diff --git a/assignments/disabilityjustice.md b/assignments/disabilityjustice.md
index 1dbef54ea7ec0e11c7fd462b9ceea7cda72a724d..b95b83a33dc608b9028b3f98376e0d45f04fcc1f 100644
--- a/assignments/disabilityjustice.md
+++ b/assignments/disabilityjustice.md
@@ -72,7 +72,7 @@ For each principle,
- 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).
+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).
diff --git a/assignments/website.md b/assignments/website.md
index ddbc087eb7dbc9e872a32e1d9b057045d08c51b8..95bc58d4a7408268dc886a97f80862fd3ffa0923 100644
--- a/assignments/website.md
+++ b/assignments/website.md
@@ -67,14 +67,14 @@ You will need to select what aspect of this site to test, you should have at lea
- [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 disbility who use this App to access KCLS resource"
+ - [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:
+- 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
@@ -97,7 +97,7 @@ page to get the scanner working on your device. Another option is to install the
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)
-## 2. Collect Date on accessibility problemsusing TWO DIFFERENT accessibility technologies
+## 2. Collect Data on accessibility problems using TWO DIFFERENT accessibility technologies
Use *multiple approaches*, including at a minimum **a screen reader** and **magnification** to assess the website
and/or app, and your ability to complete the assigned task using
accessibility tools. You may also use other accessibility tools if you
diff --git a/schedule.md b/schedule.md
index 64232229fe3d48ddfd1b5edc3b78fb1733ce1501..4898d490d8295e279366a469779ae76355180e5d 100644
--- a/schedule.md
+++ b/schedule.md
@@ -121,11 +121,11 @@ Practice with Plain Language
:
- **Required**
- - Accessibility Testing: Read [The Importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond**](https://edstem.org/us/courses/41400/discussion/3580191)
+ - 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**](https://edstem.org/us/courses/41400/discussion/3580191)
+ - 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/)
@@ -173,10 +173,10 @@ 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**](TBD)
+ - Read: About how [web semantics are conveyed to screen readers](https://alistapart.com/article/semantics-to-screen-readers/) and [**Respond**]({{site.discussion}})
- Read: [Accessibility in Software Practice: A Practitioner’s Perspective](https://dl.acm.org/doi/abs/10.1145/3503508) and Respond on Ed (TBD)
- **If you want to dig deeper**
- - 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**](TBD)
+ - 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/)
diff --git a/slides/assessment.html b/slides/assessment.html
index 9717f18b75d320fe0ba5fb9a1e9cf65630a47055..0eae2493e99c0c370d60fb224da0542062bcd9df 100644
--- a/slides/assessment.html
+++ b/slides/assessment.html
@@ -33,28 +33,27 @@ class:
---
# Introduction to Accessibility Standards
-In this class we will structure our learning around the Web Accessibility Initiative ([WAI](http://www.w3.org/wai/)), a service of the World Wide Web Consortium (W3)
-- WAI sets worldwide recommendations for Web authors, browsers and servers: Web Content Accessibility Guidelines (WCAG)
-- WCAG is "live" (regularly being worked on and updated, with input from the disability community).
-- There is no equivalent for non-web programming, but even though it is web focused, it can easily be applied to apps as well
-- Lots of great info available about how to use WCAG (e.g. this [certificate program](https://de.torontomu.ca/wa/); this [textbook](https://pressbooks.library.torontomu.ca/pwaa/); and [WebAIM](webaim.org)
+In this class we will structure our learning around the Web Accessibility Initiative ([WAI](http://www.w3.org/wai/)), a service of the World Wide Web Consortium (W3C)
+- Makes recommendations for Web authors, browsers and servers: **Web Content Accessibility Guidelines (WCAG)**
+- WCAG is an ongoing project
+- There is no *official* equivalent for non-web programming, <BR> but WCAG can easily be applied to apps as well
+- Lots of ways to learn WCAG <BR> (e.g. this [certificate program](https://de.torontomu.ca/wa/); this [textbook](https://pressbooks.library.torontomu.ca/pwaa/); and [WebAIM](https://webaim.org))
???
We could spend a whole quarter on this... but we're going to limit it to one or two weeks
+"live" (regularly being worked on and updated, with input from the disability community).
+
---
# The [POUR](https://webaim.org/articles/pour/) standard
-Perceivable: Web content is made available to the senses - sight, hearing, and/or touch
-
-Operable: Interface forms, controls, and navigation are operable
-
-Understandable: Information and the operation of user interface must be understandable.
