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This is a userspace for the Master of Design in Inclusive Design program. This is a draft document for the future Wikipedia entry: "Inclusive Design in the Digital Context." The content was moved from the "Inclusive Design in the Digital Context" page to be edited, and will be moving back there once it is ready to post.

Definition of Inclusive Design

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Inclusive Design is design that is inclusive of the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference.

== Inclusive Design in the digital context ==

Inclusive design, design for all, digital inclusion, universal usability, and similar efforts address a broad range of issues in making technology available to and usable by all people whatever their abilities, age, economic situation, education, geographic location, language, etc.

Overview], Web Accessibility Initiative

The digital context, referring to the electronic provision of information and services through channels such as Cyberspace, offers a unique "breeding ground" for the practice of Inclusive Design. Unlike the physical world, requiring materials and resources for the construction of things, digital platforms like the World Wide Web provide a malleable environment requiring only skilled physical labour to implement a change in design. In addition, the mechanism for delivery of digital content provides the ability to personalize presentation in alternate formats to meet the user's needs.

To support Inclusive Design on the World Wide Web, the Web Accessibility Initiative provides a Designing for Inclusion Overview to help guide Web Developers in understanding the difference between accessibility and inclusion, and other organizations in the space offer a wide array of Tools and Resources to support inclusive design to guide planning, evaluation, and execution of Inclusive Design.

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Digital Inclusive Design (DID) is considered to be an extension of and related to a number of concepts that have preceded it. Universal design is the concept of design that promotes the production of environments that are accessible to the greatest possible number of people. In contrast, DID promotes the concept that digital technologies afford the opportunities and possibilities to design digital products and digital environments that are accessible to everyone, including those with disabilities. DID considers the affordances of digital technology to be capable of achieving this goal. It shares this belief with the concept of ability-based design (ABD). ABD focuses on “…ability throughout the design process in an effort to create systems that leverage the full range of human potential”.[1] DID is distinguishable from ABD and related concepts through its inclusion of language, culture, gender, age, and other forms of human difference.

e-Inclusion is a term used in a European context to describe the goal of including all people in the information society. As such it is closely related to DID. DID embraces the goal of e-Inclusion while focusing on the practicality of the digital design-work that will allow the goal to be realized. In its focus, DID is informed by the concepts of multiculturalism and diversity. Diversity considers the large variation in the capacities of humans, in part due to their varying degrees of physical, cognitive, economic, cultural, and other relative states. Multiculturalism appreciates this diversity, and advocates equal respect for all cultures. DID embraces these two perspectives by designing for individual needs. It values individual needs as a means by which to serve collective needs, seeing the value in diversity and advocating respect for all human capacity variations. In one sense, DID is an application of the principles of multiculturalism to the digital environment, based upon an acknowledgement of human diversity.

Other related concepts include personal learning environments (PLEs) and personal accessibility interfaces (PAIs). A personal learning environment is a digital environment where a learner takes control of their own learning. The learner determines what interfaces (e.g. social media, feeds etc.) by which to interact with the web. In a similar fashion, a PAI is a personalized digital interface between a user and the web, designed for individualized interactions between the two and customized to the needs of the user.

Barriers addressed by inclusive design

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Inclusive design approaches and methods

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Examples of inclusive design

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For a design to be inclusive, it is imperative that designers and developers have a thorough understanding of the users’ needs at the start of the design process. They must then correctly translate these needs into all stages of the iterative process.

Inclusive designs offer advantages to all people by including some previously or potentially excluded users and by offering enhanced functionality to more able users[2]. Some examples of inclusive design are listed below:

  • Electronic dictionaries with speech output
  • Refreshable braille displays
  • Electronic note takers and organizers
  • Display based Personal Digital Assistants
  • Screen magnification software
  • Web browsers for non-visual output
  • Synthesized speech support
  • Digital talking books - Daisy (Digital Accessible Information System) software
  • Talking diet, kitchen or bathroom Scale
  • Talking clock and thermometer
  • Microchip embedded paper on a bottle that vocally translates Rx prescription information
  • Audio-alert daily medication reminder
  • Electric toothbrushes with time, pressure alerts and digital display
  • Videos with auditory feedback and subtext
  • Rotating digital billboards with high visual contrast
  • Online documents that clearly outline headers, main content and describe images concisely
  • Cars with automatic parking features
  • Interactive digital televisions

Inclusive design projects and organizations

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Tools and resources to support inclusive design

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Tools and resources that support inclusive design may be of benefit to various stakeholders including developers (who play a direct role in creating new technologies), those who oversee and train developers, and those who commission the design of technologies (who have a stake in understanding how functional the product will be for the desired audience).

