1E8 - Universal Design · Cognitive: Barriers Found (C-BF) [1/3] Communication: understanding speech, speaking Dealing with visual complexity (e.g., displays, controls) Understanding

1E8 - Universal Design

http://www.cs.tcd.ie/Alexis.Donnelly/1e8/

Alexis DonnellyDepartment of Computer Science,

O'Reilly Institute,

office: LG.21

E-mail: [email protected]

1E8-Lecture 4 Alexis.Donnelly Page 1 of 42

Overview

A Better Understanding ofImpairments/Disablement contd...[THE TABLE]...

Video of Screenreader

UD applied to the Web

Inclusive Design Toolkit

More news on Coursework & Exam


Familiarity with Impairments/Disablements[REMINDER]

We are examining some typical impairments from several design-related points of view:

Impairmentreason/cause/conditionsAnalogous Disabling EnvironmentBarriers/Problems encountered due to Conventional designCoping StrategiesCoping Tools

Impairments:Low Vision, Blindness, Low Hearing, Profound Deafness, Motor skills / Mobility, Cognitive


The Impairments-Environments-and-Strategies Table [REVISITED]

Impairment Symp. Root Cause Similar Disabling Envr. Barriers Found Coping Strategies Coping ToolsLow Vision ... ... ... ... ... ...Blindness ... ... ... ... ... ...

Low Hearing ... ... ... ... ... ...Profound Deafness ... ... ... ... ... ...

Motor Skills / Mobility MSM-S MSM-RC MSM-SDE MSM-BF MSM-CS MSM-CTCognitive C-S C-RC C-SDE C-BF C-CS C-CT

[source: based on work done at Trace Research & Development CenterUniv of Wisconsin]


Motor Skills & Mobility: Symptoms (MSM-S)

Neuromuscular Impairments:

ParalysisWeakness (paresis)Interference with controlSpasticityAtaxiaAthetosis, Chorea

Skeletal Impairments:

Joint movement limitationsResult of painMechanical problemSmall or malformed limbsMissing limbs - congenital or lost byaccident / amputationNon-average trunk size


Motor Skills & Mobility: Root Causes (MSM-RC)

Cerebral PalsyTraumatic injuries (Spinal Chord, Head,Stroke, Limbs)Diabetes mellitusBack disordersMalformations - congenital, thalydomideParkinson's DiseaseHuntington's Disease (chorea)

Multiple Sclerosis (MS)ALS (Lou Gehrig's Disease)Muscular Dystrophy (MD)Myasthenia GravisPoliomyelitisGuillain-Barre' SyndromeEpilepsyArthritis


Motor Skills & Mobility: Similar Disabling Environment (MSM-SDE)

wearing large gloves/mittswearing dangerous chemicals suit / spacesuit / diving suitworking in bouncing vehicleleg/arm in castuse of crutchestravelling in rocket / jet fighter - high accelerations


Motor Skills & Mobility: Barriers Found (MSM-BF)

MobilityFine motor skillsAvoiding hazards / accidentsManipulationCookingSelf-careSports / recreationCommunication / conversation


Motor Skills & Mobility: Coping Strategies (MSM-CS)

Seek assistance with:

MobilitySelf careManipulationCommunication


Motor Skills & Mobility: Coping Tools (MSM-CT)

Wheelchair, scooterWalking frame, crutches, prosthetic limbsReacher / grabberRobotic aidsSpeech recognition - environmental control systemCommunication aids: speech tablet...


