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21: <DIV class=Section1>
22: <P><A
23: href="altmediaguide.pdf">Available as a PDF Document</A></P>
24: <P align=center><B>California Community
25: Colleges</B></P>
26: <P align=center><B>Guidelines for
27: Producing Instructional and Other Printed Materials in Alternate Media for
28: Persons with Disabilities</B></P>
29: <P align=center>April 2000</P>
30: <P
31: align=center> <img border=0 width=143 height=141
32: src="images/chancellorslogo.gif" v:shapes="_x0000_i1025" alt="California Community Colleges Chancellor's Office Logo.">
33: </P>
34: <P align=center><B>Chancellor’s Office</B></P>
35: <P align=center><B><U>California
36: Community Colleges</U></B><U></U></P>
37: <BR
38: >
39: <P><B>PUBLISHING INFORMATION</B></P>
40: <P>This document has been
41: developed by the Chancellor’s Office based on the recommendations of a Special
42: Alternate Media Workgroup established by the Consultation Council to advise
43: the Chancellor on this subject. It is published by the Chancellor’s
44: Office, California Community Colleges, 1102 Q Street, Sacramento, California,
45: 95814-6511. This document can be obtained by contacting the Chancellor's
46: Office at (916) 322-3234 or downloaded from the Chancellor's Office website
47: at <U><A
48: href="http://cccco.edu/cccco/ss/dsps/dsps/htm">http://cccco.edu/cccco/ss/dsps/dsps/htmAmg4.doc</A></U>.</P>
49: <P>©2000 by the Chancellor's Office, California Community Colleges.</P>
50: <P>Readers are advised that the fair use provisions of the U.S.
51: Copyright Law permit the reproduction of material from this publication for
52: “purposes such as criticism, comment, news reporting, teaching (including
53: multiple copies for classroom use), scholarship, or research.”</P>
54: <P>Questions on the content of this publication should be addressed
55: to Scott Hamilton, Coordinator, Disabled Students Programs and Services, at
56: the address provided above; telephone </P>
57: <P>(916) 327-5892; FAX (916) 327-8232.</P>
58: <BR
59: >
60: <P align=center><B>California Community
61: Colleges</B></P>
62: <P align=center><B>Guidelines for
63: Producing Instructional and Other Printed Materials in Alternate Media for
64: Persons with Disabilities </B></P>
65: <P align=center><B>April 2000</B></P>
66: <P><B>Developed By:</B></P>
67: <P><B>The Chancellor's Office</B></P>
68: <P><B>In Collaboration with the Alternate Media Workgroup </B></P>
69: </DIV>
70: <BR
71: >
72: <DIV class=Section2>
73: <P align=center><B><SPAN
74: style="FONT-SIZE: 14pt; TEXT-TRANSFORM: uppercase; ">Table of Contents</B></P>
75: <P><B>PREFACE</B></P>
76: <P><B><SPAN
77: style="FONT-SIZE: 14pt; ">Part I. Producing Material in Alternate Media</B></P>
78: <P style="TEXT-INDENT: 0.5in"><B>A. Legal Requirements</B></P>
79: <P style="MARGIN-LEFT: 0.5in"><B>B. Scope and Purpose</B></P>
80: <P style="MARGIN-LEFT: 0.5in"><B>C. Basic Principles</B></P>
81: <P style="MARGIN-LEFT: 0.5in"><B>D. Establishing Policies
82: and Procedures</B></P>
83: <P style="MARGIN-LEFT: 0.5in"><B>E. Types of Alternate
84: Media</B></P>
85: <P style="MARGIN-LEFT: 0.5in"><B>
86: 1. Audio/Readers</B></P>
87: <P style="MARGIN-LEFT: 0.5in"><B>
88: 2. Braille</B></P>
89: <P style="MARGIN-LEFT: 0.5in"><B>
90: 3. Tactile Graphics</B></P>
91: <P style="MARGIN-LEFT: 0.5in"><B>
92: 4. Large Print</B></P>
93: <P style="MARGIN-LEFT: 0.5in"><B>
94: 5. Electronic Text</B></P>
95: <P style="MARGIN-LEFT: 0.5in"><B>F. Verification of Disability
96: and Functional Limitations </B></P>
97: <P style="MARGIN-LEFT: 0.5in"><B>G. Individual Preference
98: And Offering Alternatives</B></P>
99: <P style="MARGIN-LEFT: 0.5in"><B>H. Analyzing Requests</B></P>
100: <P style="MARGIN-LEFT: 0.5in"><B>I. Examples</B></P>
101: <P style="MARGIN-LEFT: 0.5in"><B>J. Resolving Disputes</B></P>
102: <P style="MARGIN-LEFT: 0.5in"><B>K. Considerations for
103: Formatting E-Text and Designing Software </B></P>
104: <P style="MARGIN-LEFT: 0.5in"><B>and Webpages</B></P>
105: <P style="MARGIN-LEFT: 1in"><B>1. Considerations for using
106: ASCII Text Generated by a Scanner</B></P>
107: <P style="MARGIN-LEFT: 1in"><B>or From Another Outside Source</B></P>
108: <P style="MARGIN-LEFT: 0.5in"><B>
109: 2. Considerations When E-Text is Available in a More </B></P>
110: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: 0.5in"><B>Sophisticated
111: Format</B></P>
112: <P style="MARGIN-LEFT: 1in"><B>3. Considerations for Complex
113: Electronic Documents, Software </B></P>
114: <P style="MARGIN-LEFT: 1in"><B>and/or Web Pages</B></P>
115: <P style="MARGIN-LEFT: 0.5in"><B>
116: 4. Considerations for Designing Software for use by Persons </B></P>
117: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: 0.5in"><B>Who are
118: Blind</B></P>
119: <P style="MARGIN-LEFT: 1in"><B>5. Considerations for Design
120: of Document/Software for Students </B></P>
121: <P style="MARGIN-LEFT: 1in"><B>with Low Vision</B></P>
122: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: 0.5in"><B>6.
123: Considerations for Formatting E-text to Produce Hardcopy </B></P>
124: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: 0.5in"><B>Large Print</B></P>
125: <P><B><SPAN
126: style="FONT-SIZE: 14pt; ">Part II. Guidelines for Implementation of Assembly
127: Bill 422</B></P>
128: <P style="MARGIN-LEFT: 0.5in"><B>A. Scope and Purpose</B></P>
129: <P style="MARGIN-LEFT: 0.5in"><B>B. Basic Coverage and
130: Limitations of AB 422</B></P>
131: <P style="MARGIN-LEFT: 0.5in"><B>C. Alternate Media Centers</B></P>
132: <P style="MARGIN-LEFT: 0.5in"><B>D. Certification of Requests</B></P>
133: <P style="MARGIN-LEFT: 0.5in"><B>E. Security of E-text</B></P>
134: <P style="MARGIN-LEFT: 0.5in"><B>F. Determining Which
135: Materials are Required or Essential</B></P>
136: <P style="MARGIN-LEFT: 0.5in"><B>G. File Formats</B></P>
137: <P style="MARGIN-LEFT: 0.5in"><B>H. Mathematics and Science
138: Materials</B></P>
139: <P style="MARGIN-LEFT: 0.5in"><B>I. Nonprinted Instructional
140: Materials</B></P>
141: <P style="MARGIN-LEFT: 0.5in"><B>J. Revising Files Received
142: From a Publisher</B></P>
143: <P style="MARGIN-LEFT: 0.5in"><B>K. Recommended Process
144: for Handling Requests</B></P>
145: <P style="MARGIN-LEFT: 0.5in"><B>L. Encouraging Publishers
146: to Enhance Accessibility</B></P>
147: <P><B><SPAN
148: style="FONT-SIZE: 14pt; ">APPENDICES</B></P>
149: <P><B>I: Alternate
150: Media Committee Members</B></P>
151: <P><B>II: Alternate
152: Media Resources</B></P>
153: <P><B>III: Braille Institute:
154: Education and Awareness—A Guide to Large Print for People with Low Vision</B></P>
155: <P><B>IV: Formatting Braille
156: Documents</B></P>
157: <P><B>V: Relevant
158: Provisions of the Federal Copyright Law</B></P>
159: <P><B>VI: Chaptered Legislation,
160: Bill Number AB 422 (Chaptered 09/15/1999)</B></P>
161: <P><B><SPAN
162: style="FONT-SIZE: 14pt; ">SAMPLE FORMS AND LETTERS</B></P>
163: <P><B>VII Letter to Publishers
164: From Bookstores</B></P>
165: <P><B>VIII Student Data Form</B></P>
166: <P><B>IX Certification
167: Form</B></P>
168: <P><B>X Glossary
169: of Terms</B></P>
170: </DIV>
171: <BR
172: >
173: <DIV class=Section3>
174: <P align=center><B><SPAN
175: style="FONT-SIZE: 14pt; TEXT-TRANSFORM: uppercase; ">Preface</B></P>
176: <P>In March 1996, the U.S. Department of Education, Office for
177: Civil Rights (OCR) undertook a statewide review of the extent to which community
178: colleges were meeting their obligation under Title II and Section 504 to provide
179: students with visual impairments access to print and computer-based information.
180: OCR concluded that the California community colleges employed "methods of
181: administration" which substantially restricted accomplishment of the educational
182: objectives of community college students with visual impairments.</P>
183: <P>The OCR report, which was issued in January 1998, asked the
184: Chancellor's Office to take steps in nine separate areas to improve access
185: for blind and visually impaired students. One of these areas involved
186: the provision of textbooks, instructional materials, and other printed information
187: in alternate media such as braille, large print, or electronic text.
188: OCR found that many colleges did not have adequate systems in place for responding
189: in a timely and efficient manner to requests for materials in alternate media.
190: OCR concluded that, in order to address this problem, the Chancellor's Office
191: should work with the colleges to develop a coordinated systemwide approach
192: that would streamline the present time-consuming and labor-intensive process
193: of converting hardcopy print into electronic text and/or braille. </P>
194: <P>The Chancellor's Office has been working for the past two
195: years to put in place the policies and procedures necessary to respond to
196: the OCR report. In the Fall of 1998, the Chancellor asked the Consultation
197: Council to establish a special Alternate Media Workgroup to advise staff regarding
198: the best approach to take in addressing the problem of producing materials
199: in alternate media. </P>
200: <P>After discussion of various options with the Workgroup, the
201: Chancellor's Office decided to prepare and submit a Budget Change Proposal
202: (BCP) for the 2000-2001 fiscal year requesting funding to assist colleges
203: with acquiring the equipment and trained staff they will need to respond to
204: requests for alternate media. The BCP also requests funding to establish
205: a statewide Alternate Media Center which would centrally handle the larger
206: or more difficult requests. </P>
207: <P>Final decisions about the 2000-2001 budget will not be made
208: until July 2000. Even if the proposal is funded to establish the Alternate
209: Media Center, it probably would not be operational until the middle of 2001
210: at the earliest. Moreover, the plan proposed in the BCP contemplates
211: that local college staff will make decisions about how to satisfy requests
212: for alternate media and that most small documents, especially those needed
213: with a short turn-around time, would still be handled locally. Thus,
214: even if the BCP is fully funded, colleges will continue to have considerable
215: responsibility for production of materials in alternate media. </P>
216: <P>Part I of this document sets forth guidelines for colleges
217: to use in responding to requests for materials in alternate media. The
218: guidelines are based on the recommendations of the Workgroup and have been
219: reviewed and revised based on input from the Disabled Student Programs and
220: Services Regional Coordinators, the High Tech Center Training Unit Advisory
221: Committee, and other interested parties. </P>
222: <P>In a related development, on September 15, 1999, California
223: Governor Gray Davis signed into law Assembly Bill 422 (Steinberg) which requires
224: publishers of instructional material to provide the material at no cost in
225: an electronic format for use by students with disabilities at the University
226: of California, California State University, and California Community Colleges.
227: This new law, which became effective January 1, 2000, will assist colleges
228: in meeting their pre-existing obligations to provide instructional materials
229: in alternate media. The electronic text supplied by a publisher may
230: be used to produce large print, translated and sent to a braille embosser,
231: or accessed directly with speech synthesizers or refreshable braille displays.
232: </P>
233: <P>However, California Education Code, Section 67302, which
234: was added by AB 422, provides that the Board of Governors must adopt guidelines
235: for implementation of the new law. Part II of this document addresses
236: the procedures to be used by colleges in taking advantage of the option provided
237: by AB 422 to obtain electronic text from publishers. </P>
238: </DIV>
239: <U><BR
240: >
241: </U>
242: <DIV class=Section4>
243: <P align=center><B>PART I</B></P>
244: <P align=center><B><SPAN
245: style="FONT-SIZE: 14pt; ">PRODUCING MATERIAL IN ALTERNATE MEDIA</B></P>
246: <P><B>A. LEGAL REQUIREMENTS</B></P>
247: <P>Both state and federal law require community colleges to
248: operate all programs and activities in a manner which is accessible to students
249: with disabilities. </P>
250: <P>At the federal level, requirements for access for persons
251: with disabilities were first imposed on recipients of federal funding by Section
252: 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794) and its
253: accompanying regulations set forth at 34 Code of Federal Regulations (C.F.R.),
254: Section 104. Similar requirements were later imposed on all public entities,
255: regardless of whether or not they receive federal funding, by the Americans
256: with Disabilities Act (42 U.S.C. § 12100 et seq.) and the regulations implementing
257: Title II of the ADA which appear at 28 C.F.R. § 35.</P>
258: <P>In particular, the Section 504 regulations and the regulations
259: implementing Title II of the Americans with Disabilities Act (ADA) contain
260: nearly identical provisions stating that recipients of federal funds and public
261: entities in providing any aid, benefit or service, may not afford a qualified
262: individual with a disability an opportunity to participate that is not as
263: effective as that provided to others. (See 34 C.F.R. § 104.4 (b)(1)(iii)
264: and 28 C.F.R. § 35.130(b)(1)(iii)). Title II recognizes the special
265: importance of communication, which includes access to information, in its
266: implementing regulation at 28 C.F.R. § 35.160(a). The regulation requires
267: that a public entity, such as a community college, take appropriate steps
268: to ensure that communications with persons with disabilities are as effective
269: as communications with others.</P>
270: <P>The United States Department of Education, Office for Civil
271: Rights (OCR) is responsible for ensuring that all educational institutions
272: comply with the requirements of all federal civil rights laws, including Section
273: 504 and Title II of the ADA. As a result, the opinions of OCR are generally
274: accorded considerable weight by the courts in interpreting the requirements
275: of these laws. OCR has had occasion to issue several opinions applying
276: the requirements of the Section 504 and ADA regulations to situations involving
277: access to instructional materials.</P>
278: <P>OCR has held that the three basic components of effective
279: communication include: "timeliness of delivery, accuracy of the translation,
280: and provision in a manner and medium appropriate to the significance of the
281: message and the abilities of the individual with the disability." (OCR Docket
282: No. 09-97-2145, January 9, 1998.)</P>
283: <BR
284: >
285: <P>In applying this test to a case involving access to materials
286: in a college library, OCR commented that:</P>
287: <blockquote>"When looking at exactly which of its resources
288: a library is obligated to provide in an accessible medium, the short answer
289: is any resources the library makes available to nondisabled patrons must be
290: made accessible to blind patrons. This includes the library catalogue,
291: the archived microfiche, daily newspapers, and the internet (if that is a
292: service provided to sighted patrons). A categorical decision by a public
293: library not to even consider a request by a patron for a particular alternative
294: format is in most instances a violation of Title II. However, when determining
295: what alternative format is most appropriate, a library may take into account
296: how frequently the material is used by patrons and the longevity of the material's
297: usefulness. For instance, more serious consideration should be given
298: to translating into braille frequently used reference materials which have
299: a long (sic)‘shelf-life’ than would be true for daily newspapers." (OCR Docket
300: No. 09-97-2002, April 7, 1997.)
301: </blockquote>
302: <P>In another case, OCR required a college to provide a textbook
303: in braille because</P>
304: <blockquote>"in some situations, the subject matter
305: of the textbook is particularly ill-suited to an auditory translation.
306: For example, mathematics and science textbooks, as well as textbooks to assist
307: in acquiring proficiency in a written (rather than conversational) foreign
308: language, ordinarily rely heavily on unique symbols, equations, charts, grids,
309: subscripts, punctuation, underscores, and accent marks, which are often hard
310: to effectively convey through auditory speech." (OCR Docket No. 09-97-2145,
311: January 9, 1998.)
312: </blockquote>
313: <P>OCR also points out that the courts have held that a public
314: entity violates its obligations under the ADA when it only responds on an
315: ad hoc basis to individual requests for accommodation. There is an affirmative
316: duty to develop a comprehensive policy in advance of any request for auxiliary
317: aids or services.</P>
318: <P>There are also state laws and regulations which require community
319: colleges to make printed materials available in alternate media. California
320: Government Code, Section 11135 et seq. prohibits discrimination on various
321: grounds, including mental or physical disability, by entities receiving funding
322: from the state of California. The Board of Governors has adopted regulations
323: at Title 5, California Code of Regulations, Section 59300 et seq. to implement
324: these requirements with respect to funds received by community college districts
325: from the Board of Governors or Chancellor’s Office. These regulations
326: require community college districts and the Chancellor’s Office to investigate
327: and attempt to resolve discrimination complaints filed by students or employees.</P>
328: <P><B>B. SCOPE AND PURPOSE</B></P>
329: <P>The remainder of this document sets forth guidelines developed
330: by the Chancellor’s Office to address specific issues community college districts
331: will face in meeting their legal obligation to make instructional materials
332: and other information resources available in alternate formats to persons
333: with disabilities.</P>
334: <P>It should be noted that the legal requirements discussed
335: in these guidelines are not limited to students in the classroom environment.
336: A college would be required to make available, upon request, in alternate
337: media, any publication it offers to the general public such as the college
338: catalogue, announcements about cultural or recreational events sponsored by
339: the college, job announcements, etc. Nevertheless, since most requests
340: are likely to come from students, the primary focus in these guidelines will
341: be on providing instructional materials in accessible formats. Colleges
342: should, however, establish policies and procedures which take into account
343: the possibility that others will also make such requests.</P>
344: <P>It is also important to keep in mind that colleges are required
345: to provide access to all instructional materials or other information resources
346: regardless of whether the source material is in printed, electronic, or some
347: other form. On September 3, 1999, the Chancellor's Office issued guidelines
348: addressing accessibility of curriculum, web pages, software and hardware used
349: in distance education courses. (Distance Education: Access Guidelines
350: for Students with Disabilities, August 1999.) Although those guidelines
351: dealt specifically with distance education, the principles and technical information
352: they contain are also relevant here and should be applied in making electronic
353: resources accessible for use on-campus. This would include, for example,
354: materials on CD-ROM used in a classroom, software used in computer labs, a
355: database of job opportunities in the Career Center, or a web page providing
356: information about college-sponsored events open to the general public.
357: The present guidelines do provide some information on this subject (see Section
358: K below), but will, for the most part, focus on ways of converting instructional
359: materials or other resources from print into alternate media.</P>
360: <P>As used in these guidelines, the terms "alternate media"
361: or "accessible formats" generally refer to methods of making information accessible
362: to persons with disabilities.<A title=""
363: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn1"
364: name=_ftnref1> [1] </A> The most
365: common types of accessible formats are audio, braille, tactile graphics, large
366: print, or electronic text. OCR has found that most colleges rely heavily
367: on use of readers or pre-recorded audio tapes as a means of making printed
368: material accessible for blind or visually impaired students. (OCR Docket
369: No. 09-97-2145, January 9, 1998.) Although these guidelines will briefly
370: discuss the appropriate use of readers and audio format, the primary purpose
371: of the guidelines is to help colleges identify situations where audio may
372: not be an adequate medium and to describe how to make materials available
373: in other formats.</P>
374: <P>These guidelines are not legally binding on districts, but
375: the Chancellor’s Office will apply these guidelines in determining whether
376: a district has met its obligations under Title 5, Section 59300 et seq.
377: Districts that follow these guidelines will generally be regarded as having
378: met those obligations. Districts that do not follow these guidelines
379: will bear the burden of demonstrating that they have achieved compliance with
380: their legal obligation to provide access to printed materials. </P>
381: <P><B>C. BASIC PRINCIPLES</B></P>
382: <P>The following are general principles that should be followed
383: in ensuring that instructional materials and other information resources are
384: accessible to and usable by persons with disabilities. They represent
385: the general concepts of the ADA and its regulations but do not provide a detailed
386: legal analysis of the ADA requirements. Persons utilizing this document
387: who are unfamiliar with the ADA may wish to consult the campus ADA Coordinator
388: or Disabled Student Programs & Services (DSP&S) Coordinator for further
389: interpretation. In the remainder of this document, specific guidelines
390: will be provided for resolving access issues with respect to particular situations.</P>
391: <P>1. Colleges should establish procedures for responding
392: in a timely manner to requests for materials in alternate media. <A title=""
393: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn2"
394: name=_ftnref2> [2] </A> Issues concerning
395: requests by students should be resolved through appropriate campus procedures
396: as defined under Title 5, Section 56027.</P>
397: <P>2. Whenever possible, information should be provided
398: in the alternative format preferred by the person making the request (i.e.
399: braille, audio, tactile graphics, large print, electronic text). (28
400: CFR § 35.160(b)(2).)</P>
401: <P>3. If it would be difficult or expensive to provide
402: the material in the requested medium by the time it is needed, the college
403: may offer to provide it in another medium <I>which would be equally effective</I>
404: given the needs of the person requesting the accommodation. To determine
405: whether a proposed alternative format would be equally effective, the proposed
406: alternative should be compared to the format originally requested in terms
407: of accuracy, timeliness of delivery, the "shelf-life" or longevity of the
408: material, and the extent to which the medium is appropriate to the significance
409: of the message and the abilities of the individual making the request.
410: Methods which are adequate for short, simple or less important communications
411: may not be equally effective or appropriate for longer, more complex, or more
412: critical material. (Example: It may be appropriate to have articles
413: or handouts that will be used as general background material for a course
414: read onto audio tape for use by a blind student. However, it would probably
415: be legitimate for a braille user to expect that the course syllabus, critical
416: reference materials, and texts to be discussed in class would be available
417: in braille.)</P>
418: <P>4. Materials should be provided in a timely manner
419: in the medium requested, or in another equally effective format, unless doing
420: so would fundamentally alter the nature of the program or activity or result
421: in undue financial and administrative burdens on the district. In such
422: cases, the college must nevertheless provide an alternative accommodation
423: which will permit the individual with a disability to participate in the program
424: or activity to the maximum extent possible. (28 CFR § 35.164.)</P>
425: <P>5. After the adoption date of these guidelines, any
426: instructional resources or materials purchased or leased from a third-party
427: provider or created or substantially modified "in-house" must be accessible
428: to students with disabilities, unless doing so would fundamentally alter the
429: nature of the instructional activity or result in undue financial and administrative
430: burdens on the district. </P>
431: <P>6. Colleges are encouraged to review all existing curriculum,
432: materials and resources as quickly as possible and make necessary modifications
433: to ensure access for students with disabilities. At a minimum, the Chancellor's
434: Office will expect that the instructional resources or materials used in each
435: course will be reviewed and revised as necessary when the course undergoes
436: curriculum review pursuant to Title 5, California Code of Regulations, Section
437: 55002 every six years as part of the accreditation process. In the event
438: that a student with a disability enrolls in a course before this review is
439: completed, the college will be responsible for acting in a timely manner to
440: make instructional materials or resources used in the course accessible, unless
441: doing so would fundamentally alter the nature of the instructional activity
442: or result in undue financial and administrative burdens on the district.</P>
443: <P>7. In the event that a discrimination complaint is
444: filed alleging that a college has failed to provide materials in an appropriate
445: alternate media, the Chancellor's Office and the OCR will not generally accept
446: a claim of undue burden based on the subsequent substantial expense of providing
447: access, when such costs could have been significantly reduced by considering
448: the issue of accessibility at the time the instructional or other materials
449: were initially purchased. </P>
450: <P>8. Ensuring that instructional materials and other
451: information resources are accessible to students with disabilities is a shared
452: college responsibility. All college administrators, faculty and staff
453: who are involved in the development and use of such materials or resources
454: share this obligation. The Chancellor's Office will make every effort
455: to provide technical support and training for faculty and staff involved in
456: the creation of accessible instructional materials and information resources.
