Assessment Part 3

# Assessment Part 3
Strategies for assessing user needs and access

CSE443: Winter 2026; Jennifer Mankoff (Last Edited: 2026-01-28). <a href="/courses/cse443/26wi/slides/assessment3.html">Live View: /slides/assessment3.html</a>

Important Reminder: check zoom & captioning

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                  <li><a href="#9">(P)OUR: Perceivable</a> (Slide 9)</li>
                
                
              
            
          
        
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
    
    
    
    
  
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
      
        
        
      
    
      
        
        
          
            
            
              
              
                
                  
                  <li><a href="#21">P(O)UR: Operable</a> (Slide 21)</li>
                
                
              
            
          
        
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
    
    
    
    
  
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
      
        
        
      
    
      
        
        
          
            
            
              
              
                
                  
                  <li><a href="#47">PO(U)R: Understandable</a> (Slide 47)</li>
                
                
              
            
          
        
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
    
    
    
    
  
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
      
        
        
      
    
      
        
        
          
            
            
              
              
                
                  
                  <li><a href="#62">POU(R): Robust</a> (Slide 62)</li>
                
                
              
            
          
        
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
      
    
    
    
    
    
  
  </ul>
</div>

---
class: center, middle, inverse
# Announcements

---
## Answered Questions
---
## When is the first portion of the assignment (UARs) due?
<p>Given scheduling weirdness, we have decided to push the UAR deadline to Friday, 1/30. More info to come soon about whether this is a group or individual submission!</p>

---
## Is the first submission for this assignment (UARs) a group or individual submission?

<p>The first submission (due Friday 1/30) is an individual submission, but we’ve made a few changes:</p>
<ul>
  <li>Each individual student is responsible for submitting 4 UARs: two found using a Screen Reader, two using your group’s other selected AT.</li>
  <li>Your automated testing (ie, with WAVE or a similar tool) is to be done with your group, and submitted at the second deadline</li>
</ul>

<p>We won’t be assessing you on the quality of your UARs here: this submission will be used only for individual assessment of the AT Familiarity and Accessible Document Creation competencies.</p>

<p>(Assessment competency will be evaluated as a group when you submit your combined report the following week)</p>

---
## Rationale

<p>since we need to be able to assess both the Accessible Documents competency AND the AT Familiarity competency individually in this assignment, we needed to ensure each student individually submits 1) a document, that 2) allows them to demonstrate their use of two ATs. So, the actual quality of the UARs you submit / access issues you identify is NOT the focus of this submission; it’s actually just about you making an accessible document and demonstrating your ability to use two ATs.</p>

---
## How we’re accounting for the initial ambiguity in the spec and our communication:

<ul>
  <li>We’ve reduced the expected number of UARs from 6 per person to just 4</li>
  <li>We’ve removed the requirement to do automated testing and include that in your individual submission</li>
  <li>We’ve ensured the initial work done as groups in section (i.e., identifying tasks and starting automated testing) is still useful for the overall assignment</li>
  <li>We’ve pushed the deadline back +4 days</li>
  <li>You have the right assignment spec if it says it was updated today, 1/23/26.</li>
</ul>

<p>We feel this should keep things fair and manageable, but if folks have any other concerns about how we’ve adjusted the assignment or would like additional changes to be made, please let us know!</p>

---
class: center, middle, inverse
# (P)OUR: Perceivable

(Guidelines 1.2-1.4)

---
## Reminder: Guideline 1.1: Text alternatives
ALT text, etc

---
##  Guideline 1.2: Time-based media

- Perceivable for disability x media (audio-only; video-only; audio-video; audio and/or video combined with interaction)
- Best practices vary depending on whether it is recorded or live, and the type of media, and include:
  - Video Description 
  - Captions
  - Transcripts
  - ASL interpretation

???
Kind of in 1.1 but also complicated so it gets its own guideline.

---
## Finding Guideline 1.2 Violations

Probably best tested manually...

