Including universal design in a summer camp workshop on robotics

In this paper we will describe a summer camp short-course intended for high-school students with excellent qualifications. The course is addressed to students who are thinking on studying a technical career including a section on universal design for the first time. The department of Mathematics and Computer Science at Universitat de Barcelona will host a workshop on robotics next summer within the context of Campus Científicos de Verano by Fundación Española para la Ciencia y la Tecnología.. High-school students will be selected around Spain based on their qualifications and motivation to attend the workshop. The first activity in the summer camp will be the building of Lego Mindstorms robots. These robots contain several sensors and actuators that can be programmed to do different tasks. One of the robots will be programmed to be able to track a line and another two will be programmed to do a Sumo fight on their own. Students will learn how to use sensors and actuators and code programming algorithms. For the second activity the students will develop a Mobile App with the MIT App Inventor2 software [1] in order to control the robots. In this activity students will learn how to program apps in a simple way to complete their understanding of programming. Taking into account European Higher Education Area requirements for Accessibility in technical careers, this workshop will introduce an innovation; the third activity will consist in the adaptation of the app and robots for multimodal access (including sound and sight redundant warnings) and the readjustment of the app’s buttons for users with motor and visual disabilities (e.g. making the buttons bigger and with non-repeating behaviour). Students attending the summer camp will be introduced to the needs and skills of different user profiles of people with disabilities. After this theoretical introduction, they will experience motor and visual disabilities with simulations inspired by the Inclusive design Toolkit resource [2] ].And finally, they will modify the app based on IEEE RWEP Accessible apps by Ayanna Howard [3] so to maximise the accessibility possibilities of App Inventor. Complementary resources will be made available to those students showing interest in this area, such as RWEP prosthetic hands projects, other toolkits and bibliography. This will serve as a first experience for the students and there is no prevision of including technical aids such as GRID2 or similar [4] due to budget restrictions. There are no students with disabilities registered for this year edition so the course does not seek accessibility for participants as authors. We will consider working on accessibility for participants of the following editions of this workshop, building on past experiences reaching this goal [5] [6] [7]. The main focus of the workshop is to encourage the creative learning of a robots summer camp [8], [9] with the inclusion of universal design as an essential requirement in the design and development of computer applications or systems. With this initiative we want to increase awareness on accessibility requirements for future technical students.PID U

Accessible user profile modeling for academic services based on MOOCs

MOOCs are examples of the evolution of eLearning environments, it is a fact that the flexibility of the learning services allows students to learn at their own time, place and pace, enhances continuous communication and interaction between all participants in knowledge and community building, benefits people with disabilities and therefore can improve their level of employability and social inclusion. MOOCs are leading a revolutionary computer and mobile-based scenario along with social technologies that will emergence new kinds of learning applications that enhance communication and collaboration processes, for that reason a strategy of the use of metadata regarding the achievement of accessibility from content to user preferences is presented in this paper, in order to achieve a better accessibility level while designing new learning services for people with functional diversity based upon MOOCs

Initial Evaluation of Accessibility and Design Awareness with 3-D Immersive Environments

This paper describes an effort to build and evaluate the effectiveness of an immersive 3-D visualization system to help increase the awareness that students have when designing software that has a high level of accessibility for the differently abled. The demonstration utilizes an immersive virtual reality (VR) environment in which we simulated two types of colorblindness in a generally familiar environment. We report on the initial trial of this tool and the results of student surveys designed to assess impact on student perception and understanding and demonstrate that the use of virtual environments can give students greater empathy for individuals with visual impairments

Adapting e-learning and learning services for people with disabilities

Providing learning materials and support services that are adapted to the needs of individuals has the potential to enable learners to obtain maximal benefit from university level studies. This paper describes EU4ALL project which has been exploring how to present customized learning materials and services for people with disabilities. A number of the technical components of the EU4ALL framework are described. This is followed with a brief description of prototype implementations. This is then followed by a discussion of a number of research directions that may enhance the adaptability, usability and accessibility of information and support systems can be used and consumed by a diverse user population

Learner-centred Accessibility for Interoperable Web-based Educational Systems

This paper describes the need for an information model and specifications that support a new strategy for delivering accessible computer-based resources to learners based on their specific needs and preferences in the circumstances in which they are operating. The strategy augments the universal accessibility of resources model to enable systems to focus on individual learners and their particular accessibility needs and preferences. A set of specifications known as the AccessForAll specifications is proposed

Middle Level Education Aims for Equity and Inclusion, but Do Our School Websites Meet ADA Compliance?