457: </P>
458: <P><B>D. ESTABLISHING POLICIES AND PROCEDURES</B></P>
459: <P>As discussed above, OCR has held that it is not sufficient
460: for a college to wait and deal on an ad hoc basis with requests for materials
461: in alternate media. Rather, policies and procedures for dealing with
462: such requests should be developed so that requests can be handled promptly
463: and efficiently when they do arise. Similarly, the regulations governing
464: the Disabled Students Programs and Services (DSP&S) programs require that
465: colleges receiving DSP&S funds establish policies and procedures for responding
466: to requests for academic adjustments, including requests for instructional
467: materials in alternate media. (Title 5, § 56027.)</P>
468: <P>For those colleges that already have in place policies and
469: procedures for dealing with accommodation requests, those policies should
470: be reviewed in light of these guidelines to be sure they deal appropriately
471: with issues related to provision of materials in alternate media. Colleges
472: that have not yet developed such policies should do so, consistent with these
473: guidelines, and implement those policies as quickly as possible.</P>
474: <P>One important aspect of dealing with production of alternate
475: media is adequate advance notice and planning. It may be desirable to have
476: faculty, bookstore managers, DSP&S staff, and organizations of students
477: with disabilities work together to devise a system which will give the needed
478: lead time for obtaining materials in alternate media with the least disruption
479: for all concerned. Faculty should be strongly encouraged to make textbook
480: selections as far in advance as possible and to avoid changing the selection
481: unless there are compelling reasons. Bookstores should remind faculty
482: about the need to place orders as early as possible and should process the
483: orders promptly once they are received. Faculty should also be asked
484: to provide syllabi, handouts, and other materials in E-text whenever possible.
485: </P>
486: <P>The policy should specify how far in advance a student needs
487: to make a request for materials in alternate media in order to ensure a high
488: probability that the college will meet the request. This notice requirement
489: needs to be reasonable and take into account when faculty decide on textbook
490: selections, when students register, and the fact that last minute changes
491: will occur despite the best planning. Students should be strongly encouraged
492: to plan their course schedules as early as possible and to take advantage
493: of advanced registration. However, the policy should clearly state that
494: every effort will be made to meet late requests.</P>
495: <P>The notice required should be based on the type of material
496: being requested. For example, it would probably only take a few days
497: to produce a short class handout in braille if the college has its in-house
498: braille production system operational. One or two days might even be
499: reasonable if the faculty member makes the handout available in E-text. On
500: the other hand, getting a textbook recorded or produced in braille from outside
501: sources could take several months. It may be necessary to arrange to
502: have the material shipped in installments sequenced to follow the syllabus
503: and, even then, students should be asked to make requests as soon as faculty
504: have made their selections. <A title=""
505: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn3"
506: name=_ftnref3> [3] </A> </P>
507: <P>The policy should identify who should receive requests for
508: alternate media and direct other faculty and staff who may receive requests
509: to forward them to the designated individual. Although it need not be spelled
510: out in the policy itself, colleges should also identify in advance the person
511: or persons at the college who will be responsible for the actual production
512: of alternate media or for obtaining it from outside sources. Those persons
513: should be familiar with these guidelines, know how to produce or obtain all
514: types of alternate media as quickly as possible, and have readily available
515: the equipment, materials, and/or outside resources they will need.</P>
516: <P>Policies should include methods of informing students, faculty,
517: staff, and the general public about the availability of materials in alternate
518: media and the process to be used to make requests. Publications and
519: documents should contain a brief notice indicating that the material is available
520: in alternate media and who should be contacted to obtain it. </P>
521: <P>Colleges should also consider preparing some basic materials
522: in alternate media even without a specific request. This is most appropriate
523: for materials that would be of interest to a broad audience, particularly
524: where such materials are available on demand to nondisabled individuals.
525: For example, the college catalog and schedule of courses should be available
526: in electronic text suitable for use with screen reading software. It
527: would also be desirable to have these materials formatted and proofed for
528: producing hardcopy braille. Then, if a request for braille is made,
529: it can be produced relatively quickly. However, if no one needs the
530: catalog or course schedule in braille, the college will avoid the full expense
531: of producing it and will not need to deal with storing bulky unneeded materials.</P>
532: <P class=MsoPlainText><B><SPAN
533: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">E. TYPES OF ALTERNATE
534: MEDIA </B></P>
535: <P class=MsoPlainText><SPAN
536: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">At this point, it may
537: be useful to briefly discuss the various types of alternate media and the
538: advantages and disadvantages of each.</P>
539: <P class=MsoPlainText><B><SPAN
540: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">1. <U>Audio/Readers</U></B></P>
541: <P class=MsoPlainText><SPAN
542: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Providing materials
543: in a recorded audio format is one method of making information accessible
544: to persons who are blind or visually impaired. Many individuals with
545: learning disabilities also use materials in audio format because they find
546: it difficult to process printed information. Audio material is commonly
547: recorded on cassette tapes, but it may also be stored on CD-ROM or other storage
548: media. It is also possible to produce material in audio format by having E-text
549: read with a speech synthesizer. </P>
550: <P class=MsoPlainText><SPAN
551: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">A large number of literary
552: works and standard college textbooks are already available in audio format
553: from organizations such as Recordings for the Blind and Dyslexic (RFB&D).
554: <A title=""
555: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn4"
556: name=_ftnref4> [4] </A> Such organizations
557: will also usually record books on request, although this may take some time.</P>
558: <P class=MsoPlainText><SPAN
559: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Recorded books are generally
560: available for free or at nominal cost.<A title=""
561: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn5"
562: name=_ftnref5> [5] </A><SPAN
563: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; "> They permit students
564: to read large volumes of material relatively quickly and easily using inexpensive
565: and readily available equipment. However, it is difficult to convey
566: highly technical material, especially information which uses graphic symbols
567: or charts (e.g. mathematics, science, foreign language, economics, or musical
568: notation) in an audio format. Also, audio tapes are not well suited
569: for use during classroom discussion or for accessing reference works, because
570: locating specific passages on a tape is time-consuming and cumbersome.</P>
571: <P class=MsoPlainText><SPAN
572: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Readers may also be
573: used to provide access to printed materials. California Education Code,
574: Section 67300 requires the California State Department of Rehabilitation (DR)
575: to pay for reader services for community college students who are also clients
576: of DR. DSP&S funds may also be used to provide reader services for
577: those who cannot obtain them from DR.</P>
578: <P class=MsoPlainText><SPAN
579: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Having material read
580: aloud may be the most convenient and efficient way for a blind or visually</P>
581: <P class=MsoPlainText><SPAN
582: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">impaired individual
583: to deal with short handouts or articles, materials that are time sensitive,
584: or forms that require brief written responses. Textbooks or other longer
585: materials can also be accessed using readers, and some individuals prefer
586: this approach, but it will generally be desirable to record such materials
587: for subsequent review. Ideally, this should be done in a recording studio
588: or other quiet environment with good quality recording equipment. If
589: audio tapes are to be used, the recording equipment should have the capability
590: to add tone-indexing signals that can later be used to more quickly locate
591: pages and chapter headings. Readers should be familiar with the vocabulary
592: of the source material and the best results will be obtained by having a second
593: person read along to monitor the accuracy of the recording. </P>
594: <P class=MsoPlainText><SPAN
595: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">However, it may often
596: be difficult to find or train readers to read with sufficient accuracy, clarity,
597: and speed, especially for more complex materials. As with recorded books,
598: it is difficult to handle highly technical or graphically-oriented materials
599: through use of live readers. Moreover, a student using a reader is restricted
600: to reading when the reader is available and is always at some risk that the
601: reader will fail to arrive as scheduled for various reasons.</P>
602: <P class=MsoPlainText><B><SPAN
603: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">2. <U>Braille</U></B></P>
604: <P>Braille is a system of reading and writing for blind individuals.
605: The basic unit is the braille cell. It is composed of six raised dots
606: configured as shown below.</P>
607: <P>dot 1 ** dot 4</P>
608: <P>dot 2 ** dot 5</P>
609: <P>dot 3 ** dot 6</P>
610: <P>From these six raised dots you can get 64 possible combinations.
611: There are many more inkprint symbols than the 64 braille symbols. For
612: example, most computer systems handle about 96 different inkprint symbols.
613: This problem is solved by using contractions, assigning more than one braille
614: cell to represent certain inkprint symbols, and in some cases, by using specialized
615: codes for unique applications. Thus, learning to read and write braille
616: requires considerable training and practice. </P>
617: <P class=MsoPlainText><SPAN
618: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Approximately 10 percent
619: of blind and visually impaired individuals use braille. For those who
620: are proficient in its use, braille is usually the preferred medium for reading,
621: at least for situations where mastery of detail is required.</P>
622: <P class=MsoPlainText><SPAN
623: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Braille can be quickly
624: referenced without any equipment and can include charts, tables, simple diagrams,
625: and a reasonable approximation of the format of a printed document.
626: Specialized braille codes exist for representing advanced mathematics, chemistry,
627: foreign language, and musical notation. Braille also enhances literacy,
628: writing skills, and employability because the reader naturally learns spelling,
629: punctuation and how printed materials are organized<SUP>.</SUP><A title=""
630: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn6"
631: name=_ftnref6> [6] </A></P>
632: <P>On the other hand, braille is bulky and most braille readers
633: cannot read large volumes of material in braille as quickly as is possible
634: with recorded books or synthetic speech and electronic text. Braille
635: is also somewhat difficult and expensive to produce, but the use of computer
636: translation software and braille printers is ameliorating this to some degree.</P>
637: <P>It is recommended that each college have the in-house capacity
638: for producing at least short, simple braille documents. This can be
639: done using readily available braille translation software and specialized
640: braille printers. As of 1999, colleges should expect to pay around $5,000
641: for the hardware and software necessary for small scale in-house braille production.
642: <A title=""
643: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn7"
644: name=_ftnref7> [7] </A> </P>
645: <P>If funding is provided in the state budget, the Chancellor’s
646: Office plans to establish an Alternate Media Center capable of handling most
647: requests for transcription of longer or more complex materials. This
648: center is expected to be operational by Spring of 2001. In the meantime,
649: brailling of large or complex materials can be out-sourced to agencies and
650: organizations which produce braille documents commercially. As of 1999,
651: commercial production costs average about two dollars per braille page with
652: one single spaced print page equaling approximately two print braille pages.
653: The cost will depend, at least in part, on the nature of the material, with
654: mathematics or other specialized materials being considerably more expensive.
655: Production time through commercial providers can vary from days to weeks.
656: A list of some organizations which provide braille transcription services
657: is provided in Appendix II.</P>
658: <P>Braille documents should be printed on heavy paper stock
659: designed for use with braille printers. (See Appendix III for suppliers of
660: braille paper.) Documents should be formatted to preserve critical page
661: layout elements (i.e. columns, tabular data, etc.) and proofed for accuracy.
662: Contracts with outside sources should specify that such services will be provided.
663: With respect to in-house production, colleges should understand that, even
664: with the best available braille translation programs, all but the simplest
665: documents will still require human intervention and proofreading by a trained
666: person who reads braille. </P>
667: <P>Whenever possible, mathematics, tests, legal documents, and
668: other materials where accuracy is crucial should be prepared by a braille
669: transcriber certified by the Library of Congress. If such personnel are not
670: available on staff, the transcribing may be contracted out, provided the work
671: can be performed in a timely manner. Where accuracy is crucial and a
672: certified transcriber is not available, other precautions will need to be
673: taken. For example, some colleges provide a student with a test in braille
674: and give the proctor a printed copy so he or she can provide clarification
675: if any question arises about the braille translation. </P>
676: <P>With these caveats in mind, we have provided in Appendix
677: IV some very basic tips on formatting braille documents that may be useful
678: in handling simple and less critical materials. </P>
679: <P class=MsoPlainText><B><SPAN
680: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">3. <U>Tactile
681: Graphics</U></B></P>
682: <P class=MsoPlainText><SPAN
683: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">In the past, the only
684: way to make diagrams and other graphic images accessible for blind persons
685: was to copy them by hand using a tracing wheel which produced a line of fine
686: raised dots. Today, many braille printers can, using specialized software,
687: produce some simple tactile graphics. There is also a technology which
688: allows diagrams printed on special heat-sensitive paper to be heated in a
689: specialized device to produce raised lines and images. <A title=""
690: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn8"
691: name=_ftnref8> [8] </A> </P>
692: <P class=MsoPlainText><SPAN
693: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">It must be emphasized
694: that there are significant limitations to the use of tactile graphics.
695: It is not possible to represent or recognize fine detail using tactile graphics.
696: Sometimes it will be possible to overcome this problem by increasing the scale
697: of the diagram, but this may be impractical in many instances. </P>
698: <P class=MsoPlainText><B><SPAN
699: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">4. <U>Large Print</U></B></P>
700: <P class=MsoPlainText><SPAN
701: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">For those with sufficient
702: vision, large print is often desirable. Although they are somewhat bulkier,
703: materials in large print have all the advantages of regular print. They
704: are relatively portable, require no special equipment, convey all the graphic
705: and spatial information contained in the original, and can be easily referenced.
706: Producing large print copies of materials is simple if the document is not
707: too lengthy and is available in electronic text, although some reformatting
708: may be necessary. However, relatively few textbooks are available in
709: large print and those that are tend to be expensive.</P>
710: <P class=MsoPlainText><SPAN
711: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">One alternative to hardcopy
712: large print is the use of a closed-circuit television (CCTV) system which
713: permits magnification of the page being viewed. This may be equally
714: effective for many situations, but it is not possible to move through printed
715: material with a CCTV as quickly or easily as if it were available in hardcopy
716: large print. Moreover, older equipment may not be very portable.
717: Thus, use of a CCTV may not be appropriate for accessing reference works or
718: for handling some types of in-class assignments. </P>
719: <P class=MsoPlainText><B><SPAN
720: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">5. <U>Electronic
721: Text</U></B></P>
722: <P class=MsoPlainText><SPAN
723: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">In recent years, the
724: use of electronic digital text (E-text) has emerged as a convenient and popular
725: method of providing access for those who cannot use standard printed materials.
726: Partially sighted individuals can use E-text by taking advantage of built-in
727: options within many standard software applications (e.g. adjusting font size)
728: or through the use of specialized screen magnification software. E-text
729: can also be used with screen reading software to output the text to a speech
730: synthesizer or refreshable braille display. The main advantage of E-text
731: is that it can be easily stored, can be searched and indexed, and can be converted
732: to large print or hard copy braille through use of a translation program.</P>
733: <P class=MsoPlainText><SPAN
734: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">E-text exists in many
735: formats. Plain E-text (usually known as ASCII or DOS text) is the universal
736: standard for exchange of text documents and can be used by almost any word
737: processing program. Such files typically have a ".txt" extension. </P>
738: <P class=MsoPlainText><SPAN
739: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">One drawback to use
740: of plain E-text is that most formatting (tables, columns, tabs, bold, italic,
741: etc.) will be lost. In some instances it will be possible to avoid this
742: problem by using files in other common formats such as Microsoft Word or rich
743: text format (".rtf"). Such files will preserve formatting and can be
744: used by some speech output and braille translation programs. However,
745: it is critical to confirm in advance that the hardware and software being
746: used to access the document can handle a specialized file format.</P>
747: <P>Most text created on campus or downloaded from websites should
748: already be available in either ASCII or one of the common word processing
749: formats. Other proprietary formats used by publishers or manufacturers
750: of electronic digital text may contain cryptic formatting for security purposes.
751: If the text requires a proprietary viewer, it may be difficult or impossible
752: to convert the file into a useable format. For this reason, colleges
753: should henceforth avoid purchasing instructional software or other materials
754: which incorporate such proprietary formats, unless the supplier will provide
755: an alternative format that will support access or the college is certain it
756: has the software, equipment, and expertise to perform the conversion.<A title=""
757: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn9"
758: name=_ftnref9> [9] </A></P>
759: <P class=MsoPlainText><SPAN
760: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">If the document is not
761: readily available in any electronic form, it will be necessary to use a scanner
762: to create an electronic version and then proofread it to eliminate scanning
763: errors. This is often a time-consuming process, especially for longer
764: documents. The passage of AB 422, which requires publishers of certain
765: instructional materials to provide E-text, should help with this problem.
766: Guidelines for implementation of AB 422 are set forth in Part II of this document.
767: However, there are exceptions to the new law and there will continue
768: to be situations in which scanning will be necessary.</P>
769: <P>If the E-text was obtained through scanning or was converted
770: to ASCII from some more sophisticated or proprietary format, there is a high
771: probability that some reformatting will be necessary to restore or simulate
772: the structural integrity of the document. Maintaining or restoring structural
773: integrity requires that the contents, headings, indices, footnotes, and other
774: structures are accessible and provide for fast and efficient reading and comprehension.
775: Suggestions about how to address these issues are set forth in Section K.</P>
776: <P><B>F. VERIFICATION OF DISABILITY AND FUNCTIONAL LIMITATIONS</B></P>
777: <P>Although some materials (such as the catalog) should be available
778: in an accessible format on demand, in most instances the process of producing
779: alternate media will be initiated by the receipt of a request. Once
780: a request is received, the first step is to determine whether the person making
781: the request has a disability which requires such an accommodation. Verifying
782: the person's disability is permitted, but not required, under the ADA and
783: Section 504. However, with respect to serving students, verification
784: of disability is required if the college plans to claim DSP&S funds for
785: serving the student. (Title 5, § 56006.) In addition, the DSP&S
786: regulations require a determination that the student's disability results
787: in a functional limitation which impedes the student's participation in the
788: educational programs and activities of the college. (Title 5, § 56004.)
789: Where a student requests materials in alternate media, this would require
790: a showing that the student's impairment makes it difficult or impossible for
791: him or her to read printed materials.</P>
792: <P><B>G. INDIVIDUAL PREFERENCE AND OFFERING ALTERNATIVES</B></P>
793: <P>Up to this point, the approach to handling a request for
794: alternate media has involved the same type of analysis required in the case
795: of any other type of accommodation issue. However, there are special
796: considerations that must now be taken into account. By far the most
797: significant of these considerations is the preference of the person making
798: the request concerning the type of alternate format that will be most effective.
799: Section 35.160 of the regulations implementing Title II of the ADA specifically
800: states: "When determining what type of auxiliary aid and service is
801: necessary, a public entity shall give primary consideration to the requests
802: of the individual with disabilities." (28 CFR § 35.160(b)(2).) Thus,
803: whenever possible, information should be provided in the alternative format
804: preferred by the person making the request (i.e. braille, audio tape, large
805: print, electronic text).</P>
806: <P>However, if it would be unduly difficult or expensive to
807: provide the material in the requested medium by the time it is needed, the
808: college may offer to provide it in another medium <I>which would be equally
809: effective</I> given the needs of the person requesting the accommodation.
810: To determine whether a proposed alternative format would be equally effective,
811: the proposed alternative should be compared to the format originally requested
812: in terms of accuracy, timeliness of delivery, the "shelf-life" or longevity
813: of the material, and the extent to which the medium is appropriate to the
814: significance of the message and the abilities of the individual making the
815: request. Methods which are adequate for short, simple or less important
816: communications may not be equally effective or appropriate for longer, more
817: complex, or more critical material.</P>
818: <P>In deciding whether a given format would be appropriate for
819: the needs of a particular individual, factors to consider include the person's
820: learning style (tactile, auditory, visual, or multimodal), the person's proficiency
821: in working with the format (e.g. knowledge of braille), and, for electronic
822: text, the extent to which necessary hardware and software is readily available.
823: E-text should be provided in a format that will work with commonly available
824: access technology, but colleges should be prepared to provide access to the
825: necessary equipment and software and training for students who may not be
826: familiar with its use. </P>
827: <P style="MARGIN-LEFT: 0.25in; TEXT-INDENT: -0.25in"><B>H.
828: ANALYZING REQUESTS</B></P>
829: <P>Based on the foregoing, it is recommended that colleges use
830: the following steps as a general guide to analyzing and responding to requests
831: for materials in alternate media. However, it must be emphasized that
832: this is not a comprehensive or definitive discussion of how to handle every
833: conceivable situation that may arise. Ultimately, it will be necessary
834: to apply the legal principles discussed above to the particular facts of each
835: case to decide what form of accommodation is most appropriate. </P>
836: <P>1. First, whenever possible, give preference to the
837: student's choice of media.</P>
838: <P>2. If the student wants material in audio format, the
839: request should generally be granted because chances are this will be the easiest
840: and least expensive approach. Such requests could be satisfied by ordering
841: recorded books which are already available, arranging to have the book recorded
842: by an outside organization such as RFB&D, or having material read aloud
843: and, where appropriate, recording it on cassette tape or some other storage
844: medium. The college could also use E-text read with a speech synthesizer,
845: but this may not work for material containing unusual words or symbols or
846: complex formatting.</P>
847: <P>3. Colleges should usually grant requests for braille
848: or large print, so long as:</P>
849: <P class=MsoBodyTextIndent2
850: style="MARGIN: 0in 0.5in 0pt; TEXT-INDENT: 0in">(a) the student has the
851: training and tactile or visual acuity to efficiently use the requested material;
852: and</P>
853: <P style="MARGIN: 0in 0.5in 0pt"> </P>
854: <P style="MARGIN: 0in 0.5in 0pt">(b) the material is already
855: available<A
856: title=""
857: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn10"
858: name=_ftnref10> [10] </A> or it is short
859: and simple enough to be produced on campus or through a contract supplier
860: in a timely manner.</P>
861: <P>4. If the student wants material in braille or large
862: print that cannot be provided in a timely manner or would be very costly,
863: then it would be appropriate to try to identify an equally effective substitute
864: through collaboration between the student and the college staff person.</P>
865: <P>5. If E-text is already available or can be easily
866: obtained, it may be a good alternative to large print or hardcopy braille.
867: Producing the hardcopy braille or large print will take time and could be
868: costly, especially for voluminous material. However, in order to ensure
869: that E-text will provide an equally effective alternative, the following must
870: be taken into account: </P>
871: </DIV>
872: <blockquote>
873: <DIV class=Section4>(a) A partially sighted student will need a computer
874: with software permitting print magnification. </DIV>
875: <DIV class=Section4>
876: <p>(b) A blind student who is a braille reader will need a computer
877: or notetaker having a refreshable braille display. Assuming the student
878: has such equipment, or the college makes it reasonably available, E-text
879: probably would be an equally effective alternative to hardcopy braille,
880: except in situations where spatial orientation or format is important, since
881: such information is not readily conveyed by a refreshable braille display.</p>
882: </DIV>
883: <p>(c) For simpler materials, or where format, punctuation, spelling,
884: or technical detail are not crucial, a blind person may be able to use E-text
885: with speech output as a substitute for braille. This may even be a better
886: alternative if large volumes of information must be read quickly and the student
887: will not be required to master or frequently refer to details in the text.</p>
888: <DIV class=Section4>(d) Many students with learning disabilities will benefit
889: from using E-text with software which reads the text aloud while highlighting
890: it on the screen. </DIV>
891: <DIV class=Section4>
892: <p>(e) In any case, the E-text will have to be free from errors and in a format
893: compatible with the equipment being used to provide access.<A title=""
894: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn11"
895: name=_ftnref11> [11] </A> </p>
896: </DIV>
897: </blockquote>
898: <DIV class=Section4>
899: <P>6. In some limited instances use of a reader or materials
900: in a recorded audio format may be an equally effective alternative to either
901: e-text or hardcopy braille or large print. Normally, this is only true
902: where the material does not contain complex formatting (e.g. literature, history,
903: business, etc.) and a general understanding of the material is sufficient.
904: In such cases, audio may even be a superior format when compared to hardcopy
905: braille, where large volumes of material must be covered quickly. </P>
906: <P>7. An audio recording generally will not be an equally
907: effective alternative to E-text or hardcopy braille or large print when:</P>
908: <P style="MARGIN: 0in 0.5in 0pt">(a) The material is complex
909: or technical in nature.</P>
910: <P style="MARGIN: 0in 0.5in 0pt"> </P>
911: <P style="MARGIN: 0in 0.5in 0pt">(b) The student is expected
912: to achieve detailed mastery of the information to complete a course or participate
913: in a program or activity.</P>
914: <P style="MARGIN: 0in 0.5in 0pt"> </P>
915: <P style="MARGIN: 0in 0.5in 0pt">(c) The student is expected
916: to quickly review material and provide an immediate response (e.g. review
917: the material on page 57 and there will be a quiz in 10 minutes).</P>
918: <P style="MARGIN: 0in 0.5in 0pt"> </P>
919: <P style="MARGIN: 0in 0.5in 0pt">(d) The material must
920: be used in class or as a frequent reference source outside class.</P>
921: <P>8. Providing an alternative that is not equally effective
922: (e.g. a physics textbook on tape instead of in braille) can only be justified
923: if the college makes a written determination that providing the requested
924: accommodation would either:</P>
925: <P style="MARGIN: 0in 0.5in 0pt">(a) require a fundamental
926: alteration in the nature of the class or other program or activity in which
927: the individual is involved; or</P>
928: <P style="MARGIN: 0in 0.5in 0pt"> </P>
929: <P style="MARGIN: 0in 0.5in 0pt">(b) Impose undue financial
930: or administrative burdens on the college.</P>
931: <P><B>I. EXAMPLES</B></P>
932: <P>Discussing a few examples may help to illustrate the recommended
933: approach to handling requests for alternate media.</P>
934: <P>Example 1. A blind individual considering enrollment
935: at the college requests the catalog and current schedule of classes in braille.
