Website Accessibility Issues in Western Australian Public Libraries
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Access All Areas: Disability, Technology and Learning Edited by Lawrie Phipps, Allan Sutherland and Jane Seale
Access All Areas: disability, technology and learning Edited by Lawrie Phipps, Allan Sutherland and Jane Seale © JISC TechDis Service and ALT i Acknowledgements The publication of this book is the result of a collaboration between TechDis and the Association for Learning Technology who have worked together to commission and edit the contributions. Both TechDis and the Association for Learning Technology would like to acknowledge the following people who have contributed chapters for this book: David Banes AbilityNet Simon Ball TechDis Nigel Beacham IMPACT Research Group, Loughborough University Chris Cann Educational Consultant Margaret Dilloway Bournville College of Further Education EA Draffan TechDis Accessibility Database Shirley Evans Royal National College for the Blind Philip Henderson ICT Access Specialist, Treloar Trust Michael Lakey Tynemouth College AP McDermott Communications and Learning Technologies Research Group, University of Plymouth Zoë Neumann Royal National Institute for the Blind Susi Peacock Learning Technology Advisor, Queen Margaret University College Daniel Ross WebCT Administrator, Queen Margaret University College Jacqui Skelton Student Disability Advisor, Queen Margaret University College David Sloan Digital Media Access Group Stuart Smith MIMAS, Manchester Computing, University of Manchester Mike Wald Director Southern Higher and Further Education Collaboration Betty Willder JISC Legal Information Service Kathy Wiles LTSN Generic Centre NAJ Witt Communications and Learning Technologies Research Group, University of Plymouth The following contributed to the reviewing, copy editing or proof reading of this book and their comments and assistance are also gratefully acknowledged: Simon Ball TechDis Samuel Fanous Oxford University Rhonda Riachi Director, Association for Learning Technology Design and DTP by Jamie Shaw, www.jamietshaw.co.uk ISBN 1-904190-18-9 ii © JISC TechDis Service and ALT A note on language There are many terms in current usage to describe disabled people. -
EMERGING TECHNOLOGIES Accessibility and Web Design
Language Learning & Technology v5n1 2001 Language Learning & Technology Vol. 5, No. 1, January 2001, pp. 11-19 EMERGING TECHNOLOGIES Accessibility and Web Design Why Does It Matter? Bob Godwin-Jones Virginia Commonwealth University The passage of the American with Disabilities Act (ADA) in 1990 has had a major impact on the physical infrastructure of college campuses in the US. Less well-known is the growing ADA impact on educational applications of technology, particularly in the use of the Web. Parallel to the beginnings of ADA-inspired awareness of this issue has come the approval by the Federal Office of Management and Budget on December 21, 2000, of Section 508 (of the Rehabilitation Act) accessibility standards. Government agencies will have six months from this date to make their Web sites accessible to users with disabilities. After that date, federal agencies -- and presumably non-compliant institutions receiving federal funds -- will be subject to law suits. Many regions in the US have instituted accessibility guidelines as well. This is not just a US issue; there are a number of countries, including Australia, Canada, Denmark, France, and Japan, which have recently issued policies relating to Web accessibility. But legality aside, it makes good sense to make instructional technology as accessible as possible. There are emerging standards for achieving this goal. Interestingly, new Web delivery options can benefit from following the same guidelines. Why should language teachers be concerned with accessibility? Can't the small number of users with special needs be accommodated individually? In response, one could ask, why worry about the limited number of Internet users who don't know English? Just as we should be concerned with monolingualism on the Web and the social-economic "digital divide," so too should we be concerned about problematic access to learning materials on the part of even a small numbers of students. -
SBAC23 Technical Module Documentation.Docx
Smarter Balanced Digital Library Exemplar Instructional Module Technical Documentation Smarter Balanced Digital Library (RFP 23) Exemplar Instructional Module Technical Documentation Prepared for: by: -- DRAFT-- Exemplar Module Technical Documentation -- DRAFT-- Page 1 Smarter Balanced RFP 23 Smarter Balanced Digital Library Exemplar Instructional Module Technical Documentation Revision History Review History Document Maintenance Acronyms List Introduction 1.1 Purpose 1.2 Supplementary Resources 1.3 Example Module Design Overview 2.1 Module Blueprints 3. General Module Technical Overview 3.1 Key Software Components 3.2 Module Requirements 3.2.1 Module Browser Requirements 3.2.2 Module Accessibility Requirements 3.2.3 Module Aspect Ratio Requirements 3.2.4 Module Upload Requirements 4. Module Delivery 4.1 Module Upload to the Digital Library 5. Example Module Technical Overview 5.1 Example Zip Contents 5.2 End User Requirements 5.3 Navigational Controls 5.4 Configuration Script 5.5 Available runJS JavaScript Functions 5.6 Module Review Feedback Mechanism 5.7 Amplify Employed Content Production Techniques -- DRAFT-- Exemplar Module Technical Documentation -- DRAFT-- Page 2 Smarter Balanced RFP 23 Smarter Balanced Digital Library Exemplar Instructional Module Technical Documentation Revision History Version Date Author(s) Description 1.0 2014 08 10 Frank Walsh Template draft 1.1 2014 08 20 Frank Walsh Content Authorship 1.2 2014 09 10 Frank Walsh Content Updates 2.0 2014 10 01 Frank Walsh Major Content Revision 2.1 2014 10 29 Frank Walsh -
