Digital Accessibility at the Brazilian Symposium on Human Factors in Computing Systems (IHC): An Updated Systematic Literature Review

Leah Findlater Kelly Avery Mack Jon E. Froehlich + 3 lainnya

12 Januari 2021

Accessibility research has grown substantially in the past few decades, yet there has been no literature review of the field. To understand current and historical trends, we created and analyzed a dataset of accessibility papers appearing at CHI and ASSETS since ASSETS’ founding in 1994. We qualitatively coded areas of focus and methodological decisions for the past 10 years (2010-2019, N=506 papers), and analyzed paper counts and keywords over the full 26 years (N=836 papers). Our findings highlight areas that have received disproportionate attention and those that are underserved—for example, over 43% of papers in the past 10 years are on accessibility for blind and low vision people. We also capture common study characteristics, such as the roles of disabled and nondisabled participants as well as sample sizes (e.g., a median of 13 for participant groups with disabilities and older adults). We close by critically reflecting on gaps in the literature and offering guidance for future work in the field.

Rumana Qadri Shok Shama Dari Alhuwail + 2 lainnya

11 Maret 2023

The responsibility for creating accessible software within the development of digital services is important for multiple reasons, mainly equity and inclusion. However, adopting and sustaining the development of accessible digital solutions has always been challenging, more so in countries that are relatively new to the concept of universal design, and physical and digital accessibility, and where legal sanctions are not yet established. This work investigates the technology scene in the State of Kuwait and analyses the responses of computing professionals with regard to their skills, best practices and procurement of accessible tech and to their level of awareness toward people with disabilities. The findings reveal a low level of awareness among tech professionals with regard to disabilities and digital accessibility-related standards. The findings also highlight a lack of available guidance for developing inclusive design and accessibility. Additionally, time constraints, lack of training, legal enforcement and fundamentals concepts during undergraduate and higher education contributed to observed weaknesses. Participants were keen to learn more and benefited from flyers and free professional development courses offered as incentives for survey completion.

João Ricardo dos S. Rosa N. M. Valentim

26 Oktober 2020

The use of Information and Communication Technologies (ICTs) can be an important ally in improving the quality of life of Visually Impaired People (VIP) because they provide greater independence in the performance of their daily tasks. During the development process of ICTs for VIP, the concepts of Accessibility, Usability, and User eXperience (UX) are significant because they can positively influence the system's quality. Concerning these concepts, some improvements can be considered already at the design stage, such as screen size, button format, color density, among others. However, not all designers consider Accessibility, Usability, and UX concepts when designing ICT for VIP. To identify and characterize which design technologies of Accessibility, Usability, and UX have been proposed in the literature, we performed a Systematic Mapping Study (SMS). We identified a total of 23 technologies. The analysis from these technologies showed that the majority are destined for mobile applications. Besides, some design technologies only address the concept of Accessibility, and only one technology considered the concepts of Accessibility, Usability, and UX together. To support professionals, students, and researchers in Human-Computer Interaction (HCI) and Software Engineering (SE), this SMS presents a set of Accessibility, Usability, and UX design technologies, which can be used in the initial phases of the ICT development process for VIP.

Swaroop Joshi P. Parthasarathy

16 Juni 2024

In recent years, there has been rising interest from both governments and private industry in developing software that is accessible to all, including people with disabilities. However, the computer science (CS) courses that ought to prepare future professionals to develop such accessible software hardly cover topics related to accessibility. While there is growing literature on incorporating accessibility topics in computing education in the West, there is little work on this in the Global South, particularly in India, which has a large number of computing students and software professionals. In this replication report, we present (A) our findings from a replication of surveys used in the US and Switzerland on who teaches accessibility and barriers to teaching accessibility and (B) a qualitative analysis of perceptions of CS faculty in India about digital accessibility and teaching accessibility. Our study corroborates the findings of the earlier surveys: very few CS faculty teach accessibility, and the top barriers they perceive are the same. The qualitative analysis further reveals that the faculty in India need training on accessibility concepts and disabilities sensitization, and exposure to existing and ongoing CS education research and pedagogies. In light of these findings, we present recommendations aimed at addressing these challenges and enhancing the integration of accessibility into computing education.

Richard E. Ladner Brianna Blaser

20 Juni 2023

Disability and accessibility are often left out of policies and actions related to diversity, equity, and inclusion (DEI). Despite progress on including disability and accessibility in broadening participation in computing (BPC) efforts over the past fifteen years, the idea of including people with disabilities in the groups that are minoritized in computing is still not universal. In this article we document successes in including disability in BPC efforts and where and how improvement can be made. We will argue that without explicitly calling out disability and accessibility, DEI policies and actions replicate the ableism present in our existing institutions.