User Interface Adaptation for Accessibility
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Transcript for Visitability: Building Today's Housing for Tomorrow
February 23, 2021 TXGCPD. ****************DISCLAIMER!!!**************** THE FOLLOWING IS AN UNEDITED ROUGH DRAFT TRANSLATION FROM THE CART PROVIDER'S OUTPUT FILE. THIS TRANSCRIPT IS NOT VERBATIM AND HAS NOT BEEN PROOFREAD. THIS IS NOT A LEGAL DOCUMENT. THIS FILE MAY CONTAIN ERRORS. THIS TRANSCRIPT MAY NOT BE COPIED OR DISSEMINATED TO ANYONE UNLESS PERMISSION IS OBTAINED FROM THE HIRING PARTY. SOME INFORMATION CONTAINED HEREIN MAY BE WORK PRODUCT OF THE SPEAKERS AND/OR PRIVATE CONVERSATIONS AMONG PARTICIPANTS. HIRING PARTY ASSUMES ALL RESPONSIBILITY FOR SECURING PERMISSION FOR DISSEMINATION OF THIS TRANSCRIPT AND HOLDS HARMLESS TEXAS CLOSED CAPTIONING FOR ANY ERRORS IN THE TRANSCRIPT AND ANY RELEASE OF INFORMATION CONTAINED HEREIN. ***********DISCLAIMER!!!************ >> Turner: Good afternoon, everyone and welcome to the Accessibility and Disability Policy Webinar series. My name is Randi Turner and I'm the accessibility and disability rights coordinator with the Governor's Committee on People with Disabilities. Today's focus is visitability, building today's housing for tomorrow. Participants' microphones will be turned off during the session so please make note of the webinar tool bar where you will see the Q&A icon. This is where you will submit questions. Questions will be answered during the session and Susan is going to have to leave us when her piece is done so to make sure she's going to start us out so make sure you submit questions for Susan as they come up during the session and she will answer them when her piece is complete. If there is information to share with the audience, we will use the chatbox, but please don't respond in the chatbox because that makes it difficult to monitor -- monitor a couple of different areas. -
Chapter 2 3D User Interfaces: History and Roadmap
30706 02 pp011-026 r1jm.ps 5/6/04 3:49 PM Page 11 CHAPTER 2 3D3D UserUser Interfaces:Interfaces: HistoryHistory andand RoadmapRoadmap Three-dimensional UI design is not a traditional field of research with well-defined boundaries. Like human–computer interaction (HCI), it draws from many disciplines and has links to a wide variety of topics. In this chapter, we briefly describe the history of 3D UIs to set the stage for the rest of the book. We also present a 3D UI “roadmap” that posi- tions the topics covered in this book relative to associated areas. After reading this chapter, you should have an understanding of the origins of 3D UIs and its relation to other fields, and you should know what types of information to expect from the remainder of this book. 2.1. History of 3D UIs The graphical user interfaces (GUIs) used in today’s personal computers have an interesting history. Prior to 1980, almost all interaction with com- puters was based on typing complicated commands using a keyboard. The display was used almost exclusively for text, and when graphics were used, they were typically noninteractive. But around 1980, several technologies, such as the mouse, inexpensive raster graphics displays, and reasonably priced personal computer parts, were all mature enough to enable the first GUIs (such as the Xerox Star). With the advent of GUIs, UI design and HCI in general became a much more important research area, since the research affected everyone using computers. HCI is an 11 30706 02 pp011-026 r1jm.ps 5/6/04 3:49 PM Page 12 12 Chapter 2 3D User Interfaces: History and Roadmap 1 interdisciplinary field that draws from existing knowledge in perception, 2 cognition, linguistics, human factors, ethnography, graphic design, and 3 other areas. -
New Jersey Institute of Technology Research
NEW JERSEY INSTITUTE OF TECHNOLOGY RESEARCH LINKING LABORATORIES TO LIVES 100yearsy NEWARK COLLEGE OF ENGINEERING NEW JERSEY INSTITUTE OF TECHNOLOGY Photo: Oscar Masciandaro Front Cover Photos (left to right): Courtesy of istock/cerber82 Courtesy of istock/Suebsiri Courtesy of istock/dvoevnore Courtesy of istock/enot-poloskun Table of Contents From the Senior Vice Provost for Research 2 Frontiers in Sustainability 4 Engineering Sustainability: Water 6 Engineering Sustainability: Data 8 Engineering Sustainability: Infrastructure 10 Engineering Sustainability: Health and Medicine 12 Voice Technology / Engineering and Art 14 Intelligent Infrastructure 16 NJIT Research Magazine 2019 A Century of Newark College of Engineering 18 Senior Vice Provost for Research Atam P. Dhawan NCE 100: A Timeline 20 Undergraduate Research 26 Office of Strategic Communications Reflections 28 Associate Vice President Denise Anderson Accessibility and Technology 30 Editor Tracey Regan Deep Reinforcement Learning 32 Managing Editor Julie Jacobs Innovative Materials 34 Contributing Writer Jesse Jenkins Data for Decision-Making 36 Art Director/Designer Diane Cuddy NCE 100: Did You Know? 38 Production Manager Babette Hoyle New Faculty 42 Staff Photographer Oscar Masciandaro Faculty Accomplishments 44 From the Senior Vice Provost for Research s we celebrate the 100th anniversary life, to optimize power distribution and create resilient building materials; of Newark College of Engineering this new materials to save teeth, restore heart tissue and develop biosensors that A year, it’s exciting to see how engineers fine-tune selectivity and sensitivity in diagnostic devices; new means to make are now engines of advancement in so many telecommunications networks more energy efficient, to optimize collaboration important endeavors in modern life. -
