Produced monthly by Elaine Ostroff in cooperation with
the Adaptive Environments Center, Boston, MA., USA

Volume 2, Number 1, JANUARY 2000

Contents

• Editor's Note
• News from the Global Network
• India
• Northern Ireland
• United States
• Designing for the 21^st Century Conference
• Student Design Competition applications STILL available
• Global Universal Design Educator's Network e-mail list
• Calendar
• Adding your information, questions to the Online News

EDITOR'S NOTE

In this issue we learn about a new project to support 'Inclusion' in India, with a request for assistance especially in relation to distance learning; work on accessibility in Northern Ireland, by the Centre for Universal Accessibility; and continuing developments in the universal design of information - the development of Universal Design in Learning (tm) from CAST, the Center for Applied Special Technology and the CD ROM Access Project at the National Center for Accessible Media. We have news on a crucial area for universal design - the improvement of acoustical environments - from the US Access Board. There are a number of references to related sessions at the upcoming Designing for the 21st century conference (one might call them 'shameless plugs').

Information from the Monthly Online News may be freely copied and quoted as long as the individual author and this source is cited. Previous issues as well as this issue of the Online News are available online atthe Adaptive Environments website at http://www.adaptenv.org in the Universal Design section.

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NEWS FROM THE GLOBAL NETWORK

INDIA

NATIONAL RESOURCE CENTRE FOR INCLUSION

Kanchan Majumdar sends us this request: Spastic Society of India with Roeher Institute - Canada, has just started the National Resource Centre for Inclusion - India (for ALL disabilities), being funded by the Canadian International Development Agency (CIDA) with the objective of inclusion of disabled persons in the mainstream of Indian society through Policy Studies & Change; Demonstration Resource - Training & School Development; Public Awareness and Social and Community Development. We shall be grateful to learn from the experiences of other organizations with respect to the best practices in the area of:

1. Inclusive education beginning from pre-school & above,
2. Distance learning material for following target groups - disabled children, their parents, teachers, bureaucrats & other government officials, public at large,
3. Material produced for media campaign (for film, TV, newspaper, magazine) on inclusion issue, Human Rights issue, attitudinal changes etc., (and if these could be loaned to us),
4. Examples of corporate collaboration in such cause,
5. Any other information which could help our above cause,
6. Information on disability data collection during Census - if done, how? This information is to be given to Government of India for implementation.
7. Whether experts could be send as volunteers to NRCII to impart training?
8. Information on Universal Access Design & Accessibility Features to prevent further exclusion of the disabled Indians in the Information Age and to ensure disabled persons' use of Indian Information Infrastructure which is under implementation. We will supply this information to the Government of India for implementation to ensure Full Participation, Equal Opportunities and Protection of Rights under India's Persons with Disabilities Act, 1995.

We would also like to be networked with organizations & individuals who could help us with their expertise in our endeavor. Contact: Kanchan Majumdar, Honorary Advisor - Distance Learning, Email: kanchanmajumdar@hotmail.com

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NORTHERN IRELAND

RESEARCH IN HOUSING ESTATES

Professor Billy McAlister of the Centre for Universal Accessibility at the University of Ulster reports on a housing research project. He notes that the Northern Ireland Housing Executive (NIHE) portfolio of stock (140,000 housing units), presents wide variations in levels of accessibility. In the light of commitment to improving the situation the NIHE and the Centre for Universal Accessibility at the University of Ulster formed a research partnership to assess the position, identify impacts and devise measures for the application of the process for mitigation. This Housing Research Project has resulted in:

• A review of existing accessibility standards for the external environments of estates;
• A methodology for appraising the external accessibility standards and identification of accessibility impacts, from regional, local and in-estate viewpoints;
• Categorizing the significance of impacts;
• Devising a 'Model' that encompasses and promotes the interaction of the above into criteria for new build design and for the mitigation processes for existing estates. McAlister can be reached by fax : + 44 1232 644 889. He will present experiences, methodologies, and conclusions from this research at Designing for the 21st Century II Conference in Providence, RI, June 14-18, 2000.

