Think about how much influence technology brings to daily life. Web resources and networking have become common educational tools at Ohio State. Adaptive technology, a special technology designed for individuals with disabilities, also casts a dramatic influence.

The existing adaptive technology, which enhances access to the same information and production as individuals without disabilities, was expanded on campus about six years ago.

University Technology Services realized the special needs for the accessibility for students with disabilities, said Ann M. Yurcisin, director of Office for Disability Services. Since ODS had only outdated computer programs, it wrote a grant to establish the Adaptive Technology Training Center. The main task of ATTC is to provide the use of adaptive technology for students with disabilities as well as faculty.

The establishment of the Web Accessibility Center followed to improve the adaptive technology resources on campus. WAC is designed to help faculty who develop Web sites and distance education courses. It promotes accessibility design and universal Web design, which helps students with learning and physical disabilities to have better access to online educational resources as well as online courses.

“The two centers are compatible,” Yurcisin said.

As Web sites became more advanced, it was common to see some graphics, pictures and videos on them. However, for individuals with hearing impairments, for example, video or photos on the Web need to be captioned in order for them to understood. If Web sites are not compatible with adaptive technology software, these users still face the barrier for equal access. ATTC and WAC work together to improve the access to Web resources for students with disabilities.

“Whether it is the ATTC or the WAC, this is helping the university meet its mandated or legal responsibilities under the law,” Yurcisin said.

According to L. Scott Lissner, coordinator of ADA Coordinator’s Office, the Americans with Disabilities Act covers OSU because it is a government agency and offers public education. Section 504 of the Rehabilitation Act covers OSU because the university accepts federal fund. Both acts are essentially civil rights legislation requiring equal access for individuals with disabilities, Lissner said.

One mandate related to ADA is for access to programs and services, he said. For example, programs can be considered as classes in terms of education while services can be library resources. Increasingly, these campus resources are tied with technology.

“If you have equal access to program and services, you need to have access to technology,” Lissner said.

Another mandate requires technology as a means of communicating information on campus, Lissner said, speaking about discrimination against students with disabilities.

“Some of the exclusion isn’t intentional necessarily, but it is built into the environment.” she said.

He said making technology physically acceptable with tables for wheelchairs is not enough. Adaptive technology software is also important to give equal opportunity to individuals with visual or hearing impairments.

Since its launch, adaptive technology software has been developed and innovated many times to compensate for areas of disability or impairment. The software ATTC provides for OSU varies in its type.

“Open Book” is a software designed to help individuals with learning disabilities and the visually impaired. It enables students to listen to a textbook read aloud by hitting a command on the keyboard. The screen shows a text page once students scan their textbooks. As students scroll the sentence, the computer reads it to them.

Adam Warrington, an ATTC trainer and senior in special education, said students with learning disabilities may be able to read, but some take a long time to focus on the reading. The software helps helps students’ comprehension, he said.

“Some learn visually, some learn auditorally,” Warrington said. “But if you get together, you have more chances to retain together.”

“Arkenstone WYNN Wizard” and “Read and Write” are designed mainly for learning disabilities. “Arkenstone WYNN Wizard” is similar to the “Open Book,” but it has more options where students can use the screen as they do with their textbook. Students can highlight, leave bookmarks and take notes on the scanned textbook on the screen.

The word processing program, which includes built-in dictionary and thesaurus, will read words for students as they write. “Read and Write” basically works with word processor and reads aloud the writings as students type them in. Many students find it helpful to edit their own papers because they can check if the sentences flow well through their auditory senses, Warrington said. Some students who comprehend more on their auditory sense will benefit from the software.

Other software available on campus are “Supernova” and “Jaws,” which are designed to assist individuals who are visually impaired or blind. “Supernova” enables magnification of the screen, so that individuals who are visually impaired can have more chances to choose the command on the screen. Like the other software, it will read the word on the screen through voice output. “Jaws” is similar to “Supernova,” but it is a more complicated program targeted at blind people. “Jaws” enables blind people to use the entire computer through a keyboard command and requires a lot of training.

“It really provides a lot of independence and empowers people to do more than they ever thought,” Yurcisin said.

Individuals with disabilities in the past perhaps had to rely on other people to do what they want, she said. With assistance from adaptive technology, however, individuals with disabilities will need fewer occasions to ask for help. If students get used to adaptive technology on campus, they can go on to use it in their professions, too, Yurcisin said.

“I think the bottom line is that it makes them able to be just like any other students,” Lissner said. “And that’s the goal.”

Yurcisin said ODS now works on a plan to open a new computer center, which provides students more adaptive technology in late winter. Voice recognition programs in the new space will expand the chances for students with disabilities, Warrington said. ATTC has a voice recognition program, but students don’t use it because it may be distracting to other students around. The new center will have a place designated for those programs where students can have their own space, Warrington said.

“I think we’ve created a great deal of awareness,” Yurcisin said. “And we will continue to do so.”