Development and Validation of the Deaf Athletic Coping Skills Inventory
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2007 Development and Validation of the Deaf Athletic Coping Skills Inventory Jason S. Grindstaff University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Other Social and Behavioral Sciences Commons Recommended Citation Grindstaff, Jason S., "Development and Validation of the Deaf Athletic Coping Skills Inventory. " PhD diss., University of Tennessee, 2007. https://trace.tennessee.edu/utk_graddiss/181 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Jason S. Grindstaff entitled "Development and Validation of the Deaf Athletic Coping Skills Inventory." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Sport Studies. Leslee A. Fisher, Major Professor We have read this dissertation and recommend its acceptance: Craig A. Wrisberg, John W. Lounsbury, Jeffrey E. Davis Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Jason S. Grindstaff entitled “Development and Validation of the Deaf Athletic Coping Skills Inventory.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Sport Studies. -
Disability Rights Movement —The ADA Today
COVER STORY: ADA Today The Disability Rights Movement —The ADA Today Karen Knabel Jackson navigates Washington DC’s Metro. by Katherine Shaw ADA legislation brought f you’re over 30, you probably amazing changes to the landscape—expected, understood, remember a time in the and fostering independence, access not-too-distant past when a nation, but more needs and self-suffi ciency for people curb cut was unusual, there to be done to level the with a wide range of disabilities. were no beeping sounds at playing fi elds for citizens Icrosswalks on busy city street with disabilities. Yet, with all of these advances, corners, no Braille at ATM court decisions and inconsistent machines, no handicapped- policies have eroded the inten- accessible bathroom stalls at the airport, few if tion of the ADA, lessening protections for people any ramps anywhere, and automatic doors were with disabilities. As a result, the ADA Restoration common only in grocery stores. Act of 2007 (H.R. 3195/S. 1881) was introduced last year to restore and clarify the original intent Today, thanks in large part to the Americans with of the legislation. Hearings have been held in both Disabilities Act (ADA), which was signed into law the House and Senate and the bill is expected to in 1990, these things are part of our architectural pass in 2008. 20 Momentum • Fall.2008 Here’s how the ADA works or doesn’t work for some people with MS today. Creating a A no-win situation Pat had a successful career as a nursing home admin- istrator in the Chicago area. -
The Three-Dimensional User Interface
32 The Three-Dimensional User Interface Hou Wenjun Beijing University of Posts and Telecommunications China 1. Introduction This chapter introduced the three-dimensional user interface (3D UI). With the emergence of Virtual Environment (VE), augmented reality, pervasive computing, and other "desktop disengage" technology, 3D UI is constantly exploiting an important area. However, for most users, the 3D UI based on desktop is still a part that can not be ignored. This chapter interprets what is 3D UI, the importance of 3D UI and analyses some 3D UI application. At the same time, according to human-computer interaction strategy and research methods and conclusions of WIMP, it focus on desktop 3D UI, sums up some design principles of 3D UI. From the principle of spatial perception of people, spatial cognition, this chapter explained the depth clues and other theoretical knowledge, and introduced Hierarchical Semantic model of “UE”, Scenario-based User Behavior Model and Screen Layout for Information Minimization which can instruct the design and development of 3D UI. This chapter focuses on basic elements of 3D Interaction Behavior: Manipulation, Navigation, and System Control. It described in 3D UI, how to use manipulate the virtual objects effectively by using Manipulation which is the most fundamental task, how to reduce the user's cognitive load and enhance the user's space knowledge in use of exploration technology by using navigation, and how to issue an order and how to request the system for the implementation of a specific function and how to change the system status or change the interactive pattern by using System Control. -
Learning Disabilities and the Virtual College Campus: a Grounded Theory of Accessibility
