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Artykuł porusza temat wykluczenia cyfrowego osób ze ślepotą barw. Przedstawia ten aspekt w kontekście teoretycznym i praktycznym. Zwraca uwagę na problem z odczytywaniem i interpretacją informacji przez tę grupę osób. Przygotowane zostały sugestie dotyczące dobrych praktyk, które ułatwią osobom ze ślepotą barw poruszanie się po zasobach Internetu. Na ich podstawie opracowano audyt strony internetowej pkp.pl w celu wyeliminowania ewentualnych nieprawidłowości. Skupiono się także na kwestii zasobów, które zostały dostosowane do potrzeb osób z niepełnosprawnościami. Dodatkowo praca została wzbogacona o ankietę przeprowadzoną wśród osób ze schorzeniami wzroku. Pytania dotyczyły ich doświadczeń w Internecie oraz barier, które tam napotykają. Wyniki poddano analizie i zaprezentowano wnioski.

As artificial intelligence (AI) becomes increasingly integral to various sectors, its potential to enhance accessibility in digital services is of growing interest. This paper explores the influence of AI systems (AIS) on accessibility compliance, specifically within the context of Norway's national e-health service provider Norsk helsenett (NHN). Through a qualitative analysis, we assess how AISs are deployed in frontend programming, user interface design, and accessibility testing at NHN. Our study reveals that while AI has the potential to improve accessibility, it also presents challenges that require robust domain knowledge and effective human oversight. We explore the benefits and limitations using ChatGPT in accessibility testing, GitHub Copilot for generating accessible code, the implications of AI driven design tools, as well as the key differences between developing websites with existing component libraries and developing a simpler website from scratch. This paper aims to contribute to the ongoing discourse on AI and accessibility, offering insights and recommendations for future research and practical applications. [ABSTRACT FROM AUTHOR]

Accessibility of museum websites is important in an inclusive society. Despite international and national legislations and guidelines on digital accessibility for online public services, websites for museums continue to have different accessibility issues, which pose challenges for diverse visitors. This study aims to identify accessibility barriers in Norwegian museum websites and provide recommendations for improvement. In addition, by using both automated testing and manual evaluation, the study will contribute to the discussion on web accessibility evaluation methods. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Sciences Institute is the property of Lublin University of Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to analyze the massive open online courses available on the platform "Coursera" from the perspective of their accessibility for users with disabilities. The analysis was carried out against the guidelines developed by the world wide web consortium in three ways: user testing, heuristic evaluation and automatic audit using selected online tools. Ten users, one of them being an accessibility expert, with different impairments were involved in the research procedure. Their task was to follow a course of their choice and to communicate their observations and comments on the courses with the use of a specially designed questionnaire. Despite the continuous development of Coursera platform, the introduction of new improvements and the implementation of an accessibility policy along with a subpage dedicated to this subject, the participants of the study still faced barriers to digital accessibility. Significant non-compliances with the aforementioned guidelines have been demonstrated through the analysis of the questionnaire results and through a simplified audit of the platform. [ABSTRACT FROM AUTHOR]

Web Content Accessibility Guidelines (WCAG) have been the de facto standard for Web accessibility evaluation for more than two decades and therefore have been introduced into legislation and university curriculum in Computer Science. At The National Distance Education University (UNED) in Spain, we have been teaching the guidelines for the last 15 years but learning how to apply WCAG criteria is complex. In this paper, we present the results of the analysis of students' performance in applying accessibility heuristic evaluation of an online resource (a Massive Open Online Course - MOOC) using WCAG. The experiment was carried out over two academic years to evaluate how accurate and easy it is to understand and use WCAG criteria by trained students as well as their perceptions of usefulness to evaluate accessibility barriers using automatic tools in combination with manual evaluation. Results from the study show that errors identified are aligned with accessibility evaluation literature: 65% of success criteria in WCAG do not reach 80% of agreement among raters which confirms the complexity of WCAG conformance. In total 62 (86%) criteria are marked as not being correctly addressed by automatic tools with an overlap of those showing false positives, and 25 criteria (34%) are indicated as difficult to evaluate manually. While all areas where raters disagree are potential opportunities for WCAG improvement, this research reinforces that WCAG evaluations are complex and difficult even with current automatic tools, and that the possible solutions for the way forward are: (1) a well-defined evaluation protocol including a combination of automatic tools and manual evaluations; (2) better training and professional development opportunities. [ABSTRACT FROM AUTHOR]

