Challenges of Accessible Computing for People with Functional Diversity
This module provides a specialization about the accessibility of information and communication technologies (ICT) for persons with functional diversity (disability). It is mainly focused on current research issues in the field.
The module will start with an introduction to basic ICT accessibility concepts: functional diversity, design for all, legislation, standards and the assessment of the accessibility degree of ICT products and services.
After that, the students will work on current challenges in the field.
- Be familiar with assistive technologies and their interaction with ICT
- Be familiar with the principles of design for all with respect to ICT
- Use and define methods and tools for assessing ICT product accessibility conformance
- Use and define methods and tools for user-centred design of accessible ICT products
- Use ICT accessibility technical standards and participate in their development
- Functional diversity, accessibility and design for all
- Functional diversity
- Assistive products for ICT
- Principles of accessible design
- Human-centred design
- ICT accessibility standards
- Introduction to standards
- Relevant ICT accessibility standards
- Deeper study of one accessibility standard
- Conformity assessment
- State of the art in ICT accessibility
- State of the art and future trends
- Cognitive Accessibility
- Introduction to the Easy-to-Read Methodology
- Connell, B.R.; Jones, M.; Mace, R.; Mueller, J.; Mullick, A.; Ostroff, E.; Sanford, J.; Steinfeld, E.; Story, M.; Vanderheiden, G.: "The Principles of Universal Design". Version 2.0. The Center for Universal. Raleigh, North Carolina State University. 1997.
- Horton, S.; Quesenbery, W. "A Web for Everyone. Designing accessible user experiences". Rosenfeld. 2014.
- Krug, S.: "Don't make me think!: a Common Sense Approach to Web Usability", New Riders, 2014.
- International Standardization Organization (ISO), International Electrotechnical Commission (IEC). ISO/IEC TR 29138-1: "Information technology -- Accessibility considerations for people with disabilities -- Part 1: User needs summary". 2009.
- Palacios, A.; Romañach, J.: "El modelo de la diversidad. La Bioética y los Derechos Humanos como herramientas para alcanzar la plena dignidad en la diversidad funcional", Ediciones Diversitas, ISBN: 8496474402, 2007.
- SIDAR (Fundación Sidar - Acceso Universal): http://www.sidar.org, España.
The assessment of this module is divided into two parts: theory and practice. The grades obtained in theory and practice are combined as described bellow.
The theoretical part of the module contains different assessments: there will be two test-based assessments; there is going to be assessment of the performance of the collaborative learning sessions that will be part of the study of accessibility standards; there will be short in-class evaluations during the semester and attendance will also be taken into account.
The practical work consists of 4 exercises:
- Exercise 1: a document containing change proposals for an accessibility standard
- Exercise 2: an accessibility assessment of an ICT product, using the standard studied during collaborative learning
- Exercise 3: state of the art on one topic related to ICT accessibility. Students will have to develop a report and a short presentation.
- Exercise 4: checking cognitive accessibility.
The module will be assessed in a scale of 10 points, divided into 3 points for the theory and 7 points for the practical exercises. To pass the complete module it will be necessary to obtain a minimum of 1 point in theory, 3 points in the exercises and 5 points in the addition of theory and practice.
All the practical exercises are mandatory.
In the case of non-continuous evaluation, there will be a theory exam and a classroom presentation of exercise 3. The exercises have to be delivered in the same time period as the one defined for continuous evaluation. The student will also have to attend the two collaborative sessions.
Extraordinary evaluation period (July)
In the extraordinary evaluation period the theory tests will be repeated and the pending exercises can be delivered again. The participation in collaborative learning will not be re-assessed, so the grades received previously will be reused. The grades obtained will apply the same weights used for continuous evaluation.
|CEM1||Examination of the state of the art to identify research problems related to the design, construction, use and evaluation of complex software-intensive sociotechnical systems||C|
|CEM9||Evaluation of the most innovative human-computer interaction technologies and critical appraisal of the contributions to related research problems||S|
|Code||Learning Outcome||Associated competences||Proficiency level|
|RA-EVI-75||Be familiar with assistive technologies and their interaction with ICT||CEM1, CEM9||C|
|RA-EVI-76||Be familiar with the principles of design for all with respect to ICT||CEM1, CEM9||C|
|RA-EVI-77||Use and define methods and tools for evaluating ICT product accessibility||CEM1, CEM9||S|
|RA-EVI-78||Use and define methods and tools for user-centred design of accessible ICT products||CEM1, CEM9||S|
|RA-EVI-79||Use ICT accessibilty technical standards and participate in their development||CEM1, CEM9||S|