---
## Video/Animation/Audio Accessibility

Relevant for slides; web; anywhere

Understandable live & recorded video for people who are not able to hear audio

Understandable live & recorded video for people who are not able to see the screen

Other factors such as avoiding seizures & so on

???
delete avoiding seizures next year

---
## Captioning Videos

- Auto captioning getting better, but still makes many errors
  - Does not easily support multilingual settings
  - Errors for people with accents
  - Errors for proper nouns and names 
- Best practice is manual captioning and/or ASL live, or pre-recorded
- Easy to apply and then correct auto captioning with existing tools (e.g. YouTube has an interface)

---
## Audio Describing Videos

May require pausing video

More commonly available today than ever

You can try it: [YouDescribe](https://youdescribe.org/);

If you want to know more: [describing educational videos](https://dcmp.org/learn/descriptionkey)

???
([post a link to your video](https://edstem.org/us/courses/90089/discussion//5427230))

---
## Guideline 1.3: Adaptable (1/2)

- Ensure that all information is available in a form that can be perceived by accessibility tools (and thus spoken aloud, simplified, etc)
- This includes information that is not encoded in text such as 
  - page organization
  - relationships
  - cross-site or cross-app organization
  - other structural information

???
Example: spoken aloud, or presented in a simpler visual

---
## Guideline 1.3: Adaptable (2/2)

Requires structure and info can be programmatically determined by assistive technology

- Section headings are used to organize the content
- Styling is handled through CSS, not heading level

???
Structure and information should be able to be programmatically determined by assistive technology, so it can be rendered in other formats as needed by the user.

---
## Finding Guideline  1.3 Violations

- Let's check sequencing: [motherjones webaim](https://wave.webaim.org/report#/https://motherjones.com)
- Examples/subcategories of guideline: 
  - Can user get information about relationships, footnotes, etc in multiple modalities
  - **Sequence things correctly** 
  - Make sure instructions rely on multiple senses 
  - Support multiple display sizes and orientations
  - **Clearly identify input and field purposes in forms**

???

Sequence e.g. linear reading order is meaningful in a multi-column document

Multiple senses: (i.e. not just color, size, location, etc)

Also in 1.1 but complicated enough to get it's own guideline

Many of these should/can be supported programmatically

---
## Guideline 1.4 Distinguishable (1/2)
- Make the default presentation as easy to perceive as possible to people with disabilities.

- Example: separate visual foreground information from the background
  - color contrast
  - volume contrast

---
## Guideline 1.4: Distinguishable (2/2)

- Audio longer than 3s can be stopped; low or no background audio
- Support text resizing (AAA) 
- Support a 1 column view of content 
- Avoid tooltips and popups 
- Meet color contrast expectations

Note: If popups exist, must be: dismissable; hoverable; and persistent

???

Text resizing = no images of text; allows for changing color etc
popups,

---
class: center, middle, inverse
# P(O)UR: Operable

---
## Guid. 2.1 (1/5): Keyboard Accessible

- Keyboards are uniquely flexible & pretty universal
- Keyboards are operable by people with most disabilities
- Examples of who benefits
  - screen reader users (e.g. blind users, reading disabilities)
  - speech input users
  - switch input users

---
## Guid. 2.1 (2/5): Keyboard Accessible

- But we need to think about keyboard accessibility when using all apps
  - Drawing program
  - Drag and Drop
  - Drone control
  - Game play
  - Website navigation 
  - ...

---
## Guid. 2.1 (3/5): Keyboard Accessible
- Some common pitfalls:
  - Keyboard Traps. This is a common problem when multiple formats are combined within a page and rendered using plug-ins or embedded applications.

- Invisible Content. Some parts of a web page can never be reached

--
  - Lack of Control. Users should be able to reconfigure or remove shortcuts

???
Note: Not in guidelines (that I know of) but a "reverse trap" is whether you can reach text that *doesn't* have links or headers when using switch input. How would you do this?