Authoring tools are software programs that allow users to create learning content, lessons, and courses, usually to be used in virtual learning environments. These tools are a reasonable choice for novice users, as they use pre-programmed elements and do not require specific programming skills. However, they do not always meet accessibility guidelines, nor do they ensure that the educational content generated through them is accessible. This study first evaluates the accessibility of four popular free open-source authoring tools based on the ATAG recommendations. Then it evaluates the accessibility of the educational content generated through them based on the WCAG recommendations. These evaluations allow us to identify the level of accessibility of the authoring tools and their potential to help people with disabilities to become not only consumers but also producers of accessible educational content. We conclude that, while much work remains to be done to ensure accessibility, authoring tools are a potential key to effective social inclusion. Based on the findings of this study, we establish a set of recommendations for stakeholders to help close some gaps regarding accessibility. [ABSTRACT FROM AUTHOR]

Hospital web pages serve as an interactive communication resource to meet the needs of patients, healthcare professionals and other stakeholders. The aim of this study is to present the accessibility analysis of 58 university hospital websites in Turkey. For this purpose, websites of the selected university hospitals were analyzed using two different online automated testing tools. The results showed that university hospital websites in Turkey had low compliance levels according to the WCAG 2.0 guidelines. Most of the websites did not even meet the minimum requirements for compliance level A. In addition, almost all of the websites had broken links and about a third of the websites had problems with accessing from mobile devices. Moreover, some important clues that draw attention to the accessibility problems of websites are also discussed in this study. Hence, the results of this study provide feedback to developers and administrators to improve the accessibility of these websites. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research in E-Learning is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Making information about language accessible to users has long been a key concern of lexicographic research. Adopting a narrower perspective, this examination of three dictionary websites (collinsdictionary.com , merriam-webster.com, and dle.rae.es) employs the Web Content Accessibility Guidelines (WCAG) to examine their accessibility for people with visual impairments. Dictionaries can be motors for social inclusion of this oft-marginalised group since, beyond resolving language doubts, they can also help affirm socio-cultural identities. Unlike paper dictionaries where space-saving conventions make accessibility a challenge, in principle, online resources are adaptable to the needs of users with visual impairments. In practice, although none of the websites evaluated meet any officially recognised WCAG conformance level, they do contain features aimed at improving accessibility for this group. Most impediments to accessibility are the result of ancillary elements such as advertising, social media, games, and word of the day features. Although these ancillary elements may not necessarily be the principal focus of dictionary use, they nonetheless have a negative effect on the accessibility of the dictionary entry itself. This article concludes with suggestions for solving several of these accessibility issues. [ABSTRACT FROM AUTHOR]

Universal design is a strategic approach for planning and designing both the products and their environment, aimed at making a given product available to the widest number of possible users. It ensures equality for all of them and the opportunity to participate in the society. This concept is also crucial in the process of designing and developing software. The research was conducted with the use of four services, three of them were implemented for the purpose of this study. Two of them took into consideration the principles of universal design, while the others did not. The aim of the study was verification of the level of usability and accessibility of services by means of three independent methods: the LUT (Lublin University of Technology) checklist, an assessment taking into account WCAG 2.0 (Web Content Accessibility Guidelines) standards using the automatic WAVE evaluation tool (Web Accessibility Evaluation Tool) and a device allowing to track the movement of the eye while performing various tasks on websites. The websites were assessed by twenty experts in the field of creating web application interfaces, using the LUT checklist. The time to the first fixation (TTFF) that it took respondents to look at specific website elements was measured using the eye tracker device and iMotions software. All websites were checked by means of the WAVE tool to detect irregularities and non-compliance with universal design standards. The analysis performed clearly indicated that websites that follow the universal design guidelines were more useful, intuitive and accessible for users. It might be concluded that interfaces allow to find necessary information and perform desired actions in a shorter time when prepared in accordance with the principles of universal design.

