accessibility.gtri.gatech.eduaccessibility.gtri.gatech.edu/library/Kiosk Accessibility Mo… ·...

#6 KiosksA study of accessibility issues and potential design solutions for designers, procurement officials, and consumers.

W. Bradley Fain, Ph.D.

June 2009

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This monograph documents the results of research conducted in the Accessibility Evaluation Facility (AEF) of the Georgia Tech Research Institute. The AEF has performed a series of accessibility evaluations for both industry and government customers. Although information about the outcome of specific evaluations has been withheld, the data presented in this monograph is based upon general outcomes and lessons learned stemming from research conducted at the Georgia Tech Research Institute.

For additional information about this monograph please contact:

Dr. Brad FainGeorgia Tech Research Institute

ELSYS/HSID/HSEB Mail Code 0840Atlanta, GA 30332-0840

Voice (404) 407-7261Fax (404) 407-9261

[email protected]

mailto:[email protected]

Table of Contents

Table of Contents......................................................................................................................................3List of Tables.............................................................................................................................................6List of Figures...........................................................................................................................................7Introduction.............................................................................................................................................10

What is a kiosk?..................................................................................................................................10Why produce an accessible kiosk?......................................................................................................10What types of assistive technologies (AT) are commonly used with kiosks?....................................10Which guidelines apply to kiosks?......................................................................................................13

Americans with Disabilities Act Guidelines...................................................................................13Section 508 Guidelines....................................................................................................................14

Evaluation Methodologies.......................................................................................................................18How do I define the goals of the evaluation?......................................................................................19How do I perform a task analysis?......................................................................................................20How do I develop a Method of Test?..................................................................................................22Which evaluation techniques should I use?........................................................................................22How should I document the results of the evaluation?.......................................................................28

Accessibility Issues and Potential Solutions...........................................................................................30What are the common issues associated with physical access to the machine?..................................31

A clear path to the machine is not provided....................................................................................31Sufficient clear floor or ground space is not provided....................................................................32

What are the common issues associated with reach and visibility?....................................................34Some components of kiosks may be difficult for users with mobility impairments to reach.........34Some components of kiosks may be difficult to see from a seated position...................................36Some components are designed only for right handed or left handed use......................................37

What are the common issues associated with labeling?......................................................................38Small icons and text are difficult for users with low vision to perceive.........................................38Raised or recessed lettering may be difficult to perceive................................................................40Labels are not clearly associated with the components that they label...........................................41Information presented in text labels is not accessible to users with visual impairments................43Icons used in place of text labels may be ambiguous......................................................................45Instructions may be difficult for users with cognitive impairments to understand.........................47

What are the common issues associated with displays?......................................................................50Glare makes it difficult for some users to see the display...............................................................50LCD viewing angle limitations make it difficult to see the display from a seated position...........52Parallax may be a problem for seated users....................................................................................53Small text and icons are difficult for users with low vision to perceive.........................................54Complex or inconsistent user interface screens may be difficult for users to understand..............56System time-outs may cause problems for some users...................................................................57

What are the common issues associated with touchscreen interfaces?...............................................58Touchscreen controls are not tactilely differentiable......................................................................58Touchscreen controls are easily activated and do not provide tactile feedback, often resulting in unintentional control activations.....................................................................................................59

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A touchscreen placed for use by standing users may be difficult for users in wheelchairs to reach..........................................................................................................................................................61

What are the common issues associated with pointing devices?........................................................63Users may have difficulty locating the pointing device..................................................................63Using pointing devices can be difficult for users with upper mobility impairments......................65A free-moving cursor is inaccessible to some users with visual impairments................................68Some touchpads do not respond to materials other than skin.........................................................69Grasping a stylus may be difficult for some users..........................................................................71

What are the common issues associated with control panel buttons?.................................................72Buttons mounted flush with the panel are difficult for users without vision or with low vision to detect...............................................................................................................................................72Buttons that do not have sufficient contrast with the panel are difficult for users with low vision to detect...............................................................................................................................................74Buttons are not identifiable as operable controls............................................................................76Buttons that are small and close together may be difficult to differentiate or activate without activating adjacent controls.............................................................................................................78Buttons that are all shaped the same or that do not have shapes corresponding to their functions are more difficult for the blind to memorize and for the cognitively impaired to understand........80Buttons do not provide a surface that facilitates button activation.................................................82Buttons requiring very little force to activate can increase the number of accidental activations.. 84Buttons requiring high levels of force to activate can pose difficulties for users with limited strength............................................................................................................................................85Chorded button operations can be difficult for users with upper mobility impairments................86Buttons do not provide sufficient tactile feedback..........................................................................87Some types of buttons do not respond to touch from materials other than skin.............................88

What are the common issues associated with control panel keypads?................................................89Keypads may lack nibs on the “5”, “F”, and “J” keys....................................................................89Non-standard numeric keypads pose a problem for some users.....................................................91The common methods of cursor advancement for numeric keypad text entry cause problems for some users.......................................................................................................................................93

What are the common issues associated with feedback?....................................................................94The kiosk does not provide sufficient feedback to the user............................................................94System response time to user input is slow.....................................................................................95

What are the common issues associated with indicator lights?...........................................................96Information conveyed by indicator lights is not available to all users............................................96Color coding is sometimes used as the sole means of conveying information...............................98Flashing lights can trigger seizures in some users........................................................................100Overuse or misuse of indicator lights reduces their effectiveness................................................101

What are the common issues associated with audio output?.............................................................103Information is presented only in audio form.................................................................................103The volume level is insufficient....................................................................................................105Ambient sound from the environment interferes with the user’s ability to hear audio output......106Non-verbal audio output is not meaningful...................................................................................107Voice output is difficult to understand due to poor sound quality or interference........................108Voice output is not repeated..........................................................................................................109Audio output via speakers may be inappropriate due to privacy concerns...................................110

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What are the common issues associated with headphone jacks?......................................................112No headphone jack is provided on the device...............................................................................112Locating the headphone jack may be difficult for users with visual impairments........................113The headphone jack does not use a standard connector................................................................115Users may have difficulty inserting a plug into a headphone jack................................................116The placement of the headphone jack allows the headphone cord to interfere with use of the machine.........................................................................................................................................117

What are the common issues associated with barcode readers?.......................................................119Some users may have difficulty orienting a product properly for scanning.................................119Large and/or heavy products can be difficult for some users to scan...........................................120Grasping and operating a handheld barcode reader may be difficult for some users...................122Insufficient feedback is provided when a product is scanned.......................................................124

What are the common issues associated with card readers?.............................................................126Users may have difficulty locating the card reader.......................................................................126Determining the proper orientation for inserting or swiping a card may be difficult...................128Users lacking fine motor control may have difficultly aligning and inserting a card...................130Users may have difficulty swiping cards through the full length of the card reader slot..............132Use of multiple user interfaces may cause problems for users.....................................................134The card reader does not eject the card far enough for users to grasp it.......................................135Insufficient feedback is provided when a user forgets to retrieve a card......................................137

What are the common issues associated with the signature area?....................................................138Users may not be sufficiently notified that input is required in the signature area.......................138Users may have difficulty locating the signature area..................................................................139Users may have difficulty determining the boundaries of the signature area...............................141Users may have difficulty aligning their signatures within the signature area.............................143

What are the common issues associated with output areas?.............................................................144Users may have difficulty locating output areas...........................................................................144Users are not sufficiently notified when outputs are present in the output area...........................146Users have difficulty retrieving outputs from the output area.......................................................148

What are the common issues associated with the writing and temporary storage areas?.................150No space for writing or temporarily placing belongings is provided............................................150The storage or writing area is too high or too low to be accessible to all users............................152

What are the common issues associated with the supplies area?......................................................153Users may have difficulty locating the supplies area....................................................................153Doors and covers make it difficult for users to retrieve supplies..................................................155The design of the supplies area makes it difficult for users to reach or grasp the supplies..........157

What are the common issues associated with the trash receptacle?..................................................159Locating the trash receptacle may be difficult for some users......................................................159If the trash receptacle is covered, users may have difficulty depositing trash..............................161

References.............................................................................................................................................163Appendix A: Checklist Evaluation........................................................................................................164

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List of Tables

Table 1: Potentially Applicable Section 508 Standards..........................................................................12

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List of Figures

Figure 1: Kiosk........................................................................................................................................10Figure 2: Reaching aid............................................................................................................................12Figure 3: Minimum clear floor space for wheelchairs............................................................................32Figure 4: Wheelchair turning space dimensions.....................................................................................33Figure 5: The design of the kiosk places the touchscreen out of reach of a seated user.........................34Figure 6: The design of the kiosk allows a seated user to get close enough to reach the touchscreen.. .35Figure 7: Very small labels and icons on a kiosk keypad.......................................................................38Figure 8: Large labels and icons on a kiosk keypad................................................................................39Figure 9: Icons are not clearly associated with the buttons that they label.............................................41Figure 10: Icons are clearly associated (by proximity) with the buttons that they label.........................42Figure 11: No tactile labels are provided on a kiosk keypad..................................................................43Figure 12: Braille labeling on the “Enter” key on a kiosk keypad..........................................................44Figure 13: Buttons on a kiosk are labeled only with ambiguous icons...................................................45Figure 14: Buttons on a kiosk have text labels supplemented with icons...............................................46Figure 15: Unnecessarily complex instructions with typographic errors on a kiosk display..................47Figure 16: Simple, concise instructions on a kiosk display....................................................................48Figure 17: The angle of the display results in glare for a seated user.....................................................50Figure 18: An adjustable display allows a seated user to adjust the display angle to reduce glare........51Figure 19: A hood shields the display from overhead lights, reducing glare for a seated user...............51Figure 20: Small text and icons are shown on a kiosk display................................................................54Figure 21: Large text and icons are shown on a kiosk display................................................................55Figure 22: Touchscreen buttons that are too small and too close together.............................................59Figure 23: Touchscreen buttons that are larger and more widely spaced...............................................60Figure 24: A user in a wheelchair having difficulty reaching the touchscreen.......................................61Figure 25: An auxiliary control interface placed within reach of a user in a wheelchair.......................62Figure 26: A stylus that is tethered to the kiosk......................................................................................63Figure 27: On-screen controls are small and require precise movements to activate.............................65Figure 28: On-screen controls are large, reducing the degree of precision required..............................66Figure 29: An auxiliary control interface provides an alternative to a free-moving cursor....................68Figure 30: Attempting to interact with a touchpad with a pencil eraser.................................................69Figure 31: Buttons on a control panel are flush with the panel surface..................................................72Figure 32: Buttons on a control panel are raised above the panel surface..............................................73Figure 33: Buttons on a control panel have very little contrast with the control panel surface..............74Figure 34: Buttons on a control panel have high contrast with the control panel surface......................75Figure 35: A stylized button is not identifiable as an operable control...................................................76Figure 36: Design of the button and accompanying text help to identify the button as an operable control......................................................................................................................................................77Figure 37: Buttons on a control panel are very small and close together...............................................78Figure 38: Buttons on a control panel are larger and more widely spaced.............................................79Figure 39: Buttons on a control panel are all shaped identically............................................................80Figure 40: Buttons on a control panel are grouped and distinguished by size, shape, and color............81Figure 41: Buttons on a control panel are slick and convex...................................................................82Figure 42: Buttons on a control panel are concave and made from a high friction material..................82

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Figure 43: Low activation force for a button results in inadvertent activations......................................84Figure 44: The “5” key on the numeric keypad lacks a nib....................................................................89Figure 45: A nib is provided on the “5” key of the numeric keypad......................................................90Figure 46: A non-standard numeric keypad layout.................................................................................91Figure 47: A standard numeric keypad layout........................................................................................91Figure 48: A confirmation screen with a “Back” button facilitates recovery from errors......................95Figure 50: An indicator light is placed out of sight for a seated user......................................................96Figure 51: An indicator light is placed so that a seated user can see it...................................................97Figure 52: A single light illuminates red or green to indicate status.......................................................98Figure 53: Separate red and green lights and redundant text indicate status.........................................99Figure 54: Overuse of indicator lights reduces their effectiveness for attracting attention or communicating information..................................................................................................................101Figure 55: Instructions are provided to the user only in audio form.....................................................103Figure 56: Instructions are provided to the user as audio and as text and graphics..............................104Figure 57: A volume knob is provided to allow the user to adjust the output volume.........................105Figure 58: A volume knob is provided to allow the user to adjust the output volume.........................106Figure 59: Potentially sensitive audio is output through speakers........................................................110Figure 60: A headphone jack is provided for private listening.............................................................110Figure 61: A headphone jack is provided for private listening.............................................................112Figure 62: The headphone jack is located in an obscure location on the device..................................113Figure 63: The headphone jack is located in a prominent location on the device................................113Figure 64: The headphone jack location allows the cord to interfere with use of the machine............117Figure 65: The headphone jack location prevents the cord from interfering with use of the machine.118Figure 66: A large item is difficult to scan using an integrated barcode reader....................................120Figure 67: A handheld barcode reader makes it easier to scan large items...........................................120Figure 68: A handheld barcode reader without a handle is difficult to grasp.......................................122Figure 69: A handheld barcode reader with a handle is easier to grasp................................................123Figure 70: No feedback is provided when an item is scanned..............................................................124Figure 71: Feedback is provided when an item is scanned...................................................................125Figure 72: The card reader is unlabelled and has poor visual contrast.................................................126Figure 73: The card reader is labeled and has good visual contrast......................................................127Figure 74: The proper orientation for inserting a card is not shown.....................................................128Figure 75: A label shows the proper orientation for inserting a card....................................................129Figure 76: The card slot is not designed to guide the card into the slot................................................130Figure 77: The card slot is designed to help guide the card into the slot..............................................130Figure 78: The card reader slot is long and is oriented horizontally.....................................................132Figure 79: The card reader slot is short and is oriented vertically........................................................133Figure 80: The card reader does not eject the card far enough for the user to grasp it.........................135Figure 81: The card reader ejects the card far enough for the user to grasp it......................................135Figure 82: The signature area is not tactilely discernible......................................................................139Figure 83: A raised edge around the signature area improves tactile discernability.............................140Figure 84: The signature area only fills a portion of the screen............................................................141Figure 85: The signature area fills the entire screen.............................................................................142Figure 86: Output areas are located in several different locations on the device..................................144Figure 87: All of the output areas on the device are collocated............................................................145Figure 88: Outputs are not clearly visible in the output area................................................................146

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Figure 89: Outputs are clearly visible within the output area...............................................................147Figure 90: Outputs are difficult to retrieve from the output area..........................................................148Figure 91: Outputs are easy to grasp and remove from the output area................................................149Figure 92: No area for writing or placing belongings is provided........................................................150Figure 93: An area for writing or placing belongings is provided........................................................151Figure 94: The supplies area is unlabeled and not prominently located...............................................153Figure 95: The supplies area is clearly labeled and prominently located.............................................154Figure 96: Access to the supplies is obstructed by a door.....................................................................155Figure 97: Access to the supplies area is unobstructed by a door or cover...........................................156Figure 98: The opening to the supplies area is too small......................................................................157Figure 99: The opening to the supplies area is large enough to accommodate a hand or reaching aid................................................................................................................................................................158Figure 100: The trash slot is located on the side of the machine and is not clearly labeled.................159Figure 101: The trash receptacle is located on the front of the machine and is clearly labeled............160Figure 102: The trash receptacle is covered by a door..........................................................................161Figure 103: The trash receptacle is an uncovered, open slot.................................................................162

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Introduction

What is a kiosk?A kiosk (Figure 1) is a type of interactive device that allows users to access

information or conduct other self-service functions. Examples include product price check stations, internet access terminals, job application kiosks, building directories, fountain drink dispensing machines, wayfinding kiosks, digital photo order stations, museum exhibit information kiosks, gift registry terminals, and sign-in/sign-out stations. The number of kiosks in use is increasing, and the range of tasks handled by these machines continues to expand.

