diff --git a/.gitignore b/.gitignore
index 542c58b6cec9e77f38ba4d0fcef43b14b0db0fcd..262c1421dc14a3f7e6a9e39c6b8b22226b57d665 100644
--- a/.gitignore
+++ b/.gitignore
@@ -59,3 +59,8 @@ flycheck_*.el
.ds_store
.DS_Store
.vscode
+
+index.md
+assignments/index.md
+assignments/project-proposals.md
+schedule.md
diff --git a/Gemfile b/Gemfile
index a256b07f2f86667f6a31e8d5d45a9b75fb097915..81c6e04d6b5ce9f0728d67a2c9c68661e80f5a55 100644
--- a/Gemfile
+++ b/Gemfile
@@ -22,10 +22,9 @@ group :jekyll_plugins do
gem "jekyll-feed"
gem "jekyll-paginate"
gem "jekyll-contentblocks"
+ gem "kramdown-parser-gfm"
gem "jekyll-assets"
gem "sprockets"
- gem "kramdown-parser-gfm"
- gem 'remark'
gem 'jekyll-mermaid'
gem 'uglifier'
gem 'jekyll-seo-tag'
diff --git a/README.md b/README.md
index 9e3212505620d0c3bfb87bb780ad97109b3a2f17..d4e15257161c84a1998441d3669bcde29b0315ca 100644
--- a/README.md
+++ b/README.md
@@ -11,6 +11,9 @@ To use this website, the following steps are necessary:
course: egcse340
refs:
- egCSE340-WI21```
+ * For files which have multiple versions, link to the right one
+ * schedule.md
+ * assignments/index.md
3. If at UW,
* Create a directory in /courses/[your class] for this quarter
* ask CSE support to enable your repo for the courseweb runner
diff --git a/_config.yml b/_config.yml
index 450abb32fde7baebb7f8a06d210dbad5968fcbdf..8b7002aa74567d17ec4d5c914525472746999789 100644
--- a/_config.yml
+++ b/_config.yml
@@ -4,7 +4,7 @@
# You can create any custom variable you would like, and they will be accessible
# in the templates via {{ site.myvariable }}.
-title: [fill in]
+title: Accessibility
description: Learn about app accessibility; how accessibility can be incorporated into cutting edge computer science topics like machine learning and fabrication; and the interaction of accessibilty technology and society
baseurl: "/courses/cse493e/24au"
@@ -17,12 +17,13 @@ git_url: https://gitlab.cs.washington.edu/teaching-materials/undergrad-accessibi
git_branch: UACCESS-24fa
discussion: https://edstem.org/us/courses/tbd/discussion
canvas: https://canvas.uw.edu/courses/1746643
+submit: https://canvas.uw.edu/courses/1746643/assignments/
closed:
warning: draft
paginate: 5
-room: [Fill in]
-time: [Fill in]
+room: ECE 037
+time: MWF 10:30 – 11:20 AM
classnum: CSE493e
quarter: "Fall 2024"
copydate: "7/4/24"
diff --git a/_config_production.yml b/_config_production.yml
index 450abb32fde7baebb7f8a06d210dbad5968fcbdf..4c6330a65d8d14f15e8d7f29c762cfa85d4a522d 100644
--- a/_config_production.yml
+++ b/_config_production.yml
@@ -17,6 +17,7 @@ git_url: https://gitlab.cs.washington.edu/teaching-materials/undergrad-accessibi
git_branch: UACCESS-24fa
discussion: https://edstem.org/us/courses/tbd/discussion
canvas: https://canvas.uw.edu/courses/1746643
+submit: https://canvas.uw.edu/courses/1746643/assignments/
closed:
warning: draft
diff --git a/_includes/grade-calculation.html b/_includes/grade-calculation.html
new file mode 100644
index 0000000000000000000000000000000000000000..1da4b15e3b6a524a55bc49b6f3ce2081ebeb5e4d
--- /dev/null
+++ b/_includes/grade-calculation.html
@@ -0,0 +1,25 @@
+
+<form id="calculator-form">
+ <ul>
+ <li><label for="noncompetents">Number of Non-Competents:</label> <input type="number" id="noncompetents" name="noncompetents" required></li>
+ <li><label for="competents">Number of Competents:</label> <input type="number" id="competents" name="competents" required></li>
+ <li><label for="excellents">Number of Excellents:</label> <input type="number" id="excellents" name="excellents" required></li>
+ </ul>
+ <input type="button" value="Calculate" onclick="calculateSum()">
+ </form>
+ <p id="result"></p>
+
+ <script>
+ function calculateSum() {
+ // Get the input values
+ const noncompetents = parseFloat(document.getElementById('noncompetents').value);
+ const competents = parseFloat(document.getElementById('competents').value);
+ const excellents = parseFloat(document.getElementById('excellents').value);
+
+ // Calculate the sum
+ const grade = (competents/2.5 + excellents/2) - (noncompetents/2);
+
+ // Display the result
+ document.getElementById('result').textContent = 'Your Competency Grade is: ' + grade;
+ }
+ </script>
diff --git a/assignments/disabilityjustice.md b/assignments/disabilityjustice.md
index b95b83a33dc608b9028b3f98376e0d45f04fcc1f..b7370fe804f50c9aabf429181c15b03bb21826e9 100644
--- a/assignments/disabilityjustice.md
+++ b/assignments/disabilityjustice.md
@@ -4,11 +4,7 @@ published: true
title: Disability Justice Analysis
description: Analyze an article using a disability justice framework
-code: hw2
-
-assigned: October 4th, 2023
-due: October 9th, 2023 (Two day grace period, October 11th)
-revised: August 20, 2023
+revised: July 9, 2024
---
* TOC
@@ -20,9 +16,10 @@ The goal of this homework is to apply a disability justice framework to analyzin
## Learning Goals / Competencies
This homework may contribute to
-- Your competency grade on following best practices for [plain language](https://www.med.unc.edu/healthsciences/clds/wp-content/uploads/sites/859/2021/06/Minimized-Text-Complexity-Guidelines-version-2.03.2021.pdf) in your post
-- Your competency grade on understanding how to apply a disability justice framing
-- Your participation grade, as a percentage of completeness (are all the required parts present)
+- Your competency grade on Plain Language Writing
+- Your competency grade on Disability Justice Analysis
+- Your competency grade on Accessible Document Creation
+- Other competencies you choose, if relevant (such as image description, if you include an image)
## Length & Difficulty
Students in the past have reported that this assignment takes an median of 4 hours (mode=3). However, in our experience many students have to make multiple attempts to fully meet the competency for disability justice. It is recommended to carefully read about the 10 principals and ask questions if you are having trouble understanding which one might apply.
@@ -30,8 +27,6 @@ Some things students have told us about this assignment:
- "Writing well in Plain language is harder than I thought."
- it is sometimes hard to identify a remedy. Again, reach out if you need help here.
-We do not yet have an example of the latest version of this assignment for this year.
-
# Details
To complete this assignment, you will need to do the following
@@ -57,43 +52,29 @@ You may use one of the articles we have provided (see below) or find one of your
{% enddetails %}
## 1. Read and summarize article on the topic you have selected.
-Read your article and summarize it. Your summary should be about a paragraph long (250 words).
-
+Read your article and summarize it. Your summary should be one paragraph long (200-300 words).
## 2. Select and write about 3 Disability Justice Principles
-Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on how the service or technology described in the article you picked addresses, or fails to address, those principals.
-
-Please note that the principals of disability justice are political in nature -- that is an important reason we let you select among them. Whether you agree with them or not, we are asking you to demonstrate your understanding what the disability community has put forth in defining these principals.
+Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf). Please note that the principals of disability justice are political in nature -- that is an important reason we let you select among them. Whether you agree with them or not, we are asking you to demonstrate your understanding what the disability community has put forth in defining these principals.
For each principle,
-- Name and define it
-- Write 1-2 paragraphs (250-500 words) explaining how it relates to the article.
-- Explain what remedy could improve the justice of this technology or service (or explain why you believe no remedy is needed).
+- Name and define it in your own words
+- Write 1-2 paragraphs (~200-300 words) explaining how the service or technology described in the article you picked addresses, or fails to address, that principal.
+- Explain how it could do a better job of embodying that principal
## 3. Learn about plain language and write a second summary in plain language
Read about [plain language writing for accessibility](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=4afd8af77935) and [plain language guidelines](https://www.med.unc.edu/healthsciences/clds/wp-content/uploads/sites/859/2021/06/Minimized-Text-Complexity-Guidelines-version-2.03.2021.pdf) and check out examples at the [plain truth project](https://www.plaintruthproject.org).
-Please pick at least four guidelines to focus on from the following list and **state which four you picked**. You can address more to reach a higher competency score (3).
-
-- Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
+Read the expectations for the plain language competency in the [canvas outcomes]({{site.canvas}}/outcomes)
-Then use the guidelines to simplify the text from your 250 word summary. Include this second version of your 250 word summary in your hand in. **Note:** This is the only thing in this assignment that needs to be in plain language.
+Then decide which plain language guidelines you will file and list them. Finally, use the guidelines to simplify the text from your 200-300 word summary. Include this second version of your 200-300 word summary in your hand in. **Note:** This is the only thing in this assignment that needs to be in plain language.
# Turnin
-You will need to submit your writeup to the class [discussion board]({{site.discussion}}/). The category should be "Assignments", the subcategory should be "Disability Justice". Also submit a link to your discussion board post on [Canvas]({{site.canvas}}). Your writeup should include
-- The article you read
-- Your 250 word abstract
-- Your Disability Justice analysis including **definitions of the 3 principles you picked**, analysis, and remedies
-- Your revised, simplified 250 word abstract
-- A list of the specific plain language guidelines you focused on
-- Remember the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html) and tell us if and how you used generative AI in your assignment, or any other sources of information you used.
+0. Check that you have met the requirements in the [Canvas Outcomes]({{site.canvas}}/outcomes) for this assignment
+1. Add a statement to your handin about whether or not you used generative AI in your assigment. If you did, state how, and make sure you are following the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html).
+2. [Submit]({{site.submit}}) your assignment. Your writeup should include
+- A link to the article you read
+- Your article summary
+- Your Disability Justice analysis
+- Your Plain Language guidelines and summary
diff --git a/assignments/finding-accessibility.md b/assignments/finding-accessibility.md
index 376c95a24cd246595fdad866fb22a7866e9eb95e..8d9367107792d76b0c32ba1ab0f89521695ff26e 100644
--- a/assignments/finding-accessibility.md
+++ b/assignments/finding-accessibility.md
@@ -18,11 +18,10 @@ The goal of this assignment is to give you experience with seeking out first-per
## Learning Goals/ Competencies
This homework may contribute to your competency grade on
-- Accessible document/presentation creation
-- Finding first person accounts by and for people with disabilities
+- Finding first person accounts
- Image description
-- Presenting accessibly
-- Familiarity with a range of accessibility technologies
+- Accessible presenting
+- Accessible document creation
## Length and Difficulty
Students in the past have reported that this assignment takes about 3 hours. However, in our experience many students have had to make multiple attempts to fully meet the competency for finding first person accounts. We recommend you carefully read the requirements for that below, and check in if you have a question. Many students also found presenting accessibly difficult, particularly with respect to how to describe images on their slides. We recommend that you practice this ahead of time.
@@ -52,13 +51,9 @@ To complete this assignment you will need to do the following:
Watch [a video about presenting
accessibly](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle
-Rector and look at [DOIT's guidance](https://www.washington.edu/doit/tips-delivering-accessible-presentation) on accessible presenting. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Finally, make sure you don't use [ableist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654).
-
-
-Optional reading: [Its complicated: Negotiating Accessibility and
-(Mis)Representation in Image Descriptions of Race, Gender and
-Disability](https://guoanhong.com/papers/CHI21-ImageDescriptions.pdf)
+Rector and look at [DOIT's guidance](https://www.washington.edu/doit/tips-delivering-accessible-presentation) on accessible presenting. Review information about [describing images](https://webaim.org/techniques/alttext/) and [describing people](https://www.youtube.com/watch?v=By6nzFefcxs) in images verbally (during a presentation) or in text. Make sure you don't use [ableist language](https://www.popsugar.com/fitness/common-phrases-that-are-ableist-48080654). Stay within the required time. Other details on this requirement can be found in the [canvas outcomes]({{site.canvas}}/outcomes)
+<iframe width="560" height="315" src="https://www.youtube.com/embed/L9TxhGv91kc?si=gTEEKwMk6C5rAiW5" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe>
## 1. Select two examples of an accessibility technology or disability hack
@@ -79,17 +74,7 @@ In addition, you should pick something that *expands your knowledge of accessibi
## 2. Find and Generate First Person Experiences
-Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. A first person account is written or presented by someone who
-- Uses this technology themselves on a regular basis
-- Has a disability
-
-A first person account that meets the requirements of this assignment is not
-- A teaching video/presentation
-- An advertisement
-- Based on your personal experience
-- Based on experiences of your peers or the course staff
-
-For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
+Find first person accounts *by a person with a disability* that is *not an advertisement* describing each technology and how they use it. For example, here is a [personal perspective on audio crosswalks](https://www.youtube.com/watch?v=xPlsYhU1HBU) and here is an interview with two black AAC users about their experiences using AAC technology (start at 00:16:00)
<iframe width="560" height="315" src="https://www.youtube.com/embed/iTSAK4yRf5A" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
@@ -99,47 +84,29 @@ Ideally, you will find a video account showing the technology in use. Try search
While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. Try at least one of the technologies you find yourself.
-## 3. Reflect on what you learned
-
-Take some time to reflect on these questions, which will help you to prepare for your presentation
-- What is the AT?
- - What is the technology?
- - What does the AT do?
- - What is the access gap that the AT is attempting to address?
- - Why was it developed?
- - What are it's strengths and/or weaknesses?
-- How did your experience using it differ from the first person account you saw?
-- Which disabilities does this technology support? Think broadly about
-this, and try to find evidence for your ideas. For example, audio
-books and screen readers are used by people who are blind or low vision, as well as people who
-are dyslexic, or cannot look at a screen without experiencing chronic
-illness symptoms.
-- If you have a chance to interview users of this technology, what would be one question you would ask, that was not answered in your search for information?
+## 5. Create two *accessible* slides, one for each technology you found
-## 4. Create two slides, one for each technology you found
-
-You will create one accessible slide (per AT) in a shared slide deck posted in the [Class Discussion]({{site.discussion}}/3515497). Your slide should include
+You will create two accessible slides (per AT) in a shared slide deck posted in the [Class Discussion]({{site.discussion}}/3515497). Your slide should include
- A summary of the AT you researched
- Information about its audience (range of disabilities that use it)
- A picture of it
- A link to the first person account you found
- Something you learned from the first person account about its strengths and weaknesses
-## 5. Create a reflection for Canvas containing
+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)
+
+## 6. Reflect on what you learned
+
+For each AT, write a 1 page summary stating: What is the AT? What disabilities does it support? What are it's strengths and/or weaknesses? What happened when you tried it?
