- How People with Disabilities Use the Web

Change Log: How People With Disabilities Use the Web

This page records change requests and changes made to dated versions of the WAI Resource How People with Disabilities Use the Web. Please send additions or corrections to w3c-wai-eo@w3.org. Last updated $Date: 2004/03/11 20:31:05 $ by $Author: shawn $.

Dec 9 2004 - Jul 9 2004 - Jul 8 2004 - Jul 2 2004 - Mar 12 2004 - Mar 1-2 2004 - Mar 1 2004 - Mar 24 2002 - Oct 5 2001 - Mar 30 2001 - Jan 5 2001 - Dec 15 2000 - Dec 1 2000 - Nov 17 2000 - Nov 10 2000 - Oct 26 2000 - Oct 20 2000 - Oct 19 2000 - Oct 13 2000  - Oct 5 2000

Change requests from 10 December 2004

• NOTE FOR ONLINE CURRICULUM and/or techniques: add technique example showing use of asterix for redundant indications of manadatory fields
• FUTURE VS -- to provide more example links
• DONE in online shopper, 3P: change "or" to "and" betw color contrast & redundant info
• DONE in online shopper, 4P: rephrase “on some sites” to “most newer sites” that use style sheets
• DONE in online shopper, 2P: sentence that starts “Eventually he realized” - delete “Eventually”
• DONE section 3, beginning, Mini Table of Contents still to be added
• cognitive and neurological disabilities, Visual and Auditory Perception:
• DONE Para 1 - Change “and sometimes called "learning disabilities" in the U.S.” to “and sometimes called "learning disabilities" in the U.S., Australia and @@Canada”
• CANNOT FIND Para 1 - Change “or oriented themselves” to “or orienting themselves”
• DONE Para 3 - change “learning disabilities”
• ACTION - Judy to check with colleagues about “or orienting themselves spatially” terminology
• DONE Para 1 - break up into one or more shorter sentences
• DONE Para 1 - try turning around - try starting with “may have difficulty processing”
• Intellectual Impairments
• DONE Change “impairments” to “disabilities”
• Memory Impairments
• DONE Clarify “or some loss of language” in line with rest of sentence
• Mental Health Disabilities
• DONE Break para 1 into 2 sentences
• Seizure disorders
• ACTION -- CHECK Para 2 - need to explain guidelines better - eg do people just need to be able to turn off, or avoid altogether? Refer WCAG 1.0 Checkpoint 7.1 (<http://www.w3.org/TR/WCAG10/#gl-movement>). Also check with UAAG.
• Subsection - Multiple Disabilities
• DONE Typo - “text transcript” -> “text transcript”
• Additional bullet - side effects of drugs and how it increases the complexity of interactions and mental abilities??
• DONE Remove bolding for this version - consider using bolding to highlight things in a future version
• Change first bullet from “can’t see the screen well” to “ has a reading disability” or similar
• Subsection - Aging
• DONE Para 1 - change “may involve incremental changes” -> “may involve changes” - editor's discretion
• Opening paragraph for Section 3
• Change “to use functional terminology instead” -> “to use terminology that reflect functional requirements” instead (or similar)
  

Changes made 9 December 2004

• [section 2, 2P] added "composite"
• change requests from 9 july 2004
• copyedits and terminology fixes (hopefully) throughout the 2nd half of the "disabilities" section
  

Change requests from 9 July 2004

• DONE in online shopper: clarify that the style sheets control the color of the text & background
• DONE in online shopper: when he first "starting" using the web -- started
• DONE in online shopper: poor color contrast between foreground elements such as text, and background
• DONE in online shopper: work on the red/green color blindness "which in this case means"
• DONE in controlling color: add in the uaag checkpoint reference to ignoring or turning off style sheets
• DONE in online shopper: change: that used sufficient color contrast, or provided redundant information for color
• DONE in online shopper: double-check tone of last two paragraphs so we are not inviting people to ignore the need for good contrast
• DONE in deafness description: replace "requirements for voice input on Web sites" with " Web sites that require voice-based interaction and have no alternative input mode"
• DONE in deafness description: add in "and may need to rely on online chat to supplement collaborative learning environments.
• DONE in intro to section 4: mention turning off style sheets as another strategy
• CONSIDER FOR FUTURE: adding in a highlighting strategy under section 4
  