Kiosks can reduce interaction times, enhance privacy, and provide greater convenience for many users. However, as the reliance on kiosks to provide services to the public increases, the importance of providing kiosks that are accessible to people with disabilities increases as well. Kiosks often use complex user interfaces to host a diverse range of functions, and certain features of these interfaces (e.g., small labels and icons, small and numerous controls), may pose accessibility challenges. The physical dimensions of these types of devices, which are typically large and designed to be used by users in a standing position, may also pose accessibility challenges.

Why produce an accessible kiosk?There are three major reasons why a company might be interested in designing an accessible

kiosk. First, companies may decide to market the accessibility features of the device to help discriminate it from the competition. Accessibility can become a key market discriminator in a group of products with similar features. Furthermore, increased accessibility often leads to increases in the usability of the device for all users, another marketable benefit. Second, companies may produce accessible kiosks in order to be in conformance with the standards of Section 508 of the Rehabilitation Act so that they can effectively market their products to the Federal Government. Section 508 of the Rehabilitation Act requires Federal departments and agencies that develop, procure, maintain, or use electronic and information technology to ensure that Federal employees and members of the public with disabilities have access to and use of information and data, comparable to that of the employees and members of the public without disabilities - unless it is an undue burden to do so. Finally, companies might produce an accessible kiosk in order to broaden their market to include additional users with functional limitations.

What types of assistive technologies (AT) are commonly used with kiosks?

Assistive technologies are pieces of equipment or software that are used to increase the capabilities of people with disabilities. The following is a list of AT that people might use to aid in interacting with kiosks:

Figure 1: Kiosk.

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Magnifying glass - A magnifying glass or magnifier is a handheld lens that is used to increase the size of an image. Typical magnification powers range from 2x to 10x. Some magnifying glasses have an integrated light, which may increase visibility for some users.

o Used by: Magnifiers are used by people with low vision, who may require larger text and images to be able to read and understand content.

o Used for: On a kiosk, magnifiers are used to read labels and displays.o AT impact on kiosk operation: Magnifiers allow people with low vision to obtain

information that is presented in a text size that is otherwise too small for them to read. The use of a magnifier requires the user to get very close to the object of interest. On a kiosk, this sometimes requires the user to assume an uncomfortable position. The design of the device and the placement of the item to be viewed may prevent a user from getting close enough with a magnifier to read the information of interest.

Manipulation stick - A manipulation stick is a rod, typically a wooden dowel, used as an aid to increase a user’s reach or strength. Common end attachments are rubber tips and hooks. Rubber tips are used to press against an object (for example, to close a cupboard door or activate a switch). Hooks are used to pick things up or to pull objects (for example, to open a drawer). It is not uncommon for a manipulation stick to have a rubber tip on one end and a hook on the other. Many people who use manipulation sticks have both a short stick and a long stick.

o Used by: Manipulation sticks are typically used by individuals who have limited strength in their hands or arms, or who have limited reach capability (i.e., people with upper mobility impairments).

o Used for: A manipulation stick can facilitate many tasks associated with use of a kiosk. Common tasks include activating controls, inserting or retrieving cards, and retrieving printouts.

o AT impact on kiosk operation: Manipulation sticks increase a user’s reach. The manipulation stick can also increase a user’s leverage. Manipulation sticks are sometimes used in combination with an electric wheelchair. The user positions the stick, and then uses the force generated by the wheelchair’s motor to apply the necessary pressure to activate a control or open a drawer. Manipulation sticks are only useful when they are available to the user. Users who have both a short stick and a long stick may not carry both, and may find that they need the one that they don’t have. Someone with a long manipulation stick may find that the stick is too long to use easily. For example, to use the longer stick, the user must often be at a further distance from the object being manipulated, which means that a lot of extra maneuvering may be required. Some environments will not provide enough room for a user to obtain the necessary distance, which may mean the user will be unable to use the stick. A greater degree of fine motor control may also be required to use a longer stick. Additionally, the ends of the stick may not be suitable for use with some devices. For example, the rubber end of the manipulation stick may be too large to activate some controls, or the gap on the hook may be insufficient to grab onto some objects with adequate leverage.

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Reaching aid - A reaching aid is a 1 to 2 foot long device with a trigger handle used to open and close the end for the purpose of grasping objects that are difficult to reach. Figure 2 shows a typical reaching aid.

o Used by: Reaching aids are often used by people who use a wheelchair or who have an upper mobility impairment that limits their reach distance.

o Used for: On a kiosk, reaching aids are used to insert and retrieve cards, to manipulate items for scanning, and to retrieve outputs from the output area.

o AT impact on kiosk operation: Reaching aids enhance the ability of people with limited reach to perform kiosk tasks that require the user to reach or grasp items. Such tasks may include inserting and retrieving cards, manipulating and scanning items, and retrieving outputs.

Figure 2: Reaching aid.

Scooter - A scooter is a motorized mobility device. Unlike a traditional wheelchair, the seat of a scooter can rotate left and right, approximately 90 degrees in either direction, giving the user more flexibility to interact with the environment.

o Used by: A scooter is typically used by individuals who have restricted use of their legs (i.e., people with lower mobility impairments).

o Used for: A scooter is not assistive technology to aid interaction with a device. Rather, a scooter is AT that users of a device may require that may inhibit their access to the device.

o AT impact on kiosk operation: The same limitations that apply to wheelchairs (described below) apply to scooters; however, scooter users typically have greater physical mobility, and can move forward on their seats or lean forward, which increases their reach capability over that of some wheelchair users. Whereas wheelchairs have a fixed seat, the rotating seat of a scooter allows the user to face the device without having the bulk of the mobility aid between the person and the device. This extra mobility increases the user’s reach, and removes barriers created when approaching parallel to a device (see discussion of wheelchair impact, below).

Wheelchair - A wheelchair is a device used for mobility. Both manual and electric models are available. Some electric wheelchairs allow the user to raise and lower the height of the seat. The seat itself is fixed in a forward facing position.

o Used by: A wheelchair is typically used by individuals who have restricted use of their legs (i.e., people with lower mobility impairments).

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o Used for: A wheelchair is not assistive technology to aid interaction with a device. Rather, a wheelchair is AT that users of a device may require that may inhibit their access to the device.

o AT impact on kiosk operation: Kiosks are typically designed to be used by an individual of average height standing in front of the device. Wheelchair users are in a seated position, with an eye level considerably lower than that of a standing person. As a result, they may have difficulty seeing the displays and labels on the device, and may have difficulty reaching some device components. Wheelchair users vary in how they prefer to approach devices for interaction. Many people prefer a forward approach (with the chair oriented such that they are facing the device), but this approach increases the user’s distance from the device, exacerbating the limitations already in place from being in a seated position. Others prefer to approach parallel to the device, but this approach also has problems: if the user approaches with his non-dominant hand closest to the device, he has to reach further to use his dominant hand, but if the user approaches with his dominant hand closest to the device, he may need to put his arm in an awkward position in order to manipulate the controls. Furthermore, many people in wheelchairs are unable to move forward on their seats, and some cannot lean their upper bodies forward, limiting their reach abilities even more. The design of kiosks and their placement in the environment may favor (or necessitate) one approach or the other.

Which guidelines apply to kiosks?

Americans with Disabilities Act GuidelinesThe Americans with Disabilities Act (ADA) guidelines are published in conjunction with the

Architectural Barriers Act (ABA) guidelines as the ADA and ABA Accessibility Guidelines. The ADA guidelines apply to facilities in the private sector, and to state and local government facilities; the ABA guidelines apply to federally funded facilities. The ADA-ABA guidelines contain guidance that applies to automatic teller machines and fare machines and specifically excludes other types of interactive transaction machines from the scope of the guidance. However, the ADA-ABA guidelines represent best practices for accessibility, and are used in this document as recommendations for designing accessible kiosks. The complete ADA-ABA accessibility guidelines can be found at the link above; the following sections of the guidelines are the most relevant to the design and installation of kiosks.

220 Automatic Teller Machines and Fare Machines 302 Floor or Ground Surfaces 303 Changes in Level 304 Turning Space 305 Clear Floor or Ground Space 306 Knee and Toe Clearance 308 Reach Ranges 309 Operable Parts 403 Walking Surfaces 703.3 Braille 707 Automatic Teller Machines and Fare Machines 811 Storage

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http://www.access-board.gov/ADA-ABA/final.cfm

904.3.3 Check Writing Surfaces 904.5.1 Self-Service Shelves and Dispensing Devices

Section 508 GuidelinesSection 508 applies specifically to federal departments and agencies, although various state and

local governments have also adopted legislation based on Section 508. Section 508 does not apply to procurement in the private sector. However, the Section 508 technical standards represent best practices for accessibility, and are used in this document as recommendations for designing accessible kiosks.

Table 1, below, lists Section 508 guidelines that may apply to kiosks, depending on the design features of the device and the circumstances surrounding its use.

Table 1: Potentially Applicable Section 508 Standards.

508 Standard that may apply Situations in which it could apply1194.25(a) Self contained products shall be usable by people with disabilities without requiring an end-user to attach assistive technology to the product. Personal headsets for private listening are not assistive technology.

This standard applies if the device requires users to attach items of assistive technology (excepting audio headsets) to the device in order to access it.

1194.25(b) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.

This standard applies if there any instances where the device limits the time allowed for users to perform an action or provide a response.

1194.25(c) Where a product utilizes touchscreens or contact-sensitive controls, an input method shall be provided that complies with 1194.23(k)(1) through (4).

1194.23(k)(1) Controls and keys shall be tactilely discernible without activating the controls or keys.

1194.23(k)(2) Controls and keys shall be operable with one hand and shall not require tight grasping, pinching, or twisting of the wrist. The force required to activate controls and keys shall be 5 lbs. (22.2 N) maximum.

1194.23(k)(3) If key repeat is supported, the delay before repeat shall be adjustable to at least 2 seconds. Key repeat rate shall be adjustable to 2 seconds per character.

1194.23(k)(4) The status of all locking or toggle controls or keys shall be visually discernible, and discernible either through touch or sound.

This standard applies if the device has a touchscreen or other non-mechanical, contact sensitive controls.

Standard 1194.23(k)(3) only applies if key repeat is supported (e.g., keys repeat entry when pressed for a specified period of time).

Note: A best practice would be to apply 1194.23(k) to all mechanically operated controls such as buttons, knobs, and switches, whether or not 1194.25(c) applies. Some believe this approach reflects the true intent of the guidelines.

1194.25(d) When biometric forms of user identification or control are used, an alternative form of identification or

This standard applies if the device uses biometric forms of user identification, such

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activation, which does not require the user to possess particular biological characteristics, shall also be provided.

as a fingerprint scanner or a retinal scanner.

1194.25(e) When products provide auditory output, the audio signal shall be provided at a standard signal level through an industry standard connector that will allow for private listening. The product must provide the ability to interrupt, pause, and restart the audio at anytime.

This standard applies if the device provides voice output.

1194.25(f) When products deliver voice output in a public area, incremental volume control shall be provided with output amplification up to a level of at least 65 dB. Where the ambient noise level of the environment is above 45 dB, a volume gain of at least 20 dB above the ambient level shall be user selectable. A function shall be provided to automatically reset the volume to the default level after every use.

This standard applies if the device provides voice output.

1194.25(g) Color coding shall not be used as the only means of conveying information, indicating an action, prompting a response, or distinguishing a visual element.

This standard applies if color coding is used to convey information on the device.

1194.25(h) When a product permits a user to adjust color and contrast settings, a range of color selections capable of producing a variety of contrast levels shall be provided.

This standard applies if the device’s display uses color and the device permits the user to adjust color and contrast settings.

1194.25(i) Products shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz.

This standard applies if the device’s display or elements on the display flash with a frequency between 2 and 55 Hz.

1194.25(j)(1) Products which are freestanding, non-portable, and intended to be used in one location and which have operable controls shall comply with the following: The position of any operable control shall be determined with respect to a vertical plane, which is 48 inches in length, centered on the operable control, and at the maximum protrusion of the product within the 48 inch length on products which are freestanding, non-portable, and intended to be used in one location and which have operable controls.

This standard applies if the device is freestanding, non-portable, and intended to be used in one location and has operable controls.

1194.25(j)(2) Products which are freestanding, non-portable, and intended to be used in one location and which have operable controls shall comply with the following: Where any operable control is 10 inches or less behind the reference plane, the height shall be 54 inches maximum and 15 inches minimum above the floor.


Note that this guideline was based on a previous version of the ADA guidelines; the most recent revision of the ADA guidelines reduced the height from 54

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inches to 48 inches.1194.25(j)(3) Products which are freestanding, non-portable, and intended to be used in one location and which have operable controls shall comply with the following: Where any operable control is more than 10 inches and not more than 24 inches behind the reference plane, the height shall be 46 inches maximum and 15 inches minimum above the floor.


1194.25(j)(4) Products which are freestanding, non-portable, and intended to be used in one location and which have operable controls shall comply with the following: Operable controls shall not be more than 24 inches behind the reference plane.


1194.31(a) At least one mode of operation and information retrieval that does not require user vision shall be provided, or support for assistive technology used by people who are blind or visually impaired shall be provided.

This standard always applies.

1194.31(b) At least one mode of operation and information retrieval that does not require visual acuity greater than 20/70 shall be provided in audio and enlarged print output working together or independently, or support for assistive technology used by people who are visually impaired shall be provided.


1194.31(c) At least one mode of operation and information retrieval that does not require user hearing shall be provided, or support for assistive technology used by people who are deaf or hard of hearing shall be provided.


1194.31(d) Where audio information is important for the use of a product, at least one mode of operation and information retrieval shall be provided in an enhanced auditory fashion, or support for assistive hearing devices shall be provided.

This standard applies if audio information is important for use of the device. For example, audio information (speech output, etc.) for which there is not a redundant visual alternative would be covered by this standard.

1194.31(e) At least one mode of operation and information retrieval that does not require user speech shall be provided, or support for assistive technology used by people with disabilities shall be provided.


1194.31(f) At least one mode of operation and information retrieval that does not require fine motor control or simultaneous actions and that is operable with limited reach and strength shall be provided.