-1. A list of the competencies you wish to be assessed on. Your choices are
- - Accessible presentation creation
- - Finding first person accounts by and for people with disabilities
- - Image description
- - Presenting accessibly
- - Familiarity with a range of accessibility technologies
-2. A brief reflection on what you learned by trying the technology and how your experience differed from that in the first person account
+For example, here is a reflection on audio books: Audio
+books are books that are read by a (typically human) narrator. You can listen to them at various speeds. It can be difficult to search them, or share a particular passage with someone else, or take notes on a passage and find it again. However they are easy to use and readily available. They are used by people who are blind or low vision, as well as people who are dyslexic, or cannot look at a screen without experiencing chronic illness symptoms such as neausea. I enjoy listening to them and discovered that my app has a timer feature which is a nice way to fall asleep, or keep track of time.
# Turnin
-1. Turn the slides in by adding them to the shared slide deck
-2. On Canvas, turn in your list of competencies and reflection
-3. You will also present at one of those slides in class. You should be prepared to
-- Stay on time (3-4 minutes + 1-2 minutes of questions). This will require you to pick and choose what to focus on when you design your slide, and to practice ahead of class.
-- Present accessibly (you may want to revisit [presenting accessible](https://www.youtube.com/watch?v=L9TxhGv91kc) by Kyle Rector)
+0. Check that you have met the requirements in the [Canvas Outcomes]({{site.canvas}}/outcomes) for this assignment
+1. Add a statement to your reflection about whether or not you used generative AI in your assigment. If you did, state how, and make sure you are following the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html).
+2. [Submit]({{site.submit}}) your reflection
+3. Turn the slides in by adding them to the shared slide deck
+p. You will also present at one of those slides in class
diff --git a/assignments/index-quals.md b/assignments/index-quals.md
new file mode 100644
index 0000000000000000000000000000000000000000..1b03709edf13e4357abf8ca21a7718d126e821cb
--- /dev/null
+++ b/assignments/index-quals.md
@@ -0,0 +1,190 @@
+---
+layout: default
+title: Assignments
+description: Course assignments
+---
+
+* TOC
+{:toc}
+
+This class uses a combination of in class work, individual
+assignments, and one larger project. Students spend a majority of the
+class on a longer open ended final project that is more research
+oriented. All of the assignments will have some minimum required
+competencies (see the [syllabus]({{site.baseurl}}/index.html) and the
+section on [competencies](#competencies) below) and students may
+indicate a certain number of self-selected additional competencies
+they wish to be assessed on.
+
+
+# Short Required Assignments:
+
+1. [Finding AT Around Us](finding-accessibility.html): Students need to find first-person videos by
+ people with disabilities about their use of standard or cutting
+ edge AT technology, and then give an accessible presentation about
+ what they find.
+2. [Research Paper Analysis](disabilityjustice.html): Analyize a reading using our model based approach
+3. [Plain Language Summary](plain-language.html): Write a plain language description of a research paper abstract
+4. [Improve accessibility of a thing](technology-implementation.html): Make something (not necessarily disability focused) that already exists more accessible
+<!-- 4. [Conduct an accessibility assesssment](website-report.html) (service learning opportunity) -->
+
+<!-- # Choose your Own Adventure -->
+<!-- These assignments serve multiple purposes including first -->
+<!-- opportunities to practice many of the competencies as well as -->
+<!-- providing students with a way to do useful voluntary work in support -->
+<!-- of the disability community. These are generally weekend projects. -->
+<!-- Students need to do at least twice, and this list is still -->
+<!-- somewhat tentative. -->
+
+<!-- 1. [Develop a set of benchmark tasks for testing GAI ableism](ai.html) -->
+<!-- 2. [Create a custom accessibility support tool using fabrication](lasercutting.html) -->
+<!-- <\!-- 4. [Build a better button](button.html) -\-> -->
+
+# Larger Project
+There will be a larger project that takes place over the entire quarter. Currently, we plan on
+
+- [Project proposals](project-proposals.html) due in week 5
+- [Checkpoint presentations](project-checkpoint.html) in week 7
+- [Checkpoint presentations](project-checkpoint.html) in week 10
+- [Final presentatons and writeup](project-final.html) in Week 12 (i.e. finals week)
+
+This project is fairly open ended.
+
+# Competencies
+As described in the [syllabus]({{site.baseurl}}/index.html), your
+grade in the class will be based on whether you achieve *non
+competent*, *competent* or *excellent* in each of these topics,
+averaged over all the times that you are assessed.
+
+Your scores on these competencies determine your grade in the class as follows:
+- Base grade: Number of Competents/2.5 + Number of Excellents/2
+- Final grade: Base grade - (Number of non competents/2)
+
+## 1. Disability Model Analysis
+We want you to demonstrate an ability to argue for how a given technology or research project, including your own, meets or fails to meet appropriate disability principles drawn from disability studies' [models of disability](https://books.google.com/books?hl=en&lr=&id=7inBEAAAQBAJ&oi=fnd&pg=PA17&dq=Shakespeare,+T.,+and+N.+Watson.+2001.+%E2%80%9CThe+Social+Model+of+Disability:+An+Outdated+Ideology%3F%E2%80%9D.%E2%80%9D+&ots=GRsD_zEq8B&sig=lzBhwThMZyur4r01nxJj9zoW0kM#v=onepage&q=Shakespeare%2C%20T.%2C%20and%20N.%20Watson.%202001.%20%E2%80%9CThe%20Social%20Model%20of%20Disability%3A%20An%20Outdated%20Ideology%3F%E2%80%9D.%E2%80%9D&f=false), disability justice's [10 principles laid out by Sins Invalid](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), Liz Jackson's concept of a [disability dongle](https://blog.castac.org/2022/04/disability-dongle/), and so on.
+
+{% details How to address this %}
+To address this, you must specify which three principles you are using in your analysis, and then analyze a product (research or otherwise) using these models. When you summarize a paper, or turn in a proposal, we will assess this competency. Your writing should be specific about which principals you are analyzing, define them, and explain how they apply.
+{% enddetails %}
+
+## 2. Familiarity with a Range of Accessibility technologies
+You should demonstrate that you are expanding your familiarity with various accessibility technologies. You must do this at least three times and/or for at least three different AT cases.
+
+{% details How to address this %}
+Not all AT will count toward this assignment, and the teaching staff will determine what counts. Here are some things that would not count. Check with us if you have any questions.
+
+- A technology you are already familiar with / using (i.e. if you are a screen reader user, don't ask to be assessed on your familiarity with screen readers)
+- The technologies you ask to be evaluated on are very similar and/or address very similar accessibility needs. For example, if you ask to be evaluated on a web based screen reader, and then NVDA, those would be too similar.
+- The technologies you select are not used by disabled people.
+- Your description of these technologies does not demonstrate learning or investigation of disability use cases.
+
+Turn in a reflection telling us about AT you have presented about or used in your assignments. The reflection should include Information about how the AT works, users, and strengths and weaknesses of the AT. Your reflection or presentation should demonstrate that it is currently in use by people with disabilities (i.e. through a first-person account). You should also demonstrate a nuanced understanding of the AT. For example, understanding that audiobooks are not only useful for BLV people but also used by people with dyslexia and what limitations exist in their availability or usefulness.
+{% enddetails %}
+
+
+## 3. Finding First-Person Accounts of Accessibility Tech
+You should be able to find first person accounts to motivate your research and arguments even before you consider approaching the disability community. A first person account is a description by a disabled person of their experiences, needs and goals with respect to an accessibility topic. Souch accounts are typically found on youtube, social media, or a blogging platform.
+
+{% details How to address this %}
+A first person account is written or presented by someone who
+- Uses this technology themselves on a regular basis
+- Has a disability
+- Describes first person concerns such as:
+ - How do they the use device to meet their needs?
+ - In what ways does it help?
+ - In what ways does it fall short?
+ - Is their use of the AT specific to needs in their life (i.e. commuting, work)?
+ - What improvements or changes would they like to see?
+
+A first person account that meets the requirements of this assignment is not
+- a teaching video/presentation
+- an advertisement.
+- based on your personal experience
+
+Multiple assignments require finding first-person accounts. We will assess whether they qualify when we grade those assignments. You can also include first-person accounts in your reflection for your competency on Familiarity with a Range of Accessibility Technologies.
+
+If you have an existing relationship with a disability community, early phase input from that community can also address this and is strongly encouraged in your research more generally. However, while we know that some of you may have engaged withor interviewed people with disabilities, we ask that explore what is on social media for this particular competency.
+{% enddetails %}
+
+## 4. Application of Positive Disability Principals to Research
+This competency assess wheth your understand and can summarize and critique the premise of accessibility or disability-related research in relation to the following concerns:
+
+{% details How to address this %}
+You should be able to summarize and critique accessibility research, including your own, on the following concerns:
+
+1. Is it ableist
+2. What parts of the work are accessible and what are not (for example, are both design tools, and their outputs accessible?)
+3. Are people with disabilities engaged in guiding this work? At what stages?
+4. Is it being used to give control and improve agency for people with disabilities
+5. Is it addressing the whole community (intersectionality, multiple disabled people, multiply disabled people)
+
+You will be assessed on this based on things like paper summaries and based on your writeup of your final project, as well as our assessment of how well your final project embodies these goals.
+{% enddetails %}
+
+## 5. Accessible Document Creation
+It is important that you know how to make sure that documents and presentations you create are accessible to everyone in your intended audience, including people with disabilities.
+
+{% details How to address this %}
+This applies to presentations, word documents, and pdfs. You’ll need to demonstrate this on at least one presentation and one assignment writeup that is long and complex enough to have headers and structure to achieve competency.
+
+Best practices:
+- Avoid visual clutter (e.g. use San serif fonts (for digital viewing), don’t have too many things on the page)
+- Use headers and styles where appropriate. For example, in Microsoft Word these are built-in “styles†and in Google Docs you can see these under “Format -> Paragraph Styles.†Headers should be nested like they are in HTML (e.g., H2 after and H1). Read this for more guidance in [how to do styles in Word](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
+- Use proper color contrast.
+- Write alt text for all non-decorative photos.
+- Use meaningful hyperlink text Good example: check out [this class's syllabus]({{site.baseurl}}); Bad examples: check out this class's syllabus [here]({{site.baseurl}}); check out this class's sylabus: [{{site.baseurl}}]({{site.baseurl}})
+- Properly mark up tables
+- Screen reader order is correct (in documents where it applies, such as Powerpoint)
+
+You will be assessed on this any time you turn in a required document. In addition, inaccessible documents may not be assessed for other competencies until they are made accessible.
+{% enddetails %}
+
+
+## 6. Accessible Presenting
+You should be able to present accessibly, following [best practices](https://www.washington.edu/doit/making-your-presentation-accessible). As with accessible document creation this ensures that everyone in your intended audience, including people with disabilities, can participate in what you are doing.
+
+{% details How to address this %}
+Follow these guidelines:
+1. Introduce and describe yourself
+2. Speak slowly and clearly
+3. Read entire quotes
+4. Clearly describe images and videos so that someone who cannot see the screen can understand them
+5. Spell acronyms and avoid or define terms, jargon, and idioms.
+6. Repeat questions for clarity
+7. Slides are available to Audience 24 hrs ahead of presentation
+
+<iframe width="560" height="315" src="https://www.youtube.com/embed/L9TxhGv91kc?si=gTEEKwMk6C5rAiW5" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe>
+
+How to demonstrate this competency: Tell us at least 24 hours ahead of time that you want to be evaluated on this competency and in what context (office hours, a classroom presentation, etc). It should be a situation in which we can record the presentation.
+{% enddetails %}
+
+## 7. Image Description
+Image descriptions should be concise, complete and accurate. You should use best practices to decide when to mention the background, describe people, and so on. You should learn to do this for various types including pictures, diagrams, screen shots, and so on in an accessible fashion.
+
+{% details How to address this %}
+You will be evaluated on this any time you turn in a document that has images in it. You can also ask us to assess a specific image description in some other context.
+{% enddetails %}
+
+## 8. Sharing Research Back: Plain Language
+Plain language writing is part of ethical research in accessibility, namely to share research with the accessibility community. Please pick at least four guidelines to focus on from the following list and specify which four you picked. You can address more to reach a higher competency score. Follows best practices for text simplification as described on the [federal text simplification website](https://www.plainlanguage.gov/guidelines/)
+
+{% details How to address this %}
+Guidelines we will assess:
+
+Use simple words
+- Use positive language
+- Use short paragraphs
+- Use short sentences
+- Avoid jargon
+- Use active voice
+- Use present tense
+- Use examples
+- Use headers
+- Use transition words
+How this will be assessed: You should tell us when you use plain language writing, and ask us to assess. There will be multiple opportunities to do this during the quarter.
+{% enddetails %}
+
+
+
+
+
diff --git a/assignments/index-ugrad.md b/assignments/index-ugrad.md
index 38aa81ced1e0968f03a69e8a36a3ee42658feb96..6cdaa46abeb6871654bb48e90b6e22ea9271e0e7 100644
--- a/assignments/index-ugrad.md
+++ b/assignments/index-ugrad.md
@@ -23,38 +23,14 @@ they wish to be assessed on.
people with disabilities about their use of standard or cutting
edge AT technology, and then give an accessible presentation about
what they find.
-2. [Disability Justice](disabilityjustice.html): Analyize a reading using our model based approach
-2. [Laser Cut Accessibility](lasercutting.html): Laser cut an accessibility aid
-2. [Fabricating Accessibility](fabricating.html): Fabricate cut an accessibility aid
-3. [Research Paper Analysis](research-paper-analysis.html): Analyize a research paper using our model based approach
-4. [Plain Language Summary](plain-language.html): Write a plain language description of a research paper abstract
-5. [Post GUI Accessibiliy](technology-review.html): Review accessible options for a modern technology
-6. [Improve accessibility of a thing](technology-implementation.html): Make something (not necessarily disability focused) that already exists more accessible
-
-<!-- # Choose your Own Adventure -->
-<!-- These assignments serve multiple purposes including first -->
-<!-- opportunities to practice many of the competencies as well as -->
-<!-- providing students with a way to do useful voluntary work in support -->
-<!-- of the disability community. These are generally weekend projects. -->
-<!-- Students need to do at least twice, and this list is still -->
-<!-- somewhat tentative. -->
-
-<!-- 1. [Develop a set of benchmark tasks for testing GAI ableism](ai.html) -->
-<!-- 2. [Create a custom accessibility support tool using fabrication](lasercutting.html) -->
-<!-- <\!-- 4. [Build a better button](button.html) -\-> -->
+3. [Disability Justice Analysis](disabilityjustice.html): Analyize an article using our disability justice principals
+3. [Web/App Access UARS](website.html)
+4. [Web/App Access Report](website-report.html)
+5. [Improve accessibility of a thing](technology-implementation.html): Make something (not necessarily disability focused) that already exists more accessible
# Larger Projects
-[Conduct an accessibility assesssment](website.html) and write a [report about it](website-report.html) (service learning opportunity) -->
-
-There will be a larger project that takes place over the entire quarter. Currently, we plan on
-
-- [Project proposals](project-proposals.html) | [Project proposals (Grad)](project-proposals-grad.html) due in week **N**
-- [Checkpoint presentations](project-checkpoint.html) in week **N**
-- [Checkpoint presentations](project-checkpoint.html) in week **N**
-- [Final presentatons and writeup](project-final.html) | [Final poster and writeup](project-poster.html) in Week **N**
-
-This project is fairly open ended.
