#27486
Making the web accessible by disabled people doesn't necessarily make it usable. Does simplicity always make for ideal usability - or are there instances where an innovative website might be difficult to use, but also hold usability dividends for users prepared to meet the technology halfway?
Starr, Sandy. Spiked Online (2002). Articles>Web Design>Accessibility
#18442
The Internet today is a part of kids' natural environment. Most children have access to the Internet at school and/or at home. In 2000 there were 55,475,000 U.S. households with personal computers. 99 percent of public schools have access to the Internet. The number of Internet users worldwide is expected to grow to 300 million by 2005, from roughly 150 million currently, according to an estimate by IDC. The greatest growth will be in Asia and South America. The number of online users will rise 61 percent to 95 million in the US, more than double to 88 million in Europe and quadruple to 118 million in the rest of the world. NUA Internet Survey, on the other hand, estimated total number of people online to be 407.1 million in November 2000. In November 2000 almost 20 percent of all digital media users were children. A recent National School Boards Foundation telephone survey of 1,735 randomly-chosen households showed that children predominantly use Internet at home and in school. In a survey of 10,000 students aged 12 to 24, from 16 countries, Ipsos-Reid Group found Internet to be widely available to Swedish and Canadian students. 78 percent of students in Sweden and 74 percent in Canada are able to go online at school. 80 percent of Swedish children and 71 percent of Canadian students have web access at home. Taiwan ranked third, with 63 percent accessibility at school, followed by the UK, US, Netherlands, Australia, South Korea, Mexico, Japan, Italy, Spain, Germany, France, Brazil, and Urban China.
Demner, Dina. Universal Usability (2001). Articles>Usability>Accessibility>Children
#26849
Communication Challenges in the WC3's Web Content Accessibility Guidelines 
In the first part of this article, we analyze a number of communication challenges and relate them to problems in conveying the November draft of the Web Content Accessibility Guidelines 2.0. Based on our analysis, the second part of our article offers a number of recommendations for improving the comprehensibility of the WCAG 2.0 for its various intended audiences. Although our discussion has the November draft as its focal point, the recommendations are more widely applicable to other complex documents with diverse audiences. In the final part, we propose a new vision for the WCAG.
Brys, Catherine M. and Wim Vanderbauwhede. Technical Communication Online (2006). Articles>Web Design>Accessibility>Standards
#25970
This white paper is intended to show how the console Application Programming Interfaces (APIs) can be used to programmatically access information about the console and applications running under the console in Windows XP.
Microsoft (2001). Articles>User Interface>Accessibility>Microsoft Windows
#19442
Copyright and Persons with Print Disabilities in the Digital Age
The American Foundation for the Blind (AFB) stands squarely in favor of reasonable and prudent technologies to assist in ensuring that copyright holders are fairly compensated for the sale, or other forms of digital access, of the content they publish in digital formats. However,most proposals we have seen to date purporting to establish technologies to prevent illegal copying or publication of copyrighted content simply do not consider, or address in any way, the fair use rights of persons who are blind and visually impaired. We would regard it a serious breach of faith with disabled persons to establish new technologies and copyright provisions which, once again, regard our needs as peripheral and expendable. To this end we offer the following positions on this issue of fundamental importance to this community.
American Foundation for the Blind (2002). Articles>Intellectual Property>Accessibility>Visual
#28677
Creating a Universal Usability Agenda
How do you keep usability, accessibility, and user experience requirements on track while developing standards? It is part of the very nature of standards to focus on details--and in the process, to sometimes lose sight of the real goals. This is especially true when a standards-making process goes on for a long time, a situation is highly political, or most people are focused on technology issues.
Quesenbery, Whitney. UXmatters (2006). Articles>Usability>Accessibility>Universal Usability
#26366
Creating Text Equivalents for Images
This article is for developers and content editors seeking to supplement the visual elements of a user interface with text equivalents. This article describes what text equivalents are, why they are required, how to create them, and the best approach to writing and editing them.
Microsoft (2002). Articles>Accessibility>Software
#18440
It is hard to make a hat that fits all heads. If one were made, most people would find it uncomfortable. This fact could be the realistic of the web sites design. Web developers face the same issue creating web pages for more general usage. For those deaf and hearing-impaired people, some special technologies should be applied to ease their web browsing and searching. This report will focus on such disabled characteristics.
