Author: Jane Bringolf

Screen readers and web content

A computer page showing JAWS for Windows screen reader home pageIf you haven’t seen it in action, screen reader technology is not what you might expect. Experienced users listen at a speed most of us couldn’t contemplate. But screen readers are only as good as what they are given to read – it is a machine after all. The way web content is written, described and placed makes a difference to the efficiency of the reading device and the user.

Axess Lab has a four minute video of a how a screen reader works.  If you haven’t seen this before it makes for fascinating viewing. In the video Marc Sutton explains some of the basics. The Axess Lab website also has advice for the more tech side of things as well for desktops and mobile readers.

Web designers might do all the right things in designing the site pages, but sometimes it is the document uploads where things fall apart for screen readers. For example, when you insert a table into a document, have you ever thought about how a screen reader might decipher this? Marc Sutton shows what happens and how to make it more accessible.

Vision Australia has a YouTube clip with a Jaws user explaining how it works for her. Nomesa blog site has additional information. 

Screen readers work with the computer’s operating system and common applications. It relays information either by speech or Braille. The majority of users control things with the keyboard, not the mouse.  If web pages are well structured, screen readers can interact easily. There are good reasons why websites should suit screen readers. 

Accessible forms, video and chatbots

A young woman sits at a desk with her laptop open. She has her face covered by her hands and is indicating distress

As the digital age moves ahead we need to make sure we aren’t creating a digital divide between those who are up to date and those who aren’t or can’t be. The canaxess website has three on-line and downloadable fact sheets that provide some of the simplest but effective advice.

For example, in Principles of accessible video – don’t set to the video to scroll on opening. In Principles of accessible forms – don’t use an asterisk to indicate a mandatory field – screen readers announce “star”. In Principles of accessible bots – placing in lower right of the screen is difficult for keyboard users. For people who upload information or documents to their website, there are some good tips. For others who know about coding there is really helpful information. 

 

Economic value of universal housing design

Front cover of the report showing an older grey-haired couple sitting together smiling. Title is exploring the economic value in housing built to universal design principles.Consumers buy things that they want and need now rather than purchasing things with the future in mind. Well, that makes sense. For everyday items this poses no problems. But for expensive, longer lasting items, such as a home, it can be a problem. Many older Australians live in a home that was purchased in mid life. It was suitable then. But now that cherished home is challenging their independence in older age. That’s why all homes should have universal design features.

A new report based on a survey of care-givers, both paid and unpaid, provides insights into their experiences and observations on the impact of home design on their caring role. The researchers found that housing design features and proximity to amenities had a value that extended beyond those of residents. That is, it facilitates community capacity and social engagement, physical wellbeing and ease of providing care services. 

The executive summary concludes with a statement that supports universal design in housing for people to age well:

“The public value implicit in universally designed housing is conceptually demonstrated by associated increases in ageing well outcomes and reduction in the need for, the level of, and the time spent on, care to support positive ageing outcomes (ie. generating efficiency gains in achieving ageing well outcomes).

The key findings of the study 

    • Universal design features impact on the level of care needed to support ageing well.
    • The location of the home and access to amenities also has an impact on the level of care needed.
    • The time needed to support people with basic living activities is reduced.

The title of the report is, Exploring the economic value embedded in housing built to universal design principles: Bridging the gap between public placemaking and private residential housing.

The study was undertaken by RMIT University and the Longevity Group Australia.

From the abstract:

We explore the public value implicit in housing incorporating universal design principles. Value is conceptually demonstrated by identifying housing design and location attributes, associated with increases in ageing well outcomes via the reduction in the time spent on caring duties.

A survey captured the experiential knowledge of in-home care service providers and their observations of the impact of the home on the ageing well outcomes. 

We found that certain housing design and location features have value that extends beyond that experienced solely by its residents. It also facilitates community capacity and social engagement, physical wellbeing and ease of delivery of public services such as care support.  

