ACT--Get Your ACT Together

This paper was presented at the 1995 
CAUSE annual conference. It is part of the proceedings of 
that conference, "Realizing the Potential of Information 
Resources: Information, Technology, and Services--Proceedings 
of the 1995 CAUSE Annual Conference," pages 4-2-1 to 4-2-8. 
Permission to copy or disseminate all or part of this 
material is granted provided that the copies are not made or 
distributed for commercial advantage. To copy or disseminate 
otherwise, or to republish in any form, requires written 
permission from the author and CAUSE. For further 
information: CAUSE, 4840 Pearl East Circle, Suite 302E, 
Boulder, CO 80301; 303-449-4430; 
e-mail info@cause.colorado.edu.


ACT--GET YOUR ACT TOGETHER

Dr. Dennis L. Kramer
University Computing Services
Ball State University
Muncie, In 47306
(317)-285-1806
DKRAMER@BSU.EDU

Ms. Leah Boyle 
University Computing Services
Ball State University
Muncie, In 47306
(317) 285-2286
LBOYLE@BSU.EDU

Dr. Casey Tucker
University Computing Services
Ball State University
Muncie, In 47306
(317) 285-1817
CTUCKER@BSU.EDU

ABSTRACT

Ball State University has been a statewide leader in 
welcoming students and staff personnel with special needs
requirements.  The Office of Disabled Student Development
has provided a full time coordinator who was charged with
the responsibility of removing architectural barriers and to
assist in providing the best possible learning environment
for all persons attending the University regardless of
individual disabilities.  Through these efforts the
University has been recognized at both the state and
national level for initiatives in this area.


GAINING CAMPUS SUPPORT

Ball State University has been a statewide leader in
welcoming students and staff personnel with special needs
requirements.  The Office of Disabled Student Development
has provided a full time coordinator who was charged with
the responsibility of removing architectural barriers and to
assist in providing the best possible learning environment
for all persons attending the University regardless of
individual disabilities.  Through these efforts the
University has been recognized at both the state and
national level for initiatives in this area.

During the mid 80's Ball State University began a computer
competency program aimed at producing a graduating student
population which was both knowledgeable and competent in the
use of computing technology in their major area.  During
this period a concentrated effort was made to include all 
students, faculty, and staff including those with
disabilities.  As the program advanced it became evident
that a full time coordinator of Adaptive Technology would be
needed to deal with grant funding, affirmative action for
potential employees with disabilities, special student needs
in the area of technology and other legal requirements. 
This was, as most of you know, a time when the state
legislatures were not interested in funding new positions,
and our President was not in favor of adding professional
staff.  This, then, is how Ball State University funded a
new full time position and established the Adaptive
Technology Program as it exists today.

When President George Bush signed the Americans with
Disabilities Act [1], he said "Let the shameful wall of
exclusion finally come tumbling down".  The legislation took
effect on January 20, 1992 and afforded Ball State
University the opportunity to focus on the issues of
providing proper support in the attempt to provide
accessibility to our disabled students, faculty, and staff. 
Having previously dealt with the problem of architectural
barriers Ball State was in a position to concentrate on the
technology portion of the issue and how best to meet the
needs of the University population.  A small coalition
including the directors of computing, disabled student
development and affirmative action decided to leverage this
high interest level into a program of enhanced services and
technological infrastructure.

The Rehabilitation Act of 1973 prohibits discrimination
against the handicapped within any institution that receives
or benefits from federal funds.  Being handicapped was
defined as "one who has a physical or mental impairment
which substantially limits one or more major life
activities, has a record of such impairment, or is regarded
as having such impairment."  Major life activities include:
self-care, social life, education, transportation, housing
and employment.[2] With regard to higher education, a
qualified handicapped person is defined as one "who meets
the academic and technical standards requisite to admission
or participation in the recipient's program or activity."
[3] An institution of higher education receiving such funds
"shall take such steps as are necessary to ensure that no
handicapped student is denied the benefits of, excluded from
participation in, or otherwise subjected to discrimination
under the education program or activity operated by the
recipient because of the absence of auxiliary aids for
students with impaired sensory, manual, or speaking
skills."[4] The Americans with Disability Act further
required that each service, program or activity conducted by
a public entity "when viewed in its entirety"  be readily
accessible and usable by disabled individuals.[5] This
provision specifically dealt with printed materials whether
in syllabus form, supplementary reading lists, and tests
which must be made available to students in a format which
allows the student to display their ability and to allow for
an evaluation which centers on ability and not disability. 
Braille and electronic reproduction are frequently given the
foremost consideration.

