1E8 - Universal Design http://www.cs.tcd.ie/Alexis.Donnelly/1e8/ - - PowerPoint PPT Presentation

1E8 - Universal Design

http://www.cs.tcd.ie/Alexis.Donnelly/1e8/ Alexis Donnelly Department of Computer Science, O'Reilly Institute,

• ffice: LG.21

E-mail: Alexis.Donnelly@cs.tcd.ie

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Overview A Better Understanding of Impairments/Disablement contd... [THE TABLE]... Video of Screenreader UD applied to the Web Inclusive Design Toolkit More news on Coursework & Exam

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Familiarity with Impairments/Disablements [REMINDER] We are examining some typical impairments from several design-related points of view: Impairment reason/cause/conditions Analogous Disabling Environment Barriers/Problems encountered due to Conventional design Coping Strategies Coping Tools Impairments: Low Vision, Blindness, Low Hearing, Profound Deafness, Motor skills / Mobility, Cognitive

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The Impairments-Environments-and-Strategies Table [REVISITED] Impairment Symp. Root Cause Similar Disabling Envr. Barriers Found Coping Strategies Coping Tools Low Vision ... ... ... ... ... ... Blindness ... ... ... ... ... ... Low Hearing ... ... ... ... ... ... Profound Deafness ... ... ... ... ... ... Motor Skills / Mobility MSM-S MSM-RC MSM-SDE MSM-BF MSM-CS MSM-CT Cognitive C-S C-RC C-SDE C-BF C-CS C-CT

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

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Motor Skills & Mobility: Symptoms (MSM-S) Neuromuscular Impairments: Paralysis Weakness (paresis) Interference with control Spasticity Ataxia Athetosis, Chorea Skeletal Impairments: Joint movement limitations Result of pain Mechanical problem Small or malformed limbs Missing limbs - congenital or lost by accident / amputation Non-average trunk size

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Motor Skills & Mobility: Root Causes (MSM-RC) Cerebral Palsy Traumatic injuries (Spinal Chord, Head, Stroke, Limbs) Diabetes mellitus Back disorders Malformations - congenital, thalydomide Parkinson's Disease Huntington's Disease (chorea) Multiple Sclerosis (MS) ALS (Lou Gehrig's Disease) Muscular Dystrophy (MD) Myasthenia Gravis Poliomyelitis Guillain-Barre' Syndrome Epilepsy Arthritis

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Motor Skills & Mobility: Similar Disabling Environment (MSM-SDE) wearing large gloves/mitts wearing dangerous chemicals suit / spacesuit / diving suit working in bouncing vehicle leg/arm in cast use of crutches travelling in rocket / jet fighter - high accelerations

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Motor Skills & Mobility: Barriers Found (MSM-BF) Mobility Fine motor skills Avoiding hazards / accidents Manipulation Cooking Self-care Sports / recreation Communication / conversation

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Motor Skills & Mobility: Coping Strategies (MSM-CS) Seek assistance with: Mobility Self care Manipulation Communication

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Motor Skills & Mobility: Coping Tools (MSM-CT) Wheelchair, scooter Walking frame, crutches, prosthetic limbs Reacher / grabber Robotic aids Speech recognition - environmental control system Communication aids: speech tablet ...

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Cognitive: Symptoms (C-S) Impairments of Intelligence and Thinking Impairments of Memory Impairment of Language / communication Aphasia (Specific) Learning Disabilities

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

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Cognitive: Similar Disabling Environments (C-SDE) There aren't many, except perhaps: under the affluence of incahol (and similar substances) in a foreign language environment

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Cognitive: Barriers Found (C-BF) [1/3] Communication: understanding speech, speaking Dealing with visual complexity (e.g., displays, controls) Understanding sequential instructions (spoken, written, or symbolic) Reading Writing / Typing Computer Access Phone Use Operating "public machines" (e.g., ATM's, point-of-sale terminals, vending machines, pay phones, elevators) Transportation: using public transport, navigation, map reading Shopping: finding or locating proper store, item in store; understanding relative costs; paying and counting change Cooking (particularly following instructions)

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Cognitive: Barriers Found (C-BF) [2/3] Dealing with money Schedules / time skills Daily living activities Planning a task / tasks Learning in conventional educational settings Understanding consequences of actions, particularly long-term consequences Following work and other daily routines: going to work regularly, on time, and understanding and observing rules; organizing activities in temporal sequences; making decisions about day-to-day matters; understanding time of day; understanding past and future (appointment-keeping) Self-awareness, self-identity, and self-presentation (grooming, dress, social behavior)

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Cognitive: Barriers Found (C-BF) [3/3] Managing interpersonal relationships including social activities, managing conversations, managing emotions and their expression. Safety: identifying hazards and hazard labeling, avoiding hazards, refraining from conduct potentially self-endangering, reacting appropriately to emergency or injury, taking proper precautions Wandering or getting lost. Some of these difficulties are imputed or inferred (wrongly) to a person on the basis of physical appearance.

