Merge branch 'week2-jen' into 'UACCESS-23fa'

Week 2 first round of updates to slides, schedule, readings and assignment

See merge request undergrad-accessibility-website!25

assignments/disabilityjustice.md

@@ -20,7 +20,7 @@ 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 writing](https://www.plainlanguage.gov/guidelines/) in your post
+- 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)
 
@@ -34,11 +34,8 @@ Some things students have told us about this assignment:
 
 To complete this assignment, you will need to do the following
 
-## 0. Learn about 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)
-
-## 1. Read and summarize article on the topic you have selected. 
-You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval). Your summary should be about a paragraph long (250 words).
+## 0. Select an article to focus on.
+You may use one of the articles we have provided (see below) or find one of your own (requires instructor approval). 
 
 {% details Possible readings %}
 - [masking and disability justice](https://www.thecrimson.com/article/2022/4/21/mask-mandate-disability-justice/) "The most frustrating part that I've had conversations about with people who don’t want the mask mandate has just been me being like, 'I have this condition. I would basically die if I got COVID,'" Shang says. “And then people are like, ‘Yeah, but that’s your issue, not ours.'"
@@ -53,18 +50,48 @@ You may use one of the articles we have provided (see below) or find one of your
 - [access versus cures](https://www.youtube.com/watch?v=7LHNwzLa-88) "is medicine about quality of life or is it about social control?"
 - [intimacy](https://leavingevidence.wordpress.com/2017/08/06/forced-intimacy-an-ableist-norm/) "Forced Intimacy” is a term I have been using for years to refer to the common, daily experience of disabled people being expected to share personal parts of ourselves to survive in an ableist world. This often takes the form of being expected to share (very) personal information with able bodied people to get basic access, but it also includes forced physical intimacy, especially for those of us who need physical help that often requires touching of our bodies."
 - [accessibe](https://www.vice.com/en/article/m7az74/people-with-disabilities-say-this-ai-tool-is-making-the-web-worse-for-them) "They’re actively marketing ‘Hey, don’t worry about it, don’t worry about learning about accessibility—use our automated tool. And not only does the automated tool not fix things, but it gives companies a reason not to educate their coders,” Chancey Fleet, president of the National Federation of the Blind’s assistive technology trainers division, told Motherboard. (Optional  [related article](https://www.linkedin.com/pulse/lies-damned-overlays-widgets-timothy-springer/))
+- [are airlines hearing wheelchair users' protests?](https://newmobility.com/taking-on-the-unfriendly-skies/) "'Every time I get on an airplane, I’m afraid,' he says. 'I figure I’m gonna get hurt. I’m gonna get COVID. And my chair is gonna get broken.' For him, the choice was clear."
+- [disability doulas](https://19thnews.org/2023/07/disability-doulas-support-newly-disabled-people/) "The community care practice, pioneered by queer women of color, reorients newly disabled people to a different life – a necessity that has grown during the pandemic era."
 {% 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). 
+
 
-## 3. Select and write about 3 Disability Justice Principles 
+## 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 the ways in which this technology or service 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. Wthether 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. 
+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, write 1-2 paragraphs (250-500 words). In your writing, you should  name it, briefly define it, and explain how it relates to the article. In addition, explain what remedy could improve the justice of this technology or service (or explain why you believe no remedy is needed). 
+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). 
 
+## 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). 
 
-# 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 {{site.canvas}}.
+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
 
+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. 
+
+# 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 definition 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.

schedule.md

@@ -69,15 +69,17 @@ And study disability justice
 {% details Monday: Accessible Presentations and Plain Language%} 
 
 - **Slides** {% include slide.html title="Accessible Presentations and Presenting Accessibly" loc="presenting-accessibly.html" %}
-- (if time) start on - **Slides** {% include slide.html title="Introduction to Plain Language" loc="disability-justice.html" %}
+- (if time) start on - **Slides** {% include slide.html title="Introduction to Disability Justice" loc="disability-justice.html" %}
 
 {: .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 post your [Reflection](tbd)
+  -  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}}/TBD)
+  - [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}}/TBD)
 - **If you want to dig deeper**
-  - [Design, Disability and Knowing the 'Other'](TBD) and  [**Respond**](TBD)
+  - [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} [Class Participation survey](TBD)
 : 

slides/accessibility.html

@@ -396,4 +396,3 @@ Avoid “able-bodied” or “normal” as differentiating terms
 hero complex? disability inspiration? language issues? all good?
 
 Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}2342965)
-

slides/disability-justice.html

@@ -31,8 +31,12 @@ class:
 - Understand terms about and models for disability-centered design
 
 ---
-# History of Disability Justice
-[//]: # TODO fill this in
+# What is Disability Justice
+Concept developed by Queer, BIPOC disabled people
+
+Deeply connected to anti-capitalist politics.
+- You may not agree, but you should be able to explain the principals anyway. 
+- We are not defining this, we are learning it. 
 
