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=== Cognitive impairments and illiteracy ===
The biggest challenge in computer accessibility is to make resources accessible to people with cognitive disabilities - particularlydisabilities—particularly those with poor communication and reading skills. As an example, people with learning disabilities may rely on proprietary symbols and thus identify particular products via the product's symbols or icons. Unfortunately, copyright laws can limit icon or symbol release to web-based programs and websites by owners who are unwilling to release them to the public.
In these situations, an alternative approach for users who want to access public computer -based terminals in [[libraries]], [[Automated teller machine|ATMs]], and information kiosks is for the user to present a token to the computer terminal, such as a [[smart card]], that has configuration information to adjust the computer speed, text size, etcetera to their particular needs. The concept is encompassed by the [[Comité Européen de Normalisation|CEN]] standard "Identification card systems – Human-machine interface".<ref>CEN: [http://www.cen.eu/cen/Sectors/TechnicalCommitteesWorkshops/CENTechnicalCommittees/Pages/TCStruc.aspx?param=6205&title=Personal%20identification,%20electronic%20signature%20and%20cards%20and%20their%20related%20systems%20and%20operations Personal identification, electronic signature and cards and their related systems and operations - Structure] {{Webarchive|url=https://web.archive.org/web/20131005012815/http://www.cen.eu/cen/Sectors/TechnicalCommitteesWorkshops/CENTechnicalCommittees/Pages/TCStruc.aspx?param=6205&title=Personal%20identification,%20electronic%20signature%20and%20cards%20and%20their%20related%20systems%20and%20operations |date=2013-10-05 }}.</ref><ref>{{cite web|url=http://www.tiresias.org/research/reports/en1332_4_revision.htm |title=Draft EN 1332-4 Identification Card Systems - Man-Machine Interface - Part 4 : Coding of user requirements for people with special needs |publisher=Tiresias.org |date=2009-11-20 |access-date=2013-07-28}}</ref> This development of this standard has been supported in Europe by [[SNAPI]] and has been successfully incorporated into the Local Authority Smartcards Standards e-Organisation (LASSeO) specifications.<ref>LASSeO: [http://www.lasseo.org.uk/papers/130640%20final%20report.pdf Feasibility Studies - Final Report] {{Webarchive|url=https://web.archive.org/web/20130814090117/http://lasseo.org.uk/papers/130640%20final%20report.pdf |date=2013-08-14 }}. August 2011.</ref>
=== Visual impairment ===
=== Motor and dexterity impairments ===
Some people may not be able to use a conventional [[input device]], such as the [[computer mouse|mouse]] or the [[computer keyboard|keyboard]],. thereforeTherefore, 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.
The [[astrophysics|astrophysicist]] [[Stephen Hawking]]'s use of assistive technology is an example of a personsomeone with severe motor and physical limitations who usesused assistive technology to support [[activities of daily living]]. He used a switch, combined with special software, that allowed him to control his [[wheelchair]]-mounted computer using his limited and small movement ability. This personalized system allowed him to remain mobile, do research, and produce his written work. Prof. Hawking also used [[augmentative and alternative communication]] technology to speak and an [[environmental control device]] to access equipment independently.
