slides/screenreaders.html

+---
+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
+
+![:img gmail landscape view showing navigation start,40%, width](img/assessment/gmail-nav1.png)
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+![:img gmail landscape view showing navigation headers,40%, width](img/assessment/gmail-nav2.png)
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+![:img gmail landscape view showing navigation landmarks,40%, width](img/assessment/gmail-nav3.png)
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+![:img gmail landscape view showing to form inputs,40%, width](img/assessment/gmail-nav4.png)
+
+---
+# But it gets much better
+Accessibly design pages, combined with user expertise, work very well
+
+![:img gmail landscape view showing navigation to buttons,40%, width](img/assessment/gmail-nav5.png)
+
+---
+# 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
+

slides/sustainability.html

+---
+layout: presentation
+title: Sustainability & Disaster Response  --Week 9--
+description: A discussion of accessibility concerns in sustainability and disaster response
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 9, Sustainability & Disaster Response
+
+{{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
+- Disaster response and Access 
+- Governmentalitiy and Access
+- Information Economy and Access
+
+---
+.left-column[
+## Disability
+
+and climate change
+]
+
+.right-column[
+![:img A picture of a group of disabled people holding protest signs protesting climate change,100%, width](img/sustainability/disability-protest.jpg)
+]
+
+---
+
+Quote from “Disability, Climate Change, and Environmental Violence: The Politics of Invisibility and the Horizon of Hope” by Julia Watts Belser (Disability Studies Quarterly)
+
+.quote[Disability politics offer a vital resource for grappling with climate change…
+
+[they reveal] the political stakes of diagnosis—the way power contours how, when, and to what ends we recognize human and ecological impairment.]
+
+
+---
+# A disability-informed climate agenda (1/10)
+
+- Government Services & Civic Engagement
+
+Essential to changing how we address climate change, 
+and implementation of the same
+
+---
+# A disability-informed climate agenda (2/10)
+
+- Government Services & Civic Engagement
+  - Process Accessibility
+  - Resource distribution 
+  - Accessibility of voting 
+
+---
+# Example: Disaster Response Planning 
+
+- Decisions about who is included (e.g. disaster response plans) are often ableist -- actively de-prioritizing disabled lives
+  - E.g. during COVID; Hurricane Katrina
+- Emergency broadcasts often inaccessible (e.g. no captions; inaccessible data visualizations; no ASL interpretation; inaccessible websites)
+- Disabled people are often institutionalized (e.g. prison; hospital; “nursing homes”) and many institutions are deprioritized 
+- Shelters may refuse people with disabilities
+
+---
+# Example: Conservation
+
+Conservation often asks people to change behavior to reduce environmental impact
+
+Yet such changes often fail to account for accessibility concerns (e.g. straws; inhalers) What priorities do these campaigns reflect?
+
+---
+
+# Governmentality, Ableism & Racism (1/2)
+
+.left-column50[
+![:img News article titled A teenager didn't do her online schoolwork. So a judge sent her to juvenile detention,100%, width](img/sustainability/teen-disability.png)
+
+]
+
+
+---
+
+# Governmentality, Ableism & Racism (2/2)
+
+.left-column50[
+![:img News article titled "What happens when an algorithm cuts your healthcare",100%, width](img/sustainability/algorithm-healthcare.png)
+
+]
+.right-column50[
+The government is often a site for algorithmic decision making; surveillance; etc
+
+This differentially impacts people of color, low-income people and people with disabilities
+]
+
+---
+# A disability-informed climate agenda (3/10)
+
+- Government Services & Civic Engagement
+  - Accessibility must be considered in the government response to climate change. Accessibility can impact safety, civic engagement, access to services, and who is included in the democratic process
+  - Top down decisions that don’t include people multiple viewpoints can be problematic
+- Give choice/agency to people many backgrounds
+- Give responsibility for support to governmental context
+
+---
+# A disability-informed climate agenda (4/10)
+
+- Government Services & Civic Engagement
+- Education
+  - Source of future leaders and decision makers
+  - Source of future innovators
+  - Strongly associated with things that can help to mitigate climate change, such as empowered family planning for women
+  - Also generally not designed to include people with disabilities
+
+---
+# A disability-informed climate agenda (5/10)
+
+- Government Services & Civic Engagement
+- Education
+   - STEM is particularly exclusive and a top interest for disabled people
+   - Tools & software rarely accessible
+   - Accessible teaching also helpful to non-english speakers; undiagnosed; etc.