936: Consistent with these guidelines, the college has these materials available
937: in E-text form and offers this as an alternative. If the individual
938: has a computer with access software/hardware, providing E-text would probably
939: be considered an equally effective alternative and will most likely be accepted
940: by the individual. However, if the individual does not have equipment
941: necessary to use E-text, the braille version should be provided. In
942: this case, allowing the person to use an electronic version on a computer
943: at the college is probably not an equivalent accommodation because the person
944: making the request is not yet a student and because other individuals have
945: the option of having a catalog at home where they can refer to it frequently
946: at their convenience. Providing the catalog in braille should not take
947: long or involve significant additional expense if the college has already
948: prepared the formatted braille file as suggested above.</P>
949: <P>Example 2. A member of the public using the college
950: library requests large print versions of several novels. An effort should
951: be made to ascertain whether large print versions of these books are available
952: from the publisher, and if so, they should be obtained. If not, they
953: may be available on tape and this option should be offered to the patron.
954: Failing this, the library would need to provide the equipment necessary for
955: the individual to read the books with the needed magnification. This
956: could be accomplished either through use of a CCTV or a scanner and computer
957: with magnification software.</P>
958: <P>Example 3. A blind student taking a history course
959: requests that both assigned textbooks be provided in braille. On further
960: investigation, the faculty member advises that students are required to read
961: both books, but only portions of one book will be used as the basis for testing
962: in the class. Neither book is currently available in either braille
963: or E-text, but they are available on tape. The college might appropriately
964: offer to provide the taped versions and to scan and braille those portions
965: of the one book on which the student will be tested.</P>
966: <P>Example 4. A blind student taking a geography course
967: asks that the book be provided on audio tape, but wants maps and diagrams
968: available in a tactile form. However, neither the taped book nor the
969: tactile maps are readily available. The college should send the book
970: to RFB&D for recording and, if the student is not a DR client, supply
971: a reader to read the portions of the book which will be covered before the
972: tapes are available. It should be possible to convert the maps and diagrams
973: into tactile form using the Purdue University process discussed above.
974: If this proves not to be technically feasible, the college could contract
975: with an organization which does braille transcription and has the specialized
976: capability to produce tactile maps.</P>
977: <P>Example 5. A student with a learning disability requests
978: that the Career Center equip one of its computers with screen reading software
979: and a speech synthesizer to enable her to more effectively access the Center’s
980: files containing information on career planning and employment opportunities.
981: This is a reasonable request and should be granted, provided adaptive equipment
982: can be obtained which is compatible with the hardware and software the Center
983: uses. Indeed, if these guidelines are followed, the Center should already
984: have one or more accessible workstations. If this is not the case, the
985: adaptive equipment will need to be obtained and installed. In the interim,
986: it may be necessary to provide the student with a reader or put material on
987: disk so the student can access it using a computer at the High Tech Center.
988: </P>
989: <P>Example 6. A blind student planning to pursue a mathematics
990: degree at the University of California requests that several math textbooks
991: for his transfer courses be provided in braille. The books are not currently
992: available in braille and contracting to have them transcribed will cost several
993: thousand dollars and take a few months. Assuming the student is a braille
994: reader, there probably is no equally effective alternative to providing the
995: texts in braille. Therefore, provided that the request is made enough
996: in advance to make it practical, the college should arrange for the books
997: to be transcribed. </P>
998: <P>Usually, it will be possible to arrange to have portions
999: of the books shipped as soon as they are completed, but there may still be
1000: times when the student does not have a particular portion of the book in braille
1001: by the time it is covered in class. Under such circumstances, the next
1002: best alternative would probably be to obtain the needed portions of the book
1003: in E-text and offer to produce those portions in hardcopy braille using the
1004: college's in-house braille production capacity. In that case, it will
1005: be important to use software that can handle braille mathematics and have
1006: it carefully proofread by a knowledgeable individual. Alternatively,
1007: the college could provide the student with the E-text and access to a computer
1008: with a refreshable braille display. This probably would not be an equally
1009: effective alternative to having the book transcribed, but it might suffice
1010: as an interim measure while waiting for hardcopy braille to arrive.
1011: If the book cannot be obtained from the publisher in usable E-text format,
1012: then these latter alternatives may require scanning, proofreading, and correcting
1013: the text.</P>
1014: <P>Example 7. A student in a psychology course is required
1015: to read several newspaper articles. She asks that the articles be provided
1016: in E-text so she can read them with her computer which has a speech synthesizer.
1017: More recent articles from many newspapers will already be available in E-text.
1018: If this is not the case, they can probably be scanned unless the print quality
1019: is too poor. If scanning proves impossible, the college could offer
1020: to put the material on tape. This would probably be an equally effective
1021: alternative unless the articles are to be frequently referenced in class or
1022: the student can provide a reasonable explanation why tape would not be adequate.
1023: </P>
1024: <P style="TEXT-ALIGN: justify"><B>J. RESOLVING DISPUTES</B></P>
1025: <P>The district policies on handling accommodation requests
1026: should set forth the procedure to be used when the student, the DSP&S
1027: or ADA coordinator, and the faculty do not all agree on the appropriate accommodation.
1028: Students should be advised of how to go about initiating this process if the
1029: student does not accept a proposal by the college to provide material in a
1030: format different than that originally requested. If the process provided
1031: in the accommodation policy still does not resolve the dispute, the individual
1032: should be advised of his/her right to file a discrimination complaint pursuant
1033: to Title 5, California Code of Regulations, Section 59300 et seq.</P>
1034: <P><B>K. CONSIDERATIONS FOR FORMATTING E-TEXT AND DESIGNING
1035: </B></P>
1036: <P><B> SOFTWARE AND WEBPAGES</B></P>
1037: <P>As discussed above, there are many advantages to the use
1038: of E-text, but to be useful as a method of providing accessibility, E-text
1039: must be appropriately formatted. The issues that need to be addressed
1040: in terms of formatting E-text will depend on the origin of the E-text itself.
1041: </P>
1042: <BR
1043: >
1044: <P><B>1. <U>Considerations for Using</U> <U>ASCII Text
1045: Generated by a Scanner or From Another </U></B></P>
1046: <P><B> <U>Outside Source</U></B></P>
1047: <P>When a printed page is scanned, the resulting electronic
1048: image can be saved in a variety of formats including ASCII text.<A title=""
1049: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn12"
1050: name=_ftnref12> [12] </A> It is
1051: generally recommended that scanned documents be saved in the format which
1052: best preserves the “look and feel” of the original document. Although
1053: files saved in ASCII format may work well with screen reading programs, much
1054: of the formatting of the document will be lost. Depending on the nature
1055: of the document, this may or may not be a problem. For persons who are
1056: blind, some elements of page formatting such as page borders, different type
1057: sizes and fonts styles contribute little to document content. On the
1058: other hand, in some instances it may be important for the reader to know that
1059: information is presented in columns or that major headings are underlined.
1060: Such important information should be preserved in the finished document or
1061: manually restored when the scanned file is cleaned up to eliminate scanning
1062: errors.</P>
1063: <P>Files in a variety of document formats, including ASCII text
1064: files, may also be obtained from other sources such as downloading from a
1065: website. In the interest of faster downloads, these files are sometimes
1066: “compressed” and must be decompressed with specialized software before the
1067: actual document file can be viewed. </P>
1068: <P>File names that end with a “*.txt” have no specific word
1069: processor formatting. Extra carriage returns should be filtered out
1070: before using text in a word processor. The formatting should only contain
1071: a single carriage return at the end of each paragraph, none in the body of
1072: the paragraph, and no extra ones between paragraphs.</P>
1073: <P style="TEXT-ALIGN: justify"><B>2. <U>Considerations
1074: When E-Text is Available in a More Sophisticated Format</U></B></P>
1075: <P>Sometimes E-text will be available in a common word processor
1076: format (e.g. Microsoft Word, WordPerfect, etc.). This is usually ideal
1077: as most modern screen reading programs can directly use such files without
1078: the need to convert the material to ASCII text. However, if a student
1079: does not have the necessary hardware and software to access such files, the
1080: college will need to convert the file to plain text (".txt") or make available
1081: a computer equipped to handle the word processing file format.</P>
1082: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><SPAN
1083: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">There are also a variety
1084: of proprietary file formats that cannot be used by screen reading software.
1085: For example, documents produced by many sophisticated page layout and design
1086: programs (i.e. FrameMaker, QuarkExpress, PageMaker) or documents saved in
1087: Portable Document Format (PDF), cannot be directly used with screen readers.
1088: In such cases, it will be necessary to convert the file into a format that
1089: is accessible. <A title=""
1090: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn13"
1091: name=_ftnref13> [13] </A> Where the screen
1092: reading software to be used will support a standard word processing file format
1093: (i.e. Microsoft Word), it will be preferable to convert to that format in
1094: order to preserve page formatting information. Of course, if conversion
1095: to a word processing format is not possible, or the screen reader cannot use
1096: such a file, then converting from the proprietary format directly to ASCII
1097: may be the only solution, despite the loss of format.</P>
1098: <P>In either case, the key to conversion of E-text is maintaining
1099: the structural integrity of the instructional material, so that students with
1100: disabilities are afforded a quality learning experience. Maintaining
1101: structural integrity requires that the contents indices, and other structures
1102: are accessible and provide for fast and efficient reading and comprehension.
1103: If the file is converted from a non-accessible format, some formatting elements
1104: may be lost. If so, they will need to be restored manually. </P>
1105: <P><B>3. <U>Considerations for Complex Electronic Documents,
1106: Software, and/or Web Pages</U></B></P>
1107: <P>Sometimes electronic text is embedded in web pages or software
1108: that also contains pictures, menu bars, hyperlinks, icons or other graphic
1109: symbols. In other cases, graphic elements, although not part of the
1110: text itself, may be incorporated in software in such a way that they must
1111: be used to navigate through the program to access the text file. Such
1112: graphical navigation elements can pose a barrier to access for persons who
1113: are blind. Screen readers cannot independently interpret graphical navigational
1114: elements unless such elements have been designed with text based alternatives.</P>
1115: <P>The Chancellor's Office strongly recommends that, before
1116: purchasing new instructional media or software, colleges should confirm that
1117: the product is compatible with commonly available access equipment and software.
1118: If this is not the case, the college should purchase an alternative product
1119: that will provide accessibility, purchase the specialized equipment or software
1120: that will be necessary to make the product accessible, ask the vendor to modify
1121: the product, or be prepared to make such modifications itself. Where
1122: such materials will be developed in-house or through contractual arrangements,
1123: the college should ensure that newly developed software or electronic information
1124: resources are designed to be accessible.</P>
1125: <P>Existing electronic instructional materials and software
1126: should be reviewed for accessibility and, where necessary, replaced or modified.
1127: This should be done as quickly as possible; but as noted above, the Chancellor's
1128: Office will expect that, at a minimum, it will be done when courses are reviewed
1129: every six years as part of the accreditation process.</P>
1130: <P>The following information is intended to provide practical
1131: guidance about how to create accessible electronic documents, software or
1132: webpages and how to modify existing materials or webpages that may contain
1133: webpage design graphics or other elements that would interfere with access.
1134: Further information on this subject is also contained in Distance Education:
1135: Access Guidelines for Students with Disabilities, distributed by the Chancellor's
1136: Office in August 1999.</P>
1137: <P><B>4. <U>Considerations for Designing Software for
1138: Use by Persons Who are Blind</U></B></P>
1139: <P>Increasing the compatibility of standardized software for
1140: use with screen reading programs used by blind persons requires some modifications,
1141: such as:</P>
1142: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">i using
1143: "Alt Tags" or alternative text to identify images used as submit buttons,
1144: bullets in lists, image maps or invisible images used to lay out a page.
1145: Alternative text does not describe the visual appearance of an image.
1146: Rather, it is used to represent the function that the image performs whether
1147: it be decorative, informative, or for purposes of layout. If alternative
1148: text is not provided, users who are blind, have low vision, or any user who
1149: cannot or has chosen not to view graphics will not know the purpose of the
1150: visual components on the page.</P>
1151: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">ii using
1152: a special technique to make the text known to screen reading software if text
1153: is embedded in a graphic image. Provide a long description of all graphics
1154: that convey important information.</P>
1155: <P>iii using dragging
1156: system cursors (even if invisible) for highlighting or focusing techniques.</P>
1157: <P>iv using consistent
1158: or predictable screen and dialog layouts.</P>
1159: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">v eliminating
1160: popup help balloons that disappear when the focus changes unless there is
1161: a way to lock them in place so that the focus (e.g. cursor) can be moved to
1162: read them. </P>
1163: <P>vi using single column
1164: text whenever possible.</P>
1165: <P>vii using logical names for controls, even
1166: if the name is not visible on screen (screen readers can access this information
1167: and use it to describe the type and function of the control on the screen).</P>
1168: <P>viii using keyboard access to all
1169: tools, menus, and dialog boxes.</P>
1170: <P>ix providing a draft mode, zoom,
1171: and wrap to window features.</P>
1172: <P>x Since screen readers can only read text
1173: (or give names to separately identifiable icons or tools) it is a good idea
1174: to: </P>
1175: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">xi
1176: avoid unlabeled "hot spots" on pictures as a control scheme (unless redundant
1177: with menu selection).</P>
1178: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">xii
1179: avoid non-text menu items when possible or incorporate cues -- visible or
1180: invisible (screen readers can ‘see’ text that is written to screen in an invisible
1181: color).</P>
1182: <P>xiii avoid non-redundant
1183: graphic tool bars if possible.</P>
1184: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">xiv
1185: avoid conveying important information by color alone, or make it optional.
1186: Use only colors that the user can customize, ideally through Control Panel.
1187: Use colors in their proper foreground/background combinations, unless doing
1188: so would interfere with the student’s ability to distinguish the information
1189: properly (e.g. color blindness).</P>
1190: <P>xv omit background
1191: images drawn behind text. </P>
1192: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">xvi
1193: make applications compatible with system settings for sizes and fonts.
1194: Avoid hard coding font sizes smaller than 10 points.</P>
1195: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">xvii
1196: provide supplemental information needed to pronounce or interpret abbreviated
1197: or foreign text. Unless changes between multiple languages on the same
1198: page are identified, and expansions for abbreviations and acronyms are provided,
1199: they may be indecipherable when spoken or brailled. For abbreviations
1200: and acronyms use either ABBR or ACRONYM with the "title" attribute to specify
1201: the expansion.</P>
1202: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left>There are a number
1203: of considerations that are aimed at increasing accessibility for screen readers,
1204: such as:</P>
1205: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">i
1206: designing all documentation and on-line help so that it can be understood
1207: by reading the text only (e.g. information presented in pictures and graphics
1208: is also presented with a description in text). </P>
1209: <P>ii
1210: ensuring that all messages and alerts stay on screen until they are dismissed.</P>
1211: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">iii
1212: writing language in a manner which is as straightforward as possible, both
1213: on screen and in the documentation.</P>
1214: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">iv
1215: devising simple and consistent screen layouts that are predictable.
1216: Wherever possible, follow system standards and style guides. This makes
1217: it easier for people with cognitive disabilities to predict and understand
1218: how things should operate and what they mean. For people who are blind
1219: and use screen readers to find out what is on the screen, predictable layouts
1220: and controls are easier to figure out. Also, adaptive software manufacturers
1221: can build techniques into their software to handle the standard objects and
1222: appearances, but not unique or one of a kind implementations. Structure,
1223: label, and group information. Tables also present special problems to
1224: users of screen readers. Provide summaries for tables. Identify
1225: headers for rows and columns. Where tables have structural divisions
1226: beyond those implicit in the rows and columns, use appropriate markup to identify
1227: those divisions. Provide abbreviations for header labels.</P>
1228: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">v
1229: ensuring that all the information on the page may be perceived entirely visually
1230: and entirely through auditory means, and that all information is also available
1231: in text</P>
1232: <P><B>5. <U>Considerations for Design of Documents/Software
1233: for use by Persons with Low Vision</U></B></P>
1234: <P>Students with low vision may experience a variety of situations
1235: that affect their vision ranging from poor acuity (blurred or fogged vision)
1236: to loss of all central vision (only see with edges of their eyes) to tunnel
1237: vision (like looking through a tube or soda straw) to loss of vision in different
1238: parts of their visual field, as well as other problems (glare, night blindness,
1239: etc.). </P>
1240: <P>For students with low vision, a common way to access the
1241: information on the screen is to enlarge or otherwise enhance the current area
1242: of focus. </P>
1243: <P>Direct accessibility of software applications for students
1244: with low vision may be increased by:</P>
1245: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">i
1246: allowing the user to adjust the fonts, colors, and cursors used in the program
1247: to make them more visible. </P>
1248: <P>ii
1249: using a high contrast between text and background. </P>
1250: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">iii
1251: avoiding the placement of text over a patterned background where the two might
1252: interfere with each other. </P>
1253: <P>iv
1254: using a consistent or predictable layout for screens and dialogs within the
1255: program.</P>
1256: <P>v providing
1257: access to tools, etc., via menu bar. </P>
1258: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">vi
1259: using recommended line width information when drawing lines (if such information
1260: is provided by the system). </P>
1261: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in">vii
1262: using the system pointers wherever possible, as well as the system caret or
1263: insertion bar if one is available. </P>
1264: <P><B>6. <U>Considerations for Formatting E-text to Produce
1265: Hardcopy Large Print</U></B></P>
1266: <P>Large print documents printed from electronic files should
1267: be produced using a font size of 14 point (or larger) and sans serif type
1268: faces such as Helvetica for visual clarity. Documents should be reformatted
1269: as necessary to preserve critical page layout elements. All colors should
1270: be set for maximum print contrast. Further information about formatting
1271: large print documents is provided in Appendix III.</P>
1272: <BR
1273: >
1274: <H4><B>PART II</B></H4>
1275: <P align=center><B><SPAN
1276: style="TEXT-TRANSFORM: uppercase">guidelines for implementation of assembly Bill
1277: 422</B></P>
1278: <P><B>A. SCOPE AND PURPOSE</B></P>
1279: <P>As noted in the preface to these guidelines, Assembly Bill
1280: 422 (Stats. 1999, ch. 379), added Section 67302 to the California Education
1281: Code requiring that publishers of certain instructional materials provide
1282: electronic versions of those materials to community colleges so that students
1283: attending the college may have access to the materials in alternate media.
1284: (See Appendix VI for the full text of AB 422.) </P>
1285: <P>The bill requires the Chancellor's Office to adopt guidelines
1286: for implementation of its provisions. Those guidelines are set forth
1287: below. </P>
1288: <P>The Chancellor's Office is seeking funding for the 2000-2001
1289: fiscal year to establish a single statewide center to handle requests for
1290: electronic versions of instructional materials under AB 422 and their conversion
1291: into alternate media for students throughout the system. However, there
1292: is no guarantee that such funding will be forthcoming from the state and,
1293: even if it is, the statewide center would probably not be operational until
1294: the middle of 2001 at the earliest. Thus, the purpose of these guidelines
1295: is to provide interim guidance to colleges about how to take advantage of
1296: the AB 422 process until a statewide center is established.</P>
1297: <P><B>B. BASIC COVERAGE AND LIMITATIONS OF AB 422</B></P>
1298: <P>AB 422 applies only to: </P>
1299: <P style="MARGIN: 0in 0.5in 0pt">1. Textbooks and other
1300: materials written and published primarily for use by students in postsecondary
1301: instruction; and</P>
1302: <P style="TEXT-INDENT: 0.5in; MARGIN-RIGHT: 0.5in">2.
1303: Which are required or essential to a student's success; and </P>
1304: <P style="MARGIN: 0in 0.5in 0pt">3. Are to be used by
1305: a student with a disability in a course in which the student is enrolled at
1306: the college. </P>
1307: <P>Put another way, AB 422 does not require publishers to provide
1308: electronic versions of materials which are published for a general audience,
1309: even though they may be of use to students. Such materials might include
1310: dictionaries, encyclopedias, professional journals, and other reference works
1311: used extensively outside of higher education. </P>
1312: <P>Moreover, even if a particular work is published primarily
1313: for use by students in postsecondary education, it may not be available in
1314: electronic form under AB 422 if it is not required or essential for the participation
1315: of a student with a disability in a college course. For example, if
1316: an instructor designates a textbook as "optional background reading," then
1317: the publisher would not be obliged to provide it in electronic form under
1318: AB 422. Guidelines for determining which materials are "required or
1319: essential" are provided in Section F. </P>
1320: <P>AB 422 may also be of only limited value in terms of obtaining
1321: electronic versions of mathematics and science materials or "nonprinted instructional
1322: materials." The limitations on availability of these specialized materials
1323: are discussed in Sections H and I below. </P>
1324: <P>Finally, it is important to keep in mind that, even when
1325: it applies, AB 422 only obliges a publisher to provide electronic text to
1326: the college. It remains the college's responsibility to provide instructional
1327: materials in an alternate media appropriate to the needs of the student.
1328: For example, if the student requests a book in braille, and it is determined
1329: that this is appropriate (pursuant to the guidelines in Part I), the college
1330: will then need to use a braille translation program to convert the electronic
1331: text supplied by the publisher into braille or arrange with an outside contractor
1332: to do this work. </P>
1333: <P><B>C. ALTERNATE MEDIA CENTERS</B></P>
1334: <P>Subsection (a) of California Education Code, Section 67302
1335: provides that, subject to the limitations discussed above, publishers shall,
1336: upon request, provide electronic versions of printed instructional materials
1337: to the University of California, the California State University, or any community
1338: college in California. Thus, the basic structure of the law contemplates
1339: that each publisher will deal directly with individual colleges. However,
1340: at the request of the publishing industry, language was added in subdivision
1341: (g) permitting each of the systemwide offices to designate one or more "centers"
1342: to process requests for electronic versions of instructional materials pursuant
1343: to AB 422. As discussed above, the Chancellor's Office is in the process
1344: of seeking the funding necessary to establish a single statewide center to
1345: handle all such requests.</P>
1346: <P>In the meantime, each college may directly contact publishers
1347: and make requests for E-text pursuant to AB 422. Although it is not
1348: required, multi-college districts may establish an alternate media center
1349: at the district office or at one of the colleges in the district to handle
1350: requests for electronic text on behalf of students attending all colleges
1351: in the district. Similarly, two or more districts may, by written mutual
1352: agreement, establish a single alternate media center to handle requests for
1353: electronic text on behalf of all students attending colleges in districts
1354: participating in the agreement. Such centers must be designated by the
1355: Chancellor’s Office, so prior to requesting electronic text from any publisher,
1356: the district or districts must advise the Chancellor’s Office of the area
1357: to be served by the center and the name of the person who will serve as the
1358: liaison with publishers.</P>
1359: <P>However, before considering designation as an alternate media
1360: center, a college or district should understand the additional obligations
1361: it will be assuming. California Education Code, Section 67302(g) makes
1362: clear that, once a center is established, publishers are only required to
1363: honor requests which come through the center. As a result, the law specifies
1364: three basic responsibilities such a center must perform:</P>
1365: <P>1. The colleges designated as within the jurisdiction
1366: of a center shall submit requests for electronic versions of instructional
1367: materials to the center which shall transmit the request to the publisher
1368: or manufacturer of the instructional material.</P>
1369: <P>2. Each center shall make every effort to coordinate
1370: requests with other centers. To this end, each center should check the
1371: Book Exchange on the HTCTU website before submitting a request to a publisher
1372: to determine whether the instructional material is already available in electronic
1373: form from another center. Also, each center should post on the Book
1374: Exchange a description of all instructional materials the center has in its
1375: library of electronic texts, whether obtained from publishers or created in-house.</P>
1376: <P>3. Once a publisher or manufacturer has responded to
1377: a request for instructional materials by a center, all subsequent requests
1378: for these instructional materials from a college served by the center shall
1379: be satisfied by that center. This means that the center will have the
1380: responsibility for maintaining an E-text library, duplicating requested materials,
1381: and delivering copies in a timely manner. To accomplish this, the center
1382: will need the capacity for high speed duplication of CD-ROMs. This is a practical
1383: necessity since the electronic versions of most textbooks or other instructional
1384: materials will be far too large to be stored on a floppy disk.</P>
1385: <P>While the law and these guidelines allow for the establishment
1386: of such centers, the Chancellor’s Office anticipates that it will be simpler
1387: for most colleges to contact publishers directly until the statewide center
1388: is established. The remainder of these guidelines are written based
1389: on this assumption, but colleges or districts interested in the possibility
1390: of serving as an alternate media center may contact the Statewide Coordinator
1391: of the DSP&S Unit in the Chancellor’s Office, for more detailed information.
