Definitions and orientate the study
Introduce the backdrop of world has changed to digital
1 in 5 disability and what that includes.
Assistive technology advances, but they only work effectively when content is made in an accessible way, this is a problem in society as content is inaccessible.
National and international relevance- laws overview.
The needs for accessible content framed by the social model of disability (evolving from medical model).
Medical model - fixing the human - social model fixing the environment they work in.
Medical model looks at the disability first, rather than the person. (Medical model of fixing) - fix in solutions rather than thinking universally so everyone can use things.
Social model- society are the ones producing digital content therefore it is society that needs educating.
How can society as a whole support inclusion in our digital world if they are not aware of how to do that, society is everyone and therefore everyone who creates any form of digital content at the very least needs that foundation of knowledge.
Social model and involving people with disabilities and ‘nothing about us without us’. Their voices and lived experiences are heard and recognised to be able to plan and create a world for wider inclusion and participation in society.
Social responsibility and social justice to make the digital world more accessible. Gilbert, 2019
Websites to discuss contested knowledge (including references from academia).
https://www.w3.org/press-releases/1997/ipo-announce/
https://www.gov.uk/guidance/accessibility-requirements-for-public-sector-websites-and-apps
https://www.w3.org/mission/accessibility/
https://webaim.org/services/training/
https://abilitynet.org.uk/accessibility-services/what-digital-accessibility
https://abilitynet.org.uk/news-blogs/what-wcag-and-why-does-it-matter-day
https://abilitynet.org.uk/news-blogs/7-principles-universal-design
https://universaldesign.ie/what-is-universal-design/
https://universaldesign.ie/what-is-universal-design/the-7-principles/
https://universaldesign.ie/what-is-universal-design/definition-and-overview/
https://www.section508.gov/develop/universal-design/
https://www.w3.org/WAI/fundamentals/accessibility-intro/
https://www.gov.uk/service-manual/helping-people-to-use-your-service/testing-for-accessibility
https://www.gov.uk/service-manual/helping-people-to-use-your-service/getting-an-accessibility-audit
https://webaim.org/standards/wcag/
https://medium.com/fwd50/the-three-dimensions-of-inclusive-design-part-one-103cad1ffdc2
https://www.gov.uk/guidance/government-design-principles
Maturity model
https://www.w3.org/TR/maturity-model/
https://abilitynet.org.uk/accessibility-services/he-and-fe-accessibility-maturity-model
https://abilitynet.org.uk/accessibility-services/DAMM
https://www.levelaccess.com/blog/the-digital-accessibility-maturity-model-introduction-to-damm/
https://www.hassellinclusion.com/accessibility-maturity-scorecard/
DA definition and guidance checklist
Disability, checks and audits, fixing - checklist WCAG - accessibility statements and doing an audit ‘after’ the fact
Hassell universal design and accessibility difference (contested knowledge discussion).
Universal design definition (7 principles)
Shift left - process and applying this to learning about accessibility early in the learning process.
Orientate my position - shift left - understanding universal design - Microsoft toolkit (permanent, temporary and situational).
https://www.microsoft.com/en-us/accessibility/approach
https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE4wNu4
https://inclusive.microsoft.design/
https://inclusive.microsoft.design/tools-and-activities/Inclusive101Guidebook.pdf
Beginners - Basic principles and awareness and educating around personas.
Next - orientate the level of basic principles and awareness this study aims to address
Mainstream issue - Christopherson and the principles of my sowing seeds blog. Quotes that it’s not mainstream knowledge.
Quotes on being addressed as early as possible even in schools.
Digital accessibility yet on school curriculum (prove it) - this lit review will explore where it is currently taught - what can be learned to shape ideas for an intervention at school level.
Letter about school curriculum reform:
Impact of changing society and future education needs:
https://assets.tes.com/magazine-attachments/s3fs-public/2023-09/COBIS%20letter.pdf
To be able to explore a solution or an intervention in schools it’s important to relate to its real world context and implementation, how are the legal regulations being implemented and supported in society, what can be learned from this. Reductionist checklists and involving people with disabilities.
Where is it taught e.g. under-graduate, level 4 degree, postgraduate and the workplace, currently nothing in schools (just a touch on assistive technology- check).
Where it is taught and multidisciplinary nature of the topic.
Technical skills - WCAG for basics
More suitable solutions for basics
Inclusive design principles: PHD - PAPER TO READ/SAVE
https://openresearch.ocadu.ca/id/eprint/2745/
https://openresearch.ocadu.ca/id/eprint/2745/1/TreviranusThesisVolume1%262_v5_July%204_2018.pdf
Beginners guide that could go with SCULPT from Scope
https://business.scope.org.uk/article/a-beginners-guide-to-digital-accessibility
Shift left
https://www.deque.com/shift-left-testing-solutions/
Nicole and Abascal (2001)
Nicole and Abascal (2001) As Greg Vanderheiden describes it ‘universal design’ is the process of creating products (devices, environments, systems and processes), which are usable by people with the widest possible range of abilities, operating within the widest possible range of situations (environments, conditions and circumstances). (p.3).