General Tips and Information

The WAI Web Accessibility Initiative and WebAIM of the W3C World Wide Consortium and Utah State University, respectively, are both aimed at enhancing accessibility of the World Wide Web for people with disabilities. Both initiatives offer a wide range of useful information for those who are interested in learning more about inclusive design. The WAI and WebAIM resources are suitable for a wide audience (including those who do not have extensive knowledge of or experience with development). The Designing for Inclusion webpage maintained by the WAI and the Introduction to Web Accessibility webpage maintained by WebAIM include helpful collections of information ranging from discussion of common barriers that people with disabilities face when using the Web, to relevant laws and standards, and technical support. Additional useful resources include:

While inclusive design need not focus solely on design for users with disabilities and may be applied to other forms of human difference (e.g., age, gender, as well as different contexts of use) [3], designing for diversity is often aided by understanding the needs of people with disabilities who represent a wide range of needs and preferences. As such, there is value of understanding how people with different abilities use technology such as the Web. To this end, useful resources include:

Development Tools and Resources

EASI (Equal Access to Software and Information) is a non-profit organization that offers training related to inclusive design. For example, EASI frequently offers webinars with topics focused on designing products that are accessible to people with disabilities, and which range from author-led book reviews to discussions related to design of accessible technologies. EASI webinars may be of interest to those with basic to intermediate design skills.

An extensive set of resources and tools including those suitable for advanced developers is available from the IDRC (Inclusive Design Research Centre) of OCAD University, Toronto, Ontario. The IDRC (formerly the Adaptive Technology Research Centre while at the University of Toronto) has developed a wide array of open source tools that may be of use in development projects. Links to websites of completed, ongoing, and new projects may be found on the IDRC website. For example, Fluid Infusion tools may be embedded into new technologies in order to allow users to customize the user interface.

Evaluating Design

At various stages of the design process, stakeholders may be interested in assessing how inclusive the product may be. There are various automated tools that can be used to examine products for accessibility, many of which conduct automated conformance testing against accessibility guidelines. For example, the Qompliance add-on for the Firefox browser and the AChecker tool will analyze webpages and generate reports related to compliance with Section 508 standards (refer to Section 508 Amendment to the Rehabilitation Act of 1973 and/or the Web Content Accessibility Guidelines (WCAG).

There are various other methods of testing websites and applications for usability and accessibility, involving designers as well as end users. Useful resources related to testing of products include:

  • The Fluid Design Handbook
  • Rubin, J., & Chisnell, D. (2008). Handbook of usability testing. Indianapolis, IN: Wiley.
  • Nielsen, J. (1993). Usability engineering. Boston, MA: AP Professional.


Software that may be used to conduct usability and accessibility testing with end users include:

== The technical side benefits of inclusive design == Creating accessible software can have technical side benefits beyond the intended purpose. This is sometimes referred as a digital curb cut. For example, in Mac OS X all user interface controls have text properties and semantics that are set during development. This is used by the voice-over framework built into the operating system to read out all aspects of the user interface. The technology is intended for people with visual and motor disabilities; however, since all the information is computer-readable it makes the entire user interface programable. This has led to the creation of the Automator tool (http://www.apple.com/macosx/apps/all.html#automator) where anyone can automate repetitive tasks.

Specific to inclusive design is the idea of mass-customization and personalization, a one-size-fits-one solution. This is in contrast to universal design where the one-size-fits-all solution tends to be a compromise for everyone and best for no one. One approach is to isolate the user interface from the rest of the system and build a layer between the two that is responsible for the personalization, similar to the model-view-controller software architecture (http://en.wikipedia.org/wiki/Model–view–controller). In this way many different user interfaces can be created to meet many different needs, and swapped in based on the user's preference. This requires a little more initial work but has many benefits in the long-term. Software written this way tends to be more maintainable because of the de-coupling between the user-interface and the rest of the system. The system has a better chance of evolving because the user interface can be changed independently of the rest, thus the system may have a longer life-span. The system tends to be more agile, and is more likely to adapt as technology changes (e.g. a mobile version of a website).

