CPACC Body of Knowledge PDF

IAAP International Association of Accessibility Professionals. ![](media/image2.png) **United in Accessibility** [www.accessibilityassociation.org](http://www.accessibilityassociation.org/) This page intentionally left blank. IAAP 2023 CPACC Body of Knowledge Development ============================================= Volunteer Contributors: - Cindee Calton, CPACC - Nathan Clark. CPACC - Sean Durkin, CPACC - Collette Fransolet, CPABE Level Three - Jill Hart, CPACC, PMP - Cooper Hollmaier, CPACC Maria Matheas, CPACC - Lacy Skrzeczkoski, CPACC - Charlotte van Oostrum, CPACC Editors: - Péter Kemény, CPACC, ADS - Sara Kjellstrand, CPACC Program Manager: - Susanna Laurin, CPACC IAAP Staff Liaison: - Samantha Evans, CAE, ICE-CCP Editorial Notes: - British and American English o The citations and resources are gathered from international sources. o IAAP does not change the presentation of British English and/or American English. - You will find both presentations in this document. - Person-First vs. Identity-First o G3ict follows UN CRPD guidance and person-first language. - Other organizations and advocacy groups may use identity-first language. - IAAP does not change the presentation of disability language from the source. o You will find both person-first and identity-first language in this document. Edits and changes to the 2023 CPACC Body of Knowledge ===================================================== - ![](media/image3.png)Once each quarter update requests will be reviewed for links, formatting, etc. - Changes will be listed to identify changes and time frame for edits/versioning. February 2024: V2.2 ------------------- - Page numbering corrections - Page 13: Added CART or STTR to captioning This page intentionally left blank. IAAP CPACC Body of Knowledge Table of Contents ============================================== 1. The Purpose of this Document \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 1 2. IAAP CPACC Exam Preparation Resources \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 1 3. About the CPACC Professional Certification \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 2 4. The CPACC Certification Content Outline Concepts At-A-Glance \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 2 5. Additional CPACC Resources and Other IAAP Information \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 3 1. Medical Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 4 2. Social Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 5 3. Biopsychosocial Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 6 4. Economic Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 6 5. Functional Solutions Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 7 6. Social Identity or Cultural Affiliation Model \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 7 1. Visual Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 10 2. Auditory Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 12 3. Deaf-Blindness \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 14 4. Speech and Language Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 15 5. Mobility, Flexibility, and Body Structure Disabilities\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 18 6. Cognitive Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 20 7. Seizure Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 27 8. Psychological Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 28 9. Multiple/Complex Disabilities \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 31 1. The Universal Declaration of Human Rights \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 49 2. Convention on the Rights of Persons with Disabilities (CRPD) \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 49 3. The Marrakesh Treaty \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 50 1. EU Charter of Fundamental Rights. \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 52 2. The African Charter on Human and People's Rights \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 53 3. The Inter-American Convention on the Elimination of All Forms of Discrimination Against 1. The Equality Act 2010 \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 56 2. The Americans with Disabilities Act of 1990 \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 57 3. Ontarians with Disabilities Act of 2001 \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 57 4. Disability Laws in EU countries \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 58 1. Resources: \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 64 2. W3C Web Accessibility Initiative Recommendations \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 64 3. European Agency for Special Needs & Inclusive Education Guidelines \...\...\...\...\...\...\...\...\...\...\...\.... 65 4. Maturity Models \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 66 5. The Importance of Management Champions \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 68 6. Evaluating for Accessibility \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 68 7. Recruiting and Hiring \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 69 8. Communication Management Strategies \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 70 9. Legal & Public Relations Implications \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.... 70 10. Purchasing Processes and Public Procurement \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\... 70 IAAP CPACC Body of Knowledge Introduction 1. The Purpose of this Document =============================== - List the categories of information covered in the exam - Present general information about each domain topic - Recommend study topics related to each job task - Provide links to resources on each topic - Provide additional reading resources for expanded study 2. IAAP CPACC Exam Preparation Resources ======================================== 3. About the CPACC Professional Certification ============================================= 1. disabilities 2. accessibility and universal design, and 3. accessibility-related standards, laws, and management strategies. - The web and other information communication technologies (ICT) - Architecture and the built environment - Consumers and industrial design - Transportation systems, and - Any domain in which thoughtful design, policy, and management can improve disability access. 4. The CPACC Certification Content Outline Concepts At-A-Glance =============================================================== - Domain One: Disabilities, Challenges and Assistive Technologies (40% of the exam) o Theoretical Models of Disability - Categories of Disabilities and Associated Barriers (ICT and Physical World) o Assistive Technologies and Adaptive Strategies o Disability Demographics and Statistics o Disability Etiquette - Domain Two: Accessibility and Universal Design (40% of the exam) o Individual Accommodations versus Universal Design - Benefits of Accessibility - Accessibility in Information Communication Technology (WCAG 2.1) o Accessibility in the Physical World (The Principles of Universal Design 2.0) o Universal Design for Learning Guidelines (UDL) o Accessibility, Usability, and User Experience (UX) - Domain Three: Standards, Laws, and Management Strategies (20% of the exam) o International Conventions and Treaties on Disability Rights o Categories of Disability Laws and Regulations o Applying Accessibility Standards and Regulations to ICT o Organizational Governance and Management 5. Additional CPACC Resources and Other IAAP Information ======================================================== - [[IAAP home page]](https://www.accessibilityassociation.org/s/) - [[IAAP Certification] [ Overview]](https://www.accessibilityassociation.org/s/certification) - [[CPACC Certification Content Outline]](https://www.accessibilityassociation.org/s/cpacc-certification-content-outline) - [[CPACC Frequently Asked Questions]](https://www.accessibilityassociation.org/s/cpacc-frequently-asked) - [[CPACC Preparation Resources]](https://www.accessibilityassociation.org/s/certified-professional#Prepare%20for%20the%20CPACC%20Exam) - [[IAAP-Approved Certification Preparation Providers]](https://www.accessibilityassociation.org/s/certification-preparation-providers) - [[IAAP Certification Exams FAQ]](https://www.accessibilityassociation.org/s/exam-faq) - [[Continuing Accessibility Education] [ Credits (CAEC) and Renewal FAQ]](https://www.accessibilityassociation.org/s/continuing-accessibility-education-faq) - [[Process of creating a professional certification]](https://www.accessibilityassociation.org/s/exam-development-and-results#Exam-Development1) - [[IAAP Certification Exams: Copyright and Intellectual Property]](https://www.accessibilityassociation.org/s/exam-development-and-results#Exam-Copyright2) - [[IAAP Overlay Position and Recommendations]](https://www.accessibilityassociation.org/s/overlay-position-and-recommendations) CPACC Content Outline: Domain One: Disabilities, Challenges, and Assistive Technologies (40%) ====================================================================== Domain One A: Characterize and Differentiate Between Theoretical Models of Disability, including the strengths and weaknesses of their underlying assumptions. **Recommended Study Tasks** --------------------------- - Identify prominent theoretical models of disability. - Describe their basic concepts and understand their strengths and weaknesses. - Identify which models align most closely with the principles of accessibility and universal design. - Apply the models to example scenarios in the lives of people with disabilities. **Overview** ------------ 1. Medical Model ---------------- *Definitions* *Strengths* *Weaknesses* 2. Social Model --------------- *Definitions* *Strengths* *Weaknesses* 3. Biopsychosocial Model ------------------------ *Definitions* - Bio (physiological pathology) - Psycho (thoughts, emotions, and behaviours such as psychological distress, fear/avoidance beliefs, current coping methods and attribution) - Social (socio-economical, socio-environmental, and cultural factors such as work issues, family circumstances and benefits/economics)" *Strengths* *Weaknesses* 4. Economic Model ----------------- *Definition* *Strengths* *Weaknesses* 5. Functional Solutions Model ----------------------------- *Definition* *Strengths* *Weaknesses* 6. Social Identity or Cultural Affiliation Model ------------------------------------------------ *Definition* *Strengths* *Weaknesses* 7, Charity Model ---------------- *Definition* *Strengths* *Weaknesses* ### Resources - Disabled World: [[Disabilities: Definition, Types and Models of Disability]](https://www.disabled-world.com/definitions/disability-models.php) - UK Ombudsman: [[Introduction to the Social and Medical Models of Disability (PDF)]](https://www.ombudsman.org.uk/sites/default/files/FDN-218144_Introduction_to_the_Social_and_Medical_Models_of_Disability.pdf) - Youth Disability Advocacy Services: [[Four models of disability]](https://www.yacvic.org.au/ydas/resources-and-training/together-2/values-and-ideas/two-models-of-disability/) - Association