A small amount of modern research indicates that utilizing a standard computer mouse device improves fine-motor skills.<ref>{{cite web | url=http://news.sciencemag.org/brain-behavior/2013/12/click-here-improve-your-motor-skills | title=Click here to improve your motor skills | work=Science | date=December 19, 2013 | access-date=23 December 2013 | author=Bohannon, John}}</ref>
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 name=":0">{{Cite journal|last1=Hasselbring|first1=Ted|last2=Williams Glaser|first2=Candyce|date=March 2012|title=Use of Computer Technology to Help Students with Special Needs|journal=The Future of Children|volume=10|issue=2|pages=102–22|pmid=11255702|doi=10.2307/1602691|jstor=1602691|id={{ProQuest|222336763}}}}</ref>
When PC'sPCs 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 name=":1">{{Cite web|url=https://resources.finalsite.net/images/v1523977320/parklandsdorg/scxoldfn8ywuvxfok0aj/Accessibility-in-Education-Workshop-long-9-23-15.pdf|title=Accessibility in Education|date=2011|website=Microsoft}}</ref>
While PCs can provide a large amount of support in the classroom, iPads and apps can play a large role as well. ThereApps are constantly apps being developed for theto aid of teachers, parents, and children. Educators have noted that the ease and portability of tablets devices 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 thingsimprovements such as improvedin motor skills, reading skills, and interaction with others in students.<ref name=":2">{{Cite web|url=https://webaccess.psu.edu/?cosign-scripts.libraries.psu.edu&https://scripts.libraries.psu.edu/scripts/ezproxyauth.php?url=ezp.2aHR0cHM6Ly9zZWFyY2gucHJvcXVlc3QuY29tL2RvY3ZpZXcvMTYwOTE3OTgxNS9hYnN0cmFjdC9DREI2QUFBODJCQTY0RDczUFEvMT9hY2NvdW50aWQ9MTMxNTg-|title=Technology Opens Communication for Children with Special Needs|website=webaccess.psu.edu|access-date=2019-12-11}}</ref>
==== 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 not only be seen in not only children but adults as well. The use of socialSocial media can aidhelp parents to gain knowledgelearn, share knowledge, and receive moral support.<ref name=":2" /><ref>{{Cite journal|last1=Lourenço|first1=Gerusa Ferreira|last2=Mendes|first2=Enicéia Gonçalves|date=2015-03-01|title=Adaptação transcultural de um instrumento para avaliar a acessibilidade de alunos com paralisia cerebral ao computador|language=pt|trans-title=Cross-cultural adaptation of an instrument to computer accessibility evaluation for students with cerebral palsy|journal=Cadernos de Terapia Ocupacional|volume=23|issue=1|pages=85–100|doi=10.4322/0104-4931.ctoAO498|issn=0104-4931|url=http://www.cadernosdeterapiaocupacional.ufscar.br/index.php/cadernos/article/view/934|doi-access=free}}</ref>
=== Effects in the workplace ===
=== Section 508 ===
[[Section 508 Amendment to the Rehabilitation Act of 1973|Section 508]] is a standard that is regulated by the [[United States Environmental Protection Agency]]. This department ensures that all information and communications technology is accessible to disabled users. Their responsibilities include designing websites, software, hardware, video and multimedia, and telecommunications that meet accessibility standards. The standards themselves were created by an independent federal agency that works on accessibility for people with disabilities known as the [[US Access Board]].<ref>{{Cite web|url=https://www.epa.gov/accessibility/what-section-508|title=What is Section 508?|last=US EPA|first=OEI|date=2013-09-26|website=US EPA|language=en|access-date=2019-12-13}}</ref>
=== International Standards ===
Compiled from independent standards experts, this document is the most comprehensive and technical standard for designing accessible features for software, covering all disabilities and all aspects of software. It provides examples of two priority levels ('Required' and 'Recommended') and offers a handy checklist designed to help with recording software testing results.
The only trouble is that becauseBecause of its complexity and technical nature, and with upwards of 150 individual statements, ISO 9241-172 is difficult to interpret and apply. Luckily, not every statement is relevant to every situation, thereforeso it may be advisable to identify a subset of statements that are tailored to the particular software environment, making the use of this document much more achievable.<ref>{{Cite web|url=http://www.iso.org/cms/render/live/en/sites/isoorg/contents/data/standard/03/90/39080.html|title=ISO 9241-171:2008|last=14:00-17:00|website=ISO|language=en|access-date=2019-12-13}}</ref>
== See also ==
* [[Assistive technology|Assistive Technology]]
* [[Augmentative and alternative communication]]
* [[Digital rights]]
* [[Knowbility]]
* [[Modding]]
* [[Section 508 Amendment to the Rehabilitation Act of 1973]]
* [[Ubiquitous computing]]
* [[Web accessibility]]
*[[C-Hear CHIF]]
== References ==
* [https://web.archive.org/web/20110721204849/http://betterlivingthroughtechnology.com/ Better Living Through Technology] - contains guides on accessibility options and information about specialist assistive hardware and software
* [http://www.hp.com/accessibility/ HP Accessibility]
* [http://www.abilitynet.org.uk AbilityNet] - provides information on Accessibilityaccessibility, Assistiveassistive Technologytechnology, and Remoteremote Assessmentassessment
* [https://web.archive.org/web/20110623021557/http://www.c4ea.org/ C4EA] Consortium For E-learning Accessibility
* [http://www.w3.org/WAI/ W3C Web Accessibility Initiative (WAI)]
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