Equitable Access to Justice

This new courtroom has timber backed seats and a long timber desk that seats the justices. A abstract painting covers the wall behind the bench. Daylight comes in through large windows. We need equitable access to justice.
Brisbane Court Room

Justice systems and courthouses are scary at the best of times – even when you haven’t done anything wrong. The processes and places are foreign to most of us. Interacting with the justice system is very stressful – even more so for people with any kind of disability. It’s the same for people who come from a migrant community. Equitable access to justice is yet to evolve.

The newly published guidelines for access to justice for persons with disabilities is available on the United Nations Human Rights web page. It gives the background and a summary of the consultation process. The title of the document is, International Principles and Guidelines on Access to Justice for Persons with Disabilities. The document was developed in collaboration with disability rights experts, advocacy organisations, states, academics and other practitioners. There are ten principles, each with a set of guidelines for action.

Ten Principles 

Principle 1  All persons with disabilities have legal capacity and, therefore, no one shall be denied access to justice on the basis of disability.

Principle 2  Facilities and services must be universally accessible to ensure equal access to justice without discrimination of persons with disabilities.

Principle 3  Persons with disabilities, including children with disabilities, have the right to appropriate procedural accommodations.

Principle 4  Persons with disabilities have the right to access legal notices and information in a timely and accessible manner on an equal basis with others.

Principle 5  Persons with disabilities are entitled to all substantive and procedural safeguards recognized in international law on an equal basis with others, and States must provide the necessary accommodations to guarantee due process.

Principle 6  Persons with disabilities have the right to free or affordable legal assistance. 

Principle 7 Persons with disabilities have the right to participate in the administration of justice on an equal basis with others. 

Principle 8  Persons with disabilities have the rights to report complaints and initiate legal proceedings concerning human rights violations and crimes, have their complaints investigated and be afforded effective remedies. 

Principle 9  Effective and robust monitoring mechanisms play a critical role in supporting access to justice for persons with disabilities. 

Principle 10  All those working in the justice system must be provided with awareness-raising and training programmes addressing the rights of persons with disabilities, in particular in the context of access to justice.

Brisbane court room showing the glass surround for the defendant dock and a short steep ramp to the doorway.
Brisbane courtroom dock

The picture at the top is from the Brisbane Supreme Court showing a large abstract mural behind the Judges’ bench. The picture at the bottom is an attempt to make the defendant dock wheelchair accessible. 

 

Ambient Technology: Assistive or Intrusive?

A graphic of a blue body with different labels around it. For example, telehealth, patient monitoring, assisted living.Designing and creating electronic devices for older people so they can stay home in their later years is a good thing. But are they actually what older people want? It’s a balancing act between assistance for independence versus privacy intrusions. Where do you draw the line? And will the older person have a say in where that line is drawn? These are tricky questions and the answers are likely to be individual. And what happens to any data that are collected both deliberately and as a by-product?

A conference paper from Germany discusses some of these issues as we are increasingly looking to technology to solve our problems. The issues raised in could benefit from a universal design perspective. Taking this view, one would ask, “How can we make ambient technology more universal and general and less specialised so that people don’t feel stigmatised? As Eva-Maria Schomakers and Martina Ziefle say, privacy concerns include the feeling of constant surveillance, misuse of personal information by third parties, as well as the invasion of personal space, obtrusiveness and stigmatising design of these technologies.

The title of the article is Privacy Perceptions in Ambient Assisted Living 

Ambient Assisted Living is a growing field of research. A related paper on ResearchGate “Enabling Technologies for the Internet of Health Things”, might be a place to start. It contains some useful diagrams.

What is user experience?

Graphic of a male sitting behind a computer screen with the words web design on the wall behind him.Technology has advanced to a point where almost anyone can set up a website – no coding experience needed!  It’s easy to get carried away with glitz, glamour, flashing signs and a swinging carousel of images. This is where user experience, or UX, comes into play. And let’s not forget web accessibility. Many of us have something to do with a website. So whether we contribute to one, manage one, or are commissioning one, there are some basics to know.