+   - Lots of improvement possible -- disabled students felt MUCH more supported during COVID [TACCESS 2022]
+
+---
+# A disability-informed climate agenda (6/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+  - Information is power 
+  - Often critical in the fight to address environmental damage, climate change, etc
+  - Can help to support activist movements
+  - Can change the balance of power
+
+---
+# A disability-informed climate agenda (7/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+  - Example: Rentals and housing efficiency
+
+---
+# Research Questions
+
+Study 1: How does energy consumption in low-income areas differ or compare to those in “green” or typical households?
+
+--
+Study 2: What are the causes of conflict between landlords and tenants? What are the solutions? 
+
+--
+Study 3: How can energy feedback help to mediate this [CSCW 2014] 
+
+--
+Study 4: How does this differ in other contexts (India) [CHI 2013] 
+
+---
+# Overall conclusions
+
+- Money, power imbalances, and lack of information all contribute to and impact how energy is used. 
+- Individual action is limited in impact, particularly when renting. 
+- Information can help activate communities to work together to fight policies that hurt them
+- Biggest opportunity for change is prior to lease signing 
+
+---
+# Rentals and Temporary Housing
+
+More likely to include people with disabilities and health concerns
+
+More likely to include lower income households
+
+More likely to include people of color and immigrants/refugees
+
+Spend greater percentages of income on energy
+
+---
+
+<iframe src="https://embed.polleverywhere.com/free_text_polls/JY3ki8ceTaRUt5IAjF0mp?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+[small group discussion]
+
+---
+# What did we find in our studies?
+
+.left-column50[
+## Before Renting
+![:img wordcloud containing: Location; safety; age; price; building cleanliness,70%, width](img/sustainability/wordcloud-before.png)
+
+]
+
+--
+.right-column50[
+## After Renting
+![:img wordcloud containing: Control; heating; community; commute; rodents; behavior; pests; time; noise; sunlight; quality; safety; appliances; landlord; disrepair,110%, width](img/sustainability/wordcloud-after.png)
+
+]
+
+---
+# Edigs: Estimating Utilities From RECS
+
+.column[
+![:img A mobile phone interface showing a list of homes for rent each showing a picture; distance; reviews; square footage; rent; utilities; and total cost,100%, width](img/sustainability/edigs1.png)
+]
+
+.column[
+![:img A mobile phone interface showing a specific unit with the advertisement title; and tabs for Utilities (including an estimated cost and a butten for improving estimates); description; reviews and notes,100%, width](img/sustainability/edigs2.png)
+]
+
+.column[
+![:img A mobile phone interface titled "Duplex for Lease" providing details on how the utility estimate is calculated and information that would help to improve the estimate,100%, width](img/sustainability/edigs3.png)
+]
+.corner-ribbon.tr[COMPASS 2018]
+
+---
+# Existing Home Feedback Technology
+
+Not really targeted at renters (30% in US; 1-5 year turnover)
+
+Paucity of information about factors prospective tenants care about
+- Actual cost
+- Sunlight & noise
+- Housing quality
+
+---
+# Missing rich intersectional data
+
+Housing choices linked to health outcomes & disability (lead, asthma, mold, air quality, etc.)
