Solving Web Accessibility: Leaving No One Behind
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A Second Look at What High School Students Who Are Blind Should Know About Technology
A Second Look at What High School Students Who are Blind Should Know About Technology Stacy M. Kelly, Gaylen Kapperman Visual Disabilities Program, Northern Illinois University [email protected], [email protected] Abstract This article presents an overview of mainstream and assistive technology skills and tools to be mastered by high school students who are blind in preparation for postsecondary education. It is an update to an article written on this exact topic fifteen years ago. The recommendations focus entirely on what is necessary in today’s high-tech society for high school learners who read and write braille competently (e.g., read braille tactually at a minimum rate of 30 words per minute). The number of recommendations from the original article in 2004 has more than doubled. There were only 14 recommendations in 2004. In 2018 there are more than 30 recommendations for students who are blind to relate to their use of assistive technology. The Certified Assistive Technology Instructional Specialist for People with Visual Impairments (CATIS) provides a Scope of Practice and Body of Knowledge that is sufficient for supporting the substantial growth in the assistive technology-related knowledge, skills, and tools recommended in this article. Keywords Assistive technology, blind, certification, education, visually impaired Journal on Technology and Persons with Disabilities Santiago, J. (Eds): CSUN Assistive Technology Conference © 2018 California State University, Northridge A Second Look at What High School Students Who are Blind Should Know About Technology 386 Introduction This article represents a “second look” at the issue of competence in the use of appropriate technology to be mastered by students who are blind and who may be enrolling in some type of postsecondary educational program. -
Assistive Technology for Disabled Persons
International Conference on Recent Advances in Computer Systems (RACS 2015) Assistive Technology for Disabled Persons Aslam Muhammad1, Warda Ahmad2, Tooba Maryam3, Sidra Anwar4 Department of CS &, U. E. T., Lahore, Pakistan ([email protected], [email protected], [email protected]) Martinez Enriquez A. M. Center of Investigation and Advanced Studies (CINVESTAV), D.F. Mexico ([email protected]) Abstract: Assistive technology aims to serve the disabled access Information Technology (IT) – e.g., Braille display, people, who are unable to do their daily routines with ease. Screen readers, voice recognition programs, speech Despite the emphasis on mechanics and the rapid proliferation synthesizer, screen magnifier, teletypewriters conversion of modern devices, little is known about the specific uses of such modem, etc. [30]. These gadgets can include hardware, gadgets introduced now-a-days. Guardians of fully/partially software, and peripherals that assist people with disabilities. sighted and handicapped persons remain indecisive in making selection of required tools. Thus, the purpose of this work is to Almost all the famous operating systems like Windows, help people in choosing the best suited widgets for them. We Linux, and Solaris, etc. have some build-in accessibility conduct a parameterized review and a systematic analysis of features for disabled people e.g. Narrator, Vinux and Windows and Linux based assistive artificial supporting agents. complete mouseless access to the desktop respectively. This study is carried out to show the currently available Along with these build-in features they also provide support assistive crafts, their working, effectiveness, performance, and to wide range of assistive technologies available cost. On this basis of the review, recommendations are given to commercially and for free. -
Annual Report 2019: Center for Persons with Disabilities
ANNUAL REPORT 2019 CENTER FOR PERSONS WITH DISABILITIES CPD MISSION We are working together to create inclusive communities and improve the lives of children and adults with disabilities and their families through sustainable innovation, collaborative research, responsive service, and interdisciplinary training and education. CONTACT THE CPD Phone:435-797-1981 www.cpd.usu.edu Address: 6800 Old Main Hill Logan, UT 84322-6800 From the Director THIS PAST YEAR AT THE CPD has been marked by new projects, new personnel, and a renewed focus on building partnerships on campus, in our communities, and across the country. In the pursuit of our mission to create more inclusive communities and improve the lives of individuals with disabilities and their families, we have focused our efforts on diversifying our projects and expanding our reach into the community, state, and nation. New projects have strengthened our efforts on mental health issues, employment supports for people with disabilities, and literacy. This year marks the best funding year for the CPD in the past five years, which is a testament to the hard work of our dedicated staff. The fact that we have continued to grow, in spite of a challenging funding environment, is a clear indicator that the CPD is adapting Dr. Matthew Wappett and evolving. Much of our success has come from new federal and CPD Executive Director state partnerships that build upon the reputation of our people and programs. In FY 2019, CPD staff worked on 114 different projects delivering training, conducting research, and providing technical assistance in every Utah county, 46 U.S. -