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Evaluation MethodologiesThere are two basic methods of acquiring information about human performance: direct

measurement and derived assessments. If your goal is to evaluate the ability of a specific individual to perform in a technological system, then you place that individual in the system, give him or her a representative series of tasks to complete, and observe his or her performance. This direct measurement approach allows you to collect very good data about the ability of a single individual to interact with a given device, although the findings may not generalize to a larger population. More robust direct measurement studies adopt effective sampling strategies. By testing a diverse and representative group of users, the evaluator can generalize findings to a larger population segment with much better accuracy. Effective sampling for accessibility evaluations can be very challenging. Not only are there a variety of disability types to consider, but a variety of functional abilities within each disability type to consider as well.

There are eight major categories of functional limitations that can be addressed in an accessibility evaluation: upper mobility impairments, lower mobility impairments, hardness of hearing, deafness, low vision, blindness, speech impairments, and cognitive impairments. Within each category of functional limitation there are a variety of subtypes and levels of disability. For example, in the upper mobility category, someone may have a hand tremor that impacts fine motor control, a muscular abnormality that impacts strength, or an injury that limits reach. A user’s level of experience may also have a significant impact on the outcome of the evaluation. The accessibility problems experienced by someone who has been blind since birth may be significantly different than the accessibility problems experienced by someone who has recently lost his or her vision.

Derived assessment methods, such as functional assessments, checklist evaluations, or expert inspections, do not seek to measure human performance directly. Instead, such techniques are used to determine the extent to which a device meets formal or informal guidelines that have been associated with desired human performance objectives. A checklist evaluation, also known as a heuristic evaluation, is employed where a considerable body of knowledge about a specific domain of human performance relative to the product of interest exists (Nielsen, 1994). For example, a significant amount of research related to the readability of computer displays under normal lighting conditions has been performed. Researchers have analyzed the existing data and developed design guidance for the selection of a font size for important information on computer displays that applies to users with normal or correctable vision. Instead of performing detailed user-in-the-loop test procedures, evaluators can simply measure the font size and viewing distance, and compare the results to established design guidelines.

Occasionally, our knowledge about a specific domain is either incomplete, or the results of previous research are so ambiguous or conflicting, that the development of useful guidelines is impossible. Also, it may be impossible to formulate design guidelines without knowledge of the operational environment of the device. For example, many studies have expressed the importance of providing sufficient contrast on labels or other display items that must be discernable from the background. However, it is very difficult to specify a minimum contrast ratio without knowing details about the device and the context in which it will be used. The contrast ratio of a label must be greater if the label is to be read outdoors as opposed to a label that will only be read indoors. Also, the size, coloration, and position of the control can impact contrast requirements. Therefore, it may be

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impossible to develop a design guideline that is specific enough to objectively test. In such cases, other methods of evaluating accessibility must be employed or the expertise of the evaluator must be relied upon.

Given the challenges of sampling from a diverse population and our somewhat limited knowledge of designing for people with disabilities, it is necessary to combine data from both direct measurement and derived assessment evaluation techniques to obtain the desired degree of confidence in the evaluation results. Gaps in our knowledge in designing for people with disabilities can be addressed by performing user testing. Similarly, the sampling issues associated with human performance testing for accessibility can be addressed by using the derived assessment results to eliminate the need to test some populations and focus the assessment on others.

A variety of evaluation techniques and methodologies are available to the evaluator interested in measuring accessibility. However, there are five main high-level activities common to all accessibility evaluations:

Define evaluation goals Perform a task analysis Develop a Method of Test Perform the evaluations Document the results

How do I define the goals of the evaluation?It is critical to the success of the evaluation effort to determine the specific goals of the

evaluation and the intended audience of the test data prior to designing the data collection method. Failure to consider the goal of the evaluation may result in incomplete data or wasted efforts. If the goal of the evaluation is to measure conformance with a specific set of requirements, such as the Section 508 standards, then the accessibility evaluation should focus on checklist evaluation techniques supported by user testing when needed. If the evaluation goal is to determine if a particular device is accessible to a particular individual, then the evaluation can focus on user testing supported by a functional assessment.

Evaluators may need to know which device among several similar devices is most accessible. If asked to choose among several different options, evaluators should use empirical evidence of accessibility whenever possible. For example, a variety of different desktop printers are available from a variety of different manufactures. Each device can differ in terms of the accessibility features they provide and the accessibility barriers inherent in the designs of the equipment. An accessibility evaluation can assist someone in choosing a device that is most accessible to a given individual or a class of individuals. In order to measure general accessibility and compare the results among multiple products, both checklist evaluations and user testing are important.

Evaluators may also need to know how well the device conforms to a specific set of guidelines or technical requirements. Commonly, evaluations are performed to measure the conformance with the Section 508 standards for the purpose of preparing a Voluntary Product Accessibility Template (VPAT). A VPAT is used to allow companies to document and communicate the accessibility of a particular product to a potential Federal Government customer. An accessibility evaluation for this

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purpose relies heavily on the checklist evaluation approach; however, user testing may be required to document conformance with some technical requirements.

Accessibility evaluations can also be used to advise design. If conducted as part of an iterative design process, the results of an accessibility evaluation can be used to correct design deficiencies and assist developers in selecting from a list of potential design alternatives. Both the checklist evaluation and user testing play an important role in this type of evaluation.

Once the purpose of the evaluation has been determined, the evaluation goals should be expressed as a desired outcome of the evaluation. Candidate evaluation goals might include the following:

Measuring conformance with applicable standards of Section 508 Comparing the accessibility of product A to product B Selecting a design alternative from among two candidate alternatives by selecting the

alternative that maximizes accessibility to users without vision Determining the functional abilities required to operate the product

Proper evaluation goals formulated in terms of a desired outcome will assist in the selection of accessibility evaluation techniques.

How do I perform a task analysis?Task identification is the first, and most important, step in conducting a task analysis (Sanders

& McCormick, 1993; Drury, Paramore, Van Cott, Grey, & Corlett, 1988). The focus of the assessment is the system comprised of the user and the device that the user is intended to operate. Task identification is a structured analysis of all the user actions that are associated with the usage of a particular device or class of devices (Drury, 1983). There are three potential sources of information that the analyst may use to identify tasks. The first source is to observe users as they operate the device (or a comparable device). Users perform tasks with a device because of the requirements of their jobs - and thus it is beneficial to understand how users interact with devices as part of their everyday routine. By observing how users interact with a device in realistic work environments, researchers can decompose user actions into specific tasks.

The second source of information is technical documentation associated with the device, such as user manuals and training materials. These documents may provide information on tasks that are not readily observed, such as tasks performed only during initial setup of the device or in response to some malfunction. These documents may also provide information on alternative methods of performing tasks, beyond what current users may be observed doing. However, it should be noted that most documentation is centered on the technology, not on the user. Researchers should use caution when relying on technical documentation as the sole source of task analysis information. It is very tempting to derive a list of product features from the technical documents rather than a list of user tasks.

The third source of information about user tasks comes from the development of design reference scenarios that describe how users are envisioned to use the device in various circumstances. This source is particularly important when analyzing a new product or addition of new interfaces to an existing product. In such cases, it is not possible to observe users interacting with the new device, and

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technical documentation may still be immature. A design reference scenario is simply a narrative of the key elements in the work environment, and the usage of the device in that environment. A typical set of design reference scenarios would include perhaps 8-12 scenarios, each differing in the circumstances or aspects of functionality that are used.

After completing the task identification, it is often useful to denote tasks that are associated with maintenance, troubleshooting, or initial setup. Depending on the type of equipment and the complexity of the device, maintenance, troubleshooting, and initial set-up tasks may be performed by someone other than the end user, such as a technician or someone with specialized training.

Next, each task should be assigned a priority level. A prioritization of the task list should be developed based on an estimate of the essential or core features of the device, versus advanced features and features related to device set-up and maintenance (Fain & Folds, 2002). Priority may be divided into three levels. Priority 1 tasks must be able to be successfully completed irrespective of impairment in order for the product to be usable for all users. An inability to perform a priority 1 task because of an impairment would likely severely limit the accessibility of the product under evaluation for users with that impairment. Priority 2 tasks are secondary tasks that may be performed on an occasional basis to access advanced functionality. The inability to perform a priority 2 task because of an impairment, while not critical to the basic use of the product, may negate the value of advanced features of the product. Priority 3 tasks are tertiary tasks that are not necessarily performed by all users of the device, but must be performable by some operator on occasion. These tasks include initial setup tasks that are not ordinarily repeated, major troubleshooting tasks, and major maintenance tasks that users are expected to perform, albeit infrequently. The inability to perform a priority 3 task because of an impairment would not affect the basic accessibility of the product unless the product is to be used by a single user (or group of users all sharing the same impairment). Maintenance tasks may be associated with any priority level. Some routine maintenance tasks that any user might perform, such as loading paper, are judged to be priority level 1. Maintenance tasks that are performed rarely or only by specially-trained users, however, are judged to be priority level 3.

The final step in the process is the development of task scenarios. The basic unit or component of an accessibility test is a task scenario (or task sequence). Task scenarios are operationally realistic arrangements of tasks. A series of scenarios (approximately 8-12) that exercises the tasks identified in the task analysis should be developed. Repetition of key tasks is encouraged. The set of scenarios should fully exercise the user interface components of the device. For simple devices, the set of scenarios may include every single task identified during the task identification stage of the analysis. For more complex devices, it is acceptable to formulate the scenarios so that a representative set of tasks are selected from the full set of tasks.

When developing the scenarios, the evaluator should be mindful that every component of interest on the device is covered. For example, the task scenarios should cover tasks that result in common errors in addition to the more routine tasks. Some of the task conditions may have to be simulated. For example, when evaluating a job application kiosk, it is important to evaluate the task of digitally signing the completed application. An error involved with the signing task can be simulated and the participant can be instructed to go through all of the steps involved in clearing the error without actually having to induce the error.

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How do I develop a Method of Test?A Method of Test (MOT) document should be created to establish the plan for addressing the

test objectives. The MOT document serves as a coordination tool amongst evaluators and forces those performing the evaluation to consider the details of the evaluation prior to data collection.

The first section of the MOT should identify the reason for performing the test, and the system that is being tested. Evaluators should pay careful attention to documenting the configuration of the device. Any additional software or other modifications above the baseline configuration of the device should be clearly noted. In addition, each test objective should be described, and a summary of planned test sessions should be outlined. The second section should describe, in considerable detail, the methods that will be used in performing the test. Evaluation goals should be stated clearly. In addition, the MOT should outline how the evaluation will produce an outcome that meets the stated goals.

The number and type of participants that are required by the test should be described. For example, a test objective that involves user-in-the-loop testing should describe the specific functional limitations that are required to participate in the test. Care should be taken to choose participants that represent 1) the user population that is expected to interact with the products and 2) the variety of functional limitations that the test is designed to consider. For example, when studying users with low vision, it is desirable to consider several different levels of general impairment as well as specific impairments, such as central field degeneration, in order to evaluate a more complete range of impairments. In addition to participant requirements, any specialized equipment required for the evaluation, such as force meters or assistive technologies, should be specified. Additional resources, such as personal attendants for participants or sign language interpreters for those without hearing, should be documented.

A step-by-step documentation of the procedure should be included in the MOT. The procedure section should document participant training, the particular tasks that the participant will perform, and any debriefing activities performed as a part of the test. A detailed description of the data that will be recorded should be provided. A performance measure can include task durations, error rates, task completion frequencies, and subjective impressions. Methods of data reduction and analysis should describe how the data will be interpreted. If any statistical analyses are planned, a description of each analysis should be included. The criteria specifying how the evaluator will determine if a test objective has been met should be included as well. For example, the test criteria might be that all of the checklist evaluation items must receive a pass rating, at least sixty percent of the users must be able to operate the device without experiencing difficulty, and no more than ten percent of participants should experience extreme difficulty when operating the device.

Which evaluation techniques should I use?The three main accessibility evaluation techniques are functional assessments, checklist

evaluations, and user testing. The accessibility evaluator will likely combine two or more of the techniques described below to produce results that meet the goals of the evaluation.

Functional Assessment. The goal of a functional assessment is to determine the human abilities needed to interact with the device. The functional assessment should be performed at the task level. Required abilities should be identified for each task.

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For example, selecting a menu item from the control panel of a machine requires vision in order to identify the menu item label, reach in order to select the item, fine motor control in order to select the button associated with the menu item, and strength to press the button. For the vision requirement, the evaluator should identify the font size of the label and determine the position of the operator during normal operation of the device. Based on these observations, the required level of visual acuity can be calculated. The evaluator might determine that in order to complete the menu item selection task, operators should have 20/70 or better visual acuity based on the size of the label and the position of the operator. Similarly, the fine motor control ability can be assessed by measuring the target and the positions of the surrounding controls. The activation of a small button with many closely-arranged surrounding controls will require more fine motor control ability than a large button with fewer surrounding controls. The evaluator might express fine motor control requirements in terms of a user’s ability to select a 0.2 cm button from a grid of buttons arranged 0.5 cm apart. Strength requirements can be measured directly. Using a calibrated force meter, the evaluator can take direct measurements of the force required to activate the button associated with the menu item selection. Reach requirements can also be assessed by direct measurement. Therefore, the evaluator might say that the functional abilities required to perform a menu selection from the control panel are 20/70 or better vision, the ability to select 0.2 cm buttons from a grid of buttons spaced 0.5 cm apart, a reach of 10 cm, and the ability to apply 0.2 lbs of force on a 0.2 cm button. Notice that the task did not require hearing or the ability to speak.

The results of the assessment are used in determining the focus and scope of user testing. If the device does not require hearing to operate, then there is no reason to test users that are deaf or users with limited hearing. Also, if the evaluator identifies a number of instances where a particular ability is exercised, it might be useful to focus user testing on the collection of data relative to that ability. For example, if the functional ability testing identifies instances where reach requirements may exceed the abilities of seated users, it might be useful to test a number of users in a variety of personal mobility aids. However, if the functional ability for a given task clearly exceeds the capabilities of a given user population, there is little reason to proceed with testing of associated tasks. For example, given that the task of selecting a menu item from a control panel requires at least partial vision, there is little reason to test a user without vision on that particular task.

An important exception to this general rule occurs when the goal of the evaluation is to provide design feedback. The evaluator may want to know if the device would be accessible if obvious accessibility problems are removed. In this instance, the evaluator would simply skip or assist the user in the performance of task components that would otherwise be extremely difficult or impossible to perform for a given user group. In the case of an evaluation involving a user who is blind, the evaluator would assist the user by reading the menu label or perhaps directing the user to the position of the associated control. By skipping only the task components associated with obvious accessibility deficiencies, the evaluator can collect data about the remainder of the task components. A designer could use the data to determine if additional accessibility interventions are required beyond the correction of the obvious problems.

In addition, the results of the functional assessment can be used during the checklist evaluation when the evaluation item is based on a human performance measurement. For example, when

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designing for someone with limited strength, an important accessibility guideline is to not require the user to apply more than five pounds of linear force to operate the equipment.

Finally, the functional assessment might be an important point of data in and of itself. By collapsing the requirements of functional ability across all of the tasks, the evaluator can identify the minimum set of abilities required to operate the device. This data might help consumers select products that match their own abilities.

