Dan Comden

Automating tactile graphics translation

Access to graphical images (bar charts, diagrams, line graphs, etc.) that are in a tactile form (representation through which content can be accessed by touch) is inadequate for students who are blind and take mathematics, science, and engineering courses. We describe our analysis of the current work practices of tactile graphics specialists who create tactile forms of graphical images. We propose automated means by which to improve the efficiency of current work practices.We describe the implementation of various components of this new automated process, which includes image classification, segmentation, simplification, and layout. We summarize our development of the tactile graphics assistant, which will enable tactile graphics specialists to be more efficient in creating tactile graphics both in batches and individually. We describe our unique team of researchers, practitioners, and student consultants who are blind, all of whom are needed to successfully develop this new way of translating tactile graphics.

Automated tactile graphics translation: in the field

We address the practical problem of automating the process of translating figures from mathematics, science, and engineering textbooks to a tactile form suitable for blind students. The Tactile Graphics Assistant (TGA) and accompanying workflow is described. Components of the TGA that identify text and replace it with Braille use machine learning, computational geometry, and optimization algorithms. We followed through with the ideas in our 2005 paper by creating a more detailed workflow, translating actual images, and analyzing the translation time. Our experience in translating more than 2,300 figures from 4 textbooks demonstrates that figures can be translated in ten minutes or less of human time on average. We describe our experience with training tactile graphics specialists to use the new TGA technology.

Computer and cell phone access for individuals with mobility impairments: An overview and case studies

Computers, telephones, and assistive technology hold promise for increasing the independence, productivity, and participation of individuals with disabilities in academic, employment, recreation, and other activities. However, to reach this goal, technology must be accessible to, available to, and usable by everyone. The authors of this article share computer and telephone access challenges faced by individuals with neurological and other impairments, assistive technology solutions, issues that impact product adoption and use, needs for new technologies, and recommendations for practitioners and researchers. They highlight the stories of three individuals with neurological/mobility impairments, the technology they have found useful to them, and their recommendations for future product development.

Computer science for everyone: making your computing classes and departments accessible

This special session addresses how to make computer science programs more accessible to students with disabilities. Best practices in helping students with disabilities reach their goals are reviewed. The session will describe successful solutions, including access technologies. The activities of the NSF-funded AccessComputing Alliance will be reviewed. There will several activities planned during the session. One activity will be a participatory self-assessment on the accessibility of the participant’s classes and departments. Another will be an open discussion of the participants’ experiences with students with disabilities, as well as discussion of accessibility strategies and how they impact computing science courses.

Broadening participation of people with disabilities in Computing fields

Individuals with disabilities are significantly underrepresented in both postsecondary academic programs and careers in computing, even though demand for employees in some information technology (IT) fields remains high. This presentation will describe access challenges for individuals with disabilities who wish to pursue IT fields, share promising practices for attracting people with disabilities to these fields, and provide information about The Alliance for Access to Computing Careers (AccessComputing).AccessComputing is funded by the National Science Foundation and serves to increase the participation of people with disabilities in computing careers that include those in computer science, information systems, software development, computer engineering, systems management, and teaching. AccessComputing is a collaboration of the Department of Computer Science and Engineering and DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the University of Washington (TJW). Partners include Gallaudet University, the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology, Microsoft, the NSF Regional Alliances for Persons with Disabilities in STEM (hosted by the University of Southern Maine, New Mexico State University, the University of Wisconsin-Madison, and the UW), and SIGACCESS of the association of computing machinery (ACM).

Disabilities, opportunities, internetworking and technology (DO-IT) on the electronic highway

The United States needs citizens trained in science, engineering, and mathematics, including individuals from traditionally underrepresented groups such as women, racial minorities, and individuals with disabilities. The National Science Foundation has funded a project through the College of Engineering at the University of Washington whose purpose is to recruit and retain students with disabilities into science, engineering, and mathematics academic programs and careers. DO-IT (Disabilities, Opportunities, Internetworking and Technology) makes extensive use of computers, adaptive technology and the Internet network.