 ---
 # Disability Justice Principles
@@ -50,7 +54,7 @@ racism and sexism.
 ???
 “We do not live single issue lives” –Audre Lorde.
 
-Ableism, coupled with white supremacy, supported by capitalism, underscored by heteropatriarchy, has rendered the vast majority of the world “invalid.”
+Ableism, coupled with white supremacy, supported by capitalism, underscored by hetero-patriarchy, has rendered the vast majority of the world “invalid.”
 
 ---
 # Disability Justice Principles
@@ -145,8 +149,7 @@ We move together as people with mixed abilities, multiracial, multi-gendered, mi
 ---
 # Case study: One-way Masking
 
-Disability Perspective [FastCompany Article](https://www.fastcompany.com/90790893/im-a-chronically-ill-student-and-one-way-masking-isnt-enough) by a chronically ill Berkeley student
-
+First Person Perspective [FastCompany Article](https://www.fastcompany.com/90790893/im-a-chronically-ill-student-and-one-way-masking-isnt-enough) by a chronically ill Berkeley student who was infected by a stranger who sat down next to them without a mask
 
 .quote[I challenge people who are not at high risk for COVID-19 complications to think about what it must be like trying to attend university (or go into work every day) while also trying to avoid getting COVID-19.]
 
@@ -156,16 +159,14 @@ Disability Perspective [FastCompany Article](https://www.fastcompany.com/9079089
 ---
 # Case study: One-way Masking
 
-.left-column50[
 - [Masks hide facial expressions & exacerbate racial bias](https://theconversation.com/face-masks-hide-our-facial-expressions-and-can-exacerbate-racial-bias-155250)
 - Masks make lipreading harder
 - Individual risk of severe COVID is [lower for vaccinated people with no risk factors](https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html#:~:text=COVID%2D19%20vaccination%20helps%20protect,associated%20with%20COVID%2D19%20infection.)
 - Political [resistance](https://theconversation.com/mask-wearing-wasnt-disputed-in-previous-crises-so-why-is-it-so-hotly-contested-today-171536) and [beliefs](https://theconversation.com/face-masks-cut-disease-spread-in-the-lab-but-have-less-impact-in-the-community-we-need-to-know-why-147912)
-- Questions about the [science of masking](https://theconversation.com/face-masks-cut-disease-spread-in-the-lab-but-have-less-impact-in-the-community-we-need-to-know-why-147912)
-] 
-.right-column50[
-.quote[We know masks are effective in laboratory studies, and we know they are effective as part of personal protective equipment for health care workers. But that effect appears diminished in community usage. ]
-]
+- Masks protect the wearer
+- Masks also protect people around you, if you are sick
+
+Discuss masking from a disability justice perspective and [post on Ed]({{site.discussion}}/3534307)
 
 ---
 [//]: # (Outline Slide)
@@ -203,7 +204,7 @@ Disability Justice Based Design
 
 The **central philosophy** in this class 
 
-1) Intersectionality: Ensure that the things we build address multiple disabled people and multiple disabled people 
+1) Intersectionality: Ensure that the things we build address multiple disabled people, with varied identities, and multiple disabled people 
 
 --
 
@@ -227,7 +228,7 @@ Consider things like disclosure and invisibility
 --
 4) Cross-Movement Solidarity
 
-Adressing accessibility isn't enough if we aren't inclusive of other identities tools
+Addressing accessibility isn't enough if we aren't inclusive of other identities tools
 
 
 
@@ -248,7 +249,7 @@ We should work at a pace that includes everyone in the work, and not value the r
 
 7) Cross-disability Solidarity: Again, we should support multiply disabled (and multiple disabled) people...
 
-8) Interdependence: ... and create designs that encourage people (with and without disabiltiies) to work together to achieve access...
+8) Interdependence: ... and create designs that encourage people (with and without disabilities) to work together to achieve access...
 
 9) Collective access: ... and in the process our designs balance agency and control with interdependence and independence
 
@@ -285,7 +286,7 @@ Originally neither universal design nor ability-based design
 The first mobile screen reader]
 
 .right-column[
-![:img  A picture titled SIGACCESS Lasting Impact Award showing Jake Wobbrock; Saun Kane; and Jeff Bigham holding their lasting impact award placards and smiling,100%, width](img/accessibility/sliderule.png)
+![:img  A picture titled SIGACCESS Lasting Impact Award showing Jake Wobbrock; Shaun Kane; and Jeff Bigham holding their lasting impact award placards and smiling,100%, width](img/accessibility/sliderule.png)
 ]
 ---
 ## Sliderule:
@@ -318,7 +319,7 @@ The first mobile screen reader
 ---
 background-image: url(img/accessibility/iphone-now.png)
 
-# Accessibility in the iPhone 
+# Accessibility in the iPhone  Today
 
 
 .left-column60[
@@ -338,8 +339,18 @@ button, etc.
 