Checklist Evaluation. In order to perform a checklist evaluation, the evaluator must be skilled in using measurement equipment such as calipers, torque meters, and force meters as well as the general operation of the device to be evaluated. Also, the evaluator must be prepared to use sound judgment and apply accepted principles when checklist items are ambiguous or ill-defined. In order to complete the evaluation, the evaluator first selects the requirements, standards, and design guidelines that both meet the evaluation goals and are applicable to the device. For example, if the primary evaluation goal is to test conformance with Section 508, then the checklist evaluation should be comprised of applicable Section 508 standards and related design guidance. If the goal of the evaluation is to measure accessibility in general, then the evaluator should select a broad range of recognized design guidelines, standards and principles. Potential checklist items can be derived from the accessibility literature found in peer reviewed journal articles, standards found in government regulations such as Section 508, and sound human factors design principles.

Once the list of checklist items is defined, the evaluator should define a method of evaluating each checklist item. Methods of evaluation may include direct observation, measurement, or expert inspection. Direct observation may be used when the checklist item evaluation method requires the evaluator to inspect the device for a particular design element or characteristic. For example, a checklist item derived from a guideline that recommends that the use of controls that required pinching be avoided might instruct the evaluator to inspect the device for such controls. The evaluator may determine that the device passes or fails the checklist criteria by simply inspecting the device to see if a control that requires pinching is present. Other checklist items may require the use of a tool in order to obtain some useful measurement. For example, a checklist item related to a guideline that recommends that users not be required to apply more than 5.0 pounds of linear force might instruct the evaluator to measure all linear control actions using a force meter. If any of the control action force requirements exceed 5.0 pounds for proper operation, the evaluator should fail the checklist item. Some checklist items rely on the expertise of the evaluator for proper determination of a pass/fail rating. If the checklist item is ambiguous or ill-defined, the evaluator must make a reasonable interpretation of the guideline based on prior experience and apply domain knowledge in order to make a pass/fail judgment. If a checklist item derived from a guideline requiring sufficient contrast is created, it is up to the evaluator to determine what sufficient contrast is. The adequacy of the contrast will, in part, depend on the operating environment of the equipment and the size and coloration of the user interface elements.

After the evaluation criteria have been defined for each checklist item, the evaluator performs the evaluation by assigning a pass/fail rating to each checklist item. The evaluator should record all measurements and keep a log of observations made during the evaluation. If the evaluation criteria require the judgment of the evaluator, the evaluator should defend his or her judgment by documenting

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the thought process used to arrive at the conclusion. After the evaluation is complete, a second qualified evaluator should review the first evaluator’s findings.

User Testing. In some ways, user testing for accessibility is very similar to user testing for usability. The evaluators should be properly trained in overall evaluation methodology, the specific protocol for a given test, and the special concerns that arise when dealing with users with special needs. The evaluator should be very well acquainted with the device under evaluation and should be able to recognize and if possible rectify unusual problems that may arise, irrespective of whether the problem is a consequence of a participant’s behavior. For example, if the device is a job application kiosk, the evaluator should know how to handle signature pad errors, how to restore the system to its proper configuration for the test, and whether the machine is malfunctioning in a way that will render the test invalid.

The evaluation facility should be configured according to the requirements of the device and the intended user population that will be participating in the evaluation. For example, if users are expected to utilize assistive technologies during the course of the test, the device should be configured to facilitate the use of specialized equipment. When testing software or hardware devices in an integrated network environment, assistive technology software, such as screen readers or voice recognition software, should be installed and configured prior to performing the test. In addition, proper accommodations must be provided for participants with disabilities. These accommodations include the physical space and any functional accommodations that are appropriate for the impairments of the user. For example, access to the building and maneuvering space around the device should be considered if the intended user population includes persons who use wheelchairs. If required, space should also be provided for personal assistants or sign language interpreters.

In general, observers should not be present in the evaluation room while accessibility evaluations are taking place, unless such observers are playing a direct role in the evaluation protocol (e.g., watching for certain errors). Customer personnel and other interested parties may be accommodated by allowing them to observe video feeds from the evaluation room. Video cameras should be positioned so as to give a good view of the subject and a good view of the device during the test. An audio recording should be made for the purpose of crosschecking key event reports. The video recording should have a time of day counter, including seconds, that can be used to cross-check task performance times.

Accessibility evaluations should be conducted using participants who are properly trained and representative of the user population of interest. Although ease of access to users is always a consideration, care should be taken to ensure that the “user population of interest” is not defined based on the types of impairments that happen to be conveniently present. A typical accessibility evaluation might include representatives from the following user populations:

Users with upper mobility limitations, including users with limited strength, limited reach, and limited fine motor control

Users with lower mobility limitations, including users who use a manual wheelchair, a powered wheelchair, and users who use personal mobility aids such as scooters

Users who are hard of hearing Users who are deaf

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Users who have visual limitations including users who are color blind, users with poor visual acuity, and users with central field obstructions

Users who are blind Users who have speech limitations

Users with cognitive limitations should also be tested, if possible. In general, it is best to test each participant separately. Evaluation sessions should be scheduled so that the pace of the session is not hurried, allowing participants to take breaks as desired.

Proper informed consent must be obtained before proceeding with any aspect of the test. The participants’ rights to discontinue participation at any time should be respected. Care should be given to ensure that each participant is fully capable of providing informed consent. Obtaining proper informed consent is especially critical when working with users with certain cognitive impairments. Evaluators should consult with a local research university’s Institute Review Board’s guidelines for obtaining informed consent from users with disabilities.

Pilot testing of the test methods and evaluation instruments should be conducted before proceeding with the evaluation. Internal pilot testing is often less formal than external pilot testing, and is generally performed with participants recruited from within the organization performing the testing. Documents, methods, and other materials should be updated as appropriate in accordance with the pilot testing results. Internal pilot testing need not be performed with actual or simulated impairments, although it is beneficial to do so when possible. External pilot testing should be conducted with users who have some impairment of interest and are not part of the evaluation team. Again, documents, methods, and other materials should be refined as appropriate in accordance with the pilot testing results.

A test session should begin with participant orientation and training. The nature of the training is largely determined by the extent to which the device’s learnability or intuitiveness is of interest. If the device’s learnability or intuitiveness is not of interest, participants should be provided detailed training on the use of the device. Most accessibility evaluations will fall into the second category. The evaluator should point out each of the components that will be evaluated during the test session. Training should also include instruction and practice on key event reporting. The evaluator should also inform the participant about the purpose of the test and how the data collected during the test will be used. If an assistant (e.g., a sign-language interpreter) accompanies the participant, the individual giving the assistance should also be properly briefed about the procedures to be followed.

The evaluation should begin with the evaluator telling the participant about the scenario that is going to be performed. For example, if the purpose of the test is to evaluate the keypad of a cellular phone, the evaluator might explain to the participant that they will be retrieving a voice mail message and then returning an urgent phone call. Once the background for the scenario has been described, the evaluator should guide the participant through the scenario as required. There may be a tendency for an evaluator to wish to assist the participant in the completion of a task. Care should be exercised to ensure that any assistance offered by the evaluator does not unduly affect the outcome of the evaluation.

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At the beginning of a task, there is a clear “start” event - which can be generated by the evaluator, by the participant, or by the device. The evaluator or an observer should use a stopwatch to measure task performance time. The end of the task is similarly identified by a clear event, which can be a device outcome, a participant-generated event, or an evaluator-generated event.

The evaluator should be particularly sensitive to the fact that a given device may not be very usable for all users with disabilities, and that this could lead to some degree of frustration on the user’s part. Evaluators should be prepared to intervene and move on to the next task to avoid unnecessary frustration. In general, the test session should be conducted with the evaluator directing the participant in the performance of the tasks.

The thinking-aloud approach to usability testing (Rubin, 1994; Dumas & Redish, 1993), while popular, is not particularly well suited to accessibility evaluations because it may create unnatural task performance demands that affect the validity of task performance measures (not to mention that thinking-aloud data is of questionable validity). The thinking-aloud approach also makes it difficult to collect data when testing individuals with speech impairments. As an alternative to continuous thinking aloud, which emphasizes the stream of consciousness of the participant, the key-event reporting method should be used. In this method, certain key events that are of interest to the evaluation are identified in advance. The evaluator should brief the participant about the key events and ask the subject to report them when they occur. Examples of key events that are often of interest are as follows:

1. “I can’t find X”2. “I can’t figure out how to do Y”3. “I didn’t expect that to happen”4. “I see that I have made an error” or “I didn’t mean to do that”5. “I don’t know why that happened”6. “I don’t know what to do next”

When the tasks associated with a given component of the device have been completed (or at whatever time specified by the test procedure), a user rating of accessibility should be collected. The rating should ordinarily be made using a Likert-type scale with an even number of rating points, unless there is a clear need to have a neutral point in the scale. A four-point scale is preferred unless there is a strong reason to use more scale points. Anchors are along the lines of:

1. = Completely unacceptable2. = Marginally unacceptable3. = Marginally acceptable4. = Completely acceptable

The evaluator should record any pertinent observations that are made during the test session. For example, if the participant makes a mistake that is obvious to the evaluator but is not part of a participant comment, then the evaluator should make a note of the occurrence. The evaluator should also make a note of any system malfunction or other event that might influence the interpretation of the test results. For example, if the participant was inadvertently interrupted during the performance of the test, then the evaluator should note the interruption. Important events that are not necessarily

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verbalized should also be recorded. These events might include the beginning and end of task sequences, the number and type of errors, or a record of tasks that are successfully completed.

The final activity in the test session should be a debriefing of the participant. The debriefing should include opportunity for the subject to share any comments on the device and/or the test methods. If possible and appropriate, the debriefing should include a quick review of the session, including a summary of the subject’s performance (e.g., “You were able to complete 4 of the 5 tasks. The task you did not complete was retrieving the printout from the output slot.”). This review may help prompt the participant to make insightful comments. All serious comments offered by the participant during this debrief should be fully documented. Ad hoc comments made by the participant in earlier stages of the evaluation session, but not repeated by the participant during the debriefing, should be documented if the evaluator judges them to be important and germane to the accessibility of the product.

Data analysis involves the computation of task durations and the tabulations of user comments and errors. Each error should be documented and categorized. A summary tabulation of errors by error type should be generated. Analysis of data that involves interpretation of user comments should be cross-checked between analysts.

How should I document the results of the evaluation?The final step in the process is to integrate the results of the evaluation and document the

findings. Checklist items should be correlated with user test results when possible. For example, when documenting a problem with retrieving the memory card from the slot on a digital photo ordering kiosk, the evaluator might organize the results as follows:

The memory card is only ejected 0.2” from the slot, which does not provide sufficient grasping area. Five out of eight users with upper mobility limitations could not retrieve the memory card from the slot without assistance.

If the purpose of the evaluation is to provide design feedback, the results of the evaluation should be organized by device component. The evaluator should precisely describe accessibility issues for each disability type that are associated with each device component. For example, the evaluator might offer the following feedback to designers:

The touchscreen is placed 56 inches above the floor, making it difficult for users in a seated position to operate. Touchscreen buttons are not easily identifiable by touch, making it difficult for visually impaired users to identify key control elements. Users with fine motor control limitations will find the touchscreen difficult to use because of the size and spacing of the buttons on the screen.

If the purpose of the evaluation is to document the general accessibility of the device, then the results should be reported by disability type and task priority. For example, the evaluator might offer the following observations:

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Blind users, in general, found the device very difficult to use because no alternative to the touchscreen was provided. Users without vision were able to complete 20% of the priority 1 tasks, 16% of the priority 2 tasks, and 10% of the priority 3 tasks.

Regardless of how the results are organized, key accessibility issues should be documented in the conclusion of the evaluation report. It is important to clearly describe the accessibility issue and the population that will likely be impacted by the issue. When possible, illustrations should be used to communicate key points.

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Accessibility Issues and Potential SolutionsKiosks have potential accessibility issues in the following areas:

Physical access Reach and visibility Labeling Displays Touchscreen interfaces Pointing devices Control panel buttons Control panel keypads Feedback Indicator lights Audio output Headphone jacks Barcode readers Card readers Signature area Output slots Writing and temporary storage areas Supplies area Trash slot

The following sections contain detailed information about common accessibility issues in each of these areas. In addition, the populations impacted by the accessibility issues are discussed, and potential solutions are proposed.

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What are the common issues associated with physical access to the machine?

Physical access to kiosks refers to the ability of users (particularly users in wheelchairs) to position themselves in a location from which they can interact with the machine. Physical access includes sufficient clear space in front of the machine and a clear path to the machine.

A clear path to the machine is not provided.Detailed Description: Kiosks should be placed so that users with lower mobility impairments have a path to and from the machine that is free from obstructions such as narrow passages, steps or other changes in level, or excessively steep slopes.

Populations Impacted: Users with lower mobility impairments.

Potential Solutions: Provide a clear path to the machine that is at least 36” wide. A clear path to the machine with a width of at least 36”, with a running slope no steeper than 1:20 and a cross slope no steeper than 1:48 should be provided. The clear path should contain no changes in level greater than ¼” that are not beveled (if the change in level is ½” or less) or ramped (if the change in level is greater than ½”). For more details, see the ADA-ABA guidelines referenced below.

Provide an appropriate floor or ground surface in the clear path to the machine. The floor or ground surface should be stable, firm, and slip resistant. Carpet should be securely attached, with a firm pad or no pad. The pile height of carpet should not exceed ½”. Openings in the floor or ground surface should not allow passage of a sphere more than ½” in diameter, and elongated openings should be placed so that the long dimension is perpendicular to the dominant direction of travel.

Applicable Guidelines:ADA-ABA – 302, 303, 403

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Sufficient clear floor or ground space is not provided.Detailed Description: If sufficient clear floor or ground space is not provided in front of a kiosk, users in wheelchairs may have difficulty positioning themselves in a location from which they can interact with the machine. In some situations, users may need to turn around in order to depart from the machine after completing a transaction, and sufficient space must also be provided to allow users in wheelchairs to turn around.


Potential Solutions: Provide a minimum clear floor space of 30” by 48” in front of the device. The minimum space required for a single stationary wheelchair and its occupant is 30” by 48”, so a clear space of at least that size should be provided either parallel or perpendicular to the machine. Ideally, a 48” by 48” clear space should be provided, to accommodate both forward approach and parallel approach to the machine. The slope of the clear space should not exceed 1:48.

Figure 3: Minimum clear floor space for wheelchairs.

If applicable, provide sufficient clear space for a wheelchair to turn around in front of the device. If a kiosk is installed in a location where users in wheelchairs will need to turn around after using the machine (for example, a machine located against a wall, where users would approach the machine from the front and then turn around and depart), a circular or T-shaped turning space should be provided in front of the machine. A circular turning space should be a minimum of 60” in diameter. A T-shaped turning space should be within a 60” square minimum, with the arms and base 36” wide minimum as shown in the figure below.

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Figure 4: Wheelchair turning space dimensions.

