JTC1 SWA 212 User Needs Summary 1.0
JTC1 SWGA Task Group 1
Version 1.0 Finalized at SWGA Meeting
Brussels (September 2006)
Bruce Bailey
2006-09-22T08:08:59Z
2006-08-01T03:37:41Z
2006-09-22T08:11:38Z
JTC1
11.5606
8445
15195
0
15
False
False
| User Problems |
Category |
User Needs
( SOME NEED…) |
Additional Background Information from Guide 71 to help understand the user need |
| Perceive visual information |
1 |
Perceive visual information |
| People who are blind
+ Cannot access information presented (only) via graphics (1, 2)
+ Cannot find public devices (1, 2)
+ Cannot see (to read) (1, 2)
+ Cannot see what is displayed on visual display units. (all types) (1, 2)
+ Cannot determine current function of Soft keys (where key function is dynamic with label shown on dynamic display like LCD.) (1, 2)
- Some can't see nor read braille (late in life, diabetes, no hands, etc.) (1)
People with Low Vision (Many problems same as blindness)
+ May have difficulty discriminating colors (5, 6)
- may have trouble with glare – from environment or too bright a screen (9,10)
- miss information presented temporarily where they are not looking (7)
- sometimes cannot track moving/scrolling text (7)
- Cannot see (to read) signs and labels: (3, 4, 6, 7, 9, 10)
· if text is too small for them
· if contrast with background is too low
· if text is presented as small raised letters (same color as background)
· if information is coded with color only (color deficiency)
· if there is glare if they have light sensitivity
· if there is insufficient ambient light
People with Physical Disabilities
- Often cannot re-position themselves to see information if not in easy sightline (8)
- May not be able to see due to glare/reflections (and cannot re-position enough) (9)
- Cannot maneuver to see display or avoid glare (8,9)
People who are Deafblind
+ May not be able to perceive information unless it is presented tactilely (large raised symbols, shapes, or braille). (2)
+ Many can only access text in braille or very large (3/4") raised text (2) |
1 |
1 |
Visual information also available in auditory form |
8.2.2 Alternatives to visual information
8.7.1 Information available as text |
| 1 |
2 |
Visual information also available in tactile form
|
8.2.2 Alternatives to visual information |
| 1 |
3 |
Sufficient brightness for visually presented information (luminance for displays -- illumination for printed) |
|
| 1 |
4 |
Sufficient contrast between all visual information and its background |
8.5.2 Colour combinations |
| 1 |
5 |
Any information (other than the color itself) that is presented through color to be also presented in another way that does not rely on color. |
8.5.3 Colour coding of information |
| 1 |
6 |
Ability to change the colors of information. |
8.5.1 Choice of colour |
| 1 |
7 |
Text readable with reduced visual accuity
Note: Automatically scroll large print text horizontally or vertically on a screen without the need to manually manipulate the source material. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls
8.7.3 Printed instructions |
| 1 |
8 |
Information within viewable range of those of short stature or seated in wheelchairs |
8.3.1 Location of information and controls and positioning of handles
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 1 |
9 |
Ability to avoid reflective glare |
8.4.4 Avoidance of glare |
| 1 |
10 |
Ability to avoid glare from excessive brightness (of material or surrounding)
|
8.4.4 Avoidance of glare |
| 1 |
11 |
Ability to pause, and re-play information presented using audio, video or animation. |
|
| Perceive auditory information |
2 |
Perceive auditory information |
|
|
| People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (5)
People who are Deaf
- Cannot hear information presented through (1, 2)
· Speech
· Tones
· Natural machine sounds
People who are Hard of Hearing
- May miss any information presented auditorily because (3, 4)
· At a frequency they can't hear
· Background noise blocks it or interferes with it (incl. echoes)
· Too soft
· Poor quality speech
· Speech too fast – and user can't slow it down
People who are Deafblind
- Many can only access information in Braille (2)
- May not be able to perceive information unless it is presented tactilely (large raised symbols, shapes, or braille). (2) |
2 |
1 |
Auditory information also available in visual form |
8.2.3 Alternatives to auditory information
8.7.1 Information available as text |
| 2 |
2 |
Auditory information also available in tactile form |
8.2.3 Alternatives to auditory information |
| 2 |
3 |
Ability to adjust the volume to a suitable level. |
8.20.2 Amplification and adjustment |
| 2 |
4 |
Auditory events, alerts etc, be multi-frequency |
8.9 Loudness and pitch of non-spoken communication |
| 2 |
5 |
When vibration is used as a substitute for different auditory events then some need vibration to have different vibration patterns (rather than vibration frequency or strength) |
8.2.3 Alternatives to auditory information |
| Perceive existence and location of actionable components |
3 |
Perceive existence and location of actionable components |
| People who are blind
- Can’t determine number, size, location or function of controls on (1)
1) touchscreens
2) flat membrane keypads
> Might touch “touch sensitive” controls or screen buttons while tactilely exploring (1)
- Controls in a large featureless group cannot be relocated easily even if known to be there (3)
- Switch or control in an obscure location may not be discoverable even if visible. (5)
- Can be fooled by Phantom buttons (tactile) – (Things that feel like buttons but are not. E.g. a Logo, a round flat raised bolt head, a styling feature) (2)
- Cannot type on a non-touch-type-able keyboard (1)
- Can have trouble finding controls, slots, etc using only tactile cues. (3, 8)
People with Low Vision
- Cannot find buttons that don't contrast with background. (won't feel where nothing is visible or expected) (4)
- Can be confused by visual phantom buttons (logos, styling that looks like button when blurred) (2)
- Cannot locate where the cursor is on the screen (7)
People with Physical Disabilities
- Often cannot re-position themselves to see information if not in easy sightline (6)
- May not be able to see due to glare/reflections (and cannot re-position enough) (6)
People with Cognitive, Language, & Learning Disabilities
- Do not recognize stylized control as a control. (2) |
3 |
1 |
Locate and identify all keys and controls via non-visual means without activating them.
Note: touch sensitive or very light touch controls located where they will not be touched while tactilely finding keys they must use to operate device. |
8.11.1 Identification by form
8.12.3.1 Handling
8.12.3.2 Spacing |
| 3 |
2 |
To have non-actionable elements (logos, decorative details) not look or feel like buttons or controls |
8.11.1 Identification by form |
| 3 |
3 |
Sufficient landmarks to be able to quickly re-find controls tactilely during use.
Note: Nibs, groupings, spacing are examples of tactile landmarks. |
8.11.1 Identification by form |
| 3 |
4 |
Controls that visually contrast with their surroundings.
Note: some benefit from ability to adjust colors of on screen controls |
8.5.1 Choice of colour
8.5.2 Coulour combinations |
| 3 |
5 |
Controls be in places where they can be easily found with low vision and with no sight. |
8.3.1 Location of information and controls and positioning of handles |
| 3 |
6 |
Controls within viewable range of people of short stature or seated in wheelchairs. |
8.3.1 Location of information and controls and positioning of handles |
| 3 |
7 |
Focus and pointing indicators that are visible with low vision. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 3 |
8 |
Information describing the layout of the operational parts. |
|
| Perceive status of controls and indicators |
4 |
Perceive status of controls and indicators |
| People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (4)
People who are blind
- Cannot tell status of visual indicators (LEDs, on screen indicators etc.) (1)
- Cannot tell the status of switches or controls that are not tactilely different in different states. (or where tactile difference is too small) (3, 8)
People with Low Vision
- Cannot read visual indicators with low vision if indicator is not bold (5)
- Cannot distinguish between some colors used to indicate status. (6)
- Cannot see or read small icons for status (5)
- Cannot see cursors unless large, high contrast. Static harder than dynamic to spot. (5)
People who are Deaf
- Cannot hear audio indicators of status (2)
- Cannot hear natural sounds (e.g. machine running, stalled, busy, etc). (2)
People who are Hard of Hearing
- May not hear status sounds due to volume level, frequency used, background noise, restrictions on volume level settings allowed in a particular environment, etc (i.e., a library environment). (7)
People with Physical Disabilities
- May not have good line of sight to indicators
- May not have tactile sensitivity to detect tactile status indications. (3)
People with Cognitive, Language, & Learning Disabilities
- May not recognize or understand different indicators (9) |
4 |
1 |
Non-visual equivalent to any visual indicators or operational cues, designed (power light) or intrinsic (e.g visual movements). |
8.2.2 Alternatives to visual information |
| 4 |
2 |
Non-audio indicator for any auditory indicators or operational cues, designed (e.g. beeps, lights) or intrinsic (e.g. machine sounds, visual movements). |
8.2.3 Alternatives to auditory information |
| 4 |
3 |
Non-tactile alternative to any subtle tactile feedback. |
8.12.3.3 Status of controls |
| 4 |
4 |
When different signals are used (e.g. different ring tones, or tactile or visual indicators) then some need alternatives that are different too. |
|
| 4 |
5 |
Visual indicators (e.g. LEDs, on screen indicators, mouse cursors) that are visible with low vision. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 4 |
6 |
Controls and indicators that are perceivable without relying on color |
8.5.3 Colour coding of information |
| 4 |
7 |
Sufficient quality (e.g. volume, direction, clarity, frequency) for audio cues. |
8.20.2 Amplification and adjustment |
| 4 |
8 |
Tactile indicators (i.e. for those who need indicator to be both non-visual and non-auditory) |
8.12.3.3 Status of controls |
| Perceive feedback from operation |
5 |
Perceive feedback from operation |
| People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (4)
+ Cannot discern different feedback signals if difference is too little (3, 5, 8, 12)
- Feedback occurs at different location from action (10, 11)
People who are blind
- Cannot see visual feedback of operation (1, 2)
People with Low Vision
- Cannot see visual feedback of operation unless large, bold. (5, 6, 12)
- Often have impaired hearing as well and cannot rely on audio cues (2)
People who are Deaf
- Cannot hear auditory feedback of operation (2, 3)
People who are Hard of Hearing
- Often cannot hear auditory feedback of operation due to (8, 9)
· Volume
· Frequency used
· Background noise
· Speech feedback not clear or repeatable.