Educom has estimated that over 10% of all college students
have some form of disability.  Current estimates place the
number of Americans with some form of disability at 43
million.  This includes the 4.5 million students currently
in our school systems.  These include 40% with some form of
visual impairment, and 26% with some form of hearing
disability.[6] As employment opportunities for persons with
disabilities we can expect an even greater number to be
attending the nation's colleges and universities in the
future.

The refocusing of issues caused by the ADA gave the
University the opportunity to make "formal" a program
previously staffed by volunteers.  The timing and synergy
generated allowed the establishment of a program budget
supported by funds from the offices of the Provost,
President, and V.P. for Student affairs.  This budget
allowed the university to hire the first full time
coordinator of adaptive technology.  The University
Computing Services budget provided funds for the hardware,
software, and supplies to start the Adaptive Computer
Program (ACT) and this in turn has generated grants and
other gifts which permitted a significant leveraging of the
initial investment.


BUDGETING AND RESOURCES

In the university structure this program is unique in having
multiple offices sharing the fiscal responsibility.  The
newly appointed coordinator was allowed to select the
hardware and software and these items, in addition to the
several items previously purchased by the departments of
Computer Science and University Computing Services comprised
the beginnings of the new program.  The coordinator provides
a yearly request for hardware and software which is
prioritized by areas of need.  Most of these purchases are
taken from the University Computing Services budget but it
is not uncommon for special needs to arise during the year
which are unanticipated and which are supported by other
university departments.

The position taken by the University is that providing
access to technology is a University function and as such
should be funded cooperatively by the areas affected.  We
feel that this willingness to share resources among
departments sets Ball State University apart somewhat from
the norm.  The ADA specifies that certain accesses shall be
provided by the university and so the university funds
certain of these through the central administration.  Other
requirements made during the academic year might be funded
by a department or through a cooperative sharing of
resources.  This sharing precludes the need to "own" the
service or technology provided.  It is just such willingness
to provide rather than to own which has made the program so
successful.

Under normal circumstances it is within the purview of the
Purchasing department to secure pricing and negotiate with
vendors, however, due to the extensive background and
knowledge base of the director a great deal of latitude has
been granted in this area.  By virtue of having an extensive
technical background the Coordinator has been able to
request and obtain certain configurations of hardware and
software which have been particularly successful in solving
problems with providing access to University technology In
some cases vendors have willingly given discounts on items
which were used in special applications in exchange for the
feedback generated.  This has turned out to be a win-win
situation for both the vendor and the University.

We still continue to do Beta testing for both hardware and
software vendors.  This cooperation has resulted in a number
of applications which are currently being used and refined
and which benefit both the vendor and the user as these
refinements result in more sophisticated solutions to
accessibility problems.  The main recipients of the benefits
thus created have been the students which have gained a
degree of accessibility that might have otherwise been
unavailable to them.

All of this is a reflection of the attitude of the
University in responding to the needs of the students. 
Money and space are two items which are normally held sacred
to a budgetary unit within the University.  Ball State has
been successful in breaking down this tradition with the
attitude of sharing and cooperation.  This has allowed us to
not only follow the letter of the law but to exceed its
expectation to the benefit of the students and faculty.