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UNITED STATES

CAST: THE NATIONAL CENTER ON ACCESSING THE GENERAL CURRICULUM

Drs. David Rose and Anne Meyer, Co-directors of CAST, the Center for Applied Special Technology, announced that CAST has received a five-year $2.5 million award from the U.S. Department of Education's Office of Special Education Programs to become the National Center on Accessing the General Curriculum. CAST's partners in this initiative are the Harvard Children's Initiative/Harvard Law School, Boston College, and the Council for Exceptional Children. By becoming a National Center, CAST and universal design for learning are poised to make a significant impact within national educational reform, particularly as it relates to students with disabilities. The National Center for Learning began on December 1, 1999. The Center will provide CAST with an unprecedented opportunity to demonstrate how universal design for learning helps to ensure achievement within the general curriculum for students with disabilities and indeed all students.

The following is a brief excerpt from the comprehensive discussion of universal design for learning, on their website at: http://www.cast.org/concepts/concepts_summary.htm.

Underlying Premises
The basic premise of universal design for learning is that a curriculum should include alternatives to make it accessible and applicable to students, teachers, and parents with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone, but rather it underscores the need for inherently flexible, customizable content, assignments, and activities.

Technological advances in three arenas have made possible CAST's conception of universal design for learning: new tools in cognitive neuroscience, new digital multimedia learning tools, and new network technologies.

Another excerpt from their website discusses the challenges that the new center will address:

The most critical issue for children with disabilities in public education today is gaining full access to the general education curriculum. The idea that students with disabilities, given the means, are able to interact with the curriculum, benefit from it, and achieve measurably improved performance thoroughly supports Congress's 1997 amendments to the Individuals with Disabilities Education Act (IDEA).

To realize the goal of improving outcomes for children with disabilities, IDEA 1997 calls upon schools to provide the greatest possible access to the general curriculum for students with disabilities within the general classroom. We contend that IDEA cannot be implemented successfully by merely adapting existing curriculum and methods. Although curriculum adaptation can be effective in individual instances, and serves as a necessary stopgap, this approach is costly and inefficient, and does not contribute to a globalized solution.

A universally designed curriculum, with built-in flexibility permitting customized learning experiences, is a promising approach requiring more research and development. This approach sets high standards for all students, but provides flexibility in the means of representing information, expressing ideas, and engaging students. Such a flexible curriculum will not only serve the needs of students with physical, sensory, or learning disabilities, but will also be more effective and efficient for all students, whose learning needs and styles are far from homogeneous (Meyer and Rose, 1998). See: www.cast.org/initiatives/national_center.html.

THE ACCESS BOARD SUPPORTS IMPROVED CLASSROOM ACOUSTICS

The Architectural and Transportation Barriers Compliance Board (the Access Board) has responded to a petition for rulemaking on classroom acoustics by supporting the development of a standard on classroom acoustical design by the American National Standards Institute (ANSI) Committee on Noise (S-12), under the secretariat of the Acoustical Society of America (ASA). The following introduction to the issues, resources and technical assistance is an edited excerpt from the Access Board report that was published in the Federal register of November 8, 1999. The full report is on the Access Board Internet site at www.access-board.gov/rules/acoustic2.htm.

FOR FURTHER INFORMATION CONTACT: Lois Thibault, Office of Technical and Information Services, Architectural and Transportation Barriers Compliance Board, 1331 F Street NW., suite 1000, Washington, DC 20004-1111. Telephone number (202) 272-5434 extension 132 (voice); (202) 272-5449 (TTY). These are not toll-free numbers. E-mail address: thibault@access-board.gov.

Background

The Access Board is responsible for developing accessibility guidelines under the Americans with Disabilities Act of 1990 (ADA) and initially issued the Americans with Disabilities Act Accessibility Guidelines (ADAAG) in 1991. Although ADAAG contains a number of provisions for access to communications, including requirements for text telephones, assistive listening systems, and visible alarms, it does not include provisions for the acoustical design or performance of spaces within buildings and facilities.

On April 6, 1997, the Access Board received a petition for rulemaking from a parent of a child with a hearing loss, requesting that ADAAG be amended to include new provisions for acoustical accessibility in schools for children who are hard of hearing. Several acoustics professionals, parents of children with hearing impairments, individuals who are hard of hearing, and a coalition of organizations representing them had also urged the Board to consider research and rulemaking on the acoustical performance of buildings and facilities, in particular school classrooms and related student facilities.

On June 1, 1998, the Board published a Request for Information (RFI) in the Federal Register to gather public input on this issue (63 FR 29679). The Board sought comment on a variety of issues in the notice and indicated that it would determine a course of action after evaluating responses to the notice. Alternatives included research, rulemaking, and technical assistance on acoustical issues. The preponderance of the 100 comments received were from parents of children with hearing impairments and from professionals in acoustics and audiology. Few comments were received from school systems.

