Exploring Practical Metrics to Support Automatic Speech Recognition Evaluations.

Recent studies into the evaluation of automatic speech recognition for its quality of output in the form of text have shown that using word error rate to see how many mistakes exist in English does not necessarily help the developer of automatic transcriptions or captions. Confidence levels as to the type of errors being made remain low because mistranslations from speech to text are not always captured with a note that details the reason for the error. There have been situations in higher education where students requiring captions and transcriptions have found that some academic lecture results are littered with word errors which means that comprehension levels drop and those with cognitive, physical and sensory disabilities are particularly affected.

AI Supporting AAC Pictographic Symbol Adaptations.

The phenomenal increase in technological capabilities that allow the design and training of systems to cope with the complexities of natural language and visual representation in order to develop other formats is remarkable. It has made it possible to make use of image to image and text to image technologies to support those with disabilities in ways not previously explored. It has opened the world of adaptations from one picture to another in a design style of a user's choosing.

Reflections on Building a Multi-Country AAC Implementation Guide.

Augmentative and Alternative Communication (AAC) implementation at any level is a multifaceted process that requires selection of relevant and appropriate systems to suit individual users who may have complex communication needs and other co-occurring difficulties. Careful and systematic action may be required to develop skills and abilities in the use of chosen technologies with suitable ongoing support within a wide range of settings. The wider milieu in which services are provided must also be considered in order to provide a firm foundation for capacity building alongside considerations for multilingual and multicultural factors.

Comparing Accessibility Auditing Methods for Ebooks: Crowdsourced, Functionality-Led Versus Web Content Methodologies.

This paper presents a gap analysis between crowdsourced functional accessibility evaluations of ebooks conducted by non-experts and the technical accessibility standards employed by developers. It also illustrates how combining these approaches can provide more appropriate information for a wider group of users with print impairments.

Designing Web-Apps for All: How Do We Include Those with Cognitive Disabilities?

Accessibility guidance for the development of web-apps for users with cognitive disabilities is sorely lacking despite the availability of extensive web content accessibility standards. This paper examines additional requirements suggested by specialists in the field, in order to further aid developers looking to create accessible interactive web experiences for all.

Democratisation of AAC Symbol Choices Using Technology.

The use of an online voting system has been developed to enable democratic choices of newly designed symbols to support speech, language and literacy skills in a localisation situation. The system works for those using and supporting Augmentative and Alternative Communication (AAC) symbols on electronic systems by the provision of simplified scales of acceptance and adapted grids. The methodology and results highlighted the importance of user participation at the outset and concrete examples of symbol adaptations that were found necessary to ensure higher levels of user satisfaction.

A Participatory Research Approach to develop an Arabic Symbol Dictionary.

The purpose of the Arabic Symbol Dictionary research discussed in this paper, is to provide a resource of culturally, environmentally and linguistically suitable symbols to aid communication and literacy skills. A participatory approach with the use of online social media and a bespoke symbol management system has been established to enhance the process of matching a user based Arabic and English core vocabulary with appropriate imagery. Participants including AAC users, their families, carers, teachers and therapists who have been involved in the research from the outset, collating the vocabularies, debating cultural nuances for symbols and critiquing the design of technologies for selection procedures.

Barriers and Facilitators to Uptake of Assistive Technologies: Summary of a Literature Exploration.

This paper aims to highlight some of the issues that arise with the uptake of assistive technology as found in the literature across four different domains: Telehealth; Telecare; Augmentative and Alternative Communication; and Education. The authors were not looking so much at service delivery models as user centred experiences and key words that were used to describe outcomes. The results showed remarkable similarities in the concerns of patients, families, users and other stakeholders.

Stepwise Approach to Accessible MOOC Development.

Developing resources for online learning in its many guises and more recently for MOOCs has been discussed across the educational sector, usually by individuals working for one institution or organisation. Rarely are there discussions that highlight the issues of collaborative working on content that is delivered over a period of weeks for a wide range of abilities and skills. In particular there is a reluctance to face the issues presented by barriers to access for those with disabilities and even the issues that could arise should an academic be unable to access the development platform to present content.

Use of assistive technology by students with dyslexia in post-secondary education.

Purpose: To identify the types and mix of technology (hardware and software) provided to post-secondary students with dyslexia under the UK's Disabled Student Allowance (DSA), and to determine the students' satisfaction with, and use of, the equipment provided and to examine their experiences with training.

Method: A telephone survey of 455 students with dyslexia who had received technology under the DSA from one equipment supplier was conducted over in the period September to December 2005. The survey obtained a mixture of quantitative data (responses to binary questions and selections from a five-point rating scale) and qualitative data (participants identifying positive and negative experiences with technology).