This chapter deals with the technology and skills vocational rehabilitation (VR) professionals need to use the computer and Internet. Beyond basics of computer competency, this chapter approaches the subject of information literacy. "Information literacy" could be generally defined as the ability to access, evaluate, organize, and use information from a wide variety of sources. The VR professional who is able to find quality information and organize it efficiently is empowered. This chapter also deals with several search methods and tips and tricks to stay organized, evaluate Web sites, and develop a personal Web reference library. Finally, it discusses issues of accessibility.

     It’s Friday afternoon, and the computer technical support person arrives to install the e-mail upgrade and browser software on Iris’s desktop computer. While the technician takes over the office for a few minutes, Iris, a VR counselor, meets with a client in the break room to go over some forms. Upon returning to the office, she finds the technician has installed the software. The technician proclaims that her desktop computer is, at long last, wired to the Internet and gives a brief demonstration on which icon to "point and click" to get to the Internet. Web sites flash across the monitor. The demonstration concluded, the technician hands her a policy statement to circulate among staff regarding proper use of the Internet and use of e-mail for personal business. With little time for in-depth questions, the technician packs her software-laden briefcases and moves on to the next district office to install the software on three more computers before the day is through.

Iris gazes at her computer screen and exclaims, "Who knew it would be this simple? This is terrific! All the information on the Internet is now available at the click of a mouse. All we have to do is ‘point and click’! Just think of the possibilities!" High fives and congratulations—the whole office is now wired to the Internet.

The phone rings. A caller is holding on line two. Surfing will have to wait because of the time the technician took to provide the demonstration. Perhaps there will be time when the waiting room is not so full of clients, the next crisis passes, and the phone calms down. A client is ushered into the counselor’s office. Iris closes the Internet browser and switches to the client information forms within the agency management information system, thinking to herself, "Monday will surely be a better day to surf. Well, not Monday, but another day. How hard could it be? All I have to remember is to ‘point and click,’ right?"

The Internet is easy to use, but hard to learn. — Unknown

     We define a computer literate professional as one who has acquired the knowledge and experience necessary to utilize computers intelligently and efficiently within his or her discipline (Office of Academic Computing, 1997). Can the person who has the computer skills to play Galactic Warrior be considered computer literate? While using a joystick to slice and dice your digital opponent may be entertaining, having computer skills of this nature does not qualify one as computer literate. Neither would we counsel a person in search of employment that word-processing skills alone are adequate for the job seeker to be competitive. But what computer skills does a rehabilitation professional need to use a computer intelligently and efficiently within the VR discipline?

     Within recent years the public VR program has made significant progress in exploiting computers for tracking client services information as well as for other production tasks. VR agencies take advantage of computer software such as word processors, spreadsheets, calendars, graphic design tools, and chart makers. Computers are even used to make banners for holiday and retirement celebrations.

     Computer skills are rarely taught to VR professionals unless the training is directly related to operating software used by the agency. The computer literacy classes available teach topics such as keyboard commands, operation of the file system, use of the mouse, and other basic skills needed for routine computer operation. A typical curriculum might require a student to name the parts of the computer, demonstrate how to save a file and transfer a file from one folder to another, or search for information on a CD-ROM. While this approach to training serves the purpose of learning to operate the machine, computer training for its own sake accomplishes little. Computers are tools for accomplishing specific tasks, and if a task is not performed regularly, the computer skills learned are quickly forgotten. Nevertheless, having basic computer skills is a prerequisite to gaining access to the information available not only to the public VR program, but also to the business and professional world.

     Computer literacy courses teach how to use a computer, but not when or why (Johnson & Eisenberg, 1996). The when and why for VR professionals means using computers to facilitate the VR process and solve VR problems. It means having the knowledge to search, locate, evaluate, and apply information and knowledge in new ways to accomplish rehabilitation outcomes. This use of computers has been neglected or at least underdeveloped for VR professionals. Since bad information is often worse than no information, how are VR professionals to use the computer and Internet with confidence?

     Certainly the Internet opens new vistas of information that were once inaccessible to VR professionals, but unlimited access to information brings with it certain problems and responsibilities. To think critically and act responsibly in the interest of consumers, VR professionals must have a good understanding of the dynamics of the Internet. In a time of unprecedented information access and a rapidly changing society, discriminating users of information are needed.

The Information-Literate VR Professional

Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information upon it. — Samuel Johnson (1709-1784) (Bartlett, 1992)

     Information literacy assumes computer literacy. Knowing how to use a computer is one thing, but knowing the why, when, and where to look for information is another. Information-literate VR professionals should be able to know how to find the data and information they need quickly and be able to communicate it to others to solve problems.

     "Information literacy" could be generally defined as the ability to access, evaluate, organize, and use information from a wide variety of sources. It’s all about ending the search through useless information and finding answers to questions (Carlson, 2000). Becoming information-literate VR professionals means (a) having an understanding of different media and technologies, (b) using the ability to think critically, (c) having an understanding of ethics, (d) evaluating information properly, and (e) communicating to put the information to work for people with disabilities. These are the skills that can bring about personal empowerment—for the VR professional as well as the individual with disabilities. Becoming information literate means understanding the information monster and taking steps to tame it.

    To experience the information monster first hand, merely enter a single keyword using a popular search engine. You will likely receive many thousands of hits. This is but one example of what happens when most of the obstructions to information have been removed. At once you have more information than you can sift through to locate the exact information you need. The temptation is to accept the first thing that comes along because of time pressure or to simply discount the use of the Internet as a professional rehabilitation tool. After all, who has the time to waste?

     Before computers were linked together to form the Internet, reference librarians provided a convenient shortcut to research questions. The librarian shortened the information search by helping to filter out irrelevant information sources. The Internet is nothing like a trip to the library. There are no reference librarians to act as a go-between, nor is the information neatly organized in a central card catalog filing system. Instead of linear information management tools such as the Dewey Decimal System, the Internet is a conglomeration of many communication channels. While finding information on the Internet may not be as straightforward as the Dewey Decimal System, it is a myth that the Internet is chaotic. While it may take some time to become familiar with the territory, the user should be comfortable with some level of ambiguity. It changes every day as pages are updated. Servers that worked yesterday no longer respond. E-mail disappears into the vapor, never to be retrieved. Get used to it.

    The Internet is growing so quickly that human ability and current technology cannot keep up with it. While some information is credible and high quality, some is not. Information is added but nothing is taken away. Information comes from all directions in multiple forms. Only you, the information consumer, can judge whether the information you receive meets your current needs. The Internet is an unregulated ocean of information for which the terms "navigation" and "surfing" are well suited. Unfortunately, most traditional information management practices are too linear and specific: they were pipes developed for a stream, not an ocean (Alesandrini, 1992).