 Which disability justice principals did the original iPhone fail to meet? What about now? 
 
-Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}2342976)
+Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}/3534324)
 
 ---
 # Disability Justice Homework Assignment
-[//]: # TODO: Writeup slides for this 
+
+0. Pick an article
+1. Write a 250 word abstract
+2. Select, *define* and write about 3 disability justice principals that are positively, or negatively, represented in that article. Also suggest a remedy if relevant.
+3. Rewrite the abstract in plain language and add it to your handin.
+
+---
+
+# Disability Justice Competencies
+- Plain language
+- Disability Justice 

slides/plain-language.html

@@ -7,9 +7,7 @@ class: middle, center, inverse
 background-image: url(img/people.png)
 
 .left-column50[
-# Welcome to the Future of Access Technologies
-
-Week N, Plain Languages
+# Week 2: Plain Language
 
 {{site.classnum}}, {{site.quarter}}
 ]
@@ -134,15 +132,4 @@ We are asking you to focus on this subset
 - 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/).
 
 
----
-# Assignment
-
-You get to choose what to apply this to and when
-- Can be part of an existing class assignment
-- Can be a response to a reading question
-- Can be other writing you are doing
-- Can be the text of video you are making for some reason
-
-Important to keep it short and be specific about your audience. This is *very hard* to do right. Keep it very short to make that more feasible. 
-
 ---

slides/presenting-accessibly.html

@@ -27,7 +27,6 @@ class:
 
 ---
 [//]: # (Outline Slide)
-[//]: # TODO: Update these slides 
 # Learning Goals for this slide deck
 
 - Presenting Accessibly
@@ -38,6 +37,15 @@ class:
 - First, make your slides accessible 
 - Also share them at least 24 hrs ahead of the presentation (required to pass this competency, built into the assignment this week)
 
+---
+# When presenting
+- Speak slowly and clearly
+- Read entire quotes
+- Describe images and videos
+- Non-verbal content should be described (in the video, or by you)
+
+Today: Pay attention and raise your hand when I fail to do this! If you catch me, you get a surprise :).
+
 ---
 # Slide Show Basics (1/9)
 
@@ -47,11 +55,11 @@ Image Descriptions
 - Long description more complete
 - Not redundant with what access tools (e.g. screen reader) already tell the user (i.e. the type of an element such as "button" or "image" is not useful to include in ALT text)
 
-We'll talk about this a lot this quarter beacuse images, diagrams, videos, charts, and GUIs all require different types of descriptions. 
+We'll talk about this a lot this quarter because images, diagrams, videos, charts, and GUIs all require different types of descriptions. 
 Today we will focus on photographs, because you will probably have them in your decks
 
 ---
-# Describing photographs (1/4)
+# Describing photographs (1/2)
 
 - Automated tools are not enough. 
 
@@ -69,63 +77,65 @@ Is this meant to represent a maple leaf? or Canada? How would you describe the d
 Although technology is getting better at recognizing what an image depicts, algorithms alone cannot understand what an image means within the context of the overall page. A maple leaf might represent Canada, or it might just illustrate the leaf of a tree. Web page authors must provide alternative text that represents the content and function of their images.
 
 ---
-# Describing Photographs (2/4)
+# Describing photographs (2/2)
 
+- Automated tools are not enough. 
 - Depends on setting. [Stangl et al, 2020](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605) asked BLV people about News; SNS; eCommerce; Employment; Dating; Productivity and E-Publication). Includes a table of what to include when
    - Always include whether people are present; any text; names of objects present 
    - Usually include activity; building features (if present); landmarks 
-- Context matters, as covered in depth by [WebAim](https://webaim.org/) article on [ALT text](techniques/alttext/)
-
----
-# Describing photographs (3/4)
-
-[//]: # TODO: decide whether to show this
-
-[It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs
 
+.left-column50[
+![:img Maple Leaf Icon on a Canadian Flag,70%,
+width](img/assessment/canadaflag.png) ]
+.right-column50[
+.quote[A realistic image of a canadian flag with a red maple leaf on a white background. Shadows and curves suggest it is blowing in the wind. Nothing other than the flag is visible]]
 
