Abstract
The academy can and should have a major role in the promotion of software accessibility. To try to clarify a number of empirical arguments and certainties regarding the usage of accessible, but not assistive, software, the answers to a survey given to 15 blind or low vision people are depicted. To demonstrate how under addressed this topic is by the academy an experiment was made, and its results are portrayed. The novel contribution that this paper offers is the relation between relevant accessibility documentation to its appropriate type of user interface, which is intended to encourage the introduction of the topic of software accessibility implementation. Also, a proposal for a first slide, regarding accessibility implementation in software meant to be shown to software engineering students, who should produce accessible software in their future, is presented. As a conclusion, some insights are given and new possible research avenues are depicted.
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Acknowledgments
This work is financed by the ERDF – European Regional Development Fund through the Operational Programme for Competitiveness and Internationalisation - COMPETE 2020 Programme within project «POCI-01-0145-FEDER-006961», and by National Funds through the Portuguese funding agency, FCT - Fundação para a Ciência e a Tecnologia as part of project «UID/EEA/50014/2013».
Our thanks to the Portuguese association of blind and partially sighted people (ACAPO), especially to Fernando Ferreira, the desk assistant and mobility trainer in Leiria. Also, we would like to thank to Fundação para a Ciência e a Tecnologia (FCT), which supports this research through Operacional Capital Humano Program (POCH), financed by the European Union.
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de Sousa e Silva, J., Gonçalves, R., Martins, J., Pereira, A. (2017). Making Software Accessible, but not Assistive: A Proposal for a First Insight for Students. In: Rocha, Á., Correia, A., Adeli, H., Reis, L., Costanzo, S. (eds) Recent Advances in Information Systems and Technologies. WorldCIST 2017. Advances in Intelligent Systems and Computing, vol 570. Springer, Cham. https://doi.org/10.1007/978-3-319-56538-5_16
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DOI: https://doi.org/10.1007/978-3-319-56538-5_16
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