-Two day grace period, Feb 9, 2023, due at the start of class
revised:Jan 23, 2023
revised:Feb 5, 2023
---
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@@ -23,7 +23,9 @@ This assignment will expose the class to a range of in-use accessibility technol
## 1. Select one example of second wave technology and read about it/try it
Select an example of a so-called "second wave" technology, that you will *write* or *make a video* about. We have a couple of requests from community partners, and you can also select something based on interest. Once you select that technology, you should pick one paper to read deeply, and also try out some of accessible examples of the technology that are available now (you may need to search around to find these). The details of what you read, and try out, may vary with the topic you pick ad you can check with the instructors if you are unsure.
Select an example of a so-called <q>second wave</q> technology, that you will *write* or *make a video* about. Your goal is to (1) summarize some accessibility research with that technology in plain language and then (2) give a survey of some common accessible solutions available today for people with disabilities who want to try the technology (here you can do more of a survey, links to actual available stuff is ideal)
We have a couple of requests from community partners, and you can also select something based on interest. Once you select that technology, you should pick one paper to read deeply, and also try out some of accessible examples of the technology that are available now (you may need to search around to find these). The details of what you read, and try out, may vary with the topic you pick ad you can check with the instructors if you are unsure.
{% details Possible technologies %}
Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners have asked us to provide them with content about. Those with MA are *Maybe Ask* topics, i.e. relevant to a community partner but not a direct ask. Essays on those topics may be shared more broadly in CREATE or partner publications.
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@@ -41,15 +43,14 @@ Those marked with CA are *CREATE ASK* topics, i.e. topics that CREATE partners h
## 2. Write/Talk about the technology using plain language techniques
Next, you should write or talk about the technology using the plain language techniques you learned in class. Your writeup should
You should write or talk about the technology using the plain language techniques you learned in class. Your writeup should
1. Describe the topic
a. Introduce the technology you focused on (1 paragraph)
b. Summarize what might be important to know about the technology from a disability perspective (1-2 paragraphs), including things that can impact its accessibility
2. Summarize what you learned about the topic from the research article. It is ok to mention more than one article, and we selected articles that complement each other. However, you are only *required* to summarize a single article. (4-5 paragraphs)
3. Describe solutions and/or options available now to people with disabilities. For each one
a. Describe it briefly; Provide a link
3. Describe solutions and/or options *available now* to people with disabilities. For each one, Describe it briefly; Provide a link
4. Conclude by summarizing the key take aways
Please note that if you choose to create a video, we cannot provide as
- {: .homework} **Homework:**[Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
{: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
:
{: .homework} Readings for next week
:
-**Required: Reading AND Preparation** by start of class. Respond to the reading questions by start of class and Preparation requirements on Ed.
-**Come to next class prepared** to use either switch control, a screen reader, or magnification on your phone.
- Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345222)
-**Come to next class prepared** with an image you found on the web that does not have ALT text
- ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
- 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 on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
**Optional**
-[Switches](https://axesslab.com/switches/)
-**Optional**
-[Switches](https://axesslab.com/switches/)
{% enddetails %}
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@@ -119,18 +124,24 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{: .homework} [Website/app accessibility](assignments/website.html) Assigned: Assess and write a report
:
{: .homework} Readings for next week
:
-**Required Readings:** Respond to the Reading Questions and Preparation Requirements on Ed
- Read: [Comparison of different methods for accessibility testing](https://sol.sbc.org.br/journals/index.php/jis/article/view/1778/1848) Mateus etal, 2021 and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363730)
- Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2363732)
**If you want to dig deeper**
- 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)
- Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
- 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)
-**If you want to dig deeper**
- 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)
- Watch: [Rescribe: Authoring and Automatically Editing Audio Descriptions](https://www.youtube.com/watch?v=jmyPmT5T0PY)
- 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)
{% enddetails %}
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@@ -174,17 +185,21 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
-**Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
- Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596)
- 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=2821499375e7)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
- Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600)
**If you want to dig deeper**
-[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=4befcb377d7f)
-[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.)
-**If you want to dig deeper**
-[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=4befcb377d7f)
-[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.)
{% enddetails %}
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@@ -233,9 +248,18 @@ Discussion of Disability Dongle Paper
-**Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
- Read [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2424082)
- Read [A systematic literature review of handheld augmented reality solutions for people with disabilities](https://www.mdpi.com/1424-8220/22/20/7719) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2436103)
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@@ -275,23 +299,24 @@ Discussion of Disability Dongle Paper
**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-[Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
-[Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
-[Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
-[Increasing Data Equity in Accessibility](https://arxiv.org/abs/2210.01902) No ed post for this one :)
-[Understanding Screen-Reader Users’ Experiences with Online Data Visualizations](https://athersharif.me/documents/assets-2021-understanding-sru-experiences-online-data-viz.pdf)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485584)
-[Data Representation in Accessibility Data Sets: A Meta-analysis](https://arxiv.org/abs/2207.08037)[**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2485589)
**Optional**
-[Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
-[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)
-[Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
-[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)
-**Optional**
-[Areas of Strategic Visibility: Disability Bias in Biometrics](https://arxiv.org/abs/2208.04712)
-[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)
-[Explaining Explanations: An Approach to Evaluating Interpretability of Machine Learning](https://www.cs.purdue.edu/homes/bb/nit/Lalana-Explainations%20of%20IAS.pdf)
-[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)
{% enddetails %}
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@@ -313,45 +338,49 @@ Discussion of Disability Dongle Paper
{% details Class Plan %}
{: .topic} 5:35-6:20 Bias in Machine Learning
: **Slides** {% include slide.html title="Draft Slides: Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
: **Slides** {% include slide.html title="Bias in Machine Learning" loc="bias-in-machine-learning.html" %}
{: .break} 6:20-6:30 Break / Food
:
{: .topic} 6:30-7:00 Accessible Data Visualizations
{: .topic} 6:30-7:20 Accessible Data Visualizations
: **Slides** {% include slide.html title="Accessible Data Visualizations" loc="accessible-data-viz.html" %}
{: .activity} 7:00-7:40 Skill Goal: Various Techniques to Make Visualizations Accessible
: **In class Exercise**
<!-- - Implement a visualization using [VoxLens](https://github.com/athersharif/voxlens) following the documentation and examples on the GitHub repository. -->
- Use VoxLens from to test different modes of making visualizations accessible (Summary, Sonification, Question-and-Answer) on different visualization types.
- Identify the utility of each mode with each visualization type–when is one mode more suitable than the other and why.
- Identify accessibility measures for demographics other than screen-reader users.
- Discuss: Is any particular technique better suited than the others when considering visualizations types? What other techniques are worth exploring? Could ML help with this?