     Computers have the capacity to access countless information sources in a single search. They provide more printed information than you have the time or ability to read, evaluate, or use. The capacity of a computer wired to the Internet far outstrips the ability of the inexperienced mortal at the keyboard to choose which information should be retrieved. The Internet takes off all the controls.

     So the problem, then, is not how to find a needle in a haystack. Rather, the problem is how to find the needle in a stack of needles. It begs the question, If the computer user has unlimited access to information, can a VR professional learn to locate, retrieve, synthesize, and apply the right information in the right place at the right time? Theoretically, those who possess high-quality information should provide better service than those who have no access to the information. Clearly if information is empowering in an information economy, those with the highest quality information are more empowered than those without the information.

     The problem of information overload may be an underlying reason why many VR professionals do not use the Internet effectively. The common complaint of counselors is "I don’t have time to surf the Internet." People may perceive information overload because the information they receive does not fit into their current mental models for understanding the world. Perhaps the issue is not too much information, but information that is not usable or meaningful (Imel, Kerka, & Wagner, 1999).

 To master the information monster, you must "understand the relationship between data, information, and knowledge: data are raw facts and figures, information is data organized into a meaningful context, and knowledge is organized data and information that have been understood and applied" (Gilster, 1997). There is a learning curve to master communications software, Web browsers, news readers, and the concepts underlying their use. Some of the specific skills involved are discussed in the next section.

     The following is an adaptation of an article written by Doug Johnson and Mike Eisenberg in Emergency Librarian, a Canadian journal for library scientists. Even though the article was written to emphasize the teaching role of school librarians, the applications for rehabilitation are clear. The VR professional should be sufficiently skilled to apply a variety of available software products to facilitate the rehabilitation process. Computer skills should be sufficient to take full advantage of emerging software designed specifically for rehabilitation use. The following competencies are offered for consideration by VR human resource trainers when designing computer training. They are presented on two levels simultaneously. The primary level deals with actual computer operation skills. The secondary level addresses effective problem solving and application of the information.

Among basic competencies relevant to the VR professional are:

• Knowing and using basic computer terminology.

• Operating various pieces of hardware and software, particularly the operating system, to handle basic maintenance.

• Being able to connect and operate the computer to access information networks and to read and follow guides and manuals of operation.

• Demonstrating a basic understanding of computer programming syntax.

• Understanding the impact of information on careers, society, their own lives, and the lives of others.

• Continuously improving their own technology skills to be an effective VR professional.

The VR professional should define the information problem and plan the information search efficiently and effectively by:

• Brainstorming to define or refine information problems. This includes developing research questions or perspectives on various topics related to solving rehabilitation and employment problems.

• Using e-mail and on-line discussions (listservs and newsgroups on the Internet) to communicate and facilitate cooperative activities with others.

• Using desktop conferencing, e-mail, and on-line discussions on global networks.

• Understanding and abiding with Internet etiquette customs.

The VR professional should determine the range of possible resources and evaluate them by:

• Assessing the value of various types of electronic resources for data gathering, including databases, CD-ROM resources, commercial and Internet on-line resources, electronic reference works, and community and government information electronic resources.

• Identifying and applying specific criteria for evaluation of computerized electronic resources.

• Using e-mail, listserv, and newsgroup forums to query such groups as part of a current literature search.

• Using a computer to generate modifiable flow charts, Gantt charts, timelines, organizational charts, project plans, and calendars to organize complex information problem-solving tasks.

The VR professional should demonstrate how to locate technological and information resources effectively by:

• Locating and using appropriate computer resources and technologies within the agency, such as on-line catalogs, databases, full-text resources, multimedia, resource centers, computer stations, CD-ROMs, scanners, digital cameras, etc.

• Locating and using appropriate computer resources beyond the agency and local-area network, including productivity software, Internet technology including Web sites, browsers, gophers, file transfer protocol sites, on-line public access library catalogs, and other resources.

• Knowing technology support and computer experts available within the agency and elsewhere who might provide assistance.

• Conducting self-initiated electronic surveys through e-mail, listservs, and newsgroups.

• Using organizational systems and tools specific to electronic information sources that assist in finding specific and general information, i.e., indexes, tables of contents, user’s manuals, legends, graphic clues and icons, cross-references, logic strategies, timelines, links in the text, knowledge trees, uniform resource locators (URLs), etc.

• Using stand-alone CD-ROMs and databases.

• Using search tools and commands available for searching the Internet (directories, search engines, meta searches, etc.).

The VR professional should organize and communicate results of the information problem-solving effort as evidenced by:

• Classifying and grouping information properly using a word processor, database, or spreadsheet.

• Using word processing or desktop publishing software to create printed documents applying keyboard skills to at least twice the rate of handwriting speed.

• Creating and using computer-created graphics in presentations.

• Using database file management software to create original databases.

• Using presentation software effectively.

• Creating hypermedia and multimedia productions with digital video and audio.

• Creating World Wide Web pages and sites using hypertext markup language (HTML).

• Suggesting solutions for visual and auditory accessibility issues experienced on the Web by people with disabilities.

• Properly citing electronic sources in footnotes, endnotes, and bibliographies.

• Coaching clients in the uses of electronic job banks and job resource centers to help them discover occupational and job placement information.

     After finding potentially useful information, the VR professional should be able to evaluate it and extract the relevant information. The information should be presented for use in VR settings to achieve rehabilitation outcomes. The competencies related to this task include:

• Viewing, downloading, decompressing, and opening documents and programs from Internet sites and archives.

• Cutting and pasting information from an electronic resource to a personal document.

• Taking notes and outlines with a word processor or similar productivity program.

• Recording electronic sources of information in order to cite them in footnotes and bibliographies.

• Using electronic spreadsheets, databases, and statistical software to process and analyze statistical data.

• Evaluating information to determine quality and appropriateness.

• Applying ethical and legal principles related to information technology, such as copyright, and applying professional ethics related to the rehabilitation profession.

• Applying the information to achieve VR outcomes.

     The VR professional should be able to judge the effectiveness of the search as applied to the information problem-solving process. The focus of this area is to concentrate on how well the final product meets the original task (effectiveness) and how well the information problem-solving process was applied (efficiency). Evaluation is also subject to supervision review (Johnson & Eisenberg, 1996).

    Upon reviewing staff competencies, supervisors and administrators may want to provide training. The following factors should be considered when developing a training plan:

• Find local computer training that emphasizes the efficient use of productivity software such as word processing, spreadsheets, and database software. Contact your agency human resources department or training unit for recommendations. The human resources department makes agreements with state vocational schools, consultants, and others for computer training.

• When negotiating training contracts, talk to the people who will perform the training sessions. Require the trainer to use hardware and software that is accessible to individuals with disabilities. If they are unable to comply, find another trainer.