#32001
Deafness and the User Experience
Because of limited awareness around Deafness and accessibility in the web community, it seems plausible to many of us that good captioning will fix it all. It won’t. Before we can enhance the user experience for all deaf people, we must understand that the needs of deaf, hard of hearing, and big-D Deaf users are often very different.
Herrod, Lisa. List Apart, A (2008). Articles>User Experience>Accessibility>Audio
#13329
Designing a Touch Screen Kiosk for Older Adults: A Case Study
An independent-living senior center recently approached us with a request to 'build a system that could track the fitness activity of their approximately 160 older residents.' The center houses a Fitness Club that offers seven different fitness classes, personal training, physical therapy, a pool, a spa, and access to a multitude of exercise equipment (i.e., stationary bikes, treadmills, and weights). At the time of the request, residents were signing their names and activities on a sheet of paper as they entered the Fitness Club. Occasionally, the sign-in sheets were summarized into monthly reports to show resident attendance by class and the type of equipment they were using.
Chaparro, Barbara S. and Laszlo Stumpfhauser. Usability News (2001). Articles>Web Design>Accessibility>Elderly
#24970
Designing Documentation for Visually-Impaired Users 
Preparing 'large-print' texts requires more than changing type size; it involves writing and structuring materials to meet the needs of an audience with varied physical challenges. For large print documents, format considerations include: using appropriate type, line length, and other design elements; setting all material flush left; and using lay-flat bindings. For braille documents, text may also need to eliminate or explain unusual symbols. Content considerations for both may include: replacement of graphics with descriptive text: brief orientation to the physical location and dimensions of objects; and reminders of help services. Cassette tapes offer one alternative to print or braille texts, plus serve other audiences.
Barthel, Brea. STC Proceedings (1994). Articles>Documentation>Accessibility
#28461
Digital Divide: The Three Stages
The 'digital divide' refers to the fact that certain parts of the population have substantially better opportunities to benefit from the new economy than other parts of the population. Most commentators view this in purely economic terms. However, two other types of divide will have much greater impact in the years to come.
Nielsen, Jakob. Alertbox (2006). Articles>Usability>Accessibility>Online
#26086
Disability Discrimination Act: An Update for 2005
Many organisations are confused and concerned about the latest requirements of the Disability Discrimination Act (DDA), which came into effect on 1st October 2004. Failure to make reasonable adjustments may mean that organisations are discriminating against disabled people. Yet what does 'reasonable adjustments' mean and what exactly do organisations need to put in place?
System Concepts (2005). Articles>Accessibility>Legal>United Kingdom
#27485
Setting legal standards for making websites 'accessible' to all won't help web designers, or users.
Perks, Martyn. Spiked Online (2004). Articles>Web Design>Accessibility>Usability
#26131
Draft 2 of Web Content Accessibility Guidelines
It's time to take a look at the working draft of WCAG 2.0. You'll see a fresh approach to a formidable challenge.
McAlpine, Rachel. Quality Web Content (2005). Articles>Web Design>Accessibility>Standards
#30606
DVDs can carry up to eight audio tracks. It is theoretically possible to provide main audio and dubbing in three languages and audio description in all four languages. In practice, all anybody's asking for is an audio description track in the main language of the audio.
Clark, Joe. JoeClark.org (2001). Articles>Accessibility>Multimedia>DVD
#30473
E-Shop Accessibility: From Theory to Reality
This article will explain how it is possible to apply WCAG 1.0 (and also how to comply with the future WCAG 2.0 and ISO 9241-151) to create an accessible e-shop shopping-cart and backend management system, analyzing the problems and the proposed solutions.
Lemon, Gez. Juicy Studio (2007). Articles>Web Design>Accessibility>E Commerce
#22999
Engaging Learners with Various Training Methods
While preparing these workshops, I knew that I would be addressing people from many backgrounds. My own background is in education. In pursuing my Master's program in Instructional Technology, I began working on a distance education project for special educators. It was my first introduction to Web accessibility. I eventually came to work at WebAIM where Web accessibility has become my primary interest. Currently, I am coordinating WebAIM's K-12 education initiative. My path to Web accessibility is very unique, as is yours. I would love to hear why you are here learning how to become a better accessibility trainer.
