Below are links to all of the articles published over the years on the topics of science and math in EASI's e-journal, Information Technology and Disabilities which saves you from spending hours scanning years and years of contents to locate specific information

The entire e-journal is available from EASI at: ITD E-journal

A Graphical Calculus Course for Blind Students

Albert A. Blank, Professor
Computer Science Department, 1N215
College of Staten Island, CUNY
2800 Victory Boulevard
Stat en Island, NY 10314-6600
Telephone: 914-738-7678
u1555@f.nersc.gov

Karen Luxton Gourgey, Director
Computer Center for the Visually Impaired
Baruch College, CUNY
17 Lexington Avenue, Box 515
New, York, NY 10010
Telephone: 212-802-2146
klgbb@cunyvm.cuny.edu

Michael E. Kress, Professor
Computer Science Department, 1N215
College of Staten Island, CUNY
2800 Victory Boulevard
Staten Island, NY 10314-6600
Telephone: 718-982-2850; FAX: 718-982-2856
u1551@f.nersc.gov

Abstract: The study of advanced mathematics is prerequisite to higher education in technical or scientific subjects. For students interested in pursuing technical careers, mastery of the calculus is fundamental. For blind and visually impaired college students, the graphical nature of the calculus poses a formidable hurdle to independent access. In this article, the authors describe an innovative method of producing accessible tactile materials for the study of the calculus.

Ensuring Usability in Interface Design:
A Workstation to Provide Usable Access to Mathema tics for Visually Disabled Users
Helen Cahill and John McCarthy

Department of Applied Psychology
University College, Cork, Ireland

Abstract: This paper presents an account of the formative evaluation of a multi-media "MATHS" workstation which is being developed to provide usable access for blind and partially sighted students reading and manipulating mathematical expressions. We argue that there is a crucial difference between notions of accessibility and usability in interface design.

Traditionally, assistive technology has been concerned with providing access to disabled users. However, unless such access embraces usability, it does not necessarily overcome the access limitations imposed by the user's disability and provide usable access. Therefore, it is essential that interface designers recognize the difference between the traditional design concept of accessibility and the more user-centered design concept of usability. The MATHS workstation is being designed with a concern for usability. In this paper, the broad context of usability is introduced. The processes of measuring usability according to ISO9241 (CD) and the development of the MATHS workstation usability requirements specification according to ISO9241 (CD) are presented. (Ed. note: These code numbers refer to a draft software usability standard prepared by the European Commission Technology Initiative for Disabled and Elderly People. They are defined more fully in the text of this article.)

We hope that this account of the application of a usability standard to the development of the MATHS workstation will be valuable to other assistive technology designers.

Mathtalk: Usable Access to Mathematics
Robert D. Stevens and Alistair D. N. Edwards

Department of Computer Science
The University of York
Hesli ngton, York UK YO1 5DD
robert@minster.york.ac.uk

Abstract: This paper describes the design of the user interface to the Mathtalk program, which aims to give visually disabled readers an active reading of standard algebra notation. The paper introduces the themes of enhancing external memory and control of information flow as the guiding principles behind the design of the user interface. Fast and accurate control of the information flow is vital for active reading. Mathtalk uses structured browsing functions and a specially developed command language to achieve this active reading. Finally, an audio glance called algebra earcons is introduced that enables readers to get a high-level view of an expression and plan the reading process.

The Use of Laser Stereolithography to Produce
Three-Dimensional Tactile Molecular Models
for Blind and Visually Impaired Scientists and Students

William J. Skawinski, Thomas J. Busanic, Ana D. Ofsievich,

Department of Chemical Engineering, Chemistry, and En vironmental Science,
New Jersey Institute of Technology, 323 King Blvd.,
Newark, NJ 07102

*Institute o f Chemical Physics, Chernogolovka,
Moscow Region, Russia 142432

**Department of Chemistry, College of New Rochell e,
New Rochelle, NY 10805

SKWINSKI@TESLA.NJIT.EDU

Abstract: Laser stereolithography, a rapid prototyping process that produces three-dimensional plastic models from the images created in certain computer aided design (CAD) programs, has been used to fabricate tactile molecular models for blind and visually impaired individuals. The process uses a computer-controlled laser to cure and solidify a light-sensitive, liquid polymer in the shape of the image. The models can be customized and used for educational and research purposes. Several models built using four different scales are described. Surface textures are varied to allow atom types to be distinguished.

