ABSTRACT
The World Wide Web is a source of resources for inclusive information dissemination. In the post-Covid-19 scenario, the significant importance of the web has increased, and becoming the primary source to access information. From the perspective of healthcare services, healthcare institute websites such as hospital or clinical points webpages are primary sources to get healthcare information for the users. Especially in this post-COVID-19 scenario, it becomes essential to analyze the accessibility of healthcare institute webpages for users with special needs. This paper presents an approach to computing the accessibility barrier of healthcare institute webpages to facilitate access to the web for persons with disabilities. The accessibility barrier computation approach has experimented with fifteen (15) healthcare institute webpages in Hungary, considering hospital and clinical points. The experimented result depicts that none of the selected healthcare webpages is barrier-free. It emphasizes the importance of the future contribution of research. © 2022 IEEE.
ABSTRACT
This Work in Progress, Research paper aims to address the well-documented discrimination against people with disabilities regarding the use of technology in education. Poor accessibility standards, a lack of administrative support, and numerous other barriers have contributed to the ever-present digital equity gap for students with disabilities. The digital equity gap has continued to widen as schools continue to increase the use of virtual or distance learning in the wake of the COVID-19 pandemic. This research aims to better understand students with disabilities' barriers in accessing online undergraduate engineering education by addressing the following research question: What barriers do engineering students with disabilities face in an online learning environment? The Universal Design for Learning (UDL) framework guides the research questions, data collection, and data analysis. A fixed item survey has been developed and is currently being used to capture the experiences of students with disabilities in engineering who participated in online learning at four-year colleges and universities across the United States. The identification of these students' barriers will be used to inform accessibility improvements and considerations to engineering online learning. © 2022 IEEE.
ABSTRACT
The undeniable progress in Web Accessibility can be contrasted with the scant impact on its application to the real Web world. This problem is especially serious when the Web is the only way to obtain specific services. In some countries, fundamental procedures such as interaction with Administration, health services, or banks, can exclusively be accessed through the Web. This issue became even more evident during the COVID-19 pandemic, when a significant sector of the population that does not have access to the Internet experienced important barriers to manage their situation. In addition to the technical problems, the digital and gender divide, which have a decisive effect on accessibility and condition the exercise of civil rights, are often disregarded by Web Accessibility studies. In this talk we will present our work on the accessibility of Administration's websites and, in addition, we will discuss the need of considering non-Technological accessibility barriers to find ways to alleviate them. © 2022 Owner/Author.