Character key shortcuts work well for many keyboard users, but are inappropriate and frustrating for speech input users — whose means of input is strings of letters — and for keyboard users who are prone to accidentally hit keys. To rectify this issue, authors need to allow users to turn off or reconfigure shortcuts that are made up of only character keys.

---
## Guid. 2.2 (1/2):  Enough Time
- Timed content includes rotating content; timeouts; etc
- Many users who have disabilities may need more time to complete tasks
  - To physically respond
  - To read things
  - To find things (e.g. due to low vision)
  - To accessing content through an assistive technology (e.g. single switch)

---
## Guideline 2.2 (1/2):  Enough Time

- Make timelines adjustable if necessary
   - Able to resume after timeout without data loss
- Warn users about time limits
- Provide controls (Pause, Stop & Hide) for blinking text and animations 
- Let users postpone or suppress interruptions 
- Interruptions involving an emergency still appear (AAA)

---
exclude: true

# POUR: Operable: Guidelines 2.1-2.5

.left-column[
## Guideline 2.3 (1/2)

Seizures and Physical Reactions
]
.right-column[
In 1997, a cartoon on television in Japan sent over 700 children to the hospital, including about 500 who had seizures.
 - Most people are unaware that they are triggered until it strikes. 
 - Warnings do not work well because they are often missed, especially by children who may in fact not be able to read them.
]

???
It is possible to avoid these types of flashes and still create appealing apps/websites

---
exclude: true
## Guideline 2.3 (1/2): Seizures and Physical Reactions
In 1997, a cartoon on television in Japan sent over 700 children to the hospital, including about 500 who had seizures.
 - Most people are unaware that they are triggered until it strikes. 
 - Warnings do not work well because they are often missed, especially by children who may in fact not be able to read them.

???
It is possible to avoid these types of flashes and still create appealing apps/websites

---
exclude: true

## Guideline 2.3 (2/2): Seizures and Physical Reactions
- Web pages do not contain anything that flashes more than three times in any one second period
- Motion animation triggered by interaction can be disabled, unless the animation is essential to the functionality or the information being conveyed (AAA)

---
## Guideline 2.4 (1/5): Navigable

Can the user

- Orient themselves within the overall app
- Find the content they need
- Go somewhere they want to go?
- Keep track of their location?

Connections: Guideline 1.3 (Structure can be perceived);  1.3.1 (Use headings)

---
## Guideline 2.4  (2/5): Navigable

- Can orient oneself & find content
- Can jump over uninteresting content

???
examples: Navigation (that is the same on every page on a site); Anything that is not the news article (on a news site); Advertisements; etc.

---
## Guideline 2.4 (3/5):  Navigable

- Can orient oneself & find content
- Can jump over uninteresting content
- Titles, links & headings descriptive 
   - Each page has descriptive title
   - Links have informative link text
   - Headings and labels are descriptive, hierarchical, and used for content not styling
---
## Guideline 2.4 (4/5):  Navigable

- Can orient oneself & find content
- Can jump over uninteresting content
- Titles, links & headings descriptive 
- Focus is usable
   - Focus order makes sense. 
   - Requires special support when navigating trees and tables.
   - Focus is visible (A); perceivable (AA) & obscured by other content (A)

---
## Key Navigation Concept

- Reaching times: How long does it take to get somewhere
- Information you need to collect to assess this:
  - You need to know the linear order of a webpage or app. 
  - You need to know about any hierarchy that is programmatically available (e.g. headers)
- No way to automatically assess this! Hard to assess well without knowing best tricks for navigation that disabled people use.