Change requests noted 8 July 2004

• need volunteer for: additional link-updating needed -- all the links to UAAG 1.0 need to be updated
• need volunteer for: bibliography needs filling out and reorganization
• will need copyediting but not ready for that yet
  

Change requests from 2 July 2004

• DONE PARTIALLY, RECHECK change "change one's own style sheet" to "ignore or turn off style sheets" or something....
• check for possibly one or two swaps of visual impairment scenario accessibility solutions (raising the priority)
• check for existence of a stable reference page which links to information on accessibility features of different operating systems
• DONE expand the disclaimer & context-setting in the intro to section 4: "This is not a comprehensive list" and say more about these only being a selected set of examples, and that there are built-in adaptive strategies
  
• DO NOT LINK FOR NOW; REVISIT FOR FUTURE VERSION as well, try... http://www.washington.edu/accessit/articles?15 or see if there is something we can add to the w3c site, or trace (URI persistence?)
  
• SOME DONE fix cross links
  
• try adding mini-toc to section 3
• try fixing the order of section 3
• FIND DIFFERENT STRATEGY try removing "disabilities" from headings of 3
• DONE update acknowledgements section
• DONE [YES - HELPS A LOT] try adding mini-toc to section 4
  
• DONE revisit 2nd paragraph of deafness description to see if there's a way to reinforce the language comprehensive.... they may need to spend extra time with the text, or rely on supplemental images
• DONE add into deafness barriers the lack of clear and simple language
• DONE recheck wording in supermarket assistant scenario, especially so... so...
• DONE check for embedded jigteam links in latest drafts
• DONE check for generality of "visual notification" term (DS researching)
• DONE change "in the market for" and "weeknight evening" to something more intelligible

Change requests from 12 March 2004

• DONE online shopper, 2nd paragraph: explain that color coded required fields on forms causing problem (see sailesh's e-mail)
• DONE say more about reading difficulties & textual communication with some people who have early deafness, from Henk's e-mail http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0135.html
• FOR NEXT VERSION: Consider adding the following to visual impairment scenarios: - device dependent event triggers on forms make keyboard use impossible, Links not grouped so skipping to content or desired group is a problem, Text sections not marked up with headers so need to  read entire text, required fields on forms  are bold faced or colored, PDF files and  inaccessible Flash or multi media
• FOR NEXT VERSION (MENTIONED A FEW EXAMPLES): Consider adding in explanations of OS accessibility supports such as: sticky keys, filtter keys, fontsize  and color setting, sound sentry, mouse keys
• FOR NEXT VERSION <http://www.w3.org/TR/WCAG10/wai-pageauth.html#tech-logical-headings> action, shawn: check if heading levels are addressed ("structured navigation")
• DONE OR REPLIED TO ALL introduction of the scenarios section: make change from henk's e-mail: http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0135.html
• PENDING (APPEARS NOT TO BE ADDRESSED; FOLLOW UP) check with WCAG if they have constant, repeated, consistent navigation cues, e.g., main navigation, breadcrumbs, in WCAG 2.0 drafts
  
• PENDING action, judy: ask wendy for documentation on this, then document in style guide(s) that braille is lower case (unless referring to a person)
• DONE correction: remove tab index note 'cause tab index is now much better supported
• DONE action, judy: reply to sailesh's email at: http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0138.html
• DONE add #2 about 'Alt text' from Henk's e-mail http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0135.html
• ALL SET action, shawn: suggest wording to address #s from Henk's e-mail http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0135.html
• DONE (ALL) "clerk" scenario: make wording changes proposed by Alan at: http://lists.w3.org/Archives/Public/w3c-wai-eo/2004JanMar/0132.html
• DONE teenage scenario: weave "device independent" into middle of third section "... the interface ... accessible no matter what she's using..."
• DONE, AND CHANGED TO VISUAL NOTIFICATION "sound notification" 1. correct that it is a feature of operating systems not web-based operation, 2. description should be clarified
• DONE fix link: "Teenager with deaf-blindness, seeking entertainment (user control of style sheets; accessible multimedia; device-independent access; labeled frames; appropriate table markup)" - the link at the beginning is two separate links
• DONE teenager scenario: change to "publicly-available information kiosk"
• DONE check sentence length of "The particular combinations of assistive technologies, and the individuals' expertise in using those technologies, should not be assumed for everyone with similar disabilities as those portrayed."
• DONE maybe change "hearing disabilities" to "hearing impairments" or "auditory disabilities"
• WAS ALREADY THERE, RE-READ PARAGRAPH perhaps for "dyslexia or dyscalculia" add short description "difficulty processing words, difficulty processing math" - maybe also add difficulty processing auditory information?