+
+Landlord citations -- is a landlord trustworthy
+
+Sunlight [crowdsourced comparable estimates] -- impacts health & energy use
+
+Noise -- impacts health/disability & comfort
+
+---
+# A disability-informed climate agenda (8/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+  - Example: Rentals and housing efficiency
+  - Example: Transportation and public spaces
+
+
+---
+# ubi .green[green] (1/3)
+
+.left-column[
+
+![:img A mobile phone interface showing a tree with a car next to it covered in leaves,100%, height](img/sustainability/ubigreen.png)
+
+]
+
+.right-column[
+Investigating a Mobile Tool for Tracking and Supporting Green Transportation Habits[Froehlich et al, CHI 2009]
+
+]
+
+---
+# ubi .green[green] (2/3)
+
+.left-column[
+![:img two mobile phone interfaces. On the left is a phone showing a tree progressing from almost no leaves to more leaves. The leafless tree is labeled "everything resets on sunday". Below the tree are four icons: a piggybank; a person doing yoga; a person exercising; and a book. On the right is a second phone showing a tree with leaves and a person walking next to it and the piggybank and exercising icon highlighted. The person walking is labeled "current activity". The tree is labeled "evolving image". The icons are labeled "values icon bar" ,100%, height](img/sustainability/ubigreen.png)
+
+]
+.right-column[
+Two formative studies
+
+In-situ deployment
+]
+
+---
+# ubi .green[green] (3/3)
+
+![:img A close up of the values icon bar showing that the four values are money savings; relaxation; exercise; and do other things, 60%, width](img/sustainability/values.png)
+
+---
+# Real-time Recommendations
+
+- post-study survey, “what could help you take more green trips”
+  - Reliable transportation (76.8%)
+  - Financial incentives (71.4%)
+  - Knowledge about alternatives (56%)
+- future designs could suggest alternative forms of transit based on trip history
+- recommendations could also come in form of neighborhood:
+  - “42% of the people who live in your neighborhood and work in Capitol Hill take the bus.”
+
+---
+# Potential for behavior change
+
+.quote[The motivation for me is moer of the tracking and kind of seeing how I am doing and just the reminder factor of it (Participant 11)]
+
+.quote[It really encourages you to analyze your own performance (Participant 8)]
+
+.quote[I feel I already travel in a relatively eco-friendly way and the study did not change that (Participant 15)]
+
+---
+# But is this approach inclusive?
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities
+
+.left-column30[
+
+![:img A picture of a sidewalk from google streetmaps with a labelin interface for identifying inaccessible concerns,80%, width](img/sustainability/sidewalk.png)
+
+![:img A map showing an interface for specifying accessibility needs and labeled by color to show hills, 80%, width](img/sustainability/accessmap.png)
+
+]
+
+.right-column70[
+
+.font-mediumsmall[[Project Sidewalk](http://projectsidewalk.org) combines remote crowdsourcing + machine learning to map and assess accessibility features of sidewalks]
+
+.font-mediumsmall[[AccessMap](http://accessmap.io) provides a personalized and interactive view of a city's accessibility, including road grade, sidewalk locations, and curb ramps]
+]
+
+---
+# Urban Accessibility and Mobility
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities. [Work by Froehlich & Caspi]:
+1. Develop scalable techniques to map and assess every sidewalk, transit stop, and business in the world
+3. Create new digital tools that provide personalized routing, government accountability, and support new urban analytics.
+3. Examine geo-spatial patterns of and influences on urban accessibility, barriers and facilitators of accessible infrastructure, and socio-cultural contexts of urban access across the globe. 
+
+---
+# Third Spaces also not accessible 
+
+![:img A map showing part of uw with an interface for specifying accessibility needs associated with third places such as navigation needs; social needs; and resting needs. On the right is data about a specific location called drumheller fountain showing the specific ratings it has for these needs,100%, width](img/sustainability/compas.png)
+
+.corner-ribbon.tr[COMPASS 2021]
+
+---
+# A disability-informed climate agenda (9/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+  - Innovation is part of how we address the climate crisis
+  - Accessibility has driven innovation over the years
+  - Who innovates matters and impactswhat is made (back to education…)
+
+---
+# Case study: Medical Making 
+
+- Conflict between Community and Clinical Values in the U.S.