A Board review of classroom acoustics also identified several key issues. A third of the school systems cited in a 1995 General Accounting Office study reported that acoustics for noise control was their most serious environmental concern. Studies of elementary and secondary school classrooms revealed that excessive background noise, which competes with the speech of teachers, aides, classmates, and audio educational media, is common even in new classrooms. School construction is again on the increase and much public and governmental attention is now being focused on education issues.

Comments

Commenters submitted research which showed how high levels of background noise in classrooms compromise speech intelligibility for children with hearing loss and other auditory disabilities and limit the effectiveness of assistive technologies (such as hearing aids, FM systems, and soundfield amplification) for such students, so that their reading, communication, and learning skills may not develop adequately.

Audiologists noted that children, because they are neurologically immature and lack the experience necessary to predict from context, are inefficient listeners who require optimal conditions in order to hear and understand. Those who miss key words, phrases, and concepts because of poor listening conditions must struggle to keep up and may later do poorly academically and suffer from behavior problems. Acoustical consultants confirmed that controlling the reverberation within a classroom and limiting the background noise generated both outside and within a space could provide significant improvement for speech transmission. Commenters familiar with school design and construction, including State education agencies, architects, and engineers, agreed that background noise and reverberation could be controlled using standard means and materials of construction.

Recommendations for limits on reverberation and background noise in classrooms have been included in architectural and engineering texts on acoustics for more than 40 years. Commenters pointed out that acoustical standards already exist in the model building codes, particularly for housing; in several State education and health department requirements for schools, in requirements for Federal courtroom design and construction, and in the building codes covering school construction in a number of European countries.

Two Fellows of the Acoustical Society of America (ASA) noted that the Society had formed a Working Group on Classroom Acoustics in 1997 under the ANSI Committee on Noise (S-12) and recommended that the Board pursue the joint development of a standard for classroom acoustics with the Working Group, which was preparing a draft standard for consideration.

Action

Following a detailed analysis of the comments and research submitted in response to the RFI, the Access Board agrees that many classrooms are likely to include children for whom background noise must be controlled in order to optimize listening conditions. Furthermore, the Board has determined that collaboration with the existing ANSI/ASA Working Group on Classroom Acoustics would be the most effective way to develop technical and scoping recommendations for classroom acoustics. The Board voted to support the efforts of the Working Group to draft a common standard for classroom acoustics that will incorporate criteria for children with disabilities. The ASA agreed to broaden the membership of the Working Group to involve other groups, including representatives of school systems, school designers, disability organizations, the U.S. Department of Education, and the Access Board and committed to a 2-year standards development process. The Access Board will fund some administrative costs of the Working Group and will consider additional funding, if necessary. After the standard has been ratified by the Committee on Noise, the Board will pursue its enforceability under the ADA or other statutes

Initial meetings of the newly-expanded Working Group were held in May and November,1999. Other meetings will be scheduled as required. All meetings will be open to the public. For further information, contact: Charles E. Schmid, Executive Director, Acoustical Society of America, 365 Ericksen Avenue, Suite 324, Bainbridge Island, WA 98110, (206) 842-6001, charles@aip.org. It is expected that a draft standard will be recommended to the Committee on Noise in Spring 2001 for balloting.

Technical Assistance

Until a standard for classroom acoustics can be implemented, the Access Board report offers technical assistance for the information of design professionals, schools, parents, and others who seek guidance on how to provide an acoustical environment that supports listening and learning. This includes information on background noise and its implications for speech intelligibility. It addresses amplification related problems for children with auditory disabilities and discusses design issues of good architectural acoustics. It notes, " The characteristics of good architectural acoustics and the means to achieve good listening conditions in classrooms are well known and not difficult or costly to apply in new construction and alterations."

Facility and room acoustical design for good listening and learning environments will consider:

• Site, space, and classroom adjacencies that minimize classroom exposure to environmental, equipment, and occupancy noise;
• Room size and proportion for appropriate sound reflection and absorption;
• Lab, ceiling, roof, and wall construction (including doors and windows) that are appropriate barriers to noise;
• HVAC equipment selection, system design, and installation that minimizes structure, duct, and operating noise;
• Finishes selected and located for proper reverberation control, and
• Attention to electronic and radio-frequency interference with assistive devices.