Change requests from 1-2 March 2004

Based on version: Working Draft, 2 March 2004

See also: EOWG Minutes Tuesday 2 March 2004 Meeting

cognitive disabilities scenarios

• fix other crosslinks within document
• DONE fix sentence "recently he visited..." (from old version, change to new version)
• DONE add something in intro paragraph about him having trouble keeping track of how much his groceries will cost (or, how much money he is spending) (just math not enough)
• DONE in intro paragraph, add something about how the web makes certain tasks easier
• DONE fix jigteam links
• DONE change "running tally" to "running total" or "total as he adds each item"
• DONE change "grocery store" to "supermarket"
• DONE change "bagging groceries" to explain it more
• DONE change title to "Supermarket Assistant..."
• DONE add "...pictures help in navigation..."
• DONE search item sentence: take out "several". rewrite so it says something about his friend showing him different search options - for example, he can search by a brand name or search for products use navigation pictures. and clarify that now he mostly uses the option that lists what things he has bought in the past.
• DONE link to "down syndrome" has general information about cognitive disabilities - need to add a transition from Down Syndrome specifically
• DONE perhaps clarify since they are doing it [usability?] anyway & "to be competitive"
• DONE do something different with "incidental items"

other sections

• LATER look at appropriateness of linking into the AT & disability sections from other documents (e.g., from Madrid descriptions of PWDs in panel)
• DONE to "These scenarios do not represent actual people" add something about that these scenarios are inspired by real situations - composite of things that are really happening somewhere in the world
• DONE intro: (probably right after sentence modified in previous bullet) add something about scenarios might be common in some countries, but not others - as well as that the education, employment, and other situational aspects of people with disabilities are different in different countries or cultures. (perhaps re-look at alan's suggestion: "While the examples in this document are intended to be relevant to all countries, it is important to remember that user experiences, assistive technologies, and the terminology used to describe disabilities may vary from one country to another.")
• DONE introduction: first time mention assistive technologies, add short definition like "that people with disabilities use to access the Web" and link to longer description
• DONE change "The following examples highlight use of some..." to something like "The following list of scenarios includes the relevant accessibility solutions in parenthesis" to better explain that the list is of the scenarios in the document and the information in the parenthesis is the accessibility things they include

deaf-blind teenager

• DONE briefly explain captioning for audio and description for video
• DONE change the order so it's bad example site first and then good example site second
• DONE better clarify that there are two different Web sites, e.g., add "However, a different site..."
• DONE add a comma "...unlabelled frames, and tables..."
• DONE change "subway" to "local train"
• DONE typo "...public transportation sites TO find..."
• DONE add link to more info on "portable braille device"

Change requests from 1 March 2004

• Check: internationalization of disability terminology
• Check: assistive technology & adaptive computing descriptions -- gaps? clear? 
• Check: scenarios -- clear? credible? consistent format? effectively illustrative?
• Check: integration of all change requests below
• Update all links to UAAG 1.0 final Recommendation
  
• Copyediting
  
• FURTHER REVISED Replace clerk scenario with following:
  • Grocery clerk with cognitive disability: Proposed re-draft
    
    Mr. Sands has bagged groceries for the past year at a grocery store in his neighborhood. He has Down syndrome, and has difficulty with abstract concepts, with reading, and doing mathematical calculations. He usually buys his own groceries at this store, but sometimes finds the number of product choices overwhelming. He has difficulty re-learning where his favorite products are each time the store re-arranges its product layout.
    
    Recently, he visited an online grocery store from his computer at home. He explored the site the first few times with a friend. He found that he could use the Web site without much difficulty -- it <link>used a lot of pictures</link>, which were helpful in recognizing his favorite brands.
    
    His friend showed him <link>several different kinds of search options</link>, making it easier for him to find items, including a customized shopping list that helped him remember what he'd ordered on previous visits to the site. Once he decided that he wanted to buy something, he could select the item and put it in his virtual shopping basket, then get a running tally of his total cost so that he would not overspend his budget.
    
    The marketing department of the online grocery had wanted their Web site to be as usable as possible, so they used <link>consistent design and navigation options</link> so that their customers could learn and remember their way around the Web site, and used the <link> clearest and simplest language possible</link> so that their customers could quickly understand the material.
    