Provide an appropriate floor or ground surface in front of the device. The floor or ground surface should be stable, firm, and slip resistant. Carpet should be securely attached, with a firm pad or no pad. The pile height of carpet should not exceed ½”. Openings in the floor or ground surface should not allow passage of a sphere more than ½” in diameter, and elongated openings should be placed so that the long dimension is perpendicular to the dominant direction of travel.

Applicable Guidelines:ADA-ABA – 302, 304, 305

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What are the common issues associated with reach and visibility?Kiosks have a number of components, such as displays, keypads, and output slots, that users

must be able to see and/or physically interact with.

Some components of kiosks may be difficult for users with mobility impairments to reach.

Detailed Description: Users of wheelchairs or other personal mobility devices may have limited reach capabilities. Some users have power wheelchairs that allow them to raise and lower their seats to increase their reach capabilities; however, many users have manual wheelchairs that do not allow for these sorts of adjustments. Some wheelchair users are unable to shift their upper bodies, limiting their access to only controls within arm’s length. Thus, it is important that the components of a kiosk that users must interact with are operable from a seated position, without requiring excessive leaning or reaching.

Figure 5: The design of the kiosk places the touchscreen out of reach of a seated user.


Potential Solutions: Follow the ergonomic standards to determine where to position the controls to ensure easy access by all users.

The position of any operable control should be determined with respect to a vertical plane that is 48 inches in length, centered on the operable control, and at the maximum protrusion of the product within the 48 inch length.

Where any operable control is 10 inches or less behind the reference plane, the height shall be 54 inches maximum (according to Section 508) or 48 inches maximum (according to ADA-ABA) and 15 inches minimum above the floor. (See note below.)

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Where any operable control is more than 10 inches and not more than 24 inches behind the reference plane, the height shall be 46 inches maximum and 15 inches minimum above the floor.

Operable controls shall not be more than 24 inches behind the reference plane.

Note that Section 508, which was based on older ADA guidelines, specifies a maximum height of 54 inches. The newest ADA-ABA guidelines specify a maximum height of 48 inches, and a forthcoming update to Section 508 is expected to follow suit.

Figure 6: The design of the kiosk allows a seated user to get close enough to reach the touchscreen.

Allow adjustment of component positions. Where possible, allow users to adjust the position of components to meet their specific needs. Components could be adjustable between two or more discrete positions, or freely within a range of positions.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2Section 508 – 1194.25(j), 1194.31(f)Section 255 – 1193.41(f)(2)(c)ISO/IEC 71 – 8.3.1

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Some components of kiosks may be difficult to see from a seated position.Detailed Description: Users who are seated in a wheelchair may be able to reach a component, but may be unable to adequately see it. For example, a user might be able to press the keys on a keypad, but may be unable to see the keys due to their orientation.


Potential Solutions: Allow adjustment of component positions. Where possible, allow users to adjust the position of components to meet their specific needs. Components could be adjustable between two or more discrete positions, or freely within a range of positions. For example, a display that can be tilted vertically can better accommodate both standing and seated users.

Locate components so that all users can see them. When designing a kiosk, consider the needs of both standing and seated users and attempt to place components in locations and orientations that are visible for all users. For example, a display placed with the screen perpendicular to the ground may be visible for both standing and seated users, although the height of the display and the viewing envelope of the display must also be considered.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2, 707.7.1Section 508 – 1194.25(j)HFDS – 5.11.1, 6.4.1.27ISO/IEC 71 – 8.3.1

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Some components are designed only for right handed or left handed use.Detailed Description: Some components of kiosks may be designed to favor the use of one hand (right or left) over the other. This can cause problems for some users with upper mobility impairments, who may only have the use of one hand, and for some users with lower mobility impairments, who may have difficulty positioning themselves so that the appropriate hand is closest to the machine. Examples of components that may favor one hand or the other include card swipe slots and handheld barcode scanners.

Populations Impacted: Users with upper mobility impairments; users with lower mobility impairments.

Potential Solution: Provide components that can be used with either hand. Components of kiosks should be designed and located to be usable with either hand. For example, on handheld barcode scanners, provide a grip that is not specifically molded for either hand. For card readers, design the slot so that cards can be swiped equally well by either hand in either direction.

Applicable Guidelines:Section 508 – 1194.31(f)HFDS – 6.4.1.6

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What are the common issues associated with labeling?Labels include text and graphics used to identify components of a kiosk, and any instructional

text located on the machine.

Small icons and text are difficult for users with low vision to perceive.Detailed Description: Text and icons used in labels on kiosks may be difficult for users with low vision to read if the characters or graphics are too small.

Figure 7: Very small labels and icons on a kiosk keypad.

Populations Impacted: Users with low vision.

Potential Solutions: Ensure that the font size of the text is large enough for low vision users to see. For 20/20 vision, the Human Factors Design Standard (HFDS) recommends that the height of characters occupy a visual angle of 16 to 24 minutes of arc. To compute the character height, use the following formula

h = 2dTan(x/2)

where h is the character height, d is the viewing distance, and x is the desired angle in radians. (One radian equals 3437.747 arc minutes, or 57.296 arc degrees.)

1194.31(b) of Section 508 states that a mode that does not require visual acuity greater than 20/70 must be provided. Multiplying the character height (h) calculated for 20/20 vision by 3.5 (70/20) yields the recommended character height for 20/70 vision for the specified viewing distance.

While this font size may not be possible for all instances of text on a device, making the text as large as possible will increase the chance that users with low vision will able to read the labels.

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Figure 8: Large labels and icons on a kiosk keypad.

Ensure that icons are large enough for low vision users to see. The largest dimension (height or width) of icons should be at least as large as the character height calculated above. Icons should be made as large as possible, given the space available. Often, a control is fairly large, but the icon on the control is only a small fraction of the total size of the control. If a control will accommodate the same icon in a larger size, the larger size should be used to enhance visibility for those with low vision.

Applicable Guidelines:Section 508 – 1194.31(b)Section 255 – 1193.43(b)HFDS – 8.2.5.6.5, 8.2.5.6.6, 8.2.5.6.9EITAAC – 5.2.1.2.1

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Raised or recessed lettering may be difficult to perceive.Detailed Description: Raised or recessed lettering is often the same color as the background, so the contrast between the lettering and the background is insufficient. The lack of contrast makes it difficult for users with low vision or low contrast sensitivity to distinguish the lettering from the background surface.


Potential Solution: Ensure that raised or recessed lettering is different in color from the control panel surface. The contrast between the lettering and the background surface should be at least 3:1. If the device is to be used in very bright lighting or outdoors, then a contrast ratio of at least 10:1 may be more appropriate. Using sufficiently contrasting colors will help users with low vision or low contrast sensitivity perceive and read the lettering.

Applicable Guidelines:Section 508 – 1194.31(b)HFDS – 9.6.7EITAAC – 5.2.1.2.1, 5.2.1.2.4

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Labels are not clearly associated with the components that they label.Detailed Description: Labels that are not clearly associated with the components that they identify may cause problems for some users. Users may have difficulty locating components if they are not clearly labeled, causing them to spend time searching for a particular component. Users may erroneously associate a label with an incorrect component, causing them to commit errors when interacting with the device. Users with low vision, who may have a limited field of view, may have difficulty associating components and their labels if they are not associated by proximity or some other type of coding technique.

Figure 9: Icons are not clearly associated with the buttons that they label.

Populations Impacted: Users with cognitive impairments; users with low vision.

Potential Solutions: Place labels in proximity to the components that they are labeling. If possible, place labels directly on the component being labeled. If this is not possible, place labels as close as possible to the component being labeled, and use spacing to ensure that the label is unambiguously associated with the intended component and no others.

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Figure 10: Icons are clearly associated (by proximity) with the buttons that they label.

Use grouping or other coding techniques to reinforce the association of labels to components. Bounding boxes encompassing labels and components or lines connecting labels and components may help to reinforce associations. The boxes or lines could be visual (printed on) and/or tactile (raised), as appropriate. Other coding techniques, such as color coding or the use of icons, may also be used. However, color coding should not be used as the sole means of association, and coding techniques that rely on user vision are inaccessible to users who are blind.

Applicable Guidelines:Section 508 – 1194.31(b)HFDS – 6.1.2.2.3, 6.1.2.2.6

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Information presented in text labels is not accessible to users with visual impairments.

Detailed Description: Information that is presented only as printed text is not accessible to users who are blind, or to some users with low vision. Labels are used to identify controls and components on kiosks, and some kiosks may provide labels that contain instructions on how to use the device or a component of the device. It is important that all users have access to all of the information that is necessary for the operation of the device.

Figure 11: No tactile labels are provided on a kiosk keypad.

Populations Impacted: Users who are blind; users with low vision.

Potential Solutions: Provide tactile labels for controls and components. Labels for controls and components should be provided in a tactile format, which could include Braille, raised lettering, or other raised markings that help identify controls.

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Figure 12: Braille labeling on the “Enter” key on a kiosk keypad.

Provide critical instructions in Braille. Providing redundant labeling with at least the most important instructions in Braille will increase accessibility of information for users with visual impairments that are able to read Braille. (However, the percentage of users with visual impairments that are able to read Braille is fairly low, so other methods of providing information are also necessary.)

Provide information in an auditory format. The device should be capable of outputting information in an auditory format (i.e., speech output). Auditory information should include any necessary instructions on how to use the device, and may also include feedback, such as repeating the names of controls when they are activated, to help users identify controls.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.43(a)(2)EITAAC – 5.2.1.1, 5.2.2.2

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Icons used in place of text labels may be ambiguous.Detailed Description: Graphical icons may be used to identify controls in place of text labels for various reasons: to produce a device that is language-independent, to reduce the amount of space required to label controls and components, or to achieve a desired aesthetic effect in the design of the device. However, understanding icons, especially if the icons are very abstract and/or are unfamiliar to the user, can be difficult, especially for users with cognitive impairments.

Figure 13: Buttons on a kiosk are labeled only with ambiguous icons.

Populations Impacted: All users, especially those with cognitive impairments.

Potential Solutions: Limit the use of icons. Consider the use of icons carefully, and avoid using icons instead of text labels for the sake of aesthetics or other considerations to the detriment of usability. Consider supplementing icons with text labels for clarity.

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Figure 14: Buttons on a kiosk have text labels supplemented with icons.

Use standard or familiar icons. Icons representing certain functions or controls (such as stop, play, fast forward, headphone output, volume, etc.) are widely used and are likely to be familiar to most users. Avoid deviating too far from the common appearance of those types of icons. Other icons (such as a depiction of a memory card next to a memory card slot on a digital photo ordering kiosk) may be clear in the context in which they appear. The use of new icons to represent abstract concepts should be avoided.

When new icons must be developed, test the icons with members of the user population to ensure that the meaning of the icons is clear. User testing may provide insight into how to design clearer, more meaningful icons. Care should be taken to sample a representative portion of the targeted user population, including users with disabilities.

Applicable Guidelines:HFDS – 8.13.3.1, 8.13.3.9, 8.13.3.10EITAAC – 5.2.1.9.1, 5.2.1.10.1

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Instructions may be difficult for users with cognitive impairments to understand.

Detailed Description: Instructions that are poorly written, overly complex, or that are written at too high a reading level may lead to comprehension problems for users with cognitive impairments. Instructions describing a series of sequential actions may also be confusing, if the instructions are poorly structured.

Figure 15: Unnecessarily complex instructions with typographic errors on a kiosk display.

Populations Impacted: Users with cognitive impairments.

Potential Solutions: Use simple language in instructions. Use the simplest language that conveys the required information. Use familiar words, and use short sentences and paragraphs. Use the imperative form of verbs (e.g., “Insert memory card into the memory card slot” instead of “Memory card should be inserted into the memory card slot”). Use appropriate illustrations to reinforce the contents of the text.

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Figure 16: Simple, concise instructions on a kiosk display.

Ensure that instructions are grammatically correct and free from typographical errors. Instructions should be reviewed by a technical writer or a proficient editor who is familiar with the device for which the instructions were written.

Separate steps in a sequence into individual instructions. Break instructions into individual steps that users can read and execute before proceeding to the next step. Present the steps in the order in which they must be performed, and use bullets or numbering to distinguish individual steps and reinforce the order of steps. White space should be used to separate steps.

Provide structure to the steps by grouping them into sub-goals. A long sequence of actions may appear to lack structure, making it difficult for users to understand. Provide structure by using headings to group sets of related steps. Use of indentation can help delineate sets of sub-steps.

Ensure that the sequence of actions is presented unambiguously and in the proper order, especially if the instructions are presented via speech output. Instructions for actions should be presented in the order in which they are to be executed (e.g., “Press the eject button before removing memory card” instead of “Before removing memory card, press the eject button”).

Place CONDITION before ACTION. Goals or conditions for action should be presented before the action, especially if the instructions are presented via speech output. For example, use the form “To view directions to your selected destination, press 1” rather than “Press 1 to view directions to your selected destination.”

Test instructions with members of the user population to ensure that they are easy to understand and to follow. User testing will help identify potential sources of errors or confusion in instructions. Care should be taken to sample a representative portion of the targeted user population, including users with disabilities.

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Applicable Guidelines:Section 255 – 1193.41(i)(2)(e), 1193.41(i)(2)(f)HFDS –2.6.3, 4.3.5.4.2, 4.3.5.4.3, 8.2.5.2.2, 15.5.1.1.1, 15.5.1.1.2, 15.6.2.3EITAAC – 5.2.1.9.1, 5.2.1.10.1ISO/IEC 71 –8.7.2, 8.7.3, 8.7.4

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What are the common issues associated with displays?Most kiosks provide output (instructions, status information, error messages, etc.) primarily

through a visual display (often an LCD screen on newer machines). The display is often a touchscreen, and doubles as the primary user interface with the device.

Glare makes it difficult for some users to see the display.Detailed Description: Glare on display screens is a general usability issue for all users. However, standing users can more easily shield the display with their bodies or adjust their viewing angle to avoid glare, whereas users in wheelchairs may have more difficulty shielding the display or adjusting their viewing angle. Also, because seated users may be looking up at a display, glare from overhead lights may be more problematic.

Figure 17: The angle of the display results in glare for a seated user.


Potential Solutions: Use an anti-glare display. Matte finish displays reduce glare by making the surface of the display less reflective. Chemical coatings can also be used to reduce glare.

Provide an adjustable angle display. If the vertical tilt angle of the display is adjustable, users can reposition the screen to reduce glare, instead of having to change their physical position relative to the screen.

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Figure 18: An adjustable display allows a seated user to adjust the display angle to reduce glare.

Use a hood to shield the display. A hood over the display can block direct light that causes glare. However, a poorly designed hood might also block visibility for tall users.

Figure 19: A hood shields the display from overhead lights, reducing glare for a seated user.

Position the device in an area where glare is not an issue. Sunlight and overhead lighting are common sources of glare. If possible, position kiosks in areas where glare is less likely, such as an area that does not receive direct sunlight. Alternatively, reduce overhead lighting in the vicinity of the machine or direct it away from the display.

Applicable Guidelines:Section 255 – 1193.43(b)(2)(a)HFDS – 5.2.3ISO/IEC 71 – 8.4.2, 8.4.4

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LCD viewing angle limitations make it difficult to see the display from a seated position.

