The case for the use of plain English to increase web accessibility

Boldyreff, Cornelia; Burd, Elizabeth; Donkin, J.; Marshall, Stuart

doi:10.1109/wse.2001.988784

Cited by 18 publications

(17 citation statements)

References 1 publication

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“…Many of these guidelines are already accepted tenets of plain language, the movement for clear, concise, jargonfree texts. Plain language and accessibility have been linked in the past [7].…”

Section: Plain Language/minimalismmentioning

confidence: 99%

“…The argument has been made that plain language is a vital part of Web accessibility and that its benefits are shared by disabled and non-disabled users alike [7]. This suggests that a study of dyslexia and Web accessibility could increase the accessibility of Web documents for all users, regardless of ability.…”

Section: Plain Language/minimalismmentioning

confidence: 99%

“…Most designers understand that Web sites should be made accessible to all and that currently, further efforts are needed to extend access to disabled users [1,5,6]. Increasing accessibility of Web sites for people with dyslexia can also improve access for non-dyslexic users [7].…”

Section: Introductionmentioning

confidence: 99%

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What we know about dyslexia and Web accessibility: a research review

McCarthy

Swierenga

2009

Univ Access Inf Soc

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Compared to the online interaction behavior of other users, little is known about the difficulties dyslexic Web users encounter online. This paper reviews existing literature at the intersection of dyslexia and accessibility research to determine what useful knowledge exists regarding this important and relatively large group of users. This review uncovers that, although there are few published usability tests with dyslexic users, there is a considerable body of knowledge on dyslexia as well as many design guidelines for authoring dyslexic-accessible interfaces. Through a comparison of existing accessibility guidelines for dyslexic and non-dyslexic users and discussion of the plain language movement, it is argued that dyslexic-accessible practices may redress difficulties encountered by all Internet users. This conclusion suggests that usability testing yielding a clearer profile of the dyslexic user would further inform the practice of universal design, but also that enough knowledge is already available to allow doing more to increase accessibility for dyslexic Internet users.

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Section: Plain Language/minimalismmentioning

confidence: 99%

Section: Plain Language/minimalismmentioning

confidence: 99%

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What we know about dyslexia and Web accessibility: a research review

McCarthy

Swierenga

2009

Univ Access Inf Soc

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“…Similarly, Weeks (1997) provides specific accessibility guidelines that would confirm Slatin's concept of Access-first design. Following the same general line of argument, Boldyreff, Burd, Donkin, & Marshall (2001) argue that by enhancing the usability of text-to-voice technology through the use of plain English, designers will ultimately create Web pages that are more comprehensible to the general user. Indeed, the design constraints imposed by accessibility standards may be as likely to inspire creativity as they are to diminish it.…”

Section: Outlook For Accessibilitymentioning

confidence: 99%

Accessibility of Alabama government Web sites

Potter

2002

Journal of Government Information

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As the World Wide Web has assumed an increasingly important role in providing government information and services, the need to extend these resources to the portion of the population with disabilities has become readily apparent. In 1998, Congress amended Section 508 of the Rehabilitation Act of 1973 to require federal government agencies and departments to ensure that their Web sites (as well as other electronic and information technology) are accessible and usable by federal employees with disabilities. Although Section 508 applies explicitly only to federal government Web sites, there are implications for the states and private sector as well. Accessible e-government means that governmental forums and services otherwise beyond the reach of disabled individuals are now easily within their grasp. This paper presents the results of an evaluation of the level of accessibility of selected state of Alabama government Web sites. While the results of this study indicate considerable improvement over earlier research, the level of accessibility remains low. The pressure to comply with accessibility standards can only be expected to increase in the future, but legislation on the state level may prove unnecessary. The adoption of standards at the federal level is generating significant momentum for both the public and private sectors. While accessibility may never reach 100%, the potential for improvement remains significant. D

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“…Estos mini-vídeos, en contraste con otros recursos didácticos, tienen algunos problemas de accesibilidad (Bengochea&Medina, 2013, Boldyreff et al, 2001. Cuando diseñamos vídeos para un grupo de estudiantes, es necesario tener en cuenta algunos aspectos de accesibilidad que permitan utilizarlos a las personas con algún tipo de diversidad funcional.…”

Section: Introductionunclassified

Metodología para realizar mini-vídeos accesibles y multilingües para formación Universitaria - [A methodology to create accessible and multiligual mini-videos to learning higher education]

García-Cabrera¹,

Ruano-Ruano²,

Almagro³

et al. 2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

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Resumen-La formación a la largo de la vida es necesaria en cualquier institución o empresa. La autoformación mediante minivídeos es una opción ágil y efectiva. Sin embargo, la elaboración de estos materiales digitales supone un costo en recursos, tiempo, esfuerzo y dinero que puede ser inasumible. Asimismo, estos recursos multimedia suelen incumplir la Directiva Europea de Accesibilidad Digital. En este trabajo se presenta una metodología para la elaboración de mini-vídeos formativos de bajo coste, accesibles y multilingües. Entendiendo como mini-videos a aquellos que tienen una duración de entre 5 y 10 minutos aproximadamente. De igual modo, se presenta un proyecto en desarrollo en el que se aplicará dicha metodología en la formación que realiza la Biblioteca de la Universidad de Jaén. Esta praxis permitirá refinar la metodología, evaluar su eficacia en función del coste, y en su caso, proponer un proceso sistemático de elaboración de mini-vídeos que se pueda integrar fácilmente en la gobernanza de Tecnología de la Información (TI) de cualquier institución, organismo o empresa.Palabras clave: Educación Universitaria, Aprendizaje a lo largo de la vida, recursos multimedia accesibles, elearning modular, minivídeos, accesibilidad, multilingüismo Abstract-Lifelong learning is necessary at any institution or company. Self-training using mini-videos is an agile and effective option. However, the development of digital material needs resources: time, effort and money that could be unaffordable. In addition, these multimedia resources usually fail to comply the European Directive on Digital Accessibility. This paper presents a methodology for the development of low cost and accessible training mini-videos with multilingual support. It is understood that a minivideo is a video whose duration is approximately 5-10 minutes. Also, it presents the project in which this methodology and techniques are being applied for the training carried out by the Service of Library at the University of Jaén. This proposal will allow to refine and assess effectiveness and cost of current training. Finally, the proposal aims to define a systematic process of developing mini-videos that can be easily integrated into the Information Technology (IT) governance of any institution, organization or company.

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The case for the use of plain English to increase web accessibility

Cited by 18 publications

References 1 publication

What we know about dyslexia and Web accessibility: a research review

What we know about dyslexia and Web accessibility: a research review

Accessibility of Alabama government Web sites

Metodología para realizar mini-vídeos accesibles y multilingües para formación Universitaria - [A methodology to create accessible and multiligual mini-videos to learning higher education]

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