    While these features made the site more usable for all of the online-grocery's customers, they made it possible for Mr. Sands to use the site. Mr. Sands now shops on the online grocery site a few times a month, and just buys incidental items at the grocery store where he works.
    

Change requests from 24 March 2002

• link to av examples of barriers and solutions (ncam?)
• make sure can print out whole thing easily
• show people using a.t.
• make our material 'linkable' ? try to make our exmples consistent w/ others
• SEPARATE NOW AND LATER!
• NOW:
  • get it out fast!
  • make sure it is translatable
  • [ac] take the next pass at this
  • link to the aux benefits document
• LATER:
  • off-linked multimedia examples

Clerk with intellectual disability at a grocery store

FURTHER REVISED, SEE LATEST DRAFT Mr. Sands has stocked groceries for the past year at a grocery store. He has Down syndrome. He has difficulty reading and doing mathematical calculations.

[he has a Web site. he's responsible for the entries into the web site when he's finished stocking. he has to know when to reorder. he has to use charts and tables to help determine when to reorder. they amended the web site slightly w/ some icons instead of words because he was hainv a lot of trouble w/ regular charts. ...at home, he uses the web to play game. they are mostly picture games. his little sister (12) goes and finds games them on the web for him (he's 17) he's good at figuring the games out when he gets them... pretty intuitive. ... likes watching the scores go up. he's kept his job for a year now... good audio intuability... audio might help...

chop up the rest... as discussed in harvey's notes...

Recently, he visited the customer Web site for the grocery service from his computer at home. He found that he could use the Web site without much difficulty -- it used a lot of pictures, and each Web page was clearly organized. Some of the products had audio descriptions available also. When he clicked on an icon showing a product, it sent his choice directly to an order form.

Back at work, the company's Web developer was interviewing clerks in preparation for updating the online clerk interface. Mr. Sands found an opportunity to mention to the Web developer that the customer Web site was convenient for him, and better than some other online grocery services that he'd looked at. He showed the Web developer that the clear and simple language and consistent design and navigation options on the customer site, as well as the availability of both text and audio, helped him use the site. The other clerks thought that the icons would allow them to identify and select products faster than text alone.

The Web developer decided to implement the Web Content Accessibility Guidelines 1.0 in the online clerk interface. Mr. Sands' job options have since changed at the online grocery service. He now checks orders after they are filled. When an order displays on the screen, it displays as product icons with text. He can select an audio description when he needs to. If an item is missing from the bagged order, he selects the icon which sends a message to a bagging clerk who fills the order.

Change Request from 5 October 2001

• comment from EOWG list about links

Change Request from 30 March 2001

• ok to try (fast) to add dev country example -- jb float to list
• need to show language swapping

Change Requests from 5 January 2001

• Contract w/ someone for line drawn illustrations
• (General scenarios) add more problematic reality
• (Format) check spacing problem, get space out of link
• (Teenager) confirm the kiosk example
• DONE (Teenager) shorten links
• DONE (Teenager) change frame label to meaningful title, in each occurence
• DONE (Teenager) check verb tenses throughout scenario
• LINKED (Teenager) add portable braille input/output device description
• DONE (Teenager) pull "completely" out of captioned and described link
• DONE (Teenager) shorten table link
• HOW? (Teenager) explain Web-based info kiosk
• WHERE?? (Teenager) add in quotes "device independent"
• (Teenager) revisit that issue in another editing pass -- on the screen reader/ refreshable braille display linkage.
• (Classroom) add in some language change markup for the kid w/ dyslexia
• (General scenarios) note in at least one or two that there are policy reasons for making accomodations
• (General scenarios) review instances of curb cut type references and increase somewhat throughout scenarios, including benefits to semantic Web and internationalization
• (Retiree) swap clothing shopping for shopping for grandchilds and newspaper sites
• (Scenario reference linking) in future version of this document, consider linking to examples that are more customized to the contents of the scenarios themselves.
• (Retiree) shorten link text throughout.
• (Retiree) better explain the relative sizing... with style sheets. Focus on one or the other. Drop the screen magnifier, and emphasize style sheets. Make sure other ref to screen mag is adequate and clear.
• (Retiree) make it more explicit that he is only using the built-in capabilities... he increases the size of the cursor (but doesn't relate to our guidelines) show him tabbing to links when he gets lost with his cursor...
• (Tabbing) check for a scenario where someone tries to avoid tabbing by using access key, also link to retiree scenario, and also to reporter. Link to access key scenario.
• (Format) go ahead and number the thing.
• (Text browser) also emphasize for ADHD or ADD.
• (Voice browser) mention curb cut aspect.
• (Text-to-speech) add, but cross-reference to screen reader.
• (Speech recognition) check reporter link.
• (Scanning) clarify scanning example.
• (Accountant) correct the synchronizing example, using William's message.
• (Format) check link length through the whole document!!!! Shorten where possible!
• (Disability description) reconsider format of multiple disability and aging examples, make more consistent with other sections
• (Further reading) Link to WAI References page??? Look for other opportunities to link, including to video.
• Approved for circulating to WG, IG's for comments; most likely trajectory would then be for publishing as W3C Working Draft on /TR/ page, with another round of comments and then W3C Note status