Cognitive: Symptoms (C-S)

Impairments of Intelligence and ThinkingImpairments of MemoryImpairment of Language / communicationAphasia(Specific) Learning Disabilities


Cognitive: Root Causes (C-RC)

Congenital: Downs Syndrome, lack of oxygen before or after birth, foetal alcohol syndrome, hereditary syndromes (Fragile X), etc.Head Injury (Cerebral Trauma) - both closed and open head injuries.Environmental Causes - lead poisoning, poor nutrition, poor language and cognitive stimulation, etc.Stroke (Cerebral Vascular Accident)Alzheimer's DiseaseMultiple Sclerosis


Cognitive: Similar Disabling Environments (C-SDE)

There aren't many, except perhaps:

under the affluence of incahol (and similar substances)in a foreign language environment


Cognitive: Barriers Found (C-BF) [1/3]

Communication: understanding speech, speakingDealing with visual complexity (e.g., displays, controls)Understanding sequential instructions (spoken, written, or symbolic)ReadingWriting / TypingComputer AccessPhone UseOperating "public machines" (e.g., ATM's, point-of-sale terminals, vending machines, pay phones, elevators)Transportation: using public transport, navigation, map readingShopping: finding or locating proper store, item in store; understanding relative costs; paying and counting changeCooking (particularly following instructions)



Dealing with moneySchedules / time skillsDaily living activitiesPlanning a task / tasksLearning in conventional educational settingsUnderstanding consequences of actions, particularly long-term consequencesFollowing work and other daily routines: going to work regularly, on time, and understanding and observing rules; organizing activities in temporalsequences; making decisions about day-to-day matters; understanding time of day; understanding past and future (appointment-keeping)Self-awareness, self-identity, and self-presentation (grooming, dress, social behavior)



Managing interpersonal relationships including social activities, managing conversations, managing emotions and their expression.Safety: identifying hazards and hazard labeling, avoiding hazards, refraining from conduct potentially self-endangering, reacting appropriately toemergency or injury, taking proper precautionsWandering or getting lost.Some of these difficulties are imputed or inferred (wrongly) to a person on the basis of physical appearance.


Cognitive: Coping Strategies (C-CS)

facilitate cognitive tasks - minimise effort on language, memory, learning, processingsubstitute for what deficits may be presentsimplified routines


Cognitive: Coping Tools (C-CT)

Memory aidsWandering aidsAids to sequencingReading aidsConversation/writing aidsAids to learningEmergency/call systems"Companion" SystemsProblem solving aids


Cognitive Impairments: Design Strategies

NOTE: difficult impairment to cater for in design since:

hard to get feedback / information from the users themselveshard to imagine the conditionhard to simulate the condition

Several impairments often involved:

communication (language)learningmemoryprocessing (thinking & sequencing)

So:

Simplify tasks as much as possibleexploit & enhance what functionalities remainprovide support / help / companion function


UD and Computers

Recall the Interaction Cycle from last lecture:Perceive-Understand-Decide/Select-Do

So:

Can the screen be read & understood?Can sound be heard?Can keyboard be used?Can mouse be used?

If not, users will require some assistive technology:

Screen-reader (JAWS), screen-magnifier (Zoomtext)Operating System modifications (Start/Settings/Control Panel/Accessibility Options in Windows)Alternative keyboardsoftware with keyboard only interfacevoice-recognition package (Dragon Dictate or ViaVoice)


UD and the WWW

Interesting case because it involves many parts of the "system":

Alternative I/O devicesOperating SystemApplication softwate (browser)Assistive Technology software (Screen-reader)Websiteweb page author

All of these must work together seamlessly

Watch the video (6 mins) "Introduction to Screenreader" from Trace Research Center. [QuickTime required. ~12 Mb]


UD and the WWW

Pipeline model of the WWW - (information flows left to right)

Most important standard is that for HTML - Content Guidelines (WCAG)W3C = World Wide Web Consortium (technical UN of the web);WAI = Web Accessibility Initiative (part of W3C);WC = Web Content (usually a HTML file); UA = User Agent(browser);AT = Authoring Tool (Frontpage, Dreamweaver)


UD and the WWW(Some HTML Guidelines from WCAG)

Don't forget ALT text with imagesProvide text alternatives to audiocareful with tables (column & row labelling)link text should make sense out of contextdon't rely on colour alonedon't rely on layout alone....