Syracuse University SURFACE Instructional Design, Development and Evaluation - Dissertations School of Education 5-2012 Learning Disabilities and the Virtual College Campus: A Grounded Theory of Accessibility Nancy Lee Hollins Syracuse University Follow this and additional works at: https://surface.syr.edu/idde_etd Part of the Education Commons Recommended Citation Hollins, Nancy Lee, "Learning Disabilities and the Virtual College Campus: A Grounded Theory of Accessibility" (2012). Instructional Design, Development and Evaluation - Dissertations. 55. https://surface.syr.edu/idde_etd/55 This Dissertation is brought to you for free and open access by the School of Education at SURFACE. It has been accepted for inclusion in Instructional Design, Development and Evaluation - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. Abstract Two trends currently impacting higher education intersect in this study: (1) students with learning disabilities are enrolling in colleges and universities in increasing numbers, and (2) colleges and universities are increasingly relying on the web to provide services to students. This reliance on the “virtual campus” comes without apparent consideration of accessibility issues that may be experienced by students with learning disabilities. This study explored the experiences of 16 college students, self-identified as having learning disabilities, as they interacted with the virtual campus of one college. Consistent with the social model of disability, this study initially focused on the features of the virtual campus that were both helpful and not helpful to the informants as they performed eight tasks considered typical of those expected of a college student. Using a grounded theory methodology, the model that evolved from this data indicated that to understand the informants’ experiences, consideration had to be given also to what the informants brought to the experience, including their active choice and use of helpful strategies. -
Integrating Appropriate Measures for People with Disabilities in the Infrastructure Sector
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Julkari Integrating Appropriate Measures for People with Disabilities in the Infrastructure Sector By Ronald Wiman (STAKES) & Jim Sandhu (INDRA) National Research and Development Centre for Welfare and Health Herausgeber: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH Postfach 5180, 65726 Eschborn, Germany Internet: http://www.gtz.de Abteilung 4300 Gesundheit, Bildung, Soziale Sicherheit Kompetenzfeld Nachhaltige Soziale Sicherheit Verantwortlich: Dr. Rüdiger Krech This study does not necessarily represent the views of GTZ 2 _______________________________________________________________________ Integrating Appropriate Measures for People with Disabilities in the Infrastructure Sector Table of contents Abbreviations......................................................................................................................................... 4 Preface.................................................................................................................................................... 5 Summary: Appropriate Measures for Integrating People with Disabilities in the Infrastructure Sector...................................................................................................................................................... 6 1 Why and How Should Disability Dimension Be Included in Development Cooperation .. 8 1.1 Disabled People Are at the Bottom by MDG Indicators ............................................................... -
What Is Interaction for Data Visualization? Evanthia Dimara, Charles Perin
What is Interaction for Data Visualization? Evanthia Dimara, Charles Perin To cite this version: Evanthia Dimara, Charles Perin. What is Interaction for Data Visualization?. IEEE Transactions on Visualization and Computer Graphics, Institute of Electrical and Electronics Engineers, 2020, 26 (1), pp.119 - 129. 10.1109/TVCG.2019.2934283. hal-02197062 HAL Id: hal-02197062 https://hal.archives-ouvertes.fr/hal-02197062 Submitted on 30 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. What is Interaction for Data Visualization? Evanthia Dimara and Charles Perin∗ Abstract—Interaction is fundamental to data visualization, but what “interaction” means in the context of visualization is ambiguous and confusing. We argue that this confusion is due to a lack of consensual definition. To tackle this problem, we start by synthesizing an inclusive view of interaction in the visualization community – including insights from information visualization, visual analytics and scientific visualization, as well as the input of both senior and junior visualization researchers. Once this view takes shape, we look at how interaction is defined in the field of human-computer interaction (HCI). By extracting commonalities and differences between the views of interaction in visualization and in HCI, we synthesize a definition of interaction for visualization. -
Computing Interfaces for Everyone Abdullah Almurayh, Member, IAENG, and Sudhanshu Semwal, Member, IAENG
