Engaging the Business/Industrial Sector in Accessibility Research: Lessons in Bridge Building

Neufeldt, Aldred H.; Watzke, James; Birch, Gary E.; Buchner, Denise

doi:10.1080/01972240701323580

Cited by 8 publications

(3 citation statements)

References 8 publications

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“…The European Standard for Digital Accessibility EN 301 549 10 is mainly based on the international Web Content Accessibility Guidelines, around four principles:…”

Section: How To Comply With the Standard?mentioning

confidence: 99%

“…A resulting effort at compliance can be hampered by the consideration of accessibility as an addition when considered as part of the overall design implementation. According to Neufeldt et al (2007), this results from a perception of market restriction and potentially reduced profitability where assistive technologies are facilitated. Also, the enforcement of global and European standard implementation can be lacking by regional Governments can be inadequate through the issue of unmonitored compliance guidelines (Lazar et al, 2015).…”

Section: What Is the Challenge For Audiences And Stakeholders?mentioning

confidence: 99%

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Demystifying Digital Accessibility and Fostering Inclusive Mindsets. Compliance with the European Standard for Digital Accessibility EN 301 549

Altinier¹,

Oncins²,

Sauberer³

et al. 2022

Communications in Computer and Information Science

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Accessibility, the right to equal opportunities for all citizens, is defined in Article 9 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Furthermore, Article 21 of the same convention details how the accessibility of information and communications should be ensured in practice. As a result of the convention, international, European and national policies, standards and law have been established, creating a legal and binding framework for compliance. On this basis, this paper considers the goals of the IMPACT (Inclusive Method based on the Perception of Accessibility and Compliance Testing) project. This project aims to define the skills and competencies that Information and Communications Technology (ICT) accessibility educators and mediators should hold for compliance. The paper looks to discuss how to demystify accessibility compliance and, in doing so, how to foster inclusive mindsets through training practices and the European Certification and Qualification Association (ECQA) certification, while noting challenges for audiences and stakeholders. The experience of Koena, a French social enterprise specializing in Digital Accessibility, forms the basis for the paper's observations.

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“…The European Standard for Digital Accessibility EN 301 549 10 is mainly based on the international Web Content Accessibility Guidelines, around four principles:…”

Section: How To Comply With the Standard?mentioning

confidence: 99%

Section: What Is the Challenge For Audiences And Stakeholders?mentioning

confidence: 99%

Demystifying Digital Accessibility and Fostering Inclusive Mindsets. Compliance with the European Standard for Digital Accessibility EN 301 549

Altinier¹,

Oncins²,

Sauberer³

et al. 2022

Communications in Computer and Information Science

View full text Add to dashboard Cite

show abstract

“…The needs analysis above validates the calls for multi‐stakeholder partnership such as those cited in Section 3. Indeed, the new partnership mechanism could examine the factors that have inhibited collaboration between research and business sectors, and those that have enhanced collaboration, and devise suitable strategies (Neufeldt et al , 2007). A UK study for the ODPM (2005) identified barriers which appear to be preventing progress in engaging excluded citizens in the design of services to meet their needs.…”

Section: Need For a New Structurementioning

confidence: 99%

Structuring stakeholder e‐inclusion needs

Wright

2010

Journal of Information, Communication and Ethics in Society

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PurposeThis purpose of this paper is to identify principal stakeholders and needs in e‐inclusion, with particular reference to senior citizens, determining to what extent those needs are being met or could be met by other stakeholders. It considers inclusive stakeholder organisational structures that could address unmet needs.Design/methodology/approachAlthough the European Commission (EC), Member States, local authorities, industry, and researchers have called for greater collaboration and partnerships among stakeholders to overcome the so‐called digital divides, little attention has been giv]en to the form of collaboration. Reviewing various policy‐oriented documents, this paper compiles a list of principal stakeholders and their e‐inclusion needs, reviews existing multi‐stakeholder undertakings and partnership structures as candidates for addressing needs not already met.FindingsMany important e‐inclusion needs are not addressed by any multi‐stakeholder undertaking. Some structured collaboration or partnership should address those needs. A new structure should not merely represent all interested stakeholders, but involve them in decision‐making processes.Research limitations/implicationsThis is a conceptual paper, constrained by length from producing a detailed list of needs. Similarly, although the paper identifies 12 different stakeholder categories, some could be further segmented.Practical implicationsFurther research and analysis could be undertaken sourcing each identified need, perhaps adding others and further segmenting stakeholder categories.Originality/valueThe paper is of value to stakeholders involved or interested in e‐inclusion efforts. It uses a novel, straight‐forward, approach for identifying stakeholders and needs, who can meet those needs and who is addressing those needs.

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Ask the instructional designers: A cursory glance at practice in the workplace

Thompson-Sellers¹,

Calandra

2012

Perf. Improv.

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The purpose of this exploratory study was to make better connections between what is professed in instructional design degree programs and what happens in the workplace. Findings from the study of how three corporate instructional designers navigated and made sense of their daily practice included the factors that mostly influence their instructional design (ID) decisions, their perspectives on ID theories and models, how they compensated for any deficits in their knowledge or skills, and their hiring preferences.

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Engaging the Business/Industrial Sector in Accessibility Research: Lessons in Bridge Building

Cited by 8 publications

References 8 publications

Demystifying Digital Accessibility and Fostering Inclusive Mindsets. Compliance with the European Standard for Digital Accessibility EN 301 549

Demystifying Digital Accessibility and Fostering Inclusive Mindsets. Compliance with the European Standard for Digital Accessibility EN 301 549

Structuring stakeholder e‐inclusion needs

Ask the instructional designers: A cursory glance at practice in the workplace

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