The reality of the future remote workplace, which provides greater flexibility and adaptability for organisations, will need to properly engage people with a disability as employees, particularly as the workforce ages and age-related disability has an impact. As the cloud grows and more competition is injected into the market, accessibility becomes a major issue to ensure both a level-playing field and proper coverage of the market.
This article presents 2013 data from a survey provided by G3ict and Disabled Peoples International (DPI). The Progress Report identifies the degree that each of the CRPD dispositions on ATs and ICTs accessibility are enacted in local laws, policies and regulations and their impacts.
This paper highlights the features of Adobe PhoneGap, a free and open source framework that allows developers to create mobile apps using standardized web APIs for cross-platform development. The PhoneGap Mobile Accessibility Plugin works by providing developers access to each mobile device’s built-in accessibility features, allowing them to build apps that can be compiled to run on any given operating system.
This paper examines the evolution of accessibility from the analog to the digital era, and the different frameworks supporting accessibility. A model framework is presented that encompasses accessibility for education in the digital era.
Visual maps deliver content in a simple and effective way. They can be useful for various purposes in areas such as street guidance, surrounding information, and education. However, sightless persons are unable to explore visual maps and risk being cut off from several multimedia Web applications. In this paper, starting from accessibility issues of map-based applications, we discuss possible interaction modalities and devices to use for truly achieving usage perspectives desired by blind people.
Chapter from the book 'Supporting Dyslexic Adults in Higher Education and the Workplace' (2012). Abstract: 'At one time the use of computer-based or digital technologies was considered marginal to many learning and teaching practices, with most materials being produced on paper. Now in the UK most institutions offer a mix of environments with face-to-face situations'