First some statistics. Seventeen per cent of users will not return after just one bad experience. Forty-eight per cent of users are annoyed by sites that aren’t mobile friendly. 

The DreamHost blog has two articles, one explaining how UX works, and the other is about web accessibility. It’s a pity they weren’t joined up into one article. Accessibility is not an optional add-on. It should be considered from the outset of the initial design and be a continuous process for ongoing content. 

While the UX article focuses on “target audience” and forgets this audience might need accessibility features, it has some useful advice. No need to get too bogged down with detail here. It covers navigation, content, animation, and responsiveness.

The article, 10 ways to make your website accessible is a good start for anyone new to the concept. It covers many of the basics such as colour choice, adding descriptions to images, and text size. Avoid tables for presenting data because screen readers can’t read them unless they are coded correctly. An accessible site expands the potential audience and helps with search engine rankings.

See also Web accessibility techniques: A guide and the section on ICT guidelines on this website for more information. 

Editor’s note: We do our best with accessibility and rely on in-built coding with the free software we use to keep the site running. We receive no funding to run this service. However, we welcome feedback if you find specific difficulties with this website. 

Captioning and Subtitles

Front page of the video - deep yellow background with white text and an Auslan interpreter is standing readyWhat is the difference between captions and subtitles? This is a common question. Captioning can be done live as people speak, or it can be added to recorded video. Subtitles are translations from another language. What’s interesting is that most people can read captions and subtitles quite quickly. 

The Australian Government has produced an interesting video showing how captioning is done. It is a behind the scenes look and captioners tell how they do it. You can see them at their desks in action. One point of interest is that programs made overseas often have captions, but they don’t always come with the program when a network buys it.

Intellectual property rights become problematic and in the end it is often quicker and cheaper to re-do the captions here in Australia. So that might account for why SBS is more likely to have uncaptioned programs than some other networks – unless they are subtitled of course. There is a second video showing how to turn captions on. 

Subtitles

a desk with two computer screens and subtitles at the bottomSo how fast should subtitles be shown? It seems most of us can read subtitles more quickly than first thought. Recent research revealed that the golden standard of the six second rule doesn’t have any (traceable) evidence to back it up. Now that we know people watch audio-visual materials more frequently with subtitles and captions, this is an important topic – what is the optimum speed? A study from Europe found it isn’t one-size-fits all. They found that viewers can keep up with fast subtitles and that slow speeds can actually be annoying. However, future research needs to include a wider range of people with different levels of reading skill. The title of the paper is, Viewers can keep up with fast subtitles: Evidence from eye movements. 

Editor’s Note: Some set-ups allow you to increase the speed of the video and still read the captions. I can get all the content of a ten minute video in five to seven minutes this way. 

Design for Humanity: People and Planet

A silhouette of a person with arms outstretched around a globe of a mosaic of faces representing people of the world.Is the quest for inclusive design so difficult that we need so many different terms? Are new-fangled methodologies improving the situation if the aims are the same? Many different ways of promoting the process of designing inclusively is surely confusing everyone. Enter “Humanity-Centred Design”. This one is a bit different because it’s about the planet as well as people.

Many of our current and future designs will be inhabited by upcoming generations whose consumption patterns will have different values. According to an article from the UK designers need to embody the values of inclusion, ethics, empathy and cooperation. Designs will need to be meaningful to appeal to upcoming generations. Hence the proposition of a new paradigm or model – Humanity-Centred Design. 

The title of the article is, Humanity-Centred Design – Defining the Emerging Paradigm in Design Education and Practice. 

The Sustainable Development Goals also embody similar values and these are gaining traction in many fields of work.

The chart below is from the paper and shows the evolution from functional approach to a people focused approach.

A circular chart showing progression from function focused in the 1940s to humanity focused in the 2030s.