of University Centers on Disabilities, Disability in Public Health: [[Compare and] [Contrast Different Models of Disability]](https://disabilityinpublichealth.org/1-1/) - Disability Australia Hub: [[Disability models in the Disability A-Z]](https://www.disabilityaustraliahub.com.au/disability/) - Handwiki: The Functional Solutions Model: [[Disability studies]](https://handwiki.org/wiki/Disability_studies) - Physio-pedia: [[Conceptual Models of Disability and functioning]](https://www.physio-pedia.com/Conceptual_Models_of_Disability_and_Functioning) - American Psychological Association, Psychological Bulletin: The Social Identity - John Lawson. International Studies in Sociology of Education[: [Disability as a Cultural Identity (PDF)]](https://www.tandfonline.com/doi/pdf/10.1080/09620210100200076) - Lane, Harlan. Journal of Deaf Studies and Deaf Education: [[Ethnicity, Ethics, and the Deaf-World]](https://doi.org/10.1093/deafed/eni030) Domain One B: Categories and Characteristics of Disabilities, Associated Barriers, and -------------------------------------------------------------------------------------- Solutions; and Domain One C: Identify Appropriate Assistive Technologies and Adaptive Strategies at the Level of the Individual for Permanent, Temporary and Episodic Disabilities (ICT and Physical World) ### Recommended Study Tasks - Name the main categories of disabilities. - Classify specific conditions under the appropriate disability category or categories. - Describe the accessibility challenges faced by people with disabilities of a given category. - Understand the concepts of assistive technologies, adaptive strategies, and accessibility solutions. - Identify and provide examples of accessibility, potential solutions, and assistive technologies for different types of disabilities. - Understand that potential solutions and assistive technologies are designed for or relevant to information communication technology (ICT) or the physical world. ### Overview ### 1. Visual Disabilities *Overview* - some amount of vision loss - loss of visual acuity (sharpness) - increased or decreased sensitivity to specific or bright colors complete or uncorrectable loss of vision in either or both eyes. *Blindness* - Globally, at least 2.2 billion people have vision impairment or blindness. Of these, at least 1 billion have a vision impairment that could have been prevented or has yet to be addressed. - Globally, the leading causes of vision impairment are uncorrected refractive errors and cataracts. - Most people with vision impairment are over 50 years old. *Color Vision Deficiency* - Red-green color vision defects are the most common form of color vision deficiency. This condition affects 1 in 12 males (8.3%) and 1 in 200 females (0.5%). - Blue-yellow color vision defects affect males and females equally. This condition occurs in fewer than 1 in 10,000 people worldwide. *Low Vision* - Low vision is uncorrectable vision loss that interferes with daily activities. It is better defined in terms of function, rather than numerical test results. - In other words, low vision is "not enough vision to do whatever it is you need to do," which can vary from person to person. - Most eye care professionals prefer to use the term "low vision" to describe permanently reduced vision that cannot be corrected with regular glasses, contact lenses, medicine, or surgery. *Barriers for People with Visual Disabilities* - Materials, such as books, restaurant menus, and navigation aids are not available in alternate formats such as digital files or braille - People who do not adequately describe navigation steps or visual information - Inadequate lighting - Sounds masking informative sounds like directional cues - Non-tactile signs - Objects in travel paths that become obstacles - In websites and other technologies: images, controls, and other meaningful elements that do not have text alternatives - Text, images, and page layouts that cannot be resized or lose information when resized - Missing visual and non-visual orientation cues, page structure, and other navigational aids - Video content that does not have text or audio alternatives, or an audio description track - Inconsistent, unpredictable, or overly complicated navigation mechanisms and page functions - Text and images with insufficient color contrast between foreground and background - Websites, web browsers, and authoring tools that do not enable users to set up custom color combinations - Websites, web browsers, and authoring tools that do not work fully when using a keyboard *Solutions for People with Visual Disabilities* Accessibility -- Physical Environment: - Use raised tiles on the ground to indicate the edge of a platform, a pathway along a sidewalk, the beginning of a staircase, etc. - Eliminate low-hanging architectural features that a blind person could bump into. - Clear obstructions in hallways and on sidewalks. - Information in Braille on signs and controls (e.g. elevator buttons, code locks) - Tactile controls on flat devices such as microwaves and dishwashers Accessibility -- ICT Environment: - Provide text alternatives for non-text information. - Make sure graphical design allows for magnification. - Use color combinations with high contrast. - Do not rely on color alone to convey meaning or information. - Standard, consistent positioning and visual presentation of objects Assistive Technologies: - Screen readers convert the text and structural information of interfaces and content to speech. - Audio description is an additional audio track that describes and gives context for essential visual information. - Screen magnification - Large print - GPS-based navigation instructions with an audio interface, either automated or via a remote human navigator - Mobile apps that provide audio descriptions of photographed objects or people - Mobile apps that scan barcodes or QR codes and speak product information aloud Software to customize color contrast, color filters, and color themes - Canes help people feel their surroundings as they walk. - Service animals help people navigate. *Resources on Visual Disabilities* - World Health Organization, Fact Sheet: [[Blindness and Vision Impairment]](http://www.who.int/mediacentre/factsheets/fs282/en/) - World Blind Union, External resource paper: [[Universal design (.doc)]](https://worldblindunion.org/wp-content/uploads/2020/03/Universal-Design.doc) - American Federation for the Blind: [[Low Vision and Legal Blindness Terms and Descriptions]](https://www.afb.org/blindness-and-low-vision/eye-conditions/low-vision-and-legal-blindness-terms-and-descriptions) - US National Institutes of Health, US National Library of Medicine[, [Color Vision Deficiency]](https://medlineplus.gov/genetics/condition/color-vision-deficiency/) - Royal National Institute of Blind People (RNIB): [[Assistive technology]](https://www.rnib.org.uk/information-everyday-living-work-and-employment-staying-work/assistive-technology) - Vision Australia: [[Top 10 pieces of assistive technology for newly diagnosed patients]](https://www.visionaustralia.org/news/top-10-assistive-tech-for-patients) - American Foundation for the Blind (AFB): [[Technology Resources for People with Vision Loss]](https://www.afb.org/blindness-and-low-vision/using-technology) - University of Illinois Library: [[Blind/Visual Impairment: Common Assistive Technologies]](https://guides.library.illinois.edu/c.php?g=526852&p=3602299) - Mobility International USA: [[Assistive Technology for Blind or Low Vision Participants]](https://www.miusa.org/resource/tipsheet/assistivetechnologyforblind) ### 2. Auditory Disabilities *Overview* *Deafness* *Hard of Hearing* *Central Auditory Processing Disorder* *Barriers for People with Auditory Disabilities* - People who speak softly or in large spaces without aids such as microphones - Absence of sign language interpretation - Loud environments or competing sounds such as background noise - Conversations, interactions, and meetings where accessing communication from multiple speakers is challenging - Poor lighting conditions that prevent lip-reading - Websites and other technologies that require voice interaction or listening to engage with content - Audio in videos and films presented without captions or transcripts - Media players that do not support captions, or do not contain options to control the volume, or customize the size and color of captions *Solutions for People with Auditory Disabilities* #### Accessibility - Sign language interpretation - CART or STTR accurate & usable captions for videos, live online meetings, live presentations Text alternatives such as transcripts for audio content - For doorbells, alarms and other alerts: Provide alternative visual alerts, such as lights that flash, pulse, dim, or turn on and off - Quiet work environments or the option to work in different settings - Clear signage for meeting rooms with microphones connected to audio induction loops - Environments designed with good acoustics and lighting #### Assistive Technologies - Assistive listening systems and devices in meeting rooms and auditoria - Personal listening devices (PLD) to connect with assistive listening systems - Hearing aids - Cochlear implants - Audio controls - Haptic alerts / feedback - Visual labels / notifications / alerts - Text-to-speech (TTS) software - Sound field systems to amplify voices of speakers (e.g. teachers in a classroom) - Noise-canceling headphones #### Resources on Auditory Disabilities - World Health Organization: Health Topics: [[Deafness and Hearing Loss]](https://www.who.int/health-topics/hearing-loss) American Speech-Language-Hearing Association: [[What is Hearing Loss?]](https://www.asha.org/public/hearing/What-is-Hearing-Loss/) - European Commission Knowledge Center on Interpretation: [[Sign language interpretation]](https://knowledge-centre-interpretation.education.ec.europa.eu/en/news/don%E2%80%99t-forget-sign-language-interpreters-making-conferences-and-meetings-more-accessible) - WebAIM: [[Auditory Disabilities]](https://webaim.org/articles/auditory/) - Hearing Australia: [[Everything You Need to Know about Hearing]](https://www.hearing.com.au/Hearing-loss) - American Speech-Language-Hearing Association: [[Central Auditory Processing Disorder]](https://www.asha.org/practice-portal/clinical-topics/central-auditory-processing-disorder/) - Understood: [[Assistive Technology for Auditory Processing Disorder]](https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-auditory-processing-disorder) ### 3. Deaf-Blindness *Overview* *Barriers for People with Deaf-Blindness* - For materials such as books, menus and navigation aids, lack of printed braille - For websites and other technologies, incorrect or incomplete output to a braille keyboard - Lack of braille transcripts of video or audio materials - Lack of tactile sign language interpretation *Solutions for People with Deaf-Blindness* #### Accessibility - Transcripts of video or audio materials made available in braille - Tactile sign language interpretation - Other solutions based on the individual needs #### Assistive Technologies - Screen reader converting text to braille on