Evaluating the Accessibility of Web-Based Instruction for Students with Disabilities.

Abstract

This paper presents the methods and results of a year-long evaluation study, conducted for the purpose of determining disability accessibility barriers and potential solutions for those barriers found in four World Wide Web-based learning environments. The primary questions used to frame the evaluation study were: (1) Are there any features of the specific Web-based courseware package (learning environment) that are difficult to access by persons with disabilities? (2) What are the ways in which accessibility might be improved for the Web-based courseware? (3) Are there any standard HTML features of many Web pages in general that are difficult to access by persons with disabilities? and (4) What tools are available for checking accessibility for future revisions of the Web-based courseware? Subjects were 11 university students with disabilities. The methods outlined include computer-based analysis tools, computer-facilitated focus groups, and focused individual interviews. Common limitations and suggested solutions are discussed in the following areas: lack of alternative text for images, imagemap hotspots, and applets; forms usage; frames usage; graphical icons; tables usage; and browser-specific code. Additionally, the paper includes URLs (Uniform Resource Locators) for several Web resources on accessibility, including a site created by the author based on the results of the evaluation study. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Evaluating the Accessibility of Web-Based Instruction for Students With Disabilities PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

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