- In order to gain informed consent, people with disabilities need to understand what research is
- In order to gain informed consent, people with disabilities need to understand what research is
- Accessible information
- Accessible information
- Similar concerns in recruiting to summative; but bigger ask makes concerns bigger
Negotiating access
- Professional gatekeepers can be “difficult”
- Perceptions that people with disabilities can have of researchers as “just another professional, conducting professional surveillance”
]
]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
---
# Concerns to Address
# Concerns to Address
Role of non-disabled researcher
Disabled people can occupy any part in the research pipeline (e.g, researcher)
Whether disabled or not, it is important o
- Ensuring integrity of “accounts” gained through narrative life history methods
- Ensure integrity of “accounts” gained through narrative life history methods
- Finding ways to support people with disabilities to become researchers in their own capacity
- Find ways to support participants with disabilities to become researchers in their own capacity
- Non-disabled researchers need training if they are to work in PR and take on a support role
- Play down skills of the researcher in PR (Walmsley 2004)
- Skills of the researcher in PR can be played down (Walmsley 2004)
- Address power dynamics
Accountability and ownership
Accountability and ownership
- Researcher is accountable to the funder- who owns the research agenda?
- Non disabled researcher remains accountable to the funder- who owns the research agenda?
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
---
# Concerns to Address
# Concerns to Address
...
@@ -196,7 +189,7 @@ Accountability and ownership
...
@@ -196,7 +189,7 @@ Accountability and ownership
Participation versus Emancipation
Participation versus Emancipation
- Emancipatory research
- Emancipatory research
- Non-disabled researcher is accountable to the people with disabilities. Their skills are at the disposal of the people with disabilities
- Researcher is accountable to participants with disabilities. Their skills are at the disposal of the people with disabilities
- Under the control of disabled people and pursued in their interests (Mike Oliver)
- Under the control of disabled people and pursued in their interests (Mike Oliver)
- Brings about a change, emancipation
- Brings about a change, emancipation
- Participatory research
- Participatory research
...
@@ -207,47 +200,15 @@ Participation versus Emancipation
...
@@ -207,47 +200,15 @@ Participation versus Emancipation
---
---
# Concerns to Address
# Concerns to Address
Understanding and meanings
Non-disabled researchers need training if they are to work in PR and take on a support role
Motivations for participation
Rewards for participation
Recruitment
Potential problematic motivations
- Over-whelming desire to do something that could benefit others
sponsibilityto deliver on this expectation
Gate-keepers
Access needs can synergize and conflict; try to plan for these when designing your studies
The nature of participation
.footnote[Dr Jane Seale, School of Education, University of Southampton]
---
# Motivations for Participation
Over-whelming desire to do something that could benefit others
Adds to the feeling of responsibility that the researchers have, to deliver on this expectation
---
# Methodological Notes
- The Anticipate and Adjust paper covered important considerations in running studies with disabled stakeholders:
- Disabled people can occupy any part in the research pipeline (e.g, researcher)
- Power dynamics come into play when negotiating access needs
- Access needs can synergize and conflict; try to plan for these when designing your studies
---
# Take Home Points
Think about universal design principles – helps all users, not just disabled
Technology can help provide access and control of computer
Technology can also help people function better in everyday world
Solutions include wide range of physical and software solutions
Work with users!
Power dynamics come into play when negotiating access needs
---
---
[//]: # (Outline Slide)
[//]: # (Outline Slide)
...
@@ -391,11 +352,17 @@ So please, don’t do this to your audience members. Be a responsible presenter.
...
@@ -391,11 +352,17 @@ So please, don’t do this to your audience members. Be a responsible presenter.
---
---
# Research Opportunity
# Research Opportunity
- I (Kelly) made a Google Slides Add-On that automatically checks for some accessibility issues
.left-column50[
- If you would like to test it, you can be in the study (use the tool, provide some feedback) and you will be compensated
I (Kelly) made a Google Slides Add-On that automatically checks for some accessibility issues
- **You do not have to participate in this study. Your grade will not be affected if you do or do not participate in this study.**
You may join the study (use the tool, provide some feedback) and you will be compensated
**You do not have to participate in this study. Your grade will not be affected if you do or do not participate in this study.**
]
.right-column50[
]
---
---
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (1 of 2)
...
@@ -407,6 +374,7 @@ So please, don’t do this to your audience members. Be a responsible presenter.
...
@@ -407,6 +374,7 @@ So please, don’t do this to your audience members. Be a responsible presenter.
]
]
---
---
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (2 of 2)
# Next Assignment: [AT Around Us](../assignments/finding-accessibility.html) (2 of 2)
.left-column50[
.left-column50[
...
@@ -430,6 +398,7 @@ Key points
...
@@ -430,6 +398,7 @@ Key points
---
---
# Handin requirements
# Handin requirements
.left-column40[
.left-column40[
Handin:
- Two accessible slides per AT (see Canvas for slide deck)
- Two accessible slides per AT (see Canvas for slide deck)
- Present one of them next week (accessibly) in 3-4 minutes (will take about half of class)
- Present one of them next week (accessibly) in 3-4 minutes (will take about half of class)
- Are you giving them enough agency in the study process?