-
-Robust: Content must be robust enough that it can be interpreted by a wide variety of user agents, including assistive technologies
+- Perceivable: Web content is made available to the senses - sight, hearing, and/or touch
+- Operable: Interface forms, controls, and navigation are operable
+- Understandable: Information and the operation of user interface must be understandable.
+- Robust: Content must be robust enough that it can be interpreted by a wide variety of user agents, including assistive technologies
-.footnote[Note: There is a 5th thing, Conformance, which we are not covering today]
+.footnote[Note: There is a 5th thing, Conformance, which we are not covering]
???
This is appropriate for *all* disabilities -- don't think access is only an issue for blind and low vision (BLV) people
@@ -64,13 +63,13 @@ Obviously there is some overlap between these, and they build on each other
---
# Three levels of compliance
-Some users with disabilities to be able to access and use web content (A)
+*Some* users with disabilities can access and use web content (A)
-Overall accessibility and removal of significant barriers to accessing content (AA)
+*Removal of significant barriers* overall to accessing content (AA)
-Improvements and enhancements to web accessibility for more users with disabilities (AAA)
+*Enhancements to web accessibility* for more users with disabilities (AAA)
-The studies just cited were assessing whether things achieved *part* of (A) level compliance!
+Most apps and websites today only meet *part* of (A) level compliance!
---
# POUR: Perceivable: Guidelines 1.1-1.4
@@ -80,7 +79,7 @@ The studies just cited were assessing whether things achieved *part* of (A) leve
Text Alternatives: Provide *electronic text* alternatives for any non-text content
]
.right-column[
-<iframe src="https://embed.polleverywhere.com/free_text_polls/PE5HizRh83pYpOuS73jfR?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+<iframe src="https://embed.polleverywhere.com/free_text_polls/6vnlXnjXmIytsl4RGkEfW?controls=none&short_poll=true" width="800px" height="600px"></iframe>
]
???
@@ -97,7 +96,7 @@ Read up on some of these links when you are faced with specific description need
- [Decorative and branding](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605)
- Formatting and text styling
- Images as links
-- [Diagrams]([Torres & Barwaldt, 2019](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9028522&casa_token=zZw_rYBgu1AAAAAA:eozpbJ-vvMZjQNt8p6WU91X4uFumPs-yVuMn4PTPRjyMhtsVrprdIEe1JfYOCUdv8SFP_TGd9s965Q&tag=1)
+- [Diagrams](https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9028522&casa_token=zZw_rYBgu1AAAAAA:eozpbJ-vvMZjQNt8p6WU91X4uFumPs-yVuMn4PTPRjyMhtsVrprdIEe1JfYOCUdv8SFP_TGd9s965Q&tag=1)
- [Visualizations](https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9555469)
- [Memes](https://dl.acm.org/doi/10.1145/3308561.3353792)
- [GUIS](https://dl.acm.org/doi/10.1145/3411764.3445040)
@@ -105,7 +104,7 @@ Read up on some of these links when you are faced with specific description need
.right-column50[
- Animations/Videos (we'll talk more about this later today)
- AR/VR ([Accessibility, Disabilities, and VR](https://educatorsinvr.com/2019/05/31/accessibility-disabilities-and-virtual-reality-solutions/))
-- Progress Bars (briefly described in [Cooper et al](https://d1wqtxts1xzle7.cloudfront.net/77917701/PEARL_20Paper_20for_20eLearning_202002_20submitted-libre.pdf))
+- [Comparison of IoS and Android Rich Interactions](https://dl.acm.org/doi/pdf/10.1145/2851613.2851680?casa_token=dOz4huS0TUkAAAAA:zv0PjZk3-T8Bb4X2SfNpdZFuqO2u9v1jpWn5fq0hKZ0se6t5g0oMKLfrAmhlyufcw_3AuJ-ABZ2yWQ)
- ...
]
@@ -118,7 +117,7 @@ Read up on some of these links when you are faced with specific description need
---
# Small Group Activity
-Break into small groups and show each other the inaccessible content you found. Pick one and work on a description for it. Do more if you have time [post](TBD)
+Break into small groups and show each other the inaccessible diagram, screenshot, or other non-photograph you found. Pick one and work on a description for it. Do more if you have time [post]({{site.discussion}}/454543)
---
# Diagrams (1 of 2)
@@ -470,30 +469,6 @@ Try out [WebAIM for the UW Library](https://wave.webaim.org/report#/https://www.