People with Physical Disabilities
- May not be able to feel tactile feedback due to insensitivity or impact of hand or use of artificial hand, stick, splint etc to operate the control. (4)
[No problems currently map to Need 7] |
5 |
1 |
Feedback to be audio or tactile (i.e.non-visual). |
8.2.2 Alternatives to visual information |
| 5 |
2 |
Feedback to be tactile (i.e. both non-visual and non-auditory) |
8.2.2 Alternatives to visual information
8.2.3 Alternatives to auditory information |
| 5 |
3 |
Visual or auditory alternative to any subtle tactile feedback. |
8.12.3.3 Status |
| 5 |
4 |
When different signals are used (e.g. different ring tones, or tactile or visual indicators) then some need alternatives that are different too. |
|
| 5 |
5 |
Visual feedback that is obvious with low vision |
8.17.2 Feedback |
| 5 |
6 |
Feedback perceivable without relying on color |
8.5.3 Colour coding of information |
| 5 |
7 |
Ability to adjust the colors to make things easier to read |
|
| 5 |
8 |
Sufficient quality (e.g. volume, direction, clarity, frequency) for audio feedback. |
8.20.2 Amplification and adjustment |
| 5 |
9 |
Audio feedback that does not require tone differentiation |
|
| 5 |
10 |
Visual or tactile feedback to occur at the same location as the control |
|
| 5 |
11 |
Clear feedback of connector engagement (e.g. power cord, PC card, USB connector, etc.) |
|
| Be able to invoke and carry out all actions including maintenance and setup |
6 |
Be able to invoke and carry out all actions including maintenance and setup |
| People with Any Disability
- Some may not be able to use controls that do not have tactile or pictorial information. (1)
People who are blind
+ Cannot use controls that require hand-eye coordination (1, 4)
+ Cannot use devices with touch-activated controls (1, 2, 4)
+ Cannot use products that require presence of iris or eyes (20)
People with Low Vision
+ Difficult to use device that requires hand-eye coordination (1, 4)
People who are Deaf
+ May not be able to operate devices via voice activation (only) (5)
People who are Hard of Hearing
+ May not be able to operate devices via voice activation (only) (5)
People with Speech Disabilities
+ Cannot operate devices via voice activation (only) (5)
People with Physical Disabilities
- Cannot operate devices if operation requires (i.e. no other way to do function)
· Too much force (7)
· Too much reach (10)
· Too much stamina (including long operation of controls with arm extended or holding handset to head for long period unless able to prop or rest arm) (8, 9)
· Use of both upper limbs at the same time (6, 18)
· Contact with body (so that artificial hands, mouthsticks etc cannot be used) (14, 18)
· Simultaneous operation of two parts (modifier keys, two latches, etc) (6, 18)
· Tight grasping (11, 18)
· Pinching (12, 18)
· Twisting of the wrist (13, 18)
· Quick repetition of the initial movement (16)
· Fine motor control or manipulations (e.g. can't operate with closed fist). (15, 16, 18)
- Cannot use products that require presence of fingerprints or other specific body parts or organs. (e.g. for identification) (20)
+ Cannot operate products designed for a specific hand. (17)
+ Cannot move to physically operate product at all. (19)
+ May be too slow if they have to keep repositioning themselves to reach frequently used controls (4)
> may not be able to repeat the right action if repetition procedure is physically exhausting (8, 9)
People who are Deafblind
- May not be able to use either hearing or sight to compensate for the other sense (1)
People who are blind and have high level paralysis
- May not be able to operate products except using speech (19) |
6 |
1 |
Operate all functionality using only tactilely discernable controls coupled with non-visual feedback.
Note: In order to operate products efficiently and in available time (see 7 and 12) some need to be able to access all computer software functionality from the keyboard (or keyboard emulator) without any visual feedback. |
8.3.1 Location
8.3.3 Layout
8.9 Loudness and pitch of non-spoken communication
8.2.1 Alternative Format general considerations |
| 6 |
2 |
To access all functionality without having to use touch or very light touch activated controls |
|
| 6 |
3 |
Method to fully operate the product that does not require a pointing device. |
|
| 6 |
4 |
Ability to access all computer software functionality from the keyboard (or keyboard emulator) with only visual feedback. |
8.2.1 Alternative Format general considerations |
| 6 |
5 |
Alternative method to operate any speech controlled functions. |
8.2.4 Alternatives to voice input |
| 6 |
6 |
Method to fully operate product that does not require simultaneous actions |
8.12.3.1 Handling |
| 6 |
7 |
Method to fully operate product that does not require much force |
8.12.3.1 Handling |
| 6 |
8 |
Method to fully operate product that does not require much continuous force |
8.12.5 Duration of actions |
| 6 |
9 |
Method to fully operate product that does not require much stamina (includes sustained or repeated activity without sufficient rest) |
8.12.5 Duration of actions |
| 6 |
10 |
Method to fully operate product that does not require much reach (weakness,, stature or wheelchair) |
8.12.3.1 Handling |
| 6 |
11 |
Method to fully operate product that does not require tight grasping |
8.12.3.1 Handling |
| 6 |
12 |
Method to fully operate product that does not require pinching |
8.12.3.1 Handling |
| 6 |
13 |
Method to fully operate product that does not require twisting of the wrist |
8.12.3.1 Handling |
| 6 |
14 |
Method to fully operate product that does not require direct body contact. |
8.2.5 Biological identification and operation |
| 6 |
15 |
Method to fully operate product that does not require much accuracy of movement
Note: Some need the customization of the object area where a double click is effective. |
8.12.3.1 Handling |
| 6 |
16 |
Ability to adjust the speed and acceleration of input devices.
Note: Some need a setting for adjusting the acceleration of a pointer. |
|
| 6 |
17 |
Operate product with only a left or only a right hand. |
8.2.5 Biological identification and operation
8.12.3.1 Handling |
| 6 |
18 |
Operate product without use of hands. |
|
| 6 |
19 |
Operate using only speech. |
|
| 6 |
20 |
Alternatives to biometric means of identification. |
8.2.5 Biological identification and operation |
| Be able to complete actions and tasks within the time allowed |
7 |
Be able to complete actions and tasks within the time allowed |
| People with Any Disability
+ Alternative input mechanisms are often much slower (2)
+ May miss information or messages only displayed for a fixed period (1)
+ Cannot complete actions in the usual amount of time provided (2)
People who are blind
- must use non-visual techniques that are often slower requiring more time than usual to read/listen to output, explore and locate controls etc. (2)
People with Low Vision
- often take longer to read text and locate controls (1)
+ Cannot read text if it moves on them while they are reading it (MOVE TO CATEGORY 1?)
People who are Deaf or Hard of Hearing
- may be reading information in a second language (sign language being first) (1)
- may be communicating (or operating phone system) through a relay/interpreter which introduces delays. (2)
People who are Hard of Hearing
- may have to listen more than once to get audio information. (MOVE TO CATEGORY 1?)