+  - Have seen in multiple case studies
+  - Wish to help where you can, right away vs “do no harm”
+  - Emphasis on doing what you can vs longitudinal support/whole case management
+  - Deeply rooted differences
+  - One team member was threatened with COVID-infected artifacts when asking about safety
+- Complete rift in one COVID site of study between medical making and community making
+
+.corner-ribbon.tr[Savage, TACCESS 22]
+
+---
+# Study Population:
+
+Makers; recipients; clinicians in seven countries
+
+- United States (E-Nable; and two private companies)
+- Mexico (E-Nable with and without government)
+- India (E-Nable)
+- Chile (E-Nable)
+- Costa Rica (E-Nable)
+- Brazil (E-Nable with government)
+- France (E-Nable)
+
+---
+# Key differences between U.S. and other countries
+- Multi-stakeholder collaborations (innovators and clinicians)
+  - Formal collaborations with documented guidelines
+  - Express support for follow up
+  - Often include funding
+- Community engagement 
+ - Families/community working and learning together
+- Follow up included in process
+- Legal context more forgiving? 
+---
+# A disability-informed climate agenda (10/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+

slides/syllabus.html

----
-layout: presentation
-title: Syllabus --Week 1--
-description: Introductory slides about class structure
-class: middle, center, inverse
----
-background-image: url(img/people.png)
-
-.left-column50[
-# Future of Access Technologies: Syllabus
-
-{{site.classnum}}, {{site.quarter}}
-]
-
----
-# Course learning goals:
-
-.right-column[
-## Access Basics
-How do we build accessible systems and interfaces?
-- Week 1: Ways of thinking about and designing for accessibility
-- Week 2: How we assess whether technology is accessible
-- Week 3: Accessible needfinding and evaluation
-]
----
-# Course learning goals:
-
-.left-column[
-## Access Basics]
-.right-column[
-## Second Wave Accessibility
-How do we account for access in all of today's technologies?
-- Multi person systems
-- Mobile systems
-- Data Equity: Visualization and Machine Learning
-- Making Accessibility: Fabrication and IOT 
-- AR/VR 
-- ...
-]
-
----
-
-# Course learning goals:
-
-.left-column[
-## Access Basics
-## Second Wave Access
-]
-
-## Third Wave Accessibility
-How does technology impact access in all the spaces where disabled people are present?
-
-- Intersectionality with Race, Gender & other identities
-- Sustainability
-- Housing, Unhoused, and Incarcerated 
-- Healthcare technology & reproductive justice
-- Higher Education
-- ...
-
----
-# Where to find what
-
-The class is on the [web]({{site.baseurl}}/index),
-  but we have used iframes to connect this to
-  [Canvas]({{site.canvas}}). We try to interlink
-  everything as much as possible.
-
-- Class discussions and all contact with instructors should happen
-either in office hours or through a [class discussion board]({{site.discussion}}) or [staff mailing list]({{site.staff_email}})
-- You can also request appointments for further help
-
----
-#  Syllabus: Summary of expectations and values
-
-- **Sharing**: Yes, but don't copy
-- **Accessibility**: This course is designed to be accessible
-- **Inclusivity**: An important value in this class, and in HCI!
-- **Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
-- **Language**: I am Jen, or Dr. Mankoff
-- **Respect**: This class is a compact between us based on respect
-- **Healthy Environment**: Your health/mental health are important and we have tried to
-structure the class to support you (e.g. up to 5  late days without questions asked).
-If you need larger accommodations for any reason, consider working with
-[DRS](https://depts.washington.edu/uwdrs/) as well as us. 
-
-If you run into problems, or have preferences about these issues, please tell me!
----
-# Is this class hybrid?
-
-**No**, it is intended to be attended, in person, by everyone in the class
-
-**Yes**, because:
-- It is possible to be full remote *with permission of the instructor*
-- It is expected you will be remote in any particular week for the following reasons:
-   - If you have cold or flu symptoms or suspect you have COVID
-   - If you have caregiving obligations 
-   - If you have mental health concerns or any accessibility needs that are best met by being remote
-   
----
-# How do I participate remotely?
