Computer accessibility

The biggest challenge in computer accessibility is to make resources accessible to people with cognitive disabilities - particularly those with poor communication and reading skills. As an example, people with learning disabilities may rely on proprietary symbols and thus identify particular products via the product's symbols or icons. Unfortunately, copyright laws can limit icon or symbol release to web-based programs and websites by owners who are unwilling to release them to the public.

In these situations, an alternative approach for users who want to access public computer based terminals in libraries, ATMs, and information kiosks is for the user to present a token to the computer terminal, such as a smart card, that has configuration information to adjust the computer speed, text size, etcetera to their particular needs. The concept is encompassed by the CEN standard "Identification card systems – Human-machine interface".[3][4] This development of this standard has been supported in Europe by SNAPI and has been successfully incorporated into the Local Authority Smartcards Standards e-Organisation (LASSeO) specifications.[5]

Since computer interfaces often solicit visual input and provide visual feedback, another significant challenge in computer accessibility involves making software usable by people with visual impairments. For individuals with mild to medium vision impairment, it is helpful to use large fonts, high DPI displays, high-contrast themes and icons supplemented with auditory feedback and screen magnifying software. In the case of severe vision impairment such as blindness, screen reader software that provides feedback via text to speech or a refreshable braille display is a necessary accommodation for interaction with a computer.

About 8% of men and about 0.4% of women have some form of color-blindness.[6] The main color combinations that might be confused by people with visual deficiency include red/green and blue/yellow. However, in a well-designed user interface, the color will not be the primary way to distinguish between different pieces of information.

Some people may not be able to use a conventional input device, such as the mouse or the keyboard, therefore, it is important for software functions to be accessible using both devices. Ideally, the software will use a generic input API that permits the use even of highly specialized devices unheard of at the time of software's initial development. Keyboard shortcuts and mouse gestures are ways to achieve this access, as are more specialized solutions, including on-screen software keyboards and alternate input devices (switches, joysticks and trackballs). Users may enable a bounce key feature, allowing the keyboard to ignore repeated presses of the same key. Speech recognition technology is also a compelling and suitable alternative to conventional keyboard and mouse input as it simply requires a commonly available audio headset.

The astrophysicist Stephen Hawking's use of assistive technology is an example of a person with severe motor and physical limitations who uses technology to support activities of daily living. He used a switch, combined with special software, that allowed him to control his wheelchair-mounted computer using his limited and small movement ability. This personalized system allowed him to remain mobile, do research, produce his written work. Prof. Hawking also used augmentative and alternative communication technology to speak and an environmental control device to access equipment independently.

A small amount of modern research indicates that utilizing a standard computer mouse device improves fine-motor skills.[7]

While sound user interfaces have a secondary role in common desktop computing, these interfaces are usually limited to using system sounds such as feedback. Some software producers take into account people who can't hear due to hearing impairments, silence requirements, or lack of sound-producing software. The system sounds like beeps can be substituted or supplemented with visual notifications and captioned text (akin to closed captioning). Closed captions are a very popular means of relaying information for the Deaf and hearing-impaired communities. Modern computer animation also allows for translation of content into sign language by means of sign language avatars, such as SiMAX. [8][9]

Software APIs (application programming interfaces) exist to allow assistive technology products such as screen readers and screen magnifiers to work with mainstream software. The current or past APIs include:

• Java Accessibility and the Java Access Bridge for Java software[10][11] (being standardized as ISO/IEC TR 13066-6[12]);
• Assistive Technology Service Provider Interface (AT-SPI) on UNIX and Linux (being standardized as ISO/IEC PDTR 13066-4 [13]);
• Microsoft Active Accessibility (MSAA) on Microsoft Windows;
• IAccessible2 on Microsoft Windows, a competitor of Microsoft UI Automation also replacing MSAA by Free Standards Group (standardized as ISO/IEC 13066-3:2012[14]);
• Mac OS X Accessibility;
• Microsoft UI Automation on Microsoft Windows, replacing MSAA.