+There will be a larger [open ended project](project-proposals.html) that takes place over the entire quarter and ends with a [Final poster and writeup](project-poster.html)
# Competencies
As described in the [syllabus]({{site.baseurl}}/index.html), your
@@ -62,141 +38,18 @@ grade in the class will be based on whether you achieve *non
competent*, *competent* or *excellent* in each of these topics,
averaged over all the times that you are assessed.
-Your scores on these competencies determine your grade in the class as follows:
-- Base grade: Number of Competents/2.5 + Number of Excellents/2
-- Final grade: Base grade - (Number of non competents/2)
-
-## 1. Disability Model Analysis
-We want you to demonstrate an ability to argue for how a given technology or research project, including your own, meets or fails to meet appropriate disability principles drawn from disability studies' [models of disability](https://books.google.com/books?hl=en&lr=&id=7inBEAAAQBAJ&oi=fnd&pg=PA17&dq=Shakespeare,+T.,+and+N.+Watson.+2001.+%E2%80%9CThe+Social+Model+of+Disability:+An+Outdated+Ideology%3F%E2%80%9D.%E2%80%9D+&ots=GRsD_zEq8B&sig=lzBhwThMZyur4r01nxJj9zoW0kM#v=onepage&q=Shakespeare%2C%20T.%2C%20and%20N.%20Watson.%202001.%20%E2%80%9CThe%20Social%20Model%20of%20Disability%3A%20An%20Outdated%20Ideology%3F%E2%80%9D.%E2%80%9D&f=false), disability justice's [10 principles laid out by Sins Invalid](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), Liz Jackson's concept of a [disability dongle](https://blog.castac.org/2022/04/disability-dongle/), and so on.
-
-{% details How to address this %}
-To address this, you must specify which three principles you are using in your analysis, and then analyze a product (research or otherwise) using these models. When you summarize a paper, or turn in a proposal, we will assess this competency. Your writing should be specific about which principals you are analyzing, define them, and explain how they apply.
-{% enddetails %}
-
-## 2. Familiarity with a Range of Accessibility technologies
-You should demonstrate that you are expanding your familiarity with various accessibility technologies. You must do this at least three times and/or for at least three different AT cases.
-
-{% details How to address this %}
-Not all AT will count toward this assignment, and the teaching staff will determine what counts. Here are some things that would not count. Check with us if you have any questions.
-
-- A technology you are already familiar with / using (i.e. if you are a screen reader user, don't ask to be assessed on your familiarity with screen readers)
-- The technologies you ask to be evaluated on are very similar and/or address very similar accessibility needs. For example, if you ask to be evaluated on a web based screen reader, and then NVDA, those would be too similar.
-- The technologies you select are not used by disabled people.
-- Your description of these technologies does not demonstrate learning or investigation of disability use cases.
-
-Turn in a reflection telling us about AT you have presented about or used in your assignments. The reflection should include Information about how the AT works, users, and strengths and weaknesses of the AT. Your reflection or presentation should demonstrate that it is currently in use by people with disabilities (i.e. through a first-person account). You should also demonstrate a nuanced understanding of the AT. For example, understanding that audiobooks are not only useful for BLV people but also used by people with dyslexia and what limitations exist in their availability or usefulness.
-{% enddetails %}
-
-
-## 3. Finding First-Person Accounts of Accessibility Tech
-You should be able to find first person accounts to motivate your research and arguments even before you consider approaching the disability community. A first person account is a description by a disabled person of their experiences, needs and goals with respect to an accessibility topic. Souch accounts are typically found on youtube, social media, or a blogging platform.
-
-{% details How to address this %}
-A first person account is written or presented by someone who
-- Uses this technology themselves on a regular basis
-- Has a disability
-- Describes first person concerns such as:
- - How do they the use device to meet their needs?
- - In what ways does it help?
- - In what ways does it fall short?
- - Is their use of the AT specific to needs in their life (i.e. commuting, work)?
- - What improvements or changes would they like to see?
-
-A first person account that meets the requirements of this assignment is not
-- a teaching video/presentation
-- an advertisement.
-- based on your personal experience
-
-Multiple assignments require finding first-person accounts. We will assess whether they qualify when we grade those assignments. You can also include first-person accounts in your reflection for your competency on Familiarity with a Range of Accessibility Technologies.
-
-If you have an existing relationship with a disability community, early phase input from that community can also address this and is strongly encouraged in your research more generally. However, while we know that some of you may have engaged withor interviewed people with disabilities, we ask that explore what is on social media for this particular competency.
-{% enddetails %}
-
-## 4. Application of Positive Disability Principals to Research
-This competency assess wheth your understand and can summarize and critique the premise of accessibility or disability-related research in relation to the following concerns:
-
-{% details How to address this %}
-You should be able to summarize and critique accessibility research, including your own, on the following concerns:
-
-1. Is it ableist
-2. What parts of the work are accessible and what are not (for example, are both design tools, and their outputs accessible?)
-3. Are people with disabilities engaged in guiding this work? At what stages?
-4. Is it being used to give control and improve agency for people with disabilities
-5. Is it addressing the whole community (intersectionality, multiple disabled people, multiply disabled people)
-
-You will be assessed on this based on things like paper summaries and based on your writeup of your final project, as well as our assessment of how well your final project embodies these goals.
-{% enddetails %}
-
-## 5. Accessible Document Creation
-It is important that you know how to make sure that documents and presentations you create are accessible to everyone in your intended audience, including people with disabilities.
-
-{% details How to address this %}
-This applies to presentations, word documents, and pdfs. You’ll need to demonstrate this on at least one presentation and one assignment writeup that is long and complex enough to have headers and structure to achieve competency.
-
-Best practices:
-- Avoid visual clutter (e.g. use San serif fonts (for digital viewing), don’t have too many things on the page)
-- Use headers and styles where appropriate. For example, in Microsoft Word these are built-in “styles†and in Google Docs you can see these under “Format -> Paragraph Styles.†Headers should be nested like they are in HTML (e.g., H2 after and H1). Read this for more guidance in [how to do styles in Word](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
-- Use proper color contrast.
-- Write alt text for all non-decorative photos.
-- Use meaningful hyperlink text Good example: check out [this class's syllabus]({{site.baseurl}}); Bad examples: check out this class's syllabus [here]({{site.baseurl}}); check out this class's sylabus: [{{site.baseurl}}]({{site.baseurl}})
-- Properly mark up tables
-- Screen reader order is correct (in documents where it applies, such as Powerpoint)
-
-You will be assessed on this any time you turn in a required document. In addition, inaccessible documents may not be assessed for other competencies until they are made accessible.
-{% enddetails %}
-
-
-## 6. Accessible Presenting
-You should be able to present accessibly, following [best practices](https://www.washington.edu/doit/making-your-presentation-accessible). As with accessible document creation this ensures that everyone in your intended audience, including people with disabilities, can participate in what you are doing.
-
-{% details How to address this %}
-Follow these guidelines:
-1. Introduce and describe yourself
-2. Speak slowly and clearly
-3. Read entire quotes
-4. Clearly describe images and videos so that someone who cannot see the screen can understand them
-5. Spell acronyms and avoid or define terms, jargon, and idioms.
-6. Repeat questions for clarity
-7. Slides are available to Audience 24 hrs ahead of presentation
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/L9TxhGv91kc?si=gTEEKwMk6C5rAiW5" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen></iframe>
-
-How to demonstrate this competency: Tell us at least 24 hours ahead of time that you want to be evaluated on this competency and in what context (office hours, a classroom presentation, etc). It should be a situation in which we can record the presentation.
-{% enddetails %}
-
-## 7. Image Description
-Image descriptions should be concise, complete and accurate. You should use best practices to decide when to mention the background, describe people, and so on. You should learn to do this for various types including pictures, diagrams, screen shots, and so on in an accessible fashion.
-
-{% details How to address this %}
-You will be evaluated on this any time you turn in a document that has images in it. You can also ask us to assess a specific image description in some other context.
-{% enddetails %}
-
-## 8. Sharing Research Back: Plain Language
-Plain language writing is part of ethical research in accessibility, namely to share research with the accessibility community. Please pick at least four guidelines to focus on from the following list and specify which four you picked. You can address more to reach a higher competency score. Follows best practices for text simplification as described on the [federal text simplification website](https://www.plainlanguage.gov/guidelines/)
-
-{% details How to address this %}
-Guidelines we will assess:
-
-Use simple words
-- Use positive language
-- Use short paragraphs
-- Use short sentences
-- Avoid jargon
-- Use active voice
-- Use present tense
-- Use examples
-- Use headers
-- Use transition words
-How this will be assessed: You should tell us when you use plain language writing, and ask us to assess. There will be multiple opportunities to do this during the quarter.
-{% enddetails %}
-
-# Accessibility Problem
-# Accessibility Technology Based Accessibility Checking
-# Automated Accessibility Checking
-# Correct use of Web/App Accessibility Rules
-
-# Regrades
-Regrades are done per competency, not per assignment. All regrade requests must be submitted at least a week ahead of the last class of the quarter. Please check with your TA about what exactly is required for a regrade for any given competency.
+See [canvas outcomes]({{site.canvas}}/outcomes) for more details on each competency.
+
+1. **Disability Justice Analysis**: Demonstrate an ability to argue for how a given technology or research project, including your own, meets or fails to meet appropriate disability principles drawn from from disability justice's [10 principles laid out by Sins Invalid](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf).
+2. **Positive Disability Principals**: Demonstrate your ability to enact positive disability principals in your coursework. These include learning and applying principals such as non-ablist language and ideas such as emphasizing agency and control and avoiding disability dongles.
+3. **Accessibility Technology Familiarity**: Demonstrate that you are able to use various accessibility technologies to find problems with a website or app (e.g. screen readers and tab based input would not be considered different, but screen readers and magnifiers would be considered different).
+4. **Automated Accessibility Checking**: Demonstrate that you are able to use an automated checker to find problems with a website
+5. **Correct use of Web/App Accessibility Rules**: Demonstrate that you can properly assign a WCAG rule to a problem you found
+6. **Finding First-Person Accounts**: You should be able to find first person accounts of an access need or other opportunity for building accessibility technology. A first person account is a description by a disabled person of their experiences, needs and goals with respect to an accessibility topic.
+7. **Accessible Document Creation**: You can ensure that documents and presentations you create are accessible to everyone in your intended audience, including people with disabilities. This applies to presentations, word documents, and pdfs. **Note: Inaccessbile documents may not be assessed for other competencies until they are made accessible.**
+8. **Accessible Presenting**: Demonstrate you can present accessibly, following [best practices](https://www.washington.edu/doit/making-your-presentation-accessible). As with accessible document creation this ensures that everyone in your intended audience, including people with disabilities, can participate in what you are doing.
+9. **Image Description**: Image descriptions should be concise, complete and accurate. You should use best practices to decide when to mention the background, describe people, and so on. You should learn to do this for various types including pictures, diagrams, screen shots, and so on in an accessible fashion.
+10. **Plain Language Writing**: Plain language writing follows best practices for text simplification (e.g., see the [federal text simplification website](https://www.plainlanguage.gov/guidelines/)) and ensures that *everyone* in the disability community can benefit from information that is shared.
diff --git a/assignments/project-proposals-quals.md b/assignments/project-proposals-quals.md
index e6d227b33c0c6989835d6a53ed2a61a8736b200f..2ab5445bcd61b6bbec18c26734ccb79799b29e77 100644
--- a/assignments/project-proposals-quals.md
+++ b/assignments/project-proposals-quals.md
@@ -15,7 +15,7 @@ description: Propose a project to make the world slightly more accessible
The goal of your final project is to build an accessibility technology or make an existing technology more accessible. In this phase of the final project, you will propose a specific project idea that you come up with.
-{% details Final Project Examples from past Undergraduate Accessibility Courses %}
+{% details Final Project Examples from past Quals Courses %}
Some examples of what people have done in the past include:
**UPDATE**
{% enddetails %}
diff --git a/assignments/project-proposals-ugrad.md b/assignments/project-proposals-ugrad.md
index 5964bac89a27e1bd19dc2e4e290c3ad188c27634..5fda1a27d181f4ff83be0ab7880c306af990daa7 100644
--- a/assignments/project-proposals-ugrad.md
+++ b/assignments/project-proposals-ugrad.md
@@ -13,35 +13,18 @@ description: Propose a project to make the world slightly more accessible
# Overview
-The goal of your final project is to build an accessibility technology or make an existing technology more accessible. In this phase of the final project, you will propose a specific project idea that you come up with.
+The goal of your final project is to build an accessibility technology or make an existing technology more accessible. In this phase of the final project, you will propose a specific project idea that you come up with. This is a *group assignment* and requires forming groups of 2-3 people *who all attend the same section*.
-{% details Final Project Examples from past Undergraduate Accessibility Courses %}
+{% details Final Project Examples from past Undergraduate and Masters Accessibility Courses %}
Some examples of what people have done in the past include:
-**UPDATE**
-{% enddetails %}
-
-
-{% details Final Project Examples From Past Graduate Accessibility Courses %}
-Some examples of what people have done in the past:
-**UPDATE**
-<!-- - [Making a light mode for zoom](https://students.washington.edu/sgbowen8/light-mode/) -->
-- [Creating a plugin for word to prompt for better alt text](https://thenorthwes.github.io/improved-word-alt-text/)
-- [Make Arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/)
-- Make a system to help someone with motor impairments create [macros for fixing typos](https://katyp.github.io/input_macros)
-- Improving [coding accessibility for BLV people in VS Code](https://kburtram.github.io/CodeTalk/)
-- Developing a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
-- Improving [chart accessibility](https://accessiplot.readthedocs.io/en/latest/)
-- Improving the accessibility of a [VS Code plugin for code tours](https://github.com/cclaridad/codetour)
-- Creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
-- Making [markdown accessible](https://github.com/jaedong98/accessibility4md)
-- Addressing [open issues](https://github.com/odilia-app/odilia/pulls?q=is%3Apr+is%3Aclosed+author%3Asamtay) for a free and open source screen reader, [Odilia](https://github.com/odilia-app/)
-- **Qbit: An Accessible Tangible User Interface for Window Management and Multitasking**: Screen reader users who are blind use built-in mechanisms (e.g. alt+tab) to switch between windows. This requires them to remember the ordering of windows in these tab
-switchers and linearizes the switching process. Sighted computer users, on the other hand, use a variety of strategies like positioning windows and tabs within and across screens. We address this gap through an exploratory Tangible User Interface (TUI) -- a physical cube -- and report results from an exploratory pilot with one participant. Our preliminary findings show that rotating the cube is an intuitive way to navigate between windows and tabs, the cube’s verbal feedback is helpful while switching windows, and user can distinguish different sides easily due to the textures on the cube.