-
-1. You watch the whole video for the class you are remote for. This does *not* have to be done live
-2. You contribute an Ed post to every small group discussion linked to in the [class schedule]({{site.baseurl}}/schedule)
-3. You fill out the remote participation survey portion of the [class participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-
----
-# Competency Based Grading
-
-We have a set of core learning goals in this class. If you learn them all, you get an A. Competencies make up 80% of your grade.
-
---
-
-Assignment completion is also required. This is 10% of your grade. You have up to four late days for assignment completion, and this only looks at whether you did everything, not how well you did it.
-
---
-Finally, Effort is 10% of your grade. This includes 
-- Participation in discussion and exercises (self reported)
-- Participation in discussion outside of class (based on submissions to Ed)
-
----
-# More detail on competencies
-
-This approach was selected because it prioritizes *accessibility* and *justice* and *flexibility* for students.
-
-You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
-
-They fall into three categories (this is still being refined)
-- Accessibility Compliance (e.g. accessibility checking)
-- Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
-- Disability Awareness and Justice (How you pick problems and do disability centered design)
-
-???
-
-This is the first time I'm grading this way, so we may make adjustments based on how it goes. Feedback welcome.
----
-#  Programming Expectations
-
-- Programming is  only required the final project, which you define
-- As such, there are no specific language or platform requirements
-- Small programming exercises may also happen in class  using languages such as JavaScript and python. Contact the instructors if you have any concerns about this.
-
----
-# Field Trip
-
-## [Assignments]({{site.baseurl}}/assignments)

slides/testing.html

+---
+layout: presentation
+title: Testing for Accessibility  --Week 3--
+description: Accessibility
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Week 3: Testing for Accessibility
+
+{{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
+
+---
+# 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
+
+- How can we use accessibility technology to assess accessibility
+- **Get comfortable using existing freely available accessibility technology to manually support assessment**
+- How do we use automated tools to assess accessibility
+
+---
+# Example Disabilities To Consider
+
+.left-column50[
+Web browsing involves 
+- Color
+- 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
+- Difficulty understanding content
+- Difficulty hearing
+- Difficulty manipulating mouse or keyboard
+
+all affect accessibility
+
+]
+
+---
+# What is the goal?
+All users interact with the *same* website or app as anyone else
+
+Users may use browser features or a specialized accessibility tool to customize their experience
+
+--
+**This is Key** 
+
+Website or app designer provides the right structure and information to support this
+
+
+---
+# Most Websites and Apps not Accessible
+
+- Over 60% of Android apps missing at least one label on a clickable element (out of 5721 apps tested) ([Ross et al, 2020](https://dl.acm.org/doi/pdf/10.1145/3348797))
+- Over 80% of fortune 500 websites not accessible ([Loiacono et al, 2009](https://dl.acm.org/doi/pdf/10.1145/1562164.1562197))
+- University websites are also partly to mostly inaccessible ([Campoverde-Molina et al, 2021](https://link.springer.com/content/pdf/10.1007/s10209-021-00825-z.pdf))
+- Less than 1% of Twitter images had ALT text in 2019 ([Gleason et al, 2019](https://dl.acm.org/doi/pdf/10.1145/3308558.3313605))
+
+More study is needed, but overall, progress here is slow. Perhaps this is not surprising since only about 50% of universities in the US teach accessibility at all ([Shinohara et al, 2018](https://dl.acm.org/doi/pdf/10.1145/3159450.3159484)).
+
+---
+# Best Practices for Testing Accessibility?
+
+.left-column50[
+Automated Tools
+- [Review of many options](https://medium.com/@OPTASY.com/what-are-some-of-the-best-web-accessibility-testing-tools-to-evaluate-your-website-with-69def25a386)
+- Web: WebAIM's [WAVE](https://wave.webaim.org/);
+- 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)
+
+Simulation (Try it yourself using accessibility technologies or simulators such as [aDesigner](https://www.eclipse.org/actf/downloads/tools/aDesigner/))
+
+User Testing
+]
+
+---
+# Simulation -- Next Assignment
+
+In this assignment we will use off-the-shelf, freely available accessibility technology for simulation
+- Screen Readers
+- Switch Control
+- Magnification
+- Anything else you want to try
+
+
+---
+# 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]
+
+---
+# Screen Readers: Typical Bugs 
+
+.left-column40[
+![:img  Same picture highlighting the hamburger menu (which has the alt text "hamburger menu") and an image (which has no alt text and just plays an unintelligible name). The audio of this page is the video at right,80%, width](img/assessment/banking.png)
+]
+
+.right-column60[
+![:youtube Banking failure, b-R5r_aKmKo]
+]
+
+???