???
Talk about how the type of errors found relates to the concepts we've discussed so far
----
-# [Website/App Accessibility Report Homework](assignments/website.html)
-
-Pick a website/app (we have some community submitted ones)
-
-(Install and) run an Accessibility Checker
-
-Test it yourself (we'll talk more about this)
-
-Capture problems using a Usability Assessment Report
-
----
-# Usability Assessment Report
-
-You may be familiar with this concept. Also called
-- Usability Problem Report (UIM Ch11)
-- Usability Aspect Report (CMU)
-- Bug/Issue Report (Bugzilla, JIRA, Rational)
-
-Audience: primarily developers
-
-Content should be
-- Specific and convincing
-
---
# Example from the UW Library
diff --git a/slides/disability-justice.html b/slides/disability-justice.html
index a053da02042aa83e334c830c91d91c7761872549..a1a9e2573391e62c08e6904beb6990c92ff2e6d1 100644
--- a/slides/disability-justice.html
+++ b/slides/disability-justice.html
@@ -249,7 +249,7 @@ Consider things like disclosure and invisibility
---
# Disability Justice Informed Design (4 / 6)
-4) **Cross-Movement Solidarity**. Addressing accessibility isn't enough if we aren't inclusive of other identities tools
+4) **Cross-Movement Solidarity**. Addressing accessibility isn't enough if we aren't inclusive of other identities
---
# Disability Justice Informed Design (5 / 6)
@@ -283,6 +283,7 @@ MacWorld Keynote '07
???
Originally neither universal design nor ability-based design
+Here is an [interview (4:03-4:32) with Liz Jackson](https://www.youtube.com/watch?v=uvgXeCe6n10): iPhone screens are a product of accessible technology created from the ingenuity of a disabled person.
---
background-image: url(img/accessibility/jobs-iphone.jpg)
diff --git a/slides/plain-language.html b/slides/plain-language.html
index 0ed50b340a195197f5a9deddd3c67d2350f85d64..26b4dc6d000a68a356adbf47721303029b1c3c08 100644
--- a/slides/plain-language.html
+++ b/slides/plain-language.html
@@ -36,7 +36,7 @@ class:
Helps make text accessible to the non-scientific public (including disabled people).
- Important when you do research about people with disabilities
- Helps make sure that study participants or other interested parties can learn about your research
-- The Plain Writing Act of, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use."
+- The Plain Writing Act of 2010, described on [plainlanguage.gov](https://www.plainlanguage.gov/law/), "requires federal agencies use clear government communication that the public can understand and use."
---
# Why Plain Language
diff --git a/slides/presenting-accessibly.html b/slides/presenting-accessibly.html
index 65ee91eb7a5ceaeee26efa4ccbc2153151d52f03..2ccac46c5660c1565892e25eab6bbf9f0a9d5ff4 100644
--- a/slides/presenting-accessibly.html
+++ b/slides/presenting-accessibly.html
@@ -129,6 +129,16 @@ Original announcement: Dr. Lezlie Frye has won [an award] for .red[her] paper; a
<iframe src="https://embed.polleverywhere.com/free_text_polls/dVkKqIvPJ2rYY6uRZP1Ip?controls=none&short_poll=true" width="800px" height="600px"></iframe>
]
+---
+# Bennet et al's description:
+
+.left-column40[
+]
+
+.right-column60[
+.quote[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]
+]
+
---
# When presenting
diff --git a/slides/screenreaders.html b/slides/screenreaders.html
new file mode 100644
index 0000000000000000000000000000000000000000..9c449a1fe193a8bc49b0bef50674cedc4044d4ab
--- /dev/null
+++ b/slides/screenreaders.html
@@ -0,0 +1,91 @@
+---
+layout: presentation
+title: FOOBAR --Week N--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week N, FOOBAR
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+
+
+---
+background-image: url(img/assessment/gmail.png)
+
+<audio controls="controls"><source src="img/assessment/gmail-normal.wav" type="audio/x-wav" /></audio>
+
+???
+But, lets back up a little to see why the web can be difficult for blind people to use.
+
+To interact with their computers, blind people use software programs called screen readers. Here’s a screen reader reading the GMail inbox.