-- **Knitting4All: Fabricating Solutions to Knitting Accessibility Problems**: We performed one (soon to be more) case study
-with a participant, pseudonym Magnolia, with a traumatic brain injury (TBI), which causes her tremors, pain in her hands, loss of movement in her right (dominant) hand, double vision, and short term memory loss. Using a combination of semi structured interviews and contextual inquiry, we met with our participant to get a sense of how they knit today, the issues they face, and their goals for what they would like to knit. Following, we utilized participatory design, dubbing our participant as the expert, and
-worked closely with the participant to create prototypes via 3D printing and software programming to help her knit more complex patterns with more comfort (now published as part of ["Stitching Together the Experiences of Disabled Knitters"](https://dl.acm.org/doi/10.1145/3411764.3445521))
-- **[Dis]placed: navigating third places and chronic illness**: People experiencing chronic illness often are excluded from
-third places for relaxing and socializing outside of the workplace and home. Designs of public places often neglect important characteristics like: frequent seating, temperature control, and accessible restrooms. However, public places also provide healing elements like relaxation, socialization, and views of nature. Because of the lack of proper design of third places, people with chronic illness find it challenging to find third places that fit their accessible and therapeutic needs and preferences. This project explored whether an information service could be helpful for people navigating the experience of place and chronic illness, by showing which places have certain qualities (now published as part of ["Navigating Illness, Finding Place: Enhancing the Experience of Place for People Living with Chronic Illness"](https://dl.acm.org/doi/10.1145/3460112.3471955)
+- [Alti Discord Bot](alti.html). Alti is a Discord bot that automatically generates alt text for any image that gets uploaded onto Discord. Once you add Alti to your Discord server, Alti will automatically generate alt text for the image using artificial intelligence (AI). [Demo](https://alti-9e674.web.app/)
+- [Complexion Cupid: Color Matching Foundation Program](complexion-cupid.html). Allows individuals with color blindness to upload an image of their skin, and provides a makeup foundation match. Additionally, individuals can upload existing swatches and will be provided with filtered photos that better show the matching accuracy. [Source](https://github.com/catamtz3/uwimg2)
+- [Twitter Content Warnings](content-scanner.html). A chrome extension meant to be used in conjunction with twitter.com in order to help people with PTSD
+- [Lite Lingo: Plain Text Translator](lite-lingo.html). A plain text translator to help individuals with learning disabilities. [Demo](https://ryanvanle.github.io/lite-lingo-website/) and a [plain language checker](https://yichiang.github.io/plain-language-checker/#/)
+- [Matplotalt: Alt text for matplotlib figures](matplotalt.html). A small python package to generate and surface alt text for matplotlib figures and improving [chart accessibility](https://accessiplot.readthedocs.io/en/latest/)
+- [PadMap: Accessible Map for Menstrual Products](padmap.html) Our goal is to ensure that anywhere on campus, people can search up the closest free menstrual products to them and get there in an accessible way. [Source](https://github.com/kirstenmg/padmap)
+- [SpeechIT](speaker-notes.html). A presentation speech checker to ensure a user’s verbal speech during presentation is accessible and understandable for everyone.
+- [Make Arduino programming more accessible](https://uwcse-nsds.github.io/arduino-a11y/) by visualizing output from its sensors accessible and creating [tactile schematics](https://www.hackster.io/monica/creating-tactile-schematics-using-fritzing-5b47f8) for circuits
{% enddetails %}
We have solicited project ideas from faculty, researchers and community members. They will be made available on the [class discussion board]({{site.discussion}})
@@ -90,4 +73,3 @@ Your write up should include the following information
# Turnin
Submit your write up on Canvas.
-
diff --git a/assignments/technology-implementation.md b/assignments/technology-implementation.md
index 61aa6789b219c52912e5d468e84dad00a7e770da..42219bbe38862df36e3158d4aa8721dcf22a5eda 100644
--- a/assignments/technology-implementation.md
+++ b/assignments/technology-implementation.md
@@ -4,7 +4,7 @@ published: true
title: Accessibility Implementation
description: Apply accessibility principals to a thing
-revised: March 24, 2024
+revised: July 9, 2024
---
@@ -19,6 +19,7 @@ This homework will contribute to your competency grade on
- Accessible Document Creation
- Familiarity with a Range of Accessibility Technologies
- Image Description
+- Correct use of Web/App Accessibility Rules
It may contribute to other competencies depending on how you approach it.
@@ -29,7 +30,7 @@ To complete this assignment, please do the following
You should identify a technology you have implemented *for general use* (i.e. not an accessibility technology). Ideally this should be an interactive technology (some kind of user interface, app, etc). If you have no such thing, you can ask to approve using a website or other static content that you have generated as an alternative.
{% details Possible examples (this list is still unders construction) %}
-- A class assignment that has an interface
+- A class assignment that has an interface (web, mobile or other)
- A web app
- A mobile app (class projects are ok)
- Your personal website
@@ -48,32 +49,26 @@ our approval by submitting the content you will focus on to us ahead of time.
## 2. Select an accessibility technology and test your app with it
-Be clear about which accessibility aid (such a screen reader, magnifier or single switch input) *or* which perceptual concern (such as color blindness) your modifications will be addressing.
-
-Be clear about what task your are testing.
-
-Test out your app with that accessibility aid and identify any problems with completing that task.
-
+Record the following information in a summary document:
+- What technology you were testing (what it does; a screen shot)
+- Which accessibility technology (such a screen reader, magnifier or single switch input) *or* which perceptual concern (such as color blindness) you tested with
+- What task your are testing.
+- Test out your app with that accessibility aid and identify any problems with completing that task. Fill out at least 2 UARs describing different problems you found.
## 3. Fix the problem
-
Once you have identified problems, it is time to fix them. The expectations here will depend partly on the details of the task you select (which must be instructor approved) but it needs to include at least two different areas of POUR (i.e. address issues with both percievability and operability) or otherwise demonstrate that you have not done something overly simple.
+- Add a description of what you fixed to your summary
+- Add a paragraph describing something you learned from this assignment to your summary
+
## 4. Present it to us
We will **announce/decide closer to this assignment** whether this should be done as a live demo, in section, or by video depending on factors like class size. Regardles of how you present, your presentation will need to demonstrate the problems you found and the fix you created. This should include a "before & after" style presentation, where you use the technology with the accessibility technology you used to test and improve the experience, before and after the fix, demonstrating what did not work and how it improved.
-
# Hand in
-Turn the following in on [Canvas]({{site.canvas}})
-
-- An accessible 1 page document stating
- - What thing or app and task you picked (include pictures)
- - What accessibility technology you picked
- - What you had to do to make it more accessible
- - What are three things you learned from doing this?
- - An appendix with a list of the competencies you wish to be assessed on other than the required ones, and any additional information needed to be assessed (as specified in [the competencies](index.html#competencies))
-
-Note: **do not submit a PDF**. We expect your submission to be a Word or Google Doc.
+[Submit]({{site.submit}}) the following:
+0. Check that you have met the requirements in the [Canvas Outcomes]({{site.canvas}}/outcomes) for this assignment
+1. Write a brief statement about whether or not you used generative AI in your assigment. If you did, state how, and make sure you are following the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html).
+2. Submit your summary
diff --git a/assignments/website-report.md b/assignments/website-report.md
index d4b635b905349fa274ffad0205f08c7e3cba1652..a9b78aca291ccc6cca198f7b2e5ef7932fc81030 100644
--- a/assignments/website-report.md
+++ b/assignments/website-report.md
@@ -4,14 +4,7 @@ published: draft
title: Website/App Accessibility Report (Group)
description: Learn how to write about and remediate accessibility problems with websites and apps
-code: hw4
-
-assigned: Assigned October 18, 2023
-due:
- - Due on October 30, 2023
- - Two day grace period, November 1, 2023
-
-revised: Oct 17, 2023
+revised: July 9, 2024
---
* TOC
@@ -26,14 +19,14 @@ Please note that *plain language* is *not* required (or expected) for this assig
## Competencies
This homework may contribute to your competency grade on
-- Can articulate paths to addressing accessibility problems
-- Accessible written document creation
+- Correct use of Web/App Accessibility rules
+- Accessible document creation
- Image description
-- Your participation grade, as a percentage of completeness (are all the required parts present)
## Length & Difficulty
-Students in the past have reported that taken together, Assignment 3 and Assignment 4 require a median of 20 hours (mode=6). A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
-- It helps to use the [UAR template](webegs/UAR_Template.doc) when filling out the UARS.
+
+Students in the past have reported that this report requires a median of 6 hours to complete. Comments students shared with us include:
+- We [learned a lot from] how other people from group come up with different UARS.
- It was very motivating to do this for a real client
# Details
@@ -73,16 +66,15 @@ For each WCAG #:
In addition, for each problem, or set of problems, you should discuss the remedy that is needed to address it. Be as concrete as you are able to be given the information available to you.
-## 4. Make sure your report is accessible
-
-We ask that you do four things to make the deliverable accessible:
-- Use headers. In Microsoft Word these are built-in "styles" and in Google Docs you can see these under "Format -> Paragraph Styles." Headers should be nested like they are in HTML (e.g., H2 after and H1). Read [this for more guidance in how to do styles in Word.](https://support.microsoft.com/en-us/office/make-your-word-documents-accessible-to-people-with-disabilities-d9bf3683-87ac-47ea-b91a-78dcacb3c66d#bkmk_builtinheadings_win)
-- Use proper color contrast. Note that some of the default styles in Microsoft Word do not have proper color contrast. You can right click on a style in the home bar and modify it.
-- Write alt text for all non-decorative photos.
-- Use meaningful hyperlink text (e.g., Do: check out [my web page](https://courses.cs.washington.edu/courses/csep590b/23wi/); Do not: click [here](https://courses.cs.washington.edu/courses/csep590b/23wi/) to learn more).
+# Individual Reflection
+Your reflection should
+0. A description of what *you* contributed to the report. This will impact which competencies we grade you on. It is fine if more than one person works on the same thing, but describe how: For example, if one person made the report accessible, and a second person double checked it, tell us what role you played. If there is a competency you did not work on, tell us that too, there will be another chance to be assessed on it in the future!
+2. Tell us one thing that functioned well in your group
+3. tell us one thing that we could do to help your or a group like yours manage this assignment better in the future
+4. List any extra competencies and meet their requirements
# Turnin
-
-Turn in your report document. Note: **do not submit a PDF**. We expect your submission to be a Word or Google Doc.
-Also turn in (individually) a description of what *you* contributed to the report. This will impact which competencies we grade you on. It is fine if more than one person works on the same thing, but describe how: For example, if one person made the report accessible, and a second person double checked it, tell us what role you played.
+0. Check that you have met the requirements in the [Canvas Outcomes]({{site.canvas}}/outcomes) for this assignment
+1. Write a brief statement about whether or not you used generative AI in your assigment. If you did, state how, and make sure you are following the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html).
+2. [Submit]({{site.submit}}) your accessible reflection (individual) and accessible report document (group).
diff --git a/assignments/website.md b/assignments/website.md
index 57aa800aeef6f1f13c3879cc715b0232ae61612c..a04a1052b453692abc1c8b90f2a043167b9a0a0e 100644
--- a/assignments/website.md
+++ b/assignments/website.md
@@ -1,15 +1,10 @@
---
layout: assignment
-published: true
+published: draft
-title: Website/App Accessibility UARS (Individual)
+title: Website/App Accessibility Assessment (Individual)
description: Learn to assess website/app accessibility using a variety of technologies
-code: hw3
-
-assigned: October 11th, 2023
-due: October 16th, 2023 (2 day grace period, October 18th, 2023)
-
-revised: October 10, 2023
+revised: July 9, 2024
---
* TOC
@@ -20,30 +15,21 @@ The goal of this homework is to learn about basics of website accessibility and
## Competencies
This homework may contribute to your competency grade on
-- Can apply web/app accessibility rules to understand conformance and identify violations on:
- 1. whether content is perceivable
- 2. whether content is operable
- 3. whether content is understandable
- 4. whether content is robust
- <!-- - 5 the meaning of conformance -->
-- Can use an accessibility checker to assess whether a web page or app is accessible
-- Can use an accessibility technology to find web page or app accessibility problems that are not found with an automated accessibility checker
-- Demonstrate familiarity with a range of accessibility technologies (at least 2)
-- Can articulate paths to addressing accessibility problems
-- Image description
-- Your participation grade, as a percentage of:
- - completeness (are all the required parts present)
- - consistency: are you applying the skills you've learned so far consistently as relevant?
+- Accessibility Technology Familiarity
+- Automated Accessibility Checking
+- Correct use of Web/App Accessibility Rules
+- Accessible Document Creation
+- Image Description
## Length & Difficulty
-Students in the past have reported that taken together, part 1 (assigned Oct 11) and part 2 of this assignment (assigned Oct 18) require a median of 20 hours (mode=6). A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
-- It helps to use the [UAR template](webegs/UAR_Template.doc) when filling out the UARS.
-- It was very motivating to do this for a real client
+Students in the past have reported that this assignment took them a median of 7 hours. A challenge that multiple students faced is summarizing the WCAG guidelines in their own words. Please be sure to do so, *or* to quote and reference WCAG guidelines according to our [course policy on academic conduct]({{site.baseurl}}/academic-conduct.html). Some things that students have told us about this assignment:
+- It helps to use the [Usability Access Report (UAR) template](webegs/UAR_Template.doc) when filling out the UARS.
+- It was surprising to realize how many issues even websites that try to take accessibility into account still miss!
Here is a [sample set of UARs](webegs/DDUARS.docx) that a prior student who completed this assignment has kindly shared with us for you to look at.
# Details
-Your goal is to generate a range of UARs (Usability Aspect Reports) documenting accessibility concerns (and perhaps successes) with a website or app. You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing.
+Your goal is to generate a range of Usability Aspect Reports documenting accessibility concerns (and perhaps successes) with a website or app. You will use [W3C guidelines](https://www.w3.org/WAI/standards-guidelines/) for the site or app you are assessing.
The most relevant are probably [WCAG
2.1](https://www.w3.org/WAI/standards-guidelines/wcag/glance/) and
@@ -60,27 +46,12 @@ Optional readings:
## 0. Look over your assigned website and select 3 tasks
-You will be assigned to one of eight websites that were submitted by external organizations for review. Please see Canvas for your specific assignment group. Note that this is *not* a group project, we are asking you to individually work on your assigned website this week. You will join forces *next* week to write a report.
+You will be assigned to one of eight websites that were submitted by external organizations for review. Please see Canvas for your specific assignment group. Note that this is *not* a group project, we are asking you to individually work on your assigned website this week. You will join forces *next* week with others in your section assigned to the same website, to write a report.
-You will need to select what aspect of this site to test, you should have at least 3 different well defined tasks that you test. For example, for DSHS, you might select tasks such as something from the "How Do I" column; contacting support, and finding information about something in the Disability support section.
+You will need to select what aspect of this site to test, you should have at least 3 different well defined tasks that you test. For example, you might select tasks such contacting support, and finding information about accessibility. Be sure to select tasks that are relevant to the website and any requests the submitter made.
