Group items tagged

AJAX is

a smorgasbord of web technologies put together to allow dynamic client-server interactions to occur in web applications without requiring pages to reload or refresh.

AJAX uses the following:

The specific needs of dyslexics tend to be overshadowed by the more widely understood needs of the visually impaired. Unfortunately, design decisions that benefit the latter group tend create problems for the former. This is never more evident than in so-called “accessible” text only pages with their emphasis on high contrast and complete lack of images and colour.

What is Dyslexia?

The word “dyslexia” can be broken down into two parts: “Dys” meaning poor and “lexia” meaning language. Thus dyslexics have difficulties with words. Current theories suggest that

WAI-ARIA (Accessible Rich Internet Applications or ARIA) is a W3C protocol for enhancing and supporting accessibility of scripted and dynamic content.

ARIA provides accessible interactive controls (such as tree menus, drag and drop, sliders, sort controls, etc.), content roles for identifying page structure (navigation, search, main content, etc.), areas that can be dynamically updated (called "live regions" in ARIA), better support for keyboard accessibility and interactivity, and much more.

WAI-ARIA provides the ability for developers to specify roles for document areas (and many other things).

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.

An attempt to redefine or reframe the term ‘disability’, in the context of online learning as a mismatch between a learner’s needs and the education process delivered, is enshrined in a new international e-learning standard.

The standard says it views disability as “a consequence of a mismatch between the learner’s needs (or preferences) and the education or learning experience delivered. “For example, an individual who is blind is not disabled when the lesson is delivered in audio. However, an individual who does not have the necessary background knowledge to understand the lesson, or who is listening to the lesson in a noisy environment, is disabled. “Thus, the needs and preferences of a user may arise from the user’s context or environment, the technical requirements of the user’s device, the tools available (e.g. assistive technologies such as Braille devices, voice recognition systems, alternative keyboards, etc.), the user’s background, or a disability in the traditional sense. “Given this reframing of the meaning of “disability”, a learning environment is deemed as “accessible” when learner needs can be addressed or matched.”