6 merge requests!12Accessibility website jen summer work,!9Q access 24 sp,!8Q access 24 sp,!5Latest update from Spring 2023,!4Latest update after pmp class,!3Updated content for week 3 and week 4 (week 4 still needs work)
-Two day grace period, Jan 24, 2023, due at the start of class
revised:Jan 13, 2023
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* TOC
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# Learning Goals
This assignment will expose the class to a range of in-use accessibility technologies, and give you experience with seeking out first-person accounts of disability experiences with technology. It will also give you experience with presenting accessibly.
## 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.
{% 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.
- CA: Educational Games for young children ([PAVE](https://wapave.org/)). Research papers: [A preliminary analysis of Android educational game accessibility](https://dl.acm.org/doi/abs/10.1145/3441852.3476532) ; [Web-based serious games and accessibility: A systematic literature review](https://www.mdpi.com/2076-3417/10/21/7859). Available now: [games that are accessible](https://www.pbs.org/parents/thrive/supporting-your-child-with-disabilities-with-digital-learning-games#:~:text=Four%20games%20from%20the%20long,can%20receive%20similar%20learning%20benefits.)(you may need to try these to confirm)
- CA: Online spaces for kids with disabilities (any age) ([PAVE](https://wapave.org/)). Research papers: [Would you be mine: Appropriating Minecraft as an assistive technology for youth with autism](https://dl.acm.org/doi/abs/10.1145/2982142.2982172); [You're my best friend: Finding community online in BTS's Fandom, ARMY](https://dl.acm.org/doi/pdf/10.1145/3495266); [My voice is definitely strongest in online communities: Students using social media for queer and disability identity making](https://muse.jhu.edu/pub/1/article/663305). Available now: [first-person account of what that means](https://www.forbes.com/sites/andrewpulrang/2021/05/31/how-to-find-your-disability-community/?sh=3388225010fe)
- CA: Tools for learning programming ([PAVE](https://wapave.org/)); possible Hope Vision). Research papers: [Blocks4All: Overcoming accessibility barriers to blocks programming for children with visual impairments](https://dl.acm.org/doi/abs/10.1145/3173574.3173643); [Physical programming for blind and low vision children at scale](https://www.tandfonline.com/doi/full/10.1080/07370024.2019.1621175?casa_token=6bNihQzh67EAAAAA%3AxPJWDluwJ7Q6xhted7fT9UW9Y7v-HMSMRIS1Rj1rLd0AaExkr-5IWkMM408DoNn9QOe1xFn9UKvm). Available now: [Blocks4all](https://milnel2.github.io/blocks4alliOS/); [Quorum](https://quorumlanguage.com/); [Microcode](https://learn.adafruit.com/microcode-for-microbit)
- MA: Sports & eSports (e.g. [Seattle Adaptive Sports](http://www.seattleadaptivesports.org/)). Research papers: [Design and real world evaluation of Eyes-Free Yoga: An Exergame for blind & low vision exercise](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5667683/); [Design in the public square: supporting assistive technology design through public mixed-ability cooperation](https://dl.acm.org/doi/pdf/10.1145/3359257); [Accessibility in gaming](https://www.scope.org.uk/campaigns/research-policy/accessibility-in-gaming/#Interests-and-behaviours-among-disabled-gamers)(UK report). Available now: [Xbox adaptive controller](https://www.xbox.com/en-US/accessories/controllers/xbox-adaptive-controller); [Dr. Gearbox](https://store.steampowered.com/app/1218220/The_Mechanical_World_of_Dr_Gearbox/) with ["playable characters show people living with different conditions and disabilities"](https://altagram.com/people-with-disabilities-changing-esports/); [Ablegamers.org](https://ablegamers.org/impact/); numerous first person accounts by disabled gamers.