{% details List of Websites %}
-
-- [DSHS.wa.gov](https://www.dshs.wa.gov/) -- Our community uses this site for public health services and disability support information.
-- King County Library Systems
- - [KCLS app](https://apps.apple.com/us/app/kcls/id746221889) (requires an iPhone). No specific task was provided, but they said "Assessing this App will benefit patrons with disability who use this App to access KCLS resource"
- - [Libby](https://apps.apple.com/us/app/libby-by-overdrive-labs/id1076402606?utm_campaign=libby&utm_medium=lightning_banner&utm_source=lightning). Again, no task is provided, just that it is "important for accessing library services".
-- [HuskyAdapt](https://depts.washington.edu/adaptuw/) -- This is a UW student group. They say "A lot of individuals with disabilities and adults that work with individuals with disabilities access our website."
-- [Mason County Elections](https://masoncountywaelections.gov/) -- "It provides information on services available to help people with disabilities vote."
-- Thurston County Government
- - [Thurston County Auditor's Office](https://www.thurstoncountywa.gov/departments/auditor) -- "The county just relaunched our web content management system. In addition to our other public facing services, we also conduct election in Thurston County. We would like to especially know if our website works for all users prior to the 2024 election cycle." Focus on the Thurston County Auditor's Office section only.
- - [Thurston County Board of County Commissioners](https://www.thurstoncountywa.gov/departments/board-county-commissioners) -- "This is where constituents go to get information on the activities/decisions/meetings/etc. of the Board of County Commissioners"
-- Snohomish County Auditor's Office [Snohomish County Auditor's Office](https://snohomishcountywa.gov/176/Auditor) -- "We have recently received feedback from the Arc of Snohomish County that many voters with disabilities do not know about the options available to them for voting. We would like to be able to direct more people to our website, but have heard that there are barriers to navigating and accessing needed information. We want to embark on updating our website, but leadership isn't 100% convinced yet that this is necessary. This assessment would help to further make our case that an update is essential to improving accessibility of our services." They particularly want a focus on the information architecture; and it is OK to divide up the sub pages among all students assigned to this. Here is a suggested division:
- - Animal Services
- - Elections
- - Licensing
- - Recording
-
+TBD
{% enddetails %}
## 1. Collect Data on accessibility problems using an automated accessibility checker
@@ -94,38 +65,55 @@ process will be the same for a physical phone or the emulator equipped
with the Play Store. Follow the instructions on the [Getting started
with Google Accessibility
Scanner](https://support.google.com/accessibility/android/answer/6376570?hl=en&ref_topic=6376582)
-page to get the scanner working on your device. Another option is to install the Android Accessibility Suite which contains both the Accessibility Scanner and TalkBack if it has not been installed before.
+page to get the scanner working on your device. Another option is to
+install the Android Accessibility Suite which contains both the
+Accessibility Scanner and TalkBack if it has not been installed
+before.
+
+There is currently no IOS support for testing an application you do not have the source code for.
-For iOS, you should install the Accessibility Inspector, which is freely available through the App Store. More details on [testing for accessibility in iOS.](https://developer.apple.com/library/archive/documentation/Accessibility/Conceptual/AccessibilityMacOSX/OSXAXTestingApps.html)
+You should generate 2-4 UARs from this phase of the project. If there are multiple similar problems (such as missing ALT text for multiple images), summarize them all in a single UAR.
-## 2. Collect Data on accessibility problems using TWO DIFFERENT accessibility technologies
-Use *multiple approaches*, including at a minimum **a screen reader**, and an other AT to assess the accessibility of the website and/or app, and your ability to complete the assigned task using
-accessibility tools. The second AT you choose should provide different information than what a screen reader would. For example, using switch control or voice input are good second choices. However, using the tab key to navigate the website as the second AT is **NOT** considered for competency.
-You may also use other accessibility tools if
+## 2. Decide which *two* accessibility technologies you will use
-Here are some resources that may help you in gaining comfort with these accessibility technologies
+1. Pick two accessibility technologies from the [Adaptech Database](https://adaptech.org/fandi/products/operating-system/mac-os/?v=categories) that you will learn to use. The technologies you choose should provide different information from each other. For example, tabbing through the website will not provide different information than a screen reader, since a screen reader should not be used with a mouse. Most people select a screen reader, and magnification or voice input. If you already use one of these technologies on a regular basis, please check in with the course staff about best choices.
+2. Once you select your technology, read a little about it. What disabilities does it address? This article on the [POSITIVES Scale](https://adaptech.org/wp-content/uploads/abDevelopmentAndValidationOfThePOSITIVESscaleRe3.pdf) has information about what accessibility ICT people with different disabilities report using that you can refer to (see pp. 47-52). You might find p. 79 interesting as well!
+3. Watch a first person account of someone using it.
+
+Here are some example resources that may help you in gaining comfort with these accessibility technologies
- [Setting up a screen reader testing environment](https://www.sarasoueidan.com/blog/testing-environment-setup/)
- [Zoomtext and other magnification in use](https://www.youtube.com/watch?v=4ZRVDgeMpXc) and [Setting up windows for zooming](https://www.youtube.com/watch?v=TQhUCnMhDZE)
- [Screen reading intro](https://axesslab.com/what-is-a-screen-reader/)
- Switch control intro: [Switch Control overview](https://www.youtube.com/watch?v=GQKEE9nI1lk)
- Advanced voice based input: [voice programming](https://www.youtube.com/watch?v=YKuRkGkf5HU)
+**NOTE** if you want to be re-assessed on your first person account competency, this is an opportunity o resubmit it. However, you will need to follow the instructions for re-assessment in the [canvas outcomes]({{site.canvas}}/outcomes) to receive credit for this.
+
+3. Collect data on accessibility problems using the two accessibility technologies. You should find at least one new problem with each AT, that you did not already find with the automated tool. If you cannot find any problems, reach out to the staff for approval and we will help you identify a success category you can write up in a UAR that demonstrates how well that AT is supported.
+
## 3. Record the data in a *Usability Aspect Report*
-Record each group of similar issues you find using this [Usability Aspect Report Template](webegs/UAR_Template.doc). Here is a [sample set of UARs](webegs/DDUARS.docx) that a prior student has kindly shared with us for you to look at. Make sure that your UARs are accessible. Be sure to include problems that you found with an automated tool *and* things that you could only find using manual testing with a screen reader or other accessibility technology.
+Record each group of similar issues you find using this [Usability Aspect Report Template](webegs/UAR_Template.doc). Here is a [sample set of UARs](webegs/DDUARS.docx) that a prior student has kindly shared with us for you to look at. Make sure that your UARs are accessible. Be sure to include problems that you found with an automated tool *and* things that you could only find using manual testing with a your accessibility technologies.
Some key things to make note of:
- **Good or Bad Feature** *If your website as very accessible* you may include UARS for particularly good features
- **Source** including *your initials*; *the type of AT used*; and a unique ID. For example, JM-SR-3 (which means, approximately, Jennifer Mankoff Screen Reader UAR # 3).
-- **Name/Brief Description** Provide a very brief name/summary
+- **Name/Brief Description** Provide a very brief name/summary. This should include the **WCAG guideline or guidelines that this violates
+**
- **Evidence** Specify the guideline violated and provide a screen shot with ALT text or other evidence of the violation.
- **Explanation** Explain why this is a problem (or good aspect).
- **Severity** Rank severity (with 4 being catastrophe)
- **Justification** Justify your ranking in terms of *frequency*, *impact* and *persistence*
- **Relationship to other problems** If this is related to/caused by/causes other problems you record, you can give their *source* number here
+# Reflection
+Your reflection should
+1. Specify the tasks you were testing in your submission.
+2. Tell us, what are some examples of problems you could only identify with manual testing using an accessibility technology (instead of an automated tester)?
+3. For each AT you used write a pragraph about how the AT works and examples the breadth of different disabilities that it is useful for.
+4. List any extra competencies and meet their requirements (e.g., If you want to be assessed for the First Person Account competency, you would need to include a link to the account you found and meet the re-assessment requirements mentioned in the [canvas outcomes]({{site.canvas}}) for it.
+
# Turnin
-1. Submit your UARS (an accessible document that is not a PDF) as an attachment to the appropriate discussion as specified in Canvas. In addition to your UARs, this document should :
- - Specify the tasks you were testing in your submission.
-- An answer to this question: What are some examples of problems you could only identify with manual testing using an accessibility technology (instead of an automated tester)?
-2. Also upload this document as a file upload on canvas.
+0. Check that you have met the requirements in the [Canvas Outcomes]({{site.canvas}}/outcomes) for this assignment
+1. Write a brief statement about whether or not you used generative AI in your assigment. If you did, state how, and make sure you are following the [academic conduct guidelines]({{site.baseurl}}/academic-conduct.html).
+2. [Submit]({{site.submit}}) your reflection and UARS. Make sure they are accessible!
diff --git a/index.md b/index-ugrad.md
similarity index 73%
rename from index.md
rename to index-ugrad.md
index 94d62f546182c51884417df212501f3d3a765f54..511d04bbe2db3a5bdd081118eda6a60b114d996e 100755
--- a/index.md
+++ b/index-ugrad.md
@@ -19,34 +19,37 @@ To learn how computing can enable new solutions to accessibility, including bot
<!-- Even though I have a lot of experience with implementing accessibility in code and pushing for more accessible designs at work, I have learned a lot from this course [that I plan to take back into my workplace] -- 2023 student -->
<!-- {: .quote} -->
-I almost feel like this class should be mandatory for anyone in Computer Science, especially people who want to work in frontend dev work that allows for direct interaction with customers
--- 2023 student
-{: .quote}
+<!-- I almost feel like this class should be mandatory for anyone in Computer Science, especially people who want to work in frontend dev work that allows for direct interaction with customers -->
+<!-- -- 2023 student -->
+<!-- {: .quote} -->
+This was one of the most useful CS classes I've taken at UW so far, and I think I'll be using the things I learned for the rest of my career.
+-- 2024 student
+{: .quote}
+
I think this is one of the classes where I learned the most in all the classes I have taken here. As someone with invisible disabilities, I never realized how much of a world there is and learned a lot about myself alongside the material. -- 2023 student
{: .quote}
-It is a class I would instantly recommend anyone to take in terms of the content and just how welcoming it is for anyone to learn this insanely important topic. It is a top 3 class in the whole CSE department for me -- 2023 student ... I think I'll be using the things I learned for the rest of my career.
+It is a class I would instantly recommend anyone to take in terms of the content and just how welcoming it is for anyone to learn this insanely important topic. It is a top 3 class in the whole CSE department for me
-- 2023 student
{: .quote}
+
How can computing enable new solutions to accessibility, including both access to the world and access to computers? Similarly, how can a disability studies perspective guide us in developing empowering and relevant solutions to accessibility problems? This course explores both of those questions through a combination of discussions, reading, and building. In addition, by studying access technology, we can gain valuable insights into the future of all user interface technology.
Access technology (AT) has the potential to increase autonomy, and improve millions of people’s ability to live independently. In addition, accessibility is a human rights issue and it is the law. If you're creating interactive technologies, you should know how to build regular interfaces that are accessible as well as understanding the value of innovating new approaches to accessibility. Disability touches almost everyone either directly or indirectly at some point in life, temporarily or permanently. Let’s create a future we will also want to and be able to be part of.
-In this course we will focus on a combination of practical skills such as how to create accessible of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, AR/VR and AI/ML; and forward looking topics such as intersectional concerns, accessible healthcare, and accessibility in disaster response. The largest project in the class will be an open ended opportunity to explore access technology in more depth. We will also cover disability justice and advocacy.
+In this course we will focus on a combination of practical skills such as how to create accessible of documents, websites and apps and how to do disability based UX; advanced skills such as how to address accessibility in visualization, laser cutting and AI/ML; and forward looking topics such as intersectional concerns and accessibility in sustainabiilty and disaster response. We will also cover disability justice and advocacy. The largest project in the class will be an open ended opportunity to explore access technology in more depth.
{% enddetails %}
{% details What are the Prerequisites and Expectations? %}
-The only requirement for this class is that you are comfortable programming and picking up new languages and tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
-
-In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. Looking beyond policy, plagiarizing is a violation of disability justice and in direct conflict with the learning goals of this course.
+The only requirement for this class is that you are comfortable programming and picking up new tools that you have not been exposed to before. You will have some control over this, however, basic web skills are likely to be useful. The primary programming project in this class is one you design yourself.
-We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
+In addition, please familiarize yourself with the course [academic conduct]({{site.baseurl}}/academic-conduct.html) policy. Looking beyond policy, plagiarizing is a violation of disability justice and in direct conflict with the learning goals of this course. We will grade on the assumption that you have read and understood it, and there will be penalties if you do not follow these policies. These will be determined on a case by case basis, but at a minimum:
- If you plagiarize you will receive a 0 on participation for that assignment
- If you plagiarize on any assignment, you will receive a non-competent on your disability justice competency
@@ -84,15 +87,15 @@ make this a barrier. We will do our best to support remote
participation when there is a need for this due to a family
obligation, disability, or other concern.
-{% details When and Where is the Class Held? %}
+{% details When and Where is the class held? %}
See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office hours.
- **Class Time:** {{site.time}} (PDT)
- **Class Location:** {{site.room}}
- **Section Time:**
- - 2:30-3:20 [GUG 218](https://www.washington.edu/classroom/GUG+218)
- - 3:30-4:20 [MGH 271](https://www.washington.edu/classroom/MGH+271)
+ - 2:30-3:20 [HCK 132](https://www.washington.edu/classroom/HCK+132)
+ - 3:30-4:20 [LOW 101](https://www.washington.edu/classroom/LOW+101)
{% enddetails %}
@@ -101,19 +104,17 @@ See [Canvas]({{site.canvas}}) for all zoom meeting links for classes and office
|-------------------------------------------------------------------------|------------------------------------------------------------|-----------------|
| {:width="80px"} | [Jennifer Mankoff]({{site.author.url}}) (she/her) | Instructor |
-| {:class="ta-picture"} | [Aashaka Desai](aashakadesai.github.io) (she/her) | TA |
+| {:class="ta-picture"} | [TBD](url) (pronouns) | TA |
<BR>
**Office Hours**
-|----------------|--------|-----|--------------------------------------------------|
-| Day | Time | Who | Where |
-| Monday | 10-11 | Jen | Online (also this is tentative)) |
-| Wednesday | 2-2:30 | Jen | CSE 2, room 214 |
-| Thursday | 12-1 | Aashaka | Online (Zoom TBD) |
-| Asynchronous | | Any | Post to [discussion board]({{site.discussion}})* |
-| By Appointment | | Any | Post to [discussion board]({{site.discussion}}) |
+|----------------|-------------|-----|--------------------------------------------------|
+| Day | Time | Who | Where |
+| Monday | 11:30-12:30 | Jen | In person |
+| Asynchronous | | Any | Post to [discussion board]({{site.discussion}})* |
+| By Appointment | | Any | Post to [discussion board]({{site.discussion}}) |
@@ -173,7 +174,7 @@ UW Net ID
Masking is currently optional, however people in the room include those who are high risk with respect to COVID and people who live with vulnerable family members. Masks offer another layer of protection to further reduce the risk of transmission for all of us, and help to support these individuals. Thus, in this class, wearing a mask indoors when around others is recommended, and I ask that you attend class remotely if you are sick or have potentially been exposed to COVID-19.