WebAIM (2001). Articles>Education>Accessibility
#28759
The Ethics of Special Needs: It's a Matter of Fairness 
The American Disabilities Act (ADA) of 1990 cites 43 million Americans as having disabilities. Despite the progress the ADA represents in improving equality of opportunity for those with disabilities, much remains to be done--as evidenced by the fact that only 27.8% of working-age people with work disabilities have jobs, compared to 76.8% of those without disabilities. The statistics are even bleaker for minorities.
Voss, Daniel W. STC Proceedings (2007). Articles>Accessibility>Ethics
#27482
To demonstrate an example of some accessibility issues in HTML Forms, the following content intentionally has accessibility errors.
Abou-Zahra, Shadi. W3C (2004). Articles>Web Design>Accessibility>Forms
#20049
Evaluating Web Sites for Accessibility
This document outlines approaches for preliminary review Web site accessibility, and for evaluation of conformance to the Web Content Accessibility Guidelines 1.0. While it does not provide checkpoint-by-checkpoint testing techniques it does include general procedures and tips for evaluation during development of Web sites, and for monitoring of established Web sites. Other resources will be developed for in-depth compliance testing. The measures described here are intended to supplement an organization's existing procedures for content management and quality assurance on their Web sites. For information about why making Web sites accessible is important read the Introductions on the WAI Resources page.
#20655
The criteria for web-based technology and information are based on access guidelines developed by the Web Accessibility Initiative of the World Wide Web Consortium. Many of these provisions ensure access for people with vision impairments who rely on various assistive products to access computer-based information, such as screen readers, which translate what's on a computer screen into automated audible output, and refreshable Braille displays. Certain conventions, such as verbal tags or identification of graphics and format devices, like frames, are necessary so that these devices can 'read' them for the user in a sensible way. The standards do not prohibit the use of web site graphics or animation. Instead, the standards aim to ensure that such information is also available in an accessible format. Generally, this means use of text labels or descriptors for graphics and certain format elements. (HTML code already provides an 'Alt Text' tag for graphics which can serve as a verbal descriptor for graphics). This section also addresses the usability of multimedia presentations, image maps, style sheets, scripting languages, applets and plug-ins, and electronic forms. The standards apply to Federal web sites but not to private sector web sites (unless a site is provided under contract to a Federal agency, in which case only that web site or portion covered by the contract would have to comply). Accessible sites offer significant advantages that go beyond access. For example, those with 'text-only' options provide a faster downloading alternative and can facilitate transmission of web-based data to cell phones and personal digital assistants.
Usability.gov. Articles>Web Design>Accessibility>Section 508
#30475
Fieldsets, Legends and Screen Readers
The grouping and labelling of thematically related controls within a form is an important aspect of providing semantic information so users can understand and complete a form successfully. Differences in quality and implementation of support across user agents can hamper some users' ability to benefit from this information. This must not be taken as disincentive to developers, as the benefits of using these elements outweighs the negatives. But it is clear that some assistive technology vendors need to improve implementation of HTML features that enhance accessibility, so their users can gain the most benefit.
Lemon, Gez. Paciello Group, The (2007). Articles>Web Design>Accessibility>Semantic
#27669
Formal Objection to WCAG Claiming to Address Cognitive Limitations
Lisa Seeman intends to make a formal objection about WCAG 2.0's claim that they address all requirements for learning difficulties and cognitive limitations, as they do not have the success criteria to back up their claim. Moreover, there are known techniques that WCAG have not included, and people who do intend to cater for people with learning difficulties and cognitive limitations would benefit from knowing of these techniques.
Seeman, Lisa. Juicy Studio (2006). Articles>Web Design>Accessibility>Cognitive Psychology
#29649
From Starfish to Butterfly ... the Amazing Story of the AccessAbility SIG
This paper describes the remarkable history of the Society's newest Special Interest Group--the AccessAbility SIG--tracing it back to its origins in 1997 as the Special Needs Committee (SNC). The SNC, founded by Judy Skinner, was originally chartered to assist technical communicators with disabilities in the practice of our profession by researching and publicizing assistive technologies and techniques to overcome those limitations. Over its 5-year lifespan, the committee expanded its mission to include a second overarching goal--assisting all technical communicators in developing information products that are fully accessible to end users with disabilities. Its accomplishments included a data-rich yet eye-pleasing online newsletter, an ever-growing comprehensive web site that is becoming a definitive resource on accessibility, and a robust and dynamic listserv.
Voss, Daniel W. STC Proceedings (2005). Articles>Accessibility>Community Building>STC