People with Physical Disabilities
- may take longer to read (due to head movement), to position themselves, to reach or to operate controls (1)
- [may take longer to read when the information source is a book, newspaper, a manual, etc., due to their difficulty in turning pages.] editor review (1)
> cannot operate if operation requires quick repetition of the initial movement (2)
+ Time pressure can sharply decrease physical control (2)
People with Cognitive, Language, & Learning Disabilities
> Distracted by dynamic movements on screen (4)
- may take longer to remember, to look things up, to figure out information and to operate the controls. (3)
+ Time pressure can sharply decrease mental processing (2)
+ Cannot read text if it moves on them while they are reading it (MOVE TO CATEGORY 1?) |
7 |
1 |
Much more time to read displayed information. |
8.12.6 Timed responses |
| 7 |
2 |
Much more time to complete actions - and no feeling of time pressure. |
8.12.6 Timed responses |
| 7 |
3 |
Information necessary to plan their actions in advance. |
|
| 7 |
4 |
Ability to avoid visual or auditory distractions that prevent focusing on a task |
|
| Won't accidentally activate actions |
8 |
Won't accidentally activate actions |
| People who are blind
- Might touch “touch sensitive” controls or screen buttons while tactilely exploring (3)
- Might bump low activation force switch(es) while tactilely exploring. (3)
- Might bump low contrast switches/controls that they do not see. (3)
People with Physical Disabilities
- Might activate functions due to extra body movements (tremor, chorea) (2)
- Might activate functions when resting arm while reaching (2)
- Might activate user interface functions while moving around (e.g. wheelchair other assistive technologies) (2) |
8 |
1 |
Products designed so they can be tactilely explored without activation. |
8.11.1 Identification by form
8.12.3.2 Spacing to avoid interference |
| 8 |
2 |
Ability to operate controls with tremor or spasmodic movements without inadvertant entries. |
8.12.3.2 Spacing to avoid interference |
| 8 |
3 |
Controls that are not so easy to activate that they are activated by a slight brush of hand. |
|
| Be able to recover from errors |
9 |
Be able to recover from errors |
| People with Any Disability
+ Do not realize that an error has occured (1)
+ Realizing what error has occured (1)
- User may not be able to figure out how to go back and undo the error. (2)
+ May be slow to recover from errors (3, 4)
People who are blind or have low vision
- May not be able to perceive contextual cues (if visual only) to know they did something wrong or unintended (when not an ‘error’ to the device). (1)
[The following are error-related problems that are covered by the perception needs]:
People who are blind or have low vision
- May not detect error if indication is visual
People who are Deaf
- Will not hear auditory ‘error’ sounds.
People who are Hard of Hearing
- May not hear auditory ‘error’ sounds or be able to distinguish between them.
People who are Deafblind
- May not be able to see visual error alerts or hear audio error alerts. |
9 |
1 |
Notification when the product detects errors made by the user. |
8.21 Fail-safe |
| 9 |
2 |
Unambiguous guidance on what to do in the event of a reported error. |
8.21 Fail-safe |
| 9 |
3 |
Mechanism to go back and undo the last thing(s) they did. |
8.21 Fail-safe |
| 9 |
4 |
Ability to reset (to initial condition). |
|
| Have equivalent security and privacy |
10 |
Have equivalent security and privacy |
| People with Any Disability
- May not be able to have privacy when human assistance is required (e.g. interpreters, guides, personal assistants) (2, 3)
People who are blind
- Have more difficulty detecting people looking over shoulder (2, 3)
- If no headphone or handset – information is broadcast to others via speaker. (1)
People with Low Vision
- Larger print makes it easier for others to look over shoulder (2, 3)
People who are Deaf
- May not detect sensitive information being said aloud (1)
People who are Hard of Hearing
- Louder volume may allow eavesdropping – even with headphones. (User may not realize volume of audio) (1)
People with Physical Disabilities
- In wheelchair, body doesn’t block view of sensitive information like someone standing. (2, 3)
People with Cognitive, Language, & Learning Disabilities
- Less able to determine when information should be kept private. (2, 3) |
10 |
1 |
Private listening capability when using audio alternatives to visual information in public places |
|
| 10 |
2 |
Protection of the privacy of their information even if they are not able to do the “expected” things to protect it themselves. |
|
| 10 |
3 |
Security of their information even if they are not able to do the “expected” things to protect it themselves |
|
| Not cause personal risk (e.g. seizure, etc.) |
11 |
Not cause personal risk (e.g. seizure, etc.) |
| People who are blind
- Can't see to avoid hazards that are visual (3)
- If using headphones – they are less aware of surroundings (and may not be used to it). (1, 4)
People who are Deaf or Hard of Hearing
- May miss sounds that indicate imminent device failure. (1, 4)
People with Physical Disabilities
- May hit objects harder than usual and cause injury (2)
- May not sense when they are injuring themselves. (1, 2)
- May not have temperature sensitivity (e.g. temperature of notebook computer) (1, 2)
People with Photosensitive Epilepsy
- May have seizure triggered by certain visual stimuli. (4)
People with Allergies and other sensitivities.
- May have adverse reactions to materials, electro-magnetic emissions, fumes and other adverse aspects of products they touch or are near. (4)
[The following are hazard-related problems that are covered by the perception needs]:
People who are blind
x Can't see warning signs, colors, markers, etc. (1, 3)
People who are Deaf or Hard of Hearing
x> May not detect alert tone and operate device when unsafe. (1, 4) |
11 |
1 |
Products where hazards are obvious and easy to avoid, difficult to trigger. |
|
| 11 |
2 |
Products that do not rely on specific senses or fine movement to avoid injury.
Note: Products that don't assume body parts will never stray into openings or that only gentle body movements will occur around the products. |
|
| 11 |
3 |
Use products safely without seeing hazards or warnings. |
8.2.2 Alternatives to visual information
8.11.3 Tactile warnings |
| 11 |
4 |
Use products safely without hearing hazard warnings |
8.2.3 Alternatives to auditory information
8.9 Loudness and pitch of non-spoken communication |
| 11 |
5 |
To avoid visual patterns that causes them to have seizures. |
8.2.6 Prevention of seizures |
| 11 |
6 |
To avoid auditory patterns that causes them to have seizures. |
Prevention of seizures |
| 11 |
7 |
Products that do not give off electromagnetic radiation that that they are allergic to. |
8.19 Non-allergenic/toxic materials |
| 11 |
8 |
Products that do not give off chemicals that that they are allergic to. |
8.19 Non-allergenic/toxic materials |
| Be able to efficiently operate product |
12 |
Be able to efficiently operate product |
| People with Any Disability
- Have trouble competing in education, employment and other activities if their alternate access technique is not efficient enough. (1)
+ Settings for one user might not be optimal for another user. (4, 5, 6, 8, 9) [J]
+ Have trouble setting up the accessibility features they need. (4, 7) [J]
People who are blind
- Often have to wait for unnecessary audio before getting to desired information (1, 3)
People with Low Vision
+ Lose place if cursor moves in unexpected order through data fields (2)
People with Physical Disabilities
+ May not be able to access some documents due to physical characteristics (e.g. binding, size, texture, weight) (10) |
12 |
1 |
Alternate modes of operation that are effective given the time constraints of the task. |
8.2.1 Alternative Format general considerations |
| 12 |
2 |
Cursor movement that is controlled by keyboard to follow data entry or control order. |
|
| 12 |
3 |
The ability to increase the rate of audio alternatives (unless there are minimal audio alternatives) |
|
| 12 |
4 |
System level accessibility preference settings that apply across applications. |
|
| 12 |
5 |
To have applications not override or defeat built-in accessibility features. |
|
| 12 |
6 |
Accessibility preference settings preserved unless asked.
Note: need to have any applications that want to change accessibility features ask the user first, and return the setting when the application ends |
|
| 12 |
7 |
Preference settings to change immediately preferably without requiring system reboot. |
|
| 12 |
8 |
Ability to save and restore individual preference settings. |
|
| 12 |
9 |
Accessibility functions that can be returned to an initial state individually or together after each user. |
|
| 12 |
10 |
Hardcopy documents to be usable with one hand or mouthstick. |
8.12.2 Instruction manuals and location of markings |
| 12 |
11 |
Structure when navigating long audio material. |
|
| Understand how to use product (including discovery and activation of any access features needed) |
13 |
Understand how to use product (including discovery and activation of any access features needed) |
| People who are blind (or have low vision)
- May have a more difficult time getting an overall concept of the product since they cannot see the overall visual layout or organization. (1)
- Complex layouts can behave like a maze for someone navigating with arrowkeys. (1)
People who are Deaf
- The spoken/written language used on the product (e.g. English, Spanish, French, etc.) may be different than their natural (first) language (e.g. if it is sign language). (2, 3)
People who are blind or are deafblind
- May not be able to read instructions (7)
People with Cognitive, Language, & Learning Disabilities
- May not be able to read labels, signs, manuals etc due to reading limitations (7)
- May have trouble understanding directions – especially if printed. (7)
- May have trouble adapting their memorized procedure if required steps change (10)
- May have trouble remembering steps for use. (9)
- May have trouble getting it turned on – and therefore active (4)
- May be confused by options, buttons, controls, that they don't need or use. (11)
- Icons and symbols may not make sense to them – and they don't remember (2, 3, 9)
- Product may differ from real life experience enough to confuse them. (8)
+ May have trouble with products that operate in non-standard ways. (3)
- May have trouble remembering the organization of a product, its menus etc (5, 6, 9)
- Have a harder time with any hierarchical structures (5, 6)
- May have trouble understanding how to turn on special access features they need. (4, 13)
- May have trouble understanding (or learning) how to operate it if the way they must use it is different than standard users. (13)
+ Product is not in standard mode (4)
> Might not understand purpose of control (or control changes due to use of soft key). (11, 12) |
13 |
1 |
Ability to get overview and orient themselves to product and functions/parts without relying on visual presentation or markings on product. |
8.3.1 Location
8.3.3 Layout |
| 13 |
2 |
Wording, symbols, and indicators used on products that are as easy to understand as possible given the device and task.
