archive

Accessibility in Design Appendix

This appendix is a living document of links and resources to accompany the printed Accessibility in Design Short. Use these resources to deepen your understanding of accessibility principles and best practices.

chapter 2: Disability

Disability categories

Laws governing disability and accessibility

Ableism 

  •  TED Talk entitled I'm Not Your Inspiration, Thank You Very Much by Stella Young 

chapter 3: Accessibility

Assistive technology 

Examples of assistive technology by disability

Vision

Hearing

  • Print-based AT
    • N/A
  • Technology-based AT

Mobility

Speech

Cognition

Legal and regulatory sources 

chapter 4: Accessibility in human-centered design

Recruitment 

Communications to recruit disabled participants for user research

Sample Introduction

Hi! Our organization, [Company Name], is conducting a study to better understand the needs of people with disabilities and people who use assistive technology. This survey allows us to gauge your eligibility for this research.

If you are eligible and choose to participate, you will receive [insert thank you gift details]. We will also subsidize travel costs for the participants and personal care assistants with [insert additional reimbursement/voucher details].

Sample Questions About Disability

At [Company Name], we believe diversity of thought and experience strengthens our teams and allows us to create better products and services. The following questions help us to ensure that we meet with and gather feedback from users with diverse backgrounds and experiences.

Do you identify as having a disability?

  • Yes
  • No
  • No, I identify as culturally Deaf
  • Prefer not to answer


What type of disability or disabilities do you identify as having? (Select all that apply.)

  • Blind/low vision
  • Deaf/hard of hearing
  • Cognitive disability/neurodivergent
  • Physical disability/reduced mobility
  • Prefer to self-describe (please specify)
  • Prefer not to answer

Do you use any assistive technologies when using phones or computers?

  • Yes
  • No
  • Not sure
  • Prefer not to answer

(If Yes or Not sure) What assistive technologies might you use? (Select all that apply.)

  • Screen reader (like JAWS, NVDA, VoiceOver, TalkBack, ChromeVox)
  • Screen magnification (like ZoomText, Magic, browser zoom)
  • High contrast mode
  • Voice recognition software (like Dragon Naturally Speaking)
  • Switch access device
  • Adaptive or alternative keyboard
  • Keyboard-only use
  • Eye gaze control
  • Not listed (please specify)
  • None of the above
  • Prefer not to answer

Prototyping and user testing

Checklist for incorporating accessibility into human-centered design

Recruiting

  • Decide the participants that will most likely help you gather diverse, and possibly divergent, feedback for your research questions.
  • Discuss with clients if they can assist with finding participants or if a recruiting firm is an option.
  • Ensure any screener survey will be compatible with assistive technologies.
    • Check documentation for accessibility features when creating the questionnaire.
  • Create a screener to identify disabled participants. In it, ask an open-ended question of whether the participant identifies as having a disability and if so, please describe.
    • An open-ended question allows a person to self-describe, though using a checklist of common disability categories and general disabilities (such as Blind and Dyslexic) can also help with larger-scale projects.
    • Sample screener questions may be found in the article Reaching Out to Disability Communities.
  • If you’re looking for specific AT users (such as screen reader users), then directly ask about it. (Remember, not all disabled people use AT.)

In-Person Location Preparation

  • Ensure there are accessible transit options to navigate to the building or confirm transportation options with each participant.
  • Ensure a participant can independently reach their final destination from the transit drop-off locations, or create an easily identifiable meeting point to help guide them to the testing space.
  • Ensure the testing area is quiet and distraction-free. Ensure it is free of artificial scents.
  • Ensure there is room for all necessary equipment in the space.
  • Ensure there is room to maneuver a wheelchair.
  • If participants are bringing equipment, ensure everything is in place for it to work, including power connections and internet.
  • Ensure there is space for any additional parties, such as interpreters, caregivers, and service animals.

Remote Preparation

  • Review all available accessibility documentation to ensure the tool used to join the study will be accessible to the participants.
  • If participants are unfamiliar with the system they’ll use to join, send a study introduction document that includes the tools they'll use and tips for joining and navigating.
  • For virtual studies, schedule a 10-minute tech check before the study (either a day before or immediately before the start of the study) to mitigate any connection issues and to confirm any communication or participation accommodation needs.
  • Ensure recordings will capture as much interaction as possible; consider asking remote participants for additional photos and videos of their set-up.

User Research 

  • Collect any accommodation needs before the study; this can be part of your screener or follow-up conversations during recruitment.
  • Schedule any requested sign language interpreters and/or CART service providers for participants who are deaf, hard of hearing, or have verbal processing disorders.
  • Add 50% additional time to studies where participants are using AT or interpreters.

Synthesis

  • Incorporate the accessibility guidance for digital or print materials into the findings and recommendations.
  • Triangulate with reliable, related research such as from accessibility publications.

Prototype Preparation

  • Determine if your prototype meets the accessibility needs of your participants.
    • Refer to the appropriate accessibility checklists in this Short or documentation from the prototype software.
  • If your study artifact does not meet the criteria, determine a suitable workaround.
    • Refer to the suggested workarounds referenced in this Short. 

Accessible Presentations 

  • For your slides
    • Limit the amount of text on each slide
    • Use an easy-to-read font face
    • Use sufficient contrast between colors
    • Consider how to use motion or animations
  • For meetings
    • Provide material ahead of time
    • Work with interpreters and captioners when necessary
    • Consider activities
    • Caption audio
  • For the presentations
    • Be visible
    • Use a good-quality microphone
    • Describe all relevant visual information
    • Speak clearly
    • Use simple language
    • Give people time to process information

Accessible presentations

chapter 5: Accessibility for the web

Accessibility for the web 

Primary techniques and tools

Accessible multimedia content 

See the difference between integrated and separated audio descriptions:

Guidelines for choosing an accessible media player

  • Accessible keyboard: The user should be able to move across the interface with buttons (for focusing or engaging) and to activate the media with standard commands, like Spacebar and Enter.
  • Accessible names: Ensure the media player has properly labeled buttons. Each label should be designated in the code so that AT like screen readers can identify the elements.
  • Audio control: People often need to adjust the volume of media files, but don't want that to impact the volume of other items like system notifications. Where possible, use media players that have an independent volume control.

Guidelines for motion and animation

  • Allow for the WCAG-required pause, stop, or “hide” mechanism for any auto-playing content that lasts longer than 5 seconds.
  • Consider avoiding auto-play altogether
  • Limit the amount of motion used on a page from flying or scrolling effects to varied scrolling paces.
  • When in doubt, honor the “prefers-reduced-motion” setting, which users can individually set in their operating systems.
  • Do not use flashing content or excessive motion effects. This media is well-known to trigger photosensitive seizures. A rule of thumb is to display content with no more than three flashes within any one-second period. While a “flash warning” can also be provided, it is safest to not include this content at all.

chapter 6: Accessibility for paper-based design

Paper-based design for accessibility 

Plain language 

related stories