The sub title from the e-book “Ageing, Adaption and Accessibility: Time for a revolution!” says it all. The book includes chapters from UK, Denmark, USA, Slovenia and Norway. The theme is the digital age and how to include everyone. It covers the economic case, putting people at the centre of the design, keeping it simple, and user testing.
In the foreword CEO of BT Retail, Gavin Patterson, says, “The experts interviewed for this book have given all who are involved in developing technology food for thought. It sets out the opportunities, challenges and impacts that communication solutions present to users, to help ensure that what we develop in the future does not end up excluding people whose lives we actually set out to improve. “
With tertiary education institutions turning to online learning and creating videos of lectures, the need to caption these videos could be more important for all students than first realised. The findings of this study show the need for more work in this area, but early results show that captioning benefits most students, with or without disability. This finding could transfer to the general community.
“When queried whether captions were helpful, 99% of students reported they were helpful (5% slightly, 10% moderately, 35% very, 49% extremely). We were unable to determine differences among students with and without disabilities, as we did not track individual survey responses.” Interestingly, in this study 13% of respondents indicated having a disability, but only 6% were registered as such.
Various reasons were given for the benefits of closed captioning – noise in their listening environment, unclear speech in the video, spelling of new or unfamiliar words, and being able to take notes just by stopping the video and not needing to rewind to listen again. Students with English as a second language also benefitted. Although these results show the need for more research, they found there was a 7% increase in student results compared to the previous year’s students who did not have captioning. The article also discusses the cost of captioning and other options, such as speech recognition. The title of the article is,Closed Captioning Matters: Examining the Value of Closed Captions for All Students, and is published in the Journal of Postsecondary Education and Disability, 2016.
Editor’s note: Anyone who has seen the results of “automatic” online Google captioning will know that the results are very haphazard. It is good to see how captioning is now being seen within the scope of universal design and could be more widely applied.
This article from the Prototyping blog site uses its own advice in the presentation of this useful information for anyone involved in website design and content. They acknowledge that designing a website is already a hassle with so many things to think about that it seems too hard to think about accessibility as well. Find out why you should consider it. At the end of the article the give sources for the article – Why designing an accessible website benefits your company and all its users. Below are a couple of snippets from the article.
Media Access Australia has produced a comprehensive quick reference guide for accessible communications. Although the target audience is service providers that deliver support to NDIS participants, it is useful for all organisations that want to make their information accessible. The contents include information on how people with disability access online information, producing and distributing messages, publishing content online, accessible emails, and engaging with social media. Examples of where this Guide may provide useful information include:
Setting up a new computer for a person with a disability.
Formatting internal documents in an accessible way to help employees with a disability.
Creating an accessible website.
Ensuring that people with disabilities can access important social media messages from a service provider.
The original guide was funded by Australian Government Department of Families, Housing, Community Services and Indigenous Affairs in 2013.
The Centre for Excellence in Universal Design in Ireland has a comprehensive Toolkit that takes potential purchasers of IT systems through the process of procurement, inlcuding assessing potential suppliers, and overseeing the successful implementation of accessibility features. It also shows how to build the skills required to manage the accessibility of the resulting system and user interfaces once the set-up phase is complete. This means ensuring that documents staff produce for uploading to the website also meet the accessibility criteria.
To find out how to improve the accessibility of a website, you must find out the current level of accessibility. A web accessibility auditmeasures the accessibility level of your website against accessibility standards. It should lead to a list of actions to make your site more accessible to all users. This useful resource from Centre for Excellence in Universal Design will help demystify the auditing process, and help identify the actions you need to take.
The Norwegian Government has taken the principles of universal design and applied them across all policies to create maximum inclusion. This has the effect of making everyone responsible for inclusion at every level – in the built environment, outdoor areas, transport, and ICT. In 2008, the Ministry of Children, Equality and Social Inclusion, launched its first Action Plan 2009-2013, which sets the goal of Norway being universally designed by 2025. In 2010, Norway amended its Planning and Building Act to include universal design. In 2016, The Delta Centre was given responsibility, and funding, to coordinate the actions in the 2015-2019 plan. This plan is more comprehensive and covers ICT and communications to a more detailed level. This is in recognition of how we are becoming more reliant on digital applications.