2007 PhD Thesis Final Revised.pdf - Curtin University

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APPENDIX C: THE WORLD WIDE WEB CONSORTIUM (W3C) ACCESSIBILITY GUIDELINES 1.0 These guidelines have been obtained from the W3C (World Wide Web Consortium, 1999) and are as follows: Priority 1: A Web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Priority 2: A Web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Priority 3: A Web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Priority 1: In General (Priority 1) ! 1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (e.g., animated GIFs), applets and programmatic objects, ascii art, frames, scripts, images used as list bullets, spacers, graphical buttons, sounds (played with or without user interaction), stand-alone audio files, audio tracks of video, and video. ! 2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. ! 4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). ! 6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. ! 6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. ! 7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. ! 14.1 Use the clearest and simplest language appropriate for a site's content. And if you use images and image maps (Priority 1) ! 1.2 Provide redundant text links for each active region of a server-side image map. ! 9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape. And if you use tables (Priority 1) ! 5.1 For data tables, identify row and column headers. 275
! 5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. And if you use frames (Priority 1) ! 12.1 Title each frame to facilitate frame identification and navigation. And if you use applets and scripts (Priority 1) ! 6.3 Ensure that pages are Usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. And if you use multimedia (Priority 1) ! 1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. ! 1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. And if all else fails (Priority 1) ! 11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. Priority 2: In General (Priority 2) ! 2.2 Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen. [Priority 2 for images, Priority 3 for text]. ! 3.1 When an appropriate markup language exists, use markup rather than images to convey information. ! 3.2 Create documents that validate to published formal grammars. ! 3.3 Use style sheets to control layout and presentation. ! 3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. ! 3.5 Use header elements to convey document structure and use them according to specification. ! 3.6 Mark up lists and list items properly. ! 3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. ! 6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. ! 7.2 Until user agents allow users to control blinking, avoid causing content to blink (i.e., change presentation at a regular rate, such as turning on and off). ! 7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. ! 7.5 Until user agents provide the ability to stop auto-redirect, do not use markup to redirect pages automatically. Instead, configure the server to perform redirects. 276
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Faculty of Media, Society and Cultu
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ABSTRACT People with disabilities,
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3.0 ELEMENTS OF THE DISABILITY DIVI
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APPENDIX A: PERSONAL INTERVIEWS....
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ACKNOWLEDGEMENTS The following orga
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INTRODUCTION Purpose of the study A
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! Are computing and Internet-relate
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disabilities in the workforce. As a
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entertainment package and, at worst
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Chapter 6, The provision of operati
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Australia, approximately four milli
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which people with disabilities perc
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dependence (J. Wilson & Wilson, 200
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economic model complements the righ
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ole of people with disabilities, go
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time. Policy and resulting legislat
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improved, funds were now available
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United Nations (UN) during the Inte
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actions and participation is connec
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occasional struggle for people with
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lindness within society also create
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communication. This chapter contrib
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seen as applicable to the developme
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Although clear-path and object-anal
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easily interpret text, making the A
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interface in their next OS release.
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networks so that there is exchange
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of information largely inaccessible
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again become sufficiently accessibl
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Figure 3.1 Household Computer or In
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of tertiary education compound the
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desire to repair the inferior body
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computing firms seemed to take issu
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an operating environment which was
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accessible and compatible with AT p
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cater for the needs of this group.