An often-overlooked component of a middle school website is the necessity for that website to be accessible to those with disabilities, while following the guidelines of the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act. In support of the belief that support the belief that inclusive education and respect for diversity should be integrated throughout the school, this study investigated the accessibility of middle school websites in Indiana, Kentucky, and Ohio by selecting a random sample of 150 schools and analyzing their homepages using WAVE (Web Accessibility Versatile Evaluator), which reports accessibility violations by annotating a copy of the page that was evaluated and presenting embedded icons and indicators to disclose breaches with ADA. Out of 150 districts, 54% had errors that need immediate attention and all 150 schools had alerts of likely violations that ranged from alt-text omissions and empty or confusing links to issues with color contrast and keyboard-only navigation. The article proceeds to give practical suggestions for eliminating many of the errors, even for those shareholders with less than sophisticated technological expertise

Implications of the Information Technology Revolution for People with Disabilities

The paper focuses on opportunities for the integration of persons with different types of disabilities in the information technology (IT) labour market. Recent IT developments are identified and examined for their potentially harmful or beneficial effects on access to the IT labour market for persons with disabilities. The opportunities created by new job creation, new forms of training, teleworking, and the role of assistive technologies in facilitating workplace accommodations are briefly described. The focus is on new options for the design and implementation of computer-related assistive technologies in the workplace, and the impact of teleworking and the World Wide Web on employability and work-related training of persons with disabilities. The paper closes with a brief discussion of the roles that government agencies, business firms, labour unions, non-governmental organisations and education can play to help people with disabilities join the IT revolution and share its benefits

A Survey of Library and Information Services to Physically-Challenged Students in Academic Libraries in Ogun State, Nigeria

Introduction The importance of information to the success of any academic institution should not be underestimated. Ukpanah (2006) affirms that in an academic community, information is used for learning, teaching, research and leisure. Information according to Ajiboye and Tella (2007), is used primarily for academic purposes. These findings agree with Kakai et.al (2004), when they observed that students information-seeking behaviours promote academic excellence. Mabawonku (2005) highlights ways in which students seek for information, which include colleagues, the internet, library, friends, family members, etc. Furthermore, Akinade and Ogunyade (2002) and Onohwakpor (2007) asserted that valuable information to students determines to a very large extent their success and future development. Sequel to this, it is imperative for Academic libraries, which are attached to tertiary institutions to support the Teaching, Learning and Research processes in such institutions. Students, according to Adesina (2003) , have been found to be majority of library users in an academic library. Hence, Popoola (2008) affirmed that the information resources and services available in institutional information systems must be capable of supporting research activities among students and faculty members. These students could be challenged or normal library users. The challenged students will need assistance while in the library but the normal students may need little or no assistance. Onifade and Sowole (2009) quoting Ojo rightly noted that, for libraries to add to the advancement of knowledge, they must not only provide resources but also ensure that the resources are effectively used. In this regard, academic libraries should be committed to providing equal access to all categories of students, whether normal or challenged. Therefore this paper attempts to look at information availability and services provided the physically challenged students ( students using wheelchair, crutches, and braces for mobility) to the library, in eight academic libraries in Ogun state, Nigeria, their accessibility to the library and the problems they encountered. Nigeria and the Challenged or Disabled The World Health Organisation (WHO) estimates that there are approximately 19million disabled people in Nigeria. Furthermore, Yeo,(2005); Barron and Amerena et.al (2007) affirms that disabled people constitute one of the poorest, socially excluded and marginalised groups within the Nigerian society . On 30th March, 2007 the Government of Nigeria signed the UN Convention on the rights of persons with Disabilities, yet, no disability discrimination legislation has been enacted within Nigeria despite the fact that two bills have been introduced into National Assembly. Also, the common view, held by policy makers and the public at large, is that disabled people and disability issues are Charity and Welfare matters and not Human rights. (DFID 2008). Findings by Okoli (2005) also corroborated this and in his findings he revealed that disabled people in Nigeria are living in an environment that is hostile to their yearnings and aspirations. Physically Challenged Lawal-Solarin (2010) in an article titled Banks and the Physically Challenged quoted MSN Encarta Dictionary which defines physically challenged as an inability to perform some or all the tasks of daily life or a medically diagnosed condition that makes it difficult to engage in the activities of daily life. According to the World Book Encyclopaedia (2004), \u27\u27some people are born with disabilities, while others develop them later in life. There are however, many types of challenges or disabilities; both physical and mental, and they vary greatly in causes, degrees and treatments. Common disabilities include blindness, deafness, and deformity, loss of limbs, mental illness, mental retardation, muscular, nervous and sensory disorders\u27\u27