A web accessibility assessment on the Texas public school system

May, Shane; Zhu, Qi

doi:10.1007/s10209-009-0153-4

Cited by 13 publications

(6 citation statements)

References 27 publications

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“…Despite these overall advances, studies of different educational and course websites have nevertheless detected accessibility-limiting barriers for certain users [1] [2]. Moreover, accessibility-related problems have also been identified in numerous LCMSs currently used (see sub-section Evaluations of accessibility in educational authoring tools).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, difficulties have been detected in certain LCMSs where authors' prior programming skills are assumed or required [1]. Visually-impaired users, in particular, are 1 constantly confronted with barriers when surfing the Internet that often take the form of (1) identicallynamed, redundant or confusingly similar links [4], (2) images used without accompanying, alternative text and (3) colors or other visual, non-linguistic elements -used to convey information [5].…”

Section: Introductionmentioning

confidence: 99%

“…For the former evaluation, two different users analyzed accessibility with respect to predetermined tasks often performed by administrators and teachers. In the latter evaluation, Moodle's conformance with the World Wide Web Consortium's (W3C) 2 Authoring…”

Section: Introductionmentioning

confidence: 99%

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Accessibility barriers for users of screen readers in the Moodle learning content management system

Calvo

Iglesias

Moreno

2013

Univ Access Inf Soc

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Abstract:In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs).However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently-used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually-impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium's Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually-impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Accessibility barriers for users of screen readers in the Moodle learning content management system

Calvo

Iglesias

Moreno

2013

Univ Access Inf Soc

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“…Of the 25 papers selected, 14 papers detail disability laws that promote improved quality of life for people with disabilities. The disability laws used in the papers are listed below (see full information in Table 8, Appendix A): • Paper [35] • Paper [57], [58] Americans with Disabilities Act (ADA).…”

Section: ) Rq3 What Is the Frequency Of Publication Of Web Accessibmentioning

confidence: 99%

Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

2020

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Web accessibility means that people with some type of disability can make use of the Web in the same conditions as the rest of the people. When we talk about web accessibility, we refer to a web design and development that allows these people to perceive, understand, navigate and interact with the Web. Web accessibility also benefits other people, including elderly people whose abilities have declined as a result of age. The Web is an essential resource in human activity: education, employment, government, commerce, health, entertainment and many others benefit of the power of the Web. The aim of this systematic literature review is to analyze the empirical methods of evaluating accessibility to educational websites, disabilities and their errors described in a total of 25 selected studies. The results show that in 20 of the 25 papers, web accessibility was evaluated with automatic tools, in 2 papers it was evaluated with real users and in the other 3 papers with automatic tools, real users and experts. There is also evidence that all the educational websites analyzed in the papers need to correct errors. In conclusion, educational websites do not meet any version of the Web Content Accessibility Guidelines (WCAG) and their conformance levels. According to the results, the empirical evaluation methods used for web accessibility could be improved by adopting automatic evaluation tools for website construction and manual mechanisms with web accessibility experts. The challenge for educational institutions is to carry out web accessibility projects to comply with WCAG and other web accessibility standards and current laws of educational inclusion. INDEX TERMS Assessment, education, systematic literature review, websites, web page design, Web content accessibility guidelines (WCAG).

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“…Although it is an audio device, these files are represented by an image of an audio resource and this should be described to visually disabled people. One study evaluated the accessibility of school websites in Texas and found that most accessibility errors were related to the lack of description of non-textual elements (May & Zhu, 2010). Similarly, a study that evaluated public websites in Greece found that the predominant error was the lack of description of these elements (Basdekis, Klironomos, Metaxas, & Stephanidis, 2010).…”

Section: Accessibility Assessment Of Html Pagesmentioning

confidence: 99%

Health Education for the Blind: Evaluation of Accessibility of an Inclusive Online Course

Carvalho¹,

Silva²,

Fenandes³

et al. 2014

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This article provides a presentation of the method used to guarantee the accessibility and usability of an online course for blind women. The course discusses breast cancer with a focus on early detection, with a view to granting these women a new form of learning about breast cancer. In this paper, the evaluation of the accessibility of HTML pages was presented by the use of specific software. In addition, it presents the accessibility and usability for blind women in a course in a virtual learning environment. The accessibility evaluation using the software revealed 21 errors. When the blind women accessed the virtual learning environment, sporadic barriers were identified, such as difficulties for registering and using the forum. These were bypassed and the participants defined the access to the online course as satisfactory. This study aims to bring awareness to online education and health professionals about the accessibility of online courses. With regard to health promotion, the importance of this study is clear owing to the lack of educational resources in health for visually impaired people, in addition to the importance of the timeliness of the topic owing to the magnitude of the issue of breast cancer around the world.

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A web accessibility assessment on the Texas public school system

Abstract: As the World Wide

Cited by 13 publications

References 27 publications

Accessibility barriers for users of screen readers in the Moodle learning content management system

Accessibility barriers for users of screen readers in the Moodle learning content management system

Empirical Studies on Web Accessibility of Educational Websites: A Systematic Literature Review

Health Education for the Blind: Evaluation of Accessibility of an Inclusive Online Course

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