1392: The form which must be completed to request designation as an alternate media
1393: center is provided in Appendix X. </P>
1394: <P><B>D. CERTIFICATION OF REQUESTS </B></P>
1395: <P>AB 422 provides that publishers are only required to supply
1396: electronic versions of instructional materials in response to a written request
1397: which is signed by the DSP&S Coordinator or the ADA Coordinator certifying
1398: that certain conditions have been satisfied.<A title=""
1399: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn14"
1400: name=_ftnref14> [14] </A> Those conditions
1401: include:</P>
1402: <P>1. E-text is needed in order to provide instructional
1403: materials in alternate media for a student with a verified disability that
1404: prevents him or her from using standard instructional materials;</P>
1405: <P>2. The student is/plans to be enrolled or registered
1406: for a course at the college; </P>
1407: <P>3. The instructional material is required or essential
1408: to the student's success in the course; and </P>
1409: <P>4. The standard instructional material has been purchased
1410: by the student or on behalf of the student by the college.<A title=""
1411: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn15"
1412: name=_ftnref15> [15] </A> <A title=""
1413: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn16"
1414: name=_ftnref16> [16] </A></P>
1415: <P><B>E. SECURITY OF E-TEXT</B> </P>
1416: <P>The above conditions apply to all requests for E-text from
1417: publishers under AB 422. However, some additional conditions are applicable
1418: in instances where the college will be providing the student with direct access
1419: to the E-text, as opposed to using it to produce secondary alternate media
1420: in braille or large print that will be given to the student. In such
1421: cases, Section 67302(c) requires that "the disk or file shall be copy-protected
1422: or the college or university shall take other reasonable precautions to ensure
1423: that students do not copy or distribute electronic versions of instructional
1424: materials in violation of the Copyright Revisions Act of 1976, as amended
1425: (17 U.S.C. § 101 et seq.)." (See Appendix V for a discussion of the
1426: relevant provisions of the Copyright Act.)</P>
1427: <P>At this time, the Chancellor’s Office is not aware of any
1428: method for copy-protecting files or disks that will permit their continued
1429: use with screen readers or braille translation software. Unless and until
1430: such a system is available, each college should develop policies providing
1431: for sanctions to be imposed on students who improperly distribute electronic
1432: versions of copyrighted materials. Such policies could be incorporated
1433: in the student code of conduct and include penalties similar to those imposed
1434: for cheating or plagiarism. Another approach would be to cover this
1435: issue in the policy developed pursuant to Title 5, California Code of Regulations,
1436: Section 56010 permitting suspension of DSP&S services to students who
1437: misuse such services. For example, such a policy might provide that
1438: a student who improperly copies E-text will be required to use it under supervision
1439: on a computer at the college, and that repeated violations will result in
1440: denying future requests for access to E-text for one year. Students
1441: must be provided with a copy of such policies when they first apply for DSP&S
1442: services and it would be advisable to again bring the provision regarding
1443: copying of E-text to the student's attention when such files are provided.</P>
1444: <P>In addition, AB 422 permits a publisher to insist that a
1445: student who will directly use E-text must sign an agreement stipulating that
1446: the E-text will be used solely for his or her own educational purposes, and
1447: that s/he will not copy or duplicate the instructional material for use by
1448: others. Although the law does not require such an agreement unless the
1449: publisher so desires, colleges are encouraged to make such an agreement a
1450: standard part of the procedures to be used in cases where students are given
1451: direct access to E-text.</P>
1452: <P class=MsoPlainText>There are also some measures each college should take
1453: to safeguard E-text in its possession. All colleges should maintain
1454: an inventory of E-text files received from publishers. Special precautions
1455: should be taken to ensure the electronic media is stored in a safe and secure
1456: area. A regular back-up protocol and schedule needs to be devised, and
1457: at least two staff should have access to and knowledge of the process and
1458: procedures related to electronic text instructional materials. Proper
1459: means of information security should be developed which prohibit unauthorized
1460: access, modification, or misuse of the electronic text.</P>
1461: <P><B>F. DETERMINING WHICH MATERIALS ARE REQUIRED OR ESSENTIAL</B></P>
1462: <P>As discussed above, AB 422 only obligates publishers to provide
1463: electronic versions of instructional materials which are deemed to be "required
1464: or essential" for the student’s success in the course in which he or she is
1465: enrolled.<A title=""
1466: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn17"
1467: name=_ftnref17> [17] </A> The statute
1468: provides that the determination of which materials are required or essential
1469: to the student's success is to be made by the instructor of the course in
1470: consultation with the DSP&S coordinator or ADA Coordinator who will certify
1471: the request. Although the law does not so require, it would also be
1472: appropriate to discuss this issue with the student. The following points should
1473: be considered in making this determination:</P>
1474: <P>1. Is the material in question listed as "required"
1475: in the course syllabus, Outline of Record, or other curriculum documents?
1476: If so, this will generally be conclusive. However, even where this isn't
1477: the case, materials may be effectively required or essential in the situations
1478: discussed below. </P>
1479: <P>2. Will the student realistically need to use the instructional
1480: material in the completion of course assignments which are used to evaluate
1481: the student (i.e. to determine the student's proficiency level or assign a
1482: grade)? </P>
1483: <P>3. Would it be difficult or impossible for the student
1484: to achieve his or her educational objectives without access to the particular
1485: instructional material? For example, if a student expects to major in
1486: a subject or transfer to a four-year institution in that field, he or she
1487: may need to do more than what is minimally necessary to pass a class. In such
1488: circumstances, the use of the instructional material may not be critical for
1489: every student, but it would be required or essential in order for the particular
1490: student to gain the needed experience from the course.</P>
1491: <P><B>G. FILE FORMATS</B></P>
1492: <P>Upon receipt of a request containing the certification discussed
1493: in Section E, AB 422 requires a publisher to supply the electronic version
1494: of an instructional material at no additional cost and in a timely manner.
1495: The statute specifies that it must be provided "in an electronic format mutually
1496: agreed upon by the publisher or manufacturer and the college or campus.
1497: Computer files or electronic versions of printed instructional materials shall
1498: maintain the structural integrity of the printed instructional material, be
1499: compatible with commonly used braille translation and speech synthesis software,
1500: and include corrections and revisions as may be necessary." (Cal. Ed.
1501: Code, </P>
1502: <P>§ 67302(a).)</P>
1503: <P>Many publishers use popular desktop publishing programs such
1504: as Quark Express or Page Maker to prepare text for printing. The files
1505: created by these programs cannot be used with braille translation or screen
1506: reading software. Efforts are currently underway to develop software
1507: that will allow conversion of desktop publishing files into new file formats
1508: such as Open E-book or XML which could, in turn, be converted to a format
1509: that will work with braille translation or screen reading software while largely
1510: retaining the format and structure of the original file. However, at
1511: present, this conversion process has not been perfected nor has a single format
1512: emerged as the standard for electronic text.</P>
1513: <P>However, most of the desktop publishing programs used by
1514: publishers will permit saving files in Microsoft Word or Rich Text format.
1515: This format will generally satisfy the requirements of the law. Many
1516: screen reading programs, braille displays, and braille translation programs
1517: can access Microsoft Word or Rich Text files, and such files will maintain
1518: many (although not all) formatting elements created in desktop publishing
1519: programs. Moreover, most other word processors will recognize Microsoft
1520: Word files, so such files should be usable even if a particular student will
1521: be using WordPerfect or some other word processing program.</P>
1522: <P>Thus, until a better alternative is developed and readily
1523: available, the Chancellor's Office recommends that colleges begin discussions
1524: with publishers by requesting files in Microsoft Word or Rich Text format.
1525: There may, however, be circumstances where this will not completely resolve
1526: the matter. Some publishers may use proprietary software that will not
1527: produce files in Microsoft Word or Rich Text format. In other instances,
1528: the format and structure of the particular document may be such that conversion
1529: to one of these formats will not preserve the "structural integrity" of the
1530: printed document. Section 67302(e)(4) states that the term:</P>
1531: </DIV>
1532: <blockquote>
1533: <DIV class=Section4>"‘Structural integrity’ means all of the printed instructional
1534: material, including, but not limited to, the text of the material, sidebars,
1535: the table of contents, chapter headings and subheadings, footnotes, indexes,
1536: glossaries, and bibliographies. ‘Structural integrity’ need not include
1537: nontextual elements such as pictures, illustrations, graphs, or charts."</DIV>
1538: </blockquote>
1539: <DIV class=Section4>
1540: <P>Sometimes a simple conversion of the publisher's file to
1541: Microsoft Word or Rich Text will not produce an accessible file which retains
1542: all of the enumerated elements of the structural integrity of the original.
1543: In such cases, the college and the publisher should attempt to identify and
1544: agree upon some alternative format that will maintain the structural integrity
1545: of the printed document and still be usable with screen reading and/or braille
1546: translation software. If that is not possible, it may be necessary to
1547: require the publisher to convert the file to Microsoft Word or another usable
1548: format and then modify the converted file to reconstruct or simulate the structural
1549: elements that were lost or garbled. California Education Code, Section
1550: 67302(a) clearly contemplates that this may be required when it says that
1551: the file provided by the publisher must "maintain the structural integrity
1552: of the printed instructional material, be compatible with commonly used braille
1553: translation and speech synthesis software, and <I>include corrections and
1554: revisions as may be necessary</I>." (Emphasis added.)</P>
1555: <P>Finally, AB 422 provides a "default option" in case the publisher
1556: and the college cannot agree on an appropriate file format. California
1557: Education Code, Section 67302(e)(4) provides that:</P>
1558: <P class=MsoBodyTextIndent style="MARGIN-RIGHT: 0.5in"><SPAN
1559: style="FONT-FAMILY: 'Times New Roman'">"If good faith efforts fail to produce
1560: an agreement pursuant to subdivision (a) between the publisher or manufacturer
1561: and the university, college, or particular campus of the university or college,
1562: as to an electronic format that will preserve the structural integrity of
1563: the printed instructional material, the publisher or manufacturer shall provide
1564: the instructional material in ASCII text and shall preserve as much of the
1565: structural integrity of the printed instructional material as possible."</P>
1566: <P class=MsoBodyTextIndent style="MARGIN-LEFT: 0in"><SPAN
1567: style="FONT-FAMILY: 'Times New Roman'">As discussed in Part I of these guidelines,
1568: there are significant limitations on the formatting that can be provided by
1569: ASCII text. Thus, it will usually be desirable for the college to make
1570: every effort to work out an agreement with the publisher that will avoid the
1571: necessity of relying on the default option. However, the law does guarantee
1572: the availability of ASCII text (enhanced to preserve as much as possible of
1573: the structural integrity of the original), and there may be situations in
1574: which this is the best approach to providing access for the student.</P>
1575: <P><B>H. MATHEMATICS AND SCIENCE MATERIALS</B></P>
1576: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><SPAN
1577: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">AB 422 contains two
1578: provisions which exempt publishers from having to provide electronic versions
1579: of certain types of instructional materials. One such exemption is provided
1580: by California Education Code, Section 67302(e)(1), which excludes from the
1581: definition of instructional materials "nontextual mathematics and science
1582: materials until the time software becomes commercially available that permits
1583: the conversion of existing electronic files of the materials into a format
1584: that is compatible with braille translation software or alternative media
1585: for students with disabilities." A careful reading of this provision
1586: reveals two important points about the scope of the exemption:</P>
1587: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><SPAN
1588: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">First, the exemption
1589: is time limited and dependent on the state of technology. It is the
1590: opinion of the Chancellor's Office that the exemption does not apply to any
1591: material which can be successfully converted to Microsoft Word or other commonly
1592: available word processing formats. Since such files can be used with
1593: screen reading programs and/or refreshable braille displays, technology already
1594: exists today to permit converting such materials into alternate media.
1595: Of course, whether such a conversion is possible will depend on the nature
1596: of the material and will have to be determined on a case by case basis.</P>
1597: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><SPAN
1598: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Second, the exemption
1599: applies only to "nontextual" mathematics and science materials. This
1600: refers to graphs, charts, equations, diagrams, and other similar graphic elements.
1601: The exemption does not extend to the textual portions of math and science
1602: texts wherein the concepts to be taught are described in narrative form.
1603: Thus, a college could ask a publisher to provide the textual portions of a
1604: math book and then the file provided by the publisher could be edited to add
1605: in the nontextual portions that could not be directly converted. Obviously,
1606: there will be many cases where this is impractical because the nontextual
1607: elements are extensive or scattered throughout the book. However, this
1608: may be a viable option for materials that are predominantly textual in nature.</P>
1609: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><B><SPAN
1610: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">I. NONPRINTED
1611: INSTRUCTIONAL MATERIALS</B></P>
1612: <P>The other similar exemption in AB 422 applies to "nonprinted
1613: instructional materials." These are defined to mean "instructional materials
1614: in formats other than print, and includes instructional materials that require
1615: the availability of electronic equipment in order to be used as a learning
1616: resource, including, but not necessarily limited to, software programs, video
1617: disks, and video and audio tapes." (Cal. Ed. Code, § 67302(e)(3).)
1618: Publishers are not required to comply with AB 422 with respect to nonprinted
1619: instructional materials until technology is available to convert these nonprinted
1620: instructional materials to a format that maintains the structural integrity
1621: of the nonprinted instructional materials and is compatible with braille translation
1622: and speech synthesis software. (Cal. Ed. Code, § 67302(d).)</P>
1623: <P>Of course, some nonprinted instructional materials, such
1624: as video tapes or software that uses computer graphics, are inherently visual
1625: in nature and, at the present time, there is no way to convert these materials
1626: into a format that would be compatible with speech or braille translation
1627: software.<A
1628: title=""
1629: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn18"
1630: name=_ftnref18> [18] </A> However,
1631: some other types of materials, such as reference works on CD-ROM, may be largely
1632: textual in nature even though they are produced and distributed in electronic
1633: form, in addition to, or instead of being printed. In such cases, it
1634: may be possible for the college and the publisher to identify a way to convert
1635: all or part of the instructional material into a file format that can be used
1636: with screen reading or braille translation software.</P>
1637: <P><B>J. REVISING FILES RECEIVED FROM A PUBLISHER</B></P>
1638: <P>For the reasons discussed above, it should be clear that
1639: there may be many situations in which a college will not be able to fully
1640: discharge its obligations under the law by simply passing on the file received
1641: from the publisher. If too much of the structural integrity of the original
1642: document has been lost, the E-text (or braille or large print produced from
1643: it) may be unusable or deficient. Should this occur, despite the best
1644: efforts of the college to obtain usable files from the publisher, the college
1645: will have to take steps to ensure that the student receives a usable version
1646: of the document. This may necessitate human intervention to reconstruct
1647: or simulate elements missing from the file. In some cases, it may even
1648: be necessary to scan all or part of the document and use the scanned text
1649: to supplement the file provided by the publisher.</P>
1650: <P>Again, the point is that the college has an obligation under
1651: federal and state law to make instructional materials available in alternate
1652: media. AB 422 may make it possible, in some cases, to obtain E-text
1653: that will allow the college to quickly and easily discharge its responsibility.
1654: But, where that isn't the case, the college will have to do whatever is necessary
1655: to produce the document in usable alternate media.</P>
1656: <P class=MsoPlainText><B><SPAN
1657: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">K. RECOMMENDED
1658: PROCESS FOR HANDLING REQUESTS</B></P>
1659: <P class=MsoPlainText><SPAN
1660: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">The following is a suggested
1661: step-by-step approach to handling a request from a student that requires obtaining
1662: E-text from a publisher pursuant to AB 422. Colleges are not required
1663: to follow the precise details of this process, provided the basic requirements
1664: of the law are satisfied. </P>
1665: <P class=MsoPlainText><SPAN
1666: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">1. The bookstore
1667: manager sends a letter to all publishers <A title=""
1668: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn19"
1669: name=_ftnref19> [19] </A>advising them
1670: of the requirements of AB 422 and indicating that they should expect to receive
1671: such requests directly from either the DSP&S coordinator or the ADA Coordinator.
1672: (See Appendix VII for a sample letter.) The bookstore also includes
1673: in book purchase contracts with publishers a provision requiring electronic
1674: text to be available on request. <A title=""
1675: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn20"
1676: name=_ftnref20> [20] </A> </P>
1677: <P class=MsoPlainText><SPAN
1678: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">2. Using appropriate
1679: college procedures, a student requests that instructional materials be made
1680: available in alternate media. </P>
1681: <P class=MsoPlainText><SPAN
1682: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">3. The DSP&S
1683: (or ADA Coordinator) determines that E-text is the appropriate medium for
1684: use by the student or that E-text will be needed to produce materials in the
1685: appropriate medium (e.g. braille or large print). If so, the student
1686: is asked to provide information necessary to satisfy the requirements of AB
1687: 422--that the student has a disability which prevents using standard instructional
1688: materials, that the student is or will be registered/enrolled in a course
1689: at the college, that the student has ordered/purchased the instructional material
1690: or it is being otherwise purchased, and that the instructor of the course
1691: has determined that the instructional material in question is required or
1692: essential to the successful completion of the course. <A title=""
1693: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn21"
1694: name=_ftnref21> [21] </A> A suggested
1695: form for collecting necessary information from the student is provided in
1696: Appendix VIII. </P>
1697: <P class=MsoPlainText><SPAN
1698: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">4. The DSP&S
1699: (or ADA Coordinator) determines whether the instructional material is already
1700: available through the HTCTU Book Exchange or from some other source.
1701: If so, the source is contacted and a copy is obtained. </P>
1702: <P class=MsoPlainText><SPAN
1703: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">5. If it will
1704: be necessary to obtain the E-text from the publisher, the DSP&S or ADA
1705: Coordinator completes the certification required by AB 422 and forwards it
1706: to the publisher. (See Appendix IX for a suggested form.)</P>
1707: <P class=MsoPlainText><SPAN
1708: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">6. DSP&S (or the
1709: ADA Coordinator) works with the publisher to agree upon a format for the E-text
1710: which will be compatible with screen reading or braille translation software
1711: and maintain the structural integrity of the instructional material. <A title=""
1712: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn22"
1713: name=_ftnref22> [22] </A><SPAN
1714: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; "> </P>
1715: <P class=MsoPlainText><SPAN
1716: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">7. DSP&S (or
1717: the ADA Coordinator) arranges for the E-text to be provided to the student
1718: or for production of secondary alternate media, if necessary. If E-text
1719: is given directly to the student, the student is required to sign an agreement
1720: prohibiting duplication of the material and the student is advised of the
1721: consequences of violating said agreement. Suggested wording for such
1722: an agreement is included on the sample form provided in Appendix VIII.
1723: </P>
1724: <P class=MsoPlainText><SPAN
1725: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">8. DSP&S (or
1726: the ADA Coordinator) arranges for storing a master copy of the E-text and
1727: posts a description of the material on the HTCTU Book Exchange website.</P>
1728: <P class=MsoPlainText><B><SPAN
1729: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">L. ENCOURAGING
1730: PUBLISHERS TO ENHANCE ACCESSIBILITY</B></P>
1731: <P class=MsoPlainText><SPAN
1732: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">In addition to satisfying
1733: specific requests, it is recommended that each college establish an ongoing
1734: relationship with major publishers to encourage the publishers to work toward
1735: enhancing the accessibility of their products. To this end, the college
1736: should:</P>
1737: <P class=MsoPlainText><SPAN
1738: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">1. Ensure that
1739: publishers and manufacturers of the printed instructional material are aware
1740: of disability access issues and are informed that their products are frequently
1741: used by students with disabilities. The sample letter set forth in Appendix
1742: VII is intended to accomplish this purpose. </P>
1743: <P class=MsoPlainText><SPAN
1744: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">2. Work with the
1745: publisher to identify specific product support people who are knowledgeable
1746: about making instructional materials accessible or who will be assigned to
1747: acquire training in this area. As discussed in footnote 18, the Chancellor's
1748: Office will ask major publishers to designate statewide or regional representatives
1749: to receive requests pursuant to AB 422. These individuals may not be
1750: able to deal with all access issues, but they should be able to identify those
1751: individuals within the publisher's organization who can.
1752: </P>
1753: <P class=MsoPlainText><SPAN
1754: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">3. Notify the
1755: publisher of any issues that are discovered to create difficulties with screen
1756: readers or braille translation software.</P>
1757: <P>4. Encourage the publisher to have product designers
1758: address accessibility problems in the design of future instructional materials.</P>
1759: <BR
1760: style="PAGE-BREAK-BEFORE: always" clear=all>
1761: <P align=center><B>Appendix I</B></P>
1762: <P align=center><B><SPAN
1763: style="FONT-SIZE: 14pt; ">Alternate Media Committee Members</B></P>
1764: <TABLE
1765: cellSpacing=0 cellPadding=0 border=0>
1766: <TBODY>
1767: <TR>
1768: <TD
1769: vAlign=top width=312> <P><B>CHANCELLOR’S OFFICE</B></P>
1770: <P><B>CALIFORNIA COMMUNITY COLLEGES</B></P>
1771: <P>Ralph Black, General Counsel</P>
1772: <P>Carolyn Norman, Coordinator</P>
1773: <P>Scott Hamilton, DSP&S Coordinator</P></TD>
1774: <TD
1775: vAlign=top width=312> <P><B>REPRESENTATIVE FROM STUDENT ORGANIZATIONS
1776: OF THE BLIND</B></P>
1777: <P>Nathanael Wales</P>
1778: <P>1906 Anderson Road, Apt. 228</P>
1779: <P>Davis, CA 95616</P></TD>
1780: </TR>
1781: <TR>
1782: <TD
1783: vAlign=top width=312> <P>Peggy Tate, DSP&S Program Assistant</P></TD>
1784: <TD
1785: vAlign=top width=312> </TD>
1786: </TR>
1787: <TR>
1788: <TD
1789: vAlign=top width=312> <P>1102 Q Street, 3rd Floor</P></TD>
1790: <TD
1791: vAlign=top width=312> <P><B>STUDENT SENATE</B></P></TD>
1792: </TR>
1793: <TR>
1794: <TD
1795: vAlign=top width=312> <P>Sacramento, CA 95814-6511</P></TD>
1796: <TD
1797: vAlign=top width=312> <P>Sergio Carrillo</P></TD>
1798: </TR>
1799: <TR>
1800: <TD
1801: vAlign=top width=312> </TD>
1802: <TD
1803: vAlign=top width=312> <P>Los Angeles Harbor College</P></TD>
1804: </TR>
1805: <TR>
1806: <TD
1807: vAlign=top width=312> <P><B>ASSISTIVE TECHNOLOGY SPECIALIST
1808: AND FACULTY RESOURCE CENTER</B></P></TD>
1809: <TD
1810: vAlign=top width=312> <P>1111 Figueroa Place</P>
1811: <P>Wilmington, CA 90744</P></TD>
1812: </TR>
1813: <TR>
1814: <TD
1815: vAlign=top width=312> <P>Laurie Vasquez, DSP&S/Faculty
1816: Resource Center</P></TD>
1817: <TD
1818: vAlign=top width=312> </TD>
1819: </TR>
1820: <TR>
1821: <TD
1822: vAlign=top width=312> <P>Santa Barbara City College</P></TD>
1823: <TD
1824: vAlign=top width=312> <P><B>ASSOCIATION OF BOOKSTORES</B></P></TD>
1825: </TR>
1826: <TR>
1827: <TD
1828: vAlign=top width=312> <P>721 Cliff Drive</P></TD>
1829: <TD
1830: vAlign=top width=312> <P>Tom Livengood</P></TD>
1831: </TR>
1832: <TR>
1833: <TD
1834: vAlign=top width=312> <P>Santa Barbara, CA 93109-2394</P></TD>
1835: <TD
1836: vAlign=top width=312> <P>Long Beach City College Bookstore</P></TD>
1837: </TR>
1838: <TR>
1839: <TD
1840: vAlign=top width=312> </TD>
1841: <TD
1842: vAlign=top width=312> <P>4901 East Carson Street</P></TD>
1843: </TR>
1844: <TR>
1845: <TD
1846: vAlign=top width=312> <P><B>ACADEMIC SENATE</B></P></TD>
1847: <TD
1848: vAlign=top width=312> <P>Long Beach, CA 90808</P></TD>
1849: </TR>
1850: <TR>
1851: <TD
1852: vAlign=top width=312> <P>Edith Conn</P></TD>
1853: <TD
1854: vAlign=top width=312> </TD>
1855: </TR>
1856: <TR>
1857: <TD
1858: vAlign=top width=312> <P>Ventura College</P></TD>
1859: <TD
1860: vAlign=top width=312> <P><B>CAPED</B></P></TD>
1861: </TR>
1862: <TR>
1863: <TD
1864: vAlign=top width=312> <P>4667 Telegraph Road</P></TD>
1865: <TD
1866: vAlign=top width=312> <P>Helene Maxwell, DSP&S Coordinator</P></TD>
1867: </TR>
1868: <TR>
1869: <TD
1870: vAlign=top width=312> <P>Ventura, CA 93003</P></TD>
1871: <TD
1872: vAlign=top width=312> <P>College of Alameda</P></TD>
1873: </TR>
1874: <TR>
1875: <TD
1876: vAlign=top width=312> </TD>
1877: <TD
1878: vAlign=top width=312> <P>555 Atlantic Avenue</P></TD>
1879: </TR>
1880: <TR>
1881: <TD
1882: vAlign=top width=312> <P><B>CHIEF INSTRUCTIONAL OFFICER</B></P></TD>
1883: <TD
1884: vAlign=top width=312> <P>Alameda, CA 94501-2109</P></TD>
1885: </TR>
1886: <TR>
1887: <TD
1888: vAlign=top width=312> <P>Lee Callaway, Vice-President, Instruction</P></TD>
1889: <TD
1890: vAlign=top width=312> </TD>
1891: </TR>
1892: <TR>
1893: <TD
1894: vAlign=top width=312> <P>Mission College</P></TD>
1895: <TD
1896: vAlign=top width=312> <P><B>DSP&S</B></P></TD>
1897: </TR>
1898: <TR>
1899: <TD
1900: vAlign=top width=312> <P>3000 Mission College Boulevard</P></TD>
1901: <TD
1902: vAlign=top width=312> <P>Karen Andersen, DSP&S Director</P></TD>
1903: </TR>
1904: <TR>
1905: <TD
1906: vAlign=top width=312> <P>Santa Clara, CA 95054-1897</P></TD>
1907: <TD
1908: vAlign=top width=312> <P>San Joaquin Delta College</P></TD>
1909: </TR>
1910: <TR>
1911: <TD
1912: vAlign=top width=312> </TD>
1913: <TD
1914: vAlign=top width=312> <P>5151 Pacific Avenue</P></TD>
1915: </TR>
1916: <TR>
1917: <TD
1918: vAlign=top width=312> <P><B>CHIEF STUDENT SERVICES OFFICER</B></P></TD>
1919: <TD
1920: vAlign=top width=312> <P>Stockton, CA 9520-7-6370</P></TD>
1921: </TR>
1922: <TR>
1923: <TD
1924: vAlign=top width=312> <P>Dr. Wilma McLeod, VP, Student Services</P></TD>
1925: <TD
1926: vAlign=top width=312> <P><I>Alternate:</I> Joy Cook, Assoc.