---
## A page with layout

.left-column60[
(table but imagine it was  CSS)
<style type="text/css">
.tg  {border-collapse:collapse;border-spacing:0;}
.tg td{border-color:black;border-style:solid;border-width:1px;font-family:Arial, sans-serif;font-size:14px;
  overflow:hidden;padding:10px 5px;word-break:normal;}
.tg th{border-color:black;border-style:solid;border-width:1px;font-family:Arial, sans-serif;font-size:14px;
  font-weight:normal;overflow:hidden;padding:10px 5px;word-break:normal;}
.tg .tg-w747{background-color:#dae8fc;text-align:left;vertical-align:top}
.tg .tg-kftd{background-color:#efefef;text-align:left;vertical-align:top}
.tg .tg-ltxa{background-color:#ffccc9;text-align:left;vertical-align:top}
.tg .tg-0lax{text-align:left;vertical-align:top}
</style>
<div class="table-wrapper"><table class="tg">
<thead>
  <tr>
    <th class="tg-kftd" colspan="3"><span style="color:#333;background-color:#FFF">Title spanning whole width of table</span></th>
  </tr>
</thead>
<tbody>
  <tr>
    <td class="tg-w747" rowspan="3">Navigation 1<br>Navigation 2<br>Navigation 3<br>Navigation 4</td>
    <td class="tg-ltxa">Banner Ad</td>
    <td class="tg-w747" rowspan="3">Right Nav 1<br>Right Nav 2<br>Right Nav 3</td>
  </tr>
  <tr>
    <td class="tg-0lax" rowspan="2">Main content area with lots of text and stories <br>filling the center part of the window</td>
  </tr>
  <tr>
  </tr>
</tbody>
</table></div>
]
.right-column40[
- What focus order makes sense for this page?
- Does this match the actual focus order?
- When might you need to skip things?
]
---
## Linear Order with no CSS

- Depends on how the page was designed. One possibility
  - Title
  - Right Nav 1
  - Right Nav 2
  - Right Nav 3
  - Navigation 1
  - ...
  - Navigation 4
  - Banner ad
  - Main content area

---
## Swipe order? (bad)

.left-column60[
| Cell         | Nefarious order |
|--------------|-----------------|
| Title        | 1               |
| Right Nav 1  | 8               |
| Right Nav 2  | 9               |
| Right Nav 3  | 10              |
| Banner ad    | 3               |
| Navigation 1 | 4               |
| Navigation 2 | 5               |
| Navigation 3 | 6               |
| Navigation 4 | 7               |
| Content      | 11              |

]
.right-column40[
<style type="text/css">
.tg  {border-collapse:collapse;border-spacing:0;}
.tg td{border-color:black;border-style:solid;border-width:1px;font-family:Arial, sans-serif;font-size:14px;
  overflow:hidden;padding:10px 5px;word-break:normal;}
.tg th{border-color:black;border-style:solid;border-width:1px;font-family:Arial, sans-serif;font-size:14px;
  font-weight:normal;overflow:hidden;padding:10px 5px;word-break:normal;}
.tg .tg-w747{background-color:#dae8fc;text-align:left;vertical-align:top}
.tg .tg-kftd{background-color:#efefef;text-align:left;vertical-align:top}
.tg .tg-ltxa{background-color:#ffccc9;text-align:left;vertical-align:top}
.tg .tg-0lax{text-align:left;vertical-align:top}
</style>
<div class="table-wrapper"><table class="tg">
<thead>
  <tr>
    <th class="tg-kftd" colspan="3"><span style="color:#333;background-color:#FFF">Title spanning whole width of table</span></th>
  </tr>
</thead>
<tbody>
  <tr>
    <td class="tg-w747" rowspan="3">Nav 1<br>Nav 2<br>Nav 3<br>Nav 4</td>
    <td class="tg-ltxa">Banner Ad</td>
    <td class="tg-w747" rowspan="3">Right Nav 1<br>Right Nav 2<br>Right Nav 3</td>
  </tr>
  <tr>
    <td class="tg-0lax" rowspan="2">Main content area with lots of text and stories filling the center part of the window</td>
  </tr>
  <tr>
  </tr>
</tbody>
</table></div>
]

---
## Swipe order? (better)