ACT PROGRAM SPECIFICS

The pervasiveness of computers and electronic information
systems which has developed within the last few years has
been met with a degree of apprehension by the "technophobes"
within the general population.  Much of the disabled
population has, however, embraced the new technology as a
means of increasing their independence and functionality. 
The integration of hardware and software systems which are
designed to meet the needs of those individuals with
disabilities is the crux of the adaptive computer technology
program.  Screen reading and optical character recognition
software combined with voice synthesizers and scanners allow
visually impaired individuals freedom of access to texts,
journals, and other documents that permeate the collegiate
atmosphere.  Keyboards which are specifically designed for
students with disabilities combined with voice recognition
technology and artificially intelligent word processing
software help mobility impaired students prepare their class
assignments, term papers, and other requirements for the
successful completion of their course work.  Intelligent
communications software enables the hearing impaired
individuals to converse with others through the telephone
without the need for interpreters.  These adaptive
technologies continue to break down the logistic and time
barriers which persons with disabilities face on a daily
basis.

Close cooperation and a clear sense of direction are
required if the program is to be implemented successfully. 
The ACT program at Ball State University is directly
involved with fulfilling the goals and mission of not only
University Computing Services, but those of the University
in general.  The ACT coordinator works closely with the
heads of the academic units to ensure that the departmental
educational objectives are facilitated for students with
disabilities within specific major areas of study. 
Technological resources provided by Media Services,
University Libraries, and other non-academic areas are
utilized as required to provide effective access to the
information necessary for a successful educational
experience.

The University mission statement charges that we produce
graduates who are "able to analyze information, think
critically, solve problems, communicate effectively, and
demonstrate competency with computers."[7] Students with
disabilities are continuously faced with informational
access barriers.  The ACT program facilitates access to
information, thus allowing the students to play an active
role in planning and implementing specific adaptive measures
which target individual needs.  The ACT training further
provides students with a foundation in computer literacy as
well as advanced usage techniques.  Access to documentation
resources allows students to become both knowledgeable and
independent.  This program also provides disabled students
with the knowledge and ability to solve information access
problems that translates directly to employment situations
which will be faced after graduation.

"BALL STATE UNIVERSITY 2000" is a list of goals and
objectives with which the ACT program is also concerned. 
This list was prepared by the University faculty and
administrative staff to launch the University into the
twentieth century.  The ACT program is actively involved in
producing graduates which are sought by employers and
graduate and professional schools by providing them with the
tools necessary for effective access to information and
technology.  Work experience opportunities are provided
through the ACT lab assistant and management positions.  The
program Coordinator consults with employers who provide
internships which address and resolve accessibility issues.  
The ACT Coordinator consults with faculty to devise
strategies which will ensure access to course materials. 
Emerging adaptive technologies are continually investigated
and evaluated so that we can provide the most effective
access possible.  Students are encouraged to take
responsibility for their education and to work with adaptive
technology as a means to pursue their individual educational
goals.

Through consultation with primary and secondary educational
institutions programs are designed that ensure a proper
foundation in basic technique is provided for students with
disabilities who plan to continue with post secondary
education.  Accessibility issues concerning distance
learning opportunities provided by the University are also
addressed by the ACT program Participation in recruitment,
orientation, and preparation of prospective students has
made Ball State University a leading provider of accessible
educational opportunities to persons with disabilities.

This program is a direct extension of University Computing
Services.  UCS is charged with "offering a wide range of
computing and systems services to students, faculty, and
staff.  University Computing Services strives to provide
those within Ball State University with the equipment and
services required to complete their respective
objectives."[8] The program exists to provide access for
disabled students to the general services provided by UCS. 
The program further allows access to the mainframe system,
as well as resources provided by individual department
computer labs.  Internet services are also facilitated by
adaptive technology.  UCS provides the services while the
program gives students with disabilities access to the
services.

Specifically, the program's mission is to provide "equal
access to computing services to all persons with
disabilities at Ball State University."  This is
accomplished by direct education of students as well as
faculty development efforts aimed toward making course work
accessible for disabled students.  The program provides
reasonable accommodation for students, faculty, and staff
with a wide array of equipment and supportive services by
enhancing existing academic and computing facilities.  This
is done in accordance with the University mission, computing
Services mission, Public Law 504 and the Americans with
Disabilities Act.  The mission of the Adaptive Computer
Technology Program at Ball State University is, therefore, a
synthesis of all these missions.  The University provides
the philosophical impetus, while UCS provides the
technological base.