1927: Dean (DSP&S)</P></TD>
1928: </TR>
1929: <TR>
1930: <TD
1931: vAlign=top width=312> <P>Modesto Junior College</P></TD>
1932: <TD
1933: vAlign=top width=312> <P>Glendale College</P></TD>
1934: </TR>
1935: <TR>
1936: <TD
1937: vAlign=top width=312> <P>435 College Avenue</P></TD>
1938: <TD
1939: vAlign=top width=312> <P>1500 North Verdugo Road</P></TD>
1940: </TR>
1941: <TR>
1942: <TD
1943: vAlign=top width=312> <P>Modesto, CA 95350</P></TD>
1944: <TD
1945: vAlign=top width=312> <H3><SPAN style="FONT-SIZE: 10pt">Glendale, CA
1946: 92108-2894</H3></TD>
1947: </TR>
1948: <TR>
1949: <TD
1950: vAlign=top width=312> <P><B>CHIEF HUMAN RESOURCES/AAO</B></P></TD>
1951: <TD
1952: vAlign=top width=312> <P>Helen Elias, DSP&S Coordinator</P>
1953: <P>San Diego City College</P></TD>
1954: </TR>
1955: <TR>
1956: <TD
1957: vAlign=top width=312> <P>Jon Tyler, Director, Human Resources</P></TD>
1958: <TD
1959: vAlign=top width=312> <P>1313 - 12th Avenue</P></TD>
1960: </TR>
1961: <TR>
1962: <TD
1963: vAlign=top width=312> <P>Imperial Valley College</P></TD>
1964: <TD
1965: vAlign=top width=312> <P>San Diego, CA 92101</P></TD>
1966: </TR>
1967: <TR>
1968: <TD
1969: vAlign=top width=312> <P>380 E. Aten Road</P></TD>
1970: <TD
1971: vAlign=top width=312> </TD>
1972: </TR>
1973: <TR>
1974: <TD
1975: vAlign=top width=312> <P>Imperial, CA 92251-0158</P></TD>
1976: <TD
1977: vAlign=top width=312> <P><B>HIGH TECH CENTER TRAINING UNIT</B></P></TD>
1978: </TR>
1979: <TR>
1980: <TD
1981: vAlign=top width=312> </TD>
1982: <TD
1983: vAlign=top width=312> <P>Carl Brown, Director</P></TD>
1984: </TR>
1985: <TR>
1986: <TD
1987: vAlign=top width=312> <P><B>LIBRARIANS REPRESENTATIVE</B></P></TD>
1988: <TD
1989: vAlign=top width=312> <P>De Anza College</P></TD>
1990: </TR>
1991: <TR>
1992: <TD
1993: vAlign=top width=312> <P>Alice Grigsby</P></TD>
1994: <TD
1995: vAlign=top width=312> <P>21050 McClellan Road</P></TD>
1996: </TR>
1997: <TR>
1998: <TD
1999: vAlign=top width=312> <P>El Camino College</P></TD>
2000: <TD
2001: vAlign=top width=312> <P>Cupertino, CA 95014</P></TD>
2002: </TR>
2003: <TR>
2004: <TD
2005: vAlign=top width=312> <P>16007 Crenshaw Boulevard</P></TD>
2006: <TD
2007: vAlign=top width=312> </TD>
2008: </TR>
2009: <TR>
2010: <TD
2011: vAlign=top width=312> <P>Torrance, CA 90506-0002</P></TD>
2012: <TD
2013: vAlign=top width=312> </TD>
2014: </TR>
2015: <TR>
2016: <TD
2017: vAlign=top width=312> </TD>
2018: <TD
2019: vAlign=top width=312> </TD>
2020: </TR>
2021: </TBODY>
2022: </TABLE>
2023: <P>Dr. Catherine Campisi, former Dean of Student Services with
2024: the Chancellor's Office, left the agency in December 1999 to accept an appointment
2025: as Director of the California Department of Rehabilitation. Although
2026: she is no longer with the Chancellor’s Office, she contributed significantly
2027: to the work of the Task force and the development of these guidelines.</P>
2028: <BR
2029: style="PAGE-BREAK-BEFORE: always" clear=all>
2030: <H4 style="PAGE-BREAK-AFTER: auto"><B>Appendix II</B></H4>
2031: <P align=center><B><SPAN
2032: style="FONT-SIZE: 14pt; ">ALTERNATE MEDIA RESOURCES</B></P>
2033: <P><B>Braille Resources</B></P>
2034: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left>Dozens of commercial
2035: braille production companies are available to colleges wishing to outsource.
2036: Many of the resources have Web addresses and accept electronic submission
2037: of materials to be brailled. Prices, production times and quality vary.
2038: </P>
2039: <P>National Braille Press</P>
2040: <P>88 St. Stephen Street</P>
2041: <P>Boston, MA 02115</P>
2042: <P>Phone: (617) 266-6160</P>
2043: <P>Toll-free: (800) 548-7323</P>
2044: <P>Fax: (617) 437-0456</P>
2045: <P><A href="http://www.nbp.org/">http://www.nbp.org/</A></P>
2046: <P>The American Printing House for the Blind, Inc.</P>
2047: <P>1839 Frankfort Avenue</P>
2048: <P>Mailing Address: P.O. Box 6085</P>
2049: <P>Louisville, Kentucky 40206-0085</P>
2050: <P>U.S.A.</P>
2051: <P>Phone: (502)-895-2405</P>
2052: <P>Toll Free Customer Service: (800)-223-1839 (U.S. and Canada)</P>
2053: <P>Fax: (502)-899-2274</P>
2054: <P><A
2055: href="http://www.aph.org/contact.htm">http://www.aph.org/contact.htm</A></P>
2056: <P>Braille Institute</P>
2057: <P>741 N. Vermont Avenue</P>
2058: <P>Los Angeles, CA 90029</P>
2059: <P>(323) 663-1111</P>
2060: <P>FAX: (323) 663-0867</P>
2061: <P><A
2062: href="http://www.brailleinstitute.org/Press.html">http://www.brailleinstitute.org/Press.html</A></P>
2063: <P>Educational Transcription Center (ETC)</P>
2064: <P>Ventura College</P>
2065: <P>4667 Telegraph Road</P>
2066: <P>Ventura, CA 93003</P>
2067: <P>(805) 648-8927</P>
2068: <P><A
2069: href="http://www.etcbrille.org/">http://www.etcbrille.org/</A></P>
2070: <P>Braille Transcribers</P>
2071: <P><A
2072: href="http://www.spedex.com/directories/braille.htm">http://www.spedex.com/directories/braille.htm</A></P>
2073: <P>Braille Jymico Inc.</P>
2074: <P><A
2075: href="http://www.braillejymico.qc.ca/products.htm">http://www.braillejymico.qc.ca/products.htm</A></P>
2076: <P>NMSU List of Braille Transcription Resources</P>
2077: <P><A
2078: href="http://www.nmsu.edu/Resources_References/access/public_html/trans.html">http://www.nmsu.edu/Resources_References/access/public_html/trans.html</A></P>
2079: <P>Quik-Scrybe</P>
2080: <P><A
2081: href="http://www.quikscrybe.com/">http://www.quikscrybe.com/</A></P>
2082: <P><B>Large Print Resources</B></P>
2083: <P>Braille Institute</P>
2084: <P>Los Angeles Sight Center (323) 663-1111</P>
2085: <P>Desert Center (760) 321-1111</P>
2086: <P>San Diego Center (619) 452-1111</P>
2087: <P>Santa Barbara Center (805) 682-6222</P>
2088: <P>Orange County Center (714) 821-5000</P>
2089: <P>Youth Center (213) 851-5695</P>
2090: <P><U><SPAN
2091: style="COLOR: blue">http://www.brailleinstitute.org</U></P>
2092: <P>Library Reproduction Service (LRS) -1 (800) 225-5002</P>
2093: <P><A href="mailto:lrsprint@aol.com">lrsprint@aol.com</A></P>
2094: <P>American Printing House for the Blind (502) 895-2405</P>
2095: <P>“LOUIS” Database search resource for braille, large print,</P>
2096: <P>sound recordings, audio, and computer</P>
2097: <P><A href="http://www.alph.org/">http://www.alph.org/</A></P>
2098: <P><B>Other Alternate Media Resources</B></P>
2099: <P>California Community Colleges Alternate Media Book Exchange</P>
2100: <P>The Book Exchange is a web page, developed by the staff at
2101: the High Tech Training Center Unit (HTCTU), which contains a listing of books
2102: available in alternate media. DSP&S staff, librarians, and ADA Coordinators
2103: can send e-mail requests to the registry to obtain books that have been produced
2104: in alternative formats by other colleges. The registry can be accessed
2105: at:</P>
2106: <P>http://bookex.htctu.fhda.edu.</P>
2107: <P>Recording for the Blind and Dyslexic (RFB&D)</P>
2108: <P>RFBD is a national non-profit organization that serves as
2109: the nation’s educational library for people that cannot effectively read standard
2110: print because of a visual, perceptual, or physical disability. Information
2111: is provided in recorded and computerized formats at every academic level.</P>
2112: <P><A href="http://www.rfbd.org/">http://www.rfbd.org/</A></P>
2113: <P>TAEVIS Online, Purdue University</P>
2114: <P>TAEVIS Online is an electronic library containing tactile
2115: diagrams. These diagrams, redrawn to tactile specifications are created
2116: from college-level course material and can be used to transmit visual information
2117: such as that found in graphs, chemical structures, and biological drawings.</P>
2118: <P><U><SPAN
2119: style="COLOR: blue">http://www.taevisonline.purdue.edu</U></P>
2120: <P>American Thermoform Corporation</P>
2121: <P>2311 Travers Avenue</P>
2122: <P>City of commerce </P>
2123: <P>Ca. 90040</P>
2124: <P>(800) 331-3676</P>
2125: <P>(213) 728-8877 (fax)</P>
2126: <P>American Thermoform Corp. is a major California-based supplier
2127: of braille paper and related supplies. Braille paper is available in
2128: various widths and in weights suitable for both draft and final documents.
2129: </P>
2130: <P><U><SPAN style="COLOR: blue">http://www.atcbrleqp.com </U></P>
2131: <P>HTCTU Book Exchange (De Anza Community College)</P>
2132: <P><A
2133: href="http://htcoff1.htctu.fhda.edu/tango/bookex/bookex.html">http://htcoff1.htctu.fhda.edu/tango/bookex/bookex.html</A>
2134: <A
2135: name=_Hlt477857482></A> </P>
2136: <P><B>Organizations Involved in the Development of Alternate
2137: Media Standards</B></P>
2138: <P>DAISY</P>
2139: <P>The DAISY Consortium is the worldwide coalition of libraries
2140: and institutions serving print disabled persons, developing the open standards,
2141: tools, and techniques for the next generation of “digital talking books” </P>
2142: <P><A href="http://www.daisy.org/">http://www.daisy.org/</A>
2143: </P>
2144: <P>CAST</P>
2145: <P>CAST is a not-for-profit organization whose mission is to
2146: expand opportunities for individuals with disabilities through the development
2147: of and innovative uses of technology. CAST pursues this mission through
2148: research, product development, and work in schools and educational settings
2149: that further universal design for learning.</P>
2150: <P><A href="http://www.cast.org/">http://www.cast.org/</A></P>
2151: <BR
2152: >
2153: <P align=center><B>Appendix III</B></P>
2154: <P align=center><B><SPAN
2155: style="FONT-SIZE: 14pt; FONT-FAMILY: Arial; 'Times New Roman'">BRAILLE INSTITUTE:
2156: EDUCATION AND AWARENESS</B></P>
2157: <P><I>A Guide To Large Print For People
2158: With Low Vision</I></P>
2159: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left>Many people with visual impairments beyond those correctable
2160: by prescription lenses still read, often with the assistance of special aids
2161: such as lighting or magnification devices. People with reduced sight
2162: often find that conventional print appears blurred, dim and very difficult,
2163: if not impossible, to read. Central damage to the retina, for example,
2164: prevents some people from seeing small print clearly and reduces their ability
2165: to move their eyes in the ways needed for reading. Text can be made
2166: more legible for some of these readers through the use of large print.
2167: There are many factors to consider when producing large-print material, and
2168: it is important to note that the variety of visual impairment and subsequent
2169: impact on the ability to read is extensive.</P>
2170: <P><B>CONTRAST</B>: Text should be printed with
2171: the highest possible contrast. <B>Use of boldface type generally provides
2172: greater legibility, as the letters are darker and thicker</B>. Black
2173: or dark blue inks are preferable to lighter colors. Color backgrounds
2174: generally should be avoided, although some studies suggest that black ink
2175: on a bright yellow background is easy to read. Buff, cream or light
2176: yellow backgrounds usually are acceptable, but not dark or bright color backgrounds.
2177: Some visually impaired people are unable to distinguish type at all with black
2178: ink on a dark red background.</P>
2179: <P
2180: style="BACKGROUND: #202020; "><SPAN
2181: style="COLOR: white; FONT-FAMILY: Arial; 'Times New Roman'">REVERSE type—"white"
2182: type on a dark background-improves readability for some. Reverse type
2183: often is an available option with some computers and special closed-circuit
2184: cameras used for reading, and might be good for some signs or other items
2185: with limited text. Backgrounds should be solid.</P>
2186: <P>SIZE: Type often is measured
2187: in points and should be as large as practical. <SPAN
2188: style="FONT-SIZE: 14pt; FONT-FAMILY: Arial; 'Times New Roman'">Text should be
2189: 14 points or larger, <SPAN
2190: style="FONT-SIZE: 18pt; FONT-FAMILY: Arial; 'Times New Roman'">preferably 18
2191: points. <SPAN
2192: style="FONT-SIZE: 24pt; FONT-FAMILY: Arial; 'Times New Roman'">Headlines should
2193: be at least 24 points, larger if possible.</P>
2194: <P style="LINE-HEIGHT: 150%">LEADING: The spacing between
2195: lines of text, called leading, should be greater than that traditionally used
2196: in regular text. Many people with low vision have difficulty finding
2197: the beginning of the next line when reading if the lines of type are too close
2198: together. A ratio of 150 percent (12-point type receives 18-point leading)
2199: is a good guideline for text.</P>
2200: <P>STYLE: An ordinary typeface,
2201: such as this one (Helvetica), a sans-serif font (one without the fine lines
2202: projecting from the main strokes of letters found on some fonts, such as Palatino
2203: or Times, usually is the best choice for large print. Other styles of
2204: type frequently used in regular print are not easily read by people with low
2205: vision. These include ALL CAPS, SMALL CAPS, <I>italics </I>and ornate,
2206: decorative fonts like this. Text should be in Upper and Lower Case,
2207: with wider spacing between lines, for maximum readability.</P>
2208: <P><SPAN
2209: style="FONT-FAMILY: Arial; LETTER-SPACING: 1pt; 'Times New Roman'">LETTER SPACING:
2210: The spacing (track) between individual letters on each line should be wider
2211: than usual whenever possible. Text with close letter spacing is particularly
2212: difficult for partially sighted readers who have central visual field defects.</P>
2213: <P style="MARGIN: 0in 0.5in 0pt">MARGINS: Extra-wide binding
2214: margins are very helpful in large-print books and other bound material because
2215: they make the volumes easier to hold flat. Many visual aids, such as
2216: stand and video magnifiers, are easier to use on a flat surface.</P>
2217: <P style="MARGIN: 0in 0.5in 0pt"> <img width=560 height=137
2218: src="./am33000_files/image003.gif" align=left hspace=12
2219: alt="Text Box: PAPER: Paper with a glossy finish can interfere with legibility because it tends to catch and reflect the glare of lights in a room. Glare is a common problem for many readers who are partially sighted. Print on paper with a matte (dull) finish whenever possible. Those wishing to use recycled paper will find a good selection of paper stock. Ink type—petroleum-based versus soy-based—is not a factor."
2220: v:shapes="_x0000_s1026"> </P>
2221: <P>ALIGNMENT of text, hyphenation of
2222: words and other factors can slow a reader who is visually impaired and are
2223: worth considering when producing materials for this audience. Text created
2224: "flush left" is easiest to read. Paragraphs indented too far (.125 inches
2225: is a suggested maximum) might be replaced by paragraphs with extra space between
2226: them.</P>
2227: <P align=center>Text that is centered is harder
2228: to follow because</P>
2229: <P align=center>the reader must search for the start
2230: of each line.</P>
2231: <P style="TEXT-ALIGN: right" align=right>Text created "flush right" also
2232: is a potential problem. </P>
2233: <P>Text that is "justified" appears
2234: to create no special problems, although many computer programs typically compact
2235: some type when this alignment is used, which can reduce the readability.
2236: Justified type also uses a lot of hyphenation, which can slow the reading
2237: process for someone who is visually impaired to a greater degree than it does
2238: for sighted readers.</P>
2239: <P>When producing large-print materials
2240: for people with reduced sight, keep the above principles in mind and your
2241: readers will be able to make full use of their remaining vision.</P>
2242: <BR
2243: >
2244: <P class=MsoHeading9 align=center>Appendix IV </P>
2245: <P><B>FORMATTING BRAILLE DOCUMENTS</B></P>
2246: <P>Today, most braille is produced using braille translation
2247: software to convert E-text into a format that can be printed with a braille
2248: printer. For documents involving primarily straight text (those that
2249: do not include mathematics, foreign language, computer code, etc.), these
2250: programs will generally produce an accurate word-for-word translation, but
2251: the formatting of the document will almost always require human intervention.<A title=""
2252: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn23"
2253: name=_ftnref23> [23] </A></P>
2254: <P>The Library of Congress establishes standards for braille
2255: transcription and certifies transcribers. It is recommended that, whenever
2256: possible, colleges hire or contract with certified braille transcribers, or
2257: organizations which employ such transcribers, to produce braille materials.
2258: However, a person well versed in the rules for formatting braille and the
2259: use of a translation program may be able to produce reasonably good quality
2260: braille documents even without Library of Congress certification. The
2261: guidelines set forth below are by no means a thorough treatment of the subject
2262: and following them will not eliminate the need for proper training.
2263: However, they should help college staff avoid some of the more obvious pitfalls
2264: of braille production.<A title=""
2265: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn24"
2266: name=_ftnref24> [24] </A>
2267: </P>
2268: <P><B>1. <U>Contractions</U></B></P>
2269: <P>Braille only has one set of letters. By itself, a braille
2270: letter is assumed to be in lower case. To show an uppercase letter,
2271: put the capitalization indicator (dot 6) in front of a braille letter.
2272: To show an uppercase word, you put two capitalization indicators in front
2273: of the word. </P>
2274: <P>The number sign (used to indicate an occasional number in
2275: a text document<A title=""
2276: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn25"
2277: name=_ftnref25> [25] </A>) is dots 3-4-5-6.
2278: This symbol comes just before the number. </P>
2279: <P>An important thing to realize about braille is that you cannot
2280: write the dot patterns smaller or larger. An 11-1/2 by 11 inch piece
2281: of braille paper contains about 900 braille cells. This cause braille
2282: volumes to be much bulkier than inkprint. </P>
2283: <P>To reduce the bulkiness of braille there is a system of braille
2284: contractions, or abbreviations known as Grade II Braille.<A title=""
2285: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftn26"
2286: name=_ftnref26> [26] </A> For general
2287: text production, materials should be provided in Grade II Braille. Grade
2288: II Braille is the format most commonly used by persons who are blind.
2289: </P>
2290: <P>A braille contraction is a combination of one or more cells
2291: used to shorten the length of a word. For example, to write the word
2292: “mother,” you would use a two-cell contraction rather than spelling out the
2293: word “mother.” Just because a contraction can be used does not mean
2294: it should be used. The word “chemotherapy” contains the sequence “mother.”
2295: Some braille translation programs are smart enough to know not to use
2296: the contraction for “mother” in “chemotherapy” (most of the braille rules
2297: are based on pronunciation; you do use the “mother” contraction in “smother,”
2298: since this is pronounced like “mother”). </P>
2299: <P>In braille, if you have the letter “d” with a space or punctuation
2300: on either side, the “d” stands for the word “do.” To show you really
2301: mean the isolated letter “d,” precede it with a braille cell called the letter
2302: sign, dots 5-6. This alerts the braille reader to the fact that the
2303: next letter is to be read as a letter of the alphabet rather than an abbreviation.
2304: </P>
2305: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><SPAN
2306: style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman'; ">Decoding braille by
2307: comparing inkprint and braille sequences can be tricky. The words “to,”
2308: “into,” and “by” are jammed up against the next word in braille. The
2309: words “a,” “the,” “for,” “of,” and “and” within braille are single cells which
2310: can be jammed up against each other. For example, “with” is a single
2311: cell with spaces on either side, but “with the” comes out as two cells jammed
2312: together. Numbers use the number sign followed by the letters a-j (312
2313: comes out as #cab). One braille symbol means “dis” if it shows up in
2314: the beginning of a word, means “dd” if it shows up in the middle of a word,
2315: and is used for the period punctuation symbol if it shows up at the end of
2316: a word. </P>
2317: <P><B>2. <U>Basic Page Formatting</U></B></P>
2318: <P>Another component of braille is format. When material
2319: is laid out on paper for the sighted reader, it is done so for visual effect.
2320: The reader is attracted to what is pleasing to the eye. However, in
2321: braille the object is maximization of space. Due to the bulkiness of
2322: braille volumes, you want to put as much material as possible on the page,
2323: while at the same time maintaining readability. </P>
2324: <P>According to the Library of Congress, there are certain criteria
2325: for the output page. A page of braille contains a maximum of about 40
2326: characters per line and 25 lines per page. For normal literary format,
2327: the braille page number appears at the upper right-hand corner of each page.
2328: However, you may need to change these values according to the specifications
2329: of your brailler. </P>
2330: <P>Because of the physical (rather than visual) nature of braille,
2331: format standards are especially important. Small differences in where
2332: text is placed on the page can tell the braille reader a lot about what they
2333: are reading. In any braille format, with or without a braille translation
2334: program, certain elements are especially crucial components of page layout.
2335: These include treatment of indent and runover, braille page numbers, inkprint
2336: page indicators, and running heads. </P>
2337: <P>One of the major differences between braille and print format
2338: pertains to paragraphs. Rather than having an indent of five spaces,
2339: braille paragraphs have a two cell indent. The first character of the
2340: paragraph begins in cell three. There are no blank lines between paragraphs.
2341: Except in special circumstances, you do not put two or more spaces in a row
2342: in braille. Thus only one space is used between sentences. </P>
2343: <P>When material is underlined or emphasized in print, there
2344: are different ways of indicating it. In braille there are italics marks
2345: which indicate something is being emphasized. A special symbol of dots
2346: 4-6 is placed before each word to be emphasized if there are three or fewer
2347: words in a row. If four or more words are emphasized, a double italics
2348: sign (dots 4-6, dots 4-6) is placed before the first word. A single
2349: italics sign (dots 4-6) is placed in front of the last emphasized word.
2350: Please note that you do not show all uses of inkprint emphasis in braille.