Note: Information and feedback to be "salient," and "specific" rather than subtle or abstract in order to understand it. |
8.7.2 Complexity of information |
| 13 |
3 |
Products to use standard conventions, words and symbols for their culture (cross-cultural if possible). |
|
| 13 |
4 |
Clear and easy activation mechanisms for any access features |
|
| 13 |
5 |
Navigation that supports different thinking styles. |
|
| 13 |
6 |
Ability to understand product if they have trouble thinking hierarchically. |
|
| 13 |
7 |
Any text read aloud to them. |
8.2.2 Alternatives to visual information |
| 13 |
8 |
Steps for operation that are minimized and clearly described. |
8.7.2 Complexity of information |
| 13 |
9 |
Interfaces that limit the memorization required of the user to operate them successfully. |
|
| 13 |
10 |
Cues to assist them in multi-step operations. |
|
| 13 |
11 |
Simple interfaces that only require them to deal with the controls they need (advanced or optional controls removed in some fashion). |
|
| 13 |
12 |
Each function on its own key rather than having keys change their functions but look/feel the same. |
|
| 13 |
13 |
Know that a product is usable by them and how to set it up to work for them. |
|
| Understand the output or displayed material (even after they perceive it accurately) see also “perceive” |
14 |
Understand the output or displayed material (even after they perceive it accurately) see also “perceive” |
| People who are blind
- Output often only makes sense visually. Reading it is confusing (e.g. “select item from list at the right” when they get to it by pressing down arrow) (2)
- Have difficulty with any simultaneous presentation of audio output and audio description of visual information (e.g. reading of screen information while playing audio). (3, 11)
People who are Deaf
- Reading skills –The language used on the product may not be their primary language (e.g. Sign Languages) (1)
- Can have difficulty with simultaneous presentation of visual information and (visual) captions of auditory information. (4)
People with Cognitive, Language, and Learning Disabilities
+ May be unable to read printed text (1, 10)
- Language may be too complex for them (1, 10)
- Long or complex messages may tax their memory abilities (1, 10)
- Use of idiom or jargon may make it hard to understand. (1)
- Structures, tabular or hierarchical information may be difficult. (1, 2) |
14 |
1 |
Textual material to be worded as clearly and simply as possible. |
8.7.2 Complexity of information |
| 14 |
2 |
Text, illustrations and diagrams in spoken form |
8.7.1 Information available as text |
| 14 |
3 |
To not have device noise or regular audio output interfere with ability to understand accessibility audio. |
Not addressed in Guide 71 |
| 14 |
4 |
Visual information generated by access features (such as captions) not occur simultaneously with other visual information they must view (e.g. captions not displayed at same time as critical information on screen). |
Not addressed in Guide 71 |
| 14 |
5 |
Image resolution and speed be sufficient to understand any sign language presented |
|
| 14 |
6 |
Ability to slow audio, video, or animated information down slightly |
|
| 14 |
7 |
Ability to replay, pause, change speed in order to understand information. |
8.10 Slow pace of information presentation |
| 14 |
8 |
Ability to replay auditory information. |
8.10 Slow pace of information presentation |
| 14 |
9 |
Enlargable text wordwrap so that it stays on screen and is understandable. |
|
| 14 |
10 |
Feedback using pictures or symbols. |
|
| 14 |
11 |
Ability to silence audio output |
|
| Ability to use their assistive technology (AT) to control the product. |
15 |
Ability to use their assistive technology (AT) to control the product.
Note: Examples of assistive technology include: electronic aids, manipulators, specialized assistive software, switches, alternative keyboards, alternative mouse pointers, on-screen keyboards, artificial limbs, mouth-sticks, and so on. |
| [Many of the items below were worded as needs, and assumed that AT needed to be able to work with even closed products, with built-in accessibility. The items in red are not new, but were re-worded to make them into problems rather than need statements, and to reflect that problems arise when AT is needed but cannot be used.]
People with Any Disability
- Cannot use their AT to access products if
· Product is in public and they will not have their technology with them,
· + They do not know that their AT will work with the product
· They do not have permission to use their AT with the product (E.g. cannot install AT software on Library systems)
· They are not able to connect their AT to it
- Cannot use their AT if the device interferes with it (1)
- Cannot use their AT if they are not easily able find the connection mechanism given their disability
- AT is not available for new technologies when they come out. (4)
People who are blind
+ cannot access information if they must use their AT and visual information is not available to their AT in machine readable form via a standard connection mechanism. (3)
+ cannot use products if they cannot access all functionality from their AT (or from tactile controls on the product) (3)
People with Low Vision
+ cannot access information if they must use their AT and visual information is not available to their AT in machine readable form via a standard connection mechanism so that the AT could enlarge it or read it. (3)
People who are Deaf - (and some who are Hard of Hearing)
+ cannot access information if they must use their AT and auditory information is not available to their AT in machine readable form via a standard connection mechanism. (3)
People who are Hard of Hearing
- Would need all audio information to be available via a standard connection mechanism that is compatible with their assistive listening devices (ALDs). (3)
· Need a standard audio connector to plug their ALD
· For something held up to the ear, it should be T-Coil compatible.
People with Physical Disabilities
- Cannot use products that aren’t fully operable with artificial hand, stick, stylus etc. (3)
+ who must use input devices cannot use product without a standard connection point that allow operation of all controls. (3)
People with Cognitive, Language, & Learning Disabilities
+ cannot access information if they must use their AT and the information is not available to their AT in machine readable form via a standard connection mechanism. (3) |
15 |
1 |
Product not interfere with AT. (e.g. No electrical noise interference with hearing devices.) |
Not addressed in Guide 71 |
| 15 |
2 |
Ability to use their AT with the device (e.g. Alternate display, amplifiers, or alternate controls) |
Not addressed in Guide 71 |
| 15 |
3 |
Full and efficient functional control of a product using their AT, including pass-through of user feedback and notifications such as error messages. |
Not addressed in Guide 71 |
| 15 |
4 |
AT to be available that will work with new technologies, at the time of release of the new technology |
Not addressed in Guide 71 |
| Cross Cutting Issues |
16 |
Cross Cutting Issues |
| People with Any Disability
> Daily maintenance (e.g. changing paper – not repairing) not possible and they live or work alone (4)
> Cannot set up products with no one available to help. (2, 4. 5)
- Accessibility is not available in new technologies when they come out. (1)
- Products cannot meet their needs in “default” state that is optimized for mainstream (2)
- They call for help and help line doesn’t work for them (4)
· Help line requires voice and they don't talk (or hear)
· Don't understand what it means for someone to use alternate input or output device with their product.
· Hang up because help line mistakes cerebral palsy for drunkenness.
· Help line requires talking on the phone and following instruction while fixing/using the product at the same time.