The economic and social impact of inclusive design

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An inclusive economy involves more people in creating economic growth. If services and goods are malleable and suit a diverse set of needs, it creates a greater market. 1 in 6 people in the US have disabilities, yet this demographic is largely overlooked.[4] With inclusion, People who otherwise could not or found it too uncomfortable to use a service or product would be able to use them as they please. Inclusive design also makes it possible for people to be more productive workers and enter the workforce by making getting to work and performing workday tasks comfortable for all.[5]

Digital exclusion in the US is estimated to cost the US economy $32 billion a year because many people do not have access to online resources for e-learning, employment services, government and other essential services. In The United Kingdom, people with online access are 35% more likely to find employment and will earn 10% more than someone without computer skills.[6] Approximately 50% of jobs currently require technology skills and this is estimated to rise to 77% in the next ten years.[7] Without efforts to increase digital inclusion, the cost of exclusion will only rise.

An inclusive economy is also a healthier community due to its diversity. This is clear when we look at historical examples such as the potato famine in Ireland or the rise of the service industry in North America as manufacturing jobs move to other parts of the world.[8] When there is a diversity of industries, diversity of thought due to different backgrounds, education, and life experiences, then ideas can grow and flourish, making the economy stronger.[9]

An inclusive economy and design practices also creates a more inclusive society. More people have the means and tools available to them to play an active role in society, have a sense of community and identity. This is very important for the health of a person, the community, and the country as a whole. When people are unable to take part in society, either at work or at leisure, the health of the society suffers. Thus, an inclusive society is a healthy society.[10]

Legislation, policy, specifications and standards that support inclusive design

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The GPII project proposes a new standard for information and communication technologies (ICT) that focuses on a system of shared components and services for managing end users’ software preferences. The standard relies on interface devices, such as kiosks and bank machines, connecting with GPII services through a broadband connection. GPII would include a standard delivery system, personalization profiles, built-in assistive technologies, on-demand assistance services, and a rich development environment allowing companies to reach out to a greater consumer base in a more personalized and cost-effective manner.

The IMS Global Learning Consortium’s Accessibility for Learning Information Package (ACCLIP) is an example of a specification for aligning educational resources and technologies with learners’ needs and preferences. The ACCLIP specification proposes that individual preferences “have a considerable impact on the [preferred] user interface of learning delivery, tools, and managers and how content is selected.” The ACCLIP specification “is meant to serve the needs and preferences of all users, not only those with a disability. In this model, accessibility extends beyond disability to benefit users in learning situations which require alternative modes of use, such as in an extremely noisy environment where captions are needed for a video or a "hands-busy, eyes-busy" application like just-in-time training while repairing an aircraft engine.”

Other accessibility related standards, such as those produced by the World Wide Web Consortium’s Web Accessibility Initiative (W3C WAI), have specific recommendations related to preference and alternative formats. For example, the Web Content Accessibility Guidelines (WCAG) 2.0 have recommendations related to alternatives for time-based and sensory dependent media, as well as providing flexible presentation formats (layout). The Authoring Tool Accessibility Guidelines (ATAG) 2.0 have recommendations for managing preference settings and are broadly concerned with ensuring content creators produce appropriate, accessible content formats. The Accessible Rich Internet Applications Suite (ARIA) introduces a way to programmatically identify different types of content so that assistive technologies can interact with and present those components according to an individual’s needs and preferences.

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References

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  1. ^ Wobbrock, J. O., Kane, S. K., Gajos, K. Z., Harada, S., and Froehlich, J. 2011. Ability-based design: Concept, principles and examples. ACM Trans. Access. Comput. 3, 3, Article 9 (April 2011), 27 pages. DOI = 10.1145/1952383.1952384
  2. ^ Coleman, R. (n.d.). Inclusive design Examples. Retrieved October 17, 2011, from EDeAN - Design for all: http://www.education.edean.org/pdf/Case023.pdf
  3. ^ http://idrc.ocad.ca/index.php/about-the-idrc/49-resources/online-resources/articles-and-papers/443
  4. ^ "Facts About Americans With Disabilities". Retrieved 2011-10-26.
  5. ^ "Global Public Inclusive Infrastructure (GPII) w/captions and description - YouTube". Retrieved 2011-10-26.
  6. ^ "Digital exclusion: "Learning IT skills changed my life"". BBC News. 2010-05-23. Retrieved 2011-10-26.
  7. ^ "Microsoft Commits to Bringing Technology Access to 1 Million Low-Income Youth". The Arnold Group. 2011-09-20. Retrieved 2011-10-26.
  8. ^ Wilkinson, Richard G (2009). The Spirit Level: Why More Equal Societies Almost Alwaysdo Better. London: Allen Lane. ISBN 9781846140396.
  9. ^ Page, Scott E (2007). The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton: Princeton University Press. ISBN 9780691128382.
  10. ^ Wilkinson, Richard G (2009). The Spirit Level: Why More Equal Societies Almost Alwaysdo Better. London: Allen Lane. ISBN 9781846140396.
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