a refreshable braille device - For audio and video: conversion of transcripts to braille - Printed braille - Haptic alerts / feedback - Cane - Service animals - Tactile navigation aids - Tactile sign language interpretation - Deaf-Blind communicator #### Resources on Deaf-Blindness - National Center on Deaf-Blindness: [[Overview on Deaf-Blindness]](https://nationaldb.org/library/page/1934) Deafblind International: [[What is Deaf-Blindness?]](https://www.deafblindinternational.org/about-us/about-deafblindness/) - Project IDEAL: [[Deaf-Blindness]](http://www.projectidealonline.org/v/deaf-blindness/) - Deafblind Information Australia: [[Living with Deafblindness]](https://www.deafblindinformation.org.au/living-with-deafblindness/assistive-technology-and-equipment/out-and-about/) - National Center on Deaf-Blindness Library: [[Assistive Technology]](https://nationaldb.org/library/list/40) - Perkins School for the Blind[: [Communication Technology for Persons Who Are Deafblind]](https://www.youtube.com/watch?v=0QiTu26Own0) - National Federation for the Blind: [[Deaf-Blind Communication Technology]](https://www.nfb.org/sites/www.nfb.org/files/images/nfb/publications/bm/bm14/bm1409/bm140906.htm) - American Foundation for the Blind: [[Unique Technologies Presented at First] [Deaf-Blind International Conference, June 2018]](https://www.afb.org/aw/19/6/15089) ### 4. Speech and Language Disabilities *Overview* *Speech sound disorders* *Organic speech sound disorders* - - - - - - - - *Functional speech sound disorders* *No Speech* - - - *Aphasia* - - *Barriers for People with Language and Speech Disabilities* - - - - *Solutions for People with Language and Speech Disabilities* #### Accessibility - Simplified communication methods, including multiple options for communication - Increased understanding, patience and adaptations by persons when communicating - Additional time to complete tasks - Providing the option to use text-based alternatives to speech to communicate #### Assistive Technologies - Producing speech: Text-to-speech programs or Augmentative and Alternative Communication (AAC) devices. - Processing language: Screen readers can read interfaces and content and convert digital text to synthesized speech. Users can adjust the speech rate, voice and pitch to get varied exposure to content when they repeat it. - Keyboards with speech generating functionalities - Electronic communication boards with symbols or images - Voice carryover - Programs with writing templates, organizational tools, word prediction and spell checkers. - Speech-to-text programs. - Speech apps to allow learners to practice their sounds, sentences, and phrases #### Resources on Speech and Language Disabilities - American Speech-Language-Hearing Association (ASHA): [[Speech Sound DisordersArticulation and Phonology]](https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/) - American Speech-Language-Hearing Association (ASHA): [[Speech and Language Disorders]](https://www.asha.org/public/speech/disorders) - US National Institutes of Health, National Institute on Deafness and Other Communication Disorders: [[Apraxia of Speech]](https://www.nidcd.nih.gov/health/apraxia-speech) - National Aphasia Association: [[Aphasia Definitions]](https://www.aphasia.org/aphasia-definitions/) - Illinois University Library: [[Speech Disorders: Common Assistive Technologies]](https://guides.library.illinois.edu/c.php?g=613892&p=4265891) ### 5. Mobility, Flexibility, and Body Structure Disabilities *Overview* - people with upper or lower limb loss or disability - challenges with manual dexterity - disability in co-ordination with different organs of the body - a broken skeletal structure. *Manual Dexterity/Fine Motor Control* - difficulty tying shoelaces - inability to do up buttons or zippers - scribbly drawing - difficulty using a keyboard - poor handwriting - taking a long time to pick up small objects, manipulating objects in hand, or using both hands at the same time. *Ambulation* *Muscle Fatigue* *Body Size or Shape* *Barriers for People with Mobility, Flexibility, and Body Structure Disabilities* #### Physical Environment - Seating that is too small, or at the wrong height. - Appliances and controls that are out of reach or require touch instead of voice commands. - Narrow walkways, doorways, passages, or aisles - Tasks that require fine motor skills, like small or round door handles - Tasks that require accuracy, like small buttons, switches, or dials - Tasks that require strength, like heavy doors - High shelves or high counters - Tables without knee and toe clearance - Products and equipment that require a standing position or are difficult to reach or manipulate such as automatic teller machines (ATMs), health care or workplace equipment that is not accessible. - Steps, thresholds, and other obstacles to gaining entry to a space. - Body shaming and social discrimination. Digital Environment: - Digital interfaces that require interaction via a specific interface such as keyboard or mouse - Digital interfaces with small and / or tightly grouped touch targets that are hard to hit accurately *Solutions for People with Mobility, Flexibility, and Body Structure Disabilities* #### Accessibility - Universally designed entrances to buildings (level access, wide entrances) - Clearly defined, wide and unobstructed paths of travel - Ensuring that clickable areas on a website/app are big enough to hit - Not placing interactive elements on a website/app too close to each other - Ensuring that objects in the physical environment provides enough space and size for reach and use regardless of the user's body size, posture or mobility #### Assistive Technologies in the Physical Environment - Walkers, canes, crutches - Manual and electric wheelchairs, motorized scooters - Stair lifts, elevators - Exoskeletons - Stepladders - Grab / rail / handlebars - Reachers - Touch or voice operated light fixtures #### Assistive Technologies in ICT - Switch devices replacing keyboards or mouses (e.g. sip and puff devices) - Adaptive or customizable keyboards - Voice control - Eye tracking - Speech-to-text software - Head wand - Oversized mouse or trackball - Adjustable position displays #### Resources on Mobility, Flexibility, and Body Structure Disabilities - WebAIM: [[Motor Disabilities]](https://webaim.org/articles/motor/motordisabilities) - Case Western Reserve University: [[Mobility/Dexterity Impairments (PDF)]](https://case.edu/studentlife/healthcounseling/sites/case.edu.healthcounseling/files/2019-05/LAD%20Mobility-Dexterity%20Impairment.pdf) - US National Institutes of Health: [[Muscle Fatigue: General Understanding and Treatment]](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5668469/) - Healthline.com: [[What Causes Muscle Fatigue?]](https://www.healthline.com/health/muscle-fatigue) - Mayo Clinic: [[Acromegaly]](http://www.mayoclinic.org/diseases-conditions/acromegaly/home/ovc-20177622) - Mayo Clinic: [[Dwarfism]](https://www.mayoclinic.org/diseases-conditions/dwarfism/symptoms-causes/syc-20371969) - WebAIM: [[Motor Disabilities Assistive Technologies]](https://webaim.org/articles/motor/assistive) ### 6. Cognitive Disabilities *Overview* - Attention functions - Memory functions - Psychomotor functions - Emotional functions - Perceptual functions - Thought functions - Calculation functions *Intellectual Disabilities* 1. The person has deficits in intellectual functions. Typically, a person with intellectual disability has an IQ below 70-75. 2. The person has impairments in adaptive behaviour. These include skills needed to independently manage daily tasks and include social skills, communication skills, and skills needed to manage school or work. 3. The impairments manifest during the developmental years (in childhood). If similar conditions appeared after a head trauma in adulthood, the diagnoses would be different. 1. Conceptual skills include language, reading, writing, managing time, managing numbers, reasoning, knowledge, memory 2. Social skills include interpersonal skills, social judgment and responsibility, communication skills, the ability to follow rules and the ability to make and keep friendships 3. Practical skills include the ability to perform tasks independently such as personal care, job responsibilities, setting up and following schedules, safety, travel and transportation, managing money, and organizing school and work tasks *Reading and Dyslexia* *Math and Computation* - Trouble grasping the meaning of quantities or concepts like biggest vs smallest - Understanding that "5" is the same as "five", and that they both mean five (5) items - Remembering math facts like times tables - Counting money or making change - Estimating time - Judging speed or distance - Understanding the logic behind math or holding numbers in their head while solving problems. *Attention Deficit Hyperactivity Disorder* - Diminished attention span - Getting distracted by stimuli from the surroundings - Difficulty starting, organizing and finishing tasks such as homework - Being forgetful, such as forgetting daily activities or losing / misplacing items - Being restless and having difficulties controlling that sensation - Having difficulty remaining seated - Fidgeting - Having difficulty waiting in turn - Overly talkative, interrupting conversations *Autism Spectrum Disorders* 1. Restrictions in social communication and social interaction. The deficits must be present in different contexts, such as at home as well as in school or at work. This could present as difficulty engaging in conversations or making friends. 