This is a list of scientific journals which are publishing research in the field of accessibility and/or universal usability/design, in close relation to ICT. Recently published conference proceedings and special issues are also included. The listed general disability journals also publish research in the field of accessibility and/or universal usability/design, but also recent work in other disability related topics (e.g. standars/standardization, ethics, legal issues, etc.).
To achieve the long-lasting, vastly better development prospects that lie at the heart of the 2015 Millennium Development Goals and beyond, we must empower people living with disabilities and remove the barriers which prevent them participating in their communities; getting a quality education, finding decent work, and having their voices heard.
This is a post about digital accessibility laws around the world. Links are provided where available. The list in this post is intended to serve as a resource only. It is not legal advice and it is not exhaustive. While frequently updated, it may not be current as of the date you are visiting the page.
Visual maps deliver content in a simple and effective way. They can be useful for various purposes in areas such as street guidance, surrounding information, and education. However, sightless persons are unable to explore visual maps and risk being cut off from several multimedia Web applications. In this paper, starting from accessibility issues of map-based applications, we discuss possible interaction modalities and devices to use for truly achieving usage perspectives desired by blind people.
The Floe Inclusive Learning Design Handbook (ILDH) is a free Open Educational Resource (OER) designed to assist teachers, content creators, Web developers, and others in creating adaptable and personalizable educational resources that can accommodate a diversity of learning styles and individual needs.
The Inclusive Making and Hacking section of the Inclusive Learning Design Handbook (ILDH) describes ways to improve the inclusivity of maker spaces, hackathons, making and hacking in the classroom, and related activities.
Chapter from the book 'Supporting Dyslexic Adults in Higher Education and the Workplace' (2012). Abstract: 'At one time the use of computer-based or digital technologies was considered marginal to many learning and teaching practices, with most materials being produced on paper. Now in the UK most institutions offer a mix of environments with face-to-face situations'