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"In the summer of 2010, Peter Mosinskis from CSU Channel Islands assembled a team of approximately fifteen volunteers from seven different CSU campuses and one from the UC system to evaluate the accessibility of Google Apps. The team also recruited student volunteers and screen reader users to assist with the testing. Automated, manual, and screen reader testing began the first week of January 2011 and was completed February 4th. The report has been completed and posted here for your review. The CSU Accessible Technology Initiative (ATI) Staff, ATI Leadership Council, and Google have reviewed the Google Apps Accessibility Evaluation report. We discovered a number of accessibility issues during our testing. These issues are outlined in the report as well as "workarounds" that can be used to improve the user experience for persons with disabilities. When campuses choose to use Google Apps, they are required to provide an equally effective service for people with disabilities and it is critical for campuses to ensure that the "workarounds" meet the educational needs of the student and/or faculty. The March 15, 2011 USA TODAY online news article "Complaint: Google programs hard for blind students" illustrates possible legal problems that may result from adopting the Google Apps for Education suite. Questions or Comments about this report may be directed to CSU ATI Staff"

Table of Contents Print Complete BookPrint This Chapter Next ATI Google Apps Accessibility Evaluation Section 1. Executive Summary Section 2. About the Project Section 3. Findings Section 4. Workarounds, Accommodations and Best Practices Summary and Conclusions Authors Note Appendices A - E

"June 23, 2011, 6:20 pm By Jie Jenny Zou California State University's Accessible Technology Initiative suggests in a report released this week that universities limit their campuswide use of Google's free Web services based on what it calls a variety of inaccessibility issues for the blind and those with other disabilities. The report, "ATI Google Apps Accessibility Evaluation," looked at the accessibility of Google Apps for Education, a free software suite available to colleges and elementary and secondary schools. Hundreds of colleges have adopted Google Apps as their official campus e-mail and communication service for students."

for update to posts about Google Apps

"CSU testing confirmed the accessibility problems furnished by Google in their Voluntary Product Accessibility Templates (VPATs; see Appendix). The applications tested had varying levels of accessibility; most had significant accessibility problems which inhibit users of assistive technology from successful, regular use of the products. Some workarounds are now available for Docs, Spreadsheets, Presentations and Calendar. Limiting use of Docs, Spreadsheets, Presentations and Calendar to administrative or back-office processes and systems is recommended when possible. Limiting adoption and use of Forms, Sites, and Gmail Chat is recommended until accessibility improves or better workarounds become available. "

Link to main and other pages on the left.

"Rupert Murdoch uses eG8 to talk up net's power to transform education News Corp chairman claims 'Victorian' schools are 'last holdout from digital revolution' Kim Willsher in Paris guardian.co.uk, Tuesday 24 May 2011 18.10 BST Rupert Murdoch, the News Corporation founder and chairman, used his address to the eG8 Forum in Paris on Tuesday to call for more investment in education and "unlocking the potential" of the world's children. Murdoch said it was not a question of putting a computer in every school, but concentrating on opening up opportunities for youngsters to flourish by using targeted and tailored software. News Corp moved into the $500bn (£310bn) US education sector in late 2010, paying about $360m in cash for 90% of technology company Wireless Generation, which provides mobile and web software to enable teachers to use data to assess student progress and deliver personalised learning."

"Would it not be better to train teachers in adapting whatever software is generally available, be it desktop or on the cloud, to fit their and their specific students' needs?' I disagree with this analysis. Software not created for educational purposes will only adapt so far. It is, for example, word processing substituting for paper and pencil. That's worthy of doing but really makes no difference in instruction. When software is created specifically for learning, it can reach much more deeply into the learning processes. It's not just peripheral but central to learning. You can adapt lots of software to education in lots of ways, and I've read of many very clever adaptations. Almost all could be done without the use of a computer, albeit somewhat less efficiently but nonetheless effectively. I read Murdoch's call, which echoes something I've been saying for many years, as meaning that we have to build software that answers the necessities of learning. We don't have much today.

Taking up your example of word processing as substitute for pen and pencil , Harry: true, and that's what I retorted in the late 1990's to a digitalophobe academic, when we met about the Italian translation of one of his books, and he boasted of having got a letter from a publisher saying he was their last author to deliver typescripts on paper and not as a digital file. I pointed out that cut and paste, copy and paste (the things he particularly hated the ease of in digital media) existed in the real world looooooong before computers, let alone PCs, let alone the Web. And yet... in 2007 I was asked to set up at very short notice an intensive preliminary French workshop for participants in a master course in intercultural studies: though in Lugano, the course was to be in French and English. I asked for access to the Moodle for the course, to store course materials there etc. The organizers refused: "The Moodle will only be explained to the students in the first week of the course proper". The idea that graduate students needed to have a Moodle explained to them in 2007 seemed peregrine, but rather than arguing, I set up a for-free wiki instead. At our first meeting, the students asked why we weren't using the Moodle, I repeated the official explanation, they laughed and got the hang of the wiki immediately. Then, for reading comprehension, they chose one of the assigned texts for the course: a longish book chapter they had received by e-mail as a grayish PDF based on a low-resolution scan, based on a reduced photocopy to make 2 pages fit on an A4 sheet: i.e. with no margin to take notes on. So we printed the PDF, separated the pages with scissors, pasted the separate pages with glue sticks on new A4 sheets, to get wider margins to write in. And then we made a wiki page for it, copied in it the subheadings, between which the students, added the notes they were taking, working in groups on the new paper version. Result: http://micusif.wikispaces.com/Vinsonneau

By David Nagel 05/26/11 "...The United States Department of Education's Office of Civil Rights Thursday issued a "dear colleague letter" to public K-12 institutions (as well as a separate letter to higher education institutions) and a set of answers to frequently asked questions that expands on a letter sent out exclusively to college and university presidents last June (DCL). In the FAQ, OCR makes explicit some legal obligations of all education institutions, including K-12 institutions, to "ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities." At the same time, the FAQ said the intent is not to stifle the use of new and emerging technologies, but to "remind everyone that equal access for students with disabilities is the law and must be considered as new technology is integrated into the educational environment. ..."

Complements http://etcjournal.com/2010/07/06/ebook-readers-attempting-to-bugger-the_blind-bad-for-business/ and perhaps http://etcjournal.com/2011/03/19/nyu-northwestern-schools-adopting-google-apps-discriminate-against-the-blind/