2. Repetitive behaviours such as following strict routines or making repetitive movements. Characteristics: - Sensory issues such as sensitivity to sound, smell, light - Difficulties with verbal and non-verbal communication. It may be difficult to understand or use facial expressions, gestures and language. People with autism often find it hard to understand non-literal expressions. - Challenges in social interactions such as recognizing other peoples' emotions and intentions and expressing their own emotions. People with autism may feel overwhelmed in social situations. *Non-Verbal Learning Disability* - Great vocabulary and verbal expression - Excellent memory skills - Attention to detail, but missing the big picture - Poor abstract reasoning - Concrete thinking - Physical awkwardness, poor coordination - Poor social skills - Trouble adjusting to changes - Anxiety, depression, low self-esteem *Barriers for People with Cognitive Disabilities* - Finding important information - Filling out forms - Managing passwords - Understanding information - Understanding and using controls - Keeping focused - Information overload, caused by cluttered design or too many text elements - Time-outs that cause stress and make it difficult to plan *Solutions for People with Cognitive Disabilities* #### Accessibility -- General - Allow adequate time to prepare for tasks and take in new information - In communications: check for understanding and give feedback - Minimize background noises to support concentration e.g. while completing a task or communicating - Provide structure and clear instructions in education and work environments - Use plain language or easy-to-read #### Accessibility -- Physical Environment - Key rooms or spaces are designed to be easy to find - Design of accessible routes is simple and intuitive - Signage should be large and clear, easy to understand and in plain language - Wayfinding should be simple with tactile, graphic, audible or architectural cues that are easy to follow. #### Accessibility in ICT Environments - Simplified content - Simplified distraction-free interfaces - Provide information through different means -- text, audio, images - Allow adequate time to complete tasks - Highlight information that is most important for the user - Enable personalized settings (e.g. for layout, time management, content) #### Assistive Technologies - Attention and focusing o Computer-based prompting applications to assist with staying on task o Productivity apps for organizing tasks o To-do lists o Time management apps - Task management apps for breaking down tasks into steps - Memory - Audio prompting devices to assist with memory o Auto-complete for web-based forms o Password managers o Audio note-takers and reminders - Apps/technology providing cues for actions - Perceptual functions o Direction-finding applications - Emotional functions o Apps for mindfulness and to reduce stress o Apps for anxiety management and coping strategies - Reading and writing o Audio books and reading software o Speech synthesizers / screen readers o Word prediction / lookup - Visual / audio alternatives to text in signage, messages, instructions o Speech-recognition software - Communication o Augmentative and alternative communication (AAC) devices o Synchronized speech and highlighting o Computerized voice output communication aids - Computer-assisted instruction for word recognition, math, spelling, and social skills to be used in education #### Resources on Cognitive Disabilities - AAFP national research network: [[ADHD assessment table (PDF)]](https://www.aafp.org/dam/AAFP/documents/patient_care/adhd_toolkit/adhd19-assessment-table1.pdf) - ADHD Europe: [[ADHD Myths and Facts]](https://adhdeurope.eu/awareness/myths-and-facts/) - ADHD UK: [[ADHD Incidence]](https://adhduk.co.uk/adhd-incidence/) - American Psychiatric Association: [[What is intellectual disability?]](https://www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability) - American Association on Intellectual and Developmental Disabilities: [[Defining Criteria for Intellectual Disability]](https://www.aaidd.org/intellectual-disability/definition) - Autism Europe: [[Prevalence Rate of Autism]](https://www.autismeurope.org/about-autism/prevalence-rate-of-autism/) - Autism Europe: [[About autism]](https://www.autismeurope.org/about-autism/) - European Commission: [[Study on Inclusive Web Accessibility for Persons with Cognitive Disabilities (PDF)]](https://digital-strategy.ec.europa.eu/en/library/commission-publishes-study-inclusive-web-accessibility-persons-cognitive-disabilities) - European Dyslexia Association: [[What is dyslexia]](https://eda-info.eu/what-is-dyslexia/) - National Institute for Learning Development Canada: [[Learning Disabilities]](https://nildcanada.org/learning-disabilities/) - National Institute of Neurological Disorders and Stroke: [[Dyslexia]](https://www.ninds.nih.gov/Disorders/All-Disorders/Dyslexia-Information-Page) - National Resource Center on ADHD: [[About ADHD (PDF)]](https://chadd.org/wp-content/uploads/2018/03/aboutADHD.pdf) - UK National Health Service: [[ADHD diagnosis]](https://www.nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/diagnosis/) - UK National Health Service: [[Overview: Learning disabilities]](https://www.nhs.uk/conditions/learning-disabilities/) - Understood: [[What is Dyscalculia?]](https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyscalculia/what-is-dyscalculia) - US Centers for Disease Control and Prevention: [[Signs and Symptoms of Autism Spectrum Disorder]](https://www.cdc.gov/ncbddd/autism/signs.html) - World Health Organisation: [[International Classification of Functioning, Disability and Health].](https://icd.who.int/dev11/l-icf/en) - World Health Organization, Fact Sheet: [[Autism]](https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders) - World Health Organization: [[ Neurological Disorders Public Health Challenges (PDF)]](https://www.who.int/publications/i/item/9789241563369) ### 7. Seizure Disabilities *Overview* *General Seizure Disorders* *Photosensitive Epilepsy* - Different people will be affected by different flash or flicker rates. Lights that flash or flicker between 16 and 25 times per second are most likely to trigger seizures but some people are sensitive to rates as low as 3 or as high as 60 per second. - Different people may be affected by different patterns. Those patterns with a high contrast or some that move are more likely to trigger seizures. Some video games often contain potentially provocative light stimulation. *Barriers for People with Seizure Disorders* - Activities in which a sudden loss of consciousness could cause serious harm, such as swimming, taking a bath, or using power tools. - Moving, blinking, or flickering content in videos, films, websites, and other technologies. - Web browsers and media players that do not provide controls to stop or turn off video or animations *Solutions for People with Seizure Disorders* #### Accessibility #### Assistive Technologies - Mobile digital diary apps with reminders - Smart watches that detect seizures and send alerts or provide GPS location - Service animals - Wearables with an alert button to call for help - Supportive gear and protective wear in case of a fall - Flicker-free monitors - Monitor glare guards - Non-glare glasses #### Resources on Seizure Disabilities - Epilepsy Action Australia: [[Epilepsy Products]](https://www.epilepsy.org.au/how-we-can-help/epilepsy-products/) - Epilepsy Foundation: [[Epilepsy for Parents and Caregivers]](https://www.epilepsy.com/learn/professionals/resource-library/links/devices-and-equipment) - Mayo Clinic: Diseases and Conditions: [[Seizures]](https://www.mayoclinic.org/diseases-conditions/seizure/symptoms-causes/syc-20365711) - Merck Sharp & Dohme: [[Seizure Disorders]](https://www.merckmanuals.com/home/brain,-spinal-cord,-and-nerve-disorders/seizure-disorders/seizure-disorders) - British Epilepsy Association Epilepsy Action: [[Photosensitivity Epilepsy]](https://www.epilepsy.org.uk/info/photosensitive-epilepsy) - World Health Organisation: [[Fact sheet on epilepsy]](https://www.who.int/news-room/fact-sheets/detail/epilepsy) ### 8. Psychological Disabilities *Overview* - Anxiety disorders, including panic disorders, phobias - Mood disorders, including depression and bipolar disorder - Psychotic disorders, including schizophrenia *Anxiety Disorders* *Generalized Anxiety Disorder (GAD)* - Feeling restless, wound-up or on-edge - Difficulty concentrating - Being easily fatigued - Having sleep problems - Having headaches, muscle aches, stomachaches, or unexplained pains *Panic Disorder* - Pounding or racing heart - Sweating - Trembling or tingling - Chest pain - Feelings of impending doom - Feelings of being out of control *Social Anxiety Disorder* Characteristics: - Feeling very self-conscious, embarrassed, and awkward in front of other people. - Blushing, sweating, trembling, rapid heart rate, or feeling like their mind is blank. - Feeling nauseous. - A rigid body posture, little eye contact, or speaking with an overly soft voice. *Mood Disorders* *Bipolar Disorder* - Lacking energy - Feeling sad, hopeless, or irritable - Difficulty concentrating and remembering things - Difficulty sleeping - Feeling full of energy, with great new ideas and important plans - Feeling very happy or overjoyed - Being easily distracted or agitated - Making decisions or saying things that are out of character and that others see as being risky or harmful *Psychotic Disorders* *Barriers for People with Psychological Disabilities* - Limited availability and affordability of mental healthcare services - Lack of knowledge among healthcare providers for accurate diagnoses and treatment - Social stigma - Lack of support for cognitive challenges - Students: lack of support for emotional, behavioural and/or cognitive challenges at school. *Solutions for People with Psychological Disabilities* #### Accessibility #### Assistive Technologies - Apps with mood, stress, and anxiety management functions - Memory aids - Text-to-speech software - Reminder devices - Voice recognition software - Noise monitoring devices #### Resources on Psychological Disabilities - National Institute of Mental Health: [[Anxiety Disorders]](https://www.nimh.nih.gov/health/topics/anxiety-disorders) - Our World in Data, Mental Health: [[Prevalence of Mental Illnesses]](https://ourworldindata.org/mental-health) - Center for Parent Information and Resources: [[Emotional Disturbance]](https://www.parentcenterhub.org/emotionaldisturbance/) - US Substance Abuse and Mental Health Services Administration: [[What is Mental Health?]](https://www.samhsa.gov/mental-health) - UK National Health Service: [[Bipolar disorder]](https://www.nhs.uk/mental-health/conditions/bipolar-disorder/overview/) - National Library of Medicine: [[Schizophrenia]](https://medlineplus.gov/schizophrenia.html) - National Library of Medicine: [[Psychotic disorders]](https://medlineplus.gov/psychoticdisorders.html) - National Library of Medicine: [[Mental disorders]](https://medlineplus.gov/mentaldisorders.html) - University of Illinois Library: [[Anxiety Disorders: Common Assistive Technologies]](https://guides.library.illinois.edu/c.php?g=498026&p=3409717) - World Health Organisation: [[Mental Disorders Fact Sheet]](https://www.who.int/news-room/fact-sheets/detail/mental-disorders) ### 9. Multiple/Complex Disabilities - Intellectual functioning Sensory functioning - Adaptive skills Communication skills - Motor skills *Solutions for Multiple/Complex Disabilities* Accessibility #### Assistive Technologies - Programmable keyboards - Writing support tools - Communication aids - Text-to-braille translation software - Other types of adaptive equipment #### Resources on Multiple/Complex Disabilities - Perkins YouTube [[Technology for Students with Multiple Disabilities]](https://www.youtube.com/watch?v=ywyTLCQCiQc) - Project IDEAL: [[Multiple Disabilities]](http://www.projectidealonline.org/v/multiple-disabilities/) - Sense UK: [[How we\'re using data to understand complex disabilities in the UK]](https://www.sense.org.uk/policy-blog/using-data-to-understand-complex-disabilities/) #### **Resources on Categories and Characteristics of Disabilities, Associated Barriers, and Solutions** - UN Convention on the Rights of Persons with Disabilities: [[Article 9 - Accessibility]](https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-9-accessibility.html) - World Wide Web Consortium, Web Accessibility Initiative[: [Diverse Abilities and Barriers]](https://www.w3.org/WAI/intro/people-use-web/diversity) - US Centers for Disease Control and Prevention: Disability and Health Overview [[Impairments, Activity Limitations, and Participation