WAI Home Page: http://www.w3.org/WAI/WCAG: http://www.w3.org/TR/WCAG10/Bobby Accessibility Checker: http://bobby.watchfire.com/bobby/html/en/index.jspor local TCD version: http://macneill.cs.tcd.ie:8180/bobby


Inclusive Design Toolkit fromCambridge Engineering Design Centre

http://www-edc.eng.cam.ac.uk/betterdesign/


Inclusive Design Toolkit includes:

explanation of inclusive design

guidance on processes for inclusive design

data on user capabilities

impairment simulators

an exclusion calculator

-- all very helpful with each stage of the design process


Inclusive Design Toolkit --Visual Impairment Simulator

First, select a scene/object


Inclusive Design Toolkit --Visual Impairment Simulator

Then, select a visual impairment -- macular degeneration


Inclusive Design Toolkit --Object with Contrast

Toaster with variable contrast controls


Inclusive Design Toolkit --Object with Contrast

Toaster with darker contrast controls


Inclusive Design Toolkit --Object with Contrast + Impairment

Now introduce glaucoma


Inclusive Design Toolkit --Object, NO Contrast + Impairment

... and reduce the contrast


Inclusive Design Toolkit --Supermarket Visit

... a common supermarket scene ...


Inclusive Design Toolkit --Supermarket + Colour Blindness

supermarket -- as seen with colour blindness


Inclusive Design Toolkit --Supermarket + Cataracts

supermarket -- as seen with cataracts


Inclusive Design Toolkit --Exclusion Calculator

Starting page of the exclusion calculator


Inclusive Design Toolkit --EC + User Demands

Having answered some questions about required user capabilities


Inclusive Design Toolkit --EC -- The Result

Numbers and categories excluded (UK population)


Content of Coursework

Essay showing that:

you understand UD (~10%)you have done some exercise that has raised your own awareness. (~40%)and have applied this knowledge in (re)-designing a mainstream product or environment. (~50%)

You may devise your own , but you must obtain my agreement first!


Coursework: Possible Topics &Exam: Sample Question

Book / Product ReviewExhibition / Product ReportA day in the Life of...Accessibility Audit using the tools available from the Inclusive Design Toolkit from Cambridge E. D. C..Application of NDA IT Accessibility Guidelines to a piece of equipmentWeb page Accessibility Audit using BobbyOR .... Roll your own (but agree with me first!) - more ideas on the course webpage

"Define and explain briefly what is meant by the term Universal Design. What are the attributes of a universally designed product? Describing inrelevant detail, illustrate how this approach has been applied in your personal coursework assignment. Pay particular attention to the impact on yourown thinking as an engineer, and to the re-design of the product/environment on which you have focussed. Has it got the attributes of a UD product?"


Coursework: Admin details

Hand in a paper version of your coursework essay by 3 PM on Friday 24th of April 2009 to the Department of Computer Science, O'ReillyInstitute.E-mail me an electronic version by the same deadline -- Subject: UD 1E8 Coursework.Both paper and electronic versions are required.I will provide feedback as quickly as possible and no later than the end of lecture term (8 of May 2009).Feedback is not guaranteed for coursework received after the hand-in deadline.Coursework must have the cover sheet declaring that it is your own workIf working with a person with a disability, you must also hand in a collaboration form signed by that person (or their nominee).Don't put covers on your essay -- I can't open them easily!Exam question will be based on your coursework!

Enjoy & Best of luck!


Examination Paper Structure

Examination Paper will probably look something like this, but details are to be confirmed.

(long questions: Do 5 out of 7 ) - 20% each

David Taylor - 2Alexis Donnelly - 1Kurshid Ahmed - 2Anil Kokaram - 2


Some Parting Thoughts......from George Bernard Shaw

You see what is and ask "Why?", but I dream of what never was and I ask "Why not?"

[George Bernard Shaw]

The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore allprogress depends on the unreasonable man.


Documents

1E8 - Universal Design · Cognitive: Barriers Found (C-BF) [1/3] Communication: understanding speech, speaking Dealing with visual complexity (e.g., displays, controls) Understanding