> Appropriate interface is not available, or cannot be set up easily or quickly (2)
People with physical disabilities
- Not enough room around product to get to it or to use it (3) |
16 |
1 |
New technologies that are accessible when they are released. |
Not addressed in Guide 71 |
| 16 |
2 |
Ability to access the controls that allow them to turn on and adjust the built in accessibility features |
Not addressed in Guide 71 |
| 16 |
3 |
Accessible path and ability to position self within reach of installed products. |
Not addressed in Guide 71 |
| 16 |
4 |
Timely access to trained customer service personnel (e.g. Help Desk) |
Not addressed in Guide 71 |
| 16 |
5 |
Accessible training and support materials. |
Not addressed in Guide 71 |
| 16 |
6 |
Electronic access to copyrighted and otherwise protected material. |
|
| 16 |
7 |
Product to be usable by those with mutliple disabilities. |
|
| 16 |
8 |
Ability to provide feedback about improvements to accessibility to meet their particular needs |
|
| 16 |
9 |
Product accessibility information to be disseminated to distributors, retailers, installers, system integrators, customer organizations, and people with disabilities. |
|
| 16 |
10 |
To have their accessibility functions available at all times, without disruption |
|
85
600
600
1
1
2
3
1
2
4
4
False
False
|
|
| 1. Perceive visual information |
People who are blind
+ Cannot access information presented (only) via graphics (1, 2)
+ Cannot find public devices (1, 2)
+ Cannot see (to read) (1, 2)
+ Cannot see what is displayed on visual display units. (all types) (1, 2)
+ Cannot determine current function of Soft keys (where key function is dynamic with label shown on dynamic display like LCD.) (1, 2)
- Some can't see nor read braille (late in life, diabetes, no hands, etc.) (1)
People with Low Vision (Many problems same as blindness)
+ May have difficulty discriminating colors (5, 6)
- may have trouble with glare – from environment or too bright a screen (9,10)
- miss information presented temporarily where they are not looking (7)
- sometimes cannot track moving/scrolling text (7)
- Cannot see (to read) signs and labels: (3, 4, 6, 7, 9, 10)
· if text is too small for them
· if contrast with background is too low
· if text is presented as small raised letters (same color as background)
· if information is coded with color only (color deficiency)
· if there is glare if they have light sensitivity
· if there is insufficient ambient light
People with Physical Disabilities
- Often cannot re-position themselves to see information if not in easy sightline (8)
- May not be able to see due to glare/reflections (and cannot re-position enough) (9)
- Cannot maneuver to see display or avoid glare (8,9)
People who are Deafblind
+ May not be able to perceive information unless it is presented tactilely (large raised symbols, shapes, or braille). (2)
+ Many can only access text in braille or very large (3/4") raised text (2) |
| 2. Perceive auditory information |
People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (5)
People who are Deaf
- Cannot hear information presented through (1, 2)
· Speech
· Tones
· Natural machine sounds
People who are Hard of Hearing
- May miss any information presented auditorily because (3, 4)
· At a frequency they can't hear
· Background noise blocks it or interferes with it (incl. echoes)
· Too soft
· Poor quality speech
· Speech too fast – and user can't slow it down
People who are Deafblind
- Many can only access information in Braille (2)
- May not be able to perceive information unless it is presented tactilely (large raised symbols, shapes, or braille). (2) |
| 3. Perceive existence and location of actionable components |
People who are blind
- Can’t determine number, size, location or function of controls on (1)
1) touchscreens
2) flat membrane keypads
> Might touch “touch sensitive” controls or screen buttons while tactilely exploring (1)
- Controls in a large featureless group cannot be relocated easily even if known to be there (3)
- Switch or control in an obscure location may not be discoverable even if visible. (5)
- Can be fooled by Phantom buttons (tactile) – (Things that feel like buttons but are not. E.g. a Logo, a round flat raised bolt head, a styling feature) (2)
- Cannot type on a non-touch-type-able keyboard (1)
- Can have trouble finding controls, slots, etc using only tactile cues. (3, 8)
People with Low Vision
- Cannot find buttons that don't contrast with background. (won't feel where nothing is visible or expected) (4)
- Can be confused by visual phantom buttons (logos, styling that looks like button when blurred) (2)
- Cannot locate where the cursor is on the screen (7)
People with Physical Disabilities
- Often cannot re-position themselves to see information if not in easy sightline (6)
- May not be able to see due to glare/reflections (and cannot re-position enough) (6)
People with Cognitive, Language, & Learning Disabilities
- Do not recognize stylized control as a control. (2) |
| 4. Perceive status of controls and indicators |
People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (4)
People who are blind
- Cannot tell status of visual indicators (LEDs, on screen indicators etc.) (1)
- Cannot tell the status of switches or controls that are not tactilely different in different states. (or where tactile difference is too small) (3, 8)
People with Low Vision
- Cannot read visual indicators with low vision if indicator is not bold (5)
- Cannot distinguish between some colors used to indicate status. (6)
- Cannot see or read small icons for status (5)
- Cannot see cursors unless large, high contrast. Static harder than dynamic to spot. (5)
People who are Deaf
- Cannot hear audio indicators of status (2)
- Cannot hear natural sounds (e.g. machine running, stalled, busy, etc). (2)
People who are Hard of Hearing
- May not hear status sounds due to volume level, frequency used, background noise, restrictions on volume level settings allowed in a particular environment, etc (i.e., a library environment). (7)
People with Physical Disabilities
- May not have good line of sight to indicators
- May not have tactile sensitivity to detect tactile status indications. (3)
People with Cognitive, Language, & Learning Disabilities
- May not recognize or understand different indicators (9) |
| 5. Perceive feedback from operation |
People with Any Disability
+ Cannot tell state if the same alternative is provided for different signals. (4)
+ Cannot discern different feedback signals if difference is too little (3, 5, 8, 12)
- Feedback occurs at different location from action (10, 11)
People who are blind
- Cannot see visual feedback of operation (1, 2)
People with Low Vision
- Cannot see visual feedback of operation unless large, bold. (5, 6, 12)
- Often have impaired hearing as well and cannot rely on audio cues (2)
People who are Deaf
- Cannot hear auditory feedback of operation (2, 3)
People who are Hard of Hearing
- Often cannot hear auditory feedback of operation due to (8, 9)
· Volume
· Frequency used
· Background noise
· Speech feedback not clear or repeatable.
People with Physical Disabilities
- May not be able to feel tactile feedback due to insensitivity or impact of hand or use of artificial hand, stick, splint etc to operate the control. (4)
[No problems currently map to Need 7] |
| 6. Be able to invoke and carry out all actions including maintenance and setup |
People who are blind
+ Cannot use controls that require hand-eye coordination (1, 4)
+ Cannot use devices with touch-activated controls (1, 2, 4)
+ Cannot use products that require presence of iris or eyes (20)
People with Low Vision
+ Difficult to use device that requires hand-eye coordination (1, 4)
People who are Deaf
+ May not be able to operate devices via voice activation (only) (5)
People who are Hard of Hearing
+ May not be able to operate devices via voice activation (only) (5)
People with Speech Disabilities
+ Cannot operate devices via voice activation (only) (5)
People with Physical Disabilities
- Cannot operate devices if operation requires (i.e. no other way to do function)
· Too much force (7)
· Too much reach (10)
· Too much stamina (including long operation of controls with arm extended or holding handset to head for long period unless able to prop or rest arm) (8, 9)
· Use of both upper limbs at the same time (6, 18)
· Contact with body (so that artificial hands, mouthsticks etc cannot be used) (14, 18)
· Simultaneous operation of two parts (modifier keys, two latches, etc) (6, 18)
· Tight grasping (11, 18)
· Pinching (12, 18)
· Twisting of the wrist (13, 18)
· Quick repetition of the initial movement (16)
· Fine motor control or manipulations (e.g. can't operate with closed fist). (15, 16, 18)
- Cannot use products that require presence of fingerprints or other specific body parts or organs. (e.g. for identification) (20)
+ Cannot operate products designed for a specific hand. (17)
+ Cannot move to physically operate product at all. (19)
+ May be too slow if they have to keep repositioning themselves to reach frequently used controls (4)
> may not be able to repeat the right action if repetition procedure is physically exhausting (8, 9)
People who are Deafblind
- May not be able to use either hearing or sight to compensate for the other sense (1)
People who are blind and have high level paralysis
- May not be able to operate products except using speech (19) |
| 7. Be able to complete actions and tasks within the time allowed |
People with Any Disability
+ Alternative input mechanisms are often much slower (2)
+ May miss information or messages only displayed for a fixed period (1)
+ Cannot complete actions in the usual amount of time provided (2)
People who are blind
- must use non-visual techniques that are often slower requiring more time than usual to read/listen to output, explore and locate controls etc. (2)
People with Low Vision
- often take longer to read text and locate controls (1)
+ Cannot read text if it moves on them while they are reading it (MOVE TO CATEGORY 1?)
People who are Deaf or Hard of Hearing
- may be reading information in a second language (sign language being first) (1)
- may be communicating (or operating phone system) through a relay/interpreter which introduces delays. (2)
People who are Hard of Hearing
- may have to listen more than once to get audio information. (MOVE TO CATEGORY 1?)
People with Physical Disabilities
- may take longer to read (due to head movement), to position themselves, to reach or to operate controls (1)
- [may take longer to read when the information source is a book, newspaper, a manual, etc., due to their difficulty in turning pages.] editor review (1)
> cannot operate if operation requires quick repetition of the initial movement (2)
+ Time pressure can sharply decrease physical control (2)
People with Cognitive, Language, & Learning Disabilities
> Distracted by dynamic movements on screen (4)
- may take longer to remember, to look things up, to figure out information and to operate the controls. (3)
+ Time pressure can sharply decrease mental processing (2)
+ Cannot read text if it moves on them while they are reading it (MOVE TO CATEGORY 1?) |
| 8. Won't accidentally activate actions |
People who are blind
- Might touch “touch sensitive” controls or screen buttons while tactilely exploring (3)
- Might bump low activation force switch(es) while tactilely exploring. (3)
- Might bump low contrast switches/controls that they do not see. (3)
People with Physical Disabilities
- Might activate functions due to extra body movements (tremor, chorea) (2)
- Might activate functions when resting arm while reaching (2)
- Might activate user interface functions while moving around (e.g. wheelchair other assistive technologies) (2) |
| 9. Be able to recover from errors
[Trace: Detect & Recover from errors] |
People with Any Disability
+ Do not realize that an error has occured (1)
+ Realizing what error has occured (1)
- User may not be able to figure out how to go back and undo the error. (2)
+ May be slow to recover from errors (3, 4)
People who are blind or have low vision
- May not be able to perceive contextual cues (if visual only) to know they did something wrong or unintended (when not an ‘error’ to the device). (1)
[The following are error-related problems that are covered by the perception needs]:
People who are blind or have low vision
- May not detect error if indication is visual
People who are Deaf
- Will not hear auditory ‘error’ sounds.