Restrictions]](https://www.cdc.gov/ncbddd/disabilityandhealth/disability.html) - W3C Web Accessibility Initiative, How People Use the Web: [[Tools & Techniques]](https://www.w3.org/WAI/people-use-web/tools-techniques/) - US National Institutes of Health: [[What are Some Types of Assistive Devices & How are They Used?]](https://www.nichd.nih.gov/health/topics/rehabtech/conditioninfo/Pages/device.aspx) Domain One D: Demonstrate an Understanding of the Data Trends and Implications of Disability Demographics and Statistics -------------------------------------- ### Recommended Study Tasks - Understand the rationale for collecting and using disability demographics and statistics. - Understand the limitations of developing statistics of disabilities and people living with disabilities. - Familiarize yourself with the demographics and statistics of populations living with disabilities in various regions around the world. ### Overview - Details about different disabilities are usually not included in census surveys - Disability terminology varies between countries, which makes it difficult to compare as conditions may be defined differently - Many people with disabilities have more than one disability and end up between defined groups. - An estimated 1.3 billion people experience significant disability. This represents 16% of the world's population, or 1 in 6 of us. - Some persons with disabilities die up to 20 years earlier than those without disabilities. - Persons with disabilities have twice the risk of developing conditions such as depression, asthma, diabetes, stroke, obesity or poor oral health. - Persons with disabilities face many health inequities. - Persons with disabilities find inaccessible and unaffordable transportation 15 times more difficult than for those without disabilities. - Health inequities arise from unfair conditions faced by persons with disabilities, including stigma, discrimination, poverty, exclusion from education and employment, and barriers faced in the health system itself. - How many people with disabilities live in each country, region or in the world? - What are the percentages of people with different types of disabilities in different age groups? - How many people with disabilities are employed? - How much disposable income do people with disabilities have? - How many people with disabilities are living in poverty? ### Resources on Disability Demographics and Statistics - Disabled World: [[Disability Statistics]](https://www.disabled-world.com/disability/statistics/) - Eurostat: [[Disability Statistics Introduced]](https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Disability_statistics_introduced) - Statistics Canada: [[Measuring disability in Canada (infographic or PDF)]](https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2022062-eng.htm) - Australian Bureau of Statistics: [[Disability and carers: Census]](https://www.abs.gov.au/statistics/health/disability/disability-and-carers-census/2021) - United Nations Economic and Social Commission for Asia Pacific: [[Disability in Asia and the Pacific: The Facts (PDF)]](https://www.unescap.org/sites/default/files/Disability%20The%20Facts.pdf) - Rehabilitation Research and Training Center on Disability Statistics and Demographics, Institute on Disability / UCED, University of New Hampshire: - Cornell University: [[Disability Statistics in the US]](http://www.disabilitystatistics.org/) - US Centers for Disease Control and Prevention: [[Disability Impacts All of Us (infographic or PDF)]](https://www.cdc.gov/ncbddd/disabilityandhealth/infographic-disability-impacts-all.html) - World Health Organization [[Disability Facts]](https://www.who.int/news-room/fact-sheets/detail/disability-and-health) - World Health Organization: [[World Report on Disability 2011]](https://www.who.int/teams/noncommunicable-diseases/sensory-functions-disability-and-rehabilitation/world-report-on-disability) Domain One E: Apply Disability Etiquette into Practice ------------------------------------------------------ ### Recommended Study Tasks - Describe and follow disability etiquette guidelines for interacting with people with disabilities. - Judge the appropriateness of ways of referring to or about people with disabilities. ### Overview - Speak to the person directly, not to the person accompanying them - Do not make assumptions about what a person can or cannot do - Since the impact of a specific disability can vary widely from person to person, you should provide assistance only if the person requests it or after you have asked their permission. - Acknowledge the person's ability to make decisions and judgments on their own behalf. - Respect the person's personal space and privacy. Do not touch the person's wheelchair or other equipment without permission. ### Inclusive Language - People first language: The most common recommendation is to use people first language. As an example, it is generally more accepted to use the phrase "a person with a disability", instead of "a disabled person". People first language is the form used in the UN Convention on the Rights of Persons with Disabilities. The emphasis is on the person, not the disability, to avoid labelling and stigmatization. - Identity first language: Some people with disabilities prefer to use identity first language to refer to themselves. In this format, the emphasis is on disability as a key part of the person's identity. This language is often used by self-advocates within disability communities. In direct communication or when referring to a specific person it is best to ask the person themselves what they prefer. ### Resources on Disability Etiquette - United Cerebral Palsy: [[Disability Etiquette]](http://ucp.org/resources/disability-etiquette/) - University of Cambridge Accessibility and Disability Resource Centre: [[Etiquette]](https://www.disability.admin.cam.ac.uk/about-drc/etiquette) - Independence Australia: [[A-Z of Disability Etiquette]](https://www.independenceaustralia.com/a-z) - United Spinal Association: [[Disability Etiquette. Tips on Interacting with People with Disabilities (PDF)]](https://www.unitedspinal.org/pdf/DisabilityEtiquette.pdf) - United Nations: [[Disability Inclusive Language Guidelines]](https://www.ungeneva.org/en/disability-inclusive-language) Domain Two: Accessibility and Universal Design (40%) ==================================================== Domain Two A: Distinguish Between Individualized Accommodations (Solutions Designed Only for Exceptional Individuals, to Make Up for Shortcomings in the Main Design) and Universal Design (Items or Environments Designed to be Used by a Wide Range of Individuals with Diverse Abilities) -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *The Concept and Principles of Universal Design* ### Recommended Study Tasks - Understand the relationship between accessibility, usability, and universal design - Know the difference between universal design and accommodations. ### Overview *Universal Design, Inclusive Design, Design for All* - Inclusive design - Design for all - Human-centered design - Life-span design *Accessibility, Usability, and Universal Design* - Accessibility is about designing so that that people with disabilities have an equivalent user experience without barriers or discrimination. - Usability emphasises aspects like ease of use and the user experience, but it does not always consider the needs of people with disabilities. - Universal design seeks to involve and include everyone to the greatest extent possible without specifying any particular target groups. *Resources on Accommodations and Universal Design* - University of Cambridge Inclusive Toolkit: [[What is Inclusive Design?]](http://www.inclusivedesigntoolkit.com/whatis/whatis.html) - US Department of Labor: [[Accommodations]](https://www.dol.gov/odep/topics/Accommodations.htm) - University of Washington, DO-IT: [[Universal Design vs. Accommodation]](https://www.washington.edu/doit/universal-design-vs-accommodation) - University of Washington, DO-IT: - United Nations: [[Definitions of article 2 of the UNCRPD]](https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-2-definitions.html) - W3C: [[Accessibility, usability, inclusion]](https://www.w3.org/WAI/fundamentals/accessibility-usability-inclusion/) - CEN-CENELEC: [[Design for all]](https://www.cencenelec.eu/areas-of-work/cen-cenelec-topics/accessibility/design-for-all/) Domain Two B: Identify Benefits of Accessibility ------------------------------------------------ ### Recommended Study Tasks - Describe how accessibility benefits people with different types of disabilities. - Describe how organizations and society benefit from including people with disabilities. ### Overview **Resources on Benefits of Accessibility** Council of Canadians with Disabilities: [[Building an Inclusive and Accessible] [Canada: Supporting People with Disabilities]](http://www.ccdonline.ca/en/socialpolicy/actionplan/accessible-canada) - World Wide Web Consortium: [[Accessibility is Important for Individuals, Businesses, Society]](https://www.w3.org/WAI/fundamentals/accessibility-intro/#important) - World Wide Web Consortium: [[The Business Case for Digital Accessibility]](https://www.w3.org/WAI/business-case/) - GSA Section508.gov [[Benefits of Accessible Design]](https://www.section508.gov/blog/benefits-accessible-design/) Domain Two C: Identify and Apply Accessibility Principles (from WCAG 2.1) of Web Accessibility ---------------------------------------------------------------------------------------------- ### Recommended Study Tasks - Understand the basic concepts of the World Wide Web Consortium's Web Content Accessibility Guidelines v2.2. - Learn the Guidelines' four principles: perceivable, operable, understandable, and robust. ### Overview - perceive, understand, navigate, interact with the Web - contribute to the Web. - auditory - cognitive - neurological - physical - speech - visual - people using mobile phones, smart watches, smart TVs, and other devices with small screens, different input modes, etc. - older people with changing abilities due to aging - people with temporary disabilities such as a broken arm or lost glasses - people with situational limitations such as in bright sunlight or in an environment where they cannot listen to audio - people using a slow Internet connection, or who have limited or expensive bandwidth." *World Wide Web Consortium's Web Content Accessibility Guidelines 2.2* Perceivable: - Provide text alternatives for non-text content. - Provide captions and other alternatives for multimedia. - Create content that can be presented in different ways, including by assistive technologies, without losing meaning. - Make it easier for users to see and hear content. Operable: - Make all functionality available from a keyboard. - Give users enough time to read and use content. - Do not use content that causes seizures or physical reactions. - Help users navigate and find content. - Make it easier to use inputs other than a keyboard. Understandable: - Make text readable and understandable. - Make content appear and operate in predictable ways. - Help users avoid and correct mistakes. Robust: - Maximize compatibility