.left-column60[
| Cell         | Well designed order |
|--------------|---------------------|
| Title        | 1                   |
| [skip cell]  | 2                   |
| Right Nav 1  | 3a                  |
| Right Nav 2  | 3b                  |
| Right Nav 3  | 3c                  |
| Banner ad    | 3e                  |
| Navigation 1 | 3a                  |
| Navigation 2 | 3b                  |
| Navigation 3 | 3c                  |
| Navigation 4 | 3d                  |
| Content      | 3                   |

]

---
## Swipe order? (best)

.left-column60[
| Cell        | Chunked order |
|-------------|---------------------|
| Title       | 1                   |
| [skip cell] | 2                   |
| Nav Area    | 3                   |
| Right Nav | 3a |
| Right Nav 1  | 3a.1                  |
| Right Nav 2  | 3a.2                  |
| Right Nav 3  | 3a.3                  |
| Left Nav | 3b |
| Navigation 1 | 3b.1                  |
| Navigation 2 | 3b.2                  |
| Navigation 3 | 3b.3                  |
| Navigation 4 | 3b.4                  |
| Banner ad    | 3c                  |
| Content      | 4                   |

]
???
- User can double tap to drill down into chunk (e.g. navigate to the “like” button by drilling down into an individual post).

---
## More Navigation Concepts

Forms and inputs have issues with *order* and *labels*. This is fixed different ways on different platforms, but all major UI dev tools have APIs for accessibility. Make sure you use them *and* test them.
- Web [advice](http://webaim.org/techniques/forms/controls) and [advanced advice](http://webaim.org/techniques/forms/advanced) on this. Look for similar documentation for android/iOS.

Tables are not ideal, but *best* when headers are labeled. Again, check the API for your interface dev platform.

---
## Guideline 2.5 (1/5): Pointers for access

- Support a variety of input options
   - avoid path based gestures when possible; 
   - offer alternatives to path based gestures or multi-finger gestures
   - provide programmatic alternatives to shaking or tilting or dragging based interaction
   - **overall goal**: allow users to use multiple possible types of input (keyboard, pointer, on-screen keyboard, stylus, et

---
## Guideline 2.5 (2/5): Pointers for access
- Support a variety of input options
- Don't require timed or complex gestures. Examples 
  - drag-and-drop gestures and on touch screens
  - swiping gestures
  - split taps
  - long presses
  - multi-finger gestures
  - tilting based interactions

---
## Guideline 2.5 (3/5): Pointers for access

- Support a variety of input options
- Don't require timed or complex gestures. 
- Don't require selecting small targets, or high precision (i.e. due to tremor)
  - 24x24 CSS Pixels (AA) 
  - 44x44 CSS Pixels (AAA)
  - 48x48 (Mobile)

---
## More on Size

.left-column40[
Especially hard on mobile devices

![:img An arrow vs arrow and label make very different target sizes ,80%, width](img/assessment/targets.png) 
]

.right-column60[
Can make targets larger than their visual error
- Reduces errors
- Still intuitive 
- White space around targets also helps
]

???
Solve for one, extend to many
Trying to hit a small button with one hand while standing on a moving, crowded bus

---
## Guideline 2.5 (4/5): Pointers for access

---
## Guideline 2.5 (5/5): Pointers for access

- Support a variety of input options
- Don't require timed or complex gestures. 
- Don't require selecting small targets, or high precision (i.e. due to tremor)
- Trigger content only on *up* events (after a complete click)
- Match the  **accessible name** and **visual name** of components
  - better supports programmatic access provided by accessibility tools.