Development of Educational Materials
InSIDE: Including Students with Impairments in Distance Education Delivery Development of educational DEV2.1 materials Eleni Koustriava1, Konstantinos Papadopoulos1, Konstantinos Authors Charitakis1 Partner University of Macedonia (UOM)1, Johannes Kepler University (JKU) Work Package WP2: Adapted educational material Issue Date 31-05-2020 Report Status Final This project (598763-EPP-1-2018-1-EL-EPPKA2-CBHE- JP) has been co-funded by the Erasmus+ Programme of the European Commission. This publication [communication] reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein Project Partners University of National and Macedonia, Greece Kapodistrian University of Athens, Coordinator Greece Johannes Kepler University of Aboubekr University, Austria Belkaid Tlemcen, Algeria Mouloud Mammeri Blida 2 University, Algeria University of Tizi-Ouzou, Algeria University of Sciences Ibn Tofail university, and Technology of Oran Morocco Mohamed Boudiaf, Algeria Cadi Ayyad University of Sfax, Tunisia University, Morocco Abdelmalek Essaadi University of Tunis El University, Morocco Manar, Tunisia University of University of Sousse, Mohammed V in Tunisia Rabat, Morocco InSIDE project Page WP2: Adapted educational material 2018-3218 /001-001 [2|103] DEV2.1: Development of Educational Materials Project Information Project Number 598763-EPP-1-2018-1-EL-EPPKA2-CBHE-JP Grant Agreement 2018-3218 /001-001 Number Action code CBHE-JP Project Acronym InSIDE Project Title -
Least You Need to Know
Accessibility Maintainers of WebLearn sites need to be aware of accessibility issues, for users with various types of impairment Why are accessibility issues important? Have you ever experienced problems such as Repetitive Strain Injury (RSI), sore eyes, headaches, back or shoulder aches from long term use of a computer? Are you perhaps colour blind, have a touch of dyslexia, or need magnification of the computer screen? Are you sensitive to screen flashing due to photo-sensitive epilepsy? It is not only major sensory impairments such as vision or hearing disabilities which impede people in their use of technology. In many cases, assistive/adaptive/access technology (AT) can be used to enable or facilitate the use, navigation, creation or completion of electronic materials (such as web pages, online forms, Internet services and products) that would be inaccessible by conventional means. Assistive technologies include screen readers (such as JAWS, ReadPlease, BrowseAloud) or screen enlargers (magnifiers), voice recognition systems, alternative input devices such as eye or head operated pointing devices. The Opera browser now includes voice-enabled shopping and booking systems and spoken commands to browse the web. What types of impairments need to be considered? It helps to classify types of impairments in order be able to address differing needs (AbilityNet (www.abilitynet.org.uk) • Vision – including blindness, partial sightedness, colour blindness and tunnel vision • Hearing – deaf and partial hearing • Headings are an absolute Mobility problems – RSI, problems with using hands or arms asset – you can key through • Cognitive, mental problems – including dyslexia, learning problems them by ‘arrowing down’ A quotation from a blind person browsing internet sites with the help of a screen reader: (using the down arrow on the keyboard) Holistic approach to web design Build your Content first (in a simple, linear layout), add styling on top of that (e.g. -
Mathplayer: Web-Based Math Accessibility Neil Soiffer Design Science, Inc 140 Pine Avenue, 4Th Floor
MathPlayer: Web-based Math Accessibility Neil Soiffer Design Science, Inc 140 Pine Avenue, 4th Floor. Long Beach, CA 90802 USA +1 562-432-2920 [email protected] ABSTRACT UMA[4] and Lambda[9]. Both projects have a strong focus on MathPlayer is a plug-in to Microsoft’s Internet Explorer (IE) that two-way translation between MathML and multiple braille math renders MathML[11] visually. It also contains a number of codes. They also include some standalone software for voicing features that make mathematical expressions accessible to people and navigating math. with print-disabilities. MathPlayer integrates with many screen Our work differs from previous work mainly in its focus – readers including JAWS and Window-Eyes. MathPlayer also MathPlayer is a mainstream application that is also designed to works with a number of TextHELP!’s learning disabilities work with popular assistive technology (AT) software. Our goal is products. to allow people to continue to use tools that they are already familiar with such as JAWS and IE, and not require them to use a Categories and Subject Descriptors different browser simply because the document they are reading H.5.4 [Information Systems]: Information Interfaces and contains mathematical expressions. Presentation—User Issues. 2. MATHPLAYER FEATURES General Terms MathPlayer is a free plug-in for IE that displays MathML in Web Design, Human Factors. pages. Because MathML is not an image format, MathPlayer is able to dynamically display a mathematical expression that Keywords matches the document’s font properties such as size and color. Hence, if a user chooses to read a document using a larger font Print Disabilities, Visual Impairments, Math Accessibility, size than standard or chooses a particular color scheme, the math Assistive Technology, MathML will also be displayed using that larger font size or color scheme. -