The convenience and accessibility of e-government services largely determines the success in building/making/creating trusting online relationships with the population and reduces the inequality between different categories of citizens in terms of using online communications with public authorities. The purpose of the research is to identify the main flaws and problems in ensuring convenient and accessible use of public service portals by citizens on the basis of scientific and practical literature and to find approaches to their elimination. The article examines the foreign experience of creating comfortable conditions for electronic interaction of citizens with the government and lists the main errors in the development of interfaces and functionality of government websites and portals. In accordance with the international standards WCAG 2.1, the authors define the key criteria for the convenience and accessibility of web resources. Then they evaluate the compliance of the Gosuslugi web-portal with the formulated requirements and give recommendations on possible ways to improve Russian e-government web resources.

The World Wide Web serves as an excellent platform for information dissemination. Educational institutions such as universities are utilizing the web medium to reach their target audience. In the post-Covid-19 scenario, the web medium has obtained increased significance as it has become the primary access channel to reach these institutions. In this backdrop, it becomes essential to analyze the accessibility of these sites for students with special needs. This paper presents an approach to compute the accessibility of web pages for persons with disabilities. A variable magnitude approach is proposed in this paper for the computation of accessibility barrier count as a combination of two different components. The proposed approach is experimented with top ranked higher educational institution websites of India. Based on the inferences from the results and inputs received from students with disabilities, a set of suggestions have been compiled by this paper to minimize the barriers faced by persons with disabilities in consuming these web resources. [ABSTRACT FROM AUTHOR]

This study explores whether US post-secondary institutions (PPI) follow philosophies to foster inclusive communities, providing resources for those individuals with disabilities thrive socially, personally, and academically, while there have been no thorough studies conducted to determine web accessibility of the nation's top-ranked PPI library webpages. Additionally, this study pioneers in comparison with the accessibility of PPI's library homepages fighting COVID-19. The study evaluated the library homepages of the premium PPIs based on Money.com's 2019 list of "The Best Colleges in America" via the WAVE web accessibility evaluation tool. The outcomes determined that most of the library homepages analyzed were littered with numerous errors, and the shift to online-based research in learning had no significant impact on the number of errors WAVE detected. The disconcerting findings of this study demonstrate the overall failure to recognize the importance of web accessibility or perhaps even the indifference toward accessibility on the part of the PPI community. [ABSTRACT FROM AUTHOR]

The World Wide Web Consortium (W3C) has provided the most important set of guidelines for web accessibility which is popularly known as Web Content Accessibility Guidelines (WCAG). The accessibility analysis of higher education websites becomes paramount important to make them inclusive considering the growing number of enrollments of persons with disabilities (PwDs) in higher education, in countries such as India. This paper presents the accessibility analysis of higher education websites with the case study of college websites (N=44) affiliated with the University of Kashmir and Cluster University Srinagar. The study has been carried out with two major accessibility evaluation tools called web accessibility test, denoted as TAW and the accessibility engine powering browser extensions called the accessibility engine, denoted as aXe. This paper lists the major accessibility barriers exposed by these sites in terms of metrics such as a number of problems, warnings and a status of success criteria violations. With respect to TAW tool, a number of problems observed were 2646, a large number of warnings to the scale of 15995 and the not reviewed items were 1356. With aXe tool, the total violations observed were 1951 and items needing review were 1733. Findings of the statistical analysis are also presented in this paper. This paper presents a roadmap of steps for making these websites inclusive and barrier-free for PwDs.

