Activity 24.3

Preliminary Review


Step 1 (Selecting a representative page sample)

• Should include the first page users will visit.
• Pages with tables.
• Pages with diagrams etc.
• Pages that perform functional scripts.

Step 2 (Examine pages using graphical browsers)

• Turn off images and observe if ALT text is present.
• Turn off sound and see if audio content is available through text equivalents.
• Use browser controls to see if text responds to changes, is it still usable at large size?
• Change the display to grey scale and check the colour contrast is adequate.
• Navigate around the content without using a mouse.

Step 3 (Examine pages using a specialized browser)

• Use Home Page Reader (voice browser) or a text browser (Lynx) and answer the following
• Is the site at an equivalent level to the GUI version?
• Is it in a meaningful order?

Step 4 (Use automated Web accessibility evaluation tools)

• Use at least 2 tools to analyse a selection f pages.
• Be cautious with the results, they should also be checked manually.

Step 5 (Summarise obtained results)

• Problems and positive aspects of the site.
• Indicate how you went about testing.
• Recommend follow-up steps, ie full conformance evaluation.

Activity 24.2

Which approach could you take in your role?


Firstly I would make sure all elements are in line with the relevant guidelines. Once I though I had go the package as good as I could I would ask someone with Dyslexia to test it for me. In an ideal world it would be nice to have a number of users, but sadly they are quite hard to find (or encourage to help). In reality I would ask my wife to take a look as she has similar technical knowledge to me but also has severe dyslexia. Best of both worlds. Lectora has an inbuilt checker so I think I would rely on this. I might even give screen readers a go, although we don't have any visually impaired users.

Are there any other approaches that you are familiar with?


No

Which approaches could you ask someone else in your organisation to do?


Follow guidelines

Which approaches would be appropriate for a large virtual learning environment (VLE) such as the one used for this module?


Set up a group of disabled users lead by an "expert"

Activity 19.1

Read the guidance resources in the next sections and make notes on:

• the level of detail – is the technical level suitable for you in your role?
• is the guidance complete – does it provide links to further information?
• would you recommend this guidance to anyone else in your organisation who needs this information?

Accessible Digital Media Guidelines

Very detailed resource covering many aspect of e-learning. This includes images, forms, tables, Interactivity, Graphs, Math, Multimedia. Seems very detailed, maybe a bit too much. I think I will use this but probably not recommend to anyone in my organisation.

WCAG 2.0 at a Glance

This looks like a very usable list of guidelines, not over technical so I would definitely recommend colleagues to take a look. From this page you can also go very deep into each area that needs to be made accessible.

Screen Readers and the Web


Dyslexia Style Guide

Very useful resource, as our main disability is dyslexia this will be useful. Although most of the guidelines are already in place.

Creating Accessible Presentations

Seems very similar to the site above.

Accessible PowerPoint – Guidelines

Very simple but good advice

Writing accessible electronic documents with Microsoft® Word

Same as above ppt ones

Preparing accessible documents

Can't access

Making the most of PDFs[Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] 





Seems like a good resource, lots of detail on how to make a pdf accessible.

Using Adobe tools to make accessible content

Bit boring

Creating Accessible PDF from MS Word 2003

Lot's of detail, would I use it? Probably not.

Creating Accessible Flash content

Nice site, I use flash so know most of what is stated.

Flash

Same as above.

Audio description

Guidance on standards for audio description

Too much info

Subtitling

The Future Will Be Captioned: Improving Accessibility on YouTube

Very interesting, youtube are giving the ability to auto caption content. Lets hope it works well.

Accessibility – Web Video Captioning Technologies

Gives a useful list of software for captioning of videos.

Creating Video and Multimedia Products That Are Accessible to People with Sensory Impairments

Signing of video

eSign project summary

Using avatars to sign on websites, good idea.

Activity 18.1

List of elements that need to be made accessible.

• Video Conferencing
• Text
• Photographs
• Diagrams
• Graphs (Use of .svg)
• Data tables
• Charts
• Documents
• Navigation
• Help
• Frames
• Forms
• Animations
• Background Colour
• Font Colour
• Audio
• Video
• Narration
• Flash
• Java Applets
• Buttons

Activity 17.1

List of Alternative Formats (Positive Features, Negative Features, Tech Resources and Human Resources.

• Closed Captioning
• Helps deaf users understand video.
• You could say it can be distracting although it can be turned off.
• Software like premier pro or equivalent.
• Someone who can use premier pro.

• Audio Narration
• Helps visual impaired/dyslexic users to understand text elements.
• Once again it could be distracting, but can be turned off.
• Audio software.
• Someone who can use such software.

