you as you make decisions about technology purchases, we
have enclosed a technical assistance packet that we hope will be
helpful.  The packet includes information about the technical
aspects of access, legal obligations concerning technology and
individuals with disabilities, and a list of resources for further
information and assistance.
I hope this information will be useful to you.
Yours sincerely,
Richard W. Riley
Enclosure OVERVIEW
Computer technology allows all learners to expand their ability to
gather, manipulate, understand, and use information.  In
particular, many of the more than five million students with
disabilities educated by the Nation s public schools have
experienced the benefits of technology through the use of a wide
variety of adaptive devices and software tools that assist their
effective participation in the classroom.  For example, students
who are unable to manipulate a keyboard can use computers that
respond to voice commands; persons who have low vision or are blind
can use personal computers with large print monitors or speech
synthesizers to read print text; and children who cannot speak can
use devices that provide electronic voices for them.  Technology
developed within the last several decades has allowed many students
with disabilities to overcome what previously would have been
significant limitations to educational achievement.
Schools should remain cognizant of their responsibility to provide
equal educational opportunity for individuals with disabilities
when procuring technology systems for the use of students and
staff, particularly multimedia, graphics and graphical interface
(such as Windows) applications.  Obviously, every computer or piece
of technology equipment need not be equipped for use by persons who
have disabilities.  But overall, technology devices and systems of
technology used by students, teachers, or other school employees
should be capable of being used, or adapted for use, by individuals
with disabilities.  It is quite possible to unintentionally
construct new barriers when acquiring educational technology
systems if schools do not consider accessibility features.  In many
cases, decisions now being made about the selection of systems
configurations, and computer hardware and software will provide the
technological infrastructure to be used in schools for years to
come.  If every school adds consideration of accessibility to its
decision-making process when acquiring technology, it will greatly
increase the ability of students, teachers, and other individuals
with disabilities to participate equally in the information age
with their nondisabled peers.
Because public school districts and other educational institutions
are prohibited from excluding individuals from programs and
activities on the basis of disability, consideration of
accessibility in acquiring technology not only makes good fiscal
sense, but also helps schools to meet their legal obligations under
Section 504 of the Rehabilitation Act of 1973, the Americans with
Disabilities Act of 1990, and the Individuals with Disabilities
Education Act.  Currently, all States receive Federal funds under
the Technology-Related Assistance for Individuals with Disabilities
Act, which requires the States to purchase and use electronic and
information technology that is accessible to individuals with
disabilities.
Schools also can use Federal funds for technology purchases from a
number of interrelated programs, including the Technology Literacy
Challenge Fund, and Titles I and VI of the Elementary and Secondary
Education Act.  These programs and others are described on the
Department s web site (http://www.ed.gov).  In addition, the
Telecommunications Act of 1996, which provides for reduced rates in
services to educational providers and libraries, will significantly
lower the costs for telecommunication services, internal
networking, and access to the Internet for all schools and
libraries.
Schools can help ensure cost-effective access to technology by
thinking about the extent to which computer hardware and software
and any information technology systems, considered for purchase,
allow universal access by all users or are adaptable for use by
individuals with disabilities.  Persons responsible for making
decisions regarding educational technology purchases should be made
aware of access issues and existing resources to guide the
decision-making process.  Because large-scale technology purchases
may typically be undertaken with consultant or contractor support,
or with assistance from expert staff working with management
information or other technology systems, schools may want to
incorporate access issues into standard procurement requirements
and make accessibility part of the discussion with staff,
consultants, or contractors.
We hope that the questions and answers, checklist, and the
references included in this technical assistance packet will help
you in your decision-making process.
Copies of this packet may be obtained in an alternate format (e.g.,
Braille, audiotape, large print or computer diskette) by
individuals with disabilities upon request to:
     Assistant Secretary Judy Heumann
     Office of Special Education and Rehabilitative Services
     Department of Education
     Mary E. Switzer Building
     330 C Street, S.W.
     Washington, D.C.  20202
     Phone:  Voice/TDD: (202) 205-5465
It will also be available on the Department s web site at:
     http://www.ed.gov/offices/OSERS/whatsnew/techpack.html
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-- Lloyd Rasmussen
Senior Staff Engineer, Engineering Section
National Library Service for the  Blind and Physically Handicapped
Library of Congress          202-707-0535
(work)       lras@loc.gov    www.loc.gov/nls/
(home) lras@sprynet.com
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