![\"Cartoon](\"https:\/\/pressbooks.bccampus.ca\/accessibilityhandbook\/wp-content\/uploads\/sites\/1155\/2022\/03\/clear-path.jpeg\")
<\/a> <\/a> \"Clearing a Path for Everyone\"<\/a> - Michael Giangreco \/ University Of Vermont Center For Digital Initiatives Collection[\/caption]\r\n\r\n- Steve Krug, Don't Make Me Think, Revisited<\/a><\/em><\/p>\r\n\r\n<\/div>\r\nDigital technology is so ubiquitous that it is difficult to think of many activities that don't rely on some kind of technology. Many people may take for granted that things just 'work.' What if something you used everyday didn't work? What if you couldn't read your email? What if you couldn't log in to your online banking? What if your computer speakers suddenly stopped working?\r\n\r\nEvery day people encounter something that doesn't work for them. A PDF that cannot be read aloud may not effect you, but for some that inaccessible PDF might as well be blank. A form that says 'fill out the forms marked with red text' may make sense to you, but some people will not be able to decipher which fields to complete. A video without subtitles excludes anyone that cannot clearly hear the audio.\r\n Accessible digital content can be:<\/p>\r\n\r\n<\/header>\r\n Accessibility accounts for a diversity of access means.<\/p>\r\n\r\n<\/header>\r\n A user's access means can be influenced by something:<\/p>\r\n\r\n<\/header>\r\n The one argument for accessibility that doesn\u2019t get made nearly often enough is how extraordinarily better it makes some people\u2019s lives. How many opportunities do we have to dramatically improve people\u2019s lives just by doing our job a little better?<\/strong><\/p>\n – Steve Krug, Don’t Make Me Think, Revisited<\/a><\/em><\/p>\n<\/div>\n Digital technology is so ubiquitous that it is difficult to think of many activities that don’t rely on some kind of technology. Many people may take for granted that things just ‘work.’ What if something you used everyday didn’t work? What if you couldn’t read your email? What if you couldn’t log in to your online banking? What if your computer speakers suddenly stopped working?<\/p>\n Every day people encounter something that doesn’t work for them. A PDF that cannot be read aloud may not effect you, but for some that inaccessible PDF might as well be blank. A form that says ‘fill out the forms marked with red text’ may make sense to you, but some people will not be able to decipher which fields to complete. A video without subtitles excludes anyone that cannot clearly hear the audio.<\/p>\n Accessible digital content can be:<\/p>\n<\/header>\n Accessed,<\/p>\n Consumed,<\/p>\n Interacted with,<\/p>\n by everyone,<\/p>\n at the same time.<\/p>\n<\/div>\n<\/div>\n <\/p>\n Accessibility accounts for a diversity of access means.<\/p>\n<\/header>\n In the context of digital accessibility, an access profile will likely be intimately related to a user’s disability and the technology the use. Learn more about assistive and adaptive technology in the Assistive Technology User Guides<\/a> Pressbook.<\/p>\n<\/div>\n<\/div>\n <\/p>\n A user’s access means can be influenced by something:<\/p>\n<\/header>\n Access means may also change over time.<\/p>\n<\/div>\n<\/div>\n According to Statistics Canada, 27% of Canadians have a disability (Statistics Canada, 2022). However, educators cannot rely on accommodation requests, or lack thereof, to decide when to make accessible content. 96% of disabilities are \u201cinvisible\u201d, that is they are not outwardly visible to the casual observer (Morgan, 2020). There is no way to determine who accesses content in what way by looking at them. Additional statistics suggest only one-third of college students with a disability disclose their status (Adam and Warner-Griffin, 2022). Further, 94% of high school students with disabilities get some form of assistance, while that number drops to 17% at the college level (Krupnick, 2014). Accessible content is built for everyone and reduces the need to accommodate specific cases, increases the usability of content, and maximizes the independence of all users. Accessible content is designed for everyone.<\/p>\n Accessibility is not a feature, inaccessible content is a bug.<\/strong><\/p>\n\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/accessibilityhandbook\/wp-content\/uploads\/sites\/1155\/2022\/08\/My-project-1-4-1-300x240.png\")
\r\n\r\nAccessed,\r\n\r\nConsumed,\r\n\r\nInteracted with,\r\n\r\nby everyone,\r\n\r\nat the same time.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/accessibilityhandbook\/wp-content\/uploads\/sites\/1155\/2022\/08\/My-project-1-11-300x219.png\")
Access means can be informed by:\r\n\r\n \t
Customization including increasing font size or inverting colour schemes.<\/div><\/li>\r\n<\/ul>\r\nIn the context of digital accessibility, an access profile will likely be intimately related to a user's disability and the technology the use. Learn more about assistive and adaptive technology in the Assistive Technology User Guides<\/a> Pressbook.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/accessibilityhandbook\/wp-content\/uploads\/sites\/1155\/2022\/08\/My-project-1-14-300x247.png\")
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Works Cited<\/h2>\r\n
Adam, Tara, and Catharine Warner-Griffin. \"A Majority of College Students with Disabilities Do Not Inform School, New NCES Data Show<\/span><\/a>.\"\u00a0National Center for Educational Statistics.<\/em>\u00a0Accessed September, 20, 2022.<\/div>\r\nKrupnick, Matt. \"Colleges Respond to Growing Ranks of Learning Disabled<\/a>.\"\u00a0Washington Monthly, <\/em>February 18th, 2014.<\/div>\r\nMorgan, Paula. \"Invisible Disabilities: Break Down the Barriers<\/a>.\" Forbes<\/em>, March 20, 2020.<\/div>\r\nStatistics Canada. \"New data on disability in Canada<\/a>.\" Canadian Survey on Disability<\/em>, 2022.<\/div>","rendered":"<\/a>\n\n\n<\/p>\n\n\nAccess means can be informed by:<\/p>\n\n
Customization including increasing font size or inverting colour schemes.<\/div>\n<\/li>\n<\/ul>\n\n\n<\/p>\n\n
Works Cited<\/h2>\n
Adam, Tara, and Catharine Warner-Griffin. “A Majority of College Students with Disabilities Do Not Inform School, New NCES Data Show<\/span><\/a>.”\u00a0National Center for Educational Statistics.<\/em>\u00a0Accessed September, 20, 2022.<\/div>\n