• Word documents
• Providing inaccessible .pdf in this format can allow user to alter to their need.
• Loss of security features of .pdf
• Acrobat pro.
• Someone who can convert it.

• Transcripts
• Provides an alternative format to audio, beneficial to deaf users.
• Can't show the same feeling and emotion of spoken words.
• Computer.
• Someone who can transcribe the audio.

• Large Print
• Helps visually impaired user read text
• None
• Computer
• Someone to press print

Activity 15.1

For each of slides 7 to 14, choose the one technology that you are least familiar with and do an internet search to find out more.

• What are its main features?
• How expensive is it?
• Do suppliers also supply training?

OCR

• Ability to scan pages of text directly to a computer. This can then be read by the computer.
• £70
• Online support

Coloured Overlays

• Ability to change the colour of a printed document. Can choose best colour for yourself.
• £3 each
• No training

Foot Control

• Can be used as a mouse or keyboard emulator
• $139
• User guide

Switch Input

• Can be used as a mouse or keyboard emulator
• £270
• Home Demo

One-Handed Keyboard

• Can use one hand
• $199
• User guide

Enlarged Keyboard Labels

• Large font with high contrast colour scheme
• $3.89
• No

Braille Embosser

• Braille embossers transfer computer generated text into printed Braille output.
• £2000
• Yes

Loop Systems

• Allows hearing impaired students to listen to lectures etc
• £167
• Yes

Activity 14.1

Activity 1 - Accessibility Features of Windows

Task 1:

Open a new Word document and type a short postcard style message using the onscreen keyboard.

This is good fun, just like on a phone. Seems easy to use, just slower  that a keyboard. I think my finger has had enough now!

Task 2:

Switch on Windows Magnifier and read the article on the Island of Tuvalu using the magnifier pane.

Seems a little disorientating at first, after a few minutes I got into it and now seems quite good. Wouldn't use it though

Task 3:

Using the Windows Magnifier have a go at completing the interactive drag and drop exercise on Cheese Types.

Once again rather disorientating, hard to keep track on where you are on the screen.

Task 4:

Attempt to complete the interactive Word document on Rivers using ONLY shortcut keystrokes. 

Very difficult as I have never used such shortcuts, needed to use the help section to work out how to do it. I don't think it would take too long to master though.

Activity 8.1

Make notes on the things that disabled students do or that others do for them.

RUTH DOUGLAS

·         Has severe asthma and nail patella syndrome, after starting Uni she was given a large wheelchair access bedroom. She did feel a bit guilty as she doesn’t use a wheel chair. This did however give her a large bathroom, this is something she needs as she requires help to wash her hair.

·         She needs help with cooking.

·         She also has a PA although they aren’t always around

CIARAN GILLIGAN

·         Has 2 PA’s to help him.

SARAH BUTLER

·         Finds it very hard to view timetables that are up on the wall. The university outs her own copy in her pigeonhole, which is great for her.

·         After a bit of learning on both sides Sarah now gets large print hand-outs and a copy of the OHP slides.

·         People now do the “Big Arm Wave” so she can find her friends in bars etc.

CHARLOTTE is quadriplegic

·         and has 2 x 24hr carers but needs 3

·         needs others to do almost everything for her.

·         Has software to scan text and read it back.

ANDREA is visually impaired

·         Has a doggy

·         Note taker was offered but didn’t want it.

·         Has a reader

·         Had an older student meet her at the bus stop and help her through the first day.

·         Has notes and PPT’s send prior to lectures

MATTHEW KAYNE

·         Has support taking notes

·         Has support in his personal care

JOHN (Cerebral Palsy)

·         Has a PA who helps with cleaning preparing food etc.

Note anything that they mention as a problem that you think would be the same for any student.

CIARAN GILLIGAN acknowledges that he faces the same challenges as everyone else like moving away from home for the first time and meeting new people and making sure your course is alright. He also has the added issue of setting up a system that works for him.

Reading long papers made CHARLOTTE’S eyes sore

Understanding new terms in literature

Independence

Finding new friends

Not getting loans in time

Note any challenges that you didn’t encounter in Week 2

·         Going Clubbing with friends, can be hard to find toilets with “jazzy signs”

·         Avoiding smoke in nightclubs (Ruth) This should now be better with the ban.

·         Unmarked steps (Sarah is visually impaired), can cause a trip hazard if you are visually impaired.

·         Being left out, CIARAN GILLIGAN had invited friends to the zoo who made excuses not to go. Then went without telling him. Not very nice.

·         Getting a new doctors surgery set up to get access to repeat prescriptions.