Computer Based Science Assessment: Implications for Learning Disabled Students
David D. Kumar

College of Education, Florida Atlantic University
2912 College of Education, Davie, Florida 333 14

Abstract: Computer technology can be invaluable for assessing learning disabled students in science since it opens up opportunities for developing innovative assessment tools in science education. The nature of computers as information processing tools, the role of computer technology in user-friendly interactive learning environments, and the possibility of designing instructional tools to meet individual needs of students, make computers potentially powerful tools for assessment. Computer-based assessment applications used in science, such as Computerized Adaptive Testing, Figural Response Item Testing, Computer Simulations, and Anchored Assessment can be appropriated for assessing students with learning disabilities.

Books for Blind Students: The Technological Requirements of Accessibility
William A. Barry, John A. Gardner, and Randy Lundquist

Department of Physics, Oregon State University
Weniger Hall 301, Corvallis, Oregon 97331

Abstract: This paper describes three new developments that hold great promise for improving the accessibility of scientific literature for people who are visually impaired or who have significant vision-related learning disabilities. All rely on the availability of information in high-level electronic form. A brief review of methods for storing high-level information and an example of their use in printing Dotsplus documents are given.

Increasing the Representation of People with Disabilities
in Science, Engineering and Mathem atics
Sheryl Burgstahler

Assistant Director-Information Systems
Computing & Communications, University of Washington
JE-25, Seattle, WA 98195
Telephone: 206-543-0622
sherylb@cac.washington.edu

Abstract: There are three main factors that cause individuals with disabilities to be under-represented in science, engineering, and mathematics fields: preparation of students with disabilities; access to facilities, programs, and equipment; and acceptance by educators, employers and co-workers. Technology can have a positive affect on all of these factors and help open doors to new areas of study and employment. This paper explores the role of information technology, describes a campus program designed to positively influence each of the factors, and makes a series of recommendations for action.

ew CSUF Braille Transcription Center Promotes Access to
PostSecondary Instructional Mate rials for the California State University System
Daniel Hilton Chalfen, Ph.D., University of California, Los Angeles
Jeffrey C. Senge, M.S., California State University, Full erton
Jamie Dote-Kwan, Ph.D. California State University Los Angeles

A Brief Historical Overview of Tactile and Auditory Aids for Visually Impaired
Mathematic s Educators and Students
Evelyn Kubiak-Becker, University of Wisconsin, Madison
Thomas P. Dick, Associate Professor, Oregon State University

Research Note:
The Braille 'N Speak as a Laboratory Tool for Blind Students
David Lunney, Margaret M. Gemperline, Angelo Sonnesso
and David Wohlers, East Carolina University

Ease of Use and Maintenance:
A Note on Software Design
Richard Plant

Northern General Hospital
Sheffield S5 7AU U.K.

Dr. Andrew Rostron

Department of Psychology, University of Hull
Hull HU6 7RX U.K.

ADDING AUDIO DESCRIPTION TO TELEVISION SCIENCE PROGRAMS:
WHAT IS THE IMPACT ON VISUALLY IMPAIRED VIEWERS?
Emilie Schmeidler
American Foundation for the Blind
Internet: emilie@afb.org

TEACHING LAB COURSES TO STUDENTS WITH DISABILITIES
Sheryl Burgstahler, Ph.D.
University of Washington
sherylb@cac.washington.edu

TECHNOLOGY AND HANDS-ON STRATEGIES FOR TEACHING SCIENCE
AND MATHEMATICS TO THE SPECIAL EDUCATION POPULATION
Howard Kimmel
CENTER FOR PRE-COLLEGE PROGRAMS
New Jersey Institute of Technology
Internet: kimmel@admin.njit.edu
Fadi P. Deek
Director of Undergraduate Programs
New Jersey Institute of Technology
Internet: deek@admin.njit.edu
Laura Frazer
CENTER FOR PRE-COLLEGE PROGRAMS
New Jersey Institute of Technology
Internet: frazer@admin.njit.edu

ACCESSIBLE INTERNET BASED MATHEMATICS AND
AERONAUTICS MATERIALS FOR 4TH-7TH GRADE CHILDREN WITH PHYSICAL DISABILITIES
Lewis E. Kraus
InfoUse
Internet: info_use@dnai.com

