@@ -101,7 +101,7 @@ You will create two accessible slides (per AT) in a shared slide deck posted in
- A link to the first person account you found
- Something you learned from the first person account about its strengths and weaknesses
Make sure your slides are accessible, following best practices. More details on expectations for this are available in the [Canvas Outcomes]({{site.canvas}}/outcomes) and described in the [slides on presenting accessibly]({{site.baseurl}}/slides/presenting-accessibly.html)
Make sure your slides are accessible, following best practices. More details on expectations for this are available in the [Canvas Outcomes]({{site.canvas}}/outcomes) and described in the [slides on presenting accessibly]({{site.baseurl}}/slides/presenting-accessibly.html) You can also check out this helpful [video](https://www.youtube.com/watch?v=wdf_QyUFGr0) by "The Accessibility Guy."
{% details What about health and wellness beyond accessibility accommodations? %}
It is very important to us that you take care of your mental health throughout the course. We have built flexibility into course assessments with the goal of reducing stress. However we know that sometimes that is not enough. Everyone on the course staff is available to chat, and you can always attend office hours for a non-academic conversation if necessary. Beyond the course staff, the University of Washington provides the following resources for mental health concerns. Your anonymity and privacy are protected.
It is very important to us that you take care of your physical and mental health throughout the course. We have built flexibility into course assessments with the goal of reducing stress. However we know that sometimes that is not enough. Everyone on the course staff is available to chat, and you can always attend office hours for a non-academic conversation if necessary. Beyond the course staff, the University of Washington provides the following resources for mental health concerns. Your anonymity and privacy are protected.
- Please reach out to the [UW Counseling Center](http://www.washington.edu/counseling/) for any help and
concerns related to mental health (including increased stress), available to all UW students at no cost.
- If you are ever feeling uncomfortable and need to talk or are worried about someone close to you, it is
highly recommended to visit the [UW Heath and Wellness](http://depts.washington.edu/livewell/programs/)
programs. They offer resources to students that can help.
- If you're concerned for yourself or a friend, please call SafeCampus at (206) 685-7233.
- Here is a UW page with [resources about sexual assault on and off campus](https://www.washington.edu/sexualassault/support/advocacy/)
- Read the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf)
- Read [Plain language writing](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=2c70bd7e7935).
- Optional: If you want to dig deepr, read [Plain language](https://pudding.cool/2022/02/plain/) or [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson
- Optional: If you want to dig deeper, read [Plain language](https://pudding.cool/2022/02/plain/) or [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson
@@ -48,7 +48,7 @@ description: Class schedule and links to lectures, readings and assignments
- Read [The Importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/)
- Read [Creating accessible images and diagrams](https://dis.acm.org/2023/creating-accessible-figures-and-tables/)
- Read [The importance of manual accessibility testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/)
- Find a non-text content on the web that does not have ALT text (something other than a photograph). Post it, and a descriptino of it, on Ed
- Find a non-text content on the web that does not have ALT text (something other than a photograph). Post it, and a description of it, on Ed
- Optional: If you want to dig deeper, you can read: [What is audio description?](https://adp.acb.org/articles/adprocess.html)(from[The Audio Description Project](https://www.acb.org/adp/ad.html)); or read about [Switches](https://axesslab.com/switches/); or read about [Making numbers accessible](https://www.tpgi.com/making-numbers-in-web-content-accessible/)n
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@@ -80,66 +80,64 @@ description: Class schedule and links to lectures, readings and assignments
## Thursday Section: Group Work on Report
## Friday {% include slide.html title="How to build for accessibility continued" loc="best-practices2.html" %}
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Preparation for next week:
- Read [Lasercutting with Tinkercad](https://www.tinkercad.com/blog/laser-cutting-with-Tinkercad)
- Complete the tutorial in our [Laser Cut Accessibility Aid](https://www.tinkercad.com/classrooms/ggOBiyjeTmk/activities/gyj2wAxjib7) activity.
- Read [Empowering individuals with do-it-yourself assistive technology](https://drive.google.com/open?id=17M_-NY35P0wnXTD1kacD33Tt43lqwMsu&usp=drive_fs)
- Optional: Read [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://cacm.acm.org/research/consumer-grade-fabrication-and-its-potential-to-revolutionize-accessibility/), CACM 2019.
