K: Training Methods and Materials
- Introduction
- K-1. Who are the consumers of training?
- K-2. What are the training techniques that could be used to teach the required material?
- K-3. What types of training material are currently being used to teach Accessible Design?
- K-4. What qualifications/skills does the trainer need in order to adequately teach Accessible Design?
Introduction
Identifying the consumers of training is a necessary first set in developing training methods and materials. The consensus opinion is that a holistic training approach of individuals covering all facets of the design process as well as in student curricula is necessary for a shift to universal design (Welch, 1995). However, only two companies (IBM and Microsoft) have published positions on incorporating design practices in software development, and some disciplines (e.g., architecture) are reported to be resistant to universal design practices (Morrow, R., n.d.). Training techniques to teach the required material are based on emerging accessibility standards (developed by special interest groups as well as the companies mentioned) and use simulation of disabilities and observation of users with disabilities as the primary techniques.
Welch (1995) also recommends using participatory training to directly involve the audience using trainers and teachers with disabilities, and conducting interviews of individuals with disabilities, hands-on view of design outcomes to raise awareness to these design issues, and didactic discussion on good and bad design practices. Other training techniques may be adopted from past efforts to develop user-centered design approaches, such as cognitive mapping (McNeese, et. al., 1992), which structures the intake of user requirements through interactive interviewing.
Theory building on how innovation spreads is developing, which may contribute to a formal methodology for training innovation (Rogers, E.M., 1995). Diffusion of innovations (DI) is a descriptive approach to assessing the degree of innovation as ideas are propagated through a given culture after their introduction. Critics of this approach see DI as a "blaming" mechanism rather than fostering design collaborations. Such examples of theory are likely to evolve, as the means of positive influence on universal design practices become better understood.
K-1. Who are the consumers of training?
The consumers of training are those designers (and others who influence the specification of products) interested in making their products accessible to people with disabilities, either to comply with federal regulation or to increase product appeal. Such designers are employed by companies all over the country, including IBM (n.d.) and Microsoft (n.d.). Additional consumers of training are those students pursuing occupations in which accessibility issues must be addressed (e.g., architecture). Training curricula must be carefully designed, however, in order to avoid perpetuating exclusion from design practices (Morrow, 2000). As formal, standardized training curricula in accessibility, as it relates to technology, have not yet been developed (as it has in architecture), there remains a need for a comprehensive understanding of training needs and diffusion of accessible design training.
Bergman, E. (1995). Towards accessible human-computer interaction. Nielsen, J. (ed.), Advances in Human-Computer Interaction, Vol. 5. Norwood, NJ: Ablex Publishing Corporation. Retrieved January 8, 2001 from the World Wide Web:
http://www.sun.com/access/developers/updt.HCI.advance.html
IBM. (n.d.). Understanding disability issues when designing web sites. Retrieved January 2, 2001, from the World Wide Web (link updated September 22, 2003):
http://www.ibm.com/able/access_ibm/disability.html
Kolodner, E. L., Nathan, V., & Piersol, C. V. (n.d.). Interdisciplinary collaborative teams: A strategy for infusing universal design into professional curricula. Proceedings, Designing for the 21st Century II: An International Conference on Universal Design. Boston: Adaptive Environments Center.
Microsoft. Accessibility Homepage. Retrieved, December 15, 2000, from the World Wide Web:
http://www.microsoft.com/enable/
Morrow, R. (n.d.). Inclusion as a critical tool in design education. Proceedings, Designing for the 21st Century II: An International Conference on Universal Design. Boston: Adaptive Environments Center.
W3C. (n.d.). WAI resources. Retrieved June 30, 2003, from the World Wide Web:
http://www.w3.org/WAI/Resources
Welch, P. (Ed.). (1995). Strategies for teaching universal design. Boston: Adaptive Environments Center.
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K-2. What are the training techniques that could be used to teach the required material?
