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This is the presentation that Michael Kohlhase gave at the @Science conference "Making Science Accessible".
He explains what their work is about, namely translating the collection of scientific publications of the Cornell e-Print Archive (arXiv) using the LATEXtoXML converter, which is currently under development.

This is the first part of a series of examples which illustrate step-by-step procedures to use the LAMBDA system. Typical exercises are described (e.g. polynomial division, algebraic simplifications, etc.). The examples are presented in the LAMBDA system. To read the files it is necessary to install the LAMBDA system (see VEIA website).

Notation is a tool of thought in reasoning and communication [1]. However, to become an effective tool of thought, each notation expression must be properly
perceived. Blind and partially sighted persons run into difficulty in working with spatially represented mathematical expressions.
Our goal is to develop a new multimodal notation for mathematics such that visually
impaired people can:

• perceive and reflect on spatially represented mathematic concepts (e.g. graphs, diagrams, etc.);
• manipulate expressions in such notation;

This talk introduces considerations and future plans about how to facilitate blind students in accessing scientific studies.

Professor Suzuki introduces how the InftyReader works. This powerful tools uses commercial OCRs and does recognize mathematical symbols in printed documents.

Dominique Archambault gave this presentation at the @Science conference in Milan, "Making Science Accessible".

During his talk, Archambault presented the features of the Universal Math Conversion Library (UMCL).

We argue that the problem of accessibility can be viewed purely as the problem of notation translation: visually impaired individuals differ from sighted
individuals in that the two use different notations for reading and writing. The notations used by the two groups differ only in syntax, they represent
the same semantics. We therefore argue that the solution to the accessibility problem lies in building powerful semantics-preserving translators that can

In order for a technological aid to be efficient and efficacious in the educational sphere, it must increase the chances and capabilities of the pupil with
a disability, and respect the user’s requirements and characteristics while avoiding forcing. Therefore it should be easy for teachers to understand and
use. This is the result our research group has reached upon concluding a period of experimentation of software developed by us called BlindMath.

Dr. Neil Soiffer illustrates the new features available in Design Science MathPlayer. Especially, speech localization for Italian and German language have been recently developed together with @Science network members. These features are discussed in details, the localization process is illustrated and future development activities are sketched.

Arthur Karshmer (University of San Francisco) illustrates his project.

The AutOMathic Blocks system has been designed to teach arithmetic and beginning algebra to young blind students using Braille labeled manipulative blocks. The system allows the learner to build, manipulate and solve problems using blocks which contain simple Braille code. This allows the learner to read their math problems with their finger and to understand the two-dimensional mature of math.