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{{short description|Ability of a computer system to be used by all people}}
'''Computer accessibility''' refers to the [[accessibility]] of a [[computer system]] to all people, regardless of [[disability]] type or severity of impairment. The term ''accessibility'' is most often used in reference to specialized hardware or [[software]], or a combination of both, designed to enable the use of a computer by a person with a disability or impairment.
== Accessibility features ==▼
Accessibility features are meant to make the use of technology less challenging for those with disabilities. Common accessibility features include [[Text to Speech|text-to-speech]], [[Closed captioning|closed-captioning]], and [[keyboard shortcut]]s. More specific technologies that need additional hardware are referred to as [[assistive technology]].<ref>{{Cite book|last1=Wu|first1=Ting-Fang|last2=Meng|first2=Ling-Fu|last3=Wang|first3=Hwa-Pey|last4=Wu|first4=Wu-Tien|last5=Li|first5=Tien-Yu|date=2002|editor-last=Miesenberger|editor-first=Klaus|editor2-last=Klaus|editor2-first=Joachim|editor3-last=Zagler|editor3-first=Wolfgang|chapter=Computer Access Assessment for Persons with Physical Disabilities: A Guide to Assistive Technology Interventions|title=Computers Helping People with Special Needs|volume=2398|series=Lecture Notes in Computer Science|language=en|publisher=Springer Berlin Heidelberg|pages=204–211|doi=10.1007/3-540-45491-8_44|isbn=978-3-540-45491-5}}</ref>▼
There are many disabilities or impairments that can be a barrier to effective computer use. Some of these impairments, which can be acquired from [[disease]], [[Major trauma|trauma]], or [[Congenital disorder|congenital disorders]], include:▼
*[[Cognitive disabilities|Cognitive impairments]] (head injury, autism, developmental disabilities) and [[learning disabilities]], (such as [[dyslexia]], [[dyscalculia]], or [[ADHD]]).▼
*[[Visual impairment]], such as low-vision, complete or partial [[blindness]], and [[color blindness]].▼
*Hearing-related disabilities (deafness), including [[deafness]], being [[hard of hearing]], and [[hyperacusis]].▼
*Motor or dexterity impairment such as [[paralysis]], [[cerebral palsy]], [[Developmental coordination disorder|dyspraxia]], [[carpal tunnel syndrome]], and [[repetitive strain injury]].▼
[[File:Accessibility - a11y.svg|thumb|a11y, numeronym of accessibility illustrated]]A topic closely linked to computer accessibility is [[web accessibility]]. Similar to computer accessibility, web accessibility is the practice of making the use of the [[World Wide Web]] easier to use for individuals with disabilities.<ref name=":3" />▼
Accessibility is often abbreviated as the [[numeronym]] '''''a11y''''', where the number 11 refers to the number of letters omitted.<ref name="roselli-2016">
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}} Evolving blog.
</ref> This parallels the abbreviations of [[internationalization and localization|''internationalization'' and ''localization'']] as ''i18n'' and ''l10n'', respectively. Moreover, ''a11y'' is also listed on the [[USPTO]] [[Supplemental Register]] under Accessibility Now, Inc.<ref name="roselli-2016"/>
▲== Accessibility features ==
[[File: BBC News web accessibility demo.jpg|thumb|[[BBC News]] website shown in 'desktop mode,' with accessibility links at the top. The screenshot is taken from Windows Mobile.{{Update span|date=December 2023}}]]▼
▲Accessibility features are meant to make the use of technology less challenging for those with disabilities. Common accessibility features include [[Text to Speech|text-to-speech]], [[Closed captioning|closed-captioning]], and [[keyboard shortcut]]s. More specific technologies that need additional hardware are referred to as [[assistive technology]].<ref>{{Cite book|last1=Wu|first1=Ting-Fang|last2=Meng|first2=Ling-Fu|last3=Wang|first3=Hwa-Pey|last4=Wu|first4=Wu-Tien|last5=Li|first5=Tien-Yu|date=2002|editor-last=Miesenberger|editor-first=Klaus|editor2-last=Klaus|editor2-first=Joachim|editor3-last=Zagler|editor3-first=Wolfgang|chapter=Computer Access Assessment for Persons with Physical Disabilities: A Guide to Assistive Technology Interventions|title=Computers Helping People with Special Needs|volume=2398|series=Lecture Notes in Computer Science|language=en|publisher=Springer Berlin Heidelberg|pages=204–211|doi=10.1007/3-540-45491-8_44|isbn=978-3-540-45491-5}}</ref>
▲There are many disabilities or impairments that can be a barrier to effective computer use. Some of these impairments, which can be acquired from [[disease]], [[Major trauma|trauma]], or [[Congenital disorder|congenital disorders]], include:
▲*[[Cognitive disabilities|Cognitive impairments]] (head injury, autism, developmental disabilities) and [[learning disabilities]], (such as [[dyslexia]], [[dyscalculia]], or [[ADHD]]).
▲*[[Visual impairment]], such as low-vision, complete or partial [[blindness]], and [[color blindness]].
▲*Hearing-related disabilities (deafness), including [[deafness]], being [[hard of hearing]], and [[hyperacusis]].
▲*Motor or dexterity impairment such as [[paralysis]], [[cerebral palsy]], [[Developmental coordination disorder|dyspraxia]], [[carpal tunnel syndrome]], and [[repetitive strain injury]].