The Adaptive Computer Technology committee was established
in 1990 to facilitate the communication between various
units of the campus which were involved with disability
issues as well as faculty, staff and students with
disabilities.  Membership includes, but is not limited to,
the Directors of University Computing Services and Disabled
Student Development, Coordinators of University Computer
Labs, University College Learning Center and Adaptive
Computer Technology, Assistant Dean of University Libraries,
Chairperson of the Computer Science Department, Media
Services personnel, Indiana Vocational Rehabilitation
regional management, and a representative from each of the
four predominant disability populations on campus.  Members
are responsible for long-range planning, unit requests for
services, budget proposals, and dissemination information to
individual campus units.  Although the ACT committee is
considered an ad hoc delegation, the University-wide
Americans with Disabilities (ADA) committee has been kept
apprised of proceedings and developments.  The ACT committee
has six meetings a year with impromptu meetings as needed to
insure continued commitment to the ACT mission.

The ACT coordinator is responsible for maintaining the
adaptive hardware and software which is located in various
labs throughout Ball State University and for those faculty
and staff who have adaptive technology allocations. 
Requests for adaptive services are directed to the
Coordinator, and equipment and resource allocation decisions
and logistics are supervised by the ACT Coordinator.  The
Coordinator is also responsible for resolving all
information accessibility issues which occur at Ball State
University.

Familiarity with advances in the field is another important
aspect of this position.  The ACT Coordinator anticipates
the needs of clientele with disabilities and is responsible
for acquiring and implementing new technology, configuring
and integrating new technology with existing systems,
authoring grant proposals, beta testing products and
studying the feasibility of new adaptations.  Training
sessions and workshops are routinely conducted to ensure the
equipment and software is used properly and knowledgeably by
the target population.

The primary ACT facility on campus is centrally located
adjacent to the twenty-four hour access computer lab and is
staffed 72 hours per week.  Lab assistants are recruited
from the disabled student population.  These assistants are
trained in basic computer use through the University
Computer Lab training program and also receive adaptive
technology instruction through a peer training program. 
Peer training provides the facility with student employees
who are familiar with the adaptive equipment in the lab and
who respond to service requests in an empathetic manner.

The primary ACT lab also serves as an assessment and
training center.  Persons with disabilities are encouraged
to experiment with various adaptations.  Exposure to a range
of modifications, from varying price ranges, students are
much better prepared to compete in the job market upon
graduation.  The experience with various pieces of equipment
allows students to be more articulate in defining their
needs in interviews with prospective employers.

The primary lab is open to University personnel for
visitations to foster an understanding of what equipment is
available and how its use can improve and enhance the
teaching experience.  Workshops are also conducted in the
lab to assist incoming students in the use of appropriate
adaptations and as preparation for required computer
literacy course work.

Lab usage data has been compiled since 1991.  Approximately
250 usages per semester were logged during the first year of
existence.  As new equipment was obtained and new
adaptations were created the lab hours were extended and a
full-time Coordinator position was created.  Since that time
the use of the primary facility has grown to approximately
1,500 usages per semester.  With approximately 450 students
with disabilities registered for support services, an
estimated 85% of the target population is currently served
by the ACT program.

This increased demand for services necessitated the
distribution of adaptive equipment to other University
Computer Labs and Departmental facilities.  Our program
currently has adaptive resources in five additional UCL
computer labs with equipment available upon request into
other UCL facilities.  Adaptive equipment is also currently
available in three University library locations, the Office
of Disabled Student Development, Students Services computer
lab, two computer science departmental labs, two English
departmental labs and the Business department.

Another crucial aspect of the ACT program is inservice
training.  Fundamental training for University personnel in
facilities with distributed adaptive equipment is provided
by the ACT Coordinator.  Knowledgeable staff provide a
resource for the users, as well as the Coordinator, and
serve as contacts in the event of equipment malfunction.

