The use of guidelines to automatically verify Web accessibility

Abascal, Julio; Arrue, Myriam; Fajardo, Inmaculada; Garay, Nestor; Tomás, Jorge

doi:10.1007/s10209-003-0069-3

Cited by 94 publications

(52 citation statements)

References 7 publications

(12 reference statements)

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“…Most of them use automated accessibility testing tools in order to profile the community to gain an understanding of common accessibility problem areas (Abascal, Arrue, Fajardo, Garay, & Tomás, 2004). However, some studies found that a great percentage of them failed in the automated checking, so a manual analysis of the accessibility may find worse results (Curran, Walters, & Robinson, 2007).…”

Section: Related Workmentioning

confidence: 99%

Avoiding communication barriers in the classroom: the APEINTA project

Iglesias

Jiménez

Revuelta

et al. 2014

Interactive Learning Environments

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Education is a fundamental human right, however unfortunately not everybody has the same learning opportunities. For instance, if a student has hearing impairments, s/he could face communications barriers in the classroom, which could affect his/her learning process. APEINTA is a Spanish educational project that aims for inclusive education for all. This project proposes two main accessible initiatives: (1) real-time captioning and text-to-speech (TTS) services in the classroom and (2) accessible Web-learning platform out of the classroom with accessible digital resources. This paper presents the inclusive initiatives of APEINTA. Also an evaluation of the intothe-classroom initiative (real-time captioning and TTS services) is presented. This evaluation has been conducted during a regular undergraduate course at a university and during a seminar at an integration school for deaf children. Forty-five hearing students, 1 foreign student, 3 experts in captioning, usability and accessibility, and 20 students with hearing impairments evaluated these services in the classroom. Evaluation results show that these initiatives are adequate to be used in the classroom and that students are satisfied with them.

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Section: Related Workmentioning

confidence: 99%

Avoiding communication barriers in the classroom: the APEINTA project

Iglesias

Jiménez

Revuelta

et al. 2014

Interactive Learning Environments

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“…These can include: developing personas, creating fictional characters to understand and empathise with a particular audience Cooper (1999); Picking et al (2010); standards review, using a set of guidelines to ensure that constraints are accommodated within a design (e.g. Chisholm et al (2001)); automated checking, using tools which evaluate designs against set guidelines automatically Abascal et al (2004); Kasday (2000); and user testing, typically involving both, experts conducting a heuristic analysis to identify problems in a design Nielsen and Molich (1990), and, potential end-users providing general feedback on the use of a prototype Rubin and Chisnell (2008).…”

Section: Introductionmentioning

confidence: 99%

Designing for designers: Towards the development of accessible ICT products and services using the VERITAS framework

Scott

Spyridonis

Ghinea

2015

Computer Standards & Interfaces

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Among the key design practices which contribute to the development of inclusive ICT products and services is user testing with people with disabilities. Traditionally, this involves partial or minimal user testing through the use of standard heuristics, employing external assisting devices, and the direct feedback of impaired users. However, efficiency could be improved if designers could readily analyse the needs of their target audience as part of a highly iterative design process. The VERITAS framework simulates and systematically analyses how users with various impairments interact with the use of ICT products and services. Thus, facilitating an efficient approach to design and testing. This article reports qualitative insights into the use of the framework by 72 evaluators drawn from five application domains: infotainment-games; workplace design; smart living spaces; healthcare; and automotives. The findings show that the VERITAS framework is useful to designers, offering an intuitive approach to inclusive design. However, several key areas present challenges to designers; notably, their lack of technical knowledge made the interface difficult to comprehend and their lack of familiarity with virtual user modeling or simulation software made the workflow difficult to follow. Furthermore, designers had a number of expectations in terms of features and feedback which were not fulfilled. This article reviews these concerns and presents recommendations which will inform the design of future inclusive design tools.

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“…Therefore, to evaluate the accessibility of webpages, it should be checked whether the pages include layout-purpose <table> tags. Several methods and tools have been proposed and developed for web accessibility (Cooper, 1999;Scapin et al, 2000;Ivory, 2003;Ivory et al, 2003;Abascal et al, 2004;Brajnik, 2004;Beirekdar et al, 2005;. Accessibility tools are listed in (W3C, 2006;Perlman, 2008) and compared in (Brinck et al, 2002).…”

Section: Introductionmentioning

confidence: 99%