Detailed Description: Many LCD screens are optimized for viewing from a particular angle, and demonstrate a sharp drop-off in contrast and readability when viewed at angles that are off-axis. If the display of a kiosk is optimized for standing users, users who are viewing the display from a wheelchair or other personal mobility device may have difficulty seeing the contents of the display.


Potential Solutions: Ensure that the viewing envelope of the selected display accommodates both standing and seated users. The viewing envelope of the display, which describes the range of eye positions from which the contents of the display are visible, can be determined via simple geometry based on the viewing angles of the display and the height and angle at which the display is mounted. Ensure that the display’s viewing envelope includes the eye positions of both seated and standing users.

Allow users to adjust the angle of the display. A vertical tilt adjustment for the display will help to accommodate both seated and standing users.

Applicable Guidelines:ADA-ABA – 707.7.1HFDS – 5.1.2.6, 5.11.1

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Parallax may be a problem for seated users.Detailed Description: Certain display and control configurations (for example, an inset display screen surrounded by soft keys) are susceptible to parallax errors. On-screen key labels are designed to align with the location of bezel keys when viewed from a certain angle (e.g., when standing in front of the display). When viewed from a different angle (e.g., when seated in front of the display), the parallax error causes misalignment between the labels and the keys, making it difficult to tell which label goes with each key.


Potential Solutions: Place the display and the soft keys on the same plane. If the display and the soft keys are coplanar, parallax errors are eliminated.

Provide an adjustable angle display. If the vertical tilt angle of the panel containing the display and the soft keys is adjustable, users can reposition the screen to eliminate parallax errors.

Provide guide lines from soft keys to the edge of the display to provide additional visual association cues. Guide lines can visually “connect” soft keys to their on-screen labels, allowing users to follow the guide lines to determine the appropriate key to press.

Applicable Guidelines:ADA-ABA – 707.7.1HFDS – 5.1.2.6, 9.4.2.6

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Small text and icons are difficult for users with low vision to perceive.Detailed Description: Text and icons on GUI displays may be difficult for some users to read if they are too small.

Figure 20: Small text and icons are shown on a kiosk display.

Population Impacted: Users with low vision.

Potential Solutions: Ensure that the font size used for text is sufficiently large. For 20/20 vision, the Human Factors Design Standard (HFDS) recommends that the height of characters occupy a visual angle of 16 to 24 minutes of arc. To compute the character height, use the following formula

h = 2dTan(x/2)

where h is the character height, d is the viewing distance, and x is the desired angle in radians. (One radian equals 3437.747 arc minutes, or 57.296 arc degrees.)

1194.31(b) of Section 508 states that a mode that does not require visual acuity greater than 20/70 must be provided. Multiplying the character height (h) calculated for 20/20 vision by 3.5 (70/20) yields the recommended character height for 20/70 vision for the specified viewing distance.

While this font size may not be possible for all on-screen text (including control labels, user instructions, and other textual information), making the text as large as possible will increase the chance that users with low vision will able to read the text.

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Figure 21: Large text and icons are shown on a kiosk display.

Ensure that icons are large enough for low vision users to see. The largest dimension (height or width) of icons should be at least as large as the character height calculated above. Icons should be made as large as possible, given the space available.

Provide contrast adjustment for the display. Although users with low vision prefer and generally require larger fonts, they may be able to read smaller fonts if the contrast is sufficiently high. Provide a range of contrast settings for the user to adjust through a hardware control. (Software controls are problematic, because if the contrast is insufficient for the user, the user may not be able to read the display in order to find the contrast adjustment controls.)

Provide an alternate display mode with larger fonts and high contrast options. A user-selectable alternate display mode that uses larger fonts and provides high contrast options, even if it contains only the most important information and controls, will be useful for users with low vision.

Provide alternatives to the visual display to facilitate interaction by users with low vision. A voice display could be integrated into the device, so that visual content is presented in an auditory fashion as well. For example, using a set of hardware controls, the user could navigate through configuration menus that are voiced, without having to read the menus on the display.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(b)Section 255 – 1193.43(b)HFDS – 5.11.1, 5.11.7, 8.2.5.6.5, 8.2.5.6.6, 8.2.5.6.9, 8.18.3.1EITAAC – 5.2.1.2.2

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Complex or inconsistent user interface screens may be difficult for users to understand.

Detailed Description: User interfaces that are complex (for example, displays that contain many controls associated with multiple tasks) can be difficult for users with cognitive impairments to navigate. Inconsistencies in displays, such as changes in control placement from screen to screen or inconsistent use of terminology, can be confusing to users with cognitive impairments. Similarly, inconsistent or excessive use of abbreviations can decrease reading comprehension for users with cognitive impairments. Maintaining consistency and keeping the interface as simple as possible are important usability considerations, and will improve the accessibility of the device to all users.

Populations Impacted: Users with cognitive impairments.

Potential Solutions: Reduce the complexity of user interface screens where possible. Design screens around individual user tasks (for example, a gift registry kiosk might have a screen dedicated to selecting a broad category of products, and another screen dedicated to selecting a more specific product type). Avoid complex displays that contain a large number of options and controls.

Place common controls consistently throughout the user interface. If there are controls that appear on multiple screens, such as navigation controls, ensure that the placement of those controls is the same on every screen.

Use consistent terminology throughout the user interface. Ensure that names and abbreviations are applied consistently throughout the user interface.

Limit the use of abbreviations. Abbreviations (especially those that may be unfamiliar to users) should be used sparingly in the user interface.

Applicable Guidelines:Section 255 – 1193.41(i)(2)(a)HFDS – 2.3.1, 4.3.5.4.1, 8.2.5.4.4, 8.2.5.4.8, 8.2.11.1.2, 8.14.1.10EITAAC – 5.2.1.9.1, 5.2.1.10.1

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System time-outs may cause problems for some users.Detailed Description: The user interface for kiosks may include system time-outs, which are situations where the user interface automatically changes states or resets if user input is not received within a certain time period. People with disabilities often require more time to respond than non-disabled users, so system time-outs can disrupt their transactions if they are not notified that a time-out has occurred and allowed to request more time.

Populations Impacted: Users with cognitive impairments; users with upper mobility impairments; users who are blind; users with low vision.

Potential Solution: Alert users when a time-out occurs, and allow them to request more time. When a system time-out occurs while the user is performing a task, the user should be alerted that the time-out has occurred, and given the option to request more time or cancel the task. The user should be given sufficient time to respond to the alert before it expires. A good rule of thumb for what constitutes sufficient time is 10 times the amount of time it would take an average user respond.

Applicable Guidelines:Section 508 – 1194.25(b)Section 255 – 1193.41(g), 1193.41(i)(2)(f)HFDS – 8.18.2.2EITAAC – 5.2.1.7.1

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What are the common issues associated with touchscreen interfaces?Touchscreens are sometimes used as the primary user interface on kiosks. A touchscreen

interface allows the designer to accommodate a wide variety of controls and functions in a relatively small area on the control panel, and allows users to interact directly with on-screen display elements.

Touchscreen controls are not tactilely differentiable.Detailed Description: Users without vision and some users with low vision navigate by touch, moving their hands over the control panel to determine where various controls are located. Touchscreens are inaccessible to users who navigate by touch, because controls displayed on touchscreens are not tactilely discernable - they are merely graphical controls displayed on a screen, and cannot be identified by touch.


Potential Solutions: Provide an alternate interface, such as a secondary control panel or a voice display. Devices that use touchscreens, which are inaccessible to users without vision, may be augmented with an alternative user interface. Touchscreen functionality could be replicated in a fixed or attached auxiliary control panel using control elements with functionality, position, and status that are easily discernible by touch. A voice display could be integrated with the control panel, so that feedback is presented in an auditory fashion as well. For example, using a numeric keypad as an input device, the user could navigate through options that are voiced, without having to rely on vision to perceive the screen contents. The voice display approach could be combined with voice recognition for hands-free device operation.

Provide hardware controls for basic functions. If possible, provide redundant, tactilely differentiable hardware controls for basic functions. This will allow users to perform those basic functions without having to interact with the touchscreen. For example, a digital photo ordering kiosk might offer hardware controls for increasing or decreasing the number of copies to print, and a “print photo” control; these controls would allow users to input necessary data and complete a simple transaction without using the touchscreen.

Applicable Guidelines:Section 508 – 1194.25(c), 1194.31(a)Section 255 – 1193.41(a)(3)(e)

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Touchscreen controls are easily activated and do not provide tactile feedback, often resulting in unintentional control activations.

Detailed Description: Touchscreens require very little pressure to activate controls. The low strength requirement is beneficial to users with limited upper body strength, but can cause problems for other users, especially if controls on the touchscreen are small or closely spaced. When controls are small or closely spaced, users who have upper mobility impairments or lack fine motor control will have difficulty activating specific controls without also activating adjacent controls. Users without vision may inadvertently activate touchscreen controls while moving their hands over the control panel to locate hardware controls. Because no tactile feedback is provided by touchscreen controls, if redundant visual and auditory feedback is not provided when controls are activated, these accidental activations may go unnoticed.

Figure 22: Touchscreen buttons that are too small and too close together.

Populations Impacted: Users who are blind; users with upper mobility impairments.

Potential Solutions: Ensure that buttons are large and are spaced far enough apart to minimize the possibility of accidental activation of adjacent buttons. When designing a touchscreen interface, include adequate space between buttons. According to the Human Factors Design Standard (HFDS), touchscreen buttons should be between 0.75” and 1.5” along each side, with spacing between buttons of 0.13” to 0.25”. This will help ensure that a user who does not have fine motor control is able to activate a button without accidentally activating adjacent controls.

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Figure 23: Touchscreen buttons that are larger and more widely spaced.

Provide an alternate display mode with larger, widely spaced controls. If the normal display cannot be made accessible, providing an alternate display mode with larger, more widely spaced controls, even if it contains only the most frequently used controls, will be useful for users who lack fine motor control.

Provide alternatives to the touchscreen to facilitate interaction by users with disabilities. Touchscreen functionality could be replicated in a fixed or attached auxiliary control panel using control elements with functionality, position, and status that are easily discernible by touch. A voice display could be integrated with the control panel, so that feedback is presented in an auditory fashion as well. For example, using a numeric keypad as an input device, the user could navigate through options that are voiced, without having to rely on vision to perceive the screen contents. The voice display approach could be combined with voice recognition for hands-free device operation.

Provide visual and auditory feedback when user input is received. Providing visual and auditory feedback when user input is received can make up for the lack of tactile feedback, and helps users detect unintentional activations. Visual feedback can be provided in the form of salient visual changes in the display. Audible feedback might consist of simple tones, or speech output when more descriptive feedback is needed.

Allow easy recovery from errors. A “Back” or “Undo” button should be provided to allow users to recover from accidental inputs. Note that a button labeled “Cancel” is somewhat ambiguous; a user may think that a “Cancel” button will cancel the entire transaction, rather than cancel only the most recent input.

Applicable Guidelines:Section 508 – 1194.25(c), 1194.31(a), 1194.31(f)Section 255 – 1193.41(a)(3)(e), 1193.31(e)(2)(e)HFDS – 9.4.2.4Mercinelli – 2.5

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A touchscreen placed for use by standing users may be difficult for users in wheelchairs to reach.

Detailed Description: Users who are seated in wheelchairs or other personal mobility devices may be unable to reach portions of a touchscreen if it is positioned for use by standing users. This problem may be compounded if access to the machine by wheelchair is impeded by objects around the machine. Some wheelchair users are unable to shift their upper bodies, limiting their access to only controls within arm’s length. Thus, it is important that controls be operable from a seated position, without requiring excessive leaning or reaching.

Figure 24: A user in a wheelchair having difficulty reaching the touchscreen.

Population Impacted: Users with lower mobility impairments.

Potential Solutions: Follow the ergonomic standards to determine where to position the touchscreen to ensure easy access by all users.

The position of any operable control should be determined with respect to a vertical plane that is 48 inches in length, centered on the operable control, and at the maximum protrusion of the product within the 48 inch length.

Where any operable control is 10 inches or less behind the reference plane, the height shall be 54 inches maximum (according to Section 508) or 48 inches maximum (according to ADA-ABA) and 15 inches minimum above the floor. (See note below.)

Where any operable control is more than 10 inches and not more than 24 inches behind the reference plane, the height shall be 46 inches maximum and 15 inches minimum above the floor.

Operable controls shall not be more than 24 inches behind the reference plane.

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Note that Section 508, which was based on older ADA guidelines, specifies a maximum height of 54 inches. The newest ADA-ABA guidelines specify a maximum height of 48 inches, and a forthcoming update to Section 508 is expected to follow suit.

Allow adjustment of the position of the touchscreen. A touchscreen that can be adjusted between two or more discrete positions, or freely within a range of positions, could accommodate the needs of both seated and standing users.

Provide an alternate interface that is within reach for seated users. The alternate interface could be a fully redundant interface to the touchscreen, or could consist of hardware controls that provide a method for interacting with the screen without touching it, but still require the user to look at the screen. In the latter case, care must still be taken to ensure that the touchscreen is comfortably visible for seated users using the alternate interface.

Figure 25: An auxiliary control interface placed within reach of a user in a wheelchair.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2, 707.7.1Section 508 – 1194.25(j), 1194.31(f)Section 255 – 1193.41(f)(2)(a), 1193.41(f)(2)(b), 1193.41(f)(2)(c)ISO/IEC 71 – 8.3.1

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What are the common issues associated with pointing devices?Pointing devices are input devices that allow users to input spatial information using physical

motions and gestures. The inputs may be used to directly select on-screen controls, or to control a free-moving cursor to make selections and perform more complex tasks such as highlighting and dragging. Pointing devices that may be found on kiosks include mice, track balls, touch pads, styluses, and others.

Users may have difficulty locating the pointing device.Detailed Description: Because of the variety of different types of pointing devices, users with visual impairments may be unsure where to search or what to search for when attempting to locate the pointing device on a kiosk. Also, some types of pointing devices, such as styluses, are movable and therefore may not be in the expected location.


Potential Solutions: Ensure that the pointing device is easy to distinguish from the rest of the machine. The pointing device should be prominently located on the machine, in a location where a user of the device would typically expect to find the pointing device. The pointing device should be tactilely identifiable, and the visual appearance of the pointing device should also contrast with the machine, to assist users with low vision to locate it.

If a stylus is provided, tether it to the device. Tethering the stylus to limit the range of motion to what is required to use the stylus will reduce the likelihood of the stylus becoming lost. A tether that retracts when the stylus is not in use would help keep the stylus in the desired location, but the retraction force should not interfere with use of the stylus. Providing a receptacle for users to place the stylus in after use could also help ensure that the stylus remains in a convenient location.

Figure 26: A stylus that is tethered to the kiosk.

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Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b)

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Using pointing devices can be difficult for users with upper mobility impairments.

Detailed Description: Devices such as mice, track balls, touch pads, and styluses require users to make small, controlled, and precise movements. Users who lack fine motor control may have difficulty stabilizing their movements to provide accurate input with a pointing device. As a result, they may have difficulty performing the desired actions, and may also activate controls unintentionally.

