1E8-Lecture 4 Alexis.Donnelly Page 1 of 42 1E8 - Universal Design http://www.cs.tcd.ie/Alexis.Donnelly/1e8/ Alexis Donnelly Department of Computer Science, O'Reilly Institute, office: LG.21 E-mail: Alexis.Donnelly@cs.tcd.ie
1E8-Lecture 4 Alexis.Donnelly Page 2 of 42 Overview A Better Understanding of Impairments/Disablement contd... [THE TABLE]... Video of Screenreader UD applied to the Web Inclusive Design Toolkit More news on Coursework & Exam
1E8-Lecture 4 Alexis.Donnelly Page 3 of 42 Familiarity with Impairments/Disablements [REMINDER] We are examining some typical impairments from several design-related points of view: Impairment reason/cause/conditions Analogous Disabling Environment Barriers/Problems encountered due to Conventional design Coping Strategies Coping Tools Impairments : Low Vision, Blindness, Low Hearing, Profound Deafness, Motor skills / Mobility, Cognitive
1E8-Lecture 4 Alexis.Donnelly Page 4 of 42 The Impairments-Environments-and-Strategies Table [REVISITED] Impairment Symp. Root Cause Similar Disabling Envr. Barriers Found Coping Strategies Coping Tools Low Vision ... ... ... ... ... ... Blindness ... ... ... ... ... ... Low Hearing ... ... ... ... ... ... Profound Deafness ... ... ... ... ... ... Motor Skills / Mobility MSM-S MSM-RC MSM-SDE MSM-BF MSM-CS MSM-CT Cognitive C-S C-RC C-SDE C-BF C-CS C-CT [source: based on work done at Trace Research & Development Center Univ of Wisconsin]
1E8-Lecture 4 Alexis.Donnelly Page 5 of 42 Motor Skills & Mobility: Symptoms (MSM-S) Neuromuscular Impairments: Skeletal Impairments: Paralysis Joint movement limitations Weakness (paresis) Result of pain Interference with control Mechanical problem Spasticity Small or malformed limbs Ataxia Missing limbs - congenital or lost by accident / amputation Athetosis, Chorea Non-average trunk size
1E8-Lecture 4 Alexis.Donnelly Page 6 of 42 Motor Skills & Mobility: Root Causes (MSM-RC) Multiple Sclerosis (MS) Cerebral Palsy ALS (Lou Gehrig's Disease) Traumatic injuries (Spinal Chord, Head, Stroke, Limbs) Muscular Dystrophy (MD) Diabetes mellitus Myasthenia Gravis Back disorders Poliomyelitis Malformations - congenital, thalydomide Guillain-Barre' Syndrome Parkinson's Disease Epilepsy Huntington's Disease (chorea) Arthritis
1E8-Lecture 4 Alexis.Donnelly Page 7 of 42 Motor Skills & Mobility: Similar Disabling Environment (MSM-SDE) wearing large gloves/mitts wearing dangerous chemicals suit / spacesuit / diving suit working in bouncing vehicle leg/arm in cast use of crutches travelling in rocket / jet fighter - high accelerations
1E8-Lecture 4 Alexis.Donnelly Page 8 of 42 Motor Skills & Mobility: Barriers Found (MSM-BF) Mobility Fine motor skills Avoiding hazards / accidents Manipulation Cooking Self-care Sports / recreation Communication / conversation
1E8-Lecture 4 Alexis.Donnelly Page 9 of 42 Motor Skills & Mobility: Coping Strategies (MSM-CS) Seek assistance with: Mobility Self care Manipulation Communication
1E8-Lecture 4 Alexis.Donnelly Page 10 of 42 Motor Skills & Mobility: Coping Tools (MSM-CT) Wheelchair, scooter Walking frame, crutches, prosthetic limbs Reacher / grabber Robotic aids Speech recognition - environmental control system Communication aids: speech tablet ...