The report further details ways to mitigate background noise; explains reverberation issues and identifies problems created by interference from a range of electrical, electronic microwave and infrared sources. It identifies resources and notes that additional references will be posted at the Access Board website at http://www.access-board.gov/rules/acoustics3.htm.

Ed. Note: David Lubman, Co-chair of the Working Group, and Roberta Null will co-lead a pre-conference session "Lending an Ear to Universal Design: Acoustics and Soundscape" on June 14, 2000 at Designing for the 21st Century II conference. See information below.

CD-ROM ACCESS PROJECT, CPB/WGBH NATIONAL CENTER FOR ACCESSIBLE MEDIA (NCAM)

The National Science Foundation and the CPB/WGBH National Center for Accessible Media (NCAM) have joined forces to make educational multimedia accessible through an exciting three-year study, the CD-ROM Access Project. This discussion of the CD ROM Access project is from their website. Currently, the graphic-rich content of multimedia software prevents blind students from participating in the dynamic learning environment that technology has brought to the classroom. Although technology is available to make computers accessible to blind people, no one piece of access technology works with all software or hardware products and some products have access barriers that cannot be overcome by any access technology. The obvious solution is to build access into multimedia software so that only a very few -- and affordable -- pieces of access technology are required to make the information available.

The goal of the CD-ROM Access Project is to develop and disseminate guidelines to assist developers in the creation of mainstream science and math based multimedia products that are accessible to all students, including those who are blind or visually impaired. To accomplish this goal, the project was divided into three phases:

• A comprehensive assessment of the usability of current science and math CD-ROMs by blind students: Learn more by visiting the CD-ROM Access Analysis Findings page.
• The prototype phase: Based on our usability assessment, two prototypes were built to demonstrate an array of access solutions. More information on the prototypes is available on the CD-ROM Access Project Prototypes page. See our Solutions page for an explanation of steps we feel can be taken by developers to vastly improve access to educational multimedia for blind students.
• Design guidelines: Using the prototypes as a proof of concept, project staff is now focusing on the creation of guidelines to recommend standards for accessibility. The guidelines were scheduled to be completed in December, 1999. The dissemination process is expected to run from January through May, 2000.

You can track the progress of the CD-ROM Access Project guidelines and find links to related documents produced by key organizations and corporations committed to access on the Guidelines for Developing Accessible Educational Multimedia page. Visit the Project Advisors page to access a list of the distinguished educators and technologists we're pleased to have as advisors to this project.

All of the previous information is an excerpt from the NCAM website at: http://www.wgbh.org/wgbh/pages/ncam/cdrom/aboutproject.html. For more information, please follow the links available from the above site, the CD-ROM Access Project home page.

Ed. Note: Larry Goldberg, Director of the National Center for Accessible Media will present "From (A)nalog to (D)igital: Access to New and Emerging Media at Designing for the 21st Century II Conference.

NIDRR ANNOUNCES RESEARCH PLAN FOR BEGINNING OF NEW MILLENNIUM

The National Institute on Disability and Rehabilitation Research (NIDRR) has issued a challenging research agenda for the next five years in its Long Range Plan. NIDRR, a part of the U.S. Department of Education's Office of Special Education and Rehabilitative Services, funds research to support the full inclusion, social integration, employment and independent living of all Americans with disabilities.

Dr. Katherine D. Seelman, NIDRR Director, said that the Long Range Plan, "takes advantage of a unique opportunity--the convergence of new scientific possibilities with the emergence of the movement of disabled persons seeking access and participation."

Seelman went on to point out that the Long Range Plan sets forth a new way of looking at disability as a product of the interaction between an individual's characteristics and the environment. This perspective views disabled persons as needing some form of accommodation or intervention to enable them to participate fully in society.

"I am particularly excited by our plans for research in universal design," said Seelman. "Universal design makes the built environment and everyday objects usable by people with the widest possible range of size, strength or functional ability. It is a useful technique to enable disabled persons, as well as those who are aging, to remain independent.." The Long Range Plan is now available at: www.access.gpo.gov/su_docs/fedreg/a991207c.html. You will find this under the documents for the Department of Education; it is available as a text or a PDF file.