Figure 27: On-screen controls are small and require precise movements to activate.

Populations Impacted: Users with upper mobility impairments.

Potential Solutions: Ensure that on-screen controls are large and are spaced far enough apart to minimize accidental activation of adjacent controls. The active area of on-screen controls should be large enough to provide a margin of error for successful user inputs. For example, according to the Human Factors Design Standard (HFDS), touchscreen buttons should be between 0.75” and 1.5” along each side, with spacing between buttons of 0.13” to 0.25”. This will help ensure that a user who does not have fine motor control is able to activate a button without accidentally activating adjacent controls.

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Figure 28: On-screen controls are large, reducing the degree of precision required.

Ensure that the gain for free-moving cursor control is set appropriately. If the gain is too high, small movements of the input device will result in large movements of the on-screen pointer, which causes problems for users lacking fine motor control. A non-linear gain curve, which results in very small cursor movements in response to small movements of the input device, with the rate of movement increasing for larger movements of the input device, can accommodate the needs of both users lacking fine motor control and users without motor impairments.

Provide an alternate display mode with larger, more widely spaced controls. If the normal display cannot be made accessible, providing an alternate display mode with larger, more widely spaced controls, even if it contains only the most frequently used controls, will be useful for users who lack fine motor control. If the user interacts with the display via a free-moving cursor, lowering the gain when the alternate display mode is active may make it easier for users to interact with the display.

Provide an alternative interface that does not require the use of a pointing device. For example, a set of hardware controls that allows users to use arrow keys to move a highlight cursor among the various on-screen controls, and provides a button for selection of the highlighted item may be easier for users lacking fine motor control to interact with than a pointing device.

Provide a clear area around the pointing device for users to brace their hands. For pointing devices such as track balls and touch pads, providing clear space around the pointing device where users can brace their hands to steady themselves and reduce tremors can help users perform actions more accurately.

Provide visual and auditory feedback when user input is received. Providing visual and auditory feedback when user input is received can make up for the lack of tactile feedback from on-screen controls, and helps users detect unintentional activations. Visual feedback can be

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provided in the form of salient visual changes in the display. Audible feedback might consist of simple tones, or speech output when more descriptive feedback is needed.

Allow easy recovery from errors. A “Back” or “Undo” button should be provided to allow users to recover from accidental inputs. Note that a button labeled “Cancel” is somewhat ambiguous; a user may think that a “Cancel” button will cancel the entire transaction, rather than cancel only the most recent input.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(f)HFDS – 6.4.1.1, 6.4.1.9, 8.1.2.9, 8.15.11.1.13, 8.15.11.1.14

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A free-moving cursor is inaccessible to some users with visual impairments.Detailed Description: A free-moving cursor is an on-screen pointer that is typically controlled by mouse, track ball, or similar devices. Users move the pointer over an on-screen control, and click a button to activate the control. Because placement of the pointer typically relies on user vision, users with visual impairments may be unable to interact with an interface in this way.

Population Impacted: Users who are blind; users with low vision.

Potential Solution: Provide an alternative interface that does not require the use of a free-moving cursor. An example of this type of interface is a set of hardware controls that allows users to use arrow keys to move a highlight cursor among the various on-screen controls and provides a button for selection of the highlighted item, combined with voice output that announces the name of the highlighted control.

Figure 29: An auxiliary control interface provides an alternative to a free-moving cursor.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.41(a)(3)(f)HFDS – 8.18.1.1, 9.6.1, 9.6.8

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Some touchpads do not respond to materials other than skin.Detailed Description: Some users with upper mobility impairments may use a pencil eraser, mouth stick, prosthetic limb, or other device other than their fingers to interact with the touchpad. However, some touchpads will not respond to touches from rubber or plastic implements.

Figure 30: Attempting to interact with a touchpad with a pencil eraser.

Two types of touchpad technology are in use. The older type, which is rarely used anymore, is the resistive touchpad. This type of touchpad consists of two membranes. When pressure is applied to the outer membrane, it contacts the inner membrane and the position of contact is detected. Because this type of touchpad relies on pressure to detect touch, the material with which the pressure is applied is irrelevant. The newer type is the capacitive touchpad. This type of touchpad detects touch based on electrical properties of the object that is touching the pad. Certain types of objects (e.g., the tip of a pencil, gloved fingers, or even sweaty fingers) do not produce detectable touches.


Potential Solutions: Provide a touchpad that will respond to a variety of materials. If possible, ensure that the touchpad will respond to touches from implements other than fingers.

Provide an interface that does not require the use of a touchpad. Provide an interface instead of or in addition to the touchpad that will better accommodate users with upper mobility impairments. For example, provide a set of hardware controls that allows users to use arrow keys to move a highlight cursor among the various on-screen controls, and provides a button for selection of the highlighted item.

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Applicable Guidelines:Section 508 – 1194.31(f)Section 255 – 1193.51(c)HFDS – 6.4.1.1EITAAC – 5.2.1.14.1

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Grasping a stylus may be difficult for some users.Detailed Description: Styluses used with kiosks are often somewhat small and thin, requiring a narrow grip. Users with upper mobility impairments that limit their dexterity and fine motor control may have difficulty grasping and using such styluses.


Potential Solutions: Provide a stylus that is the size of a standard pen or larger. Increasing the length and diameter of the stylus to that of a standard pen or larger may make it easier for some users to grasp and use the stylus.

Use a non-slip material for the stylus. The stylus should be covered in a rubbery, non-slip material with a texture that facilitates grasping.

Applicable Guidelines:Section 508 – 1194.31(f)ISO/IEC 71 – 8.18.1

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What are the common issues associated with control panel buttons?Control panel buttons are mechanically operated push buttons that are used to interact with the

device.

Buttons mounted flush with the panel are difficult for users without vision or with low vision to detect.

Detailed Description: Users with vision impairments may navigate by touch, by moving their hands over the control panel in order to determine where controls are located. Buttons that are mounted flush with the surface of the control panel are difficult for users without vision and users with low vision to feel when they move their hands over the control panel. Furthermore, users without vision typically depend on behaviors such as counting to find a specific control, and this is problematic when there is insufficient tactile differentiation of the controls.

Figure 31: Buttons on a control panel are flush with the panel surface.


Potential Solutions: Ensure that buttons are sufficiently raised above the control panel so they are tactilely discernable by users without vision. Buttons should be raised at least 1/32” above the panel so that users can locate the buttons tactilely. This will improve the accessibility of the buttons to users with visual impairments.

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Figure 32: Buttons on a control panel are raised above the panel surface.

Include Braille or raised large text on buttons that are flat to help users without vision determine exactly what each button is. For devices where it is, for some reason, not possible to sufficiently raise the buttons on the control panel, consider providing Braille labels on the buttons so that users without vision will still have access to the buttons. Providing large, raised lettering would have the additional benefit of assisting those with low vision in identifying the functionality of the buttons.

Make the texture of the buttons different from that of the control panel to make the buttons easier to distinguish tactilely. Providing a rougher texture on buttons if the control panel surface is smooth or providing a more rubbery texture on the buttons if the control panel is made of a hard material can help users without vision distinguish buttons from the control panel surface more easily.

Combining all of these approaches (providing sufficiently raised buttons with accompanying Braille labels or large raised lettering and a distinctive texture) would increase button accessibility significantly.

Applicable Guidelines:ADA-ABA – 707.6.1, 707.6.3.2Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a)Section 255 – 1193.43(a)(2)(b), 1193.43(a)(2)(c)HFDS – 6.4.1.7, 6.4.1.18, 6.4.1.19, 6.4.1.20, 6 4.1.23, 6.4.1.28, 9.6.10

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Buttons that do not have sufficient contrast with the panel are difficult for users with low vision to detect.

Detailed Description: If buttons are the same color as the control panel, they may blend in with the panel, making it difficult for a user with low vision to distinguish the button from the surrounding surface.

Figure 33: Buttons on a control panel have very little contrast with the control panel surface.


Potential Solution: Ensure that buttons are different in color from the control panel surface. Buttons should be colored differently from the control panel, making them easy for a low vision user to distinguish. Using sufficiently contrasting colors will aid users in distinguishing buttons from one another. For example, a bright green “Enter” button would be easily distinguishable from a dark gray control panel. Backlighting buttons may also help distinguish them from the surrounding surface.

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Figure 34: Buttons on a control panel have high contrast with the control panel surface.

Applicable Guidelines:ADA-ABA – 707.6.3.1HFDS – 6.1.1.4.12

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Buttons are not identifiable as operable controls.Detailed Description: Buttons that are designed to appear “sleek” or “modern” may not be readily recognizable as operable controls. For example, users may interact with the device by touching backlit areas of the control panel surface that use electrostatic touch detection, rather than traditional mechanical controls. While these sorts of designs may be visually appealing, users may have difficulty identifying the operable controls on the device – particularly users with cognitive impairments, or users who are blind and rely on touch to perceive the presence and location of controls.

Figure 35: A stylized button is not identifiable as an operable control.

Populations Impacted: Users who are blind; users with cognitive impairments.

Potential Solution: Ensure that buttons are readily identifiable as operable controls to all users. Buttons should be easily identifiable as operable controls through their appearance, tactile characteristics, and/or labels. Buttons should stand out from the control panel by virtue of visual or physical characteristics so that users can identify them by sight or touch. Clear labeling and instructions (“Press here”) may make it easier for users to identify non-traditional types of buttons.

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Figure 36: Design of the button and accompanying text help to identify the button as an operable control.

Applicable Guidelines:ADA-ABA – 707.3, 707.6.1Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a)Section 255 – 1193.41(a)(3)(b)HFDS – 6.4.1.7, 6.4.1.18, 6.4.1.19, 6.4.1.20, 6 4.1.23

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Buttons that are small and close together may be difficult to differentiate or activate without activating adjacent controls.

Detailed Description: If control panel buttons are small and are placed too close together, they may be difficult for users without fine motor control to activate without accidentally activating adjacent controls. Small, tightly spaced control panel buttons are also more difficult for users who are blind to differentiate by feel.

Figure 37: Buttons on a control panel are very small and close together.

Populations Impacted: Users with upper mobility impairments; users who are blind.

Potential Solution: Ensure that buttons are large and are spaced far enough apart to minimize the possibility of accidental activation of adjacent buttons and to enhance tactile differentiation. When designing the control panel for a kiosk, provide adequate space between buttons. According to the Human Factors Design Standard (HFDS), minimum spacing of 0.5” (with 2” preferred) is recommended for buttons that are not part of keyboards. Make sure that the diameter of the buttons is large enough (up to a maximum diameter of 1”) that a user who does not have fine motor control is able to activate a button even if he or she does not hit the button directly in the center. Increasing button size and spacing will also aid those who need to differentiate the buttons by feel. Buttons with very little separation can be problematic for those who depend on the tactile quality of the buttons to find the ones they need.

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Figure 38: Buttons on a control panel are larger and more widely spaced.

Applicable Guidelines:Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a), 1194.31(f)Section 255 – 1193.41(e)(2)(a), 1193.41(e)(2)(b), 1193.41(e)(2)(c)HFDS – 6.1.1.3.8, 6.1.5.8.1, 6.4.1.1, 6.4.1.3, 6.4.1.14, 9.6.10ISO/IEC 71 – 8.12.3.2

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Buttons that are all shaped the same or that do not have shapes corresponding to their functions are more difficult for the blind to memorize and for the cognitively impaired to understand.

Detailed Description: Button shapes should correspond to their functionality. Commonly used or important controls should be more prominent. Control panel buttons that are logically grouped together, such as on a numeric keypad, should all have the same shape and distinguishing features. Users who are blind rely on memorization to learn where specific keys are located on a device. If all buttons are shaped exactly the same, memorizing the location of the various buttons becomes a difficult task. For users with limited cognitive abilities, it may be difficult to understand the difference between buttons that look exactly the same.

Figure 39: Buttons on a control panel are all shaped identically.


Potential Solution: Design buttons with distinguishing features, including differences in shape. Ensure that buttons with different functions are distinguished from one another in some way. For example, on many kiosks, the “Enter” button on the control panel is larger than all the other buttons because of its relative importance. It is also a good idea to associate buttons that have related functions by making them all the same shape. In addition to shape and size coding, color coding and grouping can be used as distinguishing features for controls.

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Figure 40: Buttons on a control panel are grouped and distinguished by size, shape, and color.

Applicable Guidelines:

ADA-ABA – 707.3, 707.6.1Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a)Section 255 – 1193.41(a)(3)(b)HFDS – 6.4.1.16, 6.4.1.18, 6.4.1.19, 6.4.1.22, 6.4.1.30

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Buttons do not provide a surface that facilitates button activation.Detailed Description: Buttons that are slick or have no concave curvature are more difficult for some users to activate. Users without fine motor control or users that utilize manipulation sticks may have difficulty activating buttons that are slick and not curved inward, because their fingers or manipulation sticks may slip off the button and activate adjacent buttons.

Figure 41: Buttons on a control panel are slick and convex.


Potential Solutions: The buttons on the device should be concave. Concave buttons help prevent users’ fingers from slipping off the buttons.

Figure 42: Buttons on a control panel are concave and made from a high friction material.

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The buttons on the device should be made from a high friction material. A rubberized coating or other high friction material helps prevent users’ fingers from accidentally slipping off the controls.

Applicable Guidelines:Section 508 – 1194.31(f)Section 255 – 1193.41(e)(2)(g)HFDS – 6.4.1.1, 6.4.1.7, 6.4.1.23ISO/IEC 71 – 8.12.3.1

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Buttons requiring very little force to activate can increase the number of accidental activations.

Detailed Description: Buttons that are activated with very light forces are more frequently accidentally activated. This causes problems for users who are blind or who have low vision, because they may rely on touch to locate buttons, and may accidentally activate buttons if the activation force is too low. Users lacking fine motor control may touch buttons unintentionally, and accidentally activate them if the activation force is too low.

Figure 43: Low activation force for a button results in inadvertent activations.

Populations Impacted: Users who are blind; users with low vision; users with upper mobility impairments.

Potential Solution: Buttons should require a sufficient activation force to reduce the number of accidental activations. Button activation forces in the range of 0.22 to 1.8 pounds are recommended (Bullinger, Kern, and Muntzinger, 1988).

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(f)Section 255 – 1193.41(a)(3)(e), 1193.41(e)(2)(e)Mercinelli – 2.4

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Buttons requiring high levels of force to activate can pose difficulties for users with limited strength.

Detailed Description: Buttons that require a great deal of force for activation may be difficult for users with limited strength to activate.


Potential Solution: Buttons should require moderate levels of force to activate. ADA and Section 508 guidelines place an upper limit of 5 pounds on control activation forces, but this force is excessive for buttons, which are typically intended for fingertip operation. Button activation forces in the range of 0.22 to 1.8 pounds are recommended (Bullinger, Kern, and Muntzinger, 1988). However, button activation forces should not be too low, lest accidental activations (e.g., when a user with tremors brushes against a control) become a possibility.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.23(k)(2), 1194.25(c)Section 255 – 1193.41(f)(2)(d)HFDS – 6.1.5.8.1, 6.4.1.2, 6.4.1.11Mercinelli – 2.4

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Chorded button operations can be difficult for users with upper mobility impairments.

