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HB: DAISY consortium making progress and will be coming out with draft for public review on standards
KA: Today is "Ground Hog Shadow Day." Making presentation on how high school students' Web sites looks in other browsers.
[NOTE: Temporary URI! http://www.skymedia.com/flyer with alternative text available at http://www.w3.org/2001/02/wai-flyer-redesign
JB: Comments?
LC: What is font size?
JB: Fonts are inconsistent across flyer. Would like to bring up smaller fonts to size 10.
WL: W3C logo is separate from WAI logo.
JB: More input on logo positioning?
HB: A lot of white space between logos.
JB: Will try to align.
?: Try dropping first header.
HB: Bottom right rounded corner may not have a match. Either add rounded corner or take away one.
HB: Take away bottom right rounded corner.
WL: Need to balance rounded corners.
JB: Will have this available in at least 6 languages. Will need to look closely at text because will need to do translations.
JB: Font size is inconsistent. Want to go away from just black and blue. Want to do something that has half tones. When reduce half tones does his decrease readability? Is there enough contrast? Could make fonts heavier.
HB: Blend of light gray on top and darker gray on bottom.
JB: A graduated half-tone on the right? One of the design problems we will have is that we are in the midst of industry fundraising. Need to acknowledge sponsors in print materials. Sponsor list will be growing.
K A: What will be on the backside?
JB: Quick tips in large font will be on back. Ordering information for quick tips should be available on that same side.
HB: Do you want to mention multiple languages that Quick Tips (QT) are available in?
JB: The ordering information could be in the language in which it is translated.
AC: Would like to state that QT are available in multiple languages.
JB: Will be available in standard paper formats. A4 and 8.5 by 11.
SS: What about blue contrast?
JB: How does group feel about graduated gray contrast? Do we eliminate 3rd example, all white on gray?
JB: Anything else on color or contrast? Are there any comments?
LC: Should reverse Tim Berniers-Lee quote with description of WAI?
MU: Sidebar works better for quotes.
LL: It's too much text for the sidebar.
JB: May want to put resources in a sidebar.
LC: Quote has too much prominence.
SS: Big challenge to include information in sidebar
KL: Does not flow right if make the change.
JB: Could size quote down. Keep signature size font as it is.
LL: WAI logo could be bigger.
JB: It is slightly reduced in size.
HB: Probably to fit size of bar.
SS: WAI logo looks squished.
HB: Put gray bar up to top of page.
JB: Would like to get all of comments and finalize next week.
KA: Should there be a slash in resources?
JB: Slash will be removed. Need feedback on the text.
AC: Text conveys the information that should be conveyed.
HB: We do more that pursue. We develop and promote.
AC: Sounds too "geeky." Usability, accessibility solutions
WL: accessibility to the Web rather than on the Web.
AC: This is language of IT persons.
HB: In Danish, can't say accessibility to the Web.
JB: We did have better wording last week. But this may condense sentences too much.
HB: Wouldn't it be better to have "universal design" in text?
JB: This is a problem because universal design is just in N.A. In Europe, term is "design for all."
WL: Visual and hearing are different parts of speech.
AC: Auditory may be better choice.
JB: Generic descriptors are shifting slightly. Both cognitive and neurological terms are somewhat medical. Auditory adds one more brick in the wall. Hearing is more approachable. Visual is a more common term than auditory. I am going to bring this up at user agent guidelines. Mobility is not a Web barrier. Mobility has more of a walking-around sense.
Sheila: What about motor?
JB: Motor is broader. But people who aren't familiar with disability, don't understand motor.
AC: If text becomes shorter, designer will have to consider this.
HB: Did we decide that we would mention all of these kinds of disabilities?
JB: Important to keep because people don't understand "all disabilities."
Let's move on to activities.
AC: Move education and outreach to first. Flyer is not read in a linear fashion. Item that is seen first could be a nice summary.
HB: Has designer decided order of list?
JB: No. There is a sense to order. Start with core activities and build on these. Hesitant to bill education and outreach first. We are misunderstood in this area.
SL: Guidelines could be first. Education and outreach should not be first. Need to clarify research and development.
S : Suggest add "Web"
JB: Do we agree? This is the order we have been using since day 1. We can change, but need to have consistency for people who do know us. A lot of our work is the first area that is listed (technology).
SL: Seems difficult to read as a first thing.
JB: Daniel, do you have any reactions?
HBj: Find a synonym for "ensuring?"
JB: This is pretty much what we do.
