Understand Accessibility

Understand Accessibility

March 4, 2022 Off By JR

I want to live in a world where we don’t have such low expectations of disabled people that we congratulate them for getting out of bed in the morning.

Young, S. (2014)

And here begins a seven-week journey through a continuing education course Digital Accessibility. I recently worked on a project which had accessibility requirements, which is a new thing as someone who has worked in provinces that don’t have such requirements for elearning, and am happy to be joining my better half for this course as part of their program of study too.

One thing in particular I notice right away is the video lectures, the presenter uses a slide deck and also shows tabs with the key learning resources for the week. Each time they change to a tab or back to the slides they say-so. Reflecting on my own screencasts I don’t always do that, unless I feel it’s a pretty big jump (like logging in as a different account for example). This already makes me reconsider some of the choices I’ve made for creating screencasts.

As part of the learning resources, we are presented with a series of stories where assistive devices, notably simple devices, made a world of difference on interactions. One example, the vibrating alarm clock, I’d heard of before. Another, a door lever that attached to door knobs, was new to me.

As this is a digital accessibility course our next stop was of course the W3C. Here we explored more user stories, the major difference between this and the previous resource are the W3C are personas instead of real people, but convey use cases for assistive technologies.

I’m looking forward to future weeks where will will take deeper dives into technologies and testing methods so that I can take a good hard look at online courses through more inclusive eyes.

Photo by stevepb on Pixabay