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Sandra Earl

Digital Web Magazine - Understanding Disabilities when Designing a Website - 0 views

www.digital-web.com/...ities_when_designing_a_website

accessibility design standards general development FUSION09

shared by Sandra Earl on 12 Oct 10 - Cached
  • In the UK In the US 2m people have a vision impairment3 10m people have a vision impairment4 8.2m people have mild to moderate deafness5, 688,000 people have severe to profound deafness6 28m people have a hearing impairment7 3.4m people have a physical disability8 8m people have a physical disability9 1.5m people have a learning disability10 6.8m people have a learning disability11 6m people have dyslexia12 25m people have dyslexia13
  • Most people who are blind will rely on screen reading software such as
  • JAWS or Windows-Eyes
  • ...41 more annotations...
  • 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.
Vernon Fowler

WebAIM: Creating Accessible Forms - Screen Reader Form Accessibility - 0 views

webaim.org/...screen_reader

webdesign forms screen reader form reading usability accessibility

shared by Vernon Fowler on 07 Oct 12 - No Cached
  • This can be solved by associating form labels to form items on the page. The label should almost always be located adjacent to the form item itself. When a screen reader accesses a form item that has a <label> element associated with it, it will read the text within the <label> element and indicate the type of form item it is (e.g., "First Name. Text box" or "Age. Check box"). Labels are needed for all form elements, except for buttons; the screen reader reads the text that is on the button (e.g., "Submit button").
  • Let's hear what the form sounds like to a screen reader:
  • Let's hear what the form sounds like now, with the improvements that we made:
Sandra Earl

My Role and Context in Education « H810: Accessibility Ahead - 0 views

h810.eingang.org/...-role-and-context-in-education

accessibility general

shared by Sandra Earl on 12 Oct 10 - Cached
  • Distance education is not only appealing to people in full-time employment, but it can be empowering and accessible to students with a wide variety of disabilities. I’ve had students who are blind, visually impaired, hearing impaired, physically disabled, as well as a whole host of learning disabilities including attention deficit hyperactivity disorder, dyspraxia, dyslexia, and other mental disabilities.
Sandra Earl

Designing for Dyslexics: Part 3 of 3 - Accessites.org - 0 views

accessites.org/...ning-for-dyslexics-part-3-of-3

accessibility cognitive learning disabilities dyslexia

shared by Sandra Earl on 12 Oct 10 - Cached
  • Shorter line lengths and narrower text columns make reading easier.
  • Consider setting a percentage width for text areas and set the margins to “0 auto” via CSS. The page side margins will then increase proportionately on wider screens.
  • Most browsers have a default line-height of around 1em. This normally results in closely packed lines of text. Increasing the line-height to around 1.3em immediately makes longer lines of text easier to read. Likewise, ensure that paragraphs are visibly separated. Don’t be afraid of white space. Use it to enhance readability.
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  • percentages or ems.
  • If possible, use a sans-serif font. The decorative “hooks” on the main strokes of serif letters may create additional problems for dyslexic users.
  • If you have to use a corporate serif font, consider reducing the letter-spacing slightly so that the letters within a word lie closer together but increasing the word-spacing to create a slightly larger distance between individual words.
  • uneven word spacing disrupts that pattern recognition.
  • Unjustified text, although less attractive at first glance. is far easier to read.
  • When italic fonts are used on a web page, the individual letters can have a slightly jagged line compared to a non-italic font. This “pixelation,” coupled with their “lean to the left” makes them hard for a dyslexic person to read. The effect is compounded if the text is also small.
  • Use italics sparingly and consider bold text for important words. They’ll be far easier to read.
  • Photographs, charts and icons can convey a great deal of information regarding the topic of a page. Graphics can break the page up into smaller chunks. They can also provide visual memory aids and support comprehension for dyslexics.
  • Dyslexics often have poor organisational skills. Lists can help them by organising information into small, logical chunks.
  • Dyslexics tend to have poor information processing skills. So it is relatively easy to overload them by literally providing too much information on one page.
  • Within a page, use headings to sub-divide the page logically and visually. Adding coloured heading backgrounds or borders will act as further support.
  • Consider breaking complex pages down into two or three smaller pages.
  • Keep site navigation simple and logical. Make sure that the Home page is easily reachable from any part of the site. Try not to “hide” this important link in a logo.
  • break long sentences down into two or more shorter sentences
  • Many designers do not realise that some screen reader users can see perfectly well. It is not uncommon for dyslexics to use screen readers to support their reading. This may create problems where text has been positioned off screen.
  • If you do make use of off screen positioning, try to do so sympathetically. Consider the viewpoint of those who can both hear the screen reader and see the page. Ask yourself if you’re potentially creating confusion.
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