 DO-IT resources
|
DO-IT programs
|
DO-IT search
|
DO-IT home page
|
![[DO-IT Home]](/doit/doitlogo.gif)
Consider the example below as you create preservice or inservice instruction for teachers on the topic of accessible web design.
During this presentation, participants will be able to
Approximately 45 to 60 minutes.
For further preparation for this presentation, consult the Resources and Presentation Tips sections of this notebook, as well as the AccessSTEM website at http://www.washington.edu/doit/Stem/.
(Distribute handouts, Working Together: People with Disabilities and Computer Technology and World Wide Access: Accessible Web Design.)
Today we'll be discussing the universal design of web pages to allow access for all people regardless of their abilities or disabilities.
The objectives of this presentation are to be able to list barriers to accessing information on web pages for students with disabilities, describe our legal responsibility to assure access, and describe universal design guidelines for developing accessible web pages.
The World Wide Web has rapidly become a popular tool for educators. On their web pages, teachers post syllabi and other course materials and provide links to useful resources for students. The web has mushroomed in popularity because it is such a powerful and versatile medium. It presents information in a variety of formats while organizing that information through hypertext links. Unfortunately, because of the multimedia nature of the web, combined with the poor design of some websites, many students and other web users cannot use the full range of resources this revolutionary tool provides.
For example, some visitors cannot see graphics because of visual impairments or cannot hear audio because of hearing impairments. Some users have difficulty navigating sites that are poorly organized with unclear directions because they have learning disabilities, speak English as a second language, or are younger than the average user. Other visitors use older equipment or slow connections or modems that limit access to multimedia features.
Some students use adaptive (or assistive) technology with their computers to access the web. For example, a student who is blind may use a text-to-speech system to read aloud text that is presented on the screen. This system may be composed of screen-reading software and a voice synthesizer. A person with a mobility impairment may not be able to use a mouse and may rely on the keyboard for web browsing.
We will now view a video presentation in which individuals discuss various ways that they access computers, some using adaptive technology.
It is important to keep in mind that the people in this video might be accessing your website. To create resources that can be used by the widest spectrum of potential visitors rather than an idealized average, web page designers should apply "universal design" principles. They should consider the special needs of individuals with disabilities, individuals older or younger than the average user, people for whom English is a second language, and those using outdated hardware and software.
Assuring that individuals with disabilities have access to computing resources can be argued on ethical grounds. Some simply consider it to be the right thing to do. Others are more responsive to legal mandates.
The Americans with Disabilities Act (ADA) of 1990 requires that people with disabilities be given the same access to public programs and services, including educational programs, that are offered to people without disabilities.
The ADA is civil rights legislation that reinforces and extends the requirement of Section 504 of the Rehabilitation Act of 1973 that "no otherwise qualified individuals with disabilities shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in any program or activity of a public entity." When people think of the ADA, they often think of elevators in buildings, reserved spaces in parking lots, and lifts on buses. However, the ADA accessibility requirements apply to people with all types of disabilities and to all programs and resources offered at our institutions, including those offered using computers and the Internet.
Disabilities covered by legislation include but are not limited to spinal cord injuries, loss of limbs, Multiple Sclerosis, Muscular Dystrophy, Cerebral Palsy, hearing impairments, visual impairments, speech impairments, specific learning disabilities, head injuries, psychiatric impairments, Diabetes, Cancer, and AIDS. The conditions listed may limit people's abilities to perform specific tasks. Some of these conditions are readily apparent, and some are invisible. Some affect computer use; some do not.
Additionally, some students who have conditions with the same label may have very different abilities when it comes to performing specific tasks. For example, one student who has Cerebral Palsy may have difficulty walking. For another student, Cerebral Palsy may result in no functional use of his hands or voice. Ultimately, a student who has a disability requires accommodations only when faced with a task that requires a skill that his disability precludes. This may include computer access.
The Department of Justice has clarified that the ADA applies to Internet resources in that "covered entities that use the Internet for communications regarding their programs, goods, or services must be prepared to offer those communications through accessible means as well." (Patrick, 1996)
As more information is delivered using network technologies, teachers, faculty, and administrators play an increasingly important role in ensuring that everyone has access to resources provided via the web. A good place to begin discussing accessible web design is with the principles of universal design.
Designing a product or service involves the consideration of myriad factors that include aesthetics, engineering options, environmental issues, safety concerns, and cost. One issue that designers often overlook is that of universal design.
In general, universal design means designing products and services that can be used by people with a range of characteristics, abilities, and disabilities. Universal design is defined by the Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." At the Center, a group of architects, product designers, engineers, and environmental design researchers collaborated to establish a set of principles of universal design to provide guidance in the design of environments, communications, and products.
General principles of universal design include the following: the design is useful and marketable to people with diverse abilities; the design accommodates a wide range of individual preferences and abilities; the design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities; the design can be used efficiently and comfortably and with a minimum of fatigue; and appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility.
Electronic resources that are universally designed provide multiple means of representation, expression, and engagement. When designers apply these principles, their products meet the needs of potential users with a wide variety of characteristics. Disability is just one of these characteristics. For example, one person could be male, tall, fifteen years old, a poor reader, and blind. All of these characteristics, including his blindness, should be considered in developing a product he might use. Universal design techniques can be applied in the design of packaging, software, appliances, transportation systems, and many other products and services. Examples of universal design in architecture are ramps, automatic door openers, and Braille labels on elevator control buttons. Following universal design principles in creating a website provides access to all users regardless of their abilities, their disabilities, or the limitations of their equipment and software.