- MA: Visualization. Research papers: [Communicating Visualizations without Visuals: Investigating Visualization Alternative Text for People with Visual Impairments](https://ieeexplore.ieee.org/document/9552938); [Infosonics: Accessible Infographics for people who are blind using sonification and voice](https://dl.acm.org/doi/10.1145/3491102.3517465); [How accessible is my visualization? Evaluating visualization accessibility with Chartability](https://onlinelibrary.wiley.com/doi/full/10.1111/cgf.14522?casa_token=6uJ3npedmwsAAAAA%3ABeZrqQUFLWkVzgZHtxa29Oqh199mf4_A_eSPsdzpREK0Wm-n5uRCPymODes0W2MDSlUr1yBXX6f-MVY). Available now: The best tools available now still require a *programmer* to use them [HighCharts](https://www.highcharts.com/docs/accessibility/accessibility-module); [Voxlens](https://github.com/athersharif/voxlens). A "live" list that has the latest on what's available [DataViz A11y](https://github.com/dataviza11y/resources)
- Fabrication & Physical Computing. Research papers: [Sharing is caring: Assistive technology designs on thingiverse](https://dl.acm.org/doi/10.1145/2702123.2702525); [Making "making" accessible](https://dl.acm.org/doi/10.1145/2485760.2485883); [Putting tools in hands: Designing curriculum for a nonvisual soldering workshop](https://doi.org/10.1145/3373625.3418011); [Designing educational materials for a blind arduino workshop](https://doi.org/10.1145/3334480.3383055). Available now: [Blind Arduino Blog](http://blarbl.blogspot.com/); (much older) [Smith Ketterwell Technical File](https://www.ski.org/smith-kettlewell-technical-file); [Nonvisual soldering](https://laurenrace.com/teaching/nonvisual-curriculum-design/); [Nonvisual arduino](https://laurenrace.com/teaching/nonvisual-arduino-workshop/)
- Security/Privacy. Research papers: [AccessiLeaks: Investigating privacy leaks exposed by the Android accessibility service](https://hal.inria.fr/hal-01929049/file/naseri-popets19.pdf); [A survey of privacy concerns of smart-home services provided to individuals with disabilities](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7070117/); [I'm literally just hoping this will work: Obstacles blocking the online security and privacy of users with disabilities](https://www.usenix.org/system/files/soups2021-napoli.pdf). Available now: I'm not sure what to put here (feel free to try to find something). Aside from audio-enabled captchas, the other issues raised here are not something that an existing online app can necessarily address.
- MA VR/AR (e.g. [Northwest School for the Deaf and Hard of Hearing](https://www.northwestschool.com/)). Research papers: [Fairness issues in AI Systems that augment sensory abilities](https://arxiv.org/pdf/1908.07333.pdf); [A systematic literature review of handheld augmented reality solutions for people with disabilities](file:///Users/jmankoff/Downloads/sensors-22-07719-v2.pdf); [AR4VI: AR as an accessibility tool for people with visual impairments](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=8088507&casa_token=T2X3w3jTOugAAAAA:Mlnt-Wqk7Y4W-bJndK5Hgc8wbnL2QDVT-JSUZNaxheR2p5h5NPgSsn94TbYTiScUwwJvJBQcySY4); [SeeingVR: A set of tools to make virtual
reality more accessible to people with low vision](https://www.classes.cs.uchicago.edu/archive/2020/winter/20370-1/readings/SeeingVR.pdf). Available now: [OverTHERE](https://apps.apple.com/us/app/overthere/id1126056833); [7 benefits of AR and VR for People with Disabilities](https://arpost.co/2022/02/09/7-benefits-ar-vr-for-people-with-disability/)(look at the article to find things that are not vapor ware if any); same with this article: [Accessibility, Disabilities, and Virtual Reality Solutions](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/);
- Other: You are welcome to tackle other areas covered in class including [AI/ML](https://arxiv.org/abs/2208.04712); [Intelligent Agents](http://acm.mementodepot.org/pubs/proceedings/acmconferences_3173574/3173574/3173574.3174033/3173574.3174033.pdf); you will need to work with the instructors to identify a set of reading papers and technololgies that are available now.
{% enddetails %}
## 2. Write/Talk about the technology in plain language
Next, you should write or talk about the technology using plain language. 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)
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
4. Conclude by summarizing the key take aways
Please note that if you choose to create a video, we cannot provide as
many resources about plain language. However, many of the same
principals that you would use for an essay apply. Some apply to the
video script (such as don't use jargon) and some might apply to the
video structure (such as having clear transitions rather than
headers).
In addition to plain language, please make sure that the document
and/or video you produce is accessible. In the case of the document,
you should use a single column format; label headers properly (in
word, pdf, or html); and include alt text for images (again in any
format). In the case of a video, you should present accessibly; and
include captions.
Please choose at least five of the following ten plain language
principals and include an addendum saying which five you picked.
# Turnin
You will turn this assignment in on canvas.
- Upload your plain language document/or video
- Upload a list of the principles that you applied
- Upload a document containing the ALT text for each figure and/or the caption file for your video
# Competencies
This homework may contribute to your competency grade on
- Image description
- Accessible presentation
- Accessible video creation
- Accessible document creation
- Plain language writing
- Your participation grade, as a percentage of completeness (are all the required parts present)