Change Requests from 15 December 2000

• DONE Add uplinks from technology discussion into scenarios
• DONE On "from" items w/in scenario references, check for & acknowledge overlaps & add "scenario" word.
• LATER Link to universal design ("curb cut") section in the business case.
• ALREADY THERE Under "aging" example... add "short term memory loss and low vision"
• DONE Add Deborah Dimmick and Cynthia Curry to the contributors list for contribution on clerk scenario.
• DONE Change "might" to "would" allow them in clerk example.
• DONE Add uplinks from disability discussion into scenarios
• DONE Add a brief description on how to use the document and explaining that the document is heavily cross-linked internally, w/ exception of stuff in the two references section, links are internal.
• DONE *Libby, Deborah & Cynthia will work on teenager example, and scenario and curriculum references.
• JB DID *Harvey & William will work on retiree example.
• DONE *William will fill in more of the scenario references.
• LATER Consider making internal and external links distinct, visually and semantically through class use.

Change Requests from 1 December 2000

• DONE Example of LD & ADD -- not nec change, because plausible that audiotapes can help, but still reexamine carefully
• DONE On all examples, polish them emphasizing real people details
• For scenario examples, could do illustrations instead (e.g. drawing)
• For assistive technologies, what about photos of stuff in action?

Additional Editorial Changes 17 November 2000

• DONE Agreed, to leave the first three main sections in place.
• On example with dyslexia, specifically call out 14.1?, 13.4?, and 13.3.
• DONE Add example of someone with an intellectual disability:
  • Important to keep each of these a story. consider young adult, working in a supermarket, computer that ties into the Web to indicate prices of things, doing the bagging from people's online shopping orders, checking out the goods and packing them. Highlight checkpoints 14.1, 13.4, and 13.3. Looking up items by icon. Consider bagger able to graduate to order-filler because of new technology. Could be Downs Syndrome or other general intellectual impairment. (Note -- need more info on automated grocery-ordering systems; composite example from Denmark.)
  • Show using the same icons everywhere, also 14.1...
  • Get additional feedback on the example.
• NOT THIS VERSION Example alternative:
  • head injury/brain injury, someone where intellect is there but the skill level isn't anymore...
  • what about a scenario where someone starts from rehab... based in Canada
• NOT THIS VERSION Multiple disability example:
  • substantial - little kid, music, games,
  • speech disability & substantial physical disability
• LATER Add & rearrange mini-tocs under different sections

Change Requests 10 November 2000

• CANCELLED. [rediscussed 17 Nov] NOT DONE. [editor comment: re-discuss; disabs & assistive tech descriptions seem part of core document] Consider re-arranging the document as follows: scenarios becomes the body of the document; each other piece becomes the appendices; and the whole thing is available as one long file also.
• PARTLY DONE. [added "contents" as first link. further condensed abstract & status] Look for some options to bypass all the annoying frontmatter, and make the format more appropriate for a non-specification type document, including by trying to move some of the sections to back and/or drastically further condensing the abstract, status, and intro -- also try putting the TOC right under the title.
• DONE. [also shortened the intro on this part] On barriers section, add a note up front saying that these aren't comprehensive, these are just some of.
• DONE On low vision: also add text images, or imaged text.Text that cannot be re-wrapped as it is enlarged, such as imaged text.
• DONE Add something about contrast: Web pages and/or images that have poor contrast -- actually, rewrite the third bullet to express contrast issue.
• DONE EXCEPT [omitted detail on contrast sensitivity] Put back "low vision" as primary, and leave "partially sighted" as a parenthetic reference and explain the different semantics including contrast sensitivity.
• DONE Cross-reference some of the blindness items down to low vision as well
• DONE On absolute font sizes, change to "font sizes that do not change (enlarge or reduce) easily
• DONE Clarify at beginning of barrier section that the examples given are things that could be easily done at this time.
• DONE [editorial change] further edits to "reporter" including removing "still types some commands by hand" since it contradicts following paragraph
• DONE Replace "visual signposts" with content-related images and clarify "for people whose first language may be a sign language instead of a written/spoken language"
• DONE? CHECK Clean up motor disabilities sentence
• DONE 1rst motor example "that do not support keyboard alternatives to mouse commands"
• DONE on interactive forms, drop out interactive forms.
• DONE but CHECK break out "other" as a higher level heading and separate out subheadings of aging, deaf-blind, and multiple.
• SEE NEW REP SAMPLE Consider trying to make a consistent link density (lots of links) through the document.

