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EOWG Minutes, March 9, 2001



Outreach Updates

JA: Gave training session at U of San Antonio to about 40 webmasters.

JB: In Italy next week for the Third Global Form on E-Governments, to discuss accessibility issues.

JB: CSUN Preparation, then March 28 in Utrecst, Netherlands, then Stockholm Mar 25-26.

JB: WWW10 sessions planning.

JB: CREN Webcast CREN -- Stay Current with Web Accessibility for Future Universities, March 9, with Yutta Trevaranus. Available as streaming audio. WL: Prefers version in MP-3, as it can be edited, and reused for EO.

JB: EOWG face-to-face after CSUN: Now has 19 registrants. Several new folks.

JB: Last week ERT WG, UAWG, AUWG and WCAG WG met at W3C Technical Plenary Week, some with joint meetings with WAI groups, and with other groups. Well received.

JB: Recommend some European meeting June 11-15 for EOWG in conjunction with other WAI groups. Location uncertain: possibilities include Frankfurt, Copenhagen, Madrid, Rome.

HB: How about Rejykvik, Iceland?

JB: Iceland is not an EU member country, and we're particulary trying to focus on EU in 2001.

JB: Who could attend a meeting in Europe then?

JA: Will be in UK the month of June. Cannot attend.
CL: No.
WL: Maybe.
Maria: Maybe
HS: Possible ROME!
EV: Possible
HB: Possible but needs support.

JB: EOWG Meeting after CSUN focus on building business case and implementation plan. A long-term project. Gallery plan Sunday afternoon (good websites to look at.) Sylvia drafted material for it last year.

HB: Glossary was focus of last week Tuesday afternoon's meeting of 12 WAI guideline editors and other interested folks. Good session on planning for data base of glossary terms. Discussed commonality, and possible inclusion of terms as used in referenced documents. Current working draft is:

WAI Combined Glossary

WL: Glossary creep: should be avoided. Concern that we should be consistent across other parts of W3 as well, rather than islands with other specializations.

JB: W3C doesn't have resources to do this. Another way to address this: one technical writer reviews all W3C specs. Susan Lesch is raising the issue of divergence of technology. Could empower her to do more. Alternatively the Technical Advisory Group could work this issue too.

WL: The device-independent group is working the meaning of "Device". Also, of "Summary." Each has had much discussion.

How People with Disabilities Use the Web


Clerk with disability in on-line grocery service

JB: Now, barcodes come with order, an automated carosel is used to pick orders. business reviewed and suggested changes. Also met with HBj.

WL: Seeking web application. Although now a hand-held device needn't be web connected, it could be.

JB: Keep layout unclouded, use icons, animations.

WL: ACTION Check guidelines to find where there are examples for each of the WCAG checkpoints.

JB: Will revise based on the external reviewer and get back to group.

Books Don't Address Accessibility and Usability

HB: Posted two surveys to the WAI user interest group on 2000-03-08.

Most Web Books Ignore Accessibility and Usability (1)
Most Web Books Ignore Accessibility and Usability (2)

HB: Summary: "Accessibility" and "usability" have been ignored in most currently available books about designing or authoring content for internet web pages. The Education and Outreach group of the World Wide Web -- Web Accessibility Initiative needs to address this issue, with authors and with publishers.

HB: We have missed communicating the accessibility message for existing authors and publishers.

WL: Publishers are in the business of obsoleting the current editions of books. Accessibility may be a good reason.

HB: ACTION: Get list of publishers, based on ISBNs. Should contact them about this issue.

Educator Business Case

WL: Good to emphasize the "how." That is better for focus than the "if" and "whether" conditions.

Business Case Implementation Plan

JB: Sheela Sethuraman submitted a draft plan to JB for the kindergarden through 12th grade (K-12) education. JB read abstracts. [later JB sent by email to the list, see: "Some notes on education (k-12) Web access implementation"]

JA: Individual school expected reaction: do we have to do this? Students can't access it. Why do we have to do this?

JA: District policy, trickle down to individual school and teacher.

JB: How comparable is that in different countries?

SD: France does impose top-down at national level.

JB: In US, the individual states have some policies that may be subject for local adjustment.

HS: All schools in the Netherlands are independent. They have their own boards. They are incentivised from the Netherlands government by provision of funds for local implementation in schools.

JB: Address this issue in policy: centralized vs. decentralized.

JB: Pay attention to extranets, intranets, supplementary classroom materials, and web design courses for students and teachers.

JA: Also web-based textbooks, can be electronic, being adopted. In some cases there are no textbook, just website. In Texas the state has an approved textbook list. More books per subject are being approved.

Assessment in a School Situation

JA: Granularity--top-down assessment, including IT side for infrastructure as well as education side.

JB: Are these job names understandable in other countries:

head of school system
head of individual school

JB: Centralized assessments vs. leave it to the individual schools.

WL: Government, industrial, and educational application: needs top-management support. How does it trickle-down.

WL: Who would be the responsible management in each type.

JB: 1) Assessment, 2) Policy and ...

JA: When products are purchased, a requirement is that they accessible.

JB: The umbrella assessment has sample plans that flesh it out, either for individual school system, or a school system.

WL: School techniques, government techniques, similar. Need to find what distinguishes school from other business case.

WL: Principles and checkpoints.

JB: Add administrators who need to be aware.

JA: Need leadership.

JB: Need means to bubble up to top levels the assessments.

HB: Model may be in the assessment forms that US Government have required of agencies in reporting on section 508 compliance.

HS: Need professional training for teachers.

HB: Proper to do training, see the WAI training resources.

JB: Could be a series of notes.

JB: Would help with a plan that could be adapted.

WL: The general notes are a "how to".

JB: What are the success stories?

HB: Do we have any prototype school that did a good plan?

JB: University of Toronto has a good plan, that could be adapted for K-12. We can do a composite. That is fair.

SD: Help with real examples, notes show what else can be done.

HS: Like a format that could be adapted to own organization.

JB: For implementation plan section, have about 7 things: umbrella page -- considerations, from main page.

JB: Check list of assessment steps can include:

JB: Examples: corporate, higher ed, K-12, non-profit, government, etc.

EV: Do just two: larger and smaller plans.

SD: Concern for time it takes. Start with simple.

EV: Template option -- fill in the blanks.

WL: Can be a checklist.

JB: Item: What job level is responsible to do what?

JB: EV will help JB to work on a template.

EV: Has simple template with separate examples section that fills in the blanks.

JB: Will try to build one.

Next Meeting

No meeting next Friday 2001-03-16.

Next meeting is the face-to-face on Sunday 2001-03-25 after CSUN in Los Angeles, California. Note the general WAI meeting 2001-03-24 there as well.

WL: Process issue at face-to-face: Need two lists of people with hands up, awaiting turns to speak. First for principal contributions, other for follow-on comments on what was just being said.

Last updated 12 April, 2001 by Judy Brewer

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