with current and future user tools ### Resources on Principles of Web Accessibility - World Wide Web Consortium: [[Introduction to Web Accessibility]](https://www.w3.org/WAI/fundamentals/accessibility-intro/) - World Wide Web Consortium: [[Accessibility Principles]](https://www.w3.org/WAI/fundamentals/accessibility-principles/) - World Wide Web Consortium: [[Web Content Accessibility Guidelines (WCAG) Overview]](https://www.w3.org/WAI/standards-guidelines/wcag/) - World Wide Web Consortium: [[Web Content Accessibility Guidelines 2.2]](https://www.w3.org/TR/WCAG22/) Domain Two D: Identify and Apply Accessibility Principles for the Built Environment ----------------------------------------------------------------------------------- ### Recommended Study Tasks - Demonstrate a basic understanding of physical accessibility principles and guidelines for the built environment. - Understand how the principles of universal design can apply in built environment settings. ### Overview - Access in and out of buildings. Regulations often connect to aspects of safety and evacuation. - Moving around in buildings including furnishing, accessibility of facilities, perception of signs, accessibility of evacuation routes etc. - Transport accessibility, including accessibility of routes and the outdoor environment and access to means of transport. - Recommendations and guidelines on accessibility are often included in broader policies. **Resources on Accessibility Principles for the Built Environment** National Institute of Building Sciences, Whole Building Design Guide: [[Beyond Accessibility to Universal Design]](https://www.wbdg.org/design-objectives/accessible/beyond-accessibility-universal-design) - The Council of Europe: [[Accessibility: Principles and Guidelines (PDF)]](https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016805a2a24) Domain Two E: Identify and Apply Principles of Universal Design --------------------------------------------------------------- **Recommended Study Tasks:** - Name the seven principles of universal design. - Describe the goals and benefits of universal design. **Overview:** *The Seven Principles of Universal Design* ### Equitable Use - Provide the same means of use for all users: identical whenever possible; equivalent when not - Avoid segregating or stigmatizing any users - Provisions for privacy, security, and safety should be equally available to all users - Make the design appealing to all users ### Flexibility in Use - Provide choice in methods of use - Accommodate right- or left-handed access and use - Facilitate the user's accuracy and precision - Provide adaptability to the user's pace ### Simple and Intuitive Use - Eliminate unnecessary complexity - Be consistent with user expectations and intuition - Accommodate a wide range of literacy and language skills - Arrange information consistent with its importance - Provide effective prompting and feedback during and after task completion ### Perceptible Information - Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information - Provide adequate contrast between essential information and its surroundings Maximize legibility of essential information - Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions) - Provide compatibility with a variety of techniques or devices used by people with sensory limitations ### Tolerance for Error - Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded - Provide warnings of hazards and errors - Provide fail safe features - Discourage unconscious action in tasks that require vigilance ### Low Physical Effort - Allow user to maintain a neutral body position - Use reasonable operating forces - Minimize repetitive actions - Minimize sustained physical effort ### Size and Space for Approach and Use - Provide a clear line of sight to important elements for any seated or standing user - Make reaching to all components comfortable for any seated or standing user - Accommodate variations in hand and grip size - Provide adequate space for the use of assistive devices ### Resources on Principles of Universal Design - Ireland, National Disability Authority, Centre for Excellence in Universal Design[: [What is] [Universal Design?]](http://universaldesign.ie/What-is-Universal-Design/) - University of Washington: Universal Design: [[Process, Principles, and Applications]](https://www.washington.edu/doit/universal-design-process-principles-and-applications) - Centre for Excellence in Universal Design: [[The 7 Principles]](https://universaldesign.ie/about-universal-design/the-7-principles) Domain Two F: Identify and Apply Principles of Universal Design for Learning (UDL) ---------------------------------------------------------------------------------- ### Recommended Study Tasks - Understand key concepts of the Universal Design for Learning (UDL) Guidelines. - Identify and describe the three UDL guidelines. - Become familiar with the options instructors should provide for each. ### Overview ### Define the Concept of Universal Design for Learning (UDL) *Principles of Universal Design for Learning* - Engagement (the Why of learning) - Representation (the What of learning) - Action & Expression (the How of learning) #### Provide Multiple Means of Engagement - Recruiting learners' interest - Learners to sustain their efforts - Learners to self-regulate #### Provide Multiple Means of Representation - Perception through different modalities - Language and symbols - Comprehension through the design and presentation of information that builds scaffolds for knowledge #### Provide Multiple Means of Action and Expression - Interacting with tools and environments that make learning physically accessible - Learners to express themselves and communicate - Building learners' executive functions through scaffolding #### **Resources on Universal Design for Learning (UDL)** - The Center for Applied Special Technology (CAST): [[The UDL Guidelines]](http://udlguidelines.cast.org/) - Centre for Universal Design Australia: [[Universal Design for Learning]](https://universaldesignaustralia.net.au/universal-design-for-learning/) ### Define the Concept of Usability and User Experience (UX) #### **Recommended Study Tasks** - Understand the concepts of user-centered design - Understand how accessibility relates to user-centered design - Describe the differences between usability and user experience - Understand how usability and user experience complement each other #### **Overview** - Users should find it easy and become proficient when using a design interface. - They should be able to achieve their goal easily through using that design. - They should be able to learn the interface easily, so that return visits are just as, if not more, easy." - Usability: a measure of a user's ability to arrive on a site, use it easily, and complete the desired task. - Useful content: The website should include enough information in an easily digestible format so that users can make informed decisions. Desirable/Pleasurable Content: The best user experiences come when the user can form an emotional bond with the product or website. - Accessibility: There are a set of accessibility standards sites should conform to in order to be used by people with disabilities. - Credibility: The trust (levels of security and privacy) that a website engenders in users also plays a part in the user experience." *User-Centered Design* - Involving users from the beginning and throughout the design and development. This can be done through user research, and user testing. - Taking an iterative approach to design and development, where testing is conducted (often with users) after each stage to ensure that the design and prototypes work well in practice - User testing for accessibility can be included in the iterative cycles of testing involved in the user-centered design framework. #### **Resources on Usability and User Experience** - SEObility Wiki: [[User-Centered Design]](https://www.seobility.net/en/wiki/User-Centered_Design) - Interaction Design Foundation: [[Usability: A part of the User Experience]](https://www.interaction-design.org/literature/article/usability-a-part-of-the-user-experience) - Usability Geek: [[The Difference (And Relationship) Between Usability and User Experience]](http://usabilitygeek.com/the-difference-between-usability-and-user-experience/) - Jisc Guide: [[Usability and User Experience]](https://www.jisc.ac.uk/guides/usability-and-user-experience) - UX Planet: [[Usability First --- Why Usability Design Matters to UI / UX Designers]](https://uxplanet.org/usability-first-why-usability-design-matters-to-ui-ux-designers-9dfb5580116a) Domain Three: Standards, Laws, and Management Strategies (20%) ============================================================== Domain Three A: Identify and Characterize International Declarations and Conventions on Disability Rights ----------------- ### Recommended Study Tasks - Name the most prominent international declarations and conventions that protect human rights and the rights of people with disabilities. - Explain the main purpose and protections of the UN Convention on the Rights of Persons with Disabilities. ### Overview - grant fundamental or human rights to every person (including people with disabilities), - prohibit discrimination based on disability (either listing it explicitly or under a general category, like "other status") or - directly address the rights of people with disabilities. ### 1. The Universal Declaration of Human Rights ### 2. Convention on the Rights of Persons with Disabilities (CRPD) *Article 9 Accessibility* 1. To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems, and to other facilities and services open or provided to the public, both in urban and in rural areas. These measures, which shall include the identification and elimination of obstacles and barriers to accessibility, shall apply to, inter alia: a. Buildings, roads, transportation and other indoor and outdoor facilities, including schools, housing, medical facilities and workplaces; b. Information, communications and other services, including electronic services and emergency services. 