The use of online tools is a common practice for evaluating the accessibility of a website, identifying problems, and providing useful feedback on how to fix detected issues. For ease of accessibility validation, many tools have been developed and implemented successfully over the years. Yet, the results of these tools show differences in terms of coverage, correctness, and reporting-related issues. In this study, we compared online accessibility evaluation tools to understand to what extent they differ in detecting accessibility problems in websites. A total of 41 government websites of different countries were tested for violations of accessibility guidelines using six evaluation tools. We observed that each tool generated different evaluation data for the same websites. As some of the tools are complementary to each other, meaning the highest coverage and completeness can be possible with the right combination of evaluation tools. Therefore, we suggest different tools should be utilized to provide consistency and obtain reliable data from online evaluation tools, thereby improving tool effectiveness.

When a website is not accessible for users with disabilities, there is a cost imposed on that user. This study quantifies the time disparity experienced by blind users when they encounter web accessibility barriers. The resulting data illustrates a significant reason why web accessibility is imperative, by highlighting and measuring the cost of inaccessibility through the lens of the inequity that accessibility barriers place on the time of users with disabilities in both personal and business settings. This data is needed for policymakers who are creating new regulations or statutes, as well as for informing future technical standards for web accessibility. [ABSTRACT FROM AUTHOR]

The article addresses the problem of accessibility of dynamic web content that is created when developing web pages and services. It discusses basic issues about the accessibility of digital objects and web page content. The aim of the article is to present a method for designing accessibility in the creation of dynamic web content in websites of Paisii Hilendarski Plovdiv University. The developed method is presented through the life cycle of its model, which is applied in parallel with the implementation of a software process in the renewal of the web infrastructure of the university. The method is built on standards, principles, guidelines, accessibility criteria, and techniques for creating and validating web content of the Web Accessibility Initiative. The main standards to which the method adheres are the Web Content Accessibility Guidelines and the Technical Specifications for Accessible Rich Internet Applications. It has been tested in the design and implementation of part of the web content of the web infrastructure of the university created after 2020, which is accessible through the main domain https://uni-plovdiv.bg and many of its sub-domains. [ABSTRACT FROM AUTHOR]

The sudden transfer of in-class education to remote teaching and learning due to the COVID-19 pandemic was stressful for all, particularly for the differently abled students. It seems that most of them were literally abandoned and missed out on their education. The learning results of those who were enabled to remotely learn significantly decreased, undermining their already low self-esteem. Even hybrid education challenged the inclusiveness in primary and secondary schools, disabling children with special needs to learn and actively participate in education. On the other hand, remote education enabled modernization of traditional education that will soon become part of the new normal. The main prerequisite to incorporating remote learning and teaching as a complementary part of education is to adapt it to all students, regardless of their abilities. Our major motivation presented in this paper was to resolve the dilemma of whether the essential groundwork for the inclusiveness of remote education exists. The research behind it examined the accessibility of learning management systems, audio and video teleconferencing applications, and massive open online courses, which are crucial to the move from onsite to online education. Four impairments: motor, vision, hearing and cognitive were carefully explored in line with WCAG 2.1 recommendations. The current state of the synergy between the components was assessed carefully and thoroughly. For each of the four impairments, the compliance with WCAG 2.1 is presented in detail and discussed. Based on the research findings, recommendations for making remote learning more accessible to students with special needs are proposed, with the goal of enabling everyone to receive a broad education without discrimination based on disability [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Sciences Institute is the property of Lublin University of Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Polish Platform of Medical Research provides open access to scientific resources, including full text publications, PhD theses and other repository documents. One of the assumptions behind the project was to adapt all files posted on the platform to the WCAG (Web Content Accessibility Guidelines) to reach a wide audience, including people with disabilities. To implement that assumption, we had to restructure all files, describe their headings, and meet several other requirements laid down in the WCAG. Each file had to be adjusted separately before uploading it to the platform, which was often challenging and time-consuming. The article outlines the principles for tagging PDF files to convert them in line with the WCAG.