@article {2773, title = {Second national accessibility survey: librarians, patrons, and disabilities}, journal = {New Library World}, volume = {116}, year = {2015}, note = {This article conducted a national survey to librarians serving the National Library Service for the Blind and Physically Handicapped. Several challenges were identified, as well as a number of future implications of improving accessibility for disabled persons through the NLS/BPH system. Other libraries could use the examples here to act accordingly and provide better services for people with disabilities.}, pages = {503-516}, author = {Laurie Bonnici and L. Stephanie Maatta and Jackie Brodsky and Steele, Elaine Jennifer} } @article {3161, title = {A study on the current status and strategies for improvement of web accessibility compliance of public institutions}, journal = {Journal of Open Innovation: Technology, Market, and Complexity}, volume = {1}, year = {2015}, note = {This study is an examination of Korean public institutions{\textquoteright} web accessibility. 25 websites of Korean public institutions were selected and assessed manually agaisnt the KWCAG 2.0. Results were discussed and further recommendations were proposed.}, pages = {1-17}, publisher = {Journal of Open Innovation}, abstract = {The circulation of information through the Internet allows us to promptly and conveniently deliver information. However, it is also causing a simultaneous occurrence of digital information gap and cultural lag phenomena. The gap in the ability to freely access and use Web site contents using the Internet is affecting not only the digital information gap, it also affects the competitiveness of individuals. In Korea, pursuant to Article 21 of the "Act on the Prohibition of the Discrimination against the Disabled and the Relief of their Rights" and Article 14 of its enforcement ordinances enforced from 2008, Web-accessibility compliance for each agency has been gradually made mandatory. Even if a Web-accessibility certification mark has been obtained, some Web sites are involved in legal disputes because of their violation of the Anti-Discrimination Act for the Disabled, which has been recently enforced.}, keywords = {Korea}, doi = {10.1186/s40852-015-0001-0}, url = {http://dx.doi.org/10.1186/s40852-015-0001-0}, author = {Kyung-Ran Noh and Eui-Seob Jeong and You, Young-Bok and Sun-Joo Moon and Mun-Bok Kang} } @article {2791, title = {Selected practices and tools for better accessibility in digital library projects}, journal = {OCLC Systems and Services}, volume = {29}, year = {2013}, note = {This article introduced several free and usable tools to improve digital library accessibility for people with visual and hearing impairment, as well as other disabilities. Future work could learn to use these tools to accommodate different individual needs and make digital library resources accessible to the public.}, pages = {130-133}, abstract = {Purpose {\textendash} Issues related to accessibility of web based resources are more important than ever. In part this is being driven by demands for more consistent treatment of various accessibility issues on websites. However, recent complaints by students and consumers on commercial sites highlight the fact that issues related to accessibility remain to be resolved. This article aims to review current practice. Design/methodology/approach {\textendash} The methodology and approach in the article is based on a review of current literature and practice in the area. Findings {\textendash} Responsive design as well as several techniques and free tools can be used to address many of the most common issues related to accessibility. Originality/value {\textendash} This article adds to the existing literature in this area by providing a comprehensive overview and guide to the topic area.}, keywords = {Accessibility resources, digital libraries, Web accessibility, Web sites}, doi = {10.1108/OCLC-05-2013-0015}, author = {H. Frank Cervone} } @proceedings {2914, title = {Simplify or Help? Text simplification strategies for people with dyslexia}, year = {2013}, note = {

This article proposed a new text simplication strategy for people with dyslexia. This strategy would replace the difficult word with several similar-meaning words as compared with another method only using one simliar replacement word. And the results indicated that readers generally score higher with the new stretegy in terms of readability, comprehension and easiness with the tool. Therefore, such an approach could be used for furture development of reading softwares/platforms for people with reading disabilities.