Change requests from October 27, 2000 EOWG meeting

• DONE flip the "deaf-blind" & entertainment, and then likewise w/ retiree
• DONE straighten out order of scenario mini-toc
• DONE editorial consistency on caps including mini-toc
• DONE take out subsection numbers in scenario references
• DONE change header Scenario References
• PARTIALLY DONE retry scenario references linking: name guidelines, name checkpt, give chkpt text, provide curric ex chpt #x link, provide chckpt # link.

Additional editorial changes Oct 26, 2000

• DONE updated version pointers in frontmatter
• DONE multiple copyedits, first several pages of document, for readability

Change requests from October 20, 2000 EOWG meeting

• DONE Try to keep example length roughly consistent with current first four examples
• DONE Show differential impact of some P1, P2, P3's, and emphasize the importance of P1's.
• DONE Check with Jon or Ian on the display synchronization item from UAAG.
• SAMPLES DONE Link specific mention of checkpoints to reference section, that in turn links to checkpoint fragment anchors. William & Dave work jointly on the reference section w/ Judy.
• DONE Instead of "hard coded into markup" just say "did not use style sheets" and then show the inconsistency e.g. "and sometimes he could not override those."
• DONE Change back the example headers to "[profession] with [such and such disability]"
• DONE Carefully re-order the examples so it makes more sense in terms of showing different disabilities
• DONE for some... Add summary line about each example as a mini-toc at top of example section
• DONE Try "Assistive Technologies and Adaptive Strategies" for a retitle for Tools
• DONE Try "Descriptions of Different Disabilities that can Affect Web Access"
• DONE Change "gray" in the color blindness example to "brown."
• DONE Consider also linking to examples in the Curriculum for WCAG.
• DONE Judy will follow up a review question on Curriculum for WCAG.

Additional editorial changes October 19, 2000

• DONE take specifics of doc contents out of abstract & put in introduction
• DONE rearranged status section

Change requests from October 5, 2000 EOWG meeting

Change requests are with reference to version dated October 3, 2000.

Comments on overall document

• SAMPLES DONE link back and forth throughout the document, from the scenarios to the following two sections, so that the scenarios set the scene.
• NO NAV BAR make sure that everything is still clearly available from the navbar
• for further reading... spend time talking about what to say in that section... and for the references section, spend time discussiong what stable external and/or intermediate internal links we can point to, e.g. for listing of other projects... emphasizing... lots of localized information.
• under tools, consider links to an online database (maybe through an online sections...)
• try to build a reference section that includes resource _types_, explain i.e. things _like_ abledata, and then examples in Europe, etc.... and then providing some example links.
• consider stability & need to review & refresh examples and references...
• consider a cross-mapping thesaurus of disability terminology
• NOT DONE consider retitling the whole thing: PWD Use the Web
• DONE for the time being, at least add in "partially sighted" with "low vision" -- and also keep scouring the document for other cross-cultural terminoloy collisions...
• DONE retitle "usage scenarios": scenarios: pwd using the Web; and then, 'barriers and solutions': pwd use the Web; and then 'tools: techs pwd use to access the Web.' current titles are unfriendly. scenarios.., barriers and solutions..., tools and strategies..., etc.
• DONE find a clearer subhead than "tools"
• DONE flip the order of the document, by placing the scenarios up front and then following with different descriptions -- but tell people that the info follows