Supported Reading Software
Readers: Hardware & Software AMIS is a DAISY 2 & 3 playback software application for DTBs. Features include navigation by section, sub-section, page, and phrase; bookmarking; customize font, color; control voice rate and volume; navigation shortcuts; two views. http://www.daisy.org/amis?q=project/amis Balabolka is a text-to-speech (TTS) program. All computer voices installed on a system are available to Balabolka. On-screen text can be saved as a WAV, MP3, OGG or WMA file. The program can read clipboard content, view text from DOC, RTF, PDF, FB2 and HTML files, customize font and background color, control reading from the system tray or by global hotkeys. It can also be run from a flash drive. http://www.cross-plus- a.com/balabolka.htm BeBook offers four stand-alone e-book reader devices, from a mini model with a 5" screen to a wireless model with Wi-Fi capability. BeBook supports over 20 file formats, including Word, ePUB, PDF, Text, Mobipocket, HTML, JPG, and MP3. It has a patented Vizplex screen and 512 MB internal memory (which can store over 1,000 books) while external memory can be used with an SD card. Features include the ability to adjust fonts and font sizes, bookmarking, 9 levels of magnification with PDF sources, and menu support in 15 languages. http://mybebook.com/ Blio “is a reading application that presents e-books just like the printed version, in full color … with …features” and allows purchased books to be used on up to 5 devices with “reading views, including text-only mode, single page, dual page, tiled pages, or 3D ‘book view’” (from the web site). -
Webaim Campus Training Session 2
WebAIM Campus Training-Session 2 OK, another aspect of accessibility for users with low vision is ensuring that there is sufficient contrast between the text content and the background. This is something that impacts everybody. We all have difficulty reading content if there is insufficient contrast. It is important to keep in mind that ultimately the end user has control over the way they view your web content. They can change colors. They can invert contrast. They can enable high contrast to override your colors to view content in a way that works best for them. So keep that in mind. This is always something that they can do. That idea that we fully control the user experience-- we have to give that up. We have to give up that notion that we control what the user is going to see or what they're going to do. What we want to do instead is to enable a good experience. If the user comes and they customize, they adapt the content for their own needs, what we have provided still is going to work for them. To ensure that you provide sufficient contrast, WCAG does define this for you. They provide some measures. All you have to do is implement this very basic formula, and just put this in your memory banks and you'll be good. No, you don't want to be doing this complex math to determine if your content has sufficient contrast. You want to use tools like the WebAIM Contrast Checker. This is a tool that we've built. -
Accessibility Requirements for UH Websites.Pdf
Accessibility Requirements for UH Websites Section 508 and WCAG 2.0 Level A & AA These slides are at goo.gl/09Ifa2 Mitchell Ryan Sunny Ochi McCalla Walker ITS ITS UH Hilo ochi rmcalla swalker @hawaii.edu @hawaii.edu @hawaii.edu What is Accessibility? Accessibility is about access, not disability. Why is Accessibility Important? Without accessibility, those with disabilities would not be able to participate in this increasingly technology driven world. Physical Disabilities ● Color blind ● Low-vision or legally blind ● Hearing loss ● Low motor control ● Cognitive (e.g., dyslexia, high stress, non-native speaker, etc.) ● and more… Environmental/Temporary Disabilities ● Very small or large screen sizes ● Touch-only or keyboard-only ● Projected or on a TV ● Poor lighting ● Slow connection speed ● Background noise ● Printed ● User-overridden style sheets ● and more… Browser “Disabilities” ● Old IE ● Edge ● Safari (the new IE) ● Chrome ● Firefox ● Opera Mini ● UC Browser ● WebView (in-app) ● Different versions of the same browser ● and more… 2 Rule Sets Section 508 Law: www.section508.gov Checklist: webaim.org/standards/508/checklist WCAG 2.0 Specs: www.w3.org/TR/WCAG20 508 ♥ WCAG Checklist: webaim.org/standards/wcag/checklist Compliance Deadline (spoiler: January 18, 2018) Section 508 or WCAG 2.0? Already 508 compliant? Not yet 508 compliant? Should update Must update to WCAG 2.0 A and AA. to WCAG 2.0 A and AA. “Safe-harbor” exemption if already fully compliant as of January 2018. What does compliance mean? What I see is not what you get. Alt -