• Purchase software that is accessible to staff with disabilities and other prospective staff members.

• Buy commercially available hardware and software manuals and distribute them among field staff. It is hard to download the information from the Internet if you cannot get a manual that describes in detail how to access the Internet in the first place.

• Identify the person in each unit who is already computer literate, has an interest in computer technology, and is willing and able to teach others. This person may be a supervisor, a rehabilitation counselor, a technician, or a secretary. If training funds are tight, you may consider training this person with the understanding that he or she will instruct other staff members. Create opportunities to grow your own specialists, consultants, and other experts within the unit.

• Create a learning environment that includes experimentation with the Internet. Administrators should consider sending a clear message to supervisors and counseling staff that it is permissible to experiment with the Internet as long as policy is not violated. Experimentation may mean downloading recipes or joining a newsgroup for dog fanciers, but eventually these competencies learned in low-risk situations will be applied in work situations.

• Provide staff with several pages of Internet site addresses that are rehabilitation related. (This, of course, requires that the leadership of the agency is sufficiently computer and Internet savvy to make the recommendations.)

• Consider expanding and re-thinking the role of the rehabilitation technician or secretary. As counselors take on more of the responsibility for word processing and other chores, the role of the technician can shift to that of an information specialist. To be effective as a counselor, quality information is needed to make plans and make decisions. A rehabilitation technician who is skilled in searching, locating, evaluating, and retrieving information would make a real contribution. This could include gathering information for the case file or medical records as well as finding resources on the Internet that apply to the rehabilitation problem to be solved. In this way the technician becomes a full partner in the rehabilitation process.

     The hardware required to access the Internet is little or no different at work than at home. At a minimum the following are required:

• A personal computer (either Macintosh or IBM-compatible) with at least 16 megabytes of RAM, but the more the better.

• Netscape 4.0 or greater, Microsoft Internet Explorer, or similar browser.

• A high-speed modem.

• An Internet service provider (ISP) connection capable of supporting the use of browser software. The ISP provides the gateway to the Internet.

• An e-mail account.

• A paid telephone bill. The computer is connected to the ISP either through a telephone line or your local-area network.

     The term browser is short for Web browser, a software application used to locate and display Web pages. The two most popular browsers are Netscape Navigator and Microsoft Internet Explorer. Both of these are graphical browsers, which means that they can display graphics as well as text. In addition, most modern browsers can present multimedia information, including sound and video, though they require plug-ins for some formats.

     At this time all state VR agencies provide the browsers and ISP connections; however, they may not be available to all staff. If, for some reason, you are unable to access the Internet at the office, it is relatively inexpensive to get your home computer hooked up to it. Check at your local bookstore or computer software merchant. But first, you may want to check your junk mail for the CD-ROMs that browser companies such as America Online or CompuServe frequently send out. These offer a free trial period for their services as well as the browser software you need to get on-line and access the Web.

     With the Internet connection established, VR professionals can begin searching. Pitfalls and strategies for searching are described in the next section.

     The Web search engines are very important and useful resources and are playing a major role in the information age. However, the search engines are currently lacking in comprehensiveness and timeliness. The current state of search engines can be compared to phone books that are updated irregularly and have pages missing but are the best tool available to find information. Those who want to disseminate information on the Web generally register their pages with the search engines. Some engines will "index" Web pages (meaning record by keyword) within a few days and some within a few months. However, there is no guarantee that the page will ever be listed. Many people report that they cannot get engines to index their pages at all, or that previously indexed pages have been dropped from an engine. Consider the following before relying solely on your favorite search engine:

• As of February 1999, the publicly indexable Web contains an estimated 800 million pages; 83% of sites contain commercial content and 6% contain scientific or educational content. Only 1.5% of sites contain pornographic content.

• No one search engine can search the entire Internet. Search engine coverage relative to the estimated size of the publicly indexable Web has decreased substantially since December 1997, with no engine indexing more than about 16% of the estimated size of the publicly indexable Web. There may be a point beyond which it is not economical for search engines to improve their coverage or timeliness. "The engines may be limited by the scalability of their indexing and retrieval technology or by network bandwidth…. Larger indexes cost more to create and slow the response time on average" (Lawrence & Giles, 1999).

• Coverage of search engines varies dramatically. The coverage of the engines is increasing slower than the size of the Web (Table 2-1).

• Professional journals on the Internet are largely inaccessible to non-subscribers.

• Dead links are common. The percentage of dead links returned by the engines increases as the Web grows. (Tip: Although the number of dead links is increasing, you may be able to take the link, remove the last part of the URL so that you have only the base address, and then click on further links from the home page to get to your desired point.)

The following table lists the Search Engine followed by the Coverage of estimated size of Web by percent and the percent of Invalid links.

Northern Light - Coverage of estimated size of Web (%) 16%, Invalid links (%) 9.8%

Snap - Coverage of estimated size of Web (%) 15.5%, Invalid links (%) 2.8%

Alta Vista - Coverage of estimated size of Web (%) 15.5%, Invalid links (%) 6.7%

HotBot - Coverage of estimated size of Web (%) 11.3%, Invalid links (%) 2.2%

Microsoft - Coverage of estimated size of Web (%) 8.5%, Invalid links (%) 2.6%

Info Seek - Coverage of estimated size of Web (%) 8%, Invalid links (%) 5.5%

Google - Coverage of estimated size of Web (%) 7.8%, Invalid links (%) 7%

Yahoo - Coverage of estimated size of Web (%) 7.4%, Invalid links (%) 2.9%

Excite - Coverage of estimated size of Web (%) 5.6%, Invalid links (%) 2.7%

Lycos - Coverage of estimated size of Web (%) 2.5%, Invalid links (%) 14%

    In light of the above, novice Web users make serious mistakes when using search engines to find information.

Big mistake #1: Performing a query using one keyword only. You will probably spend long hours looking at useless documents that do not contain the information you want. You will find databases, catalogs, data, pictures, books, videos, and other information most people never heard of, in places you never knew existed. You will be tempted to read articles in journals you didn’t know existed. You didn’t know you needed them and wouldn’t have missed them had you not used only one keyword. A new occupational hazard of Internet users will be recognized due to repetitive clicking: carpal click-finger syndrome. (Hint: Avoid using the word "the.")

Big mistake #2: Practicing search engine brand loyalty. Find one search engine and stick to it, no matter what. Tell all your friends about it. Ignore the advice of others concerning their choice of search engines.

