Accessibility in Practice: A Process-Driven Approach to Accessibility

Horton, Sarah; Sloan, David

doi:10.1007/978-3-319-05095-9_10

Cited by 20 publications

(13 citation statements)

References 6 publications

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“…Several of these needs and barriers are in line with WCAG guidelines [5]. While conformance to WCAG is an important first step towards creating solutions that are more usable and accessible for people with and without impairments [53], it does not guarantee universal design [54,55]. Therefore, universal design efforts should be based on a human-centred and participatory design process, involving a broad range of stakeholders throughout the design process, including people with impairments.…”

Section: Discussionmentioning

confidence: 99%

The experiences, needs and barriers of people with impairments related to usability and accessibility of digital health solutions, levels of involvement in the design process and strategies for participatory and universal design: a scoping review

et al. 2022

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Objective Globally, the number of digital health solutions is increasing, but they are not always designed with access and utilisation for people with impairments in mind. Development efforts have often not included the voice and requirements of people with impairments, who make up 15% of the world’s population, despite the fact that this can help ensure broad access and utilisation. Little attention to and limited inclusion of people with impairments in the development of digital health solutions results in continued and reinforced inequalities in health services provision for people with impairments. This review investigates the needs and barriers of people with impairments related to use of digital health solutions and strategies to foster user participation, access and utilisation of digital health solutions. Methods This scoping review, based on the Joanna Briggs Institute Manual, had five phases: 1) identification of aim and research questions, 2) literature search in five databases (April/May 2020), 3) literature screening based on predetermined inclusion and exclusion criteria, 4) data extraction, and (5) reporting results. Results The literature search resulted in 5968 sources, of which 25 met our inclusion criteria. People with impairments appreciate digital health solutions that are designed to meet their specific impairment-related challenges. The reported needs and barriers related to technological design varied depending on the individuals’ challenges. The literature reported different types of participatory co-design strategies to foster access and utilisation of digital health solutions. Conclusion This scoping review support needs for increased awareness among developers to design solutions that meet people’s needs, contexts and states of health. By applying universal design as a strategy and including people with different types of impairments, starting in the idea creation phase of digital health solutions and throughout the development, developers can design solutions with better accessibility. Digital health solutions that are accessible and usable have a tremendous opportunity to foster health equity and achieve health promotion, prevention and self-care. This in turn can contribute to closing the gap between different population groups, reduce disparities and get the most from available healthcare services.

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Section: Discussionmentioning

confidence: 99%

The experiences, needs and barriers of people with impairments related to usability and accessibility of digital health solutions, levels of involvement in the design process and strategies for participatory and universal design: a scoping review

et al. 2022

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“…Adopting those guidelines from the very beginning of the authoring process complies with applicable best practices in multimedia learning [44] and universal design of multimedia learning materials [40]. These measures need the support from policy-makers since, in agreement with [28], “policy can go far in articulating an organizational commitment on accessibility, and building an ‘accessibility-first’ mindset across the organization”. Authors of [30] state that teachers should have the skills necessary to use effective practices (“those validated through rigorous research”) and school managers should have tools to support both teachers and students.…”

Section: Discussionmentioning

confidence: 99%

“…UDL applies in the learning context the principles of Universal Design (UD) [22], i.e., equitable use, flexibility in use, simple and intuitive to use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. In particular, adopting a User Centered Design (UCD) [23] approach for the production of all learning materials, whether they are electronic or tangible, and providing adaptations for learning materials where necessary, constitute key strategies to make elearning accessible to all, and involve students, teachers and most of the stakeholders within the elearning arena [20,24–26][27] [28] [29]. However, “simply encouraging, or even mandating, the implementation of inclusive education practices does not guarantee improved outcomes”, while training and supporting school managers and teachers adequately constitute key levers for making real inclusion to happen [30].…”

Section: Introductionmentioning

confidence: 99%

Accessible mathematics videos for non-disabled students in primary education

et al. 2018

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Our work applies Universal Design criteria for producing and using Mathematics videos for primary education students, at a time when many countries are shifting towards inclusive education policies. We have focused on how the accessibility criteria used for students with visual impairments might affect non-disabled students. For this, we reviewed applicable Universal Design principles as well as best practices in multimedia learning. We took into account the roles, procedures, tools and standards involved in the multimedia lifecycle. We then undertook an experiment consisting of producing two videos about prime numbers with the same pedagogical contents; one video was accessible for students with visual impairments and the other one was not accessible to them. We conducted a trial in real world school settings with 228 non-disabled children, who were randomly assigned a version, either accessible or not accessible, and were then asked to take a test to measure objective aspects of their learning concerning retention and transfer as well as several subjective aspects, including the attractiveness of the videos. Results indicate that there were no significant differences in the scores obtained by students using either video, although the group who watched the accessible video obtained higher score medians in the retention questions. Moreover, students found the accessible video significantly more attractive (p = 0.042). Our study provides recommendations for different stakeholders and stages within the process of producing multimedia mathematics materials that are accessible to primary students with visual impairments, as well as evidence demonstrating that everybody can benefit from the recommendations for developing good quality, accessible multimedia material.

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“…A coordinated accessibility program, with documentation and continual assessment, provides the means to demonstrate commitment and progress toward achieving accessibility. In this way, accessibility moves from a standards-based remediation activity that is characterized by standards failures and technical remediation to an endeavor that is focused on people and good experience, and targets successful progress forward towards an accessible digital environment [6].…”

Section: Demonstrating Commitment and Progressmentioning

confidence: 99%

Complementing standards by demonstrating commitment and progress

Horton¹,

Sloan²,

Swan³

2015

Proceedings of the 12th International Web for All Conference

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Improving web accessibility can be challenging, particularly for organizations with large, complex digital estates and internal organizational structures. Efforts can be guided by technical standards, but there are shortcomings with treating accessibility for people with disabilities as a compliance effort. Using the Americans with Disabilities Act Standards for Accessible Design as an approach to remediation of accessibility barriers in the built environment as a parallel, we explore an approach to improving digital accessibility that places value on conscious, pragmatic decision-making and sharing of evidence of progress.

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Accessibility in Practice: A Process-Driven Approach to Accessibility

Cited by 20 publications

References 6 publications

The experiences, needs and barriers of people with impairments related to usability and accessibility of digital health solutions, levels of involvement in the design process and strategies for participatory and universal design: a scoping review

The experiences, needs and barriers of people with impairments related to usability and accessibility of digital health solutions, levels of involvement in the design process and strategies for participatory and universal design: a scoping review

Accessible mathematics videos for non-disabled students in primary education

Complementing standards by demonstrating commitment and progress

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