Disabled People for Web-Site Design

¶ … Disabled People for Web-Site Design

RESEARCHING the NEEDS of DISABLED PEOPLE

FOR WEB-SITE DESIGN

The objective of this work is to research methods used for making web-based information more accessible to people who are disabled and specifically users with impairments of blindness, short-sightedness, those who are motor-restricted and dyslexic.

Paul Krill (2002) reports in that: "The World Wide Web Consortium (W3C) issued guidelines" that are intended to make the browsers and multimedia players for the web more accessible to persons who are disabled. Stated as examples of that used in enabling web access for those who are disabled include: "making browser commands accessible on a keyboard for those who cannot use a mouse and support for screen reader technology, which intercepts what is on a screen and directs it to a speech synthesizer or refreshable Braille device for the blind..." (Krill, 2002)

Disabled Access - Scope of the Disabled Population Group

In the work entitled: "Accessible Design for Users with Disabilities" the author Jakob Nielsen states that: "The most serious accessibility problems given the current state of the Web probably relate to blind users and other visual disabilities since most Web pages are highly visual." (1996) Neilsen states that those who are deaf or have other auditory disabilities rarely have problems on the Web" because the sound effects "are usually totally gratuitous." (Ibid) According to a recent study conducted in the United States 428,280 postsecondary undergraduate students were identified as having disabilities which is representative of 6% of the student body with disabilities as follows:

Learning disabilities - 45.7%

Mobility or orthopedic impairments - 13.9%

Health impairments - 11.6%

Mental illness or emotional disturbance - 7.8%

Hearing impairments - 5.6%

Blindness and visual impairments - 4.4%

Speech or language impairments - 0.9%

Other impairments - 9.1% (Source: An Institutional Perspective on Students with Disabilities in Postsecondary Education, National Center for Educational Statistics, Postsecondary Education Quick Information System, August 1999)

In the attempt to better-comprehend the scope of the population base referred to as disabled insofar as their specific needs for full accessibility and participation in the activities of the web consideration is given to the needs of the students in this study in terms of any classroom learning that is computer related. It is found that among the group with 'Learning" disabilities that the following are stated to be necessary in the 'general' classroom learning environment: (1) "Notetakers and/or audiotaped class sessions; (2) Captioned videos and films; (3) Extra exam time, alternative testing arrangements; (4) Visual, aural, and tactile instructional demonstrations; and (5) Computer with speech output, spellchecker, and grammar checker.

II, Mobility Impaired

For students with mobility impairments inclusive in what they need to learn specifically related to computer use is stated to be: "Computer equipped with special input device (e.g., speech input, Morse code input, alternative keyboard).

III. Hearing Impaired

For students disabled due to hearing impairments web-access must include: (1) Interpreter or real-time captioning; (2) FM amplification system; (3) Captioned films; (4) Use of visual aids; and (5) Demonstration summaries." (ACCESS STEM, 2006)

III. Blindness or Low-Vision Impaired

For those who are blind the needed accommodations are stated to be: "Computer with optical character reader, speech output, Braille screen display and/or Braille embosser. For those who are low vision or those who.".. have some usable vision, but cannot read standard-size text, have field deficits (for example, cannot see peripherally or centrally but can see well in other ranges), or other visual impairments" (ACCESS STEM, 2006) needed for access is stated to be a "Computer equipped to enlarge screen characters and images." (Ibid) This illustrates the wide scope of access problems that must be overcome if those who are disabled are able to access the web.

IV. Cognitive Impairments

The work entitled: "How Can Web pages be Made Accessible to Individuals who have cognitive disabilities?" states that in the initiative of designing a web page it is critical to remember "the diversity of skills and abilities of the people who may visit the site." (2006) Stressed were clean uniform well-organized pages with a high contrast between the background and text, limited choices and avoidance of lengthy scrolling. The sites navigation should have clearly identified links and the navigation control should be standardized or consistent with clear paths in retracing steps or beginning over marked. The text and graphics should be clear and short with text and graphics working in unison to enhance understanding.

V. ACCESS STEM Study Findings

The studies conducted by ACCESS STEM (2006) relate that due to the multimedia nature of the pages..." On the World Wide Web accompanied by the "poor design" of some Web sites those who are disabled may not be able to use the full range of resources offered by this tool due to problems in the following areas:

1) Individuals who have visual impairments may no be able to view graphics;

2) Individuals who have hearing impairments may not be able to hear audio output;

3) Visitors who have slow Internet connections or who use older computer equipment may not be able to download large files; and 4) People who have learning disabilities, speak English as a second language, or are younger than the average user may have Difficulty navigating sites that are poorly organized or have unclear directions." (Web Pages, ACCESS STEM, 2006)

VI. UK Study Uses Methods of Manual and Automated Testing

Reported by "The Register" in April 2004 is a study conducted of 1,000 websites in the United Kingdom which is stated to have revealed that "most organizations breach guidelines on making sites accessible to disabled users and risk legal action under disability discrimination laws" and furthermore that "the guidelines themselves may be inadequate." (the Register: Disability Web Access is Being Ignored, 2004) Testing has been conducted by the Disability Rights Commission and the Centre for Human Computer Interaction at London's City University and has included testing in both public and private sectors of compliance to technical standards set by the World Wide Web Consortium's Web Content Accessibility Guidelines (WCAG).Of the 1,000 tested sites, it is stated that 81% of 808 "failed on automated testing to reach the minimum number standard for accessibility, known as Level a" (Ibid) the report states: "But that does not mean that 19 per cent achieved the minimum standard; in fact, the likely level of accessibility is much worse." (Ibid)