Accessibility and Universal Design

Robust - WCAG 2.1

Maximize compatibility with current and future user tools

Examples of Multiple Means of Action and Expression

Multiple examples of novel solutions to a problem Calculators, geometric sketchpads Posted goals, objectives and schedules Software that works seamlessly with keyboard alternatives Options for students to show they know a topic, eg by writing an article or by giving a talk

What are the other groups benefit from web accessibility

People using mobile phones, smart watches, smart TVs, and other devices with small screens, different input modes, etc. Older people with changing abilities due to aging. People with temporary disabilities such as a broken arm or lost glasses. People with situational limitations such as in bright sunlight or in an environment where they cannot listen to audio. People using a slow Internet connection, or who have limited or expensive bandwidth.

Examples of Simple and Intuitive Use

Physical A cup with a handle IKEA instructions Digital Providing consistent navigation Providing way finding on websites

Examples of Tolerance for Error

Physical A double-cut car key easily inserted into a recessed keyhole in either of two ways Digital Providing enough time to complete objectives like filling out forms Providing error identification on forms

Examples of Flexibility in Use

Physical Ambidextrous scissors can be used by both right- and left-handed people A moving walkway in an airport can be used for walking or standing Digital Providing semantically accurate text content Adjust timing on form submission

Example of Equitable Use

Physical Automated doors provide same entry to people of all abilities Curb cuts in sidewalks Digital Providing closed captions on videos Using high contrast text

Examples of Low Physical Effort

Physical Lever or loop handles on doors and faucets Touch lamps operated without a switch Digital Voice activation Keyboard operability

Examples of Perceptible Information

Physical Redundant cueing in airports like voice communication and signage Digital Alternative text for images Ensuring color contrast

Examples of Size and Space for Approach and Use

Physical Wide gates at subway stations that accommodate all users Digital Keyboard operability Switch control access

Universal design of Learning Principle 2: Multiple Means of Action and Expression

Physical action: Interact with accessible materials and tools Expression and communication: Compose and share ideas using tools that help attain learning goals Executive function: Develop and act on plans to make the most of learning

Principles of Universal Design for Learning

Provide Multiple Means of Engagement Provide Multiple Means of Representation Provide Multiple Means of Action and Expression

Size and Space for Approach and Use - Universal Design

Provide a clear line of sight to important elements for any seated or standing user. Make reaching to all components comfortable for any seated or standing user. Accommodate variations in hand and grip size. Provide adequate space for the use of assistive devices or personal assistance.

Flexibility in Use - Universal Design

Provide choice in methods of use. Accommodate right- or left-handed access. Facilitate the user's accuracy and precision. Provide adaptability to the user's pace.

Universal design of Learning Principle 3: Multiple Means of Engagement

Provide multiple pathways for students to become interested and motivated in learning, including varied interests, challenges, and social interactions.

Perceivable - WCAG 2.1

Provide text alternatives for non-text content. Provide captions and other alternatives for multimedia. Create content that can be presented in different ways, including by assistive technologies, without losing meaning. Make it easier for users to see and hear content.

Equitable Use - Universal Design

Provide the same means of use for all users: identical whenever possible; equivalent when not. Avoid segregating or stigmatizing any users. Provisions for privacy, security, and safety should be equally available to all users. Make the design appealing to all users.

Benefits of Accessibility

Accessibility benefits individuals by providing them the means to participate in society, in major life activities such as education and employment and social activities that are necessary for health and happiness. Further, families and society benefit from the increased independence of more people, contributions of people with a variety of abilities and disabilities, as well as cost savings and improvements to the built and digital world that improve access and usability for everyone. Schools, employers, groups and organizations of all types also benefit from the increase in innovation and improvements to problem solving that diversity through inclusion brings.

Business Benefits of Accessibility

Accessibility drives innovation Integrating accessibility removes architectural, digital, and social barriers that can get in the way of innovation. Accessibility enhances brand Businesses need to protect and enhance their brands. A clear commitment to accessibility can demonstrate that a business has a genuine sense of corporate social responsibility. Potential outcomes include: Enhanced reputation Increased sales Increased customer loyalty Improved workforce diversity Accessibility increases market reach The market of people with disabilities is large and growing as the global population ages. At least one billion people, or 15% of the world's population, have a recognized disability. Globally, the extended market is estimated to have $6 trillion in annual disposable income. According to Microsoft, as accessibility features are included [in software], overall customer satisfaction improves. Accessibility minimizes legal risk As web use is woven into modern life all over the world, governments and regulators have mandated laws and policies that strengthen the rights of people with disabilities to participate in online digital information and services.