Semantic Web Accessibility Testing Via Hierarchical Visual Analysis
Semantic Web Accessibility Testing via Hierarchical Visual Analysis Mohammad Bajammal Ali Mesbah University of British Columbia University of British Columbia Vancouver, BC, Canada Vancouver, BC, Canada [email protected] [email protected] Abstract—Web accessibility, the design of web apps to be web pages, an approach that is also used in a few patents [6], usable by users with disabilities, impacts millions of people [7]. The bulk of existing work focuses on topics such as around the globe. Although accessibility has traditionally been evaluating best practices for conducting empirical accessibility a marginal afterthought that is often ignored in many software products, it is increasingly becoming a legal requirement that evaluations, such as manual checklist walkthroughs [8] or must be satisfied. While some web accessibility testing tools enlisting visually-impaired users as part of user studies [9]. A exist, most only perform rudimentary syntactical checks that number of open-source tools have been developed to conduct do not assess the more important high-level semantic aspects simple syntactic accessibility tests that only check a few that users with disabilities rely on. Accordingly, assessing web attribute values in a web page. In an audit of 13 of such accessibility has largely remained a laborious manual process requiring human input. In this paper, we propose an approach, accessibility testing tools conducted by the United Kingdom called AXERAY, that infers semantic groupings of various regions Government’s Office of Digital Services [10], these tools found of a web page and their semantic roles. We evaluate our approach only %26 of a known small set of accessibility violations on 30 real-world websites and assess the accuracy of semantic present in tested web pages. -
CBM Digital Accessibility Toolkit 2 Contents
Digital Accessibility Toolkit Back to Contents Contents Purpose of this toolkit 4 2.2.2 Development frameworks 3.4 Colour: contrast and graphics 28 and accessibility 16 Resources: Colour and graphics Structure of the toolkit 5 Resources: CRPD and inclusive 3.5 Alternative text 29 development CBM Digital Toolkit 6 Resources: Alt text 2.3 International accessibility 3.6 Creating accessible video 30 standards 17 Resources: Captioning, Section ICT accessibility standards transcribing, and editing 2.4 ICT and inclusion 18 3.7 Creating accessible content 31 2.4.1 Practical considerations 18 3.7.1 Microsoft Word 31 1 2.4.2 Benefits for society and business 20 Resources: Microsoft Word 2.4.3 Accessibility and usability 21 3.7.2 Microsoft Excel 32 Glossary and acronyms 7 Resources: Excel 1.1 Glossary 8 3.7.3 Microsoft PowerPoint 33 1.2 Acronyms 12 Section Resources: PowerPoint decks 3.7.4 Adobe InDesign 34 Resources: InDesign: accessibility Section tips and tutorials 3 3.7.5 PDF 34 Tools and guidance for creating Resources: PDFs: accessible publications and tagging documents accessible content 23 2 3.7.6 EPUB and Kindle 35 3.1 Fonts 24 Resources: EPUBs Resources: Accessible fonts Background and considerations 13 3.7.7 Email 35 3.2 Language and Easy Read 25 2.1 Overview 14 Resources: Emails Resources: Plain language and 2.2 International frameworks 15 Easy Read 3.7.8 Alternative formats 36 2.2.1 Human rights framework: CRPD 15 3.3 Structuring content 3.8 Business cards 37 to be accessible 26 Resources: Structuring content to be accessible 27 Contents -
Accessibility Testing: the Role of Tools, Ats, and Manual Methods
Accessibility Testing: The Role of Tools, ATs, and Manual Methods Karen Brenner, Westat Testing Unit Section 508 Checkpoints (16) • (a) A text equivalent for every non-text element shall be provided: a text equivalent conveys the same information to the user as the original non-text element, such as a button, image, or checkbox. • (b) Equivalent alternative for any multimedia presentation shall be synchronized with the presentation: Visual presentations require captioning, a text transcript, and/or alternative text representations. Manual Test • (c) Web pages shall be designed so that all information conveyed with color is also available without color: do not use color to indicate action or meaning (“press the green button,” “fill out fields marked in red”, etc.). Manual Test • (d) Documents shall be organized so they are readable without requiring an associated style sheet: page design should not interfere with user defined style sheets. • (e) Redundant text links shall be provided for each active region of a server-side image map: present user with a list of links so the map is made accessible. • (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape: this allows assistive technology to easily activate regions of the image map. • (g) Row and column headers shall be identified for data tables: users who cannot view the data with its visual reference points can easily navigate them. • (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers: a screen reader should be able to utilize this table structure. -
PORTUGUESE WEB ACCESSIBILITY SNAPSHOT Status of the Portuguese Websites Regarding Accessibility Levels