From the abstract

Several different paradigms define product design as it has evolved to meet the needs and desires of people.  As the needs and desires of people are increasingly met by products at all price points, companies need to embrace a new paradigm which will enable them to differentiate their products from the competition. People are also increasingly aware of both the limited and depleting natural resources of the planet and the prevalence of inequality and poverty present in the world.

A paradigm is emerging which enables companies to address all the above simultaneously. This paradigm and approach to designing products is referred to as ‘Humanity-Centred Design’ in intentional reference to the ‘User-Centred Design’ and ‘Human-Centred Design’ methodologies.

There is a greater focus on designing products which are both sustainable and actively contribute to the alleviation of poverty in all forms and promote human development and wellbeing worldwide. This paradigm is being taught to students of Product Design at Buckinghamshire New University to ensure that they are prepared to design products for the newest and future generations and the greatest proportion of consumers.

Inclusive Design: Knowing isn’t Doing

Hands and arms reach down to a table with a drawing and coloured post it notes. Knowing about inclusive design and actually doing inclusive design are two different things. That is, industrial design students can tell you what inclusive design is and that it is important, but there is little evidence it shows up in their designs. This was one of the findings from a study of design engineering students.

Inclusive design (ID) modules are integrated in several university courses but the uptake in industry is quite low. The aim of a UK study was to find out what factors can drive better industry outcomes to move towards ID. The report of the findings has some recommendations including briefly:

– Methods and tools need to be covered in more depth
– Class exercises and case studies to demonstrate advantages and disadvantages
– User involvement requires extensive resources
– Discussion and confrontation is also needed

There is more to be gained from reading the paper which is titled, Inclusive Design Education: How to Get it Right.

Abstract: The study reported in this paper aims to understand graduate skills in relation to Inclusive Design (ID) knowledge, tools and methods and how these are related to the curriculum delivered throughout their degree programme. It focusses on students graduating from the Product Design Engineering (PDE) degree programme at the University of Strathclyde. Two research questions are addressed – What Inclusive Design skills do Product Design Engineering graduates typically possess? How might the current curriculum be reviewed to facilitate the enrichment of Inclusive Design skills? Findings report on prevalence of ID tools, methods and skills in graduating students’ project work. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduates completing the PDE course. Trends including which ID tools and methods are used most/least often or collectively are reported. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduate Product Design Engineer cohorts.

Better bus stops

The roadway is marked with the words "bus stop" in yellow lettering. Let's have better bus stops.How difficult can designing a bus stop be? Turns out there are lots of elements to consider. Bus stops are one element of an accessible and inclusive travel chain. Each country has their own format or standards for bus stops. But this doesn’t help visitors who are unfamiliar with the design and how it works. 

Accessible bus stops are more than a stop sign and perhaps a seat with a shelter. It has to fit within an accessible urban environment. Footpath materials, information and communication and street furniture all have a part to play. A bus stop outside an airport in Portugal is the subject of a case study. The researchers looked specifically at older travellers. They were able to compare bus stops back home with the one at the airport and give useful feedback and share ideas. Portugal is a favourite destination within Europe so there were many comparisons.

The results were generally consistent across the responses regardless whether the respondent had a disability. Many of the responses were fairly obvious, such as barrier-free footpaths and no obstacles around the bus stop. Shelters with seats at a suitable height and easy to read timetables rated as important. Of course, a bus stop is useless if you can’t use the bus, so low floor buses were important. 

The paper is titled, An Evaluation of the Universal Accessibility of Bus Stop Environments by Senior Tourists. It was published in the International Information and Engineering Technology Association. It is open access.

See also:

Contributions of tourism to social inclusion of persons with disability for more about inclusive tourism in Portugal. 

Tactile paving surfaces at bus stops. The need of homogeneous technical solutions for accessible tourism.