People who are Hard of Hearing
- May not hear auditory ‘error’ sounds or be able to distinguish between them.
People who are Deafblind
- May not be able to see visual error alerts or hear audio error alerts. |
| 10. Have equivalent security and privacy |
People with Any Disability
- May not be able to have privacy when human assistance is required (e.g. interpreters, guides, personal assistants) (2, 3)
People who are blind
- Have more difficulty detecting people looking over shoulder (2, 3)
- If no headphone or handset – information is broadcast to others via speaker. (1)
People with Low Vision
- Larger print makes it easier for others to look over shoulder (2, 3)
People who are Deaf
- May not detect sensitive information being said aloud (1)
People who are Hard of Hearing
- Louder volume may allow eavesdropping – even with headphones. (User may not realize volume of audio) (1)
People with Physical Disabilities
- In wheelchair, body doesn’t block view of sensitive information like someone standing. (2, 3)
People with Cognitive, Language, & Learning Disabilities
- Less able to determine when information should be kept private. (2, 3) |
| 11. Not cause health risk (e.g. seizure, etc.) |
People who are blind
- Can't see to avoid hazards that are visual (3)
- If using headphones – they are less aware of surroundings (and may not be used to it). (1, 4)
People who are Deaf or Hard of Hearing
- May miss sounds that indicate imminent device failure. (1, 4)
People with Physical Disabilities
- May hit objects harder than usual and cause injury (2)
- May not sense when they are injuring themselves. (1, 2)
- May not have temperature sensitivity (e.g. temperature of notebook computer) (1, 2)
People with Photosensitive Epilepsy
- May have seizure triggered by certain visual stimuli. (4)
People with Allergies and other sensitivities.
- May have adverse reactions to materials, electro-magnetic emissions, fumes and other adverse aspects of products they touch or are near. (4)
[The following are hazard-related problems that are covered by the perception needs]:
People who are blind
x Can't see warning signs, colors, markers, etc. (1, 3)
People who are Deaf or Hard of Hearing
x> May not detect alert tone and operate device when unsafe. (1, 4)
|
| 12. Be able to efficiently operate product |
People with Any Disability
- Have trouble competing in education, employment and other activities if their alternate access technique is not efficient enough. (1)
+ Settings for one user might not be optimal for another user. (4, 5, 6, 8, 9) [J]
+ Have trouble setting up the accessibility features they need. (4, 7) [J]
People who are blind
- Often have to wait for unnecessary audio before getting to desired information (1, 3)
People with Low Vision
+ Lose place if cursor moves in unexpected order through data fields (2)
People with Physical Disabilities
+ May not be able to access some documents due to physical characteristics (e.g. binding, size, texture, weight) (10) |
| 13. Understand how to use product (including discovery and activation of any access features needed) |
People who are blind (or have low vision)
- May have a more difficult time getting an overall concept of the product since they cannot see the overall visual layout or organization. (1)
- Complex layouts can behave like a maze for someone navigating with arrowkeys. (1)
People who are Deaf
- The spoken/written language used on the product (e.g. English, Spanish, French, etc.) may be different than their natural (first) language (e.g. if it is sign language). (2, 3)
People who are blind or are deafblind
- May not be able to read instructions (7)
People with Cognitive, Language, & Learning Disabilities
- May not be able to read labels, signs, manuals etc due to reading limitations (7)
- May have trouble understanding directions – especially if printed. (7)
- May have trouble adapting their memorized procedure if required steps change (10)
- May have trouble remembering steps for use. (9)
- May have trouble getting it turned on – and therefore active (4)
- May be confused by options, buttons, controls, that they don't need or use. (11)
- Icons and symbols may not make sense to them – and they don't remember (2, 3, 9)
- Product may differ from real life experience enough to confuse them. (8)
+ May have trouble with products that operate in non-standard ways. (3)
- May have trouble remembering the organization of a product, its menus etc (5, 6, 9)
- Have a harder time with any hierarchical structures (5, 6)
- May have trouble understanding how to turn on special access features they need. (4, 13)
- May have trouble understanding (or learning) how to operate it if the way they must use it is different than standard users. (13)
+ Product is not in standard mode (4)
> Might not understand purpose of control (or control changes due to use of soft key). (11, 12) |
| 14. Understand the output or displayed material (even after they perceive it accurately) see also “perceive” |
People who are blind
- Output often only makes sense visually. Reading it is confusing (e.g. “select item from list at the right” when they get to it by pressing down arrow) (2)
- Have difficulty with any simultaneous presentation of audio output and audio description of visual information (e.g. reading of screen information while playing audio). (3, 11)
People who are Deaf
- Reading skills –The language used on the product may not be their primary language (e.g. Sign Languages) (1)
- Can have difficulty with simultaneous presentation of visual information and (visual) captions of auditory information. (4)
People with Cognitive, Language, and Learning Disabilities
+ May be unable to read printed text (1, 10)
- Language may be too complex for them (1, 10)
- Long or complex messages may tax their memory abilities (1, 10)
- Use of idiom or jargon may make it hard to understand. (1)
- Structures, tabular or hierarchical information may be difficult. (1, 2) |
| 15. Ability to use their assistive technology (AT) to control the product |
[Many of the items below were worded as needs, and assumed that AT needed to be able to work with even closed products, with built-in accessibility. The items in red are not new, but were re-worded to make them into problems rather than need statements, and to reflect that problems arise when AT is needed but cannot be used.]
People with Any Disability
- Cannot use their AT to access products if
· Product is in public and they will not have their technology with them,
· + They do not know that their AT will work with the product
· They do not have permission to use their AT with the product (E.g. cannot install AT software on Library systems)
· They are not able to connect their AT to it
- Cannot use their AT if the device interferes with it (1)
- Cannot use their AT if they are not easily able find the connection mechanism given their disability
- AT is not available for new technologies when they come out. (4)
People who are blind
+ cannot access information if they must use their AT and visual information is not available to their AT in machine readable form via a standard connection mechanism. (3)
+ cannot use products if they cannot access all functionality from their AT (or from tactile controls on the product) (3)
People with Low Vision
+ cannot access information if they must use their AT and visual information is not available to their AT in machine readable form via a standard connection mechanism so that the AT could enlarge it or read it. (3)
People who are Deaf - (and some who are Hard of Hearing)
+ cannot access information if they must use their AT and auditory information is not available to their AT in machine readable form via a standard connection mechanism. (3)
People who are Hard of Hearing
- Would need all audio information to be available via a standard connection mechanism that is compatible with their assistive listening devices (ALDs). (3)
· Need a standard audio connector to plug their ALD
· For something held up to the ear, it should be T-Coil compatible.
People with Physical Disabilities
- Cannot use products that aren’t fully operable with artificial hand, stick, stylus etc. (3)
+ who must use input devices cannot use product without a standard connection point that allow operation of all controls. (3)
People with Cognitive, Language, & Learning Disabilities
+ cannot access information if they must use their AT and the information is not available to their AT in machine readable form via a standard connection mechanism. (3) |
| 16. Cross Cutting Issues |
People with Any Disability
> Daily maintenance (e.g. changing paper – not repairing) not possible and they live or work alone (4)
> Cannot set up products with no one available to help. (2, 4. 5)
- Accessibility is not available in new technologies when they come out. (1)
- Products cannot meet their needs in “default” state that is optimized for mainstream (2)
- They call for help and help line doesn’t work for them (4)
· Help line requires voice and they don't talk (or hear)
· Don't understand what it means for someone to use alternate input or output device with their product.
· Hang up because help line mistakes cerebral palsy for drunkenness.
· Help line requires talking on the phone and following instruction while fixing/using the product at the same time.