PORTUGUESE WEB ACCESSIBILITY SNAPSHOT Status of the Portuguese Websites Regarding Accessibility Levels Ramiro Gonçalves, José Martins, Manuel Martins, Jorge Pereira and Henrique Mamede GECAD - University of Trás-os-Montes e Alto Douro, Vila Real, Portugal Keywords: Website, Accessibility, W3C, Guidelines, Evaluation. Abstract: The Internet is extremely important for the publishing of information and for the interaction between the society elements. Due to this, it’s essential that the web presents itself accessible to all, including those with any kind of disability. An accessible web may help the handicapped citizens interact with the society in a more active way. This paper presents a study made with a universe of 777 Portuguese biggest enterprises, using a W3C referenced tool (SortSite), and presents some statistical results according to the Portuguese Classification of the Enterprises Activities. The achieved results present a serious troubled reality that’s preventing the disabled citizens from having the same access rights to the World Wide Web as the “non- disabled” citizens. 1 INTRODUCTION 2 WEB ACCESSIBILITY IN THE WORLD According to the European Commission all the disabled citizens can be better integrated in society 2.1 Web Accessibility Concepts and through the use of Information and Communication Technologies - ICT, but for this to happen, these Concerns same technologies must be accessible to all (EU, The term accessibility can easily be defined has the 2008). possibility of disabled people interact with a In the last two decades a very important change product, resource, service or activity has normal in the economical and social activities has occurred. people would. In what concerns the ICT, we can The ICT have contributed in a significant way to this define accessibility as the creation of interfaces that change (Socrates, 2007). -
Framework for Designing and Implementing Accessible Information and Communication Technology (ICT) Strategic Plans
Framework for Designing and Implementing Accessible Information and Communication Technology (ICT) Strategic Plans Accessible Technology in the Workplace Initiative This paper was funded by the Office of Disability Employment Policy, U.S. Department of Labor under a contract to Concepts, Inc. The paper was submitted by Concepts, Inc., with lead author, Robert “Bobby” Silverstein (Principal, Powers, Pyles, Sutter & Verville, PC), and portions reviewed by Judy Brewer (Director, Web Accessibility Initiative, World Wide Web Consortium). The opinions contained in this paper do not necessarily represent those of the U.S. Department of Labor or any other agency or department of the federal government. Table of Contents INTRODUCTION ....................................................................................................................................... 1 I. OVERVIEW AND NEED FOR FRAMEWORK ............................................................................ 1 A. Role of Information and Communication Technology in Business and Society ............................. 1 B. Accessible Technology—The Gateway Civil Rights Issue for People with Disabilities ................ 1 C. Legal/Policy Context ....................................................................................................................... 2 D. The Business Case and Emerging Business Practices ..................................................................... 3 E. Values and Guiding Principles—the Concept of Universal Design ............................................... -
Framework for Designing and Implementing Accessible Information and Communication Technology (ICT) Strategic Plans
Framework for Designing and Implementing Accessible Information and Communication Technology (ICT) Strategic Plans Accessible Technology in the Workplace Initiative This paper was funded by the Office of Disability Employment Policy, U.S. Department of Labor under a contract to Concepts, Inc. The paper was submitted by Concepts, Inc., with lead author, Robert “Bobby” Silverstein (Principal, Powers, Pyles, Sutter & Verville, PC), and portions reviewed by Judy Brewer (Director, Web Accessibility Initiative, World Wide Web Consortium). The opinions contained in this paper do not necessarily represent those of the U.S. Department of Labor or any other agency or department of the federal government. Table of Contents INTRODUCTION ....................................................................................................................................... 1 I. OVERVIEW AND NEED FOR FRAMEWORK ............................................................................ 1 A. Role of Information and Communication Technology in Business and Society ............................. 1 B. Accessible Technology—The Gateway Civil Rights Issue for People with Disabilities ................ 1 C. Legal/Policy Context ....................................................................................................................... 2 D. The Business Case and Emerging Business Practices ..................................................................... 3 E. Values and Guiding Principles—the Concept of Universal Design ............................................... -
Web Accessibility – Does Your Web Site Make the Grade? Melanie O
