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

Web-Based Student Processes at Community Colleges: Removing Barriers to Access

Colleges and universities are making extensive use of the Internet for collecting admission and financial aid applications. Benefits from online application services are enjoyed by both the educational institution and the prospec¬tive student who applies online. It is vital that web sites offering these services be made accessible so that students with disabilities are afforded the same benefits of online applications as their non-disabled peers. Cornell University’s Employment and Disability Institute was funded by the U.S. Department of Education’s National Institute on Disability and Rehabilitation Research (NIDRR) to conduct a project with the following three objectives: 1) survey student services professionals at community colleges to examine the extent of use of the internet for providing services and the awareness of internet accessibility issues, 2) evaluate a sample of community college websites for accessibility and usability by students with and without disabilities, and 3) develop a toolkit for improving access to internet-based services at community colleges

The current state of accessibility of MOOCs: What are the next steps?

Accessibility focuses on supporting people with disabilities – such as those related to auditory, cognitive, neurological, physical, speech, and vision requirements. Massive Open Online Courses (MOOCs) are no longer a novelty and the technologies associated with them should cater to all users irrespective of their accessibility requirements. In this paper, we will discuss the current state of research related to accessibility of MOOCs. We will then outline a research plan towards developing recommendations for the effective design of accessible MOOCs. The plan includes stages such as developing an evaluation instrument, evaluation of existing MOOCs and conducting empirical research with design teams of MOOCs and learners (MOOC-users)

Information Technology and the Workplace: Implications for Persons with Disabilities

The Internet improves access to employment and community for many people. However, there is growing concern that many Web sites are inaccessible to people with certain disabilities. This article examines the impact on people with disabilities of online human resources processes used for employee recruitment, benefits, and training. In 2002, Cornell University staff reviewed the accessibility of 10 Job boards and 31 corporate e-recruiting Web sites. Human resource (HR) professionals are well positioned to report on key issues regarding these processes. A survey of 433 HR representatives was conducted regarding their organizations\u27 use of information and Web technology in HR processes; knowledge of computer/Web barriers to employees with disabilities; and familiarity with assistive technology and resources. The authors summarize current literature and legislation relevant to Web accessibility, and discuss implications of their findings for businesses and people with disabilities in the workplace

How a Diverse Research Ecosystem Has Generated New Rehabilitation Technologies: Review of NIDILRR’s Rehabilitation Engineering Research Centers

Over 50 million United States citizens (1 in 6 people in the US) have a developmental, acquired, or degenerative disability. The average US citizen can expect to live 20% of his or her life with a disability. Rehabilitation technologies play a major role in improving the quality of life for people with a disability, yet widespread and highly challenging needs remain. Within the US, a major effort aimed at the creation and evaluation of rehabilitation technology has been the Rehabilitation Engineering Research Centers (RERCs) sponsored by the National Institute on Disability, Independent Living, and Rehabilitation Research. As envisioned at their conception by a panel of the National Academy of Science in 1970, these centers were intended to take a “total approach to rehabilitation”, combining medicine, engineering, and related science, to improve the quality of life of individuals with a disability. Here, we review the scope, achievements, and ongoing projects of an unbiased sample of 19 currently active or recently terminated RERCs. Specifically, for each center, we briefly explain the needs it targets, summarize key historical advances, identify emerging innovations, and consider future directions. Our assessment from this review is that the RERC program indeed involves a multidisciplinary approach, with 36 professional fields involved, although 70% of research and development staff are in engineering fields, 23% in clinical fields, and only 7% in basic science fields; significantly, 11% of the professional staff have a disability related to their research. We observe that the RERC program has substantially diversified the scope of its work since the 1970’s, addressing more types of disabilities using more technologies, and, in particular, often now focusing on information technologies. RERC work also now often views users as integrated into an interdependent society through technologies that both people with and without disabilities co-use (such as the internet, wireless communication, and architecture). In addition, RERC research has evolved to view users as able at improving outcomes through learning, exercise, and plasticity (rather than being static), which can be optimally timed. We provide examples of rehabilitation technology innovation produced by the RERCs that illustrate this increasingly diversifying scope and evolving perspective. We conclude by discussing growth opportunities and possible future directions of the RERC program

Websites as Facilities Under ADA Title III

Title III of the Americans with Disabilities Act requires public accommodations—private entities that offer goods or services to the public—to be accessible to individuals with disabilities. There is an ongoing debate about whether Title III applies to websites that offer services to the public, but this debate may be resolved in the coming years by litigation or Department of Justice regulations. Assuming for the sake of argument that Title III will eventually be applied to websites, the next inquiry is what that application should look like. The regulatory definition of “facilities” should be amended to include nonphysical places of public accommodations. This change would open the door to a multilayered approach to accessible websites, wherein existing websites are subject to relatively lax requirements but new and altered websites are subject to stricter requirements

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

The accessibility of administrative processes: Assessing the impacts on students in higher education

Administrative processes that need to be completed to maintain a basic standard of living, to study, or to attain employment, are perceived to create burdens for disabled people. The navigation of information, forms, communications, and assessments to achieve a particular goal raises diverse accessibility issues. In this paper we explore the different types of impacts these processes have on disabled university students. We begin by surveying literature that highlights the systemic characteristics of administrative burdens and barriers for disabled people. We then describe how a participatory research exercise with students led to the development of a survey on these issues. This was completed by 104 respondents with a diverse range of declared disabilities. This provides evidence for a range of impacts, and understanding of the perceived level of challenge of commonly experienced processes. The most common negative impact reported was on stress levels. Other commonly reported impacts include exacerbation of existing conditions, time lost from study, and instances where support was not available in a timely fashion. Processes to apply for disability-related support were more commonly challenging than other types of processes. We use this research to suggest directions for improving accessibility and empowerment in this space