2. States parties shall also take appropriate measures: c. To develop, promulgate and monitor the implementation of minimum standards and guidelines for the accessibility of facilities and services open or provided to the public; d. To ensure that private entities that offer facilities and services which are open or provided to the public take into account all aspects of accessibility for persons with disabilities; e. To provide training for stakeholders on accessibility issues facing persons with disabilities; f. To provide in buildings and other facilities open to the public signage in Braille and in easy to read and understand forms; g. To provide forms of live assistance and intermediaries, including guides, readers and professional sign language interpreters, to facilitate accessibility to buildings and other facilities open to the public; h. To promote other appropriate forms of assistance and support to persons with disabilities to ensure their access to information; i. To promote access for persons with disabilities to new information and communications technologies and systems, including the Internet; j. To promote the design, development, production and distribution of accessible information and communications technologies and systems at an early stage, so that these technologies and systems become accessible at minimum cost. ### 3. The Marrakesh Treaty #### **Resources on International Declarations and Conventions on Disability Rights** - United Nations Office of the High Commissioner on Human Rights: [[Universal Declaration of Human Rights]](https://www.un.org/en/about-us/universal-declaration-of-human-rights) - United Nations Office of the High Commissioner on Human Rights: [[Human Rights of Persons with Disabilities]](https://www.ohchr.org/en/issues/disability/pages/disabilityindex.aspx) - United Nations Office of the High Commissioner on Human Rights: [[Declaration on the Rights of Disabled Persons]](https://www.ohchr.org/en/instruments-mechanisms/instruments/declaration-rights-disabled-persons) - United Nations Department of Economic and Social Affairs: - The World Blind Union: Domain Three B: Identify and Characterize Regional Instruments on Human and Disability Rights --------------------------------------------------------------------------------------------- ### Recommended Study Tasks - Understand how prominent regional instruments, like charters and laws, are related to disability and human rights. - Explain the main purposes of each. ### Overview ### The Charter of Fundamental Rights of the European Union (the Charter) - The fundamental rights and freedoms recognised by the European Convention on Human Rights - The constitutional traditions of the EU Member States, including longstanding protections of - The Council of Europe's Social Charter - The Community Charter of Fundamental Social Rights of Workers, and - Other international conventions to which the EU or its Member States are parties. - **Article 26:** Integration of persons with disabilities ### Article 21: Non-discrimination ### 2. The African Charter on Human and People's Rights - **Article 8(1) of the CRPD (Awareness-raising):** - States Parties undertake to adopt immediate, effective and appropriate measures \[...\] - \(b) To combat stereotypes, prejudices and harmful practices relating to persons with disabilities, including those based on sex and age, in all areas of Life; - **Article 11(1) of the ADRP:** - State Parties shall take all appropriate measures and offer appropriate support and assistance to victims of harmful practices, including legal sanctions, educational and advocacy campaigns, to eliminate harmful practices perpetrated on persons with disabilities, including witchcraft, abandonment, concealment, ritual killings or the association of disability with omens. ### Persons with Disabilities - eliminating discrimination gradually and promoting integration by providing or making available goods, services, facilities, programs, and activities such as employment, transportation, communications, housing, recreation, education, sports, law enforcement and administration of justice, and political and administrative activities; - ensuring that new buildings, vehicles, and facilities facilitate transportation, communications, and access by persons with disabilities; - eliminating, to the extent possible, architectural, transportation, and communication obstacles to facilitate access and use by persons with disabilities. **Resources on Regional Instruments on Human and Disability Rights.** - European Union: [[ EU Charter of Fundamental Rights]](https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:12012P%2FTXT) The Equality and Human Rights Commission website: - Council of Europe: [[The European Social Charter]](https://www.coe.int/en/web/european-social-charter) African Commission on Human and Peoples' Rights: [[African Charter on Human and Peoples' Rights (PDF)]](https://au.int/en/treaties/african-charter-human-and-peoples-rights) - The Organization of American States: [[Inter-American Convention on the]](https://www.oas.org/juridico/english/treaties/a-65.html) - [[ASEAN Human Rights Declaration]](https://asean.org/asean-human-rights-declaration/) UN Office of High Commissioner for Human Rights League of Arab States: Domain Three C: Identify and Characterize National and Provincial Instruments on Human and Disability Rights --------------------- ### Recommended Study Tasks - Identify prominent national and provincial instruments, such as laws and acts, that protect people with disabilities. - Explain the main purposes of each. ### Overview [Background and focus of disability-related laws] ### 1. The Equality Act 2010 *Section 4 of the Act lists which personal characteristics are protected:* - age - disability - gender reassignment - marriage and civil partnership - pregnancy and maternity - race - religion or belief - sex - sexual orientation ### 2. The Americans with Disabilities Act of 1990 *The Findings of Chapter 126, Equal Opportunity for Individuals with Disabilities, state:* The Congress finds that: - physical or mental disabilities in no way diminish a person's right to fully participate in all aspects of society, yet many people with physical or mental disabilities have been precluded from doing so because of discrimination; others who have a record of a disability or are regarded as having a disability also have been subjected to discrimination; - historically, society has tended to isolate and segregate individuals with disabilities, and, despite some improvements, such forms of discrimination against individuals with disabilities continue to be a serious and pervasive social problem; - discrimination against individuals with disabilities persists in such critical areas as employment, housing, public accommodations, education, transportation, communication, recreation, institutionalization, health services, voting, and access to public services; - unlike individuals who have experienced discrimination on the basis of race, color, sex, national origin, religion, or age, individuals who have experienced discrimination on the basis of disability have often had no legal recourse to redress such discrimination; - individuals with disabilities continually encounter various forms of discrimination, including outright intentional exclusion, the discriminatory effects of architectural, transportation, and communication barriers, overprotective rules and policies, failure to make modifications to existing facilities and practices, exclusionary qualification standards and criteria, segregation, and relegation to lesser services, programs, activities, benefits, jobs, or other opportunities; census data, national polls, and other studies have documented that people with disabilities, as a group, occupy an inferior status in our society, and are severely disadvantaged socially, vocationally, economically, and educationally; - the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self- sufficiency for such individuals; and - the continuing existence of unfair and unnecessary discrimination and prejudice denies people with disabilities the opportunity to compete on an equal basis and to pursue those opportunities for which our free society is justifiably famous, and costs the United States billions of dollars in unnecessary expenses resulting from dependency and non-productivity. ### 3. Ontarians with Disabilities Act of 2001 ### 4. Disability Laws in EU countries - both - prohibits discrimination - requires reasonable accommodation - neither #### **Resources on National and Provincial Instruments on Human and Disability Rights** - UK Government, Government Digital Service: [[Equality Act 2010: Guidance]](https://www.gov.uk/guidance/equality-act-2010-guidance) - US Government: [[Americans with Disabilities Act of 1990, As Amended]](https://www.ada.gov/pubs/adastatute08.htm) - ADA National Network: [[What is the American with Disabilities Act (ADA)?]](https://adata.org/learn-about-ada) - Ontario, Canada: [[Ontarians with Disabilities Act 2001]](https://www.ontario.ca/laws/statute/01o32) United National Department of Economic and Social Affairs: [[Disability Laws and Acts by Country / Area]](https://www.un.org/development/desa/disabilities/disability-laws-and-acts-by-country-area.html) Domain Three D: Identify and Characterize Domain-Specific and Government Procurement Laws and Regulations --------------------------------------------------------------------------------------------------------- ### Recommended Study Tasks - Identify prominent domain-specific laws that promote accessibility. - Explain the main purposes of each. ### Overview Domain Three D: Domain Specific Laws US Federal Communications Commission: - US Congress: [[Air Carrier Access Amendments Act of 2017]](https://www.congress.gov/bill/115th-congress/senate-bill/1318/text) - US Department of Transportation: [[Passengers with Disabilities: About the Air Carrier Access Act]](https://www.transportation.gov/airconsumer/passengers-disabilities) "The Air Carrier Access Act prohibits discrimination on the basis of disability in air travel. The rule defines the rights of passengers and the obligations of airlines under this law. It applies to all flights of U.S. airlines, and to flights to or from the United States by foreign airlines." - [[EU Audiovisual Media Services Directive (AVMSD)]](https://digital-strategy.ec.europa.eu/en/policies/audiovisual-and-media-services) - [[European Electronic Communications Code]](https://digital-strategy.ec.europa.eu/en/policies/electronic-communications-laws) - It requires that service information (like the main characteristics, total price and cost) and an easily readable contract summary are provided in an accessible format to people with disabilities. - It also requires accessible missing children and child helpline hotlines and equal access to emergency services and emergency communication. - To ensure an affordable universal service, it ensures support to consumers with disabilities and that specific equipment and services that enhance equivalent access are available and affordable. - [[EU eIDAS regulation]](https://digital-strategy.ec.europa.eu/en/policies/eidas-regulation) ### Domain Three D: Procurement Laws *EU Public procurement directives* - - - *US Federal Acquisition Regulation* - Domain Three E: Applying Accessibility Standards and Regulations to ICT ----------------------------------------------------------------------- **Recommended Study Tasks** Name prominent examples of accessibility laws and regulations applied to ICT. Identify the main enforcement mechanisms of each. ### Overview *US laws and standards* *EU laws and standards* - Ensuring websites and applications are accessible - An accessibility statement - A method for users to report accessibility issues - A link to enforcement procedures - Computers and operating systems - ATMs - Ticketing and check-in machines - Smartphones - TV equipment related to digital television services - Telephony services and related equipment - Access to audio-visual media services such as television broadcast and related consumer equipment - Services related to air, bus, rail and waterborne passenger