{% details Why are masks passed around in class? %}
-According to the [UW face covering policy](https://wwwb.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).
+According to the [UW face covering policy](https://www.ehs.washington.edu/covid-19-prevention-and-response/face-covering-policy).
>As part of the University’s multi-layered strategy to limit the transmission of COVID-19, face coverings, particularly well-fitting, high-quality masks (e.g., N95, KN95, surgical mask) remain a useful tool in helping to limit the spread of COVID-19.
@@ -214,7 +215,7 @@ between them, please respect that request if possible.
{% details What if I get sick or may have been exposed to COVID-19?%}
See [this FAQ](https://www.ehs.washington.edu/covid-19-prevention-and-response/covid-19-case-and-exposure-guidance) by UW on what you should do if you get
-sick. You should also check out the [Remote Access](#remote-access) options listed above!
+sick. You should also check out the *Remote Access* options listed above!
If you believe you have been exposed to COVID-19, follow the recommendations outlined in this
[flowchart by EH&S](https://www.ehs.washington.edu/system/files/resources/COVID-19-public-health-flowchart.pdf).
@@ -236,7 +237,7 @@ any changes from in-person to remote for a day.
{% enddetails %}
-# Is this class Accessible and Inclusive?
+# Is this class accessible and inclusive?
We hope so! The class is a shared learning environment and it is
important to us to make it a welcoming environment for everyone, from
@@ -276,39 +277,42 @@ It is very important to us that you take care of your mental health throughout t
{% details How do you accommodate religious holidays? %}
-You may observe religious holidays that overlap class times. We ask
-that you complete the class attendance requirements for remote
-students in this case. If you have additional concerns that this
-policy does not meet, please contact the instructors. In addition,
-here is some potentially helpful information about UW policy:
-[Religious Accommodations
-Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/).
+As per the UW [Religious Accommodations
+Policy](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/),
+you may observe religious holidays that overlap class times.
Accommodation can be requested within the first two weeks of this
course using the [Religious Accommodations
Request](https://registrar.washington.edu/students/religious-accommodations-request/)
-form on UW's site.
+form on UW's site. Alternatively, you may simply choose to complete
+the class attendance requirements for remote students. If
+you have additional concerns that this policy does not meet, please
+contact the instructors.
{% enddetails %}
-{% details What should I do if something happens that makes me feel unsafe or excluded? %}
+{% details What should I do if something happens that makes me feel excluded or unsafe? %}
-If you have been subject to sexual harassment, you feel you have been discriminated against, our you have been made to feel uncomfortable in any way, please tell us. You might choose to speak with your instructor, teaching assistant, the chair of the department, depending on the circumstances.
+If something about the course materials makes you feel excluded, please let us know. We also review them ourselves with inclusion in mind each time we prepare to teach.
+
+We have tried to make the course inclusive of people who have work,
+childcare or appointments that have to be prioritized at specific
+times. However if we can do something to improve this further, or you
+have needs we haven't thought of, please tell us.
-Should you feel uncomfortable bringing up an issue with a staff member
-directly, , there are a number of [Community Feedback Mechanisms and
+If something has made you feel uncomfortable in any way, you have been
+subject to sexual harassment, you feel you have been discriminated
+against, please tell us. If possible, we will address issues through
+systematic and structural change as well is individual support.
+
+In addiion to reaching out to anyone among the course staff you feel comfortable approaching, you have the following options for action:
+- You may report using one of the UW CSE [Community Feedback Mechanisms and
Resources](https://www.cs.washington.edu/community-feedback) including
the [Anonymous Feedback](https://feedback.cs.washington.edu/) form,
but understand we can not respond to you directly if you use the
-latter. Responses, if possible, will be broadcast to the class as a
-whole or systematic changes to the class when necessary.
-
-You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
+latter.
+- You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
-If something about the course materials makes you feel excluded, please let us know. We also review them ourselves with inclusion in mind each time we prepare to teach.
-We have tried to make the course inclusive of people who have work,
-childcare or appointments that have to be prioritized at specific
-times. However if we can do something to improve this further, or you have needs we haven't thought of, please tell us.
{% enddetails %}
@@ -350,17 +354,17 @@ to help assign a score on that learning goal.
{% details Nice philosophy and all... what does that mean for me? %}
The competencies needed for this course are listed on the [assignments
-page](assignments/index.html), and can all be found in canvas as well.
+page](assignments/index.html), and can all be found in [canvas outcomes]({{site.canvas}}/outcomes) as well.
Each time you turn in an assignment, you tell *us* which competencies
-we should assess. We may also assess competencies such as
-whether a document is accessible, with accessible image descriptions.
-If an assignment is *not* accessible we *will not assess any
-competencies in it*. Once you achieve competency, we expect you to
-maintain it -- for example, repeatedly turning in inaccessible images
-after achieving competency in image descriptions will lower your
-score.
-
+we should assess. We may also assess competencies such as whether a
+document is accessible, with accessible image descriptions. Once you
+achieve competency, we expect you to maintain it -- for example,
+repeatedly turning in inaccessible images after achieving competency
+in image descriptions will lower your score.
+
+ For more details on how your grade is calculated from your competencies, please see the [assignments
+page](assignments/index.html), which includes a calculator.
When you we assess a competency, we rate your skill as "no evidence"
"below competent" "basic knowledge" or "excellent". Various
combinations of "basic" "excellent" and "below competent" result in
@@ -374,25 +378,31 @@ view your progress on each competency in Canvas (Excellent is called
"Mastery" there). **Click on the competency to see details on whether
you are "competent" or "excellent"**.
+Note that once we have taught you how to make an assignment accessible, you are required to do this for all future assignments. If an assignment is *not* accessible we **will not assess any
+competencies in it**.
+
+
{% enddetails %}
{% details What else will I be graded on? %}
-### 85%: Competencies
-Competencies are 85% of your grade in the class. See the previous
-question for details on how a grade is calculated from your
-competencies.
+### 80%: Competencies
+Competencies are 80% of your grade in the class. Your scores on these competencies determine your grade in the class as follows:
+- Base grade: Number of Competents/2.5 + Number of Excellents/2
+- Competency grade: Base grade - (Number of non competents/2)
-Your scores on these competencies determine your grade as follows:
+This form will calculate your current grade on your competencies using the formula above. Just enter the current status of your competencies from [canvas]({{site.canvas}}) below. Please see the [Syllabus]({{site.baseur}}) for details on how this contributes to your overall grade in the class. Also please note that non-completion of assignments, plagiarism, and regrades may impact your final competency grades in ways that are not necessarily reflected in Canvas.
+
+{% include grade-calculation.html %}
-- Base grade: Number of Competents/2.5 + Number of Excellents/2
-- Final grade: Base grade - (Number of Non-Competents/2)
-### 15%: Assignment Completion, Participation and Effort
-Your effort grade will reflect your participation in the class across
+### 20%: Assignment Completion, Participation and Effort
+Your completion of assignments, and their demonstration of your learnings about class competencies, will impact about 10% of your grade.
+
+Your participation and effort grade will reflect your participation in the class across
multiple dimensions such as whether you answerd reading questions;
participated in discussions and exercises in class (self reported);
-and to what degree you completed all assignments.
+and to what degree you completed all assignments. This will also impact about 10% of your grade
If you participate remotely, or miss a class, you may be asked to
engage in additional work before, after, or during lecture to ensure
@@ -403,22 +413,19 @@ in person.
{% details Does the class have a regrading policy? %}
-Reflecting on feedback is one of the most valuable ways you can learn
-from your mistakes, and we encourage you to do so.
-It is also possible for the graders to make mistakes. If that happens
-we certainly would like to correct the error.
+Yes, regrades are done per competency, not per assignment. Reflecting on feedback is one of the most valuable ways you can learn
+from your mistakes, and we encourage you to do so. At the same time, regrades are not necessary since the next assignment you turn in may well demonstrate your progress on that competency.
+
+If you do choose to request a regrade, check with your TA about what exactly is required for a regrade for any given competency. Also, please note the following:
-However, please note the
-following:
-- Because this class is competency based, you don't necessarily need a regrade, you just need to show that you have learned this competency in this OR a future assignment. Most competencies show up in more than one place
-- When you request a regrade, we may look at the entire assessment, homework or reflection. Therefore,
-it is possible for to lose a competency as well as gain one in this process.
+- Because this class is competency based, you don’t necessarily need a regrade, you just need to show that you have learned this competency in this OR a future assignment. Most competencies show up in more than one place
+- When you request a regrade, we may look at the entire assessment, homework or reflection. Therefore, it is possible for to lose a competency as well as gain one in this process.
+- All regrade requests must be submitted at least a week ahead of the last class of the quarter.
If you have a
question about a grade you received or if you feel the grade you
-received is incorrect, please **[email an
-instructor](mailto:{{site.staff_email}}) for an appointment to discuss
-the assignment and your grade in detail**.
+received is incorrect, please ask for an appointment to discuss
+the assignment and your grade in more detail.
{% enddetails %}
diff --git a/projects/index.md b/projects/index.md
index 8bd4e686668a51d150c362e22b073c1babfe0cd3..3b032dc3d8d7d3fdb055d6c150a75fb36a01117e 100644
--- a/projects/index.md
+++ b/projects/index.md
@@ -11,19 +11,5 @@ Here is a list of all of project markdown pages. Please let us know if this is i
# Project Markdown Pages
-- [Alti Discord Bot](alti.html) (Keejay Kim, Ben Kosa, Lucas Lee, Ashley Mochizuki) Alti is a Discord bot that automatically generates alt text for any image that gets uploaded onto Discord. Once you add Alti to your Discord server, Alti will automatically generate alt text for the image using artificial intelligence (AI). [Demo](https://alti-9e674.web.app/)
-- [Personalized Content Warning Generator](automated-content-warnings.html) (Aleister Jones, Athena Gundry). A customizable tool for generating content warnings in documents. [Source](https://github.com/aljones3/InTextWarn/tree/main)
-- [Enhancing Self-Checkout Accessibility](checkout.html) (Abosh Upadhyaya, Ananya Ganapathi, Suhani Arora). Makes self-checkout more accessible to
-visually impaired individuals
-- [Complexion Cupid: Color Matching Foundation Program](complexion-cupid.html) (Ruth Aramde, Nancy Jimenez-Garcia, Catalina Martinez, Nora Medina). Allows individuals with color blindness to upload an image of their skin, and provides a makeup foundation match. Additionally, individuals can upload existing swatches and will be provided with filtered photos that better show the matching accuracy. [Source](https://github.com/catamtz3/uwimg2)
-- [Twitter Content Warnings](content-scanner.html) (Stefan D’Souza, Aditya Nair). A chrome extension meant to be used in conjunction with twitter.com in order to help people with PTSD
-- [Lettuce Eat!](dietary.html) (Arianna Montoya, Anusha Gani, Claris Winston, Joo Kim). Parses menus on restaurants’ websites to provide information on restaurants’ dietary restrictions to support individuals with specific dietary requirements, such as vegan vegetarian, and those with Celiac disease. [Demo](https://joogtomato.github.io/LettuceEat/)
-- [Form-igate](forms.html) (Sam Assefa). A chrome extension that allows users with motor impairments to interact with google forms using voice commands, enhancing accessibility.
-- [JY Bot: CSE Student Chatbot](jybot.html) (Jackson Ma & Yitong Shan).
-- [Lite Lingo: Plain Text Translator](lite-lingo.html) (Ryan Le, Michelle Vu, Chairnet Muche, Angelo Dauz). A plain text translator to help individuals with learning disabilities. [Demo](https://ryanvanle.github.io/lite-lingo-website/)
-- [Matplotalt: Alt text for matplotlib figures](matplotalt.html) (Kai Nailund). A small python package to generate and surface alt text for matplotlib figures
-- [PadMap: Accessible Map for Menstrual Products](padmap.html) (Kirsten Graham, Maitri Dedhia, Sandy Cheng, Aaminah Alam). Our goal is to ensure that anywhere on campus, people can search up the closest free menstrual products to them and get there in an accessible way. [Source](https://github.com/kirstenmg/padmap)
-- [SCRIBE: Crowdsourcing Scientific Alt Text](scribe.html) (Sanjana Chintalapati, Sanjana Sridhar, Zage Strassberg-Phillips). A prototype plugin for arXiv that adds alt text to requested papers via crowdwork.
-- [PalPalette](social-interaction.html) (Pu Thavikulwat, Masaru Chida, Srushti Adesara, Angela Lee). A web app that helps combat loneliness and isolation for young adults with disabilities. [Demo](https://srushtiadesara.github.io/cse493final/)
-- [SpeechIT](speaker-notes.html) (Pranati Dani, Manasa Lingireddy, Aryan Mahindra). A presentation speech checker to ensure a user’s verbal speech during presentation is accessible and understandable for everyone.
-- [Enhancing Accessibility in SVG Design: A Fabric.js Solution](svg-design.html) (Julia Tawfik, Kenneth Ton, Balbir Singh, Aaron Brown). A Laser Cutter Generator' interface which displays a form to select shapes and set dimensions for SVG creation. [Demo](https://kennethton.github.io/CSE493SVGLaserCutting/)
+[tbd]
+
diff --git a/schedule-quals.md b/schedule-quals.md
index 493c5bdd1f6886eae886e1f1790f9ff01504010b..934d776001f4710cd6e1edcbe5409954c2687ec7 100644
--- a/schedule-quals.md
+++ b/schedule-quals.md
@@ -10,8 +10,6 @@ warning: draft
{: .week}
# Week 1: Introduction to Disability & Accessibility & Accessible Documents
-{: .topic}
-
{: .topic}
## **Wednesday** {% include slide.html title="Introduction to Course" loc="introduction.html" %}
- Learning Goals
diff --git a/schedule-ugrad.md b/schedule-ugrad.md
index bea32a316a0686c54a704d4e4c8b55ee574f003c..066b48f42dde644f4ac4d69ce75254fd4f6148db 100644
--- a/schedule-ugrad.md
+++ b/schedule-ugrad.md
@@ -11,455 +11,203 @@ description: Class schedule and links to lectures, readings and assignments
# Module 1: Accessibility Basics
{: .week}
-# Week 1 (9/27 - 9/29): Introduction to Disability & Accessibility
+# Week 1 (9/22 - 9/28): Introduction to Disability & Accessibility
-{% details Learning Goals and Class Plan %}
-## Learning Goals
-- What is Disability?
-- What is Accessibility?
-- What are Accessibility Technologies?