Big mistake #3: Believing in the "perfect 10 hit" search. Comedian Jerry Seinfeld stars in a credit card commercial involving stopping the gas pump exactly at $20, executing "the perfect squeeze." The computer equivalent of the "perfect squeeze" is pulling off the "perfect 10 hit" search. Theoretically the search engine of your choice should deliver 10 hits, with each hit retrieving exactly the right information from a possible 800 million Web pages. Ten perfect hits, no more, no less. The crusade for the perfect 10 is probably perpetuated by the belief that taking a class in Boolean logic search techniques will enable you to pull it off with your favorite search engine.

Big mistake #4: Succumbing to hyperlink hypnosis. Without a well-thought-out search plan, it is likely that your search will end in frustration. Resist the urge to follow random links. Read and follow the warning label on prescription bottles to avoid hopping around on the Web with the attention span of a circus monkey. Remember that computers are machinery too. If you reach Monty Python’s Flying Web site (http:// www.flyingwebsite.com), you know it’s time to get back to work and stop wasting the government’s money.

Big mistake #5: Choose one. (a) Breaking one of those sand-filled stress balls over your keyboard. (b) Dropping an ice cream cone on your keyboard. (c) Washing your keyboard in the break room sink.

(The following is a cartoon graphic of annoyed man at computer with ice cream cone and one dip of ice cream on his keyboard.)

Cartoon courtesy of Mr. David Titus.

     Time spent learning about search engines and how to pose a query is time well spent. The more you are familiar with the nuances of search engines, the more efficient you will become. Effective problem solving starts with critical thinking. What information do you need? Consider that effective problem solving using the Net is like making a patchwork quilt. Information is pieced together from multiple sources to reach a solution. Your plan may include information resources such as on-line databases, videofiles, government documents, journals, magazines, newspaper articles, newsgroups, and even posing a question to a listserv.

Become familiar with a few trusted sources of information. Identify a few sources that provide reputable and reliable information, such as the National Clearinghouse of Rehabilitation Training Materials (http://www.nchrtm.okstate.edu) the National Center for Dissemination of Disability Research (http://www.ncddr.org), their full-text research link (http://www.ncddr.org/forms/registrysearch.html), and the ERIC Clearinghouses (http://www.accesseric.org/). All are in the business of collecting, organizing, and synthesizing rehabilitation and disability-related information. They can also point you in the direction of other sources.

Define the problem. Lack of sufficient definition of the problem will affect the outcome of the search. Defining the problem helps to identify the information needed to solve the problem.

Choose the keywords and phrases carefully. Because of the nature of search engines, the selection of the wrong keyword makes the difference between failure and success. Brainstorming techniques often help to stimulate thinking. Your ability to find the information you seek on the Internet is a function of how precise your queries are and how effectively you use search services. Poorly constructed queries return poor results; good queries return good results.

Plan the search. Use several different sources of information. (Did you check with your local library?) Because information is organized in many different ways, use more than one search engine or directory. Because the Internet consists of multiple communication channels, information will be found on different channels. Use as many as practical.

Understand the tools. A search engine is a computer program that performs searches. A search method is the way a search tool requests and retrieves information from its Web site (Habib & Balliott, 1997). Different tools and methods are used to accomplish different tasks. It depends on the type of information problem you face.

Use the directory search method when appropriate. Directories are best for general information queries, and search engines are best for searching for specific answers to specific queries. Yahoo! (http://www.yahoo.com), LookSmart.com, and Britannica.com are not actually "search engines," but directories. Directories are identified by the way their databases are organized by subject areas. They are hierarchical in nature by subject, with subcategories related to the parent topic. Using a directory to answer general questions saves time and effort in searching. Their emphasis on including the main page for particular Web sites rather than all pages of a Web site makes them the first step in Internet search strategies. Their databases include a large number of businesses, organizations, and government and educational institutions. Use directories for product searches, especially if the company name is unknown.

    For example, your client uses a wheelchair. However, he and his attendant moved to an apartment where the entrance to the bathroom door is too narrow for the wheelchair. The objective of the search is to locate as many different products that might be a solution. The client suggests that an aviation aisle transporter like the one they use in airplanes might be a reasonable alternative. To compare a large number of devices, Yahoo! would be one place to start the search for a product of this nature. "Adult stroller," "aviation aisle chair," or "disabled" AND "air travel" are possible keywords or phrases used in the advanced search area.

Directory Method Tip: Choose a subject search when you want general information on a subject or topic. Often, you can find links in the references provided that will lead to specific information you want. Advantage: It is easy to use. Also, information placed in its database is first reviewed by skilled persons to ensure its value. Disadvantage: Because directory reviews and indexing are so time consuming, the number of reviews is limited. Thus, directory databases are comparatively small and their updating frequency is relatively low. Also, descriptive information about each site is limited and general (Habib & Balliott, 1997).

Use the search engine method when appropriate. Search engines are often the first search tools Web neophytes use. However, they can quickly produce a bad case of information overload. Those who use them best use them with knowledge of searching techniques and an awareness of search engine shortcomings. Use this tool when you have a specific question that requires a specific answer. Unlike directories that find only the front page, they search all the pages on a Web site. When you pose a query to a search engine, it matches your query keywords against the data it has in its databases to present a listing of possible documents meeting your request. Where the directory searches wide, search engines search deep. They rummage through the entire Web site to find a match and often produce overwhelming numbers of hits, commonly in the multiple thousands. While the number of hits is high, the relevancy to the information needed is often low. The document you need may be buried deep in the thousands of hits.

Using a search engine to obtain information on unique product names, geographic locations, people’s names, or scientific papers on a specific topic is often quite effective. Popular search engines are AltaVista (www.altavista.com), Google (www.google.com), Hot Bot (hotbot.lycos.com), and Northern Light (northernlight.com).

Example #1: Computer technicians use search engines to solve specific computer-related problems. They submit a query using a string of words surrounded by quotes, for example, an error code. A search often not only reveals the solution, but also puts the technician in touch with hundreds, if not thousands, of others who have experienced the same problem.

Example #2: A client needs information on a specific drug for diabetes mellitus and its side effects. A search on GLUCOPHAGE® provides information on the drug, including clinical pharmacology, indications, dosage, administration, warnings, contraindications, precautions, overdoses, and patient information, i.e. RxList at (http://www.rxlist.com/).

Search Engine Method Tip: Choose a keyword search to obtain specific information, since its extensive database is likely to contain the information sought. Advantage: Its information content or database is substantially larger and more current than that of a directory search tool. Disadvantage: A search engine is not very exacting in the way it indexes and retrieves information in its database, which makes finding relevant documents more difficult (Habib & Balliott, 1997).

Use the meta search method when appropriate. A multi-engine search tool (sometimes called a meta search) utilizes a number of search engines in parallel. The search is conducted via keywords employing commonly used operators or plain language. It then lists the hits either by search engine employed or by integrating the results into a single listing. The search method it employs is known as a meta search. Several meta search engines are Dogpile.com (http://www.dogpile.com), Meta Crawler (http://www.metacrawler.com), and Momma.com (http://www.momma.com). 

