Foregrounding accessibility for user experience design

textI am interested in creating generative tools and techniques for designing accessible user experiences for end users. As a user experience designer, I am working on embracing the web accessibility standards and guidelines and including them from the beginning of the User Experience (UX) design process. My projects are directed at facilitating design students and professionals to understand two things: that the broad concept of web accessibility is important, and how they can embed web accessibility into the UX design process at a very early stage. To do this, I used different media (website, posters and videos etc.) to create awareness and educate designers in an interesting, simple and engaging way. In this report, I will discuss the definition and role of accessible design, identify limitations in existing tools and methods, and demonstrate how future designers might research, prototype, analyze, and implement their designs for all users.Desig

Evaluation of a collaborative photography workshop using the iPad 2 as an accessible technology for participants who are blind, visually impaired and sighted working collaboratively

A workshop using iPads to train photographers who are blind, visually impaired and sighted is evaluated using a model of inclusive technical capital. It was hypothesized that all participants would find iPad apps accessible. It was found that iPads were good introductory devices, but experienced participants who are blind and sighted still preferred specialized cameras

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

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 long-standing 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

Inclusive Education for Persons with Disabilities: A case study of Resource Centre for Inclusive Education in Shivaji University, Kolhapur

The study is based on the Inclusive Education Resource Center at the Balasaheb Khardekar Connaught Resource Center at Shivaji University. This study reviews the services provided to students with disabilities through the Inclusive Education Resource Center. It provides information on the equipment available at the center for the disabled and its use for services. Also, information about various programs and activities conducted by the center for students with disabilities

Assistive technology use by Kentucky students with visual impairments.

Assistive technology (AT) helps make the curriculum accessible to students with visual impairments. Studies have shown that half of these students are using assistive technologies. The purpose of this study was to seek a better understanding of the various factors related to assistive technology use by students with visual impairments in the Commonwealth of Kentucky. Through the use of the online survey provider, Survey Monkey™, an invitation to participate in the Assistive Technology Use by Students with Visual Impairments (ATSVI) survey was sent to a list of all TVIs teaching in Kentucky. Of 117 invited participants, 71% responded and 62% of the questionnaires met the criteria of inclusion. Demographic data were gathered on the TVIs, including years of experience, degrees obtained, caseload size, size and type of employing district (residential or non-residential) and the extent and areas of AT training. Teachers also provided data about their student AT use, including the extent of low and high-tech use according to the student\u27s primary learning media. Additionally, TVIs provided AT funding source data. Significant correlation was not found between the size of employing district, years of teaching experience, level of education, specific areas of AT training and the extent of assistive technology use. Significant negative correlation was found between TVI caseload size and the extent of AT use. Significant positive correlation was found between the amount of overall AT training and the extent of AT use. Several conclusions were made from the study\u27s results. To increase assistive technology use by students with visual impairments, 1) TVIs should be encouraged to seek more AT training and AT providers should consider developing more on-line training, 2) training should be developed in specific AT areas according to TVIs surveyed needs, 3) TVI caseload sizes need to be smaller, and 4) TVIs need to be familiar with the large array of funding sources available for AT

Harnessing Technology: new modes of technology-enhanced learning: a case study series

This report presents the outcomes and conclusions from a series of 18 case studies exploring the innovative use of technology for learning and teaching using new modes of technology

New communication technologies for inclusive education in and outside the classroom

This chapter explores new communication technologies and methods for avoiding accessibility and communication barriers in the educational environment. It is focused on providing real-time captions so students with hearing disabilities and foreign students, among others, could participate in an inclusive way in and outside the classroom. The inclusive proposals are based on the APEINTA educational project, which aims for accessible education for all. The research work proposes the use of mobile devices for teacher and students in order to provide more flexibility using the APEINTA real-time captioning service. This allows using this service from anywhere and at anytime, not only in the classroom.APEINTA is the result of collaboration among the Department of Computer Science and the Department of Electronic Technology, Universidad Carlos III, and the Spanish Centre of Captioning and Audiodescription (CESyA)1. This project was initially supported by the Ministry of Science and Innovation (2007 I+D projects - EA2008-0312) within the program of Studies and Analyses - Actions to Improve the Quality of Higher Education and the Activity of University Professors. Currently, the research presented in this chapter is being partially supported by France Telecom España S.A. and the MA2VICMR (S2009/TIC-1542), GEMMA (TSI-020302-2010-141) and SAGAS (TSI-020100-2010-184) research projects.Publicad

Guidelines for supporting children with disabilities' play: methodologies, tools, and contexts

All children want to play. This is also true for children with disabilities. Facilitating their engagement in play, whatever children’s capacities, is a central premise of people who view play as fundamental for their development and well-being. Play for the sake of play, just for recreational pleasure and enjoyment, without any secondary goal. In this book you’ll find guidelines to support children with disabilities’ play. They can be a useful tool for ensuring that children with disabilities can fully enjoy their right to play, for improving the quality of children’s play, enhancing their play satisfaction and participation, and reducing play deprivation. Written in a lay-person language, providing ready-to-use information, this book is for parents, teachers, rehabilitation professionals, toy manufacturers, policy makers and in general for all of those interested in the topic of play for children with disabilities. This publication results from the research and work of a transdisciplinary team, all participants in the COST Action “LUDI - Play for Children with Disabilities”.info:eu-repo/semantics/publishedVersio