Final+Exam+Study+Notes

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Here are mine from Weeks 1-5 Changing Demographics -11.3% of all U.S students have a disability, this is growing extremely fast. -Ontario: 1 in 7, growing to 1 in 5 Challenges  Wide range of disabilities, each with unique challenges  Apparent disabilities often result in others automatically assuming what a person can or can’t do  Non ‐ apparent disabilities often mean that a person has to “prove” that they need assistance  Most commonly, people with disabilities are faced with stereotypes and ignorance  On average, students with disabilities are 9 times LESS likely to engage in extracurricular activities, including work related or  resume building activities  Technology needs vary greatly yet more than 90% of students with disabilities could benefit from increased access to technology -Rehabilitation Act of 1973 (protects people with disabilities from any discrimination) -Accessibility for Ontarians with Disabilities Act, (2005) calls on all people to to develop, implement and enforce mandatory accessibility standards in many important areas of life. (employment, transportation) - ** Architectural ** and **physical** barriers are features of buildings or spaces that cause problems for people with disabilities. easily understand information. “Universal Design is a framework for the design of places, things, information, communication and policy to be usable by the widest range of people operating in the widest range of situations without special or separate design. Most simply, Universal Design is human ‐ centered design of everything with everyone in mind.” Accessible design means products and buildings that are accessible and usable by people with disabilities. (leads to separate facilities) The design is useful and marketable to people with diverse abilities  Provide the same means of use for all users: identical whenever possible; equivalent when not.  Avoid segregating or stigmatizing any users.  Provisions for privacy, security, and safety should be equally available to all users.  Make the design appealing to all users. The design accommodates a wide range of individual preference and abilities.  Provide choice in methods of use.  Accommodate right ‐ or left ‐ handed access and use. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Facilitate the user's accuracy and precision. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide adaptability to the user's pace. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Eliminate unnecessary complexity. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Be consistent with user expectations and intuition. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Accommodate a wide range of literacy and language skills. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Arrange information consistent with its importance. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide effective prompting and feedback during and after task completion. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide adequate contrast between essential information and its surroundings. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Maximize "legibility" of essential information. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions). <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide compatibility with a variety of techniques or devices used by people with sensory limitations. The design minimizes hazards and the adverse consequences of accidental or unintended actions. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide warnings of hazards and errors. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide fail safe features. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Discourage unconscious action in tasks that require vigilance. The design can be used efficiently and comfortably and with a minimum of fatigue. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Allow user to maintain a neutral body position. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Use reasonable operating forces. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Minimize repetitive actions. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Minimize sustained physical effort Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide a clear line of sight to important elements for any seated or standing user. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Make reach to all components comfortable for any seated or standing user. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Accommodate variations in hand and grip size. <span style="font-family: "Calibri","sans-serif"; font-size: 10pt;"> Provide adequate space for the use of assistive devices or personal assistance. UD Process // -Identify the application // // -Define the universe. // // -Involve consumers. // // -Adopt UD guidelines/standards/ // // performance indicators. // // -Apply UD guidelines/standards/performance // // indicators. // // -Plan for accommodations // // -Train and support // -//Evaluate// -THIS BUILT SETTING (building, parking lot, playground, etc.) IS READILY AVAILABLE AND USABLE (barrier free) BY A WIDE RANGE OF PEOPLE WITH DISABILITIES (physical, sensory and cognitive) -Slips (automatic errors, press wrong button, mistype) vs. Mistakes (making an error with something you are not familiar with) Types of Slips: 1. capture error: Confirm deletion of file instead of cancel 2. Description error: ctrl key & caps lock key / Sun & Mac 3. Data-driven: Call to give someone a number, dial that number instead 4.Association activation: Internal thoughts and associations trigger action (Phone rings, yell “come in”) 5.Loss of Activation: Forgetting goal in middle of sequence of actions 6. Mode Errors: Delete file, but you’re in wrong directory Errors in User <span style="font-family: "Cambria Math","serif"; font-size: 10pt;">‐ Computer Dialog -Perceptual Errors: poor perceptual cues, (objects are similar) -Cognitive errors: mental, memory, thinking -Motor errors: awkward movements, pressure for speed, hand-eye coordination (double clicking) How to prevent errors? How to recover from errors? SIMPLICITY IS KEY! -Make errors difficult to make Mappings: what dial works which burner? Affordance: how would you operate a door? Visibility and feedback: Make core user functions clearly apparent, making relevant parts visible Poke-Yoke (mistake proof): A detection device signals the user when a mistake has been made, so that the user can quickly correct the problem ex. floppy disk à prevention, ignition beep à detection Different Modes: -pictorial (larger print/font, Braille, closed captioning), -sound (audible clicks, push buttons for audio, water fountains as locators) -internet (text only sites)
 * -Information ** or **communications** barriers happen when a person can't
 * -Attitudinal ** barriers are those that discriminate against people with disabilities.
 * -Technology ** barriers occur when a technology can't be modified to support various assistive devices.
 * -Organizational ** barriers are an organization's policies, practices or procedures that discriminate against people with disabilities.
 * Week 1 **
 * 1.Equitable Use (curbs, doorways) **
 * 2. Flexibility in Use (2 handed scissors) **
 * 3. Simple and Intuitive Use **
 * 4. Perceptible Information (CC on TV’s, calculators) **
 * 5. Tolerance for Error (Undo botton) **
 * 6. Low Physical Effort (doorknobs) **
 * 7. Size and Space for Approach and Use (Universal Workstations) **
 * Week 2 **
 * Week 3 **** Tolerance for Error **
 * Week 4 **

Case Studies (2) Constraints: Use constraints so as to control the course of actions and prevent or reduce the possibility of users doing the wrong thing. -how do we reduce complexity? …on the computer -tutorials, manuals, reminders -importance of feedback
 * Week 5 **