2351: Emphasis is only used in headings when it is necessary to preserve the distinctions
2352: shown in inkprint. </P>
2353: <P><B>3. <U>Indent and Runover</U></B></P>
2354: <P>Instructions for braille transcribing often say indent to
2355: cell #. The farthest left position in which a cell may appear is cell
2356: 1. The farthest right position ranges from cell 30 to cell 40, depending
2357: on the carriage width of your brailler. </P>
2358: <P>The placement of the first cell in a paragraph is called
2359: the indent. When transcribing instructions say, “indent to cell 3,”
2360: put the first cell of that segment in cell 3, regardless of where the preceding
2361: line began. The position at which all subsequent lines of the same segment
2362: begin is the runover. When instructions say, “runover to cell 1,” begin
2363: all subsequent lines of that segment in cell 1. If instructions say,
2364: “indent to cell 7, runover to cell 5,” begin the first line of that segment
2365: of text in cell 7, and all subsequent lines in cell 5. </P>
2366: <P>Sometimes the indent is a smaller number than the runover,
2367: as in, “indent to cell 1, runover to cell 5.” In print, this is called
2368: outdenting, or a hanging indent. In braille, the position of the first
2369: cell of a segment of text is always called the indent, regardless of whether
2370: it is to the left or the right of the remaining text.</P>
2371: <P>Another common braille instruction is block, as in, “block
2372: to cell 5.” This simply means that the indent and the runover are equal
2373: to each other. It is the same as saying, “indent to cell 5, runover
2374: to cell 5.”</P>
2375: <P><B>4. <U>Headings</U></B></P>
2376: <P>There are three kinds of headings in braille: major
2377: headings, minor headings, and paragraph headings.</P>
2378: <P>A major heading is centered, with a blank line before the
2379: heading, and a blank line after it. Some braille groups do not put a
2380: blank line after a major heading. Technically, this is a violation of
2381: the rules for braille.</P>
2382: <P>A minor heading is blocked to cell five. This means
2383: that the heading starts on the fifth cell of the line. Any runover also
2384: starts on the fifth cell of the line. Usually, there is a skipped line
2385: before a minor heading, but not after a minor heading. </P>
2386: <P>A paragraph heading is a line or phrase in italics (or some
2387: other emphasis) that labels a paragraph and is immediately followed by text
2388: on the same line. If this is done in inkprint, do the same in braille,
2389: using italics. </P>
2390: <P>Braille rules require that there be at least one line of
2391: body text after a heading or headings on the same page. If there is
2392: not enough room on the page for the heading(s) and a line of body text, then
2393: the heading(s) need to be postponed to the top of the next braille page. </P>
2394: <P>Before you start a braille project, you need to structure
2395: the document. You need to analyze how many levels of headings there
2396: are. You need to decide which of these should be done as a major heading,
2397: and which should be done as a minor heading. </P>
2398: <P><B>5. <U>Braille Page Numbers</U></B></P>
2399: <P>As in print, each physical page in a braille volume is given
2400: a sequential page number. This braille page number merely orders the
2401: pages in the book. It does not provide the reader with any information
2402: about the pagination of the inkprint original. The braille page numbers
2403: appear in different spots in different formats. </P>
2404: <P><B>6. <U>Print Page Indicators</U></B></P>
2405: <P>Many braille formats consider the braille reader’s need to
2406: know where each inkprint page begins. When required, inkprint page indicators
2407: appear in addition to the sequential braille page numbers. Textbooks
2408: are one instance where this information is essential. With it, the braille
2409: reader can follow class discussion, locate homework assignments, and generally
2410: keep up with the users of the inkprint original. </P>
2411: <P>A single print page usually occupies several braille pages.
2412: For example, if inkprint page 87 is found on three braille pages, then these
2413: are marked with inkprint page indicators 87, a87, and b87. </P>
2414: <P>Inkprint page indicators are also extremely useful when transcribing
2415: anything that has a table of contents or an index. When inkprint page
2416: indicators are not included on the braille page, indexes and such must be
2417: completely rewritten to refer to the braille page numbers. When inkprint
2418: page indicators are included, then page numbers may be transcribed exactly
2419: as they appear in print.</P>
2420: <P><B>7. <U>Running Heads</U></B></P>
2421: <P>Many braille formats require that the title of the work being
2422: transcribed appear on the first line of every page, with an appropriate page
2423: number. When the title is too long to fit on one line, it is abbreviated.
2424: The running head never uses more than one line. </P>
2425: <P class=MsoBodyText3 style="TEXT-ALIGN: left" align=left><B>8. <U>Literary
2426: v. Textbook Format</U></B></P>
2427: <P>Whenever you begin a new transcribing project, with or without
2428: a braille translation program, there is some planning to do before you start
2429: data entry. There are a number of things to look for in the first scan
2430: through the book: check to see if there are a large number of foreign
2431: words, a table of contents or index, and graphs or pictures in the book. </P>
2432: <P>One of the first things you must decide is whether to use
2433: textbook or literary format. Here are some guidelines for making this
2434: decision. Textbook format uses inkprint page indicators; literary format
2435: does not. When there is any possibility that the braille reader needs
2436: inkprint page indicators, use textbook format. Both formats may be used
2437: with or without running heads. Textbook and literary formats are also
2438: different from each other in the way they handle preliminary pages, indexes,
2439: and certain special cases such as tables and graphs. </P>
2440: <P>In general, literary format allows the transcriber a certain
2441: amount of latitude. The overriding concern of textbook format is to
2442: represent things in braille EXACTLY as they appear in print. Anything
2443: added or omitted in the transcribing process must be explained in a transcriber’s
2444: note. </P>
2445: <P><B>9. <U>Literary Format</U></B></P>
2446: <P>In literary format without a running head, text appears on
2447: every line of the braille page. The braille page number appears in the
2448: rightmost cells of the first line, with at least three blank cells before
2449: the number. Text on the first line must break to allow room for this.
2450: </P>
2451: <P>Literary format with a running head has text on lines 2 through
2452: 25. Line 1 begins with at least three blank cells, followed by the running
2453: head, at least three more blank cells, and the braille page number. </P>
2454: <P><B>10. <U>Textbook Format</U></B></P>
2455: <P>The major difference between textbook and literary formats
2456: in the main body of text is inkprint page indicators. Textbook format
2457: has them; literary format doesn’t. For textbook format with no running
2458: head, text appears on every line. On line 1, the inkprint page indicator
2459: appears in the rightmost cells with at least three blank cells before it.
2460: The braille page number appears in the rightmost cells of the last line on
2461: the page. Again, at least three blank cells are placed before the braille
2462: page number. </P>
2463: <P>Textbook format with a running head has text on lines 2 through
2464: 25. Line 1 begins with at least three blank cells, followed by the running
2465: head, at least three more blank cells, and the inkprint page indicator.
2466: Line 25 breaks the text to allow room for three blank cells and the braille
2467: page number at the end of the line.</P>
2468: <BR
2469: >
2470: <P align=center><B>Appendix V</B></P>
2471: <P align=center><B><SPAN
2472: style="FONT-SIZE: 14pt; ">Relevant Provisions of The Federal Copyright Law</B></P>
2473: <P>Copyright Law Amendment</P>
2474: <P>PL 104-197, December 1996 </P>
2475: <P><B>BACKGROUND</B></P>
2476: <P>The free national library program of reading materials for
2477: visually handicapped adults administered by the National Library Service for
2478: the Blind and Physically Handicapped (NLS), Library of Congress, was established
2479: by an act of Congress in 1931. The program was expanded in 1952 to include
2480: blind children, in 1962 to include music materials, and in 1966 to include
2481: individuals with physical impairments that prevent the reading of standard
2482: print.</P>
2483: <P>From the beginning, this program was dependent upon the cooperation
2484: of authors and publishers who granted NLS permission to select and reproduce
2485: in special formats copyrighted works without royalty. Although many
2486: factors influence the length of time it takes to make a print book accessible
2487: in a specialized format, the period required to obtain permission from the
2488: copyright holder has sometimes been significant.</P>
2489: <P><B>PUBLIC LAW 104-197</B></P>
2490: <P>Under the Legislative Branch Appropriations Bill, H.R. 3754,
2491: Congress approved a measure, introduced by Senator John H. Chafee (R-R.I.)
2492: on July 29, 1996, that provides for an exemption affecting the NLS program.
2493: On September 16, 1996, the bill was signed into law by President Clinton.
2494: </P>
2495: <P>The Chafee amendment to Chapter 1 of Title 17, United States
2496: Code, adds section 121, establishing a limitation on the exclusive rights
2497: in copyrighted works. The amendment allows authorized entities to reproduce
2498: or distribute copies or phonorecords of previously published nondramatic literary
2499: works in specialized formats exclusively for use by blind or other persons
2500: with disabilities.</P>
2501: <P>The act making appropriations for the Legislative Branch
2502: for the fiscal year ending September 30, 1997, sets forth the Chafee amendment
2503: as follows:</P>
2504: <P style="MARGIN-LEFT: 0.5in">Be it enacted by the Senate and
2505: House of Representatives of the United States of America in Congress assembled,
2506: that . . . and for other purposes, namely:</P>
2507: <P style="MARGIN-LEFT: 0.5in">(a)
2508: IN GENERAL—Chapter 1 of Title 17, United States Code, is amended by adding
2509: after section 120 the following new section:</P>
2510: <P style="MARGIN-LEFT: 0.5in">"SEC.121. Limitations on exclusive
2511: rights: reproduction for blind or other people with disabilities</P>
2512: <P style="MARGIN-LEFT: 0.5in">"(a) Notwithstanding the provisions
2513: of sections 106 and 710, it is not an infringement of copyright for an authorized
2514: entity to reproduce or to distribute copies or phonorecords of a previously
2515: published, nondramatic literary work if such copies or phonorecords are reproduced
2516: or distributed in specialized formats exclusively for use by blind or other
2517: persons with disabilities.</P>
2518: <P style="MARGIN-LEFT: 0.5in">"(b)</P>
2519: <P style="MARGIN-LEFT: 0.5in">(1) Copies or phonorecords to
2520: which this section applies shall—</P>
2521: <P style="MARGIN-LEFT: 0.5in">"(A) not be reproduced or distributed
2522: in a format other than a specialized format exclusively for use by blind or
2523: other persons with disabilities;</P>
2524: <P style="MARGIN-LEFT: 0.5in">"(B) bear a notice that any further
2525: reproduction or distribution in a format other than a specialized format is
2526: an infringement; and</P>
2527: <P style="MARGIN-LEFT: 0.5in">"(C) include a copyright notice
2528: identifying the copyright owner and the date of the original publication.</P>
2529: <P style="MARGIN-LEFT: 0.5in">"(2) The provisions of this subsection
2530: shall not apply to standardized, secure, or norm-referenced tests and related
2531: testing material, or to computer programs, except the portions thereof that
2532: are in conventional human language (including descriptions of pictorial works)
2533: and displayed to users in the ordinary course of using the computer programs.</P>
2534: <P style="MARGIN-LEFT: 0.5in">"(c) For purposes of this section,
2535: the term—</P>
2536: <P class=MsoBodyTextIndent><SPAN
2537: style="FONT-SIZE: 10pt; FONT-FAMILY: 'Times New Roman'">"(1) ‘authorized entity’
2538: means a nonprofit organization or a governmental agency that has a primary
2539: mission to provide specialized services relating to training, education, or
2540: adaptive reading or information access needs of blind or other persons with
2541: disabilities;</P>
2542: <P style="MARGIN-LEFT: 0.5in">"(2) ‘blind or other persons with
2543: disabilities’ means individuals who are eligible or who may qualify in accordance
2544: with the Act entitled ‘An Act to provide books for the adult blind,’ approved
2545: March 3, 1931 (2 U.S.C. 35a; 46 Stat. 1487) to receive books and other publications
2546: produced in specialized formats; and</P>
2547: <P style="MARGIN-LEFT: 0.5in">"(3) ‘specialized formats’ means
2548: braille, audio, or digital text which is exclusively for use by blind or other
2549: persons with disabilities."</P>
2550: <P style="MARGIN-LEFT: 0.5in">(b)
2551: TECHNICAL AND CONFORMING AMENDMENT—The Table of Sections for Chapter 1 of
2552: Title 17, United States Code, is amended by adding after the item relating
2553: to section 120 the following:</P>
2554: <P style="MARGIN-LEFT: 0.5in">"121. Limitations on exclusive
2555: rights: reproduction for blind or other people with disabilities."</P>
2556: <BR
2557: style="PAGE-BREAK-BEFORE: always" clear=all>
2558: <P align=center><B>Appendix VI</B></P>
2559: <P align=center><B><SPAN
2560: style="FONT-SIZE: 14pt; TEXT-TRANSFORM: uppercase; ">Chaptered Legislation, Bill
2561: Number AB 422</B></P>
2562: <P align=center><B><SPAN
2563: style="FONT-SIZE: 14pt; TEXT-TRANSFORM: uppercase; ">(Chaptered 09/15/99)</B></P>
2564: <P>CHAPTER 37</P>
2565: <P><BR>
2566: FILED WITH SECRETARY OF STATE SEPTEMBER 15, 1999<BR>
2567: APPROVED BY GOVERNOR SEPTEMBER 15, 1999<BR>
2568: PASSED THE ASSEMBLY AUGUST 26, 1999<BR>
2569: PASSED THE SENATE AUGUST 23, 1999<BR>
2570: AMENDED IN SENATE JUNE 30, 1999<BR>
2571: AMENDED IN SENATE JUNE 16, 1999<BR>
2572: AMENDED IN ASSEMBLY MAY 25, 1999<BR>
2573: AMENDED IN ASSEMBLY APRIL 5, 1999</P>
2574: <P><BR>
2575: INTRODUCED BY Assembly Member Steinberg<BR>
2576: (Coauthors: Assembly Members Aroner, Corbett, Kuehl, and Thomson)</P>
2577: <P>FEBRUARY 12, 1999</P>
2578: <P>An act to add Section 67302 to the Education Code, relating
2579: to instructional materials.</P>
2580: <P>LEGISLATIVE COUNSEL'S DIGEST</P>
2581: <P><BR>
2582: AB 422, Steinberg. Instructional materials: disabled students.</P>
2583: <P>Under existing law, a publisher or manufacturer of instructional
2584: materials offered for adoption or sale in California is required to comply
2585: with specified requirements, including providing to the state, at no cost,
2586: the right to transcribe, reproduce, and distribute the material in braille,
2587: large print, recordings, or other accessible media for use by pupils with
2588: visual disabilities. This right includes computer diskette versions of instructional
2589: materials if made available to any other state, and those corrections and
2590: revisions as may be necessary.</P>
2591: <P>This bill would require every individual, firm, partnership
2592: or corporation publishing or manufacturing printed instructional materials,
2593: as defined, for students attending the University of California, the California
2594: State University, or a California Community College to provide to the university,
2595: college, or particular campus of the university or college, for use by students
2596: at no additional cost and in a timely manner, any printed instructional material
2597: in unencrypted electronic form upon the receipt of a written request, provided
2598: that the university or college complies with certain conditions.</P>
2599: <P>This bill would require that the computer files or electronic
2600: versions of printed instructional material maintain their structural integrity,
2601: as defined, be compatible with commonly used braille translation and speech
2602: synthesis software, and include corrections and revisions as may be necessary.</P>
2603: <P>This bill would authorize the Chancellor of the California
2604: Community Colleges, the Chancellor of the California State University, and
2605: the President of the University of California to each establish one or more
2606: centers within their respective segments to process requests for electronic
2607: versions of instructional materials, as prescribed.</P>
2608: <P>This bill would also require an individual, firm, partnership
2609: or corporation that publishes or manufactures nonprinted instructional materials
2610: for students attending the University of California, the California State
2611: University, or a California Community College to provide computer files or
2612: other electronic versions of the nonprinted instructional materials for use
2613: by students, subject to the same conditions for printed instructional materials,
2614: when technology is available to convert these nonprinted instructional materials
2615: to a format that maintains the structural integrity of the nonprinted instructional
2616: material that is compatible with braille translation and speech synthesis
2617: software.</P>
2618: <P>This bill would provide that willful failure to comply with
2619: these requirements would be subject to sanctions under the law relating to
2620: full and equal access of disabled persons to public accommodations.</P>
2621: <P>THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:</P>
2622: <P>SECTION 1. Section 67302 is added to the Education Code,
2623: to read:</P>
2624: <P>67302. (a) An individual, firm, partnership or corporation
2625: that publishes or manufactures printed instructional materials for students
2626: attending the University of California, the California State University, or
2627: a California Community College, shall provide to the university, college,
2628: or particular campus of the university or college, for use by students attending
2629: the University of California, the California State University, or a California
2630: Community College, any printed instructional material in an electronic format
2631: mutually agreed upon by the publisher or manufacturer and the college or campus.
2632: Computer files or electronic versions of printed instructional materials shall
2633: maintain the structural integrity of the printed instructional material, be
2634: compatible with commonly used braille translation and speech synthesis software,
2635: and include corrections and revisions as may be necessary. The computer files
2636: or electronic versions of the printed instructional material shall be provided
2637: to the university, college, or particular campus of the university or college
2638: at no additional cost and in a timely manner, upon receipt of a written request
2639: that does all of the following:</P>
2640: <P>(1) Certifies that the university, college, or particular
2641: campus of the university or college has purchased the printed instructional
2642: material for use by a student with a disability or that a student with a disability
2643: attending or registered to attend that university, college, or particular
2644: campus of the university or college has purchased the printed instructional
2645: material.</P>
2646: <P>(2) Certifies that the student has a disability that prevents
2647: him or her from using standard instructional materials.</P>
2648: <P>(3) Certifies that the printed instructional material is
2649: for use by the student in connection with a course in which he or she is registered
2650: or enrolled at the university, college, or particular campus of the university
2651: or college.</P>
2652: <P>(4) Is signed by the coordinator of services for students
2653: with disabilities at the university, college, or particular campus of the
2654: university or college or by the campus or college official responsible for
2655: monitoring compliance with the Americans with Disabilities Act of 1990 (42
2656: U.S.C. 12101 et seq.) at the university, college, or particular campus of
2657: the university or college.</P>
2658: <P>(b) An individual, firm, partnership or corporation specified
2659: in subdivision (a) may also require that, in addition to the conditions enumerated
2660: above, the request shall include a statement signed by the student agreeing
2661: to both of the following:</P>
2662: <P>(1) He or she will use the electronic copy of the printed
2663: instructional material in specialized format solely for his or her own educational
2664: purposes.</P>
2665: <P>(2) He or she will not copy or duplicate the printed instructional
2666: material for use by others.</P>
2667: <P>(c) If a college or university permits a student to directly
2668: use the electronic version of an instructional material, the disk or file
2669: shall be copy-protected or the college or university shall take other reasonable
2670: precautions to ensure that students do not copy or distribute electronic versions
2671: of instructional materials in violation of the Copyright Revisions Act of
2672: 1976, as amended (17 U.S.C. Sec. 101 et seq.).</P>
2673: <P>(d) An individual, firm, partnership or corporation that
2674: publishes or manufactures nonprinted instructional materials for students
2675: attending the University of California, the California State University, or
2676: a California Community College shall provide computer files or other electronic
2677: versions of the nonprinted instructional materials for use by students attending
2678: the University of California, the California State University, or a California
2679: Community College, subject to the same conditions set forth in subdivisions
2680: (a) and (b) for printed instructional materials, when technology is available
2681: to convert these nonprinted instructional materials to a format that maintains
2682: the structural integrity of the nonprinted instructional materials that is
2683: compatible with braille translation and speech synthesis software.</P>
2684: <P>(e) For purposes of this section:</P>
2685: <P>(1) "Instructional material or materials" means textbooks
2686: and other materials written and published primarily for use by students in
2687: postsecondary instruction that are required or essential to a student's success
2688: in a course of study in which a student with a disability is enrolled. The
2689: determination of which materials are "required or essential to student success"
2690: shall be made by the instructor of the course in consultation with the official
2691: making the request pursuant to paragraph (4) of subdivision (a) in accordance
2692: with guidelines issued pursuant to subdivision (i). "Instructional material
2693: or materials" does not include nontextual mathematics and science materials
2694: until the time software becomes commercially available that permits the conversion
2695: of existing electronic files of the materials into a format that is compatible
2696: with braille translation software or alternative media for students with disabilities.</P>
2697: <P>(2) "Printed instructional material or materials" means instructional
2698: material or materials in book or other printed form.</P>
2699: <P>(3) "Nonprinted instructional materials" means instructional
2700: materials in formats other than print, and includes instructional materials
2701: that require the availability of electronic equipment in order to be used
2702: as a learning resource, including, but not necessarily limited to, software
2703: programs, video disks, and video and audio tapes.</P>
2704: <P>(4) "Structural integrity" means all of the printed instructional
2705: material, including, but not limited to, the text of the material, sidebars,
2706: the table of contents, chapter headings and subheadings, footnotes, indexes,
2707: glossaries, and bibliographies. "Structural integrity" need not include nontextual
2708: elements such as pictures, illustrations, graphs, or charts. If good faith
2709: efforts fail to produce an agreement pursuant to subdivision (a) between the
2710: publisher or manufacturer and the university, college, or particular campus
2711: of the university or college, as to an electronic format that will preserve
2712: the structural integrity of the printed instructional material, the publisher
2713: or manufacturer shall provide the instructional material in ASCII text and
2714: shall preserve as much of the structural integrity of the printed instructional
2715: material as possible.</P>
2716: <P>(5) "Specialized format" means braille, audio, or digital
2717: text that is exclusively for use by blind or other persons with disabilities.</P>
2718: <P>(f) Nothing in this section shall be construed to prohibit
2719: a university, college, or particular campus of the university or college from
2720: assisting a student with a disability by using the electronic version of printed
2721: instructional material provided pursuant to this section solely to transcribe
2722: or arrange for the transcription of the printed instructional material into
2723: braille. In the event a transcription is made, the campus or college shall
2724: have the right to share the braille copy of the printed instructional material
2725: with other students with disabilities.</P>
2726: <P>(g) The Chancellor of the California Community Colleges,
2727: the Chancellor of the California State University, and the President of the
2728: University of California may each establish one or more centers within their
2729: respective segments to process requests for electronic versions of instructional
2730: materials pursuant to this section. If a segment establishes a center or centers,
2731: each of the following shall apply:</P>
2732: <P>(1) The colleges or campuses designated as within the jurisdiction
2733: of a center shall submit requests for instructional material made pursuant
2734: to paragraph (4) of subdivision (a) to the center, which shall transmit the
2735: request to the publisher or manufacturer.</P>
2736: <P>(2) If there is more than one center, each center shall make
2737: every effort to coordinate requests within its segment.</P>
2738: <P>(3) The publisher or manufacturer of instructional material
2739: shall be required to honor and respond to only those requests submitted through
2740: a designated center.</P>
2741: <P>(4) If a publisher or manufacturer has responded to a request
2742: for instructional materials by a center, or on behalf of all the centers within
2743: a segment, all subsequent requests for these instructional materials shall
2744: be satisfied by the center to which the request is made.</P>
2745: <P>(h) Nothing in this section shall be deemed to authorize
2746: any use of instructional materials that would constitute an infringement of
2747: copyright under the Copyright Revision Act of 1976, as amended (17 U.S.C.
2748: Sec. 101 et seq.).</P>
2749: <P>(i) The governing boards of the California Community Colleges,
2750: the California State University, and the University of California shall each
2751: adopt guidelines consistent with this section for its implementation and administration.
