More papers notes

 Shinohara, Bennett and Wobbrock, 2016

In theory, emphasising the user at the centre of the design process provides opportunities for students to be familiar with the accessibility issues people with disabilities face (Shinohara, Bennett and Wobbrock, 2016)

Students were prompted to reflect on their experience between users with and without disabilities and the differences faced (Shinohara, Bennett and Wobbrock, 2016)

Students conducted interviews with digital users, then created personas to be able to generate the specifications needed as well as be able to test their work (Shinohara, Bennett and Wobbrock, 2016)

Only a few students had interacted with a disabled person (relate to lack of digital accessibility knowledge) (Shinohara, Bennett and Wobbrock, 2016)

Course started with an initial lecture to orient the students with accessibility issues (Shinohara, Bennett and Wobbrock, 2016)

The inclusion of diverse users can help to influence students towards creating accessible solutions (Shinohara, Bennett and Wobbrock, 2016)

We found evidence of ableist attitudes implicit in students initial approaches to accessibility (Shinohara, Bennett and Wobbrock, 2016)

Learning about user experiences of disabled people encouraged students to reassess the need for accessible design (Shinohara, Bennett and Wobbrock, 2016)

Student perceptions of accessibility changed as they continued to work with disabled users - referred to as expert users (Shinohara, Bennett and Wobbrock, 2016)

Students expressed discomfort and self-consciousness prior to meeting disabled people. They weren’t quite sure how to act around disabled users (Shinohara, Bennett and Wobbrock, 2016)

Students were self-conscious about their own ignorance of disability (Shinohara, Bennett and Wobbrock, 2016)

Ignorance and discomfort were grounded in inexperience with disability (Shinohara, Bennett and Wobbrock, 2016)

Working with disabled users, students became aware of the implications of inaccessibility (Shinohara, Bennett and Wobbrock, 2016)

The more time students spent with disabled users, it was beneficial to address their misconceptions (Shinohara, Bennett and Wobbrock, 2016)

One strategy was to start from disabled users requirements and find ways it might also appeal and be useful to non-disabled (Shinohara, Bennett and Wobbrock, 2016)

Harrison, 2005

The majority of undergraduate students interested in web page design are often unaware of the challenges faced by the blind (Harrison, 2005)

Activity of using screen readers whilst blindfolded students had to locate a particular reference book on the local library website (Harrison, 2005)

Blind member of university staff who used a screen readers spoke to the class, students realised the speed of which a user scans the page by listening (Harrison, 2005)

This activity highlighted image alt text, headings, links, tables and forms (Harrison, 2005)

If students are given the challenge of designing accessible content following and applying these basics principles they can rise to meet the challenge (Harrison, 2005)

Activities and contact with screen reader users helped to open the eyes of those who can see to the world of those who can’t (Harrison, 2005)

Freire et al, 2007 - Using screen readers to reinforce web accessibility education

Lack of knowledge is one of the reasons for low accessibility in web applications (Freire et al, 2007)

Education for inclusion is important to boost inclusion in society and promote inclusion in students’ future professional practice (Freire et al, 2007)

We have noticed that the use of assistive technology by students was helpful for them to better understand accessibility issues (Freire et al, 2007)

Framework for learning accessibility is made up of the following concepts e.g. accessibility laws, assistive technology, introduction to digital accessibility, guidelines and techniques, evaluating products for accessibility (Freire et al, 2007)

Blindfolded, or by turning the monitor off, by using screen readers helps students understand how disabled people use the web (Freire et al, 2007)

Students knew nothing about assistive technology, accessibility or accessibility laws (Freire et al, 2007)

In testimonials students appreciated the use of the assistive technology screen reader approach (Freire et al, 2007)

It is important to start the reversion (reverse) of this situation and include accessibility awareness in the early stages of a students education (Freire et al, 2007)

Kellie, Henka and Zimmerman, 2015

Personas can be created by interviewing the target audience or working directly with them to understand their needs (Kellie, Henka and Zimmerman, 2015)

Stories are the essence to authenticity as a persona puts a cognitive and mental model of the persona’s needs and behaviours in the mind of the student (Kellie, Henka and Zimmerman, 2015)

A persona means students can do a cognitive walk through to ask ‘what the user would know at this point, is the information comprehensible (Kellie, Henka and Zimmerman, 2015)

Guideline’s conformance is merely a technical property and does not take into account the specific traits of users, their devices and assistive technology (Brajnik, 2015; Kelly et al, 2005; Kellie, Henka and Zimmerman, 2015)

Brajnik, 2015: Web accessibility testing: when the method is the culprit 

Kelly et al, 2005: Forcing standardisation or accommodating diversity