-
-## Lecture Plan
-**Wednesday Slides** {% include slide.html title="Introduction to Course" loc="introduction.html" %}
-
-**Thursday Section** Discussion and demos of access technologies
-
-**Friday Slides** {% include slide.html title="Accessibility" loc="accessibility.html" %}
-
-## Homework
-
-{: .homework} Required Reading and Reflection
-:
+## Monday NO CLASS
+{: .holiday}
-- **Required**
- - Read about [Disability Dongles](https://www.vox.com/first-person/2019/4/30/18523006/disabled-wheelchair-access-ramps-stair-climbing) and [**Respond**]({{site.discussion}}/3515126)
-- **If you want to dig deeper**
- - Defining Article [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson
+## Wednesday {% include slide.html title="Introduction to Course" loc="introduction.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [AT Around Us](assignments/finding-accessibility.html) Assigned
-{: .homework} [AT Around Us](assignments/finding-accessibility.html) Assigned: Find Accessibility Technologies
-:
-
-{% enddetails %}
-
-{: .week}
-# Week 2 (10/2 - 10/6): Accessible Documents & Disability Justice
-
-{% details Learning Goals and Class Plan %}
-
-## Learning Goals
-
-We will start understanding how to make documents accessible
-- How to present accessibly
-- Get comfortable with basic image description (images, people)
-- Plain Language
-And study disability justice
-- Understand models for disability-centered design
-- What is Disability Justice
+## Thursday Section: Discussion and demos of accessibility technologies
-## Lecture Plan
-**Monday Slides** {% include slide.html title="Accessible Presentations and Presenting Accessibly" loc="presenting-accessibly.html" %}
-
-**Monday/Wednesday Slides** {% include slide.html title="Introduction to Disability Justice" loc="disability-justice.html" %}
-
-**Wednesday Slides** {% include slide.html title="Introduction to Plain Language" loc="plain-language.html" %}
-
-**Thursday: Section**: Practice with Plain Language
-
-**Friday: AT Around Us Presentations**
- - Zoom only day (rather than having three different physical rooms)
- - We will break up into three groups, each with a different zoom link so that we can record your presentations
- - Look for an Ed announcement on this
-
-## Homework
-
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-
-- **Required**
- - The [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf) and [Respond]({{site.discussion}}/3543980)
- - [Plain language writing](https://www.forbes.com/sites/andrewpulrang/2020/10/22/plain-language-writing---an-essential-part-of-accessibility/?sh=2c70bd7e7935) and [Respond]({{site.discussion}}/3543980)
-- **If you want to dig deeper**
- - [Design, Disability and Knowing the 'Other'](https://dl.acm.org/doi/fullHtml/10.1145/3290605.3300528#:~:text=WHAT%20IS%20EMPATHY%3F-,The%20Promise%20of%20Empathy%3A%20Design%2C%20Disability,%2C%20and%20Knowing%20the%20'Other'&text=This%20paper%20examines%20the%20promise,order%20to%20inform%20technology%20development.)
- - [Plain language](https://pudding.cool/2022/02/plain/)
-
-{: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
-:
-
-
-{% enddetails %}
+## Friday {% include slide.html title="Accessibility" loc="accessibility.html" %}
+ - <i class="fa-solid fa-house-laptop" aria-hidden="true"/> Preparation for next week:
+ - Read [Disability Dongles](https://www.vox.com/first-person/2019/4/30/18523006/disabled-wheelchair-access-ramps-stair-climbing)
+ - 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
{: .week}
-# Week 3 (10/9-10/13): Guidelines and Assessment
-
-{% details Learning Goals and Class Plan%}
-## Learning Goals
-
-- What are the current accessibility standards
-- How do we use automated tools to assess accessibility
-- How can we use accessibility technology to assess accessibility
-- Get comfortable using existing freely available accessibility technology to support assessment
-- More advanced accessibility techniques
- - Differences between Image description, Diagram description and UI description
- - Video description & Captioning
- - Math, Tables & other elements (including custom interactors)
+# Week 2 (9/29 - 10/5): Accessible Documents & Disability Justice
-## Lecture Plan
-**Monday Slides** {% include slide.html title="Accessibility Testing" loc="testing.html" %}
+## Monday {% include slide.html title="Accessible Presentations and Presenting Accessibly" loc="presenting-accessibly.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [AT Around Us](assignments/finding-accessibility.html) Due
-**Wednesday**
-- {: .prepare} Come Prepared
-: Come to class with an image, diagram, or other graphic you want to describe
-- **Slides** {% include slide.html title="Accessibility Standards & Media Accessibility" loc="assessment.html" %}
-**Thursday Section**: Practice with Accessibility Assessment
-
-**Friday Slides** {% include slide.html title="More Accessibility Standards" loc="assessment2.html" %}
-
-## Homework
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
+## Wednesday {% include slide.html title="Introduction to Disability Justice" loc="designing-ugrad.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Disability Justice Homework](assignments/disabilityjustice.html) Assigned
+
+## Thursday Section: AT Around Us Presentations (2 groups per section)
-- **Required**
- - Accessibility Testing: Read [The Importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond**]({{site.discussion}}/3580191)
- - Read about [creating accessible images and diagrams](https://dis.acm.org/2023/creating-accessible-figures-and-tables/) and [**Respond**](https://edstem.org/us/courses/41400/discussion/3580191)
- - Find a non-text content on the web that does not have ALT text (something other than a photograph)
- - [Post](https://edstem.org/us/courses/31170/discussion/2394641) a description of [the leftmost GUI](img/assessment/gui.png)
- - Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) (from [The Audio Description Project](https://www.acb.org/adp/ad.html)) and [**Respond**]({{site.discussion}}/3580191)
-- **If you want to dig deeper**
- - Read about [Switches](https://axesslab.com/switches/)
- - Try out the [Image ALT Text Tutorial](https://webaim.org/techniques/alttext/)
- - Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
- - Read about [Making numbers accessible](https://www.tpgi.com/making-numbers-in-web-content-accessible/)n
+## Friday {% include slide.html title="Introduction to Plain Language" loc="plain-language.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> Preparation for next week:
+ - 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
+ - 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
-{: .homework} [Website Testing Homework](assignments/website.html) Assigned: Assess a website or app and generate UARS for it
-:
-
-{% enddetails %}
{: .week}
-# Week 4 (10/16-10/20): Building & Remediating Accessible Interfaces
-
-{% details Learning Goals & Plan %}
-## Learning Goals
-- How accessibility works under the hood
-- More on navigation and its impact
-- What are the trade offs between different tools?
-
-## Lecture Plan
-**Monday Slides** {% include slide.html title="How to build for accessibility" loc="best-practices.html" %}
+# Week 3 (10/6-10/12): Guidelines and Assessment
-**Wednesday Slides** {% include slide.html title="Implementing Accessibility" loc="access-trees.html" %}
-Maybe a hands on exercise. Also discuss Aria
+## Monday {% include slide.html title="Accessibility Testing" loc="testing.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Disability Justice Homework](assignments/disabilityjustice.html) Due
-**Thursday Section** Group work on Report
+## Wednesday {% include slide.html title="What is Accessible?" loc="assessment.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Website Testing Homework](assignments/website.html) Assigned
-jw
-## Homework
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
+## Thursday Section: Practice with Accessibility Assessment
-- **Required**
-
- - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond**]({{site.discussion}}/3636487)
-- **If you want to dig deeper**
- - Read: [Accessibility in Software Practice: A Practitioner’s Perspective](https://dl.acm.org/doi/abs/10.1145/3503508)
- - Read: [Is your web page accessible? A comparative study of methods for assessing web page accessibility for the blind](https://dl.acm.org/doi/10.1145/1054972.1054979) and [**Respond**]({{site.discussion}})
- - Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021
- - Watch: [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g) — this video provides a great overview of the Web and how to make web content accessible. Highly recommended as a supplement to what we will cover in class.
- - Watch: [Latte: Use-Case and Assistive-Service Driven Automated Accessibility Testing Framework for Android](https://www.youtube.com/watch?v=Z84jeO0UZFE) and read [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
- - Read: [Semantics for Eye tracking](https://dl.acm.org/doi/pdf/10.1145/3338844)
-
-{: .homework} [Website Report](assignments/website-report.html) Assigned: Write a group report about your assessment
-:
-
-{% enddetails %}
+## Friday {% include slide.html title="More Accessibility Standards" loc="assessment2.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> Preparation for next week:
+ - Read about how [web semantics are represented by screen readers](https://alistapart.com/article/semantics-to-screen-readers/).
+ - Optionally, you may find it interesting to read about [Accessibility in Software Practice](https://dl.acm.org/doi/abs/10.1145/3503508) or watch the [Google Video on Practical Web Accessibility](https://www.youtube.com/watch?v=x18vEEfpK3g). Also learn what doesn't work: [Lies, Damned Lies, Overlays, and Widgets](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/)
{: .week}
-# Week 5 (10/23 - 10/27): Accessible Need-Finding and Evaluation
-
-{% details Learning Goals & Plan %}
-## Learning Goals
-- How to assess whether a technology is accessible; and whether an accessibility technology is useful and usable, in an inclusive fashion.
-- How do you make sure your *product is accessible* to people with disabilities
- 1. Data Equity and implicit bias
- 2. Beyond automated assessment: Accessible Summative Studies
- 3. Importance of Intersectionality
-- How do you make sure your *accessibility technology is valued* by people with disabilities
- - What are potential data sources for assessing value
- - Collaboration Versus Paternalism
- - Overly narrow views of disability: Multiple disabled people & multiply disabled people
-
-## Lecture Plan
-**Monday Slides** {% include slide.html title="Guest Lecture: Avery Mack: Assessing Accessibility" loc="evaluation.html" %}
-
-**Wednesday** Conversation with Jaipreet Virdi
-- Dr. Jaipreet Virdi will be lecturing on 10/24 at 6:30pm on "The Disabled Gaze: Rethinking the Past, Remaking the Future".
-Please contact the instructors if you would like to attend -- we have 25 tickets to give out
-- In addition, she will join us in class for a conversation about disability and technology and the disabled gaze. This is a chance for you to bring questions about her and her work.
-
-**Friday Slides** {% include slide.html title="Best of ASSETS" loc="best-of-assets2023.html" %}
-
-## Homework
-{: .homework} Required Reading and Reflection (for Wednesday)
-: - Attend [**Jaipreet Virdi's talk**](https://www.washington.edu/lectures/events/the-disabled-gaze-rethinking-the-past-remaking-the-future/) at 6:30pm on Tuesday if you're able (ask us for tickets) *or* read [Q&A with Jaipret Virdi](https://disabilityvisibilityproject.com/2020/08/10/qa-with-jaipreet-virdi/) by Alice Wong on the [Disability Project website](https://disabilityvisibilityproject.com).
-
-{% details Jaipreet Virdi Bio and Talk Abstract%}
-
-Jaipreet Virdi, Associate Professor, Department of History at the University of Delaware, is a scholar activist. Her first book, Hearing Happiness: Deafness Cures in History raises pivotal questions about deafness in American society and the endless quest for a cure. Her writing has appeared in Slate, The Washington Post, The Atlantic, Psyche, The Wellcome Collection, and the New Internationalist. She is on Twitter as @jaivirdi
+# Week 4 (10/13-10/19): Building & Remediating Accessible Interfaces
-How do disabled people use their technologies to draw attention to, rather than hide, their disability? The disabled gaze is an autonomous claiming of identity that rejects typical perceptions of disability as objectifying or exploitative. It offers a way to examines how disabled people, past and present, asserted themselves—through art, for instance—or challenged medical assumptions about their bodies.
+## Monday {% include slide.html title="How to build for accessibility" loc="best-practices.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Website Testing Homework](assignments/website.html) Due
-What happens when we center the disabled gaze in our creations of the future? In this talk, Dr. Jaipreet Virdi asks us to consider how being disabled changes the ways people view the world and the things they create. Through these perspectives, she invites alternative approaches for remaking crip worlds, one in which disabled people, and the disabled gaze, are centered first and foremost.
+## Wednesday {% include slide.html title="How to build for accessibility continued" loc="best-practices2.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Website Report](assignments/website-report.html) Assigned
-The lecture will be accompanied by an ASL interpreter and will include CART captioning.
-{% enddetails %}
-
-
-- Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=3bf833b75e7b) and [**Respond**]({{site.discussion}}/3694599)
-
-- **If you want to dig deeper**
- - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)
- - Read [Accessibility came by accident](https://dl.acm.org/doi/pdf/10.1145/3173574.3174033?casa_token=T1I2RwihIjsAAAAA:QEm3SjurdlcW7oX_1LadxaglZ7oneBX-XLIjMCHbof3gu_IFpDW2OO5tqxZfLIps-94Qik9y5wNw8Q)
- - Read [How to do something good in the disability community if you're not disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=21ef25c97d7f)
-
-{: .homework} **Continued** [Website Report](assignments/website-report.html)
-:
-{% enddetails %}
+## Thursday Section: Group Work on Report
+## Friday {% include slide.html title="How to build for accessibility continued" loc="best-practices2.html" %}
+- <i class="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)
+ - Join our [xxtbd Tinkercard Classroom](https://www.tinkercad.com/joinclass/TBD)
+ - 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
{: .week}
-# Week 6 (10/30 - 11/3): Fabrication
-{% details Learning Goals & Plan %}
-## Learning Goals
-- Work with laser cutting to make accessible technology
-- Learn about fabrication tools and techniques
+# Week 5 (10/20 - 10/26): Fabrication and Accessibility
-## Lecture Plan
-**Monday Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
+## Monday {% include slide.html title="Introduction to Laser Cutting" loc="laser-cutting.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Website Report](assignments/website-report.html) Due
-**Wednesday**: {% include slide.html title="Brief Introduction to Laser Cutting" loc="laser-cutting.html" %}
-
-**Thursday Section IN CSE 022**:
-Finish making laser cuttable designs and print
-
-**Friday** Discussion with [Marco Salsiccia](https://www.linkedin.com/in/marcosalsiccia/), Senior Native Mobile Accessibility Coach at [Deque Systems](https://www.deque.com/#) (formerly a Senior Animator at [First Person](https://www.firstperson.is/); and [Dr. Michele Williams](https://www.linkedin.com/in/micheleawilliams1/) of [M.A.W. Consulting](https://mawconsultingllc.com/). We will talk about about an industry perspective on accessibility testing and born accessible systems.
-
-## Homework
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-
-- **Required: Respond to the Reading Questions and Preparation Requirements.**
- - Read [Lasercutting with Tinkercad](https://www.tinkercad.com/blog/laser-cutting-with-Tinkercad) and join our (Tinkercard Classroom)[https://www.tinkercad.com/joinclass/IEPJ5JFZ3] and complete the tutorial in our [Laser Cut Accessibility Aid](https://www.tinkercad.com/classrooms/gVpVydMts11/activities/e98dyTpqqmK) activity.