}, abstract = {

We present a user study for two different automatic strate\­ gies that simplify text content for people with dyslexia. The strategies considered are the standard one (replacing a com\­ plex word with the most simpler synonym) and a new one that presents several synonyms for a complex word if the user requests them. We compare texts transformed by both strategies with the original text and to a gold standard man\­ ually built. The study was undertook by 96 participants, 47 with dyslexia plus a control group of 49 people without dyslexia. To show device independence, for the new strategy we used three different reading devices. Overall, participants with dyslexia found texts presented with the new strategy significantly more readable and comprehensible. To the best of our knowledge, this is the largest user study of its kind.

}, keywords = {dyslexia, mobile technology, usability}, author = {Rello, Luz and Ricardo Baeza-Yates and Stefan Bott and Saggion, Horacio} } @proceedings {2915, title = {Size matters (spacing not): 18 points for a dyslexic-friendly wikipedia}, year = {2013}, note = {

This article demonstrated that for readers with dyslexia, when browing a wikipedia webpage, line space did not matter, yet font sizes did and 18 points rendered the most effect. This result could help web developers even academic libraries to design websites in a more user-friendly way, in particular for people with reading disabilities.

}, abstract = {

In 2012, Wikipedia was the sixth-most visited website on the Internet. Being one of the main repositories of knowledge, students from all over the world consult it. But, around 10\% of these students have dyslexia, which impairs their access to text-based websites. How could Wikipedia be presented to be more readable for this target group? In an experiment with 28 participants with dyslexia, we compare reading speed, comprehension, and subjective readability for the font sizes 10, 12, 14, 18, 22, and 26 points, and line spacings 0.8, 1.0, 1.4, and 1.8. The results show that font size has a significant effect on the readability and the understandability of the text, while line spacing does not. On the basis of our results, we recommend using 18-point font size when designing web text for readers with dyslexia. Our results significantly differ from previous recommendations, presumably, because this is the first work to cover a wide range of values and to study them in the context of an actual website.

}, keywords = {dyslexia, font, usability}, author = {Rello, Luz and Pielot, Martin and Mari-Carmen Marcos} } @article {3200, title = {Selective attention in web forms: an exploratory case study with older people}, journal = {Behaviour \& Information Technology}, volume = {31}, year = {2012}, note = {

This study is an exploratory study of older people filling online forms. The study asked 88 older participants to fill web forms with one of the marks: large asterisks (double standard size), textual lables and simple binary classification of fields. Surprisingly, it suggested that asterisks\&$\#$39; size did not help older people to distinguish between required and optional fields. Instead, it is the reduced cognitive load that help them to make this distinction.

}, pages = {171-184}, abstract = {

This article reports on an exploratory study aimed to identify which ways of marking required and optional fields help older people fill in web forms correctly. Drawing on a pilot study and selective attention research in ageing, modified versions of widely used forms were created, in which standard asterisks were replaced with one of three alternatives: large asterisks (double standard size), textual labels and a simple binary classification of fields. Older novice computer users participated in this study (N = 88). The quantitative results were independent of the type of form and showed that the method of denoting required fields had a significant effect on the number of errors (measured as required fields not being filled (p \< 0.05)). The participants made fewer errors in the binary classification than in the others (p \< 0.05), while the differences between standard asterisks, large asterisks and labels were not significant (p \&H 0.05). The qualitative findings revealed that the participants felt overloaded with information when using every method except the binary classification. These results challenge widespread design solutions for older people (e.g. enlarging elements) and suggest that reducing selective attention demands can help us meet their accessibility needs.