Following Multiple Means of Engagement, what's instructors should provide options for:

Recruiting learners' interest Learners to sustain their efforts Learners to self-regulate

Examples of Multiple Means of Representation

Text that can be enlarged Audio that can be amplified Video lectures with transcripts Reading aloud to students who are multilingual or have cognitive disabilities Opportunities for review and practice

Examples of Multiple Means of Engagement

Choice of activities and tasks Activities that are culturally and socially relevant Variety in background noise and visual stimulation A range of demands and resources so learners can find challenges that motivate them Activities that encourage self-reflection

Following Multiple Means of Action and Express, what's instructors should provide options for:

Interacting with tools and environments that make learning physically accessible Learners to express themselves and communicate Building learners' executive functions through scaffolding

Operable - WCAG 2.1

Make all functionality available from a keyboard. Give users enough time to read and use content. Do not use content that causes seizures or physical reactions. Help users navigate and find content. Make it easier to use inputs other than a keyboard.

Understandable - WCAG 2.1

Make text readable and understandable. Make content appear and operate in predictable ways. Help users avoid and correct mistakes.

Web accessibility

Web accessibility means that websites, tools, and technologies are designed and developed so that people with disabilities can use them. More specifically, people must be able to perceive, understand, navigate, interact with and contribute to the Web.

Universal Design for Learning

The design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with widely varying abilities and backgrounds

The goal of inclusive design for the built environment

The goal is to create and support buildings, public spaces, and transportation systems that are accessible to all people, including those with disabilities. As the prevalence of disability grows, and as populations age, the need for accessibility increases.

Differences Between Accessibility and Usability

Accessibility specifically covers the needs of disabled users, and is a discipline within usability Accessibility relies on technical standards, while usability does not

Low Physical Effort - Universal Design

Allow user to maintain a neutral body position Use reasonable operating forces. Minimize repetitive actions. Minimize sustained physical effort.

Tolerance for Error - Universal Design

Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. Provide warnings of hazards and errors. Provide failsafe features. Discourage unconscious action in tasks that require vigilance.

Simple and Intuitive Use - Universal Design

Eliminate unnecessary complexity. Be consistent with user expectations and intuition. Accommodate a wide range of literacy and language skills. Arrange information consistent with its importance. Provide effective prompting and feedback during and after task completion.

Keys to Integrating Accessibility into Usability

Incorporate real people in design Ensure all stakeholders on a project understand the needs of people with disabilities Involve users with disabilities early and throughout the design process Include users with disabilities in evaluating accessibility

WCAG 2.1 Principle

Perceivable Operable Understandable Robust

Following Multiple Means of Representation, what's instructors should provide options for:

Perception through different modalities Language and symbols Comprehension through the design and presentation of information that builds scaffolds for knowledge

Principles of Universal Design

1. equitable use 2. flexibility in use 3. simple and intuitive use 4. perceptible information 5. tolerance for error 6. low physical effort 7. size and space for approach and use

The WCAG standards provide layers of guidance:

4 high-level principles 13 general guidelines 78 testable success criteria An illustrative collection of techniques and common failures

Universal design of Learning Principle 1: Multiple Means of Representation

Help learners perceive and make sense of the information being taught, by providing options for: Perception: Interact with flexible content in ways that doesn't depend on a single sense like sight, hearing, movement, or touch Language and symbols: Communicate through languages that create a shared understanding Comprehension: Construct meaning and generate new understandings

Universal Design

Universal design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability. An environment (or any building, product, or service in that environment) should be designed to meet the needs of all people who wish to use it. It is a fundamental condition of good design. If an environment is accessible, usable, convenient and a pleasure to use, everyone benefits.

Differences between usability and user experience(UX)

Usability refers to the ease of access and / or use of a product or website. It's a sub-discipline of User Experience design. Although user experience design (UX Design) and usability were once used interchangeably, we must now understand that usability provides an important contribution to UX; however, it's not the whole of the experience. In usability, designers have to focus on three aspects in particular: Users should find it easy and become proficient when using a design interface. They should be able to achieve their goal easily through using that design. They should be able to learn the interface easily, so that return visits are just as, if not more, easy.

Core areas of user experience

Usability: a measure of a user's ability to arrive on a site, use it easily, and com- plete the desired task. Useful content: The website should include enough information in an easily di- gestible format so that users can make informed decisions. Desirable/Pleasurable Content: The best user experiences come when the user can form an emotional bond with the product or website. Accessibility: There are a set of accessibility standards sites should conform to in order to be used by people with disabilities. Credibility: The trust (levels of security and privacy) that a website engenders in users also plays a part in the user experience.

Perceptible Information - Universal Design

Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. Provide adequate contrast between essential information and its surroundings. Maximize legibility of essential information. Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions). Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

What are the core components of web accessibility?

Web content: Includes the information in a web page or application, such as text, images, tables, videos, and sounds, as well as the code or markup that defines a page or application's structure, presentation, and operation. The Web Content Accessibility Guidelines (WCAG) describes how to make web content accessible. User agents: Includes browsers and browser extensions, media players, screen readers, and other assistive technologies and applications that render web content. User agents should be usable by people with disabilities and should ensure the web content is rendered effectively. Authoring tools: Software used by web designers, developers, and content authors to produce web pages and dynamic web applications. Authoring tools should be usable by people with disabilities, and be developed to ensure accessible content can be created.