- - Read [Empowering individuals with do-it-yourself assistive technology](https://drive.google.com/open?id=17M_-NY35P0wnXTD1kacD33Tt43lqwMsu&usp=drive_fs) and respond to the reading question on [**Respond**]({{site.discussion}}/3756682)
-- **If you want to go deeper**
- - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019
-
-{: .homework} **Assigned:** [Accessibility Implementation](assignments/technology-implementation.html)
-:
-{% enddetails %}
+## Wednesday
+- In class work on accessible objects
+- Testing with paper, scissors, and printers
+- Some overnight printing if ready
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Accessibility Implementation](assignments/technology-implementation.html) Assigned
+
+## Thursday Section in CSE 022: Finish making laser cuttable designs and print
+## Friday {% include slide.html title="Fabrication and Physical Computing" loc="3dprinting.html" %}
+- <i class="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 7 (11/6 - 11/10): Accessible AI
-{% details Learning Goals & Plan %}
-## Learning Goals
-- Sources of Bias in AI based systems
-- Applications of AI for Accessibility
-- How do you make sure your *accessibility technology is valued* by people with disabilities
- - What are potential data sources for assessing value
- - Collaboration Versus Paternalism
- - Overly narrow views of disability: Multiple disabled people & multiply disabled people
-
-## Lecture Plan
-
-**Monday Slides** {% include slide.html title="AI and Accessibility" loc="bias-in-machine-learning.html" %}
-
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-- **Required: Respond to the Reading Questions and Preparation Requirements.**
- - Please read Risks and Opportunities in AI-based applications for people with disabilities. Please also use ChatGPT or github copilot to generate
+# Week 6 (10/27 - 11/2): Accessible Studies & Design
- - A web element such as a link, button, or a small toy webpage. Try to assess the accessibility of this button either using an accessibility technology or an automatic checker. Respond to [this]({{site.discussion}}/3805451) post answering the following questions.
+## Monday (still to verify) {% include slide.html title="Guest Lecture: Avery Mack: Assessing Accessibility" loc="evaluation.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Accessibility Implementation](assignments/technology-implementation.html) Due
- 1. Can you think of one algorithmic decision making system that you came across in your day-to-day experiences? How could this system possibly cause harm to people with disabilities?
-
- 2. Describe your experience of generating the HTML code snippet. What did you try to generate? How accessible was it? Is generativeAI ready to help us write code that generates accessible outputs?
+## Wednesday TBD Guest Lecture
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Project Proposal](assignments/projcet-proposals-ugrad.html) Assigned
-- **If you want to go deeper**
- - [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=18)
- - [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf)
-
-**Wednesday Slides** {% include slide.html title="Designing for and with people with disabilities" loc="designing.html" %}; also Discussion of Final Project
+## Thursday Section: Group Formation & Project Ideation
-{: .homework} [Final Project Proposal](assignments/project-proposals.html) Assigned: Prepare your final project proposal (individual)
-:
-**Thursday: Section**: Practice with making data accessible
+## Friday {% include slide.html title="Best of ASSETS" loc="best-of-assets2024.html" %}
+- <i class="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 testsâ€.
+ - 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)
+
+{: .week}
+# Week 7 (11/3 - 11/9): AI and Data Visualization
+## Monday {% include slide.html title="AI and Accessibility" loc="bias-in-machine-learning.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Project Proposal](assignments/projcet-proposals-ugrad.html) Due
-## Friday 11/10: HOLIDAY
-{: .holiday}
+## Wednesday {% include slide.html title="Data Visualization" loc="data-visualization.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Project checkpoint](assignments/project-checkpoint.html) Assigned
+## Thursday Section: Practice making data accessible
-{% enddetails %}
+## Friday Guest Lecture (TBD)
+- <i class="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/).
+ - Optionally, read [The principal of collective access](https://anticapitalistresistance.org/the-principle-of-collective-access/) or [Climate Crisis makes us recognize our limits: Disability culture can show us how](https://truthout.org/articles/climate-crisis-makes-us-recognize-our-limits-disability-culture-can-show-us-how/?utm_campaign=Truthout+Share+Buttons)
{: .module}
# Module 3: Everything Everywhere All at Once
-{: .week}
-# Week 8 (11/13-11/17): Sustainability & Games
-{% details Learning Goals & Plan %}
-## Learning Goals
-- How do you make sure your *accessibility technology is valued* by people with disabilities
- - What are potential data sources for assessing value
- - Collaboration Versus Paternalism
- - Overly narrow views of disability: Multiple disabled people & multiply disabled people
-- Accessibility and Sustainaibility
- - Disaster response and Access
- - Governmentalitiy and Access
- - Information Economy and Access
-- Accessibility in Games: Why inclusion in eSports matters and how to get there
-
-## Lecture Plan
-
-**Monday**: Group Formation & Feedback Opportunities
-In class exercise to form final project groups
-
-**Wednesday** {% include slide.html title="Sustainability" loc="sustainability.html" %}
-
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-**Required: [Please post your response in this Ed thread]({{site.discussion}}/3851117)**
-- Watch [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=19) and respond to the following prompt:
-Think of a part of a game you’ve played that is both a source of Difficulty AND an accessibility barrier— how might you redesign it to be accessible while still keeping the satisfying game difficulty?
-- Watch [Detecting and Defending Against Seizure-Inducing GIFs in Social Media](https://www.youtube.com/watch?v=rD1p_2EHq3Y) and respond to the following prompt:
-Can you think of a potentially problematic effect in a game that you played? Why is it problematic? Is there an option to disable it?
+{: .week}
+# Week 8 (11/10-11/16): Sustainability
-**If you want to dig deeper**
-- Read [Climate Crisis makes us recognize our limits: Disability culture can show us how](https://truthout.org/articles/climate-crisis-makes-us-recognize-our-limits-disability-culture-can-show-us-how/?utm_campaign=Truthout+Share+Buttons)
-- Read [The principal of collective access](https://anticapitalistresistance.org/the-principle-of-collective-access/)
-- Watch [The Right to be Rescued](https://rootedinrights.org/documentaries/the-right-to-be-rescued/)
+{: .holiday}
+## Monday 11/11: Veterans day (holiday)
+## Wednesday {% include slide.html title="Sustainability" loc="sustainability.html" %}
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Group Project Checkpoint](assignments/project-checkpoint.html) Due
-{: .homework} [Group Project Checkpoint](assignments/project-checkpoint.html) Assigned: Group Project Checkpoint
-:
+## Thursday (lab) Project Group Checkins (Full group attendance Required, details TBD)
-**Thursday**: Section
-Work in groups on final projects
+## Friday Guest Lecture (TBD): Industry perspectives on accessible
+Discussion of accessibility testing and born accessible systems.
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> Readings and Preparation:
+ - Read [How Android Accessibility Services Can Be Used to Hack Your Phone](https://www.makeuseof.com/tag/android-accessibility-services-can-used-hack-phone/); Lewis et al.
+ - Watch [Working at the Intersection of Race, Disability and Technology](https://www.youtube.com/embed/qRMYjdSTnZs?si=HGRM6XIEwSiWbtqI)
+ - Listen to or watch **one of** the following first person accounts:
+ - [Stop Doing That!](https://www.youtube.com/watch?v=hMr831Ro2-k&feature=youtu.be) With Nyle DiMarco
+ - [Chicas talk disability](https://www.manhattantimesnews.com/they-thought-i-was-a-criminalpensaron-que-yo-era-una-delincuente/);
+ - 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))
-**Friday**: [Games](https://docs.google.com/presentation/d/1Ng0xbbPOTZKGJR6EqrWHmZwZKI0DAKnQs828ASuI1XQ/edit?usp=sharing)
+{: .week}
+# Week 9 (11/17-11/23): Topic Intersectionality & Security
+## Monday -- Intersectionality Discussion (Guest TBD)
-{% enddetails %}
+## Wednesday AMA
+- <i class="fa-solid fa-house-laptop" aria-hidden="true"/> [Group Project Checkpoint](assignments/project-checkpoint.html) Assigned
+## Friday TBD -- Guest lecture on accessibility, privacy and security
{: .week}
-# Week 9 (11/20-11/24): Group Checkpoints (Full Group Required)
+# Week 10 (11/24--11/30):
-{% details Group Checkin Plan %}
+## Monday and Wednesday: Group Checkpoints
Attend a meeting slot *with your whole group* (slots will overlap class but also extend beyond class hours)
-## Thursday 11/23 and Friday 11/24: HOLIDAY
+## Thursday 11/28 and Friday 11/29: HOLIDAY
{: .holiday}
-{% enddetails %}
-
-{: .week}
-# Week 10 (11/27--12/1): Intersectionality & XR/AR
-
-{% details Learning Goals & Plan %}
-
-## Learning Goals
-- Intersectionality
- - Exposure to research
- - Example of what intersectional work might look like
- - Discussion of intersections of LGBTQIA+ and disability
-- Accessible Data Visualizations
- - What are the commonly-used techniques to make data visualizations accessible?
- - What are the pros and cons of these techniques?
- - What are some of the nuances in making data visualizations accessible?
-
-## Schedule
-
-**Monday** Guest lecture by [Kirk Crawford](https://kirkcrawford.notion.site/kirkcrawford/Kirk-s-Research-Hub-3c69cc0c43944a76b1492dc80fc64a58): Complex Dynamics: What LGBTQIA+ Community Centers Reveal About Disability and Assistive Tech
-**Wednesday** AR/VR & Accessibility
-
-**Thursday** (lab) && **Friday** Project Group Checkins (Full group attendance Required, details TBD)
-
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-
-Watch the following ASSETS 2023 videos and answer questions on Ed.
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/cZEJBhmq8Jw?si=s0qjRoodI2-Emy0k" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/PuXECFp1m-c?si=BOuCmT38T9d3h3tU" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/qRMYjdSTnZs?si=HGRM6XIEwSiWbtqI" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
-
-**Optional** (we watched this during the ASSETS watch party)
-
-<iframe width="560" height="315" src="https://www.youtube.com/embed/zI2A477vhCs?si=iRfAr1PJzVLdW6C0" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen></iframe>
-
-[VR ALT Text](https://www.alexandria.unisg.ch/269289/1/camera_readyCHI23_Workshop_Alt_Text_2_0.pdf)
-
-{% enddetails %}
{: .week}
-# Week 11 (12/4--12/8): Innovation & Visualization
-{% details Learning Goals & Plan %}
-
-## Learning Goals
-- Disability Innovation
- - Examples of disability innovation
- - How disability innovation drives other forms of innovation
-- remainder: Still TBD
-
-## Schedule
+# Week 11 (12/1--12/7): Final Project Presentations (tentative)
-{: .homework} Posters are due before you go to sleep Thursday.
-: No readings
+## Monday Guest Lecture
-**Monday** possible guest lecture from Richard Ladner
+## Wednesday Presentations
+## Thursday Overflow
-{: .homework} Required Reading and Reflection (for Wednesday)
-:
-- **Required: Respond to the Reading Questions and Preparation Requirements.**
- - [Read the chartability workbook](https://chartability.github.io/POUR-CAF/)
- 1. Read the content until the beginning of the heading "the tests".
- 2. 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).
- - Find one violation of the chart-ability guidelines and explain it in your response [here](https://edstem.org/us/courses/41400/discussion/3967944)
- - If you found an accessible visualisation, great! Tell us what makes it accessible.
-- **If you want to go deeper**
- - [Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf) [**Respond**](TBD)
- - [Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037) [**Respond**](TBD)
- - [Rich Screen Reader Experiences for Accessible Data Visualization](https://arxiv.org/pdf/2205.04917.pdf)
- - [VoxLens: Making Online Data Visualizations Accessible With an Interactive JavaScript Plug-In](https://athersharif.me/documents/chi-2022-voxlens.pdf)
+## Friday Presentations
-**Wednesday** [Accessible Visualization](https://docs.google.com/presentation/d/1-3e-OUBWyrbC4nZYcvyOIecoKilULVPI/edit?usp=sharing&ouid=104436138497356311568&rtpof=true&sd=true)
+# Finals week (tentative)
-**Thursday** Finalize your posters.
-
-**Friday** AMA/TBD
-
-{% enddetails %}
-
-{: .week}
-# Finals week: Final presentations -- 12/12, late afternoon (around 2:30-4ish)
-
-{: .lecture} Final project presentations
-:
+## Final Project Handins Due By 12/9, 8:30am;
+## Possibility of presentations on 12/9 instead of the prior week
{: .week}
{% details Unused Reading and Ideas %}
-{% details some additional readings and slides to possibly use %}
-- Physical computing slides
+- [How to do something good in the disability community if you're not disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=21ef25c97d7f)
+- [VR ALT Text](https://www.alexandria.unisg.ch/269289/1/camera_readyCHI23_Workshop_Alt_Text_2_0.pdf)
- [Crippin' Jim Crow](https://drive.google.com/file/d/1QaRu4T3aax6jg73quHKgpfwJe3nQ4PEv/view?usp=share_link)
- [Traumatic Brain Injury: A Guide for Criminal Justice Professionals](https://www.brainline.org/article/traumatic-brain-injury-guide-criminal-justice-professionals)
- [Disabling Incarceration: Connecting Disability to Divergent Confinements in the USA](https://journals.sagepub.com/doi/pdf/10.1177/0896920511430864?casa_token=4JF2JifTBBwAAAAA:FOPw2ZwZDMbyKoRLloJIhzc4ZQTf25dnTt1NnvR6yaD-S8OfE96U-Un8QLA3_sOw7EGBk3ro8hUv)
@@ -469,32 +217,15 @@ Watch the following ASSETS 2023 videos and answer questions on Ed.
- [Disability Studies as a source of critical inquiry...](https://make4all.org/wp-content/uploads/2019/10/MankoffAssets2010.pdf)
- [Vital coronavirus is failing the blind and visually impaired](https://www.vice.com/en/article/4ag9wb/vital-coronavirus-information-is-failing-the-blind-and-visually-impaired)
- [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) (a little too salesy)
- - [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
- - [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
- - [Considerations for HCI accessibility practices with chronically ill people](https://dl.acm.org/doi/abs/10.1145/3517428.3544803)
- - [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712) - [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
- - [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719)
- - [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
-- Batt (2019). How Android Accessibility Services Can Be Used to Hack Your Phone. Available at: https://www.makeuseof.com/tag/android-accessibility-services-can-used-hack-phone/ Accessed in August 1, 2023.
+- [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
+- [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
+- [Considerations for HCI accessibility practices with chronically ill people](https://dl.acm.org/doi/abs/10.1145/3517428.3544803)
+- [Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
+- [Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
+- [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719)
+- [The Future of Urban Accessibility for People with Disabilities: Data Collection, Analytic, Policy, and Tools](https://dl.acm.org/doi/fullHtml/10.1145/3517428.3550402)
- Andrew, S., Watson, S., Oh, T., & Tigwell, G. W. (2020). A Review of Literature on Accessibility and Authentication Techniques. The 22nd International ACM SIGACCESS Conference on Computers and Accessibility, 1–4. https://doi.org/10.1145/3373625.3418005
- Vivian Motti (2023). Accessible Security and Privacy. Open Access. (In preparation).
{% enddetails %}
-{% details slides not in use %}
-**Slides** {% include slide.html title="Physical Computing" loc="physical-computing.html" %}
-{% enddetails %}
-
-{% details topics not covered %}
-- AR/VR
-- Video conferencing
-- Large gatherings (virtual or hybrid)
-- Online text based support groups
-- Social networks such as twitter or facebook
-- Crowdsourcing
-- Chronic Illness
-{% enddetails %}
-
-{% enddetails %}
-
-