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DESIGNING FOR THE 21^st CENTURY II
An International Conference on Universal Design

Working Groups are a new addition to the 2000 conference program. They are in-depth dialogues defined and facilitated by leaders in the universal design community. They each meet once or twice, during the Concurrent Sessions timeframe and a report will be produced from each group. The schedule is included in the registration brochure. Pre-registration is required, there is no additional fee, and the groups have limited enrollment. We thank our colleague Paul Grayson, Environments for Living, who suggested the idea to have working groups. The following working groups were selected through the proposal review process:

Working Group 1. A Path for the Universal Design Movement
Louis Tenenbaum, Access Remodeling, Inc (USA)

Universal Design devotees think the idea is so good and the need so clear that it will become popular overnight. How long do good ideas take to become common? Which communication techniques are best? How can our numbers increase our effect? Thought provoking handouts will be available before the session. History will be used as a preamble to brainstorming. We will be developing a path for the Universal Design Movement. Participants will have a better understanding of Universal Design as a political idea. They will also have a clearer image of their own role in the movement.

Working Group 2. Designing Programs for Cultural Access
Charles Washburn, VSA arts, Massachusetts (USA)

VSA Arts of Massachusetts would facilitate a group on how to cre ate inclusion in the cultural life of the community. They will use the experience of rolling out the National Cultural Access Initiative in 25 US states as the foundation. We will cover the process of getting to voluntary compliance with the ADA and call on our experience with promoting cultural access for years before the passage of the ADA. The working group will be appropriate for people working without the benefit of civil rights legislation for people with disabilities as well as for those struggling with attitudinal barriers in their communities. In preparation for this working group, confirmed participants can submit cultural access issues that they are aware of and case studies will be tailored to address these issues.

Working Group 3. Global Kitchen Design Dialogues
Mary Jo Peterson, Facilitator, Steffan Coleman, Recorder, Mary Jo Peterson, Inc. (USA)

This international universal kitchen design discussion will bring together designers from diverse cultures who meet the needs of diverse populations. Participants will share their expertise/ experiences around a variety of answered and unanswered issues: working in small spaces; non-traditional application of existing products/materials; and creative design solutions that combine aesthetics and support/access. The goal of the working group will be to draw inferences as to the ways in which design solutions of one culture can be applied to other cultures through an understanding of the ways in which cultural differences affect housing/design. Participants will pose challenges to manufactures of products/ materials.

Working Group 4. The Accreditation of Access Auditors: The U.K. Initiative
Sarah Langton-Lockton, Mary-Louise Noble, Center for Accessible Environments (England)

Universally designed and accessible environments are the result of discourse between providers, mediators and users of the built environment. However, designers and managers of the built environment nevertheless seek concrete information on how to improve the accessibility of buildings for disabled people. In the UK, the availability of funding for capital projects through the National Lottery and the phased introduction of the Disability Discrimination Act 1995 are generating increased demand for informed advice. The working group will address differences between the ADA and other civil rights legislation and the DDA, considering the linkages and distinctions between accessibility compliance and the universal design approach. The goal of this working group is to explore the best practice approach.

Working Group 5. Integrating the ADA & Universal Design: Not Just Another Federal Regulation, But Good Design
Christine Woodell, Mississippi Coalition for Citizens with Disabilities (USA)

The Application of the Principles of Universal Design can provide access that meets both the specific requirements of the Americans with Disabilities Act as well as the intent and spirit of the law. This working group will identify ways we can work to bring the concepts of Universal Design to the table when accessibility is discussed. Good examples of Universal Design need to be incorporated into training curricula on the ADA. Interested parties could include architects, contractors, interior designers, advocates and others.

Working Group 6. Universal Design at the Urban Scale
Stan Jones, Polly Welch, University of Oregon (USA)

The Seven Principles of Universal Design, developed by the Center for Universal Design, have fostered better understanding and important innovations in the universal design of products and interior environments, have seen less application at the larger scale of landscape, urban design, transit and land planning. In the last two years a number of people around the world have started to grapple with this issue on real projects. This working group of designers and planners working at the urban scale is organized to develop guidance comparable to, and complementary to the Seven Principles, which can aid urban design practitioners and policy makers in visualizing opportunities and strategies for making transportation, open space, and urban districts usable by all people.