·         SARAH BUTLER “The problem with the launderettes at the university is that they like to put the instructions really high up on the walls, I don't know why they do this and they put them right behind the machines, so that basically I just have no chance of seeing them at all.”

·         CIARAN GILLIGAN has found that his bedroom hasn’t been properly converted for a wheelchair user. He is still waiting for key bits of kit.

·         RUTH DOUGLAS can’t write for long periods

·         RUTH DOUGLAS needs help with cooking

·         Fire evacuation at night (if deaf can have vibrating alarm under pillow)

·         Staying alert for long periods of time, CHARLOTTE finds it hard controlling her wheelchair

·         Feeling disadvantaged because of a large entourage

·         Being unsure about the help available (charlotte)

·         Being able find the books you need in the library

·         Knowing where the specified run (proper toilet place) is for ANDREA’S dog is.

·         Needing smaller font because of ANDREA’S tunnel vision.

·         Foreign students being scared of ANDREA’S guide dog

·         Being near a specialist hospital if needed (ROBYN TAINTY)

·         CHRISTINE wasn’t given the correct software to covert audio into text

·         JOHN finds it difficult turning pages

·         Note takers not knowing the subject so might miss key info.

·         Language “This, That and There” means nothing to someone who is visually impaired.

Also make a note of any references to issues to do with financial support.

CIARAN GILLIGAN

·         Has employed 2 PA’s to help him through Uni

·         Has bought a Dictaphone

·         Free access to clubs, for some reason!

SARAH BUTLER

·         Has a personal tutor

RUTH DOUGLAS

·         Has a PA

CHARLOTTE

·         Has 2 carers

·         Specialist software to scan then read aloud.

LEE (Asperger’s)

·         Laptop

·         Scanner

·         Voice recorder

·         Book stand

·         Taxis

ANDREA

·         Has a doggy

·         Netbook

·         Screen reading software

·         Scanner

·         Printer

·         Dictaphone

·         Has employed a reader to help read in lectures

·         Hoping for a GPS

SHARON SMITH

·         Given access to Zoom text and CCTV

ADELE McMAHON

·         Computer equipment

·         Desk

·         Chair

·         Study Skills Tutor

·         Dictaphne

·         IT Tutor

EMMA WRIGHT

·         Computer

·         Read write software

·         Printer

ANELA NAZ

·         Laptop

·         screen reading speech software (Jaws)

·         an embosser

·         a scanner

·         a cassette player

·         Dictaphone

·         Printer

CHRISTINE

·         Laptop

·         Dictaphone

DAVE

·         Didn’t disclose disability

DAVID

·         Read Write software

JOHN

·         Has a PA

Compile a list of bullet points of the strategies and resources that the students mention.

CIARAN GILLIGAN

·         Has to keep the bathroom door open just to move his wheelchair around his bedroom.

SARAH BUTLER

·         If she gets lost she uses her phone to text her friends for help.

·         Would use note takers in lectures, however she feels reluctant to ask anyone as she doesn’t want them to feel any added pressure. I didn’t realise that note takers were fellow students, you would think there would be dedicated note takers.

RUTH DOUGLAS

·         Likes her friends to ask about her medical conditions, then there is no embarrassment later on when she needs help.

·         Uses a laptop in lectures to save her writing (joint issues)

LEE

·         Uses facebook to find people at Uni, saves him having to do a formal introduction face to face.

·         Tai Chi to calm his tics

·         Having to constantly socialise to keep his confidence up

·         Uni Mentor

·         Trying to keep vocal tics hidden in public

ANDREA

·         Like to write her own notes as she can touch type and it help her take in the information

·         Has asked for a GPS to help her find her way around.

·         Likes resources reduced as she has tunnel vision

MATTHEW KAYNE

·         Aimhigher London North

Most students mention the Learning Support Unit which opens the doors to a lot of help.

EMMA WRIGHT

·         Realised that she could read much better on bright yellow paper

·         Uses Zoom text to help her read

·         Has a large-print keyboard and an ergonomic mouse to reduce strain on her right hand / arm. Also uses Dragon Naturally Speaking (voice-recognition software) to reduce the amount of typing She needs to do. Has a laptop computer to use on campus, and software to scan and read out short articles.

DAVE

·         Has anxiety and uses online resources to prepare for lectures to avoid getting behind

DAVID

·         Dyslexic, circles key words in an examination question and then bases his answer upon these key words

GEOFFREY

·         Online resources are invaluable to him as moving from location to location can be difficult (muscle loss).

MICHAEL

·         By demystifying his disability and treating it lightly, Michael put fellow students at ease straight away.

GREGOIRE

·         Off site interpreter using internet connection to listen to lecture and write transcript in real time back to the student.