2752: At a minimum, the guidelines shall address all of the following:</P>
2753: <P>(1) The designation of materials deemed "required or essential
2754: to student success."</P>
2755: <P>(2) The determination of the availability of technology for
2756: the conversion of nonprinted materials pursuant to subdivision (d) and the
2757: conversion of mathematics and science materials pursuant to paragraph (4)
2758: of subdivision (e).</P>
2759: <P>(3) The procedures and standards relating to distribution
2760: of files and materials pursuant to subdivisions (a) and (b).</P>
2761: <P>(4) Other matters as are deemed necessary or appropriate
2762: to carry out the purposes of this section.</P>
2763: <P>(j) Failure to comply with the requirements of this section
2764: shall be a violation of Section 54.1 of the Civil Code. </P>
2765: </DIV>
2766: <BR
2767: >
2768: <DIV class=Section5>
2769: <H1 align=center>Appendix VII</H1>
2770: <H2> </H2>
2771: <H2>SAMPLE LETTER FOR INITIAL CONTACT WITH PUBLISHERS</H2>
2772: <H2> </H2>
2773: <P><B>Date: </B></P>
2774: <H2>Publisher’s Name/Address</H2>
2775: <P><B>Attn:</B></P>
2776: <P><B>Dear Sir or Madam:</B></P>
2777: <P >The purpose of this letter is to advise you that <B>name
2778: of college</B> will be requesting your company's assistance in providing legally
2779: required accommodations for students with disabilities attending <B>(Name
2780: of College)</B>. California Education Code Section 67302 requires publishers
2781: of instructional materials to provide those materials to institutions of public
2782: postsecondary education in California in an electronic format, so that colleges
2783: can meet their obligations to provide instructional materials in alternate
2784: media to their students with disabilities. For your convenient reference,
2785: we have enclosed the applicable provisions of law. </P>
2786: <P >The <B>(Name of College)</B> may, from time to time, request
2787: electronic text pursuant to this law. Section 67302 requires publishers
2788: to provide electronic files in a format which is compatible with commonly
2789: used braille translation and screen-reading software used by persons with
2790: disabilities. Therefore, we will generally ask that you provide files
2791: in <B>name of platform and file format. </B>If you believe you will
2792: be unable to provide electronic files in this format, please let us know immediately
2793: so that we can discuss other alternatives with you. </P>
2794: <P >California law requires that you provide the electronic
2795: text at no cost and in a timely manner. Requests from <B>(Name of College)</B>
2796: will be forwarded from <B>(Name/Title of Designated Individual at the Community
2797: College)</B>. Attached is a sample copy of the Electronic Text Alternate
2798: Media Request form which we will be using to submit these requests. </P>
2799: <P >If you have any questions, please contact <B>(Name/Title
2800: of Designated Individual at the Community College) </B>at <B>(Insert address/telephone
2801: number/FAX/e-mail address)</B>.</P>
2802: <P >Sincerely,</P>
2803: <P ><B>(Signature of College Bookstore Manager)</B></P>
2804: <BR
2805: style="PAGE-BREAK-BEFORE: always" clear=all>
2806: <P align=center>Appendix VIII</P>
2807: <H2><SPAN style="FONT-SIZE: 13pt; "> </H2>
2808: <H2><SPAN style="FONT-SIZE: 13pt; ">SAMPLE ELECTRONIC TEXT REQUEST DOCUMENTATION
2809: FORM</H2>
2810: <P style="TEXT-ALIGN: justify"><B><SPAN
2811: style="FONT-SIZE: 8pt; FONT-FAMILY: Arial; 'Times New Roman'">NOTE:</B><SPAN
2812: style="FONT-SIZE: 8pt; FONT-FAMILY: Arial; 'Times New Roman'"> In some instances,
2813: satisfying a request by a student to receive instructional materials in an
2814: alternate media may require the college to obtain electronic text from the
2815: publisher or manufacturer of the instructional material pursuant to California
2816: Education Code Section 67302. In such cases, the accommodation request
2817: must be accompanied by a completed copy of this form with necessary documentation
2818: attached as specified below. </P>
2819: <H2><SPAN style="FONT-SIZE: 10pt">STUDENT INFORMATION</H2>
2820: <P>Name:<U>
2821: </U></P>
2822: <P>Address:<U>
2823: </U></P>
2824: <P>Telephone:<U>
2825: </U>FAX:<U>
2826: </U></P>
2827: <P>E-Mail Address:<U>
2828: </U>Social Security Number:<U>
2829: </U></P>
2830: <P class=MsoBodyText3>Providing your Social Security Number is strictly voluntary.
2831: The Privacy Act of 1974 (PL 93-574) and the Information Practices Act of 1977
2832: (Civil Code Sections 1798, et seq.) require that this notice be provided when
2833: collecting personal information from individuals. The Community College
2834: District and the State of California use information requested on this form
2835: for the sole purpose of determining whether a student is eligible to receive
2836: special services. Personal information recorded on this form will be
2837: kept confidential in order to protect against unauthorized disclosure.
2838: Portions of this information may be transferred to other entities for the
2839: purpose of determining appropriate alternate media specifications. However,
2840: disclosure to these parties is done in strict accordance with current statutes
2841: regarding confidentiality.</P>
2842: <H2><SPAN style="FONT-SIZE: 10pt">REGISTRATION/ENROLLMENT INFORMATION</H2>
2843: <P>District:<U>
2844: </U>College:<U>
2845: </U></P>
2846: <P>Mailing Address:<U>
2847: </U></P>
2848: <P style="LINE-HEIGHT: 150%">Telephone:<U>
2849: </U>FAX:<U>
2850: </U></P>
2851: <P>I have or will <SPAN
2852: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2853: style=" 'Monotype Sorts'">o Register or <SPAN
2854: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2855: style=" 'Monotype Sorts'">o Enroll in the academic term
2856: identified below:</P>
2857: <P><SPAN
2858: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2859: style=" 'Monotype Sorts'">o Fall 20-___/20-___
2860: <SPAN
2861: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2862: style=" 'Monotype Sorts'">o Spring 20-___/20-___
2863: <SPAN
2864: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2865: style=" 'Monotype Sorts'">o Summer 20-___/20-___
2866: </P>
2867: <P style="LINE-HEIGHT: 150%"><SPAN
2868: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2869: style=" 'Monotype Sorts'">o Other (specify): <U>
2870: </U></P>
2871: <H2><SPAN style="FONT-SIZE: 10pt">ACQUISITION OF STANDARD INSTRUCTIONAL MATERIAL
2872: IN ORIGINAL FORMAT</H2>
2873: <P><SPAN
2874: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">One of the conditions
2875: identified below must be substantiated for each request: </P>
2876: <H2
2877: style="MARGIN-LEFT: 0.25in; TEXT-INDENT: -0.25in; "> <SPAN
2878: style="FONT-WEIGHT: normal; FONT-FAMILY: 'Monotype Sorts'">o<SPAN
2879: style="FONT: 7pt 'Times New Roman'"> I have purchased or ordered the standard instructional
2880: material. </H2>
2881: <H2 style="TEXT-INDENT: 0.25in">(<I><SPAN
2882: style="FONT-WEIGHT: normal; FONT-SIZE: 11pt; ">attach copy of original sales receipt
2883: or bookstore order form</I>)</H2>
2884: <P><B><SPAN
2885: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2886: style=" 'Monotype Sorts'">o</B><B> </B>The instructional material is supplied
2887: by the college to all students.</P>
2888: <P><I><SPAN
2889: style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; 'Times New Roman'">Signature of Instructor
2890: or other Official
2891: Date</I></P>
2892: <P><B><SPAN
2893: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2894: style=" 'Monotype Sorts'">o</B><B> </B>The standard instructional material
2895: has been purchased or ordered on my behalf by the Department of Rehabilitation
2896: or some other agency. </P>
2897: <P> (<I><SPAN
2898: style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; 'Times New Roman'">attach copy of
2899: sales or ordering transaction</I>)</P>
2900: <P
2901: style="MARGIN-LEFT: 0.25in; TEXT-INDENT: -0.25in; "> <SPAN
2902: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
2903: style="FONT: 7pt 'Times New Roman'"> Other (specify)<U>
2904: </U></P>
2905: <H2><SPAN style="FONT-SIZE: 10pt">VERIFICATION OF DISABILITY </H2>
2906: <P><SPAN
2907: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">One of the conditions
2908: identified below must be substantiated:</P>
2909: <P style="TEXT-ALIGN: justify">I have a disability that prevents
2910: me from using standard instructional materials. Documentation verifying
2911: this disability is either: <B><SPAN
2912: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2913: style=" 'Monotype Sorts'">o</B><B> </B>Attached to this form or
2914: <B><SPAN
2915: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2916: style=" 'Monotype Sorts'">o</B><B> </B>On file with the DSP&S office.
2917: </P>
2918: <P><I><SPAN
2919: style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; 'Times New Roman'">Signature of Student
2920: Date</I></P>
2921: <H2> </H2>
2922: <H2><SPAN style="FONT-SIZE: 9pt; ">SECURITY OF ELECTRONIC TEXT</H2>
2923: <H2 style="TEXT-ALIGN: justify"><SPAN
2924: style="FONT-WEIGHT: normal; FONT-SIZE: 9pt; ">I understand that any electronic
2925: text, which may be supplied to me, is solely for my own educational purposes.
2926: I will not copy or distribute any such electronic text in violation of the
2927: Copyright Revisions Act of 1976, as amended (17 U.S.C. Sec. 101 et seq.).
2928: I understand that failure to abide by this agreement may constitute a violation
2929: of the Student Code of Conduct, and/or of the college policy regarding responsible
2930: use of DSP&S services. I have received and read a copy of the policy on
2931: responsible use of DSP&S services and I understand that a violation of
2932: that policy, including improper distribution of electronic text, may result
2933: in suspension of DSP&S Services.</H2>
2934: <P><I><SPAN
2935: style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; 'Times New Roman'">Signature of Student
2936: Date</I></P>
2937: <P><B>COURSE INSTRUCTOR CERTIFICATION</B></P>
2938: <P>Course Code:<U>
2939: </U>Course Title:<U>
2940: </U></P>
2941: <P>Instructional Material Title:<U>
2942: </U></P>
2943: <P>General Description of Course Material:
2944: <SPAN
2945: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2946: style=" 'Monotype Sorts'">o Textbook <SPAN
2947: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2948: style=" 'Monotype Sorts'">o Workbook <SPAN
2949: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2950: style=" 'Monotype Sorts'">o Other (specify)<U>
2951: </U></P>
2952: <P>Original Format of Instructional
2953: Material: <SPAN
2954: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2955: style=" 'Monotype Sorts'">o Printed
2956: <SPAN
2957: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2958: style=" 'Monotype Sorts'">o Nonprinted</P>
2959: <P><SPAN
2960: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">I hereby certify
2961: that the instructional material is required or essential to the above student’s
2962: success in the course in which the student is or will be registered or enrolled.
2963: </P>
2964: <P style="TEXT-ALIGN: justify">Course Instructor’s Signature
2965: Date</P>
2966: <P><B>COURSE INSTRUCTOR CERTIFICATION</B></P>
2967: <P>Course Code:<U>
2968: </U>Course Title:<U>
2969: </U></P>
2970: <P>Instructional Material Title:<U>
2971: </U></P>
2972: <P>General Description of Course Material:
2973: <SPAN
2974: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2975: style=" 'Monotype Sorts'">o Textbook <SPAN
2976: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2977: style=" 'Monotype Sorts'">o Workbook <SPAN
2978: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2979: style=" 'Monotype Sorts'">o Other (specify)<U>
2980: </U></P>
2981: <P>Original Format of Instructional
2982: Material: <SPAN
2983: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2984: style=" 'Monotype Sorts'">o Printed
2985: <SPAN
2986: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
2987: style=" 'Monotype Sorts'">o Nonprinted</P>
2988: <P><SPAN
2989: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">I hereby certify
2990: that the instructional material is required or essential to the above student’s
2991: success in the course in which the student is or will be registered or enrolled.</P>
2992: <P style="TEXT-ALIGN: justify">Course Instructor’s Signature
2993: Date</P>
2994: <P><B>COURSE INSTRUCTOR CERTIFICATION</B></P>
2995: <P>Course Code:<U>
2996: </U>Course Title:<U>
2997: </U></P>
2998: <P>Instructional Material Title:<U>
2999: </U></P>
3000: <P>General Description of Course Material:
3001: <SPAN
3002: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3003: style=" 'Monotype Sorts'">o Textbook <SPAN
3004: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3005: style=" 'Monotype Sorts'">o Workbook <SPAN
3006: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3007: style=" 'Monotype Sorts'">o Other (specify)<U>
3008: </U></P>
3009: <P>Original Format of Instructional
3010: Material: <SPAN
3011: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3012: style=" 'Monotype Sorts'">o Printed
3013: <SPAN
3014: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3015: style=" 'Monotype Sorts'">o Nonprinted</P>
3016: <P><SPAN
3017: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">I hereby certify
3018: that the instructional material is required or essential to the above student’s
3019: success in the course in which the student is or will be registered or enrolled.</P>
3020: <P style="TEXT-ALIGN: justify">Course Instructor’s Signature
3021: Date</P>
3022: <P><B>COURSE INSTRUCTOR CERTIFICATION</B></P>
3023: <P>Course Code:<U>
3024: </U>Course Title:<U>
3025: </U></P>
3026: <P>Instructional Material Title:<U>
3027: </U></P>
3028: <P>General Description of Course Material:
3029: <SPAN
3030: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3031: style=" 'Monotype Sorts'">o Textbook <SPAN
3032: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3033: style=" 'Monotype Sorts'">o Workbook <SPAN
3034: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3035: style=" 'Monotype Sorts'">o Other (specify)<U>
3036: </U></P>
3037: <P>Original Format of Instructional
3038: Material: <SPAN
3039: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3040: style=" 'Monotype Sorts'">o Printed
3041: <SPAN
3042: style="FONT-FAMILY: 'Monotype Sorts'; 'Monotype Sorts'"><SPAN
3043: style=" 'Monotype Sorts'">o Nonprinted</P>
3044: <P><SPAN
3045: style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; 'Times New Roman'">I hereby certify
3046: that the instructional material is required or essential to the above student’s
3047: success in the course in which the student is or will be registered or enrolled.</P>
3048: <P style="TEXT-ALIGN: justify">Course Instructor’s Signature
3049: Date</P>
3050: <BR
3051: >
3052: <H2 align=center>Appendix IX</H2>
3053: <H2> </H2>
3054: <H2>SAMPLE ELECTRONIC TEXT ALTERNATE MEDIA REQUEST</H2>
3055: <P><B>Date: </B></P>
3056: <H2>Publisher’s Name/Address</H2>
3057: <P><B>Attn:</B></P>
3058: <P><B>Dear Sir or Madam:</B></P>
3059: <P >The purpose of this letter is to request your assistance
3060: in providing legally required accommodations for a student with a disability
3061: attending <B>(Name of College)</B>. California Education Code Section
3062: 67302 requires publishers of instructional materials to provide those materials
3063: to institutions of public postsecondary education in California in an electronic
3064: format, so that colleges can meet their obligations to provide instructional
3065: materials in alternate media to their students with disabilities. </P>
3066: <P >The <B>(Name of College)</B> is requesting electronic text
3067: <B>(specify platform and file format)</B> of <B>(Name of Instructional Material).
3068: </B>The enclosed certification complies with the requirements set forth in
3069: California Education Code Section 67302:</P>
3070: <P >The electronic text supplied by a publisher may be used
3071: with translation software to produce hardcopy Braille or may be accessed with
3072: speech synthesizers or refreshable Braille displays. In the event that
3073: the electronic text will be made available to the student, he or she will
3074: be asked to sign an agreement stipulating that the electronic text will be
3075: used solely for his or her own educational purposes, and that s/he will not
3076: copy or duplicate the instructional material for use by others. In addition,
3077: the college will take other reasonable precautions to ensure that students
3078: do not copy or distribute electronic versions of instructional materials in
3079: violation of the Copyright Revisions Act of 1976, as amended (17 U.S.C. Sec.
3080: 101 et seq.). </P>
3081: <P >The California law requires that you provide the electronic
3082: text at no cost and in a timely manner. We therefore request that it
3083: be supplied in the format specified above by <B>(Insert Date)</B>. If
3084: you are unable to supply electronic text in the specified format, will be
3085: unable to provide it by the date requested, or if you have any questions,
3086: please contact me at <B>(Insert address/telephone number/FAX/e-mail address)</B>.</P>
3087: <P >Sincerely,</P>
3088: <P style="TEXT-ALIGN: left" align=left><B>(Signature of Designated
3089: Individual at the Community College)<BR
3090: >
3091: </B></P>
3092: <H2>SAMPLE DSP&S/ADA COORDINATOR CERTIFICATION</H2>
3093: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; "> <SPAN
3094: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3095: style="FONT: 7pt 'Times New Roman'">
3096: I request that <B>(Name of Publisher)</B> supply electronic
3097: text <B>(specify platform and file format)</B> of <B>(Name of Instructional
3098: Material) </B>for use by <B>(Name of Student)</B>. The electronic text
3099: is needed in order to provide instructional materials in alternate media for
3100: this student who has a verified disability that prevents him or her from using
3101: standard instructional materials. </P>
3102: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; "> <SPAN
3103: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3104: style="FONT: 7pt 'Times New Roman'">
3105: The student is enrolled in a course at the college or will
3106: be registered for such a course in an upcoming term.</P>
3107: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; "> <SPAN
3108: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3109: style="FONT: 7pt 'Times New Roman'">
3110: The instructional material is required or essential to the
3111: student’s success in the course.</P>
3112: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; "> <SPAN
3113: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3114: style="FONT: 7pt 'Times New Roman'">
3115: The standard instructional material has been purchased by the
3116: student or on behalf of the student by the college.<U></U></P>
3117: <P >__________________________________________
3118: __________________________</P>
3119: <P ><B>Signature of DSP&S/ADA Coordinator
3120: Date</B></P>
3121: <BR
3122: >
3123: <H1 align=center>Appendix X</H1>
3124: <H1> </H1>
3125: <H1>STATE OF CALIFORNIA</H1>
3126: <P><SPAN
3127: style="FONT-SIZE: 9pt; FONT-FAMILY: Arial; 'Times New Roman'">CHANCELLOR’S OFFICE
3128: - CALIFORNIA COMMUNITY COLLEGES</P>
3129: <H2><SPAN style="FONT-SIZE: 14pt; "> </H2>
3130: <H2>ALTERNATE MEDIA CENTER (ELECTRONIC TEXT)</H2>
3131: <H2>PROGRAM PARTICIPATION AGREEMENT FORM</H2>
3132: <H5>AMFORM3.DOC</H5>
3133: <P><B>
3134: Date:</B></P>
3135: <H3 style="MARGIN-LEFT: 4.5in; TEXT-INDENT: 0.5in"><SPAN
3136: style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none"> </H3>
3137: <P><B>To:
3138: Chancellor’s Office – California Community Colleges
3139: </B></P>
3140: <P><B>
3141: Attn. DSP&S Coordinator</B></P>
3142: <P><B>
3143: 1102 Q Street – 3<SUP>rd</SUP> Floor</B></P>
3144: <P><B>
3145: Sacramento, CA 95814-6511</B></P>
3146: <P><B>From:
3147: District/College Name/Address:</B></P>
3148: <P style="MARGIN-LEFT: 0.5in; TEXT-INDENT: 0.5in"><B>Attn:</B></P>
3149: <H3> </H3>
3150: <H3><SPAN
3151: style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none">The <SPAN style="TEXT-DECORATION: none; text-underline: none">(Name
3152: of District or College)<SPAN
3153: style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none"> hereby
3154: requests designation as an Alternate Media Center for the purpose of providing
3155: electronic text to <SPAN
3156: style="TEXT-DECORATION: none; text-underline: none">(Names of Colleges to be served)<SPAN
3157: style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none"> for
3158: use in accommodating students with disabilities. <SPAN
3159: style="TEXT-DECORATION: none; text-underline: none">(Name of District or College)<SPAN
3160: style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none"> will
3161: operate the Alternate Media Center in compliance with Education Code Section
3162: 67302 and will be responsible for the following functions: </H3>
3163: <P
3164: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3165: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3166: style="FONT: 7pt 'Times New Roman'">
3167: Listing any instructional materials
3168: it obtains or produces in alternate media on the High Tech Center Training
3169: Unit, Book Exchange Website to allow for the coordination of requests within
3170: the Community College system.</P>
3171: <P
3172: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3173: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3174: style="FONT: 7pt 'Times New Roman'">
3175: Checking to see if a requested electronic
3176: text is listed on the HTCTU Book Exchange as already being available from
3177: another college or Alternate Media Center and, if so, contacting that college
3178: or center to request the text. </P>
3179: <P
3180: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3181: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3182: style="FONT: 7pt 'Times New Roman'">
3183: Establishing back-up protocols and
3184: maintaining a library of electronic text produced by the Center or obtained
3185: from publishers. </P>
3186: <P
3187: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3188: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3189: style="FONT: 7pt 'Times New Roman'">
3190: Forwarding electronic text supplied
3191: by a publisher to the requesting college in a timely manner. Responding, in
3192: a timely manner, to requests for copies of electronic text already in its
3193: library from any colleges identified above.</P>
3194: <P
3195: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3196: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3197: style="FONT: 7pt 'Times New Roman'">
3198: Responding, to the extent possible,
3199: to requests for copies of electronic text in the Center's library from other
3200: Alternate Media Centers or from colleges or universities not served by the
3201: Center. </P>
3202: <P
3203: style="MARGIN-LEFT: 0.5in; TEXT-INDENT: -0.5in; TEXT-ALIGN: justify; "> <SPAN
3204: style="FONT-FAMILY: 'Monotype Sorts'">o<SPAN
3205: style="FONT: 7pt 'Times New Roman'">
3206: Implementing measures designed to
3207: ensure that electronic text will not be distributed to individuals or organizations
3208: other than as provided herein. </P>
3209: <TABLE
3210: cellSpacing=0 cellPadding=0 border=0>
3211: <TBODY>
3212: <TR>
3213: <TD
3214: vAlign=top width=367> </TD>
3215: <TD
3216: vAlign=top width=367> </TD>
3217: </TR>
3218: <TR>
3219: <TD
3220: vAlign=top width=367> <P style="TEXT-ALIGN: justify">President/Superintendent CCD</P></TD>
3221: <TD
3222: vAlign=top width=367> <P style="TEXT-ALIGN: justify">Date</P></TD>
3223: </TR>
3224: <TR>
3225: <TD
3226: vAlign=top width=367> </TD>
3227: <TD
3228: vAlign=top width=367> </TD>
3229: </TR>
3230: <TR>
3231: <TD
3232: vAlign=top width=367> <P style="TEXT-ALIGN: justify">Chancellor's Office DSP&S
3233: Coordinator</P></TD>
3234: <TD
3235: vAlign=top width=367> <P style="TEXT-ALIGN: justify">Date</P></TD>
3236: </TR>
3237: </TBODY>
3238: </TABLE>
3239: <BR
3240: >
3241: <P align=center><B>Appendix XI</B></P>
3242: <P>Glossary of Terms</P>
3243: <P>AB 422</P>
3244: <P>Assembly Bill 422 (Ch. 37, Statutes
3245: of 1999) was authored by Assembly Member Darrell Steinberg. This bill
3246: added Section 67302 to the California Education Code effective January 1,
3247: 2000. It requires every individual, firm, partnership or corporation
3248: publishing or manufacturing printed instructional materials, as defined, for
3249: students attending the University of California, the California State University,
3250: or a California Community College to provide to the university, college, or
3251: particular campus of the university or college, for use by students at no
3252: additional cost and in a timely manner, any printed instructional material
3253: in unencrypted electronic form upon the receipt of a written request, provided
3254: that the university or college complies with certain conditions.</P>
3255: <P>Accessible formats </P>
3256: <P>With reference to printed materials,
3257: accessible formats include braille, large print, audio and electronic text
3258: formats.</P>
3259: <P>Accommodation</P>
3260: <P>Altering existing facilities, instruction,
3261: and/or services so they are readily accessible to and usable by individuals
3262: with disabilities.</P>
3263: <P>ADA</P>
3264: <P>The Americans with Disabilities
3265: Act of 1990 (42 U.S.C. 12100 et seq.). This federal civil rights law guarantees
3266: and defines equal access for people with disabilities.</P>
3267: <P>Alternate Media</P>
3268: <P>Generally refers to text or other
3269: materials produced in a specialized format intended for use by persons with
3270: disabilities. Types of alternate media include, but are not limited
3271: to, braille, large print, audio material, certain types of electronic files,
3272: and video with closed or open captioning.</P>
3273: <P>Alternate Media Center</P>
3274: <P>A campus or state-wide facility
3275: for the production of text in alternate media.</P>
3276: <P>ASCII text</P>
3277: <P>American Standard Code of Information
3278: Interchange. ASCII provides a numerical equivalent for the letters and
3279: symbols which can be displayed on a computer screen. The most basic
3280: of all electronic text formats.</P>
3281: <P>Audio format </P>
3282: <P>Text materials spoken by a human
3283: reader or speech synthesizer and recorded on audio tape, CD ROM, DVD, MP3,
3284: or other electronic media.</P>
3285: <P>BCP</P>
3286: <P>Budget Change Proposal. This is
3287: the process used by California state agencies, such as the Chancellor's Office
3288: for the California Community Colleges, to request changes in their level of
3289: funding. </P>
3290: <P>Book Exchange</P>
3291: <P>A web based electronic database
3292: for retrieval of information about textbooks and other print materials available
3293: in alternate media: http://htcoff1.htctu.fhda.edu/tango/bookex/bookex.html.</P>
3294: <P>Braille</P>
3295: <P>Braille is a system of tactile reading
3296: and writing in which raised dots represent the letters of the alphabet.
3297: Braille also contains equivalents for punctuation marks and provides symbols
3298: to show letter groupings. Braille is read by moving the hand or hands
3299: from left to right along each line. Both hands are usually involved
3300: in the reading process, and reading is generally done with the index fingers.
3301: The average reading speed is about 125 words per minute, but greater speeds
3302: of up to 200 words per minute are possible. </P>
3303: <P>Braille cell</P>
3304: <P>The basic unit of braille is the
3305: braille cell. It is composed of six dots: the upper left dot is dot 1, the
3306: middle left dot is dot 2, the lower left dot is dot 3, the upper right dot
3307: is dot 4, the middle right dot is dot 5, and the lower right dot is dot 6.
3308: From these six dots you can get 64 possible combinations.</P>
3309: <P>Braille formats </P>
3310: <P>When material is laid out on paper
3311: for the sighted reader, it is done for visual effect. However, in braille
3312: the object is maximization of space. Due to the bulkiness of braille
3313: volumes, you want to put as much material as possible on the page, while at
3314: the same time maintaining readability. There are different formats for
3315: literary works and textbooks. (See below). Because of the physical
3316: (rather than visual) nature of braille, format standards are especially important.
