Authors:Bastien David, Lucía Morado Vázquez, Elisa Casalegno Pages: 1 - 42 Abstract: Websites are a primary means of communication between public/private organisations and the general public. Therefore, websites must be accessible to all internet users to maximise their reach and efficacy, including those with hearing disabilities using sign language. Around 10,000 deaf people and an equal number of non-deaf people – such as CODA, hard-of-hearing, interpreters, and relatives - communicate using sign language (SL) in Switzerland (SGB-FSS, 2016). SL is, in fact, the preferred means of communication among the deaf community for two primary reasons. SL provides greater detailed and accurate information than written communication for its deaf users, given its expressive nature and many deaf people consider it part of their identity. In modern society, the Web has revealed itself as a new medium to convey and receive information since its inception more than 30 years ago. However, little is known about the actual presence of SL in the Web, particularly in the Swiss web ecosystem. This study showcases the preliminary results of our research into the presence of sign language in the Swiss web ecosystem. Looking at 97 websites of Swiss public institutions, universities, companies, news portals, and online shops, we investigated whether videos on their websites provided SL interpretation. We found that less than a third of the websites investigated had one or more videos. We then analysed the common characteristics of a subset of the videos (French-speaking Swiss SL videos) and checked whether they provided an equivalent of the websites’ textual content. We found that those videos were mostly integrated on a web page dedicated to accessibility. They also had non-oral subtitles and were typically medical or legal-themed. Based on our results, we could argue that the presence of SL in the Swiss web ecosystem is anecdotal, especially if compared with the amount of written information that is included on those websites. PubDate: 2023-05-31 DOI: 10.17411/jacces.v13i1.370 Issue No:Vol. 13, No. 1 (2023)
Authors:Alicia Ruiz-Rodrigo, Ernesto Morales, Cindy Louis-Delsoin, Jacqueline Rousseau Pages: 43 - 68 Abstract: Background: The prevalence of autism spectrum disorders (ASD) is estimated at 1% worldwide. People living with ASDs are often very sensitive to environmental stimuli (e.g., noise). These stimuli influence the person-environment interaction in a positive or negative way, and an excess of stimuli could cause inappropriate or unexpected behavioural responses (e.g., crisis). The Model of Competence, explaining the person-environment relationship, is the conceptual framework chosen to guide this study. The objective is to explore parents’ perceptions regarding the influence of the home environment characteristics on persons living with ASD. Methods: A qualitative interpretive description design was used. Parents of youth with an ASD who lived in the family home until at least 16 years old participated in the study. Focus groups were conducted until data saturation. A thematic analysis was performed. Results: The elements impacting people living with an ASD are grouped under two themes: Non-human Environment and Human Environment. Although these elements have various effects on this population, noise, excess visual stimuli, unexpected visitors, and changes in the environment seem to be disturbing elements. Natural light, nature, a safe environment, and stability in the environment seem to have positive effects. Discussion: Even though the home environment is usually a safe and stable environment, these elements emerged as fundamental. Thus, the repercussions of this in other environments that are difficult to control should be something to reflect on. Conclusions: Identifying these elements and their effects allows for a better understanding of the interaction between the person with ASD and their environment, both human and non-human, guiding professionals in their interventions. PubDate: 2023-05-31 DOI: 10.17411/jacces.v13i1.345 Issue No:Vol. 13, No. 1 (2023)
Authors:Annisa Marwati, Ova Candra Dewi, Tjhin Wiguna, Aisyah Aisyah Pages: 69 - 93 Abstract: This study investigates strategies for developing visual sensory-based quiet rooms for individuals with autism spectrum disorders to reduce maladaptive behaviours and emotions. Optimizing visual sensory comfort in a quiet room is expected to help a person relieve the maladaptive behaviours and emotions that he/she is experiencing. This laboratory-based case study was conducted through a literature review and case studies in two quiet rooms in a school as the laboratory observation. Both schools provide special education services and an inclusive education school. This study aims to provide a reference for creating spaces for autistic individuals in supporting a more inclusive and sustainable environment. A total of eight respondents (four students from each school), aged between 7-21 years old, were involved in this study. Data for the analysis was obtained by observing the physical conditions of the existing quiet room and assessing the respondents’ behaviour and emotions while they were inside the room. The behaviour and emotion assessments were based on 12 active behaviours and emotions on the Aberrant Behavior Checklist - Irritability (ABC-I) instrument. Meanwhile, lighting simulations were also conducted using the software DIALux evo 8.1 to determine the rooms’ lighting situation. The case studies showed that (1) most of the respondents showed response related to the quiet room’s visual comfort; (2) the respondents in a quiet room with less lighting contrast intensity were more likely to experience a decrease in maladaptive behaviour and emotion; and (3) one of the respondents gave more response in auditory stimulation, which showed that non-visual sensory stimulation should also be put into consideration for a quiet room design. It was concluded that visual stimulation in a quiet room might affect the users’ maladaptive behaviour or emotional change. Therefore, a visual-sensory-based intervention for a quiet room potentially increases its effectiveness. PubDate: 2023-05-31 DOI: 10.17411/jacces.v13i1.318 Issue No:Vol. 13, No. 1 (2023)
Authors:Arta Jakupi, Gresa Morina, Dukagjin Hasimja Pages: 94 - 112 Abstract: Background: Education is continuing to develop different academic roles and services to meet the needs of society. The important value of education is more underlined in their built environment when they were supposed to undertake careful designs to avoid non-accessibility among space users. They also aim to create a good, efficient, and safe environment inside their premises. The built environment is a severe share of people with disabilities (PWDs)* attendance and continuation of the educational cycle. Objectives: Exploring the preparedness of the educational built environment in Kosovo for the PWD's accessibility concerning building design modifications when ensuring adequate education, socialization, and a safe environment. Consequently, it reveals the contrasting ways architects and educational institutions outline and design for PWDs, and the range of doubtful models and approaches they bring to bear upon processes of architectural production and designing for PWDs (Hall et al., 1999). Furthermore, to understand the importance of architecture as one of the main factors influencing the education cycle of PWDs. Finally, and most importantly, how architecture causes this journey to stop. Methods: The descriptive research method's survey, observation, and case study approach helps investigate the topic more in-depth and multi-sided. The research is conducted in all four educational levels: preschool, elementary school, high school, and higher education institutions. Conclusions: All four educational levels (preschool, elementary school, high school, university/college) showcase more or less the same physical barriers, but what needs to be noted is that the higher education facilities foster more PWDs accessibility than preschool or elementary school. Nevertheless, it is of utmost importance that the first levels of educational facilities have fulfilled the universal design standards, thus not discontinuing the educational cycle from the beginning and creating involuntary isolation and social non-inclusion. As a result, it will further influence thinking and how architects design in their practice besides sharing Kosovo's experience. The concept deals with the recommendations proposed on two scenarios for the Kosovo relevant institutions, the architect’s community and educational institutions. PubDate: 2023-05-31 DOI: 10.17411/jacces.v13i1.369 Issue No:Vol. 13, No. 1 (2023)
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