{: .module}
# Module 2: Post GUI Accessibility
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Readings and Preparation:
-[Anticipate and Adjust CHI 2022](https://dl.acm.org/doi/fullHtml/10.1145/3491102.3501882)
{: .week}
# Week 5 (10/20 - 10/26): Fabrication and Accessibility
## Thursday Section in CSE 022: Finish making laser cuttable designs and print
## Friday {% include slide.html title="Fabrication and Physical Computing" loc="3dprinting.html" %}
## Thursday Section: Help with Accessibility Implementation
## Friday Industry Panel on Accessibility
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Readings and Preparation:
-[Anticipate and Adjust CHI 2022](https://dl.acm.org/doi/fullHtml/10.1145/3491102.3501882)
- Read [ChatGPT is Biased Against Resumes Mentioning Disability](https://www.forbes.com/sites/gusalexiou/2024/06/24/chatgpt-is-biased-against-resumes-mentioning-disability-research-shows/)
- Read the [Chartability Workbook](https://chartability.github.io/POUR-CAF/) until the beginning of the heading “the tests”.
- Find a data visualization on the internet (e.g. COVID visualizations or climate change statistics) or in an app (e.g. your phone’s stock app, other health tracking apps).
- Optionally, dig deeper with [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and/or [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) and/or [dataviza11y resources](https://github.com/dataviza11y/resources)
## Wednesday {% include slide.html title="Data Visualization" loc="data-visualization.html" %}
## Thursday Section: Group Formation & Project Ideation
## Thursday Section Group Formation & Practice making data accessible
## Friday {% include slide.html title="Best of ASSETS" loc="best-of-assets2024.html" %}
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Readings and Preparation:
- Read [ChatGPT is Biased Against Resumes Mentioning Disability](https://www.forbes.com/sites/gusalexiou/2024/06/24/chatgpt-is-biased-against-resumes-mentioning-disability-research-shows/)
- Read the [Chartability Workbook](https://chartability.github.io/POUR-CAF/) until the beginning of the heading “the tests”.
- Find a data visualization on the internet (e.g. COVID visualisations or climate change statistics) or in an app (e.g. your phone’s stock app, other health tracking apps).
- Optionally, dig deeper with [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and/or [Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) and/or [dataviza11y resources](https://github.com/dataviza11y/resources)
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Preparation for next week:
- Read [Laser cutting with Tinkercad](https://www.tinkercad.com/blog/laser-cutting-with-Tinkercad)
- Complete the tutorial in our [Laser Cut Accessibility Aid](https://www.tinkercad.com/classrooms/ggOBiyjeTmk/activities/gyj2wAxjib7) activity.
- Read [Empowering individuals with do-it-yourself assistive technology](https://drive.google.com/open?id=17M_-NY35P0wnXTD1kacD33Tt43lqwMsu&usp=drive_fs)
- Optional: Read [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://cacm.acm.org/research/consumer-grade-fabrication-and-its-potential-to-revolutionize-accessibility/), CACM 2019.
{: .week}
# Week 7 (11/3 - 11/9): AI and Data Visualization
# Week 7 (11/3 - 11/9): Fabrication and Accessibility
## Monday {% include slide.html title="AI and Accessibility" loc="bias-in-machine-learning.html" %}
## Monday {% include slide.html title="Introduction to Laser Cutting" loc="laser-cutting.html" %}
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/>[Project Proposal](assignments/projcet-proposals-ugrad.html) Due
## Wednesday {% include slide.html title="Data Visualization" loc="data-visualization.html" %}
## Thursday Section: Practice making data accessible
## Thursday Section: in CSE 022: Finish making laser cuttable designs and print
## Friday Guest Lecture (TBD)
## Friday {% include slide.html title="Fabrication and Physical Computing" loc="3dprinting.html" %}
-<iclass="fa-solid fa-house-laptop"aria-hidden="true"/> Readings and Preparation:
- Read [A just transition for disabled people](https://www.disabilitydebrief.org/debrief/messy-climate-transitions/)
- Watch [The Right to be Rescued](https://rootedinrights.org/documentaries/the-right-to-be-rescued/).
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@@ -171,14 +169,14 @@ Discussion of accessibility testing and born accessible systems.
- AAC User Perspectives on Racism and Disability (From time 42:25 [Podcast Website](https://talkingwithtech.podbean.com/e/kevin-williams-lateef-mcleod-black-aac-user-perspectives-on-racism-and-disability/) or [YouTube at Timestamp](https://youtu.be/iTSAK4yRf5A) with [Transcription](https://courses.cs.washington.edu/courses/cse590w/20au/uwnetid/TranscriptBlackAACUserPerspectivesonRacismandDisability_Trim.docx))