Cen Cwa 15778 Workshop Agreement
CEN CWA 15778 WORKSHOP February 2008 AGREEMENT ICS 35.240.30 English version Document Processing for Accessibility This CEN Workshop Agreement has been drafted and approved by a Workshop of representatives of interested parties, the constitution of which is indicated in the foreword of this Workshop Agreement. The formal process followed by the Workshop in the development of this Workshop Agreement has been endorsed by the National Members of CEN but neither the National Members of CEN nor the CEN Management Centre can be held accountable for the technical content of this CEN Workshop Agreement or possible conflicts with standards or legislation. This CEN Workshop Agreement can in no way be held as being an official standard developed by CEN and its Members. This CEN Workshop Agreement is publicly available as a reference document from the CEN Members National Standard Bodies. CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland and United Kingdom. EUROPEAN COMMITTEE FOR STANDARDIZATION COMITÉ EUROPÉEN DE NORMALISATION EUROPÄISCHES KOMITEE FÜR NORMUNG Management Centre: rue de Stassart, 36 B-1050 Brussels © 2008 CEN All rights of exploitation in any form and by any means reserved worldwide for CEN national Members. Ref. No.:CWA 15778:2008 D/E/F CWA 15778:2008 (E) Contents Page -
Using Extron Streaming Content Manager: a Help File
Help Using Extron Streaming Content Manager 79-584-101 Rev. C 11 15 Contents Prerequisites 5 System and Web Browser Requirements 5 Web Browser Requirements 5 About Streaming Content Manager 7 About Streaming Content Manager 7 General Product Overview 7 What SCM Does 7 Signal Flow Within Streaming Content Manager 8 User Roles 9 Comparing User Types Based on Origin (Local or AD Accounts) 13 How to Find Information About SCM 14 Getting Started 16 Opening Streaming Content Manager 16 Logging In and Logging Out 17 Overview of the SCM Software Interface 19 How the SCM Web Pages Are Organized 19 Managing User Accounts 22 Editing My Profile 22 Resetting or Changing Your Password 26 Guidelines for Passwords 26 Resetting a Forgotten Password 27 Changing an Existing Password 28 Managing Recordings 31 Managing Recordings: an Overview 31 Locating and Accessing Recordings 32 About The Recordings Pages 32 List View Pages and Their Corresponding Tabs: What Content Appears on Which Page 33 Detail View Pages 34 Player Pages 35 Using Streaming Content Manager (SCM) Software • Contents 2 Locating Recordings in a List 36 Elements of Recording Entries 38 Elements of a Recording Entry in a List View 38 Elements of a Recording Entry in a Detail View 40 Recording Privacy Settings 41 Privacy Settings Defined 41 Default Privacy Setting 42 Privacy Settings and Unauthenticated Users 42 Downloading a Recording Package 42 Why Download a Recording? 42 What Is In The Recording Package? 43 How to Download a Recording 43 Sharing a Recording 44 Editing Recording Details -
Intro to Various Aspects of Low Vision We
Outline & Index Introduction Computer Settings for Low Vision Low Vision Gateway - Intro to various aspects of Low Vision Websites with Useful Advice for the Visually Challenged Local Services for those with Low Vision Transportation & Low Vision Catalogs for Low Vision Products Proper Nutrition, Proper Eyecare Optical Magnifiers Cell Phones AudioBooks & eBooks eBook Readers Low Vision Magazines & Newsletters Low Vision Blogs & User Groups Assistive Technology Magnifiers, Electronic, Hand Held Magnifiers, Electronic, Desktop (CCTV) Magnifier Software for the Computer Screen Magnifiers for the Web Browser Low Vision Web Browsers Text to Speech Screen Readers, Software for Computers Scan to Speech Conversion Speech to Text Conversion, Speech Recognition The Macintosh The Apple Macintosh & its Special Strengths Mac Universal Access Commands Magnifiers for the Macintosh Text to Speech Screen Readers for Macintoshes Speech Recognition for Macs Financial Aid for Assistive Technology AudioBooks & eBooks Audiobooks are read to you by a recorded actor. eBooks allow you to download the book, magnify the type size and have the computer read to you out loud. Free Online eBooks • Online Books http://onlinebooks.library.upenn.edu/ • Gutenberg Project http://www.gutenberg.net/index.php • Net Library – 24,000 eBooks & 2,000 eAudiobooks. Sign up thru your public library, then sign on to NC Live, and finally to Net Library. http://netlibrary.com/Centers/AudiobookCenter/Browse .aspx?Category=Lectures Free Online Audiobooks • http://librivox.org/newcatalog/search.php?title=&aut hor=&status=complete&action=Search • http://www.audiobooksforfree.com/ Books on CD & cassette North Carolina Library for the Blind (see above) http://statelibrary.dcr.state.nc.us/lbph/lbph.htm Downloadable Talking Books for the Blind https://www.nlstalkingbooks.org/dtb/ Audible.com.