+
+---
+background-image: url(img/assessment/gmail-blackedout.png)
+
+
+???
+Although it may have felt longer, that was only 20 seconds.
+
+In 20 seconds, most of us would have found the message we wanted, and many of us not only would have found that message, but also read it and, possibly replied
+
+At this point, a blind user new to this site still has no idea that an inbox even exists.
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+
+
+---
+# Introduction to Screen Readers
+
+![:youtube Screen Reader Demo, dEbl5jvLKGQ]
+
+???
+Demo also shows an example of a screen reader finding a problem such as lack of alt text or a badly labeled table
+
diff --git a/slides/testing.html b/slides/testing.html
index 66f200f7a7ebc35494376c50d498e101a1048334..904b2c9f6a4aa343c760e1738aa87e6344aad53a 100644
--- a/slides/testing.html
+++ b/slides/testing.html
@@ -23,6 +23,45 @@ class:
## Make sure zoom is running and recording!!!
## Make sure captioning is turned on
+---
+# Announcements & Follow Up (1/3)
+
+Small update to grading rubric (see Jesse's post)
+
+Example of double negations (from [NIU](https://www.niu.edu/writingtutorial/grammar/double-negatives.shtml))
+- "There is no way I cannot visit my mother this year."
+- **Alternative** "I must visit my mother."
+
+- "I miss not seeing him every day."
+- **Alternative** "I miss seeing him every day"
+
+---
+# Announcements & Follow Up (2/3)
+
+You try it:
+- "I wasn't unhappy with my grade."
+--
+
+- **Alternative** "I was lukewarm about my grade."
+
+--
+
+- "The shopper did not have any energy left at the end of the day."
+--
+
+- **Alternative** "The shopper had no energy left at the end of the day."
+
+---
+# Announcements & Follow Up (3/3)
+
+Is simplified text still well written text?
+- There are multiple grammatically correct ways to state something
+- Which one to use may depend upon your audiences
+
+Clarification about assignment: You should specify which plain language techniques you used to simplify your text.
+
+Section is generally not recorded because it is *very* interactive. Please feel free to use office hours instead if you are remote and need the support.
+
---
[//]: # (Outline Slide)
# Learning Goals for Today
@@ -36,12 +75,14 @@ class:
.left-column50[
Web browsing involves
- Color
-- Text of different shapes and sizes
-- Content (images, words, sounds, animat.)
+- Text (with shape and size)
+- Content (images, words, sounds, animation)
- Typing (e.g. input to forms)
- Mousing (e.g. clicking on links for navigation)
- Comprehension (e.g. reading level)
]
+--
+
.right-column50[
Therefore…
- Visual impairments
@@ -55,62 +96,14 @@ all affect accessibility
---
# What is the goal?
-End users interact with the *same* website or app as anyone else
+All users interact with the *same* website or app as anyone else
-End users may use browser features or a specialist accessibility tool to customize their experience
+Users may use browser features or a specialist accessibility tool to customize their experience
-**This is Key** Website or app designer provides the right structure and information to support this
+--
+**This is Key**
----
-background-image: url(img/assessment/gmail.png)
-
-<audio controls="controls"><source src="img/assessment/gmail-normal.wav" type="audio/x-wav" /></audio>
-
-???
-But, lets back up a little to see why the web can be difficult for blind people to use.
-
-To interact with their computers, blind people use software programs called screen readers. Here’s a screen reader reading the GMail inbox.
-
----
-background-image: url(img/assessment/gmail-blackedout.png)
-
-
-???
-Although it may have felt longer, that was only 20 seconds.
-
-In 20 seconds, most of us would have found the message we wanted, and many of us not only would have found that message, but also read it and, possibly replied
-
-At this point, a blind user new to this site still has no idea that an inbox even exists.