Meta Search Engine Tip: Use meta search engines to speed up the search process and to avoid redundant hits. Advantage: Meta search engines are tolerant of imprecise search questions and provide fewer hits of likely greater relevance. Disadvantage: A meta search is not as effective as a search engine for difficult searches (Habib & Balliott, 1997).

Use Boolean logic and terminology. The crusade for the "perfect 10 hit" search aside, Boolean search techniques are worth the trouble it takes to learn them. Structured searches, or "Boolean" queries, while known to help obtain more precise search results, can be difficult for some users to learn. Few VR professionals have studied library science; however, borrowing from the librarian tool kit will save a great deal of time and energy in the long run. Use the following terms to formulate more precise searches.

• AND requires that both terms are present somewhere within the document being sought. Use AND for terms that are different to increase the number of relevant hits. Example query: "bread" AND "butter" retrieves pages with both terms present.

• NOT excludes any document containing the term. Use NOT to reduce the number of irrelevant hits. Example query: "bread" NOT "butter" retrieves documents that mention all kinds of bread but never use the word "butter."

• NEAR requires that one term must be found within a certain number of words of the other term. Example query: "bread" NEAR "butter" retrieves pages with both terms present. NEAR also retrieves pages with "bread" appearing with "peanut butter," "almond butter," and "unsalted butter."

• OR requires that at least one of the terms is present. Example query: "butter" OR "margarine" retrieves pages with butter or margarine. Both "butter" and "margarine" may or may not be mentioned in the same document.

    If you obtain too many results, try formulating more precise queries. You may also want to try searches of a phrase or string of words, in which words used together are put in quotation marks. Examples include "treatment for diabetes" and "the quick brown fox jumped over." It is beyond the capability of this monograph to delve deeply into the use of Boolean logic and the nuances of terminology use. However, two tutorials on the subject are available on-line:

• Search Like the Pros (Version 0.2) from the Syracuse University Web site (http://florin.syr.edu/webarch/searchpro/search_like_the_pros.html).

• How to Search the World Wide Web: A Tutorial and Guide for Beginners, by David Habib and Robert Balliott (http://www.ntu.edu.au/business/other/sch_tutr.htm).

Post an appeal for help to a newsgroup. Posting an appeal for help on a listserv or a newsgroup is a popular way of seeking information via the Internet. (A listserv is a list of e-mail addresses identified by a single name, such as mail-list@rehabcity.org. When an e-mail message is sent to the mailing list name, it is automatically forwarded to all the addresses in the list.) Often the information you need that is not easily found on a Web page resides in the memory of a fellow human being. Ideally, a question posted on a listserv or newsgroup would be among the last avenues explored; therefore, it is common courtesy to exhaust all of your regular information resources. Anyone who has conducted research appreciates knowing that the person who is asking a question has taken the initiative to help himself first. Vague questions are normally ignored by most newsgroup members, but in some cases hostile remarks are the result. Thus, the term "flamed." If you have tried to answer your own question, the chances are that some thought has been devoted to the subject. Pose your question in a direct, specific way. Specific questions are easier to answer and draw more helpful suggestions from the members of the group. Remember that this is a very democratic media. Anyone may post a question. Anyone may post an answer. Separating opinion from fact is sometimes a challenge.

Know the group to whom you appeal. Successfully asking for help first depends upon being familiar with the newsgroup or listserv. There are rules for appropriate discussion and different "house rules" on whether questions from "outsiders" are welcome. Chances are that your question has been asked and answered by someone else. Newsgroups will frequently post a frequently asked questions (FAQ) area to save the time and energy of participants. The best maintained newsgroups have FAQs that are updated regularly, so even current event questions can be addressed by looking there first. The site (http://www.eskimo.com/~jlubin/disabled) contains a collection of newsgroups that are available via the site's Categories menu, i.e. Disabilities/Medical Newsgroups. Another source is Deja News (http://www.deja.com)

Use push technology. Push technology automatically downloads information from the World Wide Web to your computer in the off hours. The next time you open your search engine, news articles on topics you selected will appear, or products you wanted have been "pushed" to you for review. Some consider it a time saver when looking for a specific item to purchase using the Internet. Infogate  is a free service at (http://www.infogate.com).

To successfully use the Internet, you must be able to judge the quality of the information. Incorrect information or misleading information often appears as valid and credible as high-quality information. While it would be best to gather all the information and then evaluate it, most evaluation is done on the fly. Here are some suggestions to help analyze the data collected for value, relevancy, quality, and suitability.

    First, look at the URL address to get a clue on the motivation of the Web site (Marine, Kirkpatrick, Neou, & Ward, 1992):

• COM: Domain for commercial businesses and organizations with a profit motive.

• EDU: Domain for degree-granting institutions, such as colleges, universities, libraries, research institutes, local and state school districts, and health science centers.

• GOV: Domain for non-military national government organizations. Some state agencies are registered as GOV (e.g., hawaii.gov).

• MIL: Domain for military organizations.

• NET: Domain for Internet infrastructure related to actual operation of the Internet.

• ORG: Domain for nonprofit organizations, technical support groups, and professional societies and associations.

• US: Domain for people in the United States who have computers at home or small corporations who want to register their host geographically. State government often use this domain as well.

Also ask other questions about the site:

• Who is sponsoring this page?

• Can I verify the legitimacy of the organization?

• Who is the author and what are the author’s credentials?

• How knowledgeable is the individual or group on the subject matter of the site?

• Can the facts be verified? For example, is a bibliography included?

• Are the dates the document was written, revised, and placed on the Web provided?

• Are sources of graphs, charts, and data offered?

• Is contact information for the author or producer provided?

• Are the biases stated or easily identified?

• Is the advertising separated from the content? (Todd, 1999)

• Who is the audience?

• What is the purpose of the Web page and what does it contain?

• How complete and accurate are the information and the links provided?

• How valuable is the information provided in the Web page (intrinsic value)?

• What is the relative value of this Web site compared with the range of information resources available on this topic?

• What other resources (print and non-print) are available in this area?

• What are the date(s) of coverage of the site and site-specific documents?

• How comprehensive is this site?

• What are the link selection criteria if any?

• Are the links relevant and appropriate for the site?

• Is the site inward-focused, outward-focused, or both?

• Is there an appropriate balance between inward-pointing links ("in-links" i.e., within the same site) and outward-pointing links ("out-links" i.e., to other sites)?

• Are the links comprehensive, or do they just provide a sampler?

• What do the links offer that is not easily available in other sources?

• Are the links evaluated in any way?

• Is there an appropriate range of Internet resources—e.g., links to gophers?

