Web page textual color contrast compensation for cvd users using optimization methods.

International audienceWith this paper, we propose two methods for color contrast compensation of the textual information contained in a web page using numerical optimization. The optimization process can be reduced to the minimization of a single objective function which aims to achieve an on-the-fly compensation inducing a small amount of change in the original colors. Mass-spring system based optimization and CMA-ES metaheuristics are compared with the problem in order to assess their efficiency for compensating the loss. Experiments conducted on real and artificial datasets, prove the methods efficiency even with a small number of evaluations. Also, the methods behaviour is bound to the amount of compensation needed

The Effect of Training upon Faculty Stages of Concern about Making Color Vision Deficiency Adaptations

Although color vision deficiency affects an appreciable portion of the human race, those with the condition do not enjoy mandatory educational accommodations. The purpose of this quasi-experimental investigation was to quantify the effect of professional development training on university faculty concerns about adapting their instruction for color vision deficiency. This investigation used a static-group comparison design with a professional development intervention for the experimental group at a liberal arts university (N = 98) in the Southeast of the United States, collecting data through an online fielding of the Stages of Concern Questionnaire. Independent Samples t Tests between the two groups revealed no statistically significant differences in means of raw scores (alpha level of .014) for the stages 0 through 5 concerns. However, the results did show a statistically significant increase (p \u3c .001) for stage 6 concerns, suggesting that the training did change the concerns of the experimental group participants about exploring and desiring other options for adjusting their instruction for color vision deficiency. Such responses are suggestive that the training may have raised resistance to implementing instructional adaptations for color vision deficiency. These results provide research-based knowledge to guide collegiate leadership in making policy about these optional adaptations, and suggest that future research about making instruction more accessible for color deficient students should focus on institutionally-based, rather than instructor-based, initiatives