 ---
-# Describing Photographs (4/4)
-
-- Depends on setting. [Stangl et al, 2020](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605).
-- Context matters, as covered in depth by [WebAim](https://webaim.org/) article on [ALT text](techniques/alttext/)
-- Pay attention to identity of people. [Bennett et al](https://dl.acm.org/doi/10.1145/3411764.3445498) interviewed BIPOC, Non-Binary and/or Transgender Blind people. 
-
+# When to Describe Identity
+[Bennett et al](https://dl.acm.org/doi/10.1145/3411764.3445498) interviewed BIPOC, Non-Binary and/or Transgender Blind people. 
+.left-column60[
+![:youtube a video describing the results of a study with people with disabilities with intersectional identities about their preferences for how to describe diverse people in image descriptions,By6nzFefcxs]
+]
+.right-column40[
+- Meeting new people
+- Identity is the topic of discussion
+- Seeking specific first person perspectives
+- Want/need to understand representation in the media
+- Need to "read" a room, for example to decide whether to code switch
+]
 ---
-# Context
+# How to Describe Identity
 
-.left-column[
-![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 100%, width](img/assessment/award.jpeg)
+.left-column40[
+![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 90%, width](img/assessment/award.jpeg)
 ]
-.right-column[
-The Society for Disability Studies is pleased to announce that Dr. Lezlie Frye has won the Irving K. Zola Award for Emerging Scholars in Disability Studies for her paper:
+.right-column60[
+- Ok to mention race, gender, and disability status in that case
+- Otherwise use appearance (skin color, "person" instead of gender, AT use but not disability status)
 
-Cripping the “Crack Baby” Epidemic: A Feminist Genealogy.
 
-Dr. Frye is an Assistant Professor of Gender Studies and Disability Studies at the University of Utah in the Division of Gender Studies.
+.quote[Lezlie, a white woman, looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us.]
 ]
+Original announcement: Dr. Lezlie Frye has won [an award] for .red[her] paper; alt text (probably) written with her input.
 
----
-# ALT text 
-
-.left-column[
-![:img Lezlie looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us., 100%, width](img/assessment/award.jpeg)
-]
-.right-column[
-"Lezlie, a white woman, looks at us full front with curls down one size of her head and her long sleeve rolled up just on that side of a cowl neck wild abstract print shirt. Her smiling cheeks greet us."
-]
 
 ---
 # ALT Text with Identity Markers?
 
 .left-column40[
-[![:img Screen shot of https://kccnceu2021.sched.com/speaker/ian420,100%,
-width](img/assessment/ian.png)](https://kccnceu2021.sched.com/speaker/ian420)
- ]
+![:img A Black; disabled; non-binary person with a face mask walks down a neighborhood street with one hand in their pocket and the other hand on their cane. They have a short mohawk and are wearing a jacket; shorts; tennis shoes; and glasses,100%, width](img/assessment/todescribe.png)]
+
 .right-column60[
-<iframe src="https://embed.polleverywhere.com/free_text_polls/RnV5XziPoLsApagm1MssR?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+<iframe src="https://embed.polleverywhere.com/free_text_polls/dVkKqIvPJ2rYY6uRZP1Ip?controls=none&short_poll=true" width="800px" height="600px"></iframe>
 ]
 
+---
+# When presenting
+
+How much to describe images
+
+Can a BVI person follow your presentation and get the same information as someone without any visual impairment?
+
 ---
 # Slideshow Basics (2/9)
 
@@ -177,8 +187,7 @@ San serif is considered easier on the eyes for screen presentations
 
 Please, for the love of all that is good on this fine planet we call home, do not do this to your poor audience members
 
-They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as he
-ck for me to type out this thing just to make a point!
+They don’t deserve this! What did they do to you? They probably flew hundreds of miles and of all talks and things to do in this new place came to YOUR presentation. And what do you do? You greet them with this GIANT wall of text! How rude. It’s ugly to look at. It’s hard to read. It’s annoying as heck for me to type out this thing just to make a point!
 
 So please, don’t do this to your audience members. Be a responsible presenter. Practice your talks so you don’t have to read off the slide (or use speaker notes! also okay!). Break up your content so looking at your slides isn’t like getting smacked in the face with a wall of text.
 
@@ -217,7 +226,8 @@ So please, don’t do this to your audience members. Be a responsible presenter.
 - Don't use color to convey meaning
 - 9/10, you don’t need sound effects or visual effects
 - Make sure videos are accessible
-   - Videos should be captioned
+   - Videos should be captioned (at a minimum)
+   - Videos should be audio described (ideally)
 
 ---
 # Slideshow Basics (9/9)
@@ -232,17 +242,3 @@ So please, don’t do this to your audience members. Be a responsible presenter.
 - Make sure videos are accessible
 - Leave space for captions
 
----
-# When presenting
-- Speak slowly and clearly
-- Read entire quotes
-- Describe images and videos
-- Non-verbal content should be described (in the video, or by you)
-
----
-# When presenting
-
-How much to describe images
-
-Can a blind person follow your presentation and get the same informaiton as a sighted person?
-