chapter  5
Accessibility, disability and computing Introduction 48; Teaching students to think about accessibility 49; Accessibility defined 49; Support for accessibility 50; Disabled users as end users 51; Accessibility and the teaching and learning environment 52; Case study: Division of Applied Computing,
ByDavid Sloan, Lorna Gibson
Pages 9

There are compelling economic and moral arguments for insisting that the designers of technology try to ensure that their products can be used by everyone, regardless of age or disability. In an increasingly competitive market, and aware of effects of anti-discrimination legislation, more and more information technology (IT) companies are looking to better understand user needs. This means an increasing attraction to graduates who, in addition to the skills normally associated with computing, also have an operational awareness of effective user requirements and implementation techniques, and who take a holistic approach to design, in addition to their technical competence.