> Appropriate interface is not available, or cannot be set up easily or quickly (2)
People with physical disabilities
- Not enough room around product to get to it or to use it (3) |
| Removed |
- Same problems as static text (size, contrast, color) - (see above)
- May not be able to complete actions and tasks if it requires hearing |
| Other |
- May not be able to manually switch on/off speakers/alerts/alarms/lights
- May find it difficult to access on-line information if appropriate assistive technology is not available
- Some may need information to be presented using pictures or symbols
- Need to have full functionality of the product available to them via their AT |
600
600
1
3
1
False
False
| Category |
User Needs
( SOME NEED…) |
Additional Background Information from Guide 71 to help understand the user need |
| 1 |
Perceive visual information |
| 1 |
1 |
Visual information also available in auditory form |
8.2.2 Alternatives to visual information
8.7.1 Information available as text |
| 1 |
2 |
Visual information also available in tactile form
|
8.2.2 Alternatives to visual information |
| 1 |
3 |
Sufficient brightness for visually presented information (luminance for displays -- illumination for printed) |
|
| 1 |
4 |
Sufficient contrast between all visual information and its background |
8.5.2 Colour combinations |
| 1 |
5 |
Any information (other than the color itself) that is presented through color to be also presented in another way that does not rely on color. |
8.5.3 Colour coding of information |
| 1 |
6 |
Ability to change the colors of information. |
8.5.1 Choice of colour |
| 1 |
7 |
Text readable with reduced visual accuity
Note: Automatically scroll large print text horizontally or vertically on a screen without the need to manually manipulate the source material. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls
8.7.3 Printed instructions |
| 1 |
8 |
Information within viewable range of those of short stature or seated in wheelchairs |
8.3.1 Location of information and controls and positioning of handles
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 1 |
9 |
Ability to avoid reflective glare |
8.4.4 Avoidance of glare |
| 1 |
10 |
Ability to avoid glare from excessive brightness (of material or surrounding)
|
8.4.4 Avoidance of glare |
| 1 |
11 |
Ability to pause, and re-play information presented using audio, video or animation. |
|
| 2 |
Perceive auditory information |
|
|
| 2 |
1 |
Auditory information also available in visual form |
8.2.3 Alternatives to auditory information
8.7.1 Information available as text |
| 2 |
2 |
Auditory information also available in tactile form |
8.2.3 Alternatives to auditory information |
| 2 |
3 |
Ability to adjust the volume to a suitable level. |
8.20.2 Amplification and adjustment |
| 2 |
4 |
Auditory events, alerts etc, be multi-frequency |
8.9 Loudness and pitch of non-spoken communication |
| 2 |
5 |
When vibration is used as a substitute for different auditory events then some need vibration to have different vibration patterns (rather than vibration frequency or strength) |
8.2.3 Alternatives to auditory information |
| 3 |
Perceive existence and location of actionable components |
| 3 |
1 |
Locate and identify all keys and controls via non-visual means without activating them.
Note: touch sensitive or very light touch controls located where they will not be touched while tactilely finding keys they must use to operate device. |
8.11.1 Identification by form
8.12.3.1 Handling
8.12.3.2 Spacing |
| 3 |
2 |
To have non-actionable elements (logos, decorative details) not look or feel like buttons or controls |
8.11.1 Identification by form |
| 3 |
3 |
Sufficient landmarks to be able to quickly re-find controls tactilely during use.
Note: Nibs, groupings, spacing are examples of tactile landmarks. |
8.11.1 Identification by form |
| 3 |
4 |
Controls that visually contrast with their surroundings.
Note: some benefit from ability to adjust colors of on screen controls |
8.5.1 Choice of colour
8.5.2 Coulour combinations |
| 3 |
5 |
Controls be in places where they can be easily found with low vision and with no sight. |
8.3.1 Location of information and controls and positioning of handles |
| 3 |
6 |
Controls within viewable range of people of short stature or seated in wheelchairs. |
8.3.1 Location of information and controls and positioning of handles |
| 3 |
7 |
Focus and pointing indicators that are visible with low vision. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 3 |
8 |
Information describing the layout of the operational parts. |
|
| 4 |
Perceive status of controls and indicators |
| 4 |
1 |
Non-visual equivalent to any visual indicators or operational cues, designed (power light) or intrinsic (e.g visual movements). |
8.2.2 Alternatives to visual information |
| 4 |
2 |
Non-audio indicator for any auditory indicators or operational cues, designed (e.g. beeps, lights) or intrinsic (e.g. machine sounds, visual movements). |
8.2.3 Alternatives to auditory information |
| 4 |
3 |
Non-tactile alternative to any subtle tactile feedback. |
8.12.3.3 Status of controls |
| 4 |
4 |
When different signals are used (e.g. different ring tones, or tactile or visual indicators) then some need alternatives that are different too. |
|
| 4 |
5 |
Visual indicators (e.g. LEDs, on screen indicators, mouse cursors) that are visible with low vision. |
8.6 Size and style of font and symbols in information, warnings and labelling of controls |
| 4 |
6 |
Controls and indicators that are perceivable without relying on color |
8.5.3 Colour coding of information |
| 4 |
7 |
Sufficient quality (e.g. volume, direction, clarity, frequency) for audio cues. |
8.20.2 Amplification and adjustment |
| 4 |
8 |
Tactile indicators (i.e. for those who need indicator to be both non-visual and non-auditory) |
8.12.3.3 Status of controls |
| 5 |
Perceive feedback from operation |
| 5 |
1 |
Feedback to be audio or tactile (i.e.non-visual). |
8.2.2 Alternatives to visual information |
| 5 |
2 |
Feedback to be tactile (i.e. both non-visual and non-auditory) |
8.2.2 Alternatives to visual information
8.2.3 Alternatives to auditory information |
| 5 |
3 |
Visual or auditory alternative to any subtle tactile feedback. |
8.12.3.3 Status |
| 5 |
4 |
When different signals are used (e.g. different ring tones, or tactile or visual indicators) then some need alternatives that are different too. |
|
| 5 |
5 |
Visual feedback that is obvious with low vision |
8.17.2 Feedback |
| 5 |
6 |
Feedback perceivable without relying on color |
8.5.3 Colour coding of information |
| 5 |
7 |
Ability to adjust the colors to make things easier to read |
|
| 5 |
8 |
Sufficient quality (e.g. volume, direction, clarity, frequency) for audio feedback. |
8.20.2 Amplification and adjustment |
| 5 |
9 |
Audio feedback that does not require tone differentiation |
|
| 5 |
10 |
Visual or tactile feedback to occur at the same location as the control |
|
| 5 |
11 |
Clear feedback of connector engagement (e.g. power cord, PC card, USB connector, etc.) |
|
| 6 |
Be able to invoke and carry out all actions including maintenance and setup |
| 6 |
1 |
Operate all functionality using only tactilely discernable controls coupled with non-visual feedback.
Note: In order to operate products efficiently and in available time (see 7 and 12) some need to be able to access all computer software functionality from the keyboard (or keyboard emulator) without any visual feedback. |
8.3.1 Location
8.3.3 Layout
8.9 Loudness and pitch of non-spoken communication
8.2.1 Alternative Format general considerations |
| 6 |
2 |
To access all functionality without having to use touch or very light touch activated controls |
|
| 6 |
3 |
Method to fully operate the product that does not require a pointing device. |
|
| 6 |
4 |
Ability to access all computer software functionality from the keyboard (or keyboard emulator) with only visual feedback. |
8.2.1 Alternative Format general considerations |
| 6 |
5 |
Alternative method to operate any speech controlled functions. |
8.2.4 Alternatives to voice input |
| 6 |
6 |
Method to fully operate product that does not require simultaneous actions |
8.12.3.1 Handling |
| 6 |
7 |
Method to fully operate product that does not require much force |
8.12.3.1 Handling |
| 6 |
8 |
Method to fully operate product that does not require much continuous force |
8.12.5 Duration of actions |
| 6 |
9 |
Method to fully operate product that does not require much stamina (includes sustained or repeated activity without sufficient rest) |
8.12.5 Duration of actions |
| 6 |
10 |
Method to fully operate product that does not require much reach (weakness,, stature or wheelchair) |
8.12.3.1 Handling |
| 6 |
11 |
Method to fully operate product that does not require tight grasping |
8.12.3.1 Handling |
| 6 |
12 |
Method to fully operate product that does not require pinching |
8.12.3.1 Handling |
| 6 |
13 |
Method to fully operate product that does not require twisting of the wrist |
8.12.3.1 Handling |
| 6 |
14 |
Method to fully operate product that does not require direct body contact. |
8.2.5 Biological identification and operation |
| 6 |
15 |
Method to fully operate product that does not require much accuracy of movement
Note: Some need the customization of the object area where a double click is effective. |
8.12.3.1 Handling |
| 6 |
16 |
Ability to adjust the speed and acceleration of input devices.
