Analysis of UK Parliament Web Sites for Disability Accessibility

The growth of the Internet has led to an increase in the number of public services offered by U.K. government entities on their Web sites. A variety of consumers use e-government sites, and those individuals with disabilities are guaranteed the same access government sites under the U.K.’s Disability Discrimination Act (DDA) of 1995. This law provides equality in access, and implements penalties for non-adherence to the law. Industry standards also exist which helps site developers to create better site accessibility. However, despite both standards and legal regulations, total openness of sites for people with disabilities is still not widespread. The purpose of this study is to examine the level of accessibility of a randomly selected sample of 130 members of the U.K. House of Commons. Each site was analyzed using an online software tool –Truwex - to determine if they met industry Web Content Accessibility Guidelines (WCAG) levels 1.0 and 2.0 standards and DDA law. The results showed that the majority of the sites did not meet either guidelines or legal mandates. Many of the sites displayed similar precedents when it came to the types of non-compliance, and could easily improve compliance with minor changes

Interdependence as a Frame for Assistive Technology Research and Design

In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities' important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice--one that opens new design possibilities and affirms our commitment to equal access for people with disabilities

Where Do Students with Disabilities Enroll in Texas Postsecondary Institutions?

Although a wealth of research has explained how postsecondary institutions can support students with disabilities, no studies have articulated which postsecondary institutions are best suited to enroll students with disabilities through quantitative measures over long periods of time. Given the contentious history of special education in Texas, it is critical to investigate how Texas postsecondary institutions support students with disabilities and which institutional characteristics best predict the enrollment of these students. This study explored which Texas postsecondary institutions have enrolled students with disabilities over a five-year period (2013-2017), ultimately informing how Texas education policies could be changed to support greater postsecondary access for this population. Data suggest institutions of lower research intensity and private non-profit postsecondary institutions in Texas have enrolled greater percentages of students with disabilities from 2013 to 2017. Additionally, instructional expenses and institutional grant aid positively predicted enrollment from 2013 to 2017, suggesting Texas postsecondary institutions could strategically spend funds to increase postsecondary access for students with disabilities. Implications for research, practice, and policy are addressed.Educatio

Analysis of U.S. Senate Web Sites For Disability Accessibility

U.S. federal government web sites have increased significantly the level of services and information offered to various internal and external stakeholders. The Workforce Investment Act of 1998 amended Section 508 of the Rehabilitation Act of 1973, which complemented the intent and aims of the 1990 Americans with Disabilities Act (ADA). As a result, federal agencies and departments were mandated to provide disabled stakeholders with access to key information from federal web sites. However, since this enactment, some federal web sites still do not meet fully the legal requirements to accommodate users with disabilities. Additionally, web sites of members of the U.S. Congress technically do not fall under regulation. Without regulation, non-adherence to accessibility standards by congressional web sites may result in poor or ineffective utilization by citizen consumers or other stakeholders with disabilities. The purpose of this study is to examine the accessibility statistics for a pseudo-random sample of 50 web sites of U.S. Senators. The main web page of each site was evaluated with an online web site analysis software tool – Truwex. Three factors were used to gauge the level of accessibility: criteria based on Section 508, WCAG 1.0 standards, and WCAG 2.0 standards. Results suggest that the vast majority of the U.S. Senate web sites do not meet the federal legal guidelines that otherwise are imposed on other U.S. governmental agencies and departments. Many of the sites contain consistent patterns of non-compliance, and some minor changes could result in increased accessibility for disabled stakeholders

Slacktivists or Activists?: Identity Work in the Virtual Disability March

Protests are important social forms of activism, but can be inaccessible to people with disabilities. Online activism, like the 2017 Disability March, has provided alternative venues for involvement in accessible protesting and social movements. In this study, we use identity theory as a lens to understand why and how disabled activists engaged in an online movement, and its impact on their self-concepts. We interviewed 18 disabled activists about their experiences with online protesting during the Disability March. Respondents' identities (as both disabled individuals and as activists) led them to organize or join the March, evolved alongside the group's actions, and were reprioritized or strained as a result of their involvement. Our findings describe the values and limitations of this activism to our respondents, highlight the tensions they perceived about their activist identities, and present opportunities to support further accessibility and identity changes by integrating technology into their activist experiences

A Review of Recent Evaluation Efforts Associated with Programs and Policies Designed to Promote the Employment of Adults with Disabilities

The purpose of this report is to provide a review of the recent evaluation activities being conducted for a number of state and federal programs, policies, and initiatives designed to promote the employment of people with disabilities. The review is intended to provide a single source for information on the nature of the initiatives and the evaluation efforts that have been recently completed or are currently under way and the findings to date related to the effectiveness of these initiatives. This broad review is also intended to provide some evidence of the progress we are making. The report also suggests avenues where further efforts and progress might be warranted. We identified 27 initiatives or programs and their associated evaluations that represent a federally sponsored program, policy, or initiative designed specifically to improve employment of the working-age adult population with disabilities. Because of resource constraints, we did not review initiatives designed to improve the adult employment outcomes of youth with disabilities, such as the Social Security Administration (SSA) sponsored Youth Transition Demonstrations. We also did not review small-scale studies evaluating the effectiveness of specific clinical, supported employment, or vocational rehabilitation (VR) approaches. We only looked at information related to the major federal programs serving people with disabilities, general legislation and policies, and initiatives that were fairly large-scale in nature

Embedding accessibility and usability: considerations for e-learning research and development projects

This paper makes the case that if e‐learning research and development projects are to be successfully adopted in real‐world teaching and learning contexts, then they must effectively address accessibility and usability issues; and that these need to be integrated throughout the project. As such, accessibility and usability issues need to be made explicit in project documentation, along with allocation of appropriate resources and time. We argue that accessibility and usability are intrinsically inter‐linked. An integrated accessibility and usability evaluation methodology that we have developed is presented and discussed. The paper draws on a series of mini‐case studies from e‐learning projects undertaken over the past 10 years at the Open University

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