Detailed Description: Some control panel functions may require that two or more buttons be pressed simultaneously. This can be difficult for users who cannot use both hands simultaneously for various reasons, and for users who use manipulation sticks to activate controls.


Potential Solution: Avoid functions that require simultaneous button presses. If chorded functions cannot be eliminated entirely, consider implementing a “sticky keys” function that will allow the modifier key to be pressed before the action key, eliminating the requirement that both keys be pressed at the same time.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.23(k)(2), 1194.25(c), 1194.31(f)Section 255 – 1193.41(e)(2)(d)HFDS – 6.4.1.5, 6.4.1.6, 6.4.1.10, 8.18.2.1EITAAC – 5.2.1.6.1

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Buttons do not provide sufficient tactile feedback.Detailed Description: Tactile feedback indicating the activation of mechanical buttons is a primary source of user feedback. If a button does not provide tactile feedback (in the form of a mechanical click and/or perceptible displacement), users may be unsure whether or not they successfully activated the control. This can lead to multiple activation errors (where users press the button again because they were unsure if it was activated) and unintentional activations (where users do not perceive that a button was pressed by accident).

Populations Impacted: Users who are blind; users who are deaf; users who are hard of hearing; users with upper mobility impairments.

Potential Solution: Ensure that buttons provide adequate tactile feedback when activated. Buttons should provide “snap action” feedback, with a gradual increase in resistance prior to activation, followed by a sharp decrease in resistance after activation. Buttons with very low travel distances should be avoided; buttons should travel between 1.3 and 6.4 mm when activated. Providing visual and auditory feedback to supplement tactile feedback is also recommended.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(f)HFDS – 6.1.5.8.5, 6.4.1.31Mercinelli – 2.4

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Some types of buttons do not respond to touch from materials other than skin.Detailed Description: Certain types of controls, such as electrostatic buttons, do not respond to touches from materials other than skin. Users with prosthetic limbs and users who use manipulation sticks are therefore unable to activate these buttons.


Potential Solution: Ensure that controls can be activated by materials other than skin. Provide mechanically activated controls, or touch-sensitive controls that use a detection technology that responds to a variety of materials other than skin. However, care must be taken to ensure that the controls are not too sensitive, so that accidental activations become a problem.

Applicable Guidelines:Section 508 – 1194.31(f)Section 255 – 1193.51(c)HFDS – 6.4.1.1EITAAC – 5.2.1.14

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What are the common issues associated with control panel keypads?Control panel keypads include both numeric keypads and alphanumeric keyboards. In addition

to the issues listed for buttons, the following issues apply specifically to keypads.

Keypads may lack nibs on the “5”, “F”, and “J” keys.Detailed Description: Users without vision are accustomed to having a small nib on the “5” key on numeric keypads, and on the “F” and “J” keys on alphanumeric keyboards. These nibs assist users to orient themselves to the positions of the various keys. Keypads and keyboards that lack these nibs are difficult for users without vision to use, because they cannot orient themselves to the correct keys and key positions.

Figure 44: The “5” key on the numeric keypad lacks a nib.

Populations Impacted: Users who are blind.

Potential Solution: Include sufficient nibs that can be easily felt on the “5”, “F”, and “J” keys. On numeric keypads, always include a nib on the “5” key that can be easily differentiated by feel. This can be a small raised dot or a dashed line. On alphanumeric keyboards, always include nibs on the “F” and “J” keys so that users can orient themselves to the keyboard layout.

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Figure 45: A nib is provided on the “5” key of the numeric keypad.

Applicable Guidelines:ADA-ABA – 707.6.2Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a)Section 255 – 1193.41(a)(3)(a)HFDS – 6.4.1.18, 9.6.11

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Non-standard numeric keypads pose a problem for some users.Detailed Description: There are two standard layouts for numeric keypads, the telephone keypad layout and the adding machine layout (typical of most computer keyboards). Non-standard numeric keypad layouts create difficulties for users who are blind, who rely on the use of the standard layouts to orient themselves to the keypad, and for individuals with cognitive impairments, who may become confused when faced with a non-standard layout.

Figure 46: A non-standard numeric keypad layout.


Potential Solution: Use a standard keypad layout on the control panel for the kiosk. If a numeric keypad is used on the device, ensure that one of the standard layouts is used. Also, ensure that the keys are tactilely discernable, and provide feedback to the user when a key is pressed.

Figure 47: A standard numeric keypad layout.

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Applicable Guidelines:ADA-ABA – 707.6.2Section 508 – 1194.23(k)(1), 1194.25(c), 1194.31(a)HFDS – 6.4.1.18, 6.4.1.22, 6.4.1.30, 9.1.2, 9.1.3, 9.1.4, 9.1.5EITAAC – 5.2.1.9.1, 5.2.1.10.1

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The common methods of cursor advancement for numeric keypad text entry cause problems for some users.

Detailed Description: Some kiosks may require users to enter limited amounts of text using the numeric keypad. Some numeric keypad text entry schemes automatically advance the cursor to the next location after a time-out period, and others require the user to manually advance the cursor. Some schemes adopt a semi-automatic approach, where the cursor must be manually advanced to enter consecutive characters using the same number key, but will automatically advance when a different number key is pressed. Each of these approaches has advantages and disadvantages. Manually advancing the cursor requires the user to make additional keystrokes, which may be difficult for users with upper mobility impairments. The user may be required to move his or her hand off of the keypad to advance the cursor, and to subsequently relocate and reorient to the keypad, which may be difficult for users who are blind or who have low vision. Conversely, automatically advancing the cursor may cause problems for users who are unable to press the keys fast enough to select the desired letter before the timeout occurs; this may include users who are blind, users with low vision, users with cognitive impairments, or users with upper mobility impairments.

Populations Impacted: Users who are blind; users with low vision; users with cognitive impairments; users with upper mobility impairments.

Potential Solutions: Provide an accessibility mode that extends timeouts. If the automatic or semi-automatic method is used, allowing users to set the timeout period to a duration appropriate for their personal needs will alleviate timeout problems for those users.

Provide voice output when characters are entered and confirmed. Having the device voice the current character as the user cycles through the available characters on a key would help users with visual impairments select the desired character. Having the device voice each character as it is confirmed (either manually or by a time-out), in a voice distinct from that used to voice the selection of characters, would also help users know when a character has been confirmed and know when the cursor has advanced to the next location.

Avoid numeric keypad text entry if possible. Because of the problems that numeric keypad text entry can cause for users, consider an interface design that does not require direct text input, or consider providing a full keyboard (a hardware keyboard or an accessible on-screen alternative) if text input cannot be avoided.

Applicable Guidelines:Section 508 – 1194.23(k)(3), 1194.25(b), 1194.25(c), 1194.31(a), 1194.31(f)Section 255 – 1193.41(g)HFDS – 9.1.1, 9.1.6, 9.1.16

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What are the common issues associated with feedback?A good interface must provide feedback to users. The user interprets feedback in order to

determine whether input was received, whether the desired action was executed, and whether the desired consequences were achieved. Feedback is generally provided visually or audibly. Alerts and error messages are special notifications that indicate to the user when certain actions must be taken. An example of an alert is “Insert memory card” when using a photo kiosk. An example of an error message is “Invalid entry” when unexpected data is entered on a keypad.

The kiosk does not provide sufficient feedback to the user.Detailed Description: Users with different disabilities have different needs for the amount and type of feedback provided by a kiosk. The feedback that is provided may be insufficient because it does not cover the full range of events for which feedback is required, or it may be insufficient because it is provided in a form that is not useful to a user with a particular disability (for example, visual feedback indicating that input has been accepted is not useful to a user who is blind). Providing feedback for a wide range of events and user actions in a variety of sensory modalities is beneficial for all users.

Populations Impacted: Users who are blind; users with low vision; users who are deaf; users who are hard of hearing; users with upper mobility impairments.

Potential Solutions: Ensure that feedback is provided for all relevant events. Provide feedback for all user inputs, system status changes, user or system errors, and other events that are relevant to the user’s interaction with the machine. Feedback for different events should be distinct from one another and appropriate to the events represented. For example, a simple click may be sufficient to acknowledge a keypress, but a more prominent tone may be necessary to indicate that an error has occurred.

Provide feedback in a visual format. Visual feedback is necessary for users with hearing impairments, but it can also be helpful for users with low vision (if the feedback is sufficiently large or if it also makes use of color or other visual cues), and for users with upper mobility impairments (to help the user determine when unintentional inputs have been made).

Provide feedback in an auditory format. Auditory feedback is necessary for users who are blind, and it can also be helpful for users with low vision and for users with upper mobility impairments. Beeps and other sounds help users know that input was accepted (e.g., an item was successfully scanned), and also serve to alert users if an unintentional input was made (e.g., a quantity of “22” was entered instead of “2”). Voice output of more complex data (such as the price of an item that was scanned, or indications of required user actions) helps users with visual impairments verify transactions and allows them to operate kiosks more effectively.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)Section 255 – 1193.43(a)(2)(a)HFDS – 2.6.1, 5.11.1, 5.11.2, 8.15.8.3, 8.18.3.2, 8.18.4.1

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System response time to user input is slow.Detailed Description: Users rely on timely feedback from the system in response to their inputs. If feedback is not provided in a timely fashion, users may conclude that their input was not accepted and try again, leading to multiple activation errors. This is a usability problem for all users, but it may exacerbate difficulties for users who are more prone to making input errors (e.g., users who are blind or who lack fine motor control).


Potential Solutions: Minimize system response lag time. The system should provide timely feedback to the user. The system should provide some response to user input within 500 ms. If the system response to a user input takes longer than 500 ms, an interim “in progress” indication should be displayed to acknowledge that the input was received and is being processed.

Allow easy recovery from errors. A “Back” or “Undo” button should be provided to allow users to recover from multiple activation errors or accidental inputs. Note that a button labeled “Cancel” is somewhat ambiguous; a user may think that a “Cancel” button will cancel the entire transaction, rather than cancel only the most recent input.

Figure 48: A confirmation screen with a “Back” button facilitates recovery from errors.

Applicable Guidelines:Section 508 – 1194.25(b), 1194.31(f)HFDS – 2.6.1, 6.3.1.5, 6.3.1.6, 8.8.2.24, 8.15.8.13, 8.15.11.1.13, 8.15.11.1.14

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What are the common issues associated with indicator lights?Indicator lights on kiosks are lights that illuminate to convey information (such as system

status) or to attract attention.

Information conveyed by indicator lights is not available to all users.Detailed Description: Indicator lights depend on user vision to communicate information. Therefore, the information conveyed by indicator lights is not accessible to some users with visual impairments. Furthermore, the placement of indicator lights in certain locations on a kiosk may make it difficult for users in wheelchairs to see the lights. Additionally, indicator lights are not well suited to conveying complex information, and attempting to convey complex information via indicator lights may cause confusion for users, especially for users with cognitive impairments.

Figure 49: An indicator light is placed out of sight for a seated user.

Populations Impacted: Users who are blind; users with low vision; users with lower mobility impairments; users with cognitive impairments.

Potential Solutions: Place indicator lights so that they are visible for both seated and standing users. When placing indicator lights, consider the viewing angle of users who are accessing the machine from wheelchairs, and avoid placing lights in locations that are only visible from a standing position.

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Figure 50: An indicator light is placed so that a seated user can see it.

Provide a redundant alternative to vision that conveys the same information that is conveyed visually. Providing audio output that communicates the same information that indicator lights convey will increase accessibility for users who cannot see the indicator lights due to visual impairments or due to the position from which they are using the machine. Simple audio output such as beeps can be used to indicate status, but the sounds must be recognizable and distinguishable to be effective. Voice output should be used to convey more detailed information.

Avoid communicating complex information via indicator lights. Indicator lights are well suited for conveying simple information that can be communicated by the presence or absence of a light. Using indicator lights to convey more complex information (for example, by requiring users to discriminate between flash rates or count a sequence of flashes) should be avoided. Complex information should be presented by means of text, graphics, or voice output.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 5.11.1, 5.1.2, 5.11.6, 5.11.8, 8.18.3.3

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Color coding is sometimes used as the sole means of conveying information.Detailed Description: Indicator lights that use only a change of color (especially when the change is between red and green or between blue and yellow) as the only method of conveying information may be difficult for color blind users and some users with low vision to discern. For example, if a two-state light is used, with green representing the ready state and red representing a fault state, a user with red/green colorblindness may not be able to determine if the device is ready or is in a fault state.

Figure 51: A single light illuminates red or green to indicate status.

Populations Impacted: Users who are color blind; users with low vision.

Potential Solutions: Do not use color pairs that are easily confused by color blind users to convey information. Red/green color blindness is most common; however, blue/yellow color blindness occurs occasionally. Total color blindness, where users are not able to perceive color and only see shades of grey, is extremely rare. Using color combinations other than red/green and blue/yellow to represent information will help avoid confusion among most users who are color blind.

Always provide a redundant alternative to color, such as text and/or location, that conveys the same information that the color conveys. Anywhere color coding is used, the message conveyed by that color coding should be conveyed through text as well, in order to ensure that color blind users have access to the same information that other users do. For instance, in the example used above, a text indication that says “Ready” when the copier is in the ready state could be provided. The text message would communicate the same information to a color blind user that the green light communicates to a non-color blind user.

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Figure 52: Separate red and green lights and redundant text indicate status.

Additional Comments: Although the solutions presented above will improve accessibility for those who are color blind (and for some with low vision), they in no way solve the problem for users who are blind and are therefore dependent on tactile or auditory differentiation of status information.

Applicable Guidelines:Section 508 – 1194.25(g), 1194.31(a)Section 255 – 1193.41(c)HFDS – 8.6.2.1.5, 8.6.2.5.2EITAAC – 5.2.1.3.1, 5.2.1.3.2, 5.3.2.8

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Flashing lights can trigger seizures in some users.Detailed Description: Lights that flash at certain frequencies may induce seizures in users with photosensitive epilepsy. Seizures are typically induced by flash rates between 2 Hz and 55 Hz, and flashing that occupies a large portion of the visual field is more likely to induce seizures.

Populations Impacted: Users with photosensitive epilepsy.

Potential Solutions: Avoid flashing lights with flash rates between 2 Hz and 55 Hz. If flashing indicator lights are used, ensure that the flash rate does not fall within these bounds.

Avoid flashing lights that occupy large areas. Flashing lights that occupy only part of the user’s visual field are less likely to induce seizures than lights that fill the user’s visual field. Therefore, flashing lights that cover large areas of the machine should be avoided.

Applicable Guidelines:Section 508 – 1194.25(i)Section 255 – 1193.43(f)HFDS – 5.2.1.2EITAAC – 5.2.1.12.1

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Overuse or misuse of indicator lights reduces their effectiveness.Detailed Description: Indicator lights can be useful for communicating status to users or attracting the attention of users. However, overuse of indicator lights (especially lights with strong attention-getting qualities such as flashing or brightness) or misuse of indicator lights can be an irritation or a distