Group items tagged

Please rate your computer proficiency Response% of Respondents Expert22% Advanced44% Intermediate27% Beginner8%

Please rate your screen reader proficiency Response% of Respondents Expert17% Advanced41% Intermediate32% Beginner9%

Screen Reader Usage

Of the 1121 respondents, 74% use JAWS, 23% use Window-Eyes, 8% use NVDA, and 6% use VoiceOver. While several other screen readers were reported, these were the most prominently reported. Individual versions of screen readers are not yet computed, but generally the majority of users are using the most up-to-date version of their screen reader.

How soon do you update your screen reader after a new version is released? Upgrade Window% of Respondents Immediately41% First 6 months25% 6-12 months9% 1-2 years9% 2-3 years4% 3+ years6% No response6%

How customized are your screen reader settings? (e.g., changed verbosity, installed scripts, etc.) Response% of Respondents A lot29% Somewhat40% Slightly21% Not at all7% No response4%

a lot or some customization was reported by only 27.6% of respondents with no disability versus 71.4% for those that reported blindness.

78% of respondents reported using a screen reader on a desktop computer, 54% use a screen reader on a laptop, and 12% use a screen reader on a mobile phone.

No respondents who use screen readers for evaluation reported using a screen reader on a mobile device.

Which web browser(s) do you currently use with a screen reader? Browser% of Respondents IE633% IE768% IE82% Firefox39% Safari6%

Respondents with no disability were nearly twice as likely to list Firefox as blind respondents - 66% to 37%.

The percentage of Safari users is over double that of the overall population - this may be due in part to the fact that some in the Mac community actively solicited survey participation and encouraged respondents to indicate their Safari use, perhaps partially due to feeling snubbed because we didn't list them with IE and Firefox as direct choices.

When first accessing a new, unfamiliar home page, I'm most likely to... Response% of Respondents Read through the home page46% Navigate through or listen to the links on the page35% Use the Search to find what I'm looking for13% Look for a site map or site index3% No Response2%

Interestingly, the more proficient screen reader users are more likely to read through the home page and use links less often than less proficient screen reader users. This may be due to faster reading speeds for more experienced users. The home page strategies used were very similar regardless of proficiency, disability, or amount of screen reader use.

I use "skip to content" or "skip navigation" links... Response% of Respondents Whenever they're available22% Often16% Sometimes28% Seldom19% Never10% No Response4%

Some questions were of a technical nature and we understand that many participants may not have been very technically savvy. Responses may also be based upon user experiences with web content that is generally inaccessible. We cannot help but wonder if responses may have been different if screen reader interactions with web content were typically very positive.

I use Access keys... Response% of Respondents Whenever they're available22% Often16% Sometimes28% Seldom19% Never10%

I navigate by headings... Response% of Respondents Whenever they're available52% Often24%

76% always or often navigating by headings when they are available.

I use site search functionality... Response% of Respondents Whenever it's available26% Often25% Sometimes31%

Find the word "Search"18% Jump to the first text/edit field on the page25%

Jump to the first form element in a page36%

Proficient screen reader users were more than twice as likely to jump directly to the form or text/edit field than less proficient users. Less proficient users were nearly three times more likely to use more manual methods (reading, tabbing, or finding) than more proficient users.

a majority of respondents seldom or never use site maps. There was no marked difference in the use of site maps across screen reader proficiency or disability. In general, it appears that site maps may be beneficial, but are not commonly accessed by screen reader users.

Text-only versions are always used by many and never used by many. As such, it is very difficult to interpret the value they have for screen reader users. More proficient screen reader users were much less likely to use text-only versions than less proficient users. This may suggest that proficient users employ sufficient techniques to render the main version acceptable to them. Or, it may suggest that proficient users do not gain value in using text-only versions, which are often less than optimal.

If content is identified as being "for screen reader users", how often do you use it? Response% of Respondents Whenever it's available38% Often15% Sometimes25% Seldom13%

A closer analysis, however, reveals that pop-up windows are reported as very difficult twice as often by less proficient screen reader users than with higher proficiency. Alternatively, more proficient users were three times more likely to indicate that pop-up windows are not at all difficult. This shows that less proficient screen reader users (which represent 41% of respondents) have more difficult experiences with pop-up windows.

Firefox users were much more likely to give a favorable response, perhaps a reflection of Firefox support for ARIA, etc. Evaluators and those without disabilities were nearly twice as likely to indicate that these applications are not very or not at all accessible than those that always use screen readers or have disabilities. This may suggest that these applications are actually more accessible than evaluators believe them to be, or alternatively, that screen reader users with disabilities are less knowledgeable about the true inaccessibility of these technologies.

66% of evaluators preferred that the image be ignored, compared to only 28% of those that always user a screen reader. Similarly, 65% of those with no disability preferred that the image be ignored, compared to 29% of those with disabilities.

If a web page contains a photo of the White House, I prefer that the image be identified as... Response% of Respondents Photo of the White House80%

69.4% of evaluators found them difficult compared to only 42.6% of those that always use a screen reader. Those with higher screen reader proficiency naturally found these links easier.

71.5% of screen reader users reported that Flash is difficult

While the majority (58%) of users reported that frames are easy, those that are blind were 3 1/2 times more likely to indicate that they are easy than those with no disability. Similarly, those that always use a screen reader reported frames as easy nearly 3 times more often than evaluators. This perhaps suggests a misconception among those that do not have disabilities that frames are very inaccessible when in fact those with disabilities find them easy.

The law about accessible websites came into force on 1st October 1999 (http://www.drc-gb.org/open4all/law/code.asp) and the Code of Practice for this section of the Act was published on 27th May 2002 (http://www.hmso.gov.uk/si/si2002/20020720.htm). This means that the majority of websites are already in breach of the law.Can you be sued?Well, probably. The RNIB claim that they've considered taking up a number of legal cases against organisations with regard to their websites. When they raised the accessibility issues of the website under the DDA, companies have typically made the necessary changes, rather than facing the prospect of legal action.The DRC has now published their findings from their formal investigation into 1000 websites. (http://www.drc-gb.org/publicationsandreports/2.pdf). If your website was included then you will have to start thinking about making it accessible to all web users in the very near future.

What do you need to do to comply?It's widely believed that if, or perhaps more appropriately when, a case makes it to court that the W3C accessibility guidelines will be used to assess a website's accessibility and ultimately decide the outcome of the case. The W3C is the Internet governing body and its web accessibility guidelines can be found at http://www.w3.org/TR/WAI-WEBCONTENT/full-checklist.html.

refreshable Braille device which converts the text on the website into Braille.

Place form instructions before the form field

To improve accessibility and usability for screen reader users, form field requirements must be placed before the form field itself.

Provide a ‘skip to main content’ link Screen reader users benefit from a ‘skip to main content’ link as it enables them to jump over lengthy navigation to the main content of the web page, reducing the amount of content they have to listen to.

Ensure link text is descriptive Screen reader users using software such as JAWS can listen to the links on a web page through functionality known as a links list. If link text is not descriptive—solely using phrases such as “click here” or “more information”, for example—there is no way for screen reader users to determine where the link will take them.

Provide descriptive web page titles The first piece of information a screen reader user will listen to when they open a web page is the <title> assigned to the page. It is important, therefore, to use a title which reflects the content of the web page.

Provide descriptive headings It is important to provide descriptive headings

Screen reader users often listen to headings out of context from the main content

Provide audio descriptions and transcripts of video content Screen reader users depend on audio descriptions to provide additional information about important visual content displayed within a video.

Transcripts are written accounts of the video or audio content and can include additional information such as comments and descriptions

screen reader users cannot use a mouse

People with low vision will tend to use magnification software to make reading a website easier. Depending on the severity of their vision impairment, these users may combine magnification and screen reading software by using software products such as Supernova or ZoomText. For milder vision impairments, users may just increase the default size of text within their browser settings or change the colors to make the content more comfortable to read.

Avoid using images of text

Ensure text can be resized

Place key information in specific locations of the screen

ebsite search functionality is often located in the top-right corner of the web page

Juicy Studio color contrast analyzer.

it is possible to determine whether the colors chosen meet the minimum requirements specified in the WCAG Guidelines.

People with a hearing impairment tend not to use assistive software to improve their web browsing experience. Instead, they rely on the website being accessible by providing any audio content in alternative formats, such as captioning or transcripts.

By making audio content accessible for users with a hearing impairment, it also makes the content accessible for other users who find themselves in an environment where audio cannot be heard.

library with the sound turned down; they may be in a noisy environment where it is difficult to hear the audio; or they may be using a computer without speakers.

Provide captions for any video content

Provide transcripts of the spoken audio Where content is spoken without video, such as in a podcast, it is important to provide a transcript. It is recommended that the transcript be provided in plain accessible HTML to allow access by the widest possible audience, as opposed to a Microsoft Word or Adobe PDF document.

Physical disabilities range in severity from those who are temporarily disabled, for example having a broken arm, to those who are quadriplegic and have no use of any limbs. Depending on the severity of the physical disability, these users may access websites through voice recognition software such as Dragon Naturally Speaking.

However, what all users with a physical disability have in common is limited or no ability to use a mouse. This means that content within the website that requires a mouse click or fine motor control cannot be accessed by these users.

Ensure all content can be accessed via the keyboard

Users with a physical disability will have limited or no ability to use a mouse and as such will navigate websites using the keyboard.

Provide a focus state for links

Provide visible skip links Skip links are links that become visible when they receive focus, and are helpful for users with a physical disability. Keyboard users must tab through the web page to reach the particular link they are interested in—skip links allow lengthy navigation to be bypassed and reduce the number of key presses required to activate links in the main content.

Avoid moving targets Avoid using moving targets such as tickers, as users with a physical disability can find them very difficult to use.

Provide large clickable areas

provide sufficient whitespace between links

People with a cognitive or learning disability may have difficulties with memory, problem solving, perception, and conceptualization. In addition, people with a learning disability may have issues with reading and comprehension such as dyslexia.

To enhance the usability of the website for these users it is important that content is written in plain English, page layouts are simple in design, navigation is clear and consistent and there is no moving content to impede comprehension.

Provide the same look and feel throughout all pages of the website. Ensure that the navigation and main content are located in the same area of every page. Additionally, consider color coding different sections within the website. Users with cognitive or learning disabilities tend to find it easier to navigate around sections which are color coded.

Provide a site map A site map will enable users with a cognitive or learning disability to have a clear idea of the breadth of content contained within the website. The site map also enables users to directly access any page on the website, and helps if the user becomes lost.

Use a resizable sans-serif font which is left-aligned To increase readability for users with a cognitive or learning disability, use a sans-serif font which can be resized. Additionally, left-align content—justified text is more difficult to read due to the uneven spacing between words. Italicized and capitalized text should also be kept to a minimum to aid readability.

Provide helpful error messages

Offer speech output Organizations such as Browse Aloud and Textic enable content from a website to be spoken when highlighting the words on a web page. Offering this functionality is especially helpful for users who find it difficult to read large amounts of text.

Provide an Easy Read Version Consider providing an ‘easy read’ version of complex content. This combines plain text with images to aid understanding of the information. For an example of an easy read document see the Department of Health’s Making Lives Better for People with a Learning Disability.

Provide different color schemes People with cognitive or learning disabilities may benefit from different color scheme options. It is helpful if an easy read scheme such as a lemon background with dark text, and a hi-viz scheme such as a black background with yellow text, are provided.