The Graphical Access Challenge for People with Visual Impairments: Positions and Pathways Forward

Abstract

Graphical access is one of the most pressing challenges for individuals who are blind or visually impaired. This chapter discusses some of the factors underlying the graphics access challenge, reviews prior approaches to addressing this longstanding information access barrier, and describes some promising new solutions. We specifically focus on touchscreen-based smart devices, a relatively new class of information access technologies, which our group believes represent an exemplary model of user-centered, needs-based design. We highlight both the challenges and the vast potential of these technologies for alleviating the graphics accessibility gap and share the latest results in this line of research. We close with recommendations on ideological shifts in mindset about how we approach solving this vexing access problem, which will complement both technological and perceptual advancements that are rapidly being uncovered through a growing research community in this domain.

Comparing Interaction Techniques to Help Blind People Explore Maps on Small Tactile Devices

“…Although raised line maps are long and expensive to produce [3], they are the most frequently used accessible maps for the blind [4]. On those maps, elements are presented in relief using different lines, symbols and textures that can be explored manually, and textual information is represented with braille.…”

Higher-order emotion identification by children with visual impairment: Developing emotional competence

“…There is some research evidence for the efficacy of employing UDL approaches and the appropriate use of the appropriate technology to enhance inclusiveness (Black, Weinberg & Brodwin 2015;Gorlewicz et al 2018;Hartman 2015;Lozano et al 2018), although it is acknowledged that most teachers will require 4. See https://teachvisimpstudents.wordpress.com/udl/.…”

Human rights and visual impairment

“…There is some research evidence for the efficacy of employing UDL approaches and the appropriate use of the appropriate technology to enhance inclusiveness (Black, Weinberg & Brodwin 2015;Gorlewicz et al 2018;Hartman 2015;Lozano et al 2018), although it is acknowledged that most teachers will require training and support to work in this way (Evmenova 2018;Navarro et al 2016;Quirke, McCarthy & McGuckin 2018). It is also noted that in an increasingly digital and online environment, these skills will also increasingly apply to effective use of social media (Vie 2018).…”