1E8-Lecture 4 Alexis.Donnelly Page 11 of 42 Cognitive: Symptoms (C-S) Impairments of Intelligence and Thinking Impairments of Memory Impairment of Language / communication Aphasia (Specific) Learning Disabilities
1E8-Lecture 4 Alexis.Donnelly Page 12 of 42 Cognitive: Root Causes (C-RC) Congenital: Downs Syndrome, lack of oxygen before or after birth, foetal alcohol syndrome, hereditary syndromes (Fragile X), etc. Head Injury (Cerebral Trauma) - both closed and open head injuries. Environmental Causes - lead poisoning, poor nutrition, poor language and cognitive stimulation, etc. Stroke (Cerebral Vascular Accident) Alzheimer's Disease Multiple Sclerosis
1E8-Lecture 4 Alexis.Donnelly Page 13 of 42 Cognitive: Similar Disabling Environments (C-SDE) There aren't many, except perhaps: under the affluence of incahol (and similar substances) in a foreign language environment
1E8-Lecture 4 Alexis.Donnelly Page 14 of 42 Cognitive: Barriers Found (C-BF) [1/3] Communication: understanding speech, speaking Dealing with visual complexity (e.g., displays, controls) Understanding sequential instructions (spoken, written, or symbolic) Reading Writing / Typing Computer Access Phone Use Operating "public machines" (e.g., ATM's, point-of-sale terminals, vending machines, pay phones, elevators) Transportation: using public transport, navigation, map reading Shopping: finding or locating proper store, item in store; understanding relative costs; paying and counting change Cooking (particularly following instructions)
1E8-Lecture 4 Alexis.Donnelly Page 15 of 42 Cognitive: Barriers Found (C-BF) [2/3] Dealing with money Schedules / time skills Daily living activities Planning a task / tasks Learning in conventional educational settings Understanding consequences of actions, particularly long-term consequences Following work and other daily routines: going to work regularly, on time, and understanding and observing rules; organizing activities in temporal sequences; making decisions about day-to-day matters; understanding time of day; understanding past and future (appointment-keeping) Self-awareness, self-identity, and self-presentation (grooming, dress, social behavior)
1E8-Lecture 4 Alexis.Donnelly Page 16 of 42 Cognitive: Barriers Found (C-BF) [3/3] Managing interpersonal relationships including social activities, managing conversations, managing emotions and their expression. Safety: identifying hazards and hazard labeling, avoiding hazards, refraining from conduct potentially self-endangering, reacting appropriately to emergency or injury, taking proper precautions Wandering or getting lost. Some of these difficulties are imputed or inferred (wrongly) to a person on the basis of physical appearance.
1E8-Lecture 4 Alexis.Donnelly Page 17 of 42 Cognitive: Coping Strategies (C-CS) facilitate cognitive tasks - minimise effort on language, memory, learning, processing substitute for what deficits may be present simplified routines
1E8-Lecture 4 Alexis.Donnelly Page 18 of 42 Cognitive: Coping Tools (C-CT) Memory aids Wandering aids Aids to sequencing Reading aids Conversation/writing aids Aids to learning Emergency/call systems "Companion" Systems Problem solving aids
1E8-Lecture 4 Alexis.Donnelly Page 19 of 42 Cognitive Impairments: Design Strategies NOTE : difficult impairment to cater for in design since: hard to get feedback / information from the users themselves hard to imagine the condition hard to simulate the condition Several impairments often involved: communication (language) learning memory processing (thinking & sequencing) So : Simplify tasks as much as possible exploit & enhance what functionalities remain provide support / help / companion function
1E8-Lecture 4 Alexis.Donnelly Page 20 of 42 UD and Computers Recall the Interaction Cycle from last lecture: Perceive-Understand-Decide/Select-Do So: Can the screen be read & understood? Can sound be heard? Can keyboard be used? Can mouse be used? If not, users will require some assistive technology: Screen-reader (JAWS), screen-magnifier (Zoomtext) Operating System modifications (Start/Settings/Control Panel/Accessibility Options in Windows) Alternative keyboard software with keyboard only interface voice-recognition package (Dragon Dictate or ViaVoice)
1E8-Lecture 4 Alexis.Donnelly Page 21 of 42 UD and the WWW Interesting case because it involves many parts of the "system": Alternative I/O devices Operating System Application softwate (browser) Assistive Technology software (Screen- reader) Website web page author All of these must work together seamlessly Watch the video (6 mins) "Introduction to Screenreader" from Trace Research Center. [QuickTime required. ~12 Mb]
1E8-Lecture 4 Alexis.Donnelly Page 22 of 42 UD and the WWW Pipeline model of the WWW - (information flows left to right) Most important standard is that for HTML - Content Guidelines (WCAG) W3C = World Wide Web Consortium (technical UN of the web); WAI = Web Accessibility Initiative (part of W3C); WC = Web Content (usually a HTML file); UA = User Agent(browser); AT = Authoring Tool (Frontpage, Dreamweaver)
1E8-Lecture 4 Alexis.Donnelly Page 23 of 42 UD and the WWW (Some HTML Guidelines from WCAG) Don't forget ALT text with images Provide text alternatives to audio careful with tables (column & row labelling) link text should make sense out of context don't rely on colour alone don't rely on layout alone .... WAI Home Page: http://www.w3.org/WAI/ WCAG: http://www.w3.org/TR/WCAG10/ Bobby Accessibility Checker: http://bobby.watchfire.com/bobby/html/en/index.jsp or local TCD version: http://macneill.cs.tcd.ie:8180/bobby
1E8-Lecture 4 Alexis.Donnelly Page 24 of 42 Inclusive Design Toolkit from Cambridge Engineering Design Centre http://www-edc.eng.cam.ac.uk/betterdesign/
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