Accessibility, Usability & Universal Design

1. Accessibility, Usability & Universal Design Rechelle Mojica

2. Accessibility is about removing barriers A more accessible environment benefits everyone and encourages diversity in our society.

3. Accessibility vs. Usability Webster defines accessibility as "capable of being reached," and it defines usability as "capable of being used." So persons with disabilities must be able to reach products and services, yet everyone (disabled and non -disabled) must be able to use them. Important elements of website usability; • Learnability: Can students use the site effectively the first time they visit without becoming frustrated? • Memorability: Will students remember how to use the site the next time they visit? • Effectiveness: Will students easily navigate through the site, determine what they need to do next, and understand the content? Is the design predictable and consistent? • Efficiency : Can students find what they need and accomplish their goal in a reasonable amount of time? • Satisfaction: Do students have a good feeling about the site? Is the content presented effectively? Based on Information taken from Constructing Accessible Web Sites by Jim Thatcher

4. Overview of Accessibility Keep it Simple • Maintain a simple and consistent page layout throughout your site or course. This will ensure that students can easily navigate through the site and determine what they need to do next. Choose accessible document formats • PDF (Portable Document Files) can be challenging because screen readers can only view the file as an image and not as text • If a PDF is created, include information on how to convert to text or html document http://www.adobe.com/products/acrobat/access_onlinetools.html

5. Use Accessible Multimedia When including multimedia components such as video clips or audio files, provide alternative formats for users who cannot use movies or sounds directly. Include the captioning of all online video clips Create a transcript that can be downloaded Include Alternate tags for Images and Animation To describe the function of all images for users who cannot access visual elements use the ALT attribute. An Alternate Text equivalent describes the function or purpose of the content. source: www.kdla.ky.gov/.../evaluatingdesigners.htm

6. Consider users of adaptive hardware and software • One of the advantages of distance education has been on "Anytime, Anywhere Learning". Studies find that about 20% of the population has some kind of disability. Not all of these people have disabilities that make it difficult for themto access the internet, but it is still a significant portion of the population (www.webaim.org). • Validating your work • Using the validation in the early stages of course design, issues can be corrected before the course is complete. • Some of the validation tools available online include: • http://validator.w3.org/ • http://htmlhelp.com/tools/validator/ • http://wave.webaim.org/ • Most web page development software programs have accessibility plug-ins available.

7. Avoid using “Fluff” to accessorize your website • Scrolling or rolling text • Background music that is constant and cannot be turned off • Images that do not convey message or meaning • Overall poor design • http://art.yale.edu/ • http://www.joneschijoff.com/ • http://www.zincbistroaz.com/

8. Nine Principles of Universal Design for Instruction(McGuire, Scott, Shaw, 2003) Equitable Use Flexibility in Use Simple and Intuitive Use Perceptible Information Tolerance for Error Low Physical Effort Size and Shape Community of Learners Instructional Environment

9. Principle One – Equitable Use The design should be appealing, and should allow for the same means of use for all users whenever possible. Universal Design that Benefits All Users

10. Principle Two – Flexibility in Use The design should provide choice in method of use. Consider the distribution of lecture notes or handouts to students via the internet.

11. Principle Three – Simple and Intuitive Use Curriculum design is straightforward and predictable. Eliminate unnecessarycomplexity.

12. Principle Four – Perceptible Information Curriculum design communicates necessary information effectively to the student regardless of student’s sensory abilities. Including captions for video presentations not only benefits students who are Deaf or Hard of Hearing but so will those who are English as a second language learners.

13. Principle Five - Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. An example is educational software that provides guidance and background information when the student makes an inappropriate selection.

14. Principle Six - Low Physical Effort Curriculum design minimizes nonessential physical effort in order to allow maximum attention to learning. Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics.

15. Principle Seven - Size & Space for Use Curriculum design takes into consideration appropriate size and space for approach, reach, manipulations, and use regardless of student’s body size, posture, mobility, and communication needs. Example: A flexible work area designed for use by students who are left or right handed and with diverse physical characteristics and abilities.

16. Principle Eight –A Community of Learners Curriculum design promotes interaction & communication among students and between students and faculty. Example: Include study groups or learning communities

17. Principle Nine-Instructional Climate Curriculum design is welcoming and inclusive. High expectations are espoused for all students. Example: Include a statement in your syllabus that encourages students to respect diversity, and encouraging students to discuss any special learning needs and information on the Disability Services office.

18. Is our teaching environment welcoming to ALL students? Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.

19. The “universal” in universal design does not imply that one size fits all; instead, it stresses the need for flexible, customizable content, assignments and activities. CAST (Center for Applied Special Technology)

20. Final Thoughts • Maximizing the reach of the web by including: • (World Wide Consortium, 2007a, p.1) • Everyone (regardless of culture, abilities, etc.) • Everything (applications and devices form computers to • mobile devices) • Everywhere (from high to low bandwidths) • Diverse modes of interaction (touch, mouse, voice, • assistive technologies) • Enable computers to do more useful work ( advanced • data searching and sharing)

21. A Universal Model for Success in Higher Education San Diego State University - Interwork Institute Funded in part by a grant from Dept. of Education – Office of Postsecondary Education, Grant #P333A080039