WL: making
Hbj: Guarantee?
JB: We should go with Sheela's suggestion and have the first item be second. Does moving guidelines to the first place work?
AC: yes
JB: Guidelines are what we are known publicly for. Does this sound ok? For no. 3, is "facilitate" understood?
SS : facilitate is ok
AC: like facilitating
JB: Let's go to resources
HB: WAI activities promoting accessibility could be in headline.
JB: I'll play around with Harvey's idea.
HB: Drop off "WAI" just put activities promoting accessibility
JB: There is a confusion between W3C and WAI. Need to reinforce that this is WAI activity.
WL: Are guidelines more prominent?
JB: No, they are not. Font weight is all the same.
WL: Likes heavier font on guidelines.
HB: I do not.
HB: Need to mention internationalization
JB: Need to mention translations
SS: Is there a logic for the order?
JB: There is a rough logic.
AC: Rearrange. Start with "How people..." or "Getting started…"
JB: Want to bold guidelines if they are down on the list. I want us to be known as source of guidelines.
AC: See them at the top, rather than just bold.
MK: I think that it is pretty good. Just minor details.
JB: other comments? Move quick tips up. Consensus seems to be leave as it.
HB: Agree on bold guidelines.
WL: quick tips (see reverse)
LL: Have why to do and how to do it. May have two sections.
WL: Two kinds of training materials.
HBj: Do the three guidelines have to be next to each other?
MK : Increase white space
HB: Any problem with right justified text. It is harder to read.
JB: We will need to do large print. Will increasing font size at bottom help?
AC: This is not a book. This is visually interesting.
JB: Let's try to make it better. Can chop words in top paragraph. Font size will be increased on bottom.
WL: Rule on right justify: don't go beyond 5 lines.
AC: Why did designer choose to use right justify? WAI logo is right justified.
JB: Look at participation.
WL: Want them to join the interest group.
WL: Want them to participate. If have talent or skill we can use you.
JB: That's what I'm trying to say in first sentence.
HB: WAI develops accessibility solutions.. Get rid of passive
AC: welcome
SL: We work with disability organizations.
AC: collaborate
JB: These groups work together. Forum.
SL: WAI provide opportunities for…to work together or achieve consensus.
WL: Don't leave out individuals.
JB: Would like to lengthen text on right with specific WAI sponsors.
HB: Bottom right, don't break up organizations.
JB: Should look to see if this document is translation friendly.
HBj: Will probably be able to get around this. Basic problem is length of line. Should Tim Berners-Lee quotation be translated?
JB: Ask permission of the individual if they will accept translation of a quote.
HB: Could do in English and other language.
HBj: Not sure that this should be translated.
LC: If promote accessibility, should use native language
AC: Depends on the country.
JB: Other items on agenda. Business case. First, do an update on "How people with dis.." William sent notes. JB has worked on it. I will read what I have. Jonathan had started a case about Katie who stayed home with parents. She is 40. Here's first problem. If we say "learning disability" this will be confusing because this depends on the country. Could use "developmental disability" but the meaning is different in different countries.
WL: Use cognitive disability
JB: Cognitive doesn't work for a number of countries. Don't want to use mental retardation. Does intellectual have a common meaning? Does developmental disability have a meaning in Europe? In U.S. legal definition is problematic.
LC: What country?
JB: She has a learning disability.
Carlos: Term "developmental disability" in Spanish would be cognitive disability.
JB: In U.K. and other places, cognitive, intellectual, or developmental disability.
WL: Try describing rather than naming disability.
JB: So and so is 40, lives at home with parents. She has difficulty learning new concepts and tends to get off in complex concepts. We will not use labels. She's lively, can only read a few words, and recognizes many symbols. She has mental health problems and tends to get lost in complex problems.
WL: This is too loaded.
JB: Every weekday she takes bus to an adult day care center and from there to a college a center where she can browse the Web. She uses signs to communicate.
LC: Can she browse the Web?
LL: I have a friend whose child who uses Web. Through his school program, there are Web sites he can use.
HB: Can you find out more information?
JB: She's tried speech output.
AC: CSUN has a program "Removing Barriers to the Web for People with Cognitive Disabilities"
HBj: Some use "learning disabilities" or "intellectual disabilities."
LC: Do we want to increase reading level?
JB: Can we say reading level of a fourth grader? Does this work in other countries? Need to do beginning reader. This will help with scenario revision.
HB: Jim Rebman might have some insight on this; will send contact info.
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