Inclusive New Media

Previous research on web accessibility and intellectual disability

Harrysson & others carried out a studied with a small group of intellectually disabled people aged 15-44. They found that these users were adept at navigation, but had difficulty with text input, and concluded that ‘the processing of text can impede accessibility to the Internet for people with cognitive disabilities'.

(‘How people with developmental disabilities navigate the Internet', British Journal of Special Education , 31(3))

Brown & others examined the usability of an interactive multimedia learning environment for people with intellectual disabilities, consulting an expert panel and produced the following accessibility guidelines (and others) as a result:

• Accessibility: provide a speech alternative of all buttons and text
• Navigation: provide a menu that allows the user to jump to anywhere at any time & an exit button
• Pedagogic structure: provide regular rewards, reinforcement and tests
• Aesthetics: use a maximum of three sentences per page

(‘Design guidelines for interactive multimedia learning environments to promote social inclusion'. Disability and Rehabilitation 24 (11-12))

The Disability Rights Commission commissioned research into the accessibility of websites, and found the following key problems affecting people with the specific learning diffiuculty of dyslexia:

• Unclear and confusing layout of pages
• Confusing and disorienting navigation mechanisms
• Inappropriate use of colours and poor contrast between content and background
• Graphics and text too small
• Complicated language or terminology

(‘The Web: Access and Inclusion for Disabled People: a formal investigation conducted by the DRC)

(the above are summarised from Peter Williams and David Nicholas ‘Testing the usability of information technology applications with learners with special educational needs' Journal of Research in Special Educational Needs 6(1))