Some of these APIs are being standardized in the ISO/IEC 13066 series of standards.[15][16]

Accessibility software can also make input devices easier to access at the user level. These include:

• Keyboard shortcuts and MouseKeys allow the user to substitute keyboarding for mouse actions. Macro recorders can greatly extend the range and sophistication of keyboard shortcuts.
• Sticky keys allows characters or commands to be typed without having to hold down a modifier key (Shift, Ctrl, or Alt) while pressing a second key. Similarly, ClickLock[17] is a Microsoft Windows feature that remembers a mouse button is down so that items can be highlighted or dragged without holding the mouse button down while scrolling.
• Customization of mouse or mouse alternatives' responsiveness to movement, double-clicking, and so forth.
• ToggleKeys[18] is a feature of Microsoft Windows 95 onwards. A high sound is heard when the caps lock, scroll lock, or number lock key is switched on. A low sound is heard when any of those keys is switched off.
• Customization of pointer appearance, such as size, color, and shape.
• Predictive text
• Spell checkers and grammar checkers

Other approaches may be particularly relevant to users with a learning disability. These include:

• Cause and effect software[19]
• Switch-accessible software (navigable with a switch)
• Hand–eye coordination skills software
• Diagnostic assessment software
• Mind mapping software
• Study skills software
• Symbol-based software[20]
• Text-to-speech
• Touch typing software

Computer accessibility plays a large role in the classroom. Accessible technology can enable personalized learning for all students.

In most classrooms, students can benefit from the following:

1. Easier to see PC's for those who have a hard time seeing the board.
2. Less cluttered PC's for those who have difficulty concentrating.
3. Easier to hear PCs for those who have difficulty hearing the teacher speak.

When accessible technology allows personalized learning, there are positive impacts on students. Personalized learning switches the focus from what is being taught to what is being learned. This allows the students to need to become an integral part of the learning process. Accessibility in the classroom allows millions of students of all backgrounds to have equal educational opportunities and keep up with their non-disabled peers.[42]

When PC's are personalized for students in the classroom, students are more comfortable in the classroom, special needs students are better assisted and teachers can save time and effort.[43]

While PCs can provide a large amount of support in the classroom, iPads and apps can play a large role as well. There are constantly apps being developed for the aid of teachers, parents, and children. Educators have noted that the ease and portability of tablets devices make them a preferred choice that offers usage in a variety of environments. The advantages include interactivity, Internet access and text messaging. Educators have noticed things such as improved motor skills, reading skills, and interaction with others in students.[44]

Parents and teachers can notice the long term effects that accessibility has on students with disabilities. This can include enhanced social skills, better relationships with family and friends, increased understanding of the world around them, and an exhibition of self-reliance and confidence. Changes can not only be seen in children but adults as well. The use of social media can aid parents to gain knowledge, share knowledge, and receive moral support.[44][45]

Computer accessibility plays a large role in the workplace. In the past few years, adults have had their disabilities accommodated by the ability to work from home and by the availability of reliable software. This allows workers to work in a comfortable area while still being able to support themselves. This is allowing thousands of people with disabilities to create and earn jobs for themselves. The inexpensiveness and reliability of computers has facilitated the process.[46]

Section 508 is a standard that is regulated by the United States Environmental Protection Agency. This department ensures that all information and communications technology is accessible to disabled users. Their responsibilities include designing websites, software, hardware, video and multimedia, and telecommunications that meet accessibility standards. The standards themselves were created by an independent federal agency that works on accessibility for people with disabilities known as the US Access Board. [47]

ISO 9241-171:2008

ISO 9241-171:2008 is a standard that provides ergonomics guidance and specifications for the design of accessible software for public use.

Compiled from independent standards experts, this document is the most comprehensive and technical standard for designing accessible features for software, covering all disabilities and all aspects of software. It provides examples of two priority levels ('Required' and 'Recommended') and offers a handy checklist designed to help with recording software testing results.

The only trouble is that because of its complexity and technical nature, and with upwards of 150 individual statements, ISO 9241-172 is difficult to interpret and apply. Luckily, not every statement is relevant to every situation, therefore it may be advisable to identify a subset of statements that are tailored to the particular software environment, making the use of this document much more achievable. [48]