}, keywords = {cognitive disability, older adults, selective attention, Web accessibility, web forms}, doi = {10.1080/01449291003767920}, url = {http://www.tandfonline.com/doi/abs/10.1080/01449291003767920}, author = {Sayago, Sergio and Jos{\'e}-Mar{\'\i}a Guijarro and Josep Blat} } @book {2830, title = {SPEC kit 322: Library User Experience}, year = {2011}, note = {This book first demonstrated results from a SPEC survey on user experience, and data came from a variety of institutions. Then representative programs of participating universities across the United States were introduced, including User experience planning and organization, User experience projects, Web usability, Facility design, so on and so forth. The book could serve a guidebook and overview of constructing library user experience, and provide some insights into future development of more user-friendly and accessible library services.}, publisher = {Association of Research Libraries}, organization = {Association of Research Libraries}, isbn = {978-1-59407-864-4}, author = {Robert Fox and Ameet Doshi} } @article {3189, title = {Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services}, journal = {Internet and Higher Education}, volume = {14}, year = {2011}, note = {

Institutions were selected according to their national rankings of the top online institutions of higher learning in The Best Colleges. The top 5 institutions were chosen with a total of 54,476 students. Online surveys were distributed to these students and only those with disabilities were included in the statistical analysis. Compaired with those who indicated that they had never taken an online course, those students who indicated they had taken one or more were more likely to state that their disabilities negatively impacted their ability to succeed in an online setting. Further qualitative analysis of students\&$\#$39; responses were presented, showing a variety of reasons that they perceived their disabilities impacted their performance.

}, pages = {242-250}, publisher = {Elsevier Inc.}, abstract = {

Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions\&$\#$39; accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided. ?? 2011 Elsevier Inc. All rights reserved.

}, keywords = {Accessibility, distance education, education, higher education, law}, issn = {1096-7516, 1096-7516}, doi = {10.1016/j.iheduc.2011.05.004}, url = {http://dx.doi.org/10.1016/j.iheduc.2011.05.004}, author = {Roberts, Jodi B. and Laura A. Crittenden and Jason C. Crittenden} } @article {3240, title = {A survey of technology accessibility problems faced by older users in China}, journal = {Universal Access in the Information Society}, volume = {10}, year = {2011}, note = {This study is an exploratory investigation into the Chinese elderly{\textquoteright}s web accessibility. A Web-based questionnaire and discussions with older users from 25 provinces of China were completed. The results indicated web accessibility rates were still low in China.}, pages = {373-390}, abstract = {Internet accessibility for older users has become an important issue to promote inclusion and participation in the Information Society. In this paper, we propose an investigation into the technology accessibility problems faced by the elderly in China. We have conducted the research by means of an exploratory survey with a Web-based questionnaire and held discussions with older users at meetings. The study had 180 valid answers and involved representatives from each of the 25 provinces of China. The results show that 39\% of the participants cannot or can only partially access information because of all kinds of accessibility problems in China. Many participants indicated that the main problems in the getting on the Internet were the health barrier, the circumstance barrier, and the Internet design barrier. The possible reason for these difficulties could be that the government doesn{\textquoteright}t foster a social environment conducive to helping the elderly get online, and that it does not provide services for the elderly designed to help them access information electronically. The poor rate of industry accessibility for the elderly, as well as the lack of the Chinese accessibility laws, is an important issue that must be dealt with to promote greater Internet accessibility for the elderly.}, keywords = {Accessibility, China, internet, older adults}, isbn = {9781605585611}, doi = {10.1007/s10209-011-0222-3}, author = {Yao, Dengfeng and Qiu, Yunfeng and Hairui Huang and Zaixin Du and Jianqing Ma} } @book {2783, title = {SPEC Kit 321: Services for users with disabilities}, year = {2010}, note = {This book covered a wide range of topics derived from real life practices in universities across North America, with respect to web accessibility for people with disabilities. Representative areas included library services, assitive technology, user needs assessment, staff training, so on and so forth. Librarians could learn from examples in this book and further improve library accessbility accordingly.}, publisher = {Association of Research Libraries}, organization = {Association of Research Libraries}, isbn = {978-1-59407-855-2}, author = {M. Suzanne Brown and LeiLani Freud} } @article {3170, title = {Start with the Syllabus: Universal Design from the Top}, journal = {Journal of Access Services}, volume = {6}, year = {2009}, note = {

This article focused on the issue of how design of the modules may make the classroom in higher education more inclusive. It places librarians as an integral part for classroom. Particularly, it is interested in the course syllabus design to assure that vital information regarding requirements, goals, and objectives are given. The inclusive nature of online learnign enviornment does not only include students, but also encompasses teachers from various backgrounds. The researcher group designed a syllabus template to improve universal design and this article addressed the results and findings.