• Is multimedia appropriately incorporated?

• Does the document follow good graphic design principles?

• Do the graphics and art serve a function, or are they decorative?

• Do the icons clearly represent what is intended?

• Does the text follow basic rules of grammar, spelling, and literary composition?

• Is there an element of creativity, and does it add to or detract from the document itself?

• Can the text stand alone for use in line-mode (text-only) Web browsers as well as multimedia browsers, or is there an option for line-mode browsers?

• Is attention paid to the needs of the disabled—e.g., large print and graphics options, audio, alternative text for graphics?

• Are links provided to Web "subject trees" or directories—lists of subject-arranged Web sources?

• How usable is the site? Can visitors get the information they need within a reasonable number of links (preferably three or fewer clicks)?

• Is appropriate interactivity available?

• When it is necessary to send confidential information over the Internet, is encryption (i.e., a secure coding system) available?

• How secure is it?

• Are links to search engines available, or is a search engine embedded in the Web site? (Grassian, 1998)

     This section reviews techniques for creating, organizing, and maintaining a personal library of Web-based resources. By having such a library, users won’t have to remember and type in so many URL addresses, nor will they have to search the Internet each time they’re looking for a particular Web site. Instead, once they locate a page, they can store the information for easy access later. The discussion will center on two widely used browsers in the Windows 95/98 environment: Netscape Navigator/Communicator and Internet Explorer.

     Both browsers offer support and training. Microsoft’s Internet Explorer browser offers on-line support in the Help menu, which includes a help topics file, on-line Web tutorial, product news, frequently asked questions, and technical support links to the Microsoft home page. The web tutorial selection in the Help menu links the user to the Complete Internet Guide and Web Tutorial (http://www.microsoft.com/insider/Internet/default.htm), which offers complete on-line information on browser basics, advanced searching techniques, and many other topics. The latest browser version of Netscape Navigator, Netscape Communicator, has a Help menu where the user can access the internal help contents file as well as on-line links to the Netscape Communicator Reference Library and technical/product support and information.

Browser software provides tools that allow the user to create an organized folder/file and menu/submenu system for labeling and indexing frequently accessed Web site pages. Netscape Navigator/Communicator uses the Bookmarks tool, and Internet Explorer offers a similar function called Favorites.

Bookmarks (Netscape Navigator/Communicator). The Bookmarks tool marks or flags a Web page and adds it to the Bookmarks-bookmarks.htm file list. Bookmarking tools allow the user to rename bookmarked pages and/or folders, create/label new folders for filing resources, and arrange folders into a logical file system.

To add a Web page to your bookmark list, begin by having the desired page on your screen. Then do one of the following:

1. Right-click the mouse to display a pop-up menu. Scroll down and select Add Bookmark.

2. Place the cursor on the Bookmarks icon on the Netscape Navigator/Communicator’s Location tool bar, left-click, and then select Add Bookmark from the Bookmarks menu.

3. Place the cursor on the Location or Netscape icon on the Netscape Navigator/ Communicator’s Location tool bar. The cursor will display a "gripping hand." Hold the left mouse button down while "dragging" the Location icon over to the Bookmarks icon and then release. Note: the Bookmarks menu will appear during this technique. You do not have to select any of the menu items, just "drag and release."

4. Press the Ctrl key plus the D key (Ctrl + D)

 After any one of the four methods, the displayed Web page will be added to the Bookmarks-bookmarks.htm resource list.

     To access a specific bookmarked Web page, go to the Bookmarks menu by activating the Bookmarks icon on the Location toolbar or pressing Ctrl plus B. Once in the bookmarks menu, simply click on the desired site. The arrangement of the Bookmarks-bookmarks.htm list can be changed by accessing the View menu at the top of the Bookmarks-bookmarks.htm window. Bookmarked Web pages can then be arranged by name, location, date created, or date last visited.

Favorites (Internet Explorer). Favorites operates in a way similar to Netscape Navigator/ Communicator’s Bookmarks-bookmarks.htm file list. To add a Web page on your screen to the Favorites list, display the Favorites menu by activating the Favorites icon on the tool bar, opening Favorites on the top menu, or right-clicking to display a pop-up menu. Then select "Add to Favorites." The Add to Favorites dialog box displays the name of the Web page resource in the Name box. The user can accept the current name or change the name by typing the desired text in the Name box. Selecting OK adds the Web page resource to the Favorites resource list. Through the View menu, Favorites can be arranged by name, type, size, or date.

    As with any reference library, organization is the key component for efficient access and utilization of resources. Netscape Navigator/Communicator’s Bookmarks and Internet Explorer’s Favorites offer a flexible filing system for organizing Web-based resources. Both offer powerful tools for (1) labeling, grouping, and filing similar Web page resources and information into a logical and user-defined system and (2) adding descriptive comments, renaming, and/or changing the arrangement of individual resources or folders. For example, the user may choose to organize the Bookmarks or Favorites resource list according to general topic areas in folders labeled legislation, Social Security, medical resources, employment resources, disabilities, transportation, support groups, etc. The user can further expand the folder system by adding subject-specific folders under a general topic folder—e.g., head injury, cerebral palsy, and developmental disability subfolders under the main folder on disability. Bookmarks or Favorites can be moved in, moved out, and copied to the desired subject folders. Thus, the Bookmarks or Favorites list can be organized as a directory tree similar to your computer’s folder and file directory.

Netscape Navigator/Communicator. Netscape Navigator/Communicator 4.0 and subsequent upgrades provide the option of adding bookmarked resources directly into folders. The user can open the Bookmarks menu using the Bookmarks icon on the Location tool bar and select File Bookmark. The Bookmark-bookmarks.htm menu list now displays folders and bookmarked resources. Folders that contain subfolders have an arrow to the right of the main folder name. Scroll, locate, and select the desired folder or subfolder where the bookmarked Web page is to be filed. This will place the bookmarked Web page in the selected folder. This is called bookmarking on the fly and offers the user a very convenient way of filing bookmarks directly from the Bookmarks menu.

     Organizing bookmarks into folders is very similar to organizing word processing and/or program folders on your personal computer. Netscape Navigator/Communicator offers many tools for creating, labeling, adding descriptive text, and sorting resource folders. All of this can be accomplished by using the Edit Bookmarks tool that appears in the Bookmarks menu.

     Under the Edit Bookmarks tool, add a folder by selecting File, selecting New Folder, and then naming the folder and selecting OK. Bookmarked Web pages or links can then be moved or copied to specific folders. In addition, new folders may be put under existing folders. Here are two methods for moving a Developmental Disabilities folder under a Disabilities folder:

• Drop and drag technique. Open the Disabilities folder. Select and highlight the Developmental Disabilities folder on the Bookmarks menu list while holding down the left button on the mouse. "Drag" the Developmental Disabilities folder to the Disabilities folder and "drop" it by releasing the left mouse button. The Developmental Disabilities folder now appears as a subfolder under Disabilities.