---
# Finding 2.1-2.5 Violations

- 2.1 Keyboard Accessible
- 2.2 Enough Time
- 2.4 Navigable
- 2.5 Pointers alone should  be able to access everything

How would you check each of these in WebAIM? Using Accessibility Technology? 
([post](https://edstem.org/us/courses/90089/discussion/))

---
class: center, middle, inverse
# PO(U)R: Understandable

---
## Guideline 3.1 (1/4): Readable

- Support all reading disabilities/reading modality preferences
  - Access tools can access all text content

---
## Guideline 3.1 (2/4): Readable

- Support all reading disabilities/reading modality preferences
- Provide meta data on language
  - Including parts of a page if the language switches). 
  - Also provide pronunciation information when needed to read aloud properly

---
## Guideline 3.1 (3/4): Readable

- Support all reading disabilities/reading modality preferences
- Provide meta data on language
- Provide a dictionary
   - Easy to find & well organized 
   - Include jargon, abbreviations, and other unusual words

---
## Guideline 3.1 (4/4): Readable

- Support all reading disabilities/reading modality preferences
- Provide meta data on language
- Provide a dictionary
- Aim for clarity & simplicity
   - Clear and simple language; appropriate reading level
   - Or... clear and simple summaries. 
   - If possible, provide audio or ASL

---
## Guideline 3.2 (1/4): Predictable

- Present content in a predictable order that is consistent across an app or website. 
  - Can help screen reader users
  - Can help people with cognitive impairments
  - Can help people who use magnification and can only see part of a layout

---
## Guideline 3.2 (2/4): Predictable

- Present content in a predictable order that is consistent across an app or website. 
- Focus alone shouldn't trigger events
  - e.g. submit a form; launch a dialog; change layout
  - instead provide a button (e.g. "update now"; "submit")
  - same for page elements or inputs. 
  - Describe what will happen before a change to a form control.

---
## Guideline 3.2 (3/4): Predictable

- Present content in a predictable order that is consistent across an app or website. 
- Focus alone shouldn't trigger events
- Locate repeating elements consistently throughout site
   - navigation menus, search fields, skip to navigation links; help and so on
   - same 2D position
   - same logical linear ordering

---
## Guideline 3.2 (4/4): Predictable

- Present content in a predictable order that is consistent across an app or website. 
- Focus alone shouldn't trigger events
- Locate repeating elements consistently throughout site
- Use familiar names and icons for things. 
   - Within your site/app
   - As much as possible be consistent with global standards
---
## Guideline 3.3 (1/5):Input Assistance

- Some people with disabilities may have trouble with input
  - creating error-free input
  - detecting input errors

Try to reduce the number of serious or irreversible errors that are made

---
## Guideline 3.3 (2/5): Input Assistance

- Some people with disabilities may have trouble with input
- Support form validation
   - Support error identification 
   - Provide specific and easily found text error descriptions 
   - Provide suggestions for correcting errors

---
## Guideline 3.3 (3/5): Input Assistance

- Reduce  serious or irreversible consequences
- Support form validation
- Make forms clear
  - Instructions and labels for form inputs
  - Context-sensitive help

---
## Guideline 3.3 (4/5): Input Assistance

- Reduce  serious or irreversible consequences
- Support form validation
- Make forms clear
- Support review
  - Before final purchase or form submission
  - Especially when the consequences may be serious or hard to undo
---
## Guideline 3.3 (5/5): Input Assistance

- Reduce  serious or irreversible consequences
- Support form validation
- Make forms clear
- Support review
- Simplify authentication
  - Automate entry of redundant information
  - Are authentication techniques accessible?

---
## Finding Guideline 3.1-3.3 Violations

Definitely a combination of manual and automated testing here.

- 3.1 Readable
- 3.2 Predictable
- 3.3 Input Assistance

---
class: center, middle, inverse
# POU(R): Robust

---
## Guideline 4.1 (1/2): Compatible

Don't break user accessibility technologies (AT) with things like poorly formed markup

Don't circumvent AT with unconventional markup/code

Expose information in standard ways

Follow conventions and be compatible with APIs as much as possible

???
This was already a running theme but let's make it explicit

---
## Guideline 4.1 (2/2): Compatible

- Use standard and complete start and end tags on web pages
- Use standard types of status messages to announce changes  that are not user initiated 
   - e.g. "18 results returned" from an asynchronous search task
- Provide name, role, and value custom controls