When universal design principles are applied to the design of web pages, people using a wide range of adaptive technology can access them. The World Wide Web Consortium (W3C), an industry group founded in 1994 that develops common protocols to enhance interoperability and guide the evolution of the web, has taken a leadership role in this area. The W3C is committed to promoting the full potential of the World Wide Web to assure a high degree of usability by people with disabilities.
As stated by Tim Berners-Lee, W3C director and inventor of the World Wide Web, "The power of the web is in its universality. Access by everyone regardless of disability is an essential aspect." The Web Accessibility Initiative (WAI) coordinates W3C's efforts with organizations worldwide to promote accessibility. Its Web Content Accessibility Guidelines tell how to design web pages that are accessible to people with a wide variety of disabilities.
More recently, in response to Section 508 of the Rehabilitation Act, the Architectural and Transportation Barriers Compliance Board has established standards for the procurement, development, and use of technology by federal agencies. One section establishes standards for designing accessible web pages. Although the legislation applies directly to federal agencies, the standards are being used as guidelines by many institutions who want to assure that they are compliant with the ADA.
Now we'll watch a video presentation called World Wide Access: Accessible Web Design. This presentation shares access issues and solutions for people with disabilities. The content of this presentation and further web accessibility strategies are included in your handout World Wide Access: Accessible Web Design.
To create pages that are accessible, web page developers must either avoid certain types of data and features or create alternative methods for carrying out the functions or accessing the content that is provided in the inaccessible feature or format.
When it is not possible to use an accessible technology, an alternative version of the content should be provided. However, web page designers should resort to separate accessible pages only when other solutions fail. Maintaining a separate page is time-consuming. Alternative pages tend to be updated less frequently than "primary" pages and, therefore, often provide outdated information to the site visitors using them.
Besides practicing universal design guidelines in developing your web pages, encourage feedback about accessibility from web visitors.
Notify your website visitors that you are concerned about accessibility by including a statement about accessibility on your page. Encourage your users to notify you with their accessibility concerns. For example, the DO-IT home page at the University of Washington includes this statement:
The DO-IT pages form a living document and are regularly updated. We strive to make them universally accessible. We minimize the use of graphics and photos and provide descriptions of them when they are included. Video clips are open-captioned, providing access to users who can't hear the audio. Suggestions for increasing the accessibility of these pages are welcome.
Test your web pages with as many web browsers as you can and always test your web pages with at least one text-based browser, such as Lynx, and with the audio- graphics loading of a multimedia browser turned off. This way, you will see your web resources from the perspectives of people with sensory impairments. Test your website with accessibility-testing programs. These programs provide a report of accessibility barriers to your site. Several are referenced in your handout. Finally, test your web pages with the keyboard alone to determine if you have full access to the information.
If universal design principles are employed in web page development, other people besides individuals with disabilities will also benefit from the design. They include people working under environmental constraints such as noisy or noiseless environments; people whose hands or eyes are occupied with other activities; people for whom English is a second language; people using older, outdated equipment; and people using monochrome monitors.
A website is just one example of an electronic resource that students with disabilities may need to access for their courses. When purchasing and designing other electronic resources, including applications software, online catalogs, encyclopedias, and indexes, consider whether these resources will be accessible to students utilizing adaptive technology.
Instructional and administrative web pages should be developed with universal access as a goal. Accessibility guidelines should be incorporated into general school web page publication guidelines or standards.
The standards your school adopts could be those developed by the Web Accessibility Initiative of the World Wide Web Consortium, those used by the federal government in response to Section 508 legislation, or a list tailored to your campus. When choosing standards or guidelines, it is best to gain high-level support and include all key stakeholders (including students with disabilities, teachers, administrators, and technical staff) in the process.
A task force can then draft policy and select guidelines. They can develop dissemination plans and recommendations for the provision of training and support. They can also recommend how the policy might be enforced and/or how compliant sites will be rewarded. Policies and procedures should be evaluated and revised on a regular basis.
(Ask participants the following or similar questions for discussion.)
(If your school has adopted web accessibility standards, you may wish to demonstrate each standard. Or consider using additional content from the World Wide Access: Accessible Web Design handout or the Section 508 standards as examples.)
(Consider discussing a case. Choose from the Student Abilities Profiles included in the Access to Math and Science section of this notebook or the AccessSTEM Knowledge Base at http://www.washington.edu/doit/kb.html.)
I hope this program has given you a clear understanding of the impact that the combination of computers, adaptive technology, and electronic resources can have on the lives of people with disabilities. Faculty and administrators have a legal responsibility to assure equitable access to resources and services. The information provided in this program should have given you tools to begin implementing universal design principles when developing and updating web pages. Applying these guidelines will help level the playing field for people with disabilities.
For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit the AccessSTEM website at http://www.washington.edu/doit/Stem/. This resource was developed at the University of Washington as part of a nationwide project to provide resources to science, technology, engineering, and mathematics educators and employers so that they can make their courses, programs, and worksites accessible to everyone. You can link to this resource from ____ . (Arrange to make the link from your school website before the presentation.)
Thank you for your time today and for your interest in finding ways to ensure that all of the students in our programs have equal opportunities to learn, explore interests, and express ideas.
|
Next
|
Previous
|
|
Math Science
|
DO-IT search
|
DO-IT home page
|