• Cut and paste technique. The Cut and Paste tools can be accessed by either opening the Edit menu at the top of the Bookmarks-bookmarks.htm window or by right-clicking the mouse to access the pop-up menu. First select and highlight the folder to be moved, i.e., Developmental Disabilities. Select Cut. Once Cut is selected, the folder will disappear from the list and be posted to the computer’s clipboard. Now, locate and open the Disabilities folder. Open the Edit menu and select Paste. The Developmental Disabilities folder now appears under the Disabilities folder.

Netscape Navigator/Communicator includes other tools in the File, Edit, and View menus that can help create a user-friendly Bookmarks reference list.

File menu:

Copy: moves bookmarks as well as folders to multiple locations or folders.

New Separator: inserts new separation entries in your folder/bookmark list organizational tree.

Import: allows the user to import other Bookmark files to add to the existing Bookmark-bookmarks.htm list.

Save As: allows the user to save bookmarks.htm files to a disk or another folder on the computer.

Add Selection to Personal Toolbar: places selected Web site links from the Bookmarks-bookmarks.htm list onto the Netscape Navigator/Communicator’s Personal Toolbar, i.e., places a labeled button on the Personal Toolbar. Activating the Personal Toolbar button will take the user to the desired Web site or page. This tool is very convenient for quick user access to frequently visited Web sites.

Create Shortcut: places a selected bookmarked link on the Windows 95/98 desktop. The shortcut can be double-clicked on the Windows desktop, and Netscape Navigator/Communicator will activate and display the linked Web page.

Edit menu:

Undo and Redo: allows the user to "undo" or "redo" current changes to the Bookmarks list.

Cut, Paste, Copy, Delete: allows the user to cut and paste as well as copy or delete bookmarks and/or folders on the Bookmarks list.

Select All: highlights all bookmarks on the Bookmarks list.

Find in Bookmarks: allows the user to type in the name of a desired bookmark in a dialog box and search the Bookmarks-bookmarks.htm list for a specific Web page resource.

Bookmark Properties: gives the name selected for a specific bookmarked Web page and displays the location (URL), i.e., Web site page address. Note: keystroke shortcut commands for each of the above menu choices are displayed in the File and Edit menus.

Internet Explorer. To place a new bookmark in a specific folder, open the Favorites menu with the Favorites icon on the toolbar or from Favorites on the Internet Explorer top menu. Select Add to Favorites and then Create in >>. The dialog box will display the organizational tree of folders, which the user can select from. The Add to Favorites dialog box also gives the user the option of creating a new folder during this procedure.

    Organizing and arranging Internet Explorer’s Favorites resource list utilizes the same techniques as discussed for Netscape Navigator/Communicator, i.e. "drag and drop" and "cut and paste." However, Internet Explorer adds another option: a convenient series of automated buttons and windows under a menu called Organize Favorites. The buttons include Move, Rename, Delete, Open, and Create a New Folder.

     A final option for organizing is to begin with a display of the complete list of Favorites, which can be accessed by opening the Favorites menu and selecting More Favorites. Once a folder or Web page resource is highlighted, the user can access a pop-up menu and utilize the Open, Send To, Cut, Paste, Copy, Create Shortcut, Delete, Rename, and Properties tools. Also, the user can activate a toolbar from the View menu that displays active buttons for accessing many of these tools, i.e., Cut, Copy, Paste, Undo Move, Delete, Properties, Large Icons, Small Icons, List, and Details.

     Both Netscape Navigator/Communicator and Internet Explorer provide the tools to create and name shortcuts. By using shortcuts, the user can go from a text document to a specific page on the Internet with a press of a button—rather than getting out of the document, going into the browser, and selecting the page from the Bookmark or Favorites list. This is a very convenient technique for quick and ready access to frequently used Web pages. The user can also file Web pages on the desktop using the Save As option. This allows the user to access a Web page from his or her other directories rather than going into the browser and choosing from among the bookmarks.

    Of course, no discussion of the use of the Internet by the VR professional is complete unless we guarantee accessibility to the Internet by the VR counselor who is disabled. As we outfit our offices and thus our staff with information technology (IT) designed to make the Internet an everyday part of our work life, we must pay full attention to the needs of our disabled colleagues—those who are blind or partially sighted and thus can’t use standard screen output; those who have functional limitations in the use of their hands and thus can’t use a mouse or a standard keyboard; and those who are hearing impaired and are thus unable to avail themselves of audio-enhanced multimedia computer and Web-based applications. Fortunately, assistive technology solutions abound, ensuring that there’s enough Net for all of us.

     If you are a VR professional who is disabled, you should learn exactly how your disability will affect your computer use. If you are not already a computer maven yourself or familiar with the assistive technology available to you, get a good needs assessment from a qualified assistive technology specialist—someone who knows the breadth and depth of available solutions and who is trained and adept at helping people zero in on their specific needs and potentials. Are you visually impaired? Mobility impaired? How severe is your disability? What specific tasks can you perform without assistive technology, and what will you need specialized equipment to do? The more comfortable you are with these questions and their answers from the outset, the more productive and comfortable you will be with the solutions you pick. Your understanding of your needs can serve as an accurate guide to finding the most viable and worthwhile assistive technology solutions.

  As they relate to the Internet, problems faced by the disabled professional generally fall into two major areas, depending upon the nature of the disability—input and output.

     Input means putting data and commands into the computer. For non-disabled persons, the keyboard and the mouse are the standard input tools. Many individuals who have functional limitations in their hands, arms, or upper body have difficulty either typing text into the computer or using a mouse. For those who have difficulty typing, a number of improved speech-recognition systems are available on the market that can serve the same purpose. Kurzweil Voice, Dragon Naturally Speaking, and IBM Viavace are three of the most common. The user starts out by reading very specific material supplied by the manufacturer so that the software can learn the qualities of the voice. After the training period, the voice-input system can be used to input text and numbers into the computer or to give the computer commands such as print, open file, or even "click here." Using these packages, any number of other software programs can be operated, such as electronic mail messaging software, browsers, word processors, or spreadsheets, and the operating system can be navigated as easily as if one was using the keyboard.

     As computer processors become ever more powerful, these programs will continue to increase in their accuracy and in the speed with which people can verbally enter data. For now, they do work and serve as a satisfactory alternative to not being able to enter data at all. They aren’t perfect, however, and those who use them should be prepared to expect errors in recognition as they use speech input. There is a joke at Microsoft, which illustrates this point. One of the groups working on speech recognition at Microsoft is known in the company as the recognized speech group. However, on the oscilloscope that is used to map out visual representations of specific speech patterns, the name of their group looks just like the phrase "wreck a nice beach." Thus, the group has been dubbed the "wreck a nice beach" group, which illustrates the complexities of the accurate phonetic representations of the English language. These programs will only improve as time goes on and are well worth the investment for those who must use them, especially if they have no other options for entering data or controlling their computers.