}, pages = {48-58}, abstract = {

Principles of universal design become increasingly important as librarians add information literacy courses and other instructional modules. Issues of access in higher education may be reframed as issues of the design of the inclusive classroom environment. This allows for the spectrum of multiple intelligences and learning modalities to be addressed, as well as the broad diversity that contemporary learners and teachers bring to the classroom experience, live or delivered through distance education. Using the principles of universal design (UD), this paper addresses the manner in which a course may be front-loaded to achieve maximum understanding on the part of the learner as to the expected learning environment and requirements, as well as expected outcomes and assessment practices.

}, keywords = {access, Accessibility, distance education, diversity, education, universal design}, issn = {1536-7967}, doi = {10.1080/15367960802247916}, author = {Passman, Tina and Ravonne A. Green} } @article {3048, title = {Serving the Blind and Physically Handicapped in the United States of America}, journal = {Library Trends}, volume = {55}, year = {2007}, note = {This paper looked at the current condition and the future of serving the blind and physically handicapped in the United States, especially how the development of technology has served to improve their experience.}, pages = {796-808}, abstract = {Since the early 1930s federal legislation has enabled the Library of Congress to offer free library service to blind and physically handicapped individuals resident in the United States as well as to U.S. citizens overseas. Technological changes in the program have mirrored and sometimes anticipated transformations and developments in the world of consumer electronics. Braille is now accessible over the Internet by means of specialized keyboards; audiobooks, originally cut onto rigid shellac 78-rpm disks, have progressed to flexible discs and a refined analog cassette technology that will in turn soon be replaced by digital flash-memory cartridges playable on efficient, reliable, lightweight, and portable machines. The National Library Service for the Blind and Physically Handicapped looks forward to the inauguration of its new digital system in 2008.}, doi = {10.1353/lib.2007.0031}, url = {http://muse.jhu.edu/content/crossref/journals/library_trends/v055/55.4cylke.html\nhttp://muse.jhu.edu/journals/lib/summary/v055/55.4cylke.html}, author = {Frank Kurt Cylke and Michael M. Moodie and Robert E. Fistick} } @proceedings {3038, title = {A Study on the Design and Evaluation of an Adaptive Web Browser for Students with Reading Difficulties}, year = {2002}, note = {This study evaluated the validity of a new browser, The Adaptive Web Browser (AWB), that was deseigned by authors to facilitate children with reading difficulties. The results showed that this Browser could effectively improve children{\textquoteright}s reading experience.}, pages = {2-3}, publisher = {IEEE}, abstract = {The web-based learning has been becoming an important channel for the education renovation. However, the children with reading difficulties, including the mental retardation and learning disabilities, have difficulties with word decoding and comprehension. To learn from the Internet, they are facing two challenges in manipulating browser to read through the web and comprehending the contents on the web pages. The Adaptive Web Browser (AWB) in our design, integrating the technologies of HTML interpreter, text-to-speech engine and picture communication symbols (PCS), facilitates comprehending the contents on web pages with auxiliary speaking sound or picture produced automatically as needed. In examining its usability, the result indicates that the Adaptive Web Browser can help the students with reading difficulties facilitate access to the web and increase comprehension of contents on the web pages}, isbn = {0769515096}, doi = {10.1109/CIE.2002.1186200}, author = {Chi Nung Chu and Ming Chung Chen and Tien Yu Li and Chung Kuo and Rd, Shinglung} }