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Cognitive: Coping Strategies (C-CS) facilitate cognitive tasks - minimise effort on language, memory, learning, processing substitute for what deficits may be present simplified routines

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Cognitive: Coping Tools (C-CT) Memory aids Wandering aids Aids to sequencing Reading aids Conversation/writing aids Aids to learning Emergency/call systems "Companion" Systems Problem solving aids

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Cognitive Impairments: Design Strategies NOTE: difficult impairment to cater for in design since: hard to get feedback / information from the users themselves hard to imagine the condition hard to simulate the condition Several impairments often involved: communication (language) learning memory processing (thinking & sequencing) So: Simplify tasks as much as possible exploit & enhance what functionalities remain provide support / help / companion function

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UD and Computers Recall the Interaction Cycle from last lecture: Perceive-Understand-Decide/Select-Do So: Can the screen be read & understood? Can sound be heard? Can keyboard be used? Can mouse be used? If not, users will require some assistive technology: Screen-reader (JAWS), screen-magnifier (Zoomtext) Operating System modifications (Start/Settings/Control Panel/Accessibility Options in Windows) Alternative keyboard software with keyboard only interface voice-recognition package (Dragon Dictate or ViaVoice)

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UD and the WWW Interesting case because it involves many parts of the "system": Alternative I/O devices Operating System Application softwate (browser) Assistive Technology software (Screen- reader) Website web page author All of these must work together seamlessly Watch the video (6 mins) "Introduction to Screenreader" from Trace Research Center. [QuickTime required. ~12 Mb]

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UD and the WWW

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

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UD and the WWW (Some HTML Guidelines from WCAG) Don't forget ALT text with images Provide text alternatives to audio careful with tables (column & row labelling) link text should make sense out of context don't rely on colour alone don't rely on layout alone .... WAI Home Page: http://www.w3.org/WAI/ WCAG: http://www.w3.org/TR/WCAG10/ Bobby Accessibility Checker: http://bobby.watchfire.com/bobby/html/en/index.jsp

• r local TCD version: http://macneill.cs.tcd.ie:8180/bobby

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Inclusive Design Toolkit from Cambridge Engineering Design Centre http://www-edc.eng.cam.ac.uk/betterdesign/

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Inclusive Design Toolkit includes: explanation of inclusive design guidance on processes for inclusive design data on user capabilities impairment simulators an exclusion calculator

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

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Inclusive Design Toolkit -- Visual Impairment Simulator First, select a scene/object

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Inclusive Design Toolkit -- Visual Impairment Simulator Then, select a visual impairment -- macular degeneration

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Inclusive Design Toolkit -- Object with Contrast Toaster with variable contrast controls

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Inclusive Design Toolkit -- Object with Contrast Toaster with darker contrast controls

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Inclusive Design Toolkit -- Object with Contrast + Impairment Now introduce glaucoma

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Inclusive Design Toolkit -- Object, NO Contrast + Impairment ... and reduce the contrast

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Inclusive Design Toolkit -- Supermarket Visit ... a common supermarket scene ...

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Inclusive Design Toolkit -- Supermarket + Colour Blindness supermarket -- as seen with colour blindness

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Inclusive Design Toolkit -- Supermarket + Cataracts supermarket -- as seen with cataracts

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Inclusive Design Toolkit -- Exclusion Calculator Starting page of the exclusion calculator

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Inclusive Design Toolkit -- EC + User Demands Having answered some questions about required user capabilities

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Inclusive Design Toolkit -- EC -- The Result Numbers and categories excluded (UK population)

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Content of Coursework Essay showing that: you understand UD (~10%) you have done some exercise that has raised your own awareness. (~40%) and have applied this knowledge in (re)-designing a mainstream product or environment. (~50%) You may devise your own , but you must obtain my agreement first!

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Coursework: Possible Topics & Exam: Sample Question Book / Product Review Exhibition / Product Report A day in the Life of... Accessibility Audit using the tools available from the Inclusive Design Toolkit from Cambridge E. D. C.. Application of NDA IT Accessibility Guidelines to a piece of equipment Web page Accessibility Audit using Bobby OR .... Roll your own (but agree with me first!) - more ideas on the course webpage "Define and explain briefly what is meant by the term Universal Design. What are the attributes of a universally designed product? Describing in relevant detail, illustrate how this approach has been applied in your personal coursework assignment. Pay particular attention to the impact on your

• wn thinking as an engineer, and to the re-design of the product/environment on which you have focussed. Has it got the attributes of a UD product?"

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

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Examination Paper Structure Examination Paper will probably look something like this, but details are to be confirmed. (long questions: Do 5 out of 7 ) - 20% each David Taylor - 2 Alexis Donnelly - 1 Kurshid Ahmed - 2 Anil Kokaram - 2

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Some Parting Thoughts... ...from George Bernard Shaw You see what is and ask "Why?", but I dream of what never was and I ask "Why not?"

[George Bernard Shaw]

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

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