Proceedings of the World Congress on Engineering and Computer Science 2014 Vol I WCECS 2014, 22-24 October, 2014, San Francisco, USA Computing Interfaces for Everyone Abdullah Almurayh, Member, IAENG, and Sudhanshu Semwal, Member, IAENG Abstract—Companies, businesses and agencies rely on com- a large degree of impairment may limit the person to perform puting technology, taking advantage of its trends and ben- a major life activities [8]. efits. Some categories of users – people with disabilities – A disability could affect a person’s employment status, have faced considerable challenges accessing the cloud to the point that they have become excluded. Many of the existing which can cause job loss [9]. Most employers have shifted to systems and companies still rely on assistive tools that are computer-based services and the Internet cloud; therefore, re- expensive, incompatible with some applications, and challenging quiring knowledge of cloud computing skills [10]. This may to use by people with disabilities. The goal of this paper require physical skills1 and soft skills such as personal skills, is to encourage the inclusion of a person with a disability relationships, and communications [10]. Employees with in computing technologies and the opportunities that these technologies afford. Our research finds that the lack of usability disabilities, on the other hand, may not be able to achieve limits the use of these tools and restricts achievement of users these requirements because of health reasons. Section 508 with disabilities. Usually, there is a reasonable and realistic considerations, as discussed earlier, will definitely increase effort of research to include accessibility or usability, or both. -
Teaching Chemistry to Students with Disabilities a Manual for High Schools, Colleges, and Graduate Programs Edition 4.1
Teaching Chemistry to Students with Disabilities A Manual For High Schools, Colleges, and Graduate Programs Edition 4.1 Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs Edition 4.1 Todd Pagano & Annemarie Ross, and members of the ACS Committee on Chemists with Disabilities Copyright 2015, American Chemical Society’s Committee on Chemists with Disabilities ISBN 978-1-4951-5532-1 4th Edition Dorothy L Miner, Ron Nieman, Anne B. Swanson, Kelley Carpenter, and Michael Woods, Editors American Chemical Society Committee on Chemists with Disabilities Copyright 2001, American Chemical Society’s Committee on Chemists with Disabilities Statements in this publication are those of the contributors and do not necessarily reflect the views of the American Chemical Society, the National Science Foundation, or the contributors’ employers. The use of brand names is informational only and does not imply endorsement of any product. Cover images © Rochester Institute of Technology. All rights reserved. Preface Ever since it was first published, Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs has served as a vital resource in the chemistry classroom and laboratory to students with disabilities as well as their parents, teachers, guidance counselors, and administrators. The comprehensive 4th edition was last updated in 2001, so the American Chemical Society’s (ACS) Committee on Chemists with Disabilities (CWD) thought it prudent to update such a valuable text at this time. In a changing time of technology, rapid access to information, accessibility tools for individuals with disabilities, and publishing, Edition 4.1 is being published digitally/online as an Open Access text. -
DOCUMENT RESUME Computer Accessibility Technology Packet
DOCUMENT RESUME ED 419 355 EC 306 444 TITLE Computer Accessibility Technology Packet. INSTITUTION Department of Education, Washington, DC. PUB DATE 1997-10-10 NOTE 51p. AVAILABLE FROM Office of Special Education and Rehabilitative Services, Department of Education, Mary E. Switzer Building, 330 C Street, S.W., Washington, DC 20202; telephone: 202-205-5465; World Wide Web: http://www.ed.gov/offices/OSBRS/teckpack.html (Copies of this packet are available in braille, audiotape, large print or computer disk, for individuals with disabilities). PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Accessibility (for Disabled); *Appropriate Technology; *Assistive Devices (for Disabled); *Disabilities; *Educational Technology; Elementary Secondary Education; Federal Legislation; LegalResponsibility; *School Responsibility IDENTIFIERS *Technology Related Assistance Individ Disabil Act ABSTRACT This technology information packet includes information about the technical aspects of access to technology, legal obligations concerning technology and individuals with disabilities, and a list of resources for further information and assistance. A question and answer section addresses: barriers to educational technology for students with disabilities; how product access for students with disabilities can be delivered; the benefits of access features for typical students; a school's legal responsibilities to provide accessible technology for students with disabilities; a school's legal responsibility to provide accessible