TEACHING SCIENCE, ENGINEERING, AND MATHEMATICS
TO DEAF STUDENTS:
THE ROLE OF TECHNOLOGY, IN INSTRUCTION AND TEACHER PREPARATION
Harry G. Lang
Rochester Institute of Technology
Email: HGL9008@RITVAX.EDU

ASSISTIVE TECHNOLOGY AND LEARNING DISABILITIES
Carolyn Gardner
Linn-Benton Community College
Internet: ckg@dots.physics.orst.edu/p

TEACHING SCIENCE TO THE VISUALLY IMPAIRED:
PURDUE UNIVERSITY'S VISIONS LAB
(ITDV03N4 VISLAB)
David Schleppenbach
Director, VISIONS LAB
Purdue University
1393 BRWN Box # 725
West Lafayette, IN 47907
Voice/Message: (317) 496-2856
FAX: (317) 494-0239
e-mail: engage@sage.cc.purdue.edu
http://www.chem.purdue.edu/facilities/sightlab/index.htm

TACTILE GRAPHICS:
AN OVERVIEW AND RESOURCE GUIDE
(ITDV03N4 GRAPHICS)
John A. Gardner
Science Access Project
Department of Physics
Oregon State University
Corvallis, OR 97331-6507
Tel: (541) 737 3278
FAX: (541) 737 1683
e-mail: gardner@physics.orst.edu

COMPUTER TECHNOLOGY EDUCATION AND THE DEAF STUDENT:
OBSERVATIONS OF SERIOUS NUANCES OF COMMUNICATION
(ITDV03N4 ROBBINS)
Curtis Robbins, Ph.D.
crobbins@erols.com

This is a useful article that looks at various pieces of math and science software to evaluate their usefulness for people with vision impairments. The article also makes suggestions on how to make the programs more accessible for individuals with vision impairments.

COMPUTER-BASED CONCEPT MAPPING: PROMOTING
MEANINGFUL LEARNING IN SCIENCE FOR STUDENTS WITH DISABILI TIES

This paper describes the process and benefits of concept mapping and its use for helping students with learning disabilities study science. It includes four graphics that illustrate the concept maps. The graphics have full text descriptions.

INSTRUCTIONAL DESIGN THAT ACCOMMODATES
SPECIAL LEARNING NEEDS IN SCIENCE

This paper addresses six important teaching strategies for "diverse learners," students who have backgrounds, foundations, or abilities that differ from most students. While it encompasses a wide variety of students, an important segment of this population is students with disabilities. The ideas presented here have definite value for teachers, service providers and others who work with students with disabilities. There are also some valuable program evaluations at the end of the article.

"HITTING THE BOOKS:" ACCESSIBLE TEXTBOOKS FOR K-12 MATH AND SCIENCE EDUCATION

This article is a comprehensive overview of the problems that K-12 students encounter using textbooks and some accessible text formats that are currently available. In particular, the article looks at the special problems posed by math and science texts for K-12 students with disabilities.

Audio-ASSISTED READING: ACCESS FOR STUDENTS
WITH PRINT DISABILITIES

This short article focuses on another dimension to using books on tapes - using recorded books along with texts. This is particularly beneficial for students with learning disabilities.

MATH AND SCIENCE FROM A HOME-SCHOOL PERSPECTIVE

This article is different from most that are published in the ITD. It is a very personal account of a woman who has chosen to home-school her son who has several disabilities due to a brain injury. She has worked with the school system to put together a program that combines her home-schooling with a couple of classes at the high school. For the most part this woman uses low- tech strategies, but she has included work on the computer in her son's curriculum. This is a very human look at many of the issues that we often view only from the practical, institutional or technological perspective.

TRANSITIONS FOR SUCCESS: HELPING K-12 STUDENTS
MOVE THROUGH THE PUBLIC SCHOOL SYSTEM

This article looks at some of the challenges and problems that students with disabilities encounter when they move through the educational process. It gives some practical tips for service providers and focuses on the idea that one plan or strategy will not work well for all students.

K-12 WEB RESOURCES FOR SCIENCE, ENGINEERING AND MATH

Dick Banks
EASI Electronic Resource Manager
Dr. Norman Coombs
Chair: EASI Equal Access to Software and Information