Beyond Web Content Accessibility Guidelines

Calvo, Rocío; Seyedarabi, Faezeh; Savva, Andreas

doi:10.1145/3019943.3019955

Cited by 33 publications

(17 citation statements)

References 13 publications

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“…An example in the empathy-creating component is a person who is Deaf/Hard of Hearing using transcribed American Sign Language (ASL) to discuss the negative impact of attempting to use software that relies upon audio cues, rendering it inaccessible for users similar to them (Lab #1). The people in these videos are undergraduate students (age [18][19][20][21][22]. We believe that students completing the labs will better identify with accessibility challenges encountered by users of their peer age group.…”

Section: Lab Componentsmentioning

confidence: 99%

Presenting and evaluating the impact of experiential learning in computing accessibility education

El-Glaly

Shi

Malachowsky

et al. 2020

Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Software Engineering Education and Training

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Studies indicate that much of the software created today is not accessible to all users, indicating that developers don't see the need to devote sufficient resources to creating accessible software. Compounding this problem, there is a lack of robust, easily adoptable educational accessibility material available to instructors for inclusion in their curricula. To address these issues, we have created five Accessibility Learning Labs (ALL) using an experiential learning structure. The labs are designed to educate and create awareness of accessibility needs in computing. The labs enable easy classroom integration by providing instructors with complete educational materials including lecture slides, activities, and quizzes. The labs are hosted on our servers and require only a browser to be utilized.To demonstrate the benefit of our material and the potential benefits of our experiential lab format with empathy-creating material, we conducted a study involving 276 students in ten sections of an introductory computing course. Our findings include: (I) The demonstrated potential of the proposed experiential learning format and labs are effective in motivating and educating students about the importance of accessibility (II) The labs are effective in informing students about foundational accessibility topics (III) Empathy-creating material is demonstrated to be a beneficial component in computing accessibility education, supporting students in placing a higher value on the importance of creating accessible software. Created labs and project materials are publicly available on the project website: http://all.rit.edu

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Section: Lab Componentsmentioning

confidence: 99%

Presenting and evaluating the impact of experiential learning in computing accessibility education

El-Glaly

Shi

Malachowsky

et al. 2020

Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Software Engineering Education and Training

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“…2.2 Accessibility guidelines assessment 2.2.1 Relevance. Research on the relevance of accessibility guidelines has concentrated on whether they reflect existing problematic situations that people with disabilities face (Calvo et al, 2016;Rømen and Svanaes, 2012). Guidelines are considered relevant when WCAG 2.0 success criteria address problematic situations for users (Clegg-Vinell et al, 2014;Power et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Relevance, clarity and usefulness are the frequently applied criteria for evaluating accessibility and usability guidelines (Alajarmeh, 2022; Calvo et al , 2016). The relevance of guidelines is determined by checking if existing accessibility problems are addressed in the guidelines.…”

Section: Introductionmentioning

confidence: 99%

Assessment of digital library design guidelines to support blind and visually impaired users: a study of key stakeholders’ perspectives

Xie

Babu²,

Wang

et al. 2022

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Purpose This study aims to investigate the perceptional differences of key stakeholders in assessing the Digital Library Accessibility and Usability Guidelines (DLAUG), in which design information is created and organized by types of help-seeking situations, to support blind and visually impaired (BVI) users. The stakeholders consist of BVI users, digital library (DL) developers and scholars/experts. The focus is on the identification of types of situations in which BVI users and developers show significant perception differences of DLAUG’s relevance, clarity and usefulness than the other two groups, respectively, and the associated reasons. Design/methodology/approach An in-depth survey was conducted to examine the perceptions of 150 participants representing three groups of key DL stakeholders: BVI users, DL developers and scholars/experts. Both qualitative and quantitative analyses were applied. Findings The results show that BVI users and developers had significant perception differences of the relevance, clarity and usefulness of the DLAUG than the other two groups held on five situations, mainly because they played distinct roles in the development of DLs with differing goals and expectations for the DL design guidelines. Originality/value This is the first study that considers different DL stakeholders to assess DL guidelines to support BVI users.

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“…Approximately 15% of the world population has a disability [5]. Unfortunately, despite widespread legislation [1], [3], [2] much of the software created today is inaccessible for many people such as those with visual, cognitive, hearing, dexterity and other disabilities [13], [6], [9], [10], [7]. Our world needs to create more accessibility inclusive software.…”

Section: Introduction/overviewmentioning

confidence: 99%

TPM: Using Experiential Learning to Support Accessibility in Computing Education

Malachowsky

Krutz

2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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This tutorial will introduce our Accessibility Learning Labs (ALL). The objectives of this collaborative project with The National Technical Institute for the Deaf (NTID) are to both inform participants about foundational topics in accessibility and to demonstrate the importance of creating accessible software. The labs enable easy classroom inclusion by providing instructors all necessary materials including lecture and activity slides and videos. Each lab addresses an accessibility issue and contains: I) Relevant background information on the examined issue II) An example web-based application containing the accessibility problem III) A process to emulate this accessibility problem IV) Details about how to repair the problem from a technical perspective V) Incidents from people who encountered this accessibility issue and how it has impacted their life.

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Beyond Web Content Accessibility Guidelines

Cited by 33 publications

References 13 publications

Presenting and evaluating the impact of experiential learning in computing accessibility education

Presenting and evaluating the impact of experiential learning in computing accessibility education

Assessment of digital library design guidelines to support blind and visually impaired users: a study of key stakeholders’ perspectives

TPM: Using Experiential Learning to Support Accessibility in Computing Education

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