+- Reads the words on the screen
+- Keystroke to move to next area
+- Screen reader users, turn this on on your phone
+
+---
+# Switch Control
+
+![:youtube Explanation of how to set up switch control, GQKEE9nI1lk]
+
+???
+- Switch users, turn this on, on your phone
+
+---
+
+# Magnification
+
+![:youtube How to magnify your windows desktop, PMihdIZUh7Y?feature=shared&t=81]
+
+???
+- Magnification users, turn this on, on your phone
+
+---
+
+# Browser Settings
+
+- Change font size 
+- Change color contrast
+- Change from light to dark mode
+
+
+???
+
+---
+# Break up into groups 
+
+Decide who will 
+- use switch control
+- use magnification
+- browser settings
+
+Open your phone's web browser and load [seattleschools.org](https://www.seattleschools.org/)
+
+---
+# In your groups
+
+Visit [Seattle Public Schools](https://www.seattleschools.org/) or [UW Libraries](https://www.lib.washington.edu/)
+
+The tasks you are evaluating is 
+
+1. Whether a student can easily learn about Seattle Public Schools or UW Libraries
+2. Whether a student can "Report a Concern" about how accessible the website is
+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](https://edstem.org/us/courses/41400/discussion/3598210)
+
+---
+# Wednesday's [Assessment Homework]({{site.baseurl}}/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
+- Accessible 
+
+---
+# Example from the UW Library
+
+- **Name** as "Minimal Image ALT Text";
+- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
+- **Screen Shot** as the image and URL ([lib.washington.edu](https://www.lib.washington.edu/)); 
+![:img Screenshot of an image without alt text in WebAIM's automated accessibility checker showing an image that is missing alt text; marked with a red picture of a mountain with a link above it and an x in its bottom right corner,30%, width]({{site.baseurl}}/assignments/img/library_evaluation.png)
+
+---
+# Example from the UW Library
+
+- **Name** as "Missing Image ALT Text";
+- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
+- **Explanation** A screen reader description of this image  will only say "fall update 2"
+--
+- **Severity** Justification in terms of:
+   – *Frequency* Is Problem common or rare? For which types of users?
+   - *Impact* – Is it hard or easy to overcome this?
+   - *Persistence* - Is there a way to avoid this problem? 
+
+What do you think? Discuss with your neighbor  and post any questions [on Ed](https://edstem.org/us/courses/41400/discussion/3598210)
+???
+This is debatable, but frequency is low (it only occurs once on this site. If you are writing up all missing image alt text as a group, you might increase your estimate of frequency, but this site doesn't appear to have a lot of undescribed images); impact is low (it is possible to determine the purpose of this image by either clicking on it to see what it links to, or inferring some things from the external link and image file name (both unpleasant alternatives for a screen reader user); and persistence is high (it's not going to go away).
+
+---
+# Example from the UW Library
+
+- **Name** as "Missing Image ALT Text";
+- **Evidence** Guideline violated: 1.1 ([Text Alternatives](https://www.w3.org/WAI/WCAG22/Understanding/text-alternatives)); 
+- **Explanation** A screen reader won't be able to describe this image 
+- **Severity** 2. High persistence, middling frequency, impact is low (you can click through to learn more)
+- **Possible Solution** Add ALT text: "A photo of trees on campus with yellow leaves with the words "Fall Update" and "what's new in 2023, Upcoming Events, Links to bookmark, more! " and improve practices to add better alt text consistently
+- **Relationship to other problems** (TBD, probably other images with similar issues)
+
+