Proceedings of the 2004 ASCUE Conference, www.ascue.org June 6 – 10, 1004, Myrtle Beach, South Carolina Web Accessibility – Does Your Web Site Make the Grade? Melanie O. Anderson Assistant Professor University of Pittsburgh at Titusville 504 East Main Street Titusville, PA 16354 814-827-4415 [email protected] Abstract Web sites today should meet Web accessibility guidelines to comply with a host of regulations and guidelines for people with disabilities. Recent estimates state that 20% of the U.S. popula- tion has a disability and that 10% of the on-line population is disabled. Our aging population also experiences similar issues. This session will help you assure your Web site is in compliance with current regulations and guidelines by reviewing the Web Accessibility Initiative (WAI), the Web Content Accessibility Guidelines (WCAG), and the U.S. Section 508 requirements. Soft- ware to evaluate Web accessibility will be reviewed and demonstrated. Best practices, recent initiatives and current developments in Web accessibility will be discussed. This session will benefit faculty, staff, and administration in teaching and evaluating Web accessibility. Introduction What do you use the Web for? Getting the news, shopping, entertainment, classroom education, searching the library or other resources for information, job searching, government services, and civic participation? As these methods become more prevalent, they may become the only way to access the information or service. For example, can you find information in a library without using a computer, and in many cases, a Web site? What if you had a disability that prevented you from seeing the Web site, or hearing the video/audio on a Web site? Could you still func- tion? The Internet has facilitated the use of many great tools for the disabled, such as text to speech synthesizer software programs used by the blind. -
Final Report 2016
Evidenced-based approach to the design and redevelopment of inclusive technology enhanced learning environments Final report 2016 Lead institution: University of South Australia Partner institutions: Australian National University Media Access Australia Queensland University of Technology The University of Adelaide Project leader: Professor Denise Wood, Project Leader, University of South Australia and Central Queensland University Report Authors: Professor Denise Wood, Project Leader, University of South Australia and Central Queensland University Dr Sheila Scutter, University of South Australia Ms Renette Viljoen, Central Queensland University Project website: http://www.responsive-learning.org Project coordinator: Dr Sheila Scutter, University of South Australia Project team members: Dr Leanne Glenny, University of South Australia Dr Collette Snowden, University of South Australia Associate Professor Deirdre Tedmanson, University of South Australia Dr Tina Du, University of South Australia Mr Bruce Underwood, University of South Australia Ms Tracey Johnson, University of South Australia Professor Noel Lindsay, The University of Adelaide Professor Helen Partridge, formerly Queensland University of Technology Ms Julie Harrison, Australian National University Dr Scott Hollier, Media Access Australia Ms Renette Viljoen, Central Queensland University Collaborators: Professor Jutta Treviranus, Ontario College of Art and Design Professor Gregg Vanderheiden, Trace Centre, University of Wisconsin-Madison PhD Student: Mr Lindsley Abadia, University of South Australia Evidenced-based approach to the design and redevelopment of inclusive technology enhanced learning environments 2 | P a g e Support for the production of this report has been provided by the Australian Government Department of Education and Training. The views expressed in this report do not necessarily reflect the views of the Australian Government Department of Education and Training. -
Web Accessibility? 3
1 Table of Contents What is Web Accessibility? 3 Accessibility Laws and Rules 4 4 Principles of Web Accessibility 5 Basic Accessibility Techniques 6 Accessibility Resources 12 HOW-TO GUIDE: Web Accessibility: What It Is, Why You Need It, How to Get It 2 www.mightycitizen.com | (512) 459-7000 | Austin, TX What is Web Accessibility? Welcome to the world of web accessibility—where the decisions you make about your organization’s digital identity can impact more than 50 million Americans. Web accessibility refers to the design of websites, apps, and other digital content so that it’s accessible to every user, regardless of their abilities or disabilities. For example: Accessible websites are developed, designed, and managed to ensure that users with a disability—blindness, motor impairment, deafness, etc.—can use them just as effectively as users without a disability. The Scope of Accessibility Accessibility cannot be an afterthought when constructing your website. Instead, it should be considered just as carefully as other website decisions—e.g., which pages to build, what interactivity to add, etc. To let your website’s accessibility fall into disrepair and irrelevance is to purposefully ignore the needs of countless users. 56.7 million Americans have some form of disability (U.S. Census) This includes: ● 19.2 million with difficulty lifting or grasping—impacting their use of a mouse and keyboard ● 15.2 million with cognitive, mental, or emotional impairments ● 8.1 million with vision impairment—who often use a “screen reader” to use the web ● 7.6 million with hearing impairment Each of these Americans may need adaptive technology to consume Internet content—including screen readers, screen magnifiers, adapted keyboards, etc.