     For those whose functional limitations are less significant, allowing them to input data and commands via the standard computer keyboard, alternative keyboards and alternative mice are available. The keyboards may require less pressure, be shaped differently than the standard keyboard, or minimize strain on the hands and wrists. Also available are foot-operated mice, mice of all shapes and sizes, and track balls, which allow for the movement of the mouse via a spinning ball housed in a sturdy non-moving case. Using this strategy, an individual with motor coordination problems can use any digit or part of the arm to move the ball within the case, making it easier to accurately navigate the mouse cursor to the desired position. Simple foam, jell-filled, or other wrist rests can also help the inputting of data by reducing strain on the wrists and forearms.

     On the software side, Word Prediction software can make it easier to input material by anticipating words and completing them as their initial letters are typed, thus saving numerous keystrokes for the user. In addition, Windows has built in a number of specific accessibility features designed to assist those with mobility impairments. The Accessibility applet, part of the Windows family Control Panel, has "Sticky Keys," which, when activated, allow modifier keys such as control, shift, and alt to act as if they are being held down concurrently with other keys, even though they are pressed sequentially instead. This makes it possible for individuals to enter key combinations, even though they may be unable to hold down one key while striking another. Another tool in the Accessibility applet allows individuals to adjust the repeat rate of keys, thus eliminating the possibility of repeating unwanted keystrokes by holding down a key too long.

    The standard output device on computers today is the monitor or computer screen, and to a much lesser extent, speakers either attached to the computer’s processor or to a sound card in the back of the machine.

     Audio Web content, such as Real Audio or similar formats, can cause accessibility problems for those with hearing impairments. However, by following good accessible Web design practices such as those outlined in the Web Content Accessibility Guidelines (http://www.w3.org/wai), Web developers can eliminate audio presentation problems. They may use techniques such as closed captioning (using SAMI, SMIL, or QuickTime) or presenting text equivalents for audio data that can be downloaded and read separately. Although individuals with hearing impairments may experience accessibility problems with this audio material, such material is pretty rare as of this writing. If it should become more popular, it is likely that text or captioned equivalents will be provided by those wishing to publish for the rehabilitation community.

    As you might imagine, those with visual impairments experience the most difficulties with computer output while browsing the Web and performing other tasks. The Web and computer environments are presented spatially and relationally, thus creating particular difficulties for the visually impaired, who, through the use of Braille or speech output, process information linearly and sequentially. Individuals who are blind or visually impaired experience very specific problems related to browsing the Internet that they may not experience with other software. This section, then, focuses on possible solutions for the Internet.

     Those who are totally blind can choose between two basic types of Web access technology, specialty talking browsers and mainstream browsers in combination with screen reader technology. The two most common specialty browsers are the IBM Home Page Reader and the Productivity Works PW Web Speak. Both were written to provide a specialized user interface to the blind surfer seeking information from the Internet. Although they require installation of a sound card in the computer, they come with their own speech generation software. However, error conditions, the appearance of messages from other software packages, and the need to have constant access to operating system prompts and commands necessitate the nearby presence of a general screen reader to ensure full independent computer operation by the blind user.

    At the other end of the spectrum are mainstream browsers such as Netscape and Internet Explorer. These are browsers that can be used to surf the Web in conjunction with screen readers such as Jaws for Windows, Window Eyes, and Slimware Window Bridge. These specialized screen readers read the Web page, including properly labeled links, out loud to the blind individual or present it with Braille displays. For those who are avid Braille readers, it can take time, experimentation, soul-searching, and examination of the ways in which information is processed to decide whether to use speech or Braille. Although this trend is waning, some individuals who are blind still use DOS-based communications packages such as Telix, Procomm, or Commo with DOS-based screen readers to dial into Unix-based shell accounts, where e-mail packages such as Pine and character-based browsers such as Lynx are used to surf the Net.

     Whatever solution is chosen—be it Braille or speech, screen reader or specialty browser—it will be useful for reviewing rehabilitation data on the Internet. Most of the rehabilitation documents are composed of straight linear text and some simple form-based search engines. This reliance on textual materials will eliminate many of the factors that others will need to consider when choosing an assistive technology. For example, the text-based browsers—Lynx, Home Page Reader, and PW Web Speak—do not support Java Script as of this writing. Java Script is a specialty language that supplements HTML and provides added features such as animation, pop-up windows, and data validation. Since some search engines rely on Java Script to gain access to certain databases, searching some sites could pose a problem if Java Script remains unsupported in the solution chosen. In all candor, the serious blind surfer usually uses a combination of options. For example, the author of this section uses Home Page Reader for complex table navigation and Internet Explorer and a screen reader for general browsing. Beginners, however, should fully learn one software program before adding others to the browsing arsenal.

     For individuals who are not totally blind and can read the screen with some magnification, the solution is much simpler. A number of screen magnifiers are available, such as ZoomText Xtra (http://www.aisquared.com) and Magic (http://www.hj.com). Their features and attributes change almost weekly as competition drives them to be ever better.

    Depending upon the interactions between the IT and assistive technology departments and the way in which a given state makes IT procurement decisions, the individual with a disability may or may not have input into the computer, browser, and assistive technology that is chosen. Those who do have input will want to consider the following factors:

1. Ask assistive technology and IT experts to discuss the various options available in your particular environment. To learn about the latest available solutions, ask them to loan cassette issues of magazines such as Access World from the American Foundation for the Blind, Bitstream from Shrink Wrapped Computing, and Sound Computing from Dean Martineau.

2. Consider using what friends and colleagues use. They may be able to provide training and support. On the other hand, individuals shouldn’t sacrifice their needs for uniformity. Individual preferences, abilities, and specific functional limitations can make a huge difference in the type of device that will be most helpful.

3. Consider the availability of high-quality and immediate technical support.

4. Experiment with various types of assistive technology. Consider preparing a test script to try with several options. Remember that you will have to live with the solution you choose, and it should be appropriate, meet your needs, and be personally appealing as well.

     Once everything is in place, tutorials can help the professional with a disability learn to use the Internet. Numerous written and audio tutorials are available from CrissCross Technologies, Henter-Joyce, and others.

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Office of Academic Computing. (1997, March). Academic Computing Policy and Procedures Manual. Northern Kentucky University.

Todd, R. J. (1999, March). Transformational leadership and transformational learning: Information literacy and the World Wide Web. NASSP Bulletin, 4-12.

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