From the abstract

Sustainable mobility demands an integrated approach covering all modes of transport in a built environment designed for everyone. Social inclusion strategies requires the improvement of transportation for people with reduced mobility. Accessibility is incorporated into urban renovation processes, settlement, housing and transportation.

Assessments measured the performance of spatial indicators and considered technical parameters and/or user perception. In the context of accessible tourism, infrastructures and services were adapted to be inclusive for all.

Accessible built environments are required hence urban spaces, buildings, transport vehicles, information technology & communication, and services must bear in mind the approach of Age Sensitive Design.

The research project Accessibility for All in Tourism focuses on bus stops designed to be age-friendly and inclusive. A questionnaire was developed for tourist aged 60+ about their perceptions of bus stop environments in their countries.

Findings indicate that older tourists with disabilities are more critical of the existing accessibility conditions, and have a greater perception of the inclusive characteristics of bus stops. Although older people take barrier-free spaces into account, there is some criticism around pedestrian crossings, bench design and the lack of room for wheelchair users.

UD, ID, DfA, UX: A terminology muddle

A hand holding a coloured pen is poised over a green post it note. There are drawings on the table and a smartphone. It indicates UX design. UD, ID, DfA, UX, UA muddle.

Researchers find it frustrating not having one term to cover the concept of equity and inclusion. One term would ensure we are all talking about the same thing.  But how about practitioners? It’s confusing for them too. The aims of universal design (UD), inclusive design (ID), design for all (DfA), and user experience (UX), have the same aim – inclusion. So why should we have a terminology muddle?

Most designers and practitioners who understand the underpinning principle of inclusion, say it’s not a big deal. But shouldn’t the key issue be about implementation rather than discussing the nuances of terms? Even if we had one term, would that alter designer and practitioner attitudes towards inclusion?

The complaint about terminology among academics has resulted in many papers on this topic. New terms are proposed as a solution but serve only to confuse more. Some even put forth arguments that they are all different things. 

A paper from 2014 is still relevant today because the arguments are still current. This paper discusses historical, methodological and philosophical aspects. It’s a long paper, probably best suited to academics. It covers just about every aspect of the issues. It also draws in the ICF (International Classification of Functioning, Disability and Health) and international standards which is quite useful. 

The title of the paper downloadable from ResearchGate says it all, Universal design, inclusive design, accessible design, design for all: different concepts—one goal? On the concept of accessibility—historical, methodological and philosophical aspects.

What’s it called?

Picture of the back of a house that is being built. The ground is just dirt. Overlaid are words in different colours: Adaptable, Universal, Visitable, Usable, Accessible, Disabled, Flexible Different disciplines, different practitioners, and different countries have evolved their own terms. Academics find this problematic as it makes it difficult to build an international body of research on a topic where terminology can vary so much. Regulations and codes have not helped the cause:

Editor’s note: I also wrote on this topic in 2009: Calling a Spade a Shovel: Universal, accessible, adaptable, disabled – aren’t they all the same? Or you can get the quick version from the PowerPoint presentation.

Abstract

Promoting the efficacies of universally designed built environments has been one of the ongoing quests of disability and ageing advocacy groups, and more recently, governments. The underpinning principle of universal design is inclusiveness – that is, to design across the population spectrum for people of all ages, abilities and backgrounds. This means ensuring architectural features do not inadvertently become architectural barriers to inclusion in everyday social and economic life.

The drive for social and economic inclusion for people with disabilities has recently moved up the political agenda and new policy directions at national and state levels are emerging. Political will is a necessary but insufficient condition to guarantee inclusion if industry does not understand what constitutes inclusiveness in design, and does not understand the differences in terms used in the built environment in relation to inclusion, disability and ageing.

Using the NSW Government’s call for tenders for social housing, and an academic paper as examples, this paper discusses how using various terms such as accessible and adaptable interchangeably might defeat the objective of inclusion, and how the misuse and confusion in terminology hinders not only the uptake of universal design in a practical way, but also stymies academic debate on the topic.