- Are you giving them enough agency in the study process?
---
# The Importance of Gatekeepers
Negotiating access often requires working with gatekeepers
Participants may see researchers as “just another professional, conducting professional surveillance”
---
---
# 3. Pilot study
# 3. Pilot study
...
@@ -310,99 +317,19 @@ At this point the team should be well prepared. However, it is still important t
...
@@ -310,99 +317,19 @@ At this point the team should be well prepared. However, it is still important t
# 5. Analyze the Data
# 5. Analyze the Data
This is another area where access concerns may come up. Discuss with a partner and post your ideas for problems and solutions on [Ed](https://edstem.org/us/courses/31170/discussion/2427390)
This is another area where access concerns may come up.
- Data analysis tools may not be accessible
- Team members may have different needs with respect to written versus audio transcripts
- <q>Member Checking</q>
---
---
[//]: # (Outline Slide)
# Try it
# Learning Goals for Today
- How to build inclusive experiment designs
- Running an inclusive summative study
- **Plain Language Translation**
---
# Plain Language Translation
- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
---
# Guidelines We Ask You to Practice
.left-column50[
- Use simple words
- Use positive language
- Use short paragraphs
- Use short sentences
- Avoid jargon
]
.right-column50[
- Use active voice
- Use present tense
- Use examples
- Use headers
- Use transition words
]
---
# Use Simple Words
- <q>as a means of</q>→<q>to</q>
- <q>at the present time</q>→<q>now</q>
---
# Use Positive Language
- Avoid double negatives
- <q>no fewer than</q>→<q>at least</q>
---
You read about Alexa's use by people with disabilities in class. Form small groups
- Identify potential tasks to test
# Use Short Paragraphs and Sentences
- Write down a sampling goal (who is included)
- Consider if a clause should become a new sentence
- Write down a list of accessibility assessment goals (metrics)
- Identify potential accessibility concerns
---
# Avoid Jargon
- Sometimes the complex word isn't necessary
- If you must use jargon, define it
---
# Use Active Voice
- <q>The lake was polluted by the company</q>→<q>The company polluted the lake</q>
- A good check to see if you're using passive voice: are you using
- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
- A verb ending in <q>-ed</q>
---
# Use Present Tense
- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
---
# Use Examples
- Especially for more complicated topics
---
# Use Transition Words
- Use words: <q>for instance,</q><q>also,</q><q>however,</q><q>to summarize</q>
- Echo previous ideas
- Avoid ambiguous <q>this</q>
---
# Use Headers
- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
- If those are not available, styling text in bold or underlined can still help visual readers
- Live Demo!
---
# Plain Language Resources
Post on [Ed](https://edstem.org/us/courses/31170/discussion/2427390)
- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
description: Accessibility Needfinding and Evaluation
class: middle, center, inverse
---
background-image: url(img/people.png)
.left-column50[
# Week 4: Plain Language Writing
- Guidelines for how to write clearly, with a goal of supporting people with a variety of cognitive abilities and reading comprehension levels
]
---
name: normal
layout: true
class:
---
# Important Reminder
## This is an important reminder
## Make sure zoom is running and recording!!!
---
[//]: # (Outline Slide)
---
# Guidelines We Ask You to Practice
.left-column50[
- Use simple words
- Use positive language
- Use short paragraphs
- Use short sentences
- Avoid jargon
]
.right-column50[
- Use active voice
- Use present tense
- Use examples
- Use headers
- Use transition words
]
---
# Use Simple Words
- <q>as a means of</q>→<q>to</q>
- <q>at the present time</q>→<q>now</q>
---
# Use Positive Language
- Avoid double negatives
- <q>no fewer than</q>→<q>at least</q>
---
# Use Short Paragraphs and Sentences
- Consider if a clause should become a new sentence
---
# Avoid Jargon
- Sometimes the complex word isn't necessary
- If you must use jargon, define it
---
# Use Active Voice
- <q>The lake was polluted by the company</q>→<q>The company polluted the lake</q>
- A good check to see if you're using passive voice: are you using
- A form of <q>to be</q> (e.g., am, is, are, was, be, being, been)
- A verb ending in <q>-ed</q>
---
# Use Present Tense
- Don't: <q>These sections describe types of information that would satisfy the application requirements of Circular A-110 as it would apply to this grant program.</q>
- Do: <q>These sections tell you how to meet the requirements of Circular A-110 for this grant program.</q>
---
# Use Examples
- Especially for more complicated topics
---
# Use Transition Words
- Use words: <q>for instance,</q><q>also,</q><q>however,</q><q>to summarize</q>
- Echo previous ideas
- Avoid ambiguous <q>this</q>
---
# Use Headers
- Preferably, use headers that are built into platforms (e.g., Google Docs, Microsoft Word, EdStem)
- If those are not available, styling text in bold or underlined can still help visual readers
- Live Demo!
---
# Plain Language Resources
- If you have any questions or want examples about any of these concepts, you can look at the [PlainLanguage.gov website](https://www.plainlanguage.gov/guidelines/).