Nicole and Abascal (2001) To try to make a product usable by ‘everyone’ is a near impossible task, but we can try to exclude as few people as possible by ensuring that products and systems are flexible enough to be adapted to individual needs and preferences. Including as many people as possible also defines for us the term inclusive design and design for all (p.3).
Nicole and Abascal (2001) Everyone benefits from a curb cut (or slope in the curb), such as a parent with a pushchair, a person a skateboard or someone in a wheelchair (Abascal and Nicolle, 2001).
Nicole and Abascal (2001) A difficulty with guidelines, however, is that by their very nature they are simplifications that must be general enough to be applicable to a wide range of products and techniques (p.4)
- 30 to 50% of issues - Hassell.
Nicole and Abascal (2001) The person using the guidelines must have a clear idea about a design objective and need and must have the capacity to decide whether a concrete guideline is adequate, therefore training in the guidelines and their application is crucial (p.5/6).
Nicole and Abascal (2001) To ensure thorough adoption of accessibility, most human computer interaction experts encourage user participation in the design and testing processes to ensure user needs that need to be taken into consideration aren’t overlooked (p.7).
Nicole and Abascal (2001) Ignorance about user needs leads to assumptions, and these assumptions when not founded on user research such as interests, needs, expectations and experiences leads to systems not suited to the target audience (p.7).
Nicole and Abascal (2001) It is expected that the acceptance model of technology by elderly people will increase with the ageing of people accustomed to technology (p.7) - add to this Hassell - demand no signs of slowing down -
Nicole and Abascal (2001) There is now clearly an increased awareness of the rights of people with disabilities, leading to an increased importance of design guidelines that promote equal access (p.8).
Nicole and Abascal (2001) Legislation may well be the only way to encourage industry to comply with the guidelines (p.8).
Nicole and Abascal (2001) Social and ethical issues are usually expected to be outside of the scope for the technical designer. Their task is to translate accurate, detailed and unambiguous specifications into working devices or services, which are expected to be inline with the ethical and social aspects. Unfortunately frequently they are ambiguous, misunderstood or even inaccurate and therefore end up with different interpretations and implementations (p.8)
- importance of the conceptual understanding and user needs knowledge to be part of a designers job, to be able to understand, interpret and test needs, such as having knowledge of the barriers people face or how screen readers work-
Valesco and Verelest in Nicolle and Abascal (2001) we are in the middle of a revolution similar to that of the industrial revolution of the 19th century, we are in the information society (p.17).
It must be stressed that the training has to be carefully designed (p.19).
There are many references in literature relating to the guidelines for the design of products and services, but when it comes to the training process for these guidelines, the amount of studies decrease sharply (p.19).
Guidelines will not succeed if the potential implementers are not trained appropriately (p.20).
In the field of web design and software development, our experience shows that outreach and education benefit when the message is simplified (p.20)
- WCAG complex for beginners refs-
The first step when training implementers on guidelines about accessibility issues is to make them aware of what issues and challenges a person with disabilities face when dealing with computers or whatever digital product is under consideration. Sometimes it isn’t always possible to interact with an end user with disabilities, so it’s important to find alternatives to raise awareness, because as found many times, some software designers have never thought about a person with disabilities using a computer. A simple exercise in heightening awareness can help the implementation of the guidelines from a different perspective. (p.20).
It is helpful to show to the implementers real people interacting with computers in their normal environment. There are many videos available showing people with disabilities which can be quite helpful (p.21).
The process of creating awareness goes hand in hand with the process of destroying common assumptions or beliefs (p.21).
The rejection to implement inclusive guidelines can increase the cost of development of the product or service in the long run, because retrofitting is obviously more expensive (p.22)
Petrie in Nicolle and Abascal (2001) Information and communication technologies (ICTs), whether they are personal computers, mobile phones, automatic banking machines (ATMs) or the World Wide Web (WWW), are increasingly becoming an integral part of everyday life for business, education and leisure (p.29).
Engele in Nicolle and Abascal (2001) the World Wide Web consortium (W3C) was set up in the nineties to study the web’s evolution as a whole and to develop recommendations on technical aspects of the web. Tim Berners-Lee, inventor of the internet became the director of W3C and thanks to Mike Paciello they launched the Web Accessibility Initiative (WAI) to act as a central point for setting goals related to accessibility, advocate for web accessibility for people with disabilities and play a proactive role in the training of content producers to meet these needs. (p.136).
Together W3C and the WAI established and released the Web Content Accessibility Guidelines (WCAG) in May 1999, the Authoring Tool Accessibility Guidelines (ATAG) in February 2000 and the User Agent Accessibility Guidelines (UAAG) in March 2000 (p.136).
Each of these guidelines included a checklist intended to give developers a means of checking off items and following the guidelines (p.137).
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