-
----
-# But it gets much better
-Accessibly design pages, combined with user expertise, work very well
-
-
-
----
-# But it gets much better
-Accessibly design pages, combined with user expertise, work very well
-
-
-
----
-# But it gets much better
-Accessibly design pages, combined with user expertise, work very well
-
-
-
----
-# But it gets much better
-Accessibly design pages, combined with user expertise, work very well
-
-
-
----
-# But it gets much better
-Accessibly design pages, combined with user expertise, work very well
-
-
+Website or app designer provides the right structure and information to support this
---
@@ -133,6 +126,8 @@ Automated Tools
- Browser Extensions ([Comparison Article](https://medium.com/@OPTASY.com/what-are-some-of-the-best-web-accessibility-testing-tools-to-evaluate-your-website-with-69def25a386)): [WAVE](https://chrome.google.com/webstore/detail/wave-evaluation-tool/jbbplnpkjmmeebjpijfedlgcdilocofh?hl=en-US); [Axe](https://chrome.google.com/webstore/detail/axe-devtools-web-accessib/lhdoppojpmngadmnindnejefpokejbdd?hl=en-US); [Lighthouse](https://developer.chrome.com/docs/lighthouse/overview/); [Siteimprove](https://chrome.google.com/webstore/detail/siteimprove-accessibility/efcfolpjihicnikpmhnmphjhhpiclljc/related); & other browser extensions
- Phone apps: [Google Accessibility Scanner](https://support.google.com/accessibility/android/answer/6376570?hl=en&ref_topic=6376582) and [iOS.](https://developer.apple.com/library/archive/documentation/Accessibility/Conceptual/AccessibilityMacOSX/OSXAXTestingApps.html)
]
+
+--
.right-column50[
Design Guidelines (i.e. know them and apply them heuristically)
@@ -142,7 +137,7 @@ User Testing
]
---
-# Simulation
+# Simulation -- Next Assignment
In this assignment we will use off-the-shelf, freely available accessibility technology for simulation
- Screen Readers
@@ -152,7 +147,47 @@ In this assignment we will use off-the-shelf, freely available accessibility tec
---
-# Screen Readers: Typical Bugs
+# Simulation Warning
+
+.left-column[
+Simulation tends to cause people to underestimate what is possible
+]
+
+.right-column[
+![:youtube One thumb to rule them all: video of gaming with switch control,2BhHwk9qSvI]
+]
+
+???
+Remind them about drone video
+
+Don't fall into the trap of assuming that your ineptitude is the standard disability experience]
+
+---
+# Wednesday's [Website/App Accessibility Report Homework](assignments/website.html)
+
+Identify 3 tasks
+
+(Install and) run an automated Accessibility Checker (we'll try this next class)
+
+Test it yourself with two accessibility technologies
+
+Capture problems using a Usability Assessment Report
+
+---
+# Usability Assessment Report
+
+You may be familiar with this concept. Also called
+- Usability Problem Report (UIM Ch11)
+- Usability Aspect Report (CMU)
+- Bug/Issue Report (Bugzilla, JIRA, Rational)
+
+Audience: primarily developers
+
+Content should be
+- Specific and convincing
+
+---
+# Screen Readers: Typical Bugs
.left-column40[
@@ -167,14 +202,6 @@ In this assignment we will use off-the-shelf, freely available accessibility tec
- Keystroke to move to next area
- Screen reader users, turn this on on your phone
----
-# Introduction to Screen Readers
-
-![:youtube Screen Reader Demo, dEbl5jvLKGQ]
-
-???
-Demo also shows an example of a screen reader finding a problem such as lack of alt text or a badly labeled table
-
---
# Switch Control
@@ -184,36 +211,32 @@ Demo also shows an example of a screen reader finding a problem such as lack of
- Switch users, turn this on, on your phone
---
-# Simulation Warning
-.left-column[
-Simulation tends to cause people to underestimate what is possible
-]
+# Magnification
-.right-column[
-![:youtube One thumb to rule them all: video of gaming with switch control,2BhHwk9qSvI]
-]
+![:youtube How to magnify your windows desktop, PMihdIZUh7Y?feature=shared&t=81]
???
-Remind them about drone video
+- Magnification users, turn this on, on your phone
-Don't fall into the trap of assuming that your ineptitude is the standard disability experience]
---
-# Magnification
+# Browser Settings
+
+- Change font size
+- Change color contrast
+- Change from light to dark mode
-![:youtube How to magnify your phone's screen, yHqJOSZN1zA]
???
-- Magnification users, turn this on, on your phone
---
# Break up into groups
Decide who will
-- use a screen reader
- use switch control
- use magnification
+- browser settings
Open your phone's web browser and load [seattleschools.org](https://www.seattleschools.org/)
@@ -226,4 +249,5 @@ The task you are evaluating is whether a disabled family can "Report a Concern"
What are some problems you found? Try to separate out what is difficult for you as a beginner from what is a flaw in the website itself.
-[Share your findings](TBD)
+[Share your findings]({{site.discussion}}/454526)
+