Disability, Web Standards, and the Majority World

Lewthwaite, Sarah; Swan, Henny

doi:10.2190/raac8

Cited by 5 publications

(3 citation statements)

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“…It is important to note that defining web accessibility strictly by WCAG 2.0 guidelines does not account for context of use and general user experience (Alonso, Fuertes, González, & Martínez, 2010; Kelly et al, 2007; Lewthwaite & Swan, 2013). WCAG 2.0 guidelines exist as baseline recommendations for incorporating inclusive design.…”

Section: The Role Of Web Guidelines In Accessibility Assessmentmentioning

confidence: 99%

“…Thus, access to these maps is essential for all members of the university to participate fully in campus life and to achieve their individual tasks and goals on any day of the year. While most webmasters for postsecondary institutions in the United States understand their legal obligations for developing accessible web content (Lewthwaite & Swan, 2013), legal conformance does not necessarily reflect an awareness of social and spatial (sociospatial) considerations in professional communication such as maps.…”

mentioning

confidence: 99%

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Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility

Heilig

2018

Business and Professional Communication Quarterly

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Using interactive digital maps is now common practice for most universities. Increasingly, more users are introduced to their academic workplaces through online content such as Google Street View and virtual tours. Students with disabilities depend on environmental information to navigate the barriers they face on campus. While most webmasters for postsecondary institutions in the United States know their legal obligations for accommodation in the delivery of web content, legal conformance does not necessarily reflect awareness for social or spatial considerations in the design of campus digital maps. This study discusses an accessibility audit and content analysis of these interactive maps.

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Section: The Role Of Web Guidelines In Accessibility Assessmentmentioning

confidence: 99%

mentioning

confidence: 99%

Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility

Heilig

2018

Business and Professional Communication Quarterly

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“…An extensive search of the business communication journals revealed that this topic has largely been overlooked (see Knight, 2018). On the other hand, technical communication scholars have published articles ranging from how to teach developers about the accessibility aspect of usability (Youngblood, 2013) and how to design online technical communication courses with better accessibility (Oswal & Meloncon, 2014) to a review of corporate web accessibility statements (Larkin, 2013) and web accessibility standards worldwide (Lewthwaite & Swan, 2013).…”

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confidence: 99%

Legal and Ethical Implications of Website Accessibility

Palmer

2018

Business and Professional Communication Quarterly

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This article argues that business and professional communication practitioners, instructors, and students, besides becoming better informed about the legal context of website accessibility, should also become more aware of the ethical considerations of creating digital communication products that are inherently accessible for people with disabilities. Through a detailed review of the most important legal cases in the United States and discussion of ethical considerations concerning website accessibility for the disabled, we provide possible entrance points that will help instructors bring ethical considerations into the discussion of website accessibility. We urge instructors to regularly include disability in discussions of accessibility cases.

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K–12 Technology Accessibility

Shaheen

Lazar

2017

J Spec Educ Technol

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This study examined state education technology plans and technology accessibility statutes to attempt to answer the question—is K–12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K–12 school district is planning the construction or acquisition of a new digital technology, are the legal requirements for making that digital environment accessible to people with disabilities part of the decision process? Just like built environments, digital environments can either be accessible or inaccessible to people with disabilities; the digital environment can either support or impede the inclusion of people with disabilities. At the federal level, statutes, regulations, and policy guidance make it clear that technology must be accessible to students with disabilities in K–12 schools. The message from the federal government is consistent. But what messages are state governments communicating, through statutes and policies, to K–12 educators about technology accessibility?

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Disability, Web Standards, and the Majority World

Cited by 5 publications

References 0 publications

Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility

Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility

Legal and Ethical Implications of Website Accessibility

K–12 Technology Accessibility

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