Adaptive technology products are provided through a
short-term loan program.  This program has proven beneficial
for students who need a product for a specific course and
occasionally for those who may not have immediate funding
available for their own equipment.  The individual loaner
program also serves as a vehicle for off-campus agencies to
determine if a specific adaptation is appropriate for a
client before a purchase is made.  Adaptive equipment can
also be loaned to academic departments exhibiting a
temporary need.  Short term distribution of equipment allows
adaptations to be placed in an area of need only for the
term of the need.  Keeping the equipment in areas of need
helps conserve campus resources and keeps a balance of
adaptive inventory available.

The ACT program is part of the Academic Support Services
group of University Computing Services.  Consultation is
provided for all campus units which includes recommendations
for planning and purchasing.  These recommendations are then
sent to the University President's office, offices of the
Provost and involved department chairs, Americans with
Disabilities committee, and the Affirmative Action Office.  

The ACT program also assists campus units to comply with
requests for alternative media by individuals with
disabilities.  This includes braille, large print and
electronic formats for pre-admissions information, syllabi,
course handouts etc.  The ACT Program is also involved in a
full-scale effort to provide all University publications in
electronic format for easy access via the mainframe computer
systems.  Course offerings and scheduling, campus phone
directories and information, as well as student newspapers
and employee publications are also included in this effort. 
The Coordinator also pursues information sharing and problem
resolution by participation in various associations
concerned with disability issues, i.e. National and State
Associations of Higher Education and Disability, Equal
Access to Software and Instruction, and the International
Committee for Accessible Document Design, to stay abreast of
current legal and ethical trends.

In order to anticipate and correct access limitations, the
Coordinator meets regularly with the offices of Affirmative
Action, Disabled Student Development, as well as the
Americans with Disabilities Act committee, collegiate deans
and departmental chairpersons, University Libraries,
University College Learning Center, Media Services, and
Facilities Planning personnel.  Membership on the ACT,
Campus Wide Information System, Indiana Higher Education
Television System, Indiana Association on Higher Education
and Disability, Vocational Rehabilitation, and Office of
Services for the Blind, as well as search and selection
committees gives the Coordinator direct participation in
establishing and implementing disability policy across the
campus and the state.

The ACT coordinator enhances public relations and promotes
the program through presentations at state, national, and
international conferences, publishes articles about the
program and adaptive technology, consultations with other
education institutions and governmental agencies, guest
lectures to undergraduate and graduate classes, as well as
ACT program documentation.

Ball State University is committed to compliance with the
Rehabilitation Act of 1973, Section 504, and the Americans
with Disabilities Act of 1990.  Based on the National
Institute of Disability (NID) publication, "The Impact of
Exemplary Technology-Support Programs on Students with
Disabilities,"  Ball State developed a checklist of services
to be provided.  All applicable categories of service are
being addressed orimplemented by the ACT program. 
Additional services, not specified by the NID report, are
also being provided to individuals with disabilities.  The
"Checklist for Implementing Accessibility in Computer
Laboratories at Colleges and Universities," published by the
Trace Research & Development Center, is also followed by the
ACT Program Coordinator.  Nearly all of the recommendations
listed have been implemented and the remaining applicable
items have been addressed in the new ACT budget.  With this
leadership and focus, the program assures enhanced
electronic accessibility for students with visual, mobility,
hearing and learning disabilities at Ball State University.

NOTES

[1] Campus Update.  Vol. 12, Nbr. 24,p.1.. Feb. 24, 1992
[2] Section 504, Rehabilitation Act of 1973, Regulation
     Section 104.3 (j)(1)
[3] Ibid, Section 104.3 (K)(3)
[4] Ibid, Section 104.44 (D)
[5] Americans with Disability Act, Title II, Section
     35.151A
[6] EASI Computer Access Facts, EDUCOM, Washington D.C.
[7] From Ball State University Mission Statement
[8] From University Computing Services Mission Statement