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4.2 Methodology for personal interv
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! Steger, John. Senior Consultant,
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All of these points were used with
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ates improved significantly due to
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(f) to assist in achieving positive
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disability-related discrimination i
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was that Section 508 only applied t
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in order to combat the disability d
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Such views again highlight the inco
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vision disabilities must rely on US
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5.0 THE PROVISION OF ONLINE INFORMA
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exist but not how to resolve the pr
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ace information for the Sydney 2000
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Essentially, the SOCOG case present
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In terms of finding out what people
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devices. The study concluded that t
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6.0 THE PROVISION OF OPERATING SYST
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networking infrastructure market, w
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Internet were accessible, it could
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developer conferences as a good way
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6.3 Disability-specific product ven
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company which tries to do everythin
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user through to large networks and
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with low vision was the addition of
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The UNIX platform has faced a diffi
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of writing, Microsoft is being sued
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character containing two dots. Brai
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Figure 6.7 Vario 80 Refreshable Bra
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Figure 6.10 Omni Phantom (SensAble
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addition there are other input-base
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HP, Cisco and IBM have all contribu
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‘upper-echelons’ of users would
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such as Vision Australia located at
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internal policies reflect the need
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arely given the chance to voice the
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1. to demonstrate the ways in which
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Section B focused on the use of com
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question was to determine the exten
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defined opinions in this study. The
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the type and significance of an ind
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The print and Braille formats were
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with 23 telephone interviews and 3
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Frequency 100 80 60 40 20 0 Valid 1
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Valid Male Female Total Gender Freq
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Frequency 200 150 100 50 0 Valid Fu
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Valid Degenerative Stable Total Vis
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Frequency 100 80 60 40 20 0 Valid M
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7.4.2 Computing and assistive techn
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Frequency 120 100 80 60 40 20 0 Kno
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Frequency 100 80 60 40 20 0 Ability
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Frequency 150 120 90 60 30 0 Valid
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Frequency 140 120 100 80 60 40 20 0
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N Valid Missing Familiarity of Inte
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Frequency 125 100 75 50 25 0 Valid
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Frequency 120 100 80 60 40 20 0 Val
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Frequency 100 80 60 40 20 0 Valid D
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Internet session will contain a var
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Frequency 250 200 150 100 50 0 Vali
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Frequency 250 200 150 100 50 0 Vali
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Frequency 120 100 80 60 40 20 0 Dis
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Frequency 120 100 80 60 40 20 0 Gov
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Frequency 140 120 100 80 60 40 20 0
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Frequency 120 100 80 60 40 20 0 Des
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Frequency 100 80 60 40 20 0 Valid I
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7.4.5 Open-ended comments The Comme
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There were also a number of comment
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8.0 ANALYSIS OF FINDINGS 8.1 Introd
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levels of the working population. A
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the colour scheme question received
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Respondents were fairly evenly spre
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esult indicated that it is likely t
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able to interact with computing and
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Count Ability to Understand and Use
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Ability to Understand and Use a Com
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that knowledge of IT did not necess
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impaired people were not associated
Page 225 and 226: Count Income Total Income * Cost of
Page 227 and 228: 8.3.5 Disability-specific issues fo
Page 229 and 230: The final comparison focused on the
Page 231 and 232: CONCLUSION Addressing the research
Page 233 and 234: with vision disabilities until the
Page 235 and 236: ole of this policy, in terms of inf
Page 237 and 238: een largely resolved in recent time
Page 239 and 240: vision disabilities perceived the I
Page 241 and 242: In essence, this study has revealed
Page 243 and 244: ! the creation and implementation o
Page 245 and 246: Australian Federal Government. (200
Page 247 and 248: Galitz, W. (2002). Essential Guide
Page 249 and 250: Lindlif, T. R., & Shatzer, M. J. (1
Page 251 and 252: Stubbins, J. (1977). Social and Psy
Page 253 and 254: Zakon, R. (2002, 1 April). Hobbes'
Page 255 and 256: ETHICS APPROVAL: products and servi
Page 257 and 258: Name: _ Signature: Date: authorizat
Page 259 and 260: 13. In the United States, the Rehab
Page 261 and 262: 8. Do you perceive that people with
Page 263 and 264: Title: Department: Organisation: Ye
Page 265 and 266: 18. In your opinion, are educationa
Page 267 and 268: e found at http://www.vipsurvey.org
Page 269 and 270: [ ] 2 Living in shared accommodatio
Page 271 and 272: [ ] 1 Screen magnification software
Page 273 and 274: 24. My ability to use the Internet
Page 275: process which I mastered by myself:
Page 279 and 280: ! 10.5 Until user agents (including
Page 281: IBM International Business Machines
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