There are several techniques for training individuals in accessible design. The first technique is classroom instruction. Universities across the country (e.g., University of Wisconsin-Madison, North Carolina State University) offer courses in accessible design, frequently in the area of architecture and environmental design. A second technique is workshop demonstrations and instruction, which can be conducted on-site at companies (e.g., WAI, 2000). Finally, on-line resources provided by organizations that promote accessible design (e.g., Microsoft, the Trace Center, COST 219) can be very helpful for developers interested in learning more about accessibility and how it pertains to specific product designs. Currently, however, training in accessible design, as it pertains to electronic and information technology and telecommunications equipment and products, is not widespread. Much development in this area is required. Welch (1995) stresses the role of awareness of disabilities in accessible design training. Training conducted by individuals with disabilities or involving simulations of functional limitations may be particularly useful for increasing the adoption of accessible design principles.
McNeese, M., Zaff, B., Peio, K., Snyder, D., Duncan, J., McFarren, M. (1992). Concept mapping: A pilot's view of the mission. In An Advanced Knowledge and Design Methodology: Application for the Pilot's Associate. (pp. 21-60) Wright-Patterson Air Force Base, Ohio: Armstrong Aerospace Medical Research Laboratory. (NTIS No. AAMRL-TR-90-060).
Microsoft. Accessibility Homepage. Retrieved, December 15, 2000, from the World Wide Web:
http://www.microsoft.com/enable/
Rogers, E. M. (1995). Diffusion of innovations (Fourth Edition). New York: The Free Press.
The Center for Universal Design. (n.d.). Education and training. Retrieved January 22, 2001 from the World Wide Web:
http://www.design.ncsu.edu/cud/ed_train/edu_train.htm
Web Accessibility Initiative. (2000, November 3). Planning Web Accessibility Training. Retrieved December 12, 2000, from the World Wide Web:
http://www.w3.org/WAI/training/
Welch, P. (Ed.). (1995). Strategies for teaching universal design. Boston: Adaptive Environments Center.
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K-3. What types of training material are currently being used to teach Accessible Design?
The training material currently available to teach accessible design includes guidebooks (e.g., InClude, 1999), handbook chapters (e.g., Vanderheiden, 1997), conference proceedings (e.g., Designing for the 21st Century: An International Conference on Accessible Design, 2000), and numerous accessibility web sites (e.g., Microsoft, n.d.; Sun Microsystems, n.d.; the Trace Center). As awareness of disabilities is essential to training in accessible design (Morrow, 2000; Welch, 1995), several on-line resources are also useful, such as Cost 219 (n.d.) and IBM (n.d.), which outline or describe the functional limitations experienced by people with disabilities and how they relate to product design. In addition, simulations of disability included in training programs would also be helpful (Welch, 1995).
Microsoft. Accessibility Homepage. Retrieved, December 15, 2000, from the World Wide Web:
http://www.microsoft.com/enable/
The Center for Universal Design. (n.d.). Education and training. Retrieved January 22, 2001 from the World Wide Web:
http://www.design.ncsu.edu/cud/ed_train/edu_train.htm
Web Accessibility Initiative. (2000, November 3). Planning Web Accessibility Training. Retrieved December 12, 2000, from the World Wide Web:
http://www.w3.org/WAI/training/
Welch, P. (Ed.). (1995). Strategies for teaching universal design. Boston: Adaptive Environments Center.
Go back to the top of this page.
K-4. What qualifications/skills does the trainer need in order to adequately teach Accessible Design?
Currently, there are no formal qualifications/skills required to teach accessible design in technology, though some authors have noted that having had previous or ongoing experience with disability is helpful (Morrow, 2000; Welch, 1995). Thorough knowledge in accessible design principles, and perhaps some training background, appear to be all that is recommended in addition to expert familiarity with the technology to which accessible design principles are supposed to be applied (WAI, 2000).
The Center for Universal Design. (n.d.). Education and training. Retrieved January 22, 2001 from the World Wide Web:
http://www.design.ncsu.edu/cud/ed_train/edu_train.htm
Web Accessibility Initiative. (2000, November 3). Planning Web Accessibility Training. Retrieved December 12, 2000, from the World Wide Web:
http://www.w3.org/WAI/training/
Welch, P. (Ed.). (1995). Strategies for teaching universal design. Boston: Adaptive Environments Center.