3317: Small differences in where text is placed on the page can tell the braille
3318: reader a lot about what they are reading. In any braille format, with
3319: or without a braille translation program, certain elements are especially
3320: crucial components of page layout. These include treatment of indent
3321: and runover, braille page numbers, inkprint page indicators, and running heads.</P>
3322: <P>Braille page </P>
3323: <P>One single-spaced print page equals
3324: two to three braille pages.</P>
3325: <P>Braille printers </P>
3326: <P>Also called embossers. The devices
3327: used to produce hard copy braille.</P>
3328: <P>Braille production </P>
3329: <P>The process of translating, proofing,
3330: formatting and printing braille documents.</P>
3331: <P>Braille translation </P>
3332: <P>The process of translating inkprint
3333: or electronic documents into Grade II, Nemeth Code or other forms of braille.</P>
3334: <P>Braille translation software </P>
3335: <P>Specialized software capable of
3336: accurately translating text into Grade II braille and preserving simple page
3337: formatting.</P>
3338: <P>California Code of Regulations</P>
3339: <P>The California Code of Regulations
3340: (CCR) contains the regulations that have been formally adopted by California
3341: state agencies, including those adopted by the Board of Governors of the California
3342: Community Colleges.</P>
3343: <P>CCTV </P>
3344: <P>Television equipment used by persons
3345: with low vision to magnify inkprint and other text materials for more convenient
3346: viewing, usually of desktop size.</P>
3347: <P>CD-ROM</P>
3348: <P>Compact Disk - Read Only Media.
3349: CD and DVD (Digital Versatile Disk) media are high capacity storage formats
3350: which can be used to save and retrieve text, audio and video information.
3351: </P>
3352: <P>Certified Transcriber</P>
3353: <P>An individual trained in the proper
3354: transcription of printed materials into braille who has been certified by
3355: the National Library Service for the Blind and Physically Handicapped of the
3356: Library of Congress. </P>
3357: <P>Compatible with braille translation
3358: software</P>
3359: <P>An electronic text file which can
3360: be translated into braille using commonly available braille translation software.
3361: Files provided by publishers pursuant to AB 422 are required to be in such
3362: a format. </P>
3363: <P>Convert the file </P>
3364: <P>Generally refers to converting a
3365: file from one format to another (i.e. PageMaker to Microsoft Word).</P>
3366: <P>Department of Rehabilitation</P>
3367: <P>The state of California agency<STRONG>
3368: </STRONG><STRONG>whose mission is to assist Californians with disabilities
3369: in obtaining and retaining employment and maximizing their ability to live
3370: independently in their communities.</STRONG></P>
3371: <P>Distance education</P>
3372: <P>Generally refers to one of a variety
3373: of instructional delivery methods which can include one or two-way (interactive)
3374: television, web based courses, e-mail or software. In all cases, participating
3375: students attend most or all classes from home, their worksite or other location.
3376: </P>
3377: <P>Dot </P>
3378: <P>The smallest element of a braille
3379: cell.</P>
3380: <P>Download</P>
3381: <P>To copy the contents of an electronic
3382: file from one location to another. Possibly across the internet, from
3383: one location to another on a campus network or to removable media.</P>
3384: <P>DSP&S</P>
3385: <P>Disabled Students Programs and Services.
3386: Established in 1976 through the passage of AB 77 (Lanterman), which funded
3387: support services and instructional programs for students with disabilities
3388: in the California Community Colleges so that they can participate fully in
3389: their educational activities.</P>
3390: <P>Electronic form </P>
3391: <P>A digital representation of a paper
3392: form. Generally used for data collection.</P>
3393: <P>Electronic text </P>
3394: <P>Text in MS Word, ASCII or other
3395: proprietary format. Also called “e-text”.</P>
3396: <P>Electronic versions of instructional
3397: materials </P>
3398: <P>Textbooks, tests, catalogs or other
3399: materials stored on floppy, zip, CD ROM, DVD or other storage media.
3400: Exact or similar in appearance to inkprint versions of the same material.</P>
3401: <P>Elements </P>
3402: <P>Generally refers to page formatting
3403: elements such as headings, subheadings, headers, footers, sidebars and marginalia
3404: of various types.</P>
3405: <P>File format </P>
3406: <P>The unique public or proprietary
3407: file storage format in which a document has been saved.</P>
3408: <P>Formatting E-text </P>
3409: <P>Generally refers to the process
3410: of preserving the page location or text content of titles, paragraphs, columns,
3411: sidebars, footnotes, headers, footers, graphics, etc when scanning pages or
3412: moving documents between file formats.</P>
3413: <P>Grade II braille</P>
3414: <P>To reduce the bulkiness of braille
3415: there is a system of braille contractions, or abbreviations known as Grade
3416: II Braille. For general text production, materials should be provided
3417: in Grade II Braille. Grade II braille is the format most commonly used
3418: by persons who are blind.</P>
3419: <P>Graphics </P>
3420: <P>Usually refers to charts, drawings,
3421: photographs, animated objects, or digital video.</P>
3422: <P>Hardcopy </P>
3423: <P>Text printed on paper.</P>
3424: <P>High Tech Center Training Unit</P>
3425: <P>Located at DeAnza College, a training
3426: and support facility for community college faculty wishing to acquire or improve
3427: teaching skills, methodologies, and pedagogy in Assistive and Instructional
3428: Computer Technology.</P>
3429: <P>Inkprint</P>
3430: <P>Text printed on paper.</P>
3431: <P>Instructional material</P>
3432: <P>A general term referring to textbooks,
3433: multimedia, tests, forms, class handouts or other materials written and published
3434: primarily for use by students in postsecondary instruction.</P>
3435: <P>Large Print </P>
3436: <P>Inkprint or electronic text displayed
3437: at a size greater than or equal to 14 point.</P>
3438: <P>Literary format</P>
3439: <P>A particular method of formatting
3440: literary works and other general purpose texts in braille. In literary format
3441: without a running head, text appears on every line of the braille page.
3442: The braille page number appears in the rightmost cells of the first line,
3443: with at least three blank cells before the number.</P>
3444: <P>Nemeth Code</P>
3445: <P>Letters in the Nemeth code are those
3446: of standard braille, but nearly every other cell has a different meaning than
3447: in standard English braille. Nemeth numbers for the digits 1-9, 0 are the
3448: letters a-i, j except that they are dropped one row. This number definition
3449: is possible because the letters a-j are all upper cells. In SEB most of these
3450: dropped cells are punctuation marks, so a blind person learning math must
3451: learn to interpret dropped cells as punctuation marks when reading text and
3452: as numbers when reading math. </P>
3453: <P>OCR</P>
3454: <P>The United States Department of
3455: Education, Office for Civil Rights. This is the federal entity charged with
3456: enforcement of civil rights, including the rights of persons with disabilities,
3457: in educational institutions.</P>
3458: <P>Page layout</P>
3459: <P>The arrangement of text and graphics
3460: on an inkprint or electronic page.</P>
3461: <P>Proofread </P>
3462: <P>Within the context of alternate
3463: media, proofreading might mean, in addition to checking for errors in spelling,
3464: correcting page formatting errors, formatting braille documents so they maintain
3465: critical content design elements, or listening to the audio content of a recorded
3466: book to assure that it remains faithful to the inkprint version.</P>
3467: <P>Proprietary formats </P>
3468: <P>Refers to text formatting, storage
3469: and retrieval methods often used by textbook publishers and printers.
3470: Examples include Quark Express, FrameMaker, PageMaker and PDF.</P>
3471: <P>Recorded books </P>
3472: <P>Also known as books on tape.
3473: Thousands of popular titles and textbooks are available through Recordings
3474: for the Blind and Dyslexic and other agencies.</P>
3475: <P>Refreshable braille display </P>
3476: <P>When used in conjunction with screen
3477: reading software, these devices provide the text content of a
3478: document, web page or other information displayed on the computer screen in
3479: “real-time” braille.</P>
3480: <P>RFB&D </P>
3481: <P>Recording for the Blind & Dyslexic
3482: was founded in 1948 to help blind and disabled veterans take full advantage
3483: of the GI Bill educational benefits. RFB&D is a volunteer organization
3484: whose sole purpose is to provide educational materials in recorded and computerized
3485: formats at every academic level. RFB&D materials are for all people unable
3486: to read standard print because of a visual, perceptual, or other physical
3487: disability.</P>
3488: <P>RTF</P>
3489: <P>RTF (Rich Text Format) is a file
3490: format that lets you exchange <U>text files </U>between different <U>word
3491: processors </U>in different <U>operating systems.</U> For example, you can
3492: create a file using Microsoft Word 97 in Windows 95, save it as an RTF file
3493: (it will have a ".rtf" file name suffix), and send it to someone who uses
3494: WordPerfect 6.0 on Windows 3.1 and they will be able to open the file and
3495: read it. (In some cases, the RTF capability may be built into the word processor.
3496: In others, a separate reader or writer may be required.).</P>
3497: <P>Scanning</P>
3498: <P>The process of imaging printed pages
3499: with a desktop or commercial scanner, using optical character recognition
3500: software to convert the scanned pages to text, correcting text misrecognition
3501: errors and reformatting as necessary to preserve the structural integrity
3502: of the document.</P>
3503: <P>Screen reading software </P>
3504: <P>Software used by persons who are
3505: blind or have learning disabilities to verbalize the text contents of the
3506: computer screen. Many screen reading programs are highly sophisticated
3507: and capable of reading very complex page formats and web pages.</P>
3508: <P>Specialized formats</P>
3509: <P>See proprietary formats.</P>
3510: <P>Speech synthesis software </P>
3511: <P>Software used with a computer's
3512: sound card to reproduce near-human sounding speech.</P>
3513: <P>Speech synthesizer </P>
3514: <P>Hardware/software used by speech
3515: synthesis software to produce near human sounding speech.</P>
3516: <P>Structural integrity</P>
3517: <P>Structural integrity’ means all
3518: of the printed instructional material, including, but not limited to, the
3519: text of the material, sidebars, the table of contents, chapter headings and
3520: subheadings, footnotes, indexes, glossaries, and bibliographies. ‘Structural
3521: integrity’ need not include nontextual elements such as pictures, illustrations,
3522: graphs, or charts.</P>
3523: <P>Tables </P>
3524: <P>A text formatting protocol used
3525: to arrange information in rows and columns.</P>
3526: <P>Tactile graphics</P>
3527: <P>Graphic images produced as raised
3528: images. Such raised images may be produced by a device using heat and
3529: heat-sensitive paper. This enables high quality tactile graphics, suitable
3530: for blind and visually impaired people, to be made quickly and easily.
3531: Some tactile graphics can also be produced using a braille embosser.</P>
3532: <P>Tapes </P>
3533: <P>Refers to audio tapes of books or
3534: other materials read aloud by a human reader or by a speech synthesizer.</P>
3535: <P>Textbook format </P>
3536: <P>The format used for producing textbooks
3537: in braille. The major difference between braille textbook and braille
3538: literary formats in the main body of text is inkprint page indicators.
3539: Textbook format has them; literary format doesn’t. For textbook format
3540: with no running head, text appears on every line.</P>
3541: <P>Title 5</P>
3542: <P>That portion of the California Code
3543: of Regulations governing the administration of education in the state of California.
3544: The regulations of the Board of Governors of the California Community Colleges
3545: appear in Division 6 of Title 5. </P>
3546: <P>Transcription</P>
3547: <P>To move the content of a document
3548: from one format to another as in transcribing the content of audio tape to
3549: text or from print to braille.</P>
3550: <P>Web Pages</P>
3551: <P>Documents formatted in one of several
3552: page layout or “mark up” languages including html, dhtml and xml.</P>
3553: <P>Word processing formats </P>
3554: <P>Refers to public and proprietary
3555: software systems used for embedding non-ASCII characters into a document for
3556: the purpose of formatting the appearance of information on the computer screen.
3557: Examples of word processing formats include Microsoft Word and WordPerfect.</P>
3558: <P>Zip files</P>
3559: <P>Zip files are "archives" used for
3560: distributing and storing files. Zip files contain one or more files.
3561: Usually the files "archived" in a Zip are compressed to save space.
3562: Zip files make it easy to group files and make transporting and copying these
3563: files faster.</P>
3564: </DIV>
3565: <BR clear=all>
3566: <HR align=left width="33%" SIZE=1>
3567: <DIV id=ftn1>
3568: <P ><A title=""
3569: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref1"
3570: name=_ftn1> [1] </A> The OCR investigation
3571: dealt with services for blind and visually impaired students and the Chancellor's
3572: Office was asked to develop guidelines for production of materials in alternate
3573: media for that population. While the primary purpose of these guidelines
3574: is to address the issues raised by OCR, it is recognized that individuals
3575: with learning disabilities or other types of disabilities may also benefit
3576: from materials in alternate media.</P>
3577: </DIV>
3578: <DIV id=ftn2>
3579: <P ><A title=""
3580: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref2"
3581: name=_ftn2> [2] </A> Timeliness
3582: is a relative term which depends on the context. For a student who requests
3583: a textbook in an accessible format, responding in a timely manner would involve
3584: providing the book in alternative format by the time other students in the
3585: class will be called upon to use the book. If the entire text cannot be supplied
3586: in alternate format by that time, it may be necessary to deliver it in installments
3587: that keep pace with the class. A student who requests the list of student
3588: organizations in Braille might be able to wait a while if there is no particular
3589: deadline by which he or she needs to decide about participating in an organization.
3590: On the other hand, a person who requests a large print copy of the program
3591: for a play will need it by the time the play is presented and providing it
3592: later will be of little value. </P>
3593: </DIV>
3594: <DIV id=ftn3>
3595: <P ><A title=""
3596: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref3"
3597: name=_ftn3> [3] </A> This
3598: will mean that colleges will be beginning to process requests before the class
3599: begins and perhaps even before the student has registered for the class.
3600: Colleges may wish to impress upon students that changing their plans after
3601: work has begun will be expensive and disruptive to the program. However, colleges
3602: are well advised to encourage and act on early requests in order to be able
3603: to provide textbooks in alternate media in a timely manner. If a student
3604: makes a request well in advance and a college does not act, it will be difficult
3605: to justify failure to have the book available in alternate media at the beginning
3606: of the class. </P>
3607: </DIV>
3608: <DIV id=ftn4>
3609: <P ><A title=""
3610: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref4"
3611: name=_ftn4> [4] </A> The vast majority
3612: of the RFB&D collection is on audio tape, but RFB&D has begun to produce
3613: some books in new digital form and plans to significantly expand such offerings
3614: in the near future.</P>
3615: </DIV>
3616: <DIV id=ftn5>
3617: <P ><A title=""
3618: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref5"
3619: name=_ftn5> [5] </A> State and federal nondiscrimination laws
3620: prohibit charging a student a fee for provision of accommodations. If
3621: a college chooses to rely on an outside provider, such as RFB&D, to supply
3622: taped materials, the college will bear the responsibility to pay any fees
3623: for use of such services. However, the Chancellor's Office permits DSP&S
3624: funds to be used for this purpose.</P>
3625: </DIV>
3626: <DIV id=ftn6>
3627: <P ><A title=""
3628: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref6"
3629: name=_ftn6> [6] </A> For this reason, colleges may wish to
3630: consider offering special classes in Braille. This would be an appropriate
3631: activity under the DSP&S program.</P>
3632: </DIV>
3633: <DIV id=ftn7>
3634: <P ><A title=""
3635: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref7"
3636: name=_ftn7> [7] </A> The budget
3637: augmentation requested by the Chancellor’s Office for fiscal year 2000-2001
3638: would provide funding for such equipment. It is anticipated that the
3639: Foundation for the California Community colleges will organize a voluntary
3640: cooperative purchase for a package of recommended hardware and software.
3641: </P>
3642: </DIV>
3643: <DIV id=ftn8>
3644: <P ><A title=""
3645: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref8"
3646: name=_ftn8> [8] </A> Some diagrams and
3647: charts that illustrate science textbooks have already been produced using
3648: this latter technology through a special program at Purdue University: Tactile
3649: Access to Education for Visually Impaired Students. For the website
3650: address for this project, see Appendix II.</P>
3651: </DIV>
3652: <DIV id=ftn9>
3653: <P ><A title=""
3654: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref9"
3655: name=_ftn9> [9] </A> To avoid such problems and maximize the
3656: utility of the materials obtained, the guidelines for implementation of AB
3657: 422, which are contained in Part II of this document, recommend that all information
3658: be obtained from publishers on a CD-ROM be in either Microsoft Word,
3659: Rich Text, or ASCII format.</P>
3660: </DIV>
3661: <DIV id=ftn10>
3662: <P ><A title=""
3663: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref10"
3664: name=_ftn10> [10] </A> At a minimum, college staff should check
3665: the California Community College Book Exchange to see if the textbook is already
3666: available in the requested media. The Book Exchange is a web page, developed
3667: by the staff at the High Tech Training Center Unit (HTCTU), which contains
3668: a listing of books available in alternate media. DSP&S staff, librarians,
3669: and ADA Coordinators can send e-mail requests to the registry to obtain books
3670: that have been produced in alternative formats by other colleges. The
3671: registry can be accessed at URL: http://bookex.htctu.fhda.edu. Other
3672: sources for braille and/or large print books are listed in Appendix II.</P>
3673: </DIV>
3674: <DIV id=ftn11>
3675: <P ><A title=""
3676: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref11"
3677: name=_ftn11> [11] </A> During fiscal year 2000-2001, the Chancellor's Office plans to purchase several
3678: notetakers with braille displays and house them at the HTCTU for loan to colleges
3679: with students who can benefit from their use.
3680: </P>
3681: </DIV>
3682: <DIV id=ftn12>
3683: <P ><A title=""
3684: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref12"
3685: name=_ftn12> [12] </A> Some newer scanners produce files in Portable
3686: Document Format (PDF). Unfortunately, as discussed below, PDF files
3687: are not directly accessible and must be converted to ASCII or some other usable
3688: format. </P>
3689: </DIV>
3690: <DIV id=ftn13>
3691: <P ><A title=""
3692: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref13"
3693: name=_ftn13> [13] </A> A "plug-in" is
3694: available to permit some PDF files to be read with a screen-reader.
3695: However, this may not work with more complex documents; and if the document
3696: is saved in ASCII, formatting will generally be lost.</P>
3697: </DIV>
3698: <DIV id=ftn14>
3699: <P ><A title=""
3700: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref14"
3701: name=_ftn14> [14] </A> Of course,
3702: other staff may gather and evaluate the information necessary to prepare the
3703: certification document. The law requires only that it be signed by the ADA
3704: or DSP&S Coordinator. </P>
3705: </DIV>
3706: <DIV id=ftn15>
3707: <P ><A title=""
3708: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref15"
3709: name=_ftn15> [15] </A> Ordinarily, textbooks
3710: and most instructional materials will have been purchased by the student.
3711: However, the statute also covers situations where the college purchases instructional
3712: materials for use by students. The underlying concept is that, since
3713: the bill requires E-text to be provided at no additional charge, the publisher
3714: is entitled to ensure that a standard copy of the instructional material was
3715: purchased by someone. </P>
3716: </DIV>
3717: <DIV id=ftn16>
3718: <P ><A title=""
3719: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref16"
3720: name=_ftn16> [16] </A> In order
3721: to facilitate processing requests in advance of the beginning of a class,
3722: it may sometimes be necessary for the college to complete the certification
3723: before print books are available for purchase in the bookstore. In such
3724: cases, the Chancellor's Office recommends that the college require the student
3725: to place an order for the book before completing the certification. Then,
3726: before providing the student with the book in alternate media, the college
3727: should verify that the purchase was actually completed. </P>
3728: </DIV>
3729: <DIV id=ftn17>
3730: <P ><A title=""
3731: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref17"
3732: name=_ftn17> [17] </A> It is the
3733: opinion of the Chancellor's Office that this requirement does not apply to
3734: subsequent requests for use of E-text previously supplied by a publisher.
3735: In other words, if a college has previously obtained the electronic version
3736: of an instructional material from a publisher, when subsequent requests are
3737: made for copies of that file, it is not necessary to establish that the material
3738: is required or essential for the student who will now be using the E-text.
3739: All other requirements would still apply--the student must be enrolled in
3740: a course, have a disability which prevents using the standard instructional
3741: material, and the material must have been purchased by or on behalf of the
3742: student. </P>
3743: <P >Of course, there may be some question as to whether
3744: the college is obligated to provide material in alternate media when the material
3745: is not required or essential for success in a course. For example, even
3746: though an E-text file is available, producing the material in braille might
3747: be unduly difficult or expensive and the college might offer access to the
3748: E-text as an alternative accommodation in a case where the material was not
3749: required or essential for student success. The guidelines in Part I
3750: should be consulted in analyzing specific accommodation requests. </P>
3751: </DIV>
3752: <DIV id=ftn18>
3753: <P ><A title=""
3754: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref18"
3755: name=_ftn18> [18] </A> There is
3756: a technique, known as descriptive video, which can provide access to video
3757: tapes for individuals with visual impediments. the tape is copied and
3758: a narration track is added on which a narrator describes visual scenes during
3759: natural pauses in the dialog. Publishers are not required to provide
3760: this service under AB 422, but colleges can and should contract with an appropriate
3761: commercial service to have video tapes narrated. </P>
3762: </DIV>
3763: <DIV id=ftn19>
3764: <P ><A title=""
3765: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref19"
3766: name=_ftn19> [19] </A> The Chancellor's
3767: Office will contact major publishers of instructional materials and request
3768: that each publisher designate statewide or regional representatives to whom
3769: requests should be directed. Such contact information as is provided by publishers
3770: will be placed in a database accessible through the HTCTU website (<a href="http://www.htctu.net">http://www.htctu.net</a>).
3771: </P>
3772: </DIV>
3773: <DIV id=ftn20>
3774: <P ><A title=""
3775: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref20"
3776: name=_ftn20> [20] </A> This is not required
3777: by AB 422, but colleges would have discretion to require such a provision
3778: if they wish. This may be most appropriate where the bookstore is ordering
3779: relatively large numbers of commonly used books or materials. Such a
3780: provision might read as follows: "In accepting this order, (name of publisher)
3781: agrees that it will provide, upon request, an electronic version of the material
3782: being purchased for use in accommodating the needs of students with disabilities
3783: consistent with the requirements of California Education Code Section 67302."
3784: </P>
3785: </DIV>
3786: <DIV id=ftn21>
3787: <P ><A title=""
3788: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref21"
3789: name=_ftn21> [21] </A> As discussed
3790: above, it is the view of the Chancellor's Office that the "required or essential"
3791: test need only be satisfied when the electronic version of an instructional
3792: material is first requested from the publisher. Thus, some requests
3793: could be processed without this information, but it is suggested that it be
3794: collected at this stage of the process to avoid further delay in those cases
3795: where it is required. </P>
3796: </DIV>
3797: <DIV id=ftn22>
3798: <P ><A title=""
3799: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref22"
3800: name=_ftn22> [22] </A> If the college
3801: is served by an alternate media center located at the district office or another
3802: college, the request would be forwarded through that center. However,
3803: for the purposes of this illustrative step-by-step process, we assume each
3804: college will be interacting directly with publishers until the statewide center
3805: is established.</P>
3806: </DIV>
3807: <DIV id=ftn23>
3808: <P ><A title=""
3809: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref23"
3810: name=_ftn23> [23] </A> As noted earlier, there are special braille
3811: codes for mathematics, musical notation, computer code, etc. There are
3812: even some computerized translation programs that can produce these specialized
3813: types of braille. However, discussion of formatting considerations for
3814: such materials is beyond the scope of these guidelines.
3815: In most instances, colleges will want to contract out
3816: for such work unless specially trained staff are available to perform the
3817: transcription.</P>
3818: </DIV>
3819: <DIV id=ftn24>
3820: <P ><A title=""
3821: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref24"
3822: name=_ftn24> [24] </A> The material which follows has been adapted
3823: from information provided by Braille Planet, a company which developed and
3824: sells some of the leading braille translation programs. The California
3825: Community Colleges Chancellor’s Office gratefully acknowledges the work of
3826: Braille Planet in creating this excellent overview of braille.</P>
3827: </DIV>
3828: <DIV id=ftn25>
3829: <P ><A title=""
3830: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref25"
3831: name=_ftn25> [25] </A> The number sign is not used in Nemeth
3832: Code which is the system used for braille mathematics. </P>
3833: </DIV>
3834: <DIV id=ftn26>
3835: <P ><A title=""
3836: href="http://www.htctu.fhda.edu/amguidelines/am33000.htm#_ftnref26"
3837: name=_ftn26> [26] </A> Grade I Braille does not contain any contractions
3838: (abbreviations), but it does represent capitalization, numbers, and punctuation
3839: with the correct braille symbols. Grade I Braille is used only for specialized
3840: applications where the braille contractions might be confusing, such as in
3841: spelling lists.</P>
3842: </DIV>
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