Note: Some need a setting for adjusting the acceleration of a pointer. |
|
| 6 |
17 |
Operate product with only a left or only a right hand. |
8.2.5 Biological identification and operation
8.12.3.1 Handling |
| 6 |
18 |
Operate product without use of hands. |
|
| 6 |
19 |
Operate using only speech. |
|
| 6 |
20 |
Alternatives to biometric means of identification. |
8.2.5 Biological identification and operation |
| 7 |
Be able to complete actions and tasks within the time allowed |
| 7 |
1 |
Much more time to read displayed information. |
8.12.6 Timed responses |
| 7 |
2 |
Much more time to complete actions - and no feeling of time pressure. |
8.12.6 Timed responses |
| 7 |
3 |
Information necessary to plan their actions in advance. |
|
| 7 |
4 |
Ability to avoid visual or auditory distractions that prevent focusing on a task |
|
| 8 |
Won't accidentally activate actions |
| 8 |
1 |
Products designed so they can be tactilely explored without activation. |
8.11.1 Identification by form
8.12.3.2 Spacing to avoid interference |
| 8 |
2 |
Ability to operate controls with tremor or spasmodic movements without inadvertant entries. |
8.12.3.2 Spacing to avoid interference |
| 8 |
3 |
Controls that are not so easy to activate that they are activated by a slight brush of hand. |
|
| 9 |
Be able to recover from errors |
| 9 |
1 |
Notification when the product detects errors made by the user. |
8.21 Fail-safe |
| 9 |
2 |
Unambiguous guidance on what to do in the event of a reported error. |
8.21 Fail-safe |
| 9 |
3 |
Mechanism to go back and undo the last thing(s) they did. |
8.21 Fail-safe |
| 9 |
4 |
Ability to reset (to initial condition). |
|
| 10 |
Have equivalent security and privacy |
| 10 |
1 |
Private listening capability when using audio alternatives to visual information in public places |
|
| 10 |
2 |
Protection of the privacy of their information even if they are not able to do the “expected” things to protect it themselves. |
|
| 10 |
3 |
Security of their information even if they are not able to do the “expected” things to protect it themselves |
|
| 11 |
Not cause personal risk (e.g. seizure, etc.) |
| 11 |
1 |
Products where hazards are obvious and easy to avoid, difficult to trigger. |
|
| 11 |
2 |
Products that do not rely on specific senses or fine movement to avoid injury.
Note: Products that don't assume body parts will never stray into openings or that only gentle body movements will occur around the products. |
|
| 11 |
3 |
Use products safely without seeing hazards or warnings. |
8.2.2 Alternatives to visual information
8.11.3 Tactile warnings |
| 11 |
4 |
Use products safely without hearing hazard warnings |
8.2.3 Alternatives to auditory information
8.9 Loudness and pitch of non-spoken communication |
| 11 |
5 |
To avoid visual patterns that causes them to have seizures. |
8.2.6 Prevention of seizures |
| 11 |
6 |
To avoid auditory patterns that causes them to have seizures. |
Prevention of seizures |
| 11 |
7 |
Products that do not give off electromagnetic radiation that that they are allergic to. |
8.19 Non-allergenic/toxic materials |
| 11 |
8 |
Products that do not give off chemicals that that they are allergic to. |
8.19 Non-allergenic/toxic materials |
| 12 |
Be able to efficiently operate product |
| 12 |
1 |
Alternate modes of operation that are effective given the time constraints of the task. |
8.2.1 Alternative Format general considerations |
| 12 |
2 |
Cursor movement that is controlled by keyboard to follow data entry or control order. |
|
| 12 |
3 |
The ability to increase the rate of audio alternatives (unless there are minimal audio alternatives) |
|
| 12 |
4 |
System level accessibility preference settings that apply across applications. |
|
| 12 |
5 |
To have applications not override or defeat built-in accessibility features. |
|
| 12 |
6 |
Accessibility preference settings preserved unless asked.
Note: need to have any applications that want to change accessibility features ask the user first, and return the setting when the application ends |
|
| 12 |
7 |
Preference settings to change immediately preferably without requiring system reboot. |
|
| 12 |
8 |
Ability to save and restore individual preference settings. |
|
| 12 |
9 |
Accessibility functions that can be returned to an initial state individually or together after each user. |
|
| 12 |
10 |
Hardcopy documents to be usable with one hand or mouthstick. |
8.12.2 Instruction manuals and location of markings |
| 12 |
11 |
Structure when navigating long audio material. |
|
| 13 |
Understand how to use product (including discovery and activation of any access features needed) |
| 13 |
1 |
Ability to get overview and orient themselves to product and functions/parts without relying on visual presentation or markings on product. |
8.3.1 Location
8.3.3 Layout |
| 13 |
2 |
Wording, symbols, and indicators used on products that are as easy to understand as possible given the device and task.
Note: Information and feedback to be "salient," and "specific" rather than subtle or abstract in order to understand it. |
8.7.2 Complexity of information |
| 13 |
3 |
Products to use standard conventions, words and symbols for their culture (cross-cultural if possible). |
|
| 13 |
4 |
Clear and easy activation mechanisms for any access features |
|
| 13 |
5 |
Navigation that supports different thinking styles. |
|
| 13 |
6 |
Ability to understand product if they have trouble thinking hierarchically. |
|
| 13 |
7 |
Any text read aloud to them. |
8.2.2 Alternatives to visual information |
| 13 |
8 |
Steps for operation that are minimized and clearly described. |
8.7.2 Complexity of information |
| 13 |
9 |
Interfaces that limit the memorization required of the user to operate them successfully. |
|
| 13 |
10 |
Cues to assist them in multi-step operations. |
|
| 13 |
11 |
Simple interfaces that only require them to deal with the controls they need (advanced or optional controls removed in some fashion). |
|
| 13 |
12 |
Each function on its own key rather than having keys change their functions but look/feel the same. |
|
| 13 |
13 |
Know that a product is usable by them and how to set it up to work for them. |
|
| 14 |
Understand the output or displayed material (even after they perceive it accurately) see also “perceive” |
| 14 |
1 |
Textual material to be worded as clearly and simply as possible. |
8.7.2 Complexity of information |
| 14 |
2 |
Text, illustrations and diagrams in spoken form |
8.7.1 Information available as text |
| 14 |
3 |
To not have device noise or regular audio output interfere with ability to understand accessibility audio. |
Not addressed in Guide 71 |
| 14 |
4 |
Visual information generated by access features (such as captions) not occur simultaneously with other visual information they must view (e.g. captions not displayed at same time as critical information on screen). |
Not addressed in Guide 71 |
| 14 |
5 |
Image resolution and speed be sufficient to understand any sign language presented |
|
| 14 |
6 |
Ability to slow audio, video, or animated information down slightly |
|
| 14 |
7 |
Ability to replay, pause, change speed in order to understand information. |
8.10 Slow pace of information presentation |
| 14 |
8 |
Ability to replay auditory information. |
8.10 Slow pace of information presentation |
| 14 |
9 |
Enlargable text wordwrap so that it stays on screen and is understandable. |
|
| 14 |
10 |
Feedback using pictures or symbols. |
|
| 14 |
11 |
Ability to silence audio output |
|
| 15 |
Ability to use their assistive technology (AT) to control the product.
Note: Examples of assistive technology include: electronic aids, manipulators, specialized assistive software, switches, alternative keyboards, alternative mouse pointers, on-screen keyboards, artificial limbs, mouth-sticks, and so on. |
| 15 |
1 |
Product not interfere with AT. (e.g. No electrical noise interference with hearing devices.) |
Not addressed in Guide 71 |
| 15 |
2 |
Ability to use their AT with the device (e.g. Alternate display, amplifiers, or alternate controls) |
Not addressed in Guide 71 |
| 15 |
3 |
Full and efficient functional control of a product using their AT, including pass-through of user feedback and notifications such as error messages. |
Not addressed in Guide 71 |
| 15 |
4 |
AT to be available that will work with new technologies, at the time of release of the new technology |
Not addressed in Guide 71 |
| 16 |
Cross Cutting Issues |
| 16 |
1 |
New technologies that are accessible when they are released. |
Not addressed in Guide 71 |
| 16 |
2 |
Ability to access the controls that allow them to turn on and adjust the built in accessibility features |
Not addressed in Guide 71 |
| 16 |
3 |
Accessible path and ability to position self within reach of installed products. |
Not addressed in Guide 71 |
| 16 |
4 |
Timely access to trained customer service personnel (e.g. Help Desk) |
Not addressed in Guide 71 |
| 16 |
5 |
Accessible training and support materials. |
Not addressed in Guide 71 |
| 16 |
6 |
Electronic access to copyrighted and otherwise protected material. |
|
| 16 |
7 |
Product to be usable by those with mutliple disabilities. |
|
| 16 |
8 |
Ability to provide feedback about improvements to accessibility to meet their particular needs |
|
| 16 |
9 |
Product accessibility information to be disseminated to distributors, retailers, installers, system integrators, customer organizations, and people with disabilities. |
|
| 16 |
10 |
To have their accessibility functions available at all times, without disruption |
|
17
95
600
600
1
1
2
3
2
1
R2C2:R2C4
False
False