Working Group 7. Educational Strategies for Teaching Universal Design
Stan Jones, Polly Welch, University of Oregon, Eugene (USA)

The Universal Design Education Project has provided many helpful case studies for teaching universal design in a variety of academic settings. One barrier to increasing the number of design faculty who actively incorporate this value into their teaching is the dearth of well-developed curricular materials available to educators that are appropriate across disciplines and degree programs. This working group will bring together educators from a variety of disciplines to discuss different strategies for teaching universal design, specific methods, resources, or exercises used, and the benefits and challenges inherent in teaching this more inclusive approach to design. The task of the working group is to begin compiling and formatting educational materials, and to develop plans for their broad dissemination.

The full program announcement will be available on the conference website at www.adaptenv.org/21century and registration can be completed online tat the website as well as by mail and fax.

This is the theme of the Student Design Competition held in conjunction with the Designing for the 21st Century conference. Submissions must be received by February 1, 2000. Submission requirements and mailing details are online at www.adaptenv.org/21century/.

Student teams learn by April 1, 2000 if their projects will be selected for exhibition at the conference. The exhibit of finalists, final jury process and awards will be at the conference, June 14-18, 2000.

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GLOBAL UNIVERSAL DESIGN EDUCATOR'S E-MAIL LIST

This is distinct from the newsletter that you are now receiving. This is an automated electronic list. We invite you to subscribe if you want additional, more frequent dialogue with other educators, designers, students and advocates. To subscribe, send a message to: guden-l@adaptenv.org

Leave the subject blank. In the body of the message, write 'subscribe. This must be from the computer that you use for your e-mail.

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CALENDAR

February 10, 2000
Caring Communities for the 21st Century: Imagining the Possible, "Towards a Community for All"
United Nations Headquarters, New York
See: www.un.org/events/agingcf.htm

March 1-3, 2000
Clearing the Path: Arts and Accessibility in New England
Royal Sonesta Hotel, Cambridge, MA
A regional symposium that will give an opportunity for New England arts organizations to move toward accessibility for all people.
See: www.vsamass.org/arts-and-accessibility.html

March 3-March 5, 2000
14th Josephine L. Taylor Leadership Institute, "Achieving An Accessible World: Partnerships, Roadblocks, And Opportunities", American Foundation for the Blind
Marriott Quorum Hotel, Dallas, Texas
Contact info at:
Phone: 972-661-2800
Fax: 972-934-1731
URL: www.afb.org/jltli/announce00.html

March 20-25, 2000
15th Annual International Conference, "Technology and Persons with Disabilities"
Hilton Los Angeles Airport Hotel and the Los Angeles Airport Marriott Hotel
The conference covers all aspects of technology and disabilities, and features a faculty of internationally recognized speakers.
See: www.csun.edu/cod/

May 10-14, 2000
Building Bridges: Connecting People, Research and Design
edra 31 will be held at the Cathedral Hills Hotel in San Francisco, California.
The conference organizers invite the participation of design educators and professionals, planners, social scientists, and others interested in the relationship of people and places and the design and management of places that are responsive to human needs.
See: http://www.telepath.com/edra/home.html

June 2-4, 2000
United Kingdom Institute for Inclusive Design, London, England
This will include the Annual General Meeting of the European Institute on Design and Disability.
Contact info: Andrew Walker at andrew@cottage.sonnet.co.uk

June 14 - 18, 2000
Designing for the 21st Century II, An International Conference on Universal Design
Providence, Rhode Island, USA
Contact info:
E-mail: 21stcentury@adaptenv.org
Web site: www.adaptenv.org/21century

June 28 - July 2, 2000
RESNA 2000 Annual Conference, Technology for the New Millennium
RESNA 2000 brings together people who use, develop, manufacture, and deliver these technologies.
Omni Rosen Hotel, Orlando, Florida
See: www.resna.org/resna/resna2k/index.html

July 12 - 15, 2000
AHEAD - "Y2KC: Universal Designs in Higher Education"
Join AHEAD in the New Millennium in Kansas City, Missouri, the Heart of America!
See: www.ahead.org/conf2000.htm

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Adding your information, questions to the Online News: 

Send e-mail to elaine@ostroff.org by the 20th of each month for the next month's mailing. Articles should be limited to 600 words. If the issue is too full to include, and the timeliness of the article allows it, we may hold the item until the following month.

Elaine Ostroff, Founding Director, Adaptive Environments Center, Editor.

374 Congress Street, Suite 301
Boston, MA 02210
Tel 617 695 1225 x30
Fax 617 482 8099

elaine@ostroff.org
http://www.adaptenv.org/21century/

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