transport - Consumer banking services - E-books - E-commerce - the revised EN 301 549 standard, ensuring alignment with the Web Accessibility Directive - the revised EN 17210 standard on the accessibility and usability of the built environment - the revised EN 17161 Design for All standard on accessibility following a Design for All approach in products, goods and services - a new standard setting up requirements on the accessibility of non-ICT information related to products - a new standard for the accessibility of support services related to products and services - a new standard for the accessibility of emergency communications and for the answering of emergency communications (including to the single European Emergency number 112). **Resources on Applying Accessibility Standards and Laws to ICT** ADA Best Practices Tool Kit for State and Local Governments: [[Chapter 5: Web Accessibility Under Title II of the ADA]](https://www.ada.gov/pcatoolkit/chap5toolkit.htm) - The National Law Review: [[ADA Website Litigation Likely to Increase]](https://www.natlawreview.com/article/ada-website-litigation-likely-to-increase) - European Commission, Digital Single Market: Policy[: [Web Accessibility]](https://ec.europa.eu/digital-single-market/en/web-accessibility) - European Commission, Employment, Social Affairs & Inclusion: [[European Accessibility Act]](https://ec.europa.eu/social/main.jsp?catId=1202) Domain Three F: Integrating ICT Accessibility Across the Organization --------------------------------------------------------------------- ### Recommended Study Tasks - Describe recommended steps to follow to adopt an ICT accessibility plan across your organization. - Understand the utility of accessibility maturity models. - Describe the importance of management champions. ### Overview - W3C Web Accessibility Initiative (WAI): [[Planning and Managing Web Accessibility]](https://www.w3.org/WAI/planning-and-managing/) - European Agency for Special Needs and Inclusive Education: Making your organisation\'s information accessible for all: [[Implementing the guidelines for accessible information (PDF)]](https://www.european-agency.org/sites/default/files/Making%20your%20Organisations%20Information%20Accessible%20for%20All_EN.pdf) Carnegie Mellon University, Software Engineering Institute: - Business Disability Forum: [[Accessibility Maturity Model]](https://businessdisabilityforum.org.uk/knowledge-hub/resources/tech-taskforce-accessibility-maturity-model/) - W3C Web Accessibility Initiative: [[Evaluating Web Accessibility Overview]](https://www.w3.org/WAI/test-evaluate/) ### 2. W3C Web Accessibility Initiative Recommendations *Initiate* - Learn the basics Explore the current environment - Set objectives - Develop the business case - Raise awareness - Gather support" *Plan* - Create an accessibility policy - Assign responsibilities - Determine budget and resources - Review environment - Review websites - Establish a monitoring framework - Engage with stakeholders" *Implement* - Build skills and expertise - Integrate goals into policies - Assign tasks and support delivery - Evaluate early and regularly - Prioritize issues - Track and communicate progress" *Sustain* - Monitor websites - Engage with stakeholders - Track standards and legislation - Adapt to new technologies - Incorporate user feedback" ### 3. European Agency for Special Needs & Inclusive Education Guidelines - Include an accessibility statement in the organization's long-term strategy - Develop a strategy or plan for implementing accessible information - Make someone responsible for implementing the information accessibility plan and provide them with the required resources - Plan an incremental implementation -- be ambitious and modest at the same time - Embed accessibility into your information production and dissemination processes - Provide information, education and training on accessibility for all staff - When outsourcing information production, make sure accessibility requirements are addressed and undergo a quality check 1. *Policy* - Develop a long-term strategy that recognizes all aspects of disability. - Publish an accessibility statement that includes a commitment to make your services and information accessible. - Develop a procurement policy that covers accessibility compliance for products and services, including those for information production and dissemination. 2. *Plan* - Develop an information accessibility plan that is detailed and ambitious, but realistic and covers small steps. - Ensure the person or team responsible for the plan has authority and resources. 3. *Practice* - Conduct a pilot of the Guidelines. - Provide awareness training for all staff and how accessibility applies to information. - Provide training for content specialists on tools to make information accessible. - Produce style guides and templates. - Update work processes to embed information accessibility. - Create information using the style guides and templates. - Give external providers the Guidelines and requirements for compliance. - Conduct accessibility testing before releasing any services or publishing any information. ### 4. Maturity Models *Business Disability Forum's Accessibility Maturity Model* #### Accessibility Maturity Model - Level 2: Defined. Documented but not actioned or completed once. - Level 3: Repeatable. Process established and actioned consistently. - Level 4: Managed. Process monitored and improved; business as usual. - Level 5: Best practice. Innovate, improve, and share. #### The Capability Maturity Model for Software, Adapted [Maturity Levels] 1. Initial a. Capability is ad hoc and unpredictable. The organization typically does not provide a stable environment for developing and maintaining accessible products, service, and information. b. Repeatable 2. Policies are in place for managing projects and procedures for ICT accessibility. Processes can be characterized as: b. Practiced c. Documented d. Enforced e. Trained f. Measured g. Able to improve 3. Defined h. Standard processes for developing and maintaining ICT accessibility across the organization are documented, and these processes are integrated into a coherent whole. Processes are used, and changed as appropriate, to help the staff perform more effectively. 4. Managed i. The organization sets quantitative quality goals for products and processes. Processes include well-defined and consistent measurements. 5. Optimizing j. The entire organization is focused on continuous process improvement. The organization identifies weaknesses and strengthens the process proactively, with the goal of preventing the occurrence of defects. Innovations that exploit best practices are identified and transferred throughout the organization. ### 5. The Importance of Management Champions - Build a vision and align implementation strategies - Sustain ongoing commitment and collaboration - Support the programmatic integration of accessibility throughout organization process, distinguishing it from discrete accessibility projects. - Lead the adoption of an accessibility maturity model ### 6. Evaluating for Accessibility - Ensure the product or service is fit for purpose. Design for usability by people with disabilities. Consider a "born accessible" approach to design. - Create reusable design and code libraries that help developers code for accessibility. Use quality assurance tools, methods, and protocols including accessibility evaluation tools. Human evaluation is critical to ensuring the product or service created is accessible. - Perform formative, summative, and continuous evaluations. Test throughout the project lifecycle and any time new content is added or code is updated. - Include people with disabilities in evaluations. - If there are gaps in your organization's capabilities, use outside expert analysis and consultation until you build up in-house expertise. ### 7. Recruiting and Hiring *Recruiting and Including People with Disabilities* Include your organization's disability inclusion statement in job postings and on the recruitment pages of your website. - Posting job openings on disability-focused job boards. - Ensure your organization's recruitment website and all postings are accessible. - Promote your organization at disability-focused job fairs. - Ensure your facilities are accessible to applicants and employees, and that you provide reasonable accommodations including assistive technologies. - Educate all employees, especially managers, on working with employees with disabilities. - Ensure hiring and supervising managers understand their obligations for accessibility and the organizational benefits that an employee with disabilities brings to the workplace. *Recruiting People with Digital Accessibility Skills* - Design using CSS, HTML, and JavaScript - Development using frameworks and libraries - Accessibility testing using evaluation tools, keyboard testing - Ability to use and test with screen reader software - Ability to create, test and remediate digital files such as documents and presentations - Knowledge of standards such as WCAG 2.1 and PDF / UA - [[IAAP Career Center]](https://www.accessibilityassociation.org/s/career-center) - [[a11yjobs Digital Accessibility Job Board]](https://www.a11yjobs.com/) - Professional groups - Professional discussion groups and mailing lists ### 8. Communication Management Strategies - Publish accessibility standards for communications. - Provide training to communicators on using people first and plain language. - Ensure the accessibility of any documents published. - Ensure the accessibility of websites and any media they contain or reference. - Caption and describe videos and other time-based communications. - Understand and design for how people use assistive technologies. - Capitalize on the increased understanding, influence, market, and reputational potential that accessible communications provide. ### 9. Legal & Public Relations Implications - Identify and become familiar with relevant international, regional, national, and local laws and standards. - Assess your organization's legal liability. - Ensure the organization creates and follows an ICT accessibility plan. - Ensure the ICT accessibility plan includes documenting how products and services meet accessibility standards. - Capitalize on the positive public relations that accessibility brings to your organization. ### 10. Purchasing Processes and Public Procurement - Verifying product accessibility claims - Verifying a vendor's accessibility expertise and capacity - Requiring product accessibility in contractual agreements - Periodically reviewing a vendor's product accessibility roadmap for adherence - Leveraging the organization's procurement policies and requirements to influence vendors Additional Reading ------------------ Domain One: Disabilities, Challenges, and Assistive Technologies United Nations, Department of Economic and Social Affairs, Social Inclusion: [[Chapter V: Persons with Disabilities: Breaking Down Barriers (PDF)]](https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2018/07/Chapter-VPersons-with-disabilities-

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