Comments on usage scenarios

• in general:
  • DONE emphasize that the particular combinations of tech, skills w/ tech, & other skills (eg braille lit) are not to be assumed for any given individual
  • missing something about seizure disorder
  • add an example on cognitive disabilities
  • in examples.... need an example with multiple, substantial levels of disability
• 1st example
  • DONE make it clear she's using the Web
  • DONE explain that she needs to ask for lists of codes -- and therefore needs the acronym & abbreviation checkpoints
  • DONE explain that she needs to tab through links
  • DONE enabling proper semantic markup of tables
  • DONE change the job title to something more universally understandable, such as accountant in insurance company
  • DONE describe something about the tasks they use on their job
  • DONE explain the need for visual & audio synchronization of information to help a colleague
  • DONE link back to explanations of screen readers & refreshable braille output, etc.
• 2nd example
  • DONE the better the interface is designed, the less strain on the voice, and the less chance of secondary injury
  • DONE important to emphasize that someone is authoring Web material, not just receiving info
  • NOT DONE [cutting and pasting are among the most consistently supported keyboard shortcuts] needs to be able to copy and paste links from incoming material into what he's publishing
  • DONE conflict with sites that are doing streaming media, due to sound card...
  • DONE showing the importance of diversity of input/output, switching back and forth between voice and keyboard input; show advantages of access key and tab key. explain about access key.
  • DONE change "type" to "submit"
• 3rd example
  • DONE on-line student who is deaf. take out "completely."
  • NOT DONE [MathML and inline language changes not relevant for deafness] change to physics. can highlight MathML, and also in-line language changes.
  • DONE take opportunity to show benefits to other uses "the school's information managers were absolutely astounded to see how much easier it was for them to locate the curriculum now that it was more comprehensively indexed."
  • DONE discuss the collaborative aspect... and to provide text commentary ... exchanging highlightings of their own... to augment the professor's... emphasizing benefits of Web and internet for deaf students... closed chatrooms where they can comment on each other's papers... emphasize benefits for group work on assignments...
  • WILL PROVIDE LINK explain some of the terminology that's used (SMIL)
• 4th example (classroom student with dyslexia)
  • examples are predominantly science, tech, etc, how about humanities -- literature (Hans Christian Andersen)
  • change name to Olsen
  • uses earphone for unobtrusive use of speech output, so as not to win disfavor with her secondary school (high-school) (teenage) peers
  • talk about accessibility of Web-based online library catalogues...
  • make reference to "designed for accessibility" more explicit -- by ref 'ing the WCAG level whatever -- and then contrast among 3 different resources: the classroom curriculum, the online catalog, and ebooks.
  • (some of the formats of ebooks such as pdf based or msoft reader currently have some accessibility problems; others in xxxxxxxx (Libby and Harvey are going to see if they can work up a mini-example here....)
• 5th example: (retitle this!) Online Shopper with Color Blindness
  • DONE have him go to a variety of sites; the sites that are more accessible get his money!
  • DONE sites that have poor color contrast, but are set up with style sheets, he's able to override
  • DONE, MOSTLY information on special sales that are highlighted, he misses... but emphasize of information in color & text
  • have him search clothing matches... in UK online stores that have standardized color choices...// and show how he matches or mismatches color choices// also discuss on-mouse-over style changes...
  • talk about him developing his own style sheet
• 6th example
  • CANCELLED AND UNDONE. DONE. re-hyphenate all the examples
  • talk about sample menus, online
  • all her settings for display should be dealt with in the screen magnifier not in the browser
  • can we talk about her accessing this info from a mobile setting, e.g. perhaps w/ a braillelite connected via infrared to a mobile phone that can access the Web (check this w/ Gregg)
  • OR better yet, she takes her braillelite up to a Web-based public info kiosk in a mall, and links up via infrared...
  • describe how she synchs up her machine... with the kiosk, and then checks sample menus
  • also mention at home use of screen reader and contrast with braille lite on the road
  • emphasize back in blindness section that blindness is not necessarily absolute
  • change 'particularly good-looking" to appealing
• 7th example
  • think about bosses that are often older, what about changing this to some other task, that might be able to relate to boss...
  • what about dynamically updating services... news ticker...
  • emphasize issues w/ some assistive technologies of getting into https (secure) sites
  • maybe some importance w/ online shopping and banking... grocery shopping for convenience... show someone at home, bringing services to themselves
  • emphasize importance of label tag... with hand tremor
  • clean up the short term memory ref

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