▲
== Accessibility options for specific impairments ==
▲[[File: BBC News web accessibility demo.jpg|thumb|[[BBC News]] shown in 'desktop mode,' with accessibility links at the top. The screenshot is taken from Windows Mobile.{{Update span|date=December 2023}}]]
[[File:Single switch onscreen keyboard.jpg|thumb|A single-switch [[assistive device]] that enables the user to access an [[on-screen keyboard]]]]▼
=== Cognitive impairments and illiteracy ===
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=== Motor and dexterity impairments ===
▲[[File:Single switch onscreen keyboard.jpg|thumb|upright|A single-switch [[assistive device]] that enables the user to access an [[on-screen keyboard]]]]
Some people may not be able to use a conventional [[input device]], such as the [[computer mouse|mouse]] or the [[computer keyboard|keyboard]]. Therefore, it is important for software functions to be accessible using both devices. Ideally, the software will use a generic input [[API]] that permits the use even of highly specialized devices unheard of at the time of software's initial development. [[Keyboard shortcuts]] and [[mouse gesture]]s are ways to achieve this access, as are more specialized solutions, including on-screen software keyboards and alternate input devices ([[Switch Access|switches]], [[joystick]]s and [[trackball]]s). Users may enable a [[Bounce keys|bounce key]] feature, allowing the keyboard to ignore repeated presses of the same key. [[Speech recognition]] technology is also a compelling and suitable alternative to conventional keyboard and mouse input as it simply requires a commonly available audio headset.
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# Accessibility APIs include the [[Assistive Technology Service Provider Interface]] and [[UI Automation]] on the desktop, [[WAI-ARIA]] in web applications, and the Blackberry Accessibility API<ref>Research in Motion (RIM): [http://www.blackberry.com/developers/docs/6.0.0api/net/rim/device/api/ui/accessibility/package-summary.html Package net.rim.device.api.ui.accessibility]. BlackBerry JDE 6.0.0 API Reference. Accessed 2013-01-17.</ref> on the Blackberry operating system.
# Other APIs are keyboard access and theming in widget libraries like [[Java Swing]] for desktop applications, the [[jQuery UI]] and Fluid Infusion<ref>[http://fluidproject.org/products/infusion Fluid Infusion]. Accessed 2013-01-17.</ref> for Web applications, and the [[Lightweight User Interface Toolkit]] (LWUIT) for mobile applications.
# Support for accessible development can be effective by using [[Glade Interface Designer|Glade]] (for the GTK+ toolkit),<ref>[
# Support for UI Automation on Microsoft Windows,<ref name="
# The [[DAISY Digital Talking Book|DAISY]] player AMIS on the Microsoft Windows desktop<ref>DAISY Consortium: [http://www.daisy.org/amis/amis-daisy-2.02-daisy-3-playback-software AMIS: DAISY 2.02 & DAISY 3 Playback Software]. Accessed 2013-01-17.</ref> and the AEGIS Contact Manager for phones with Java ME<ref>[http://store.ovi.com/content/212755?clickSource=search&pos=1 AEGIS Contact Manager]. Accessed 2013-01-17.</ref> are designed for accessibility.
# The [[GNOME Shell]] Magnifier and [[Orca (assistive technology)|Orca]] on the GNOME desktop, GNOME's [[Accessibility Toolkit|ATK]] (Accessibility Toolkit), the web-based screen reader [[WebAnywhere]],<ref>WebInSight: [http://webanywhere.cs.washington.edu/ WebAnywhere: A Screen reader on the go] {{webarchive|url=http://arquivo.pt/wayback/20160523013006/http://webanywhere.cs.washington.edu/ |date=2016-05-23 }}. Accessed 2013-01-17.</ref> and the alternative text-entry system [[Dasher (software)|Dasher]] for [[Linux]], iOS and Android<ref>Inference Group (University of Cambridge): [http://www.inference.phy.cam.ac.uk/dasher/MobileDasher.html Mobile Dasher]. Accessed 2013-01-17.</ref><ref>[https://web.archive.org/web/20100729145114/http://itunes.apple.com/us/app/dasher/id315473092?mt=8 Dasher for iOS] on iTunes. Accessed 2013-01-17.</ref> are examples of assistive technologies.
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==== Impacts in the classroom ====
When accessible technology allows personalized learning, there are positive impacts on students. Personalized learning switches the focus from what is being taught to what is being learned. This allows the students to need to become an integral part of the learning process. Accessibility in the classroom allows millions of students of all backgrounds to have equal educational opportunities and keep up with their non-disabled peers.<ref
When PCs are personalized for students in the classroom, students are more comfortable in the classroom, special needs students are better assisted and teachers can save time and effort.<ref
While PCs can provide a large amount of support in the classroom, iPads and apps can play a large role as well. Apps are constantly being developed to aid teachers, parents, and children. Educators have noted that the ease and portability of tablets make them a preferred choice that offers usage in a variety of environments. The advantages include interactivity, Internet access and text messaging. Educators have noticed improvements in motor skills, reading skills, and interaction with others in students.<ref name="
==== Impacts outside the classroom ====
Parents and teachers can notice the long-term effects that accessibility has on students with disabilities. This can include enhanced social skills, better relationships with family and friends, increased understanding of the world around them, and an exhibition of self-reliance and confidence. Changes can be seen in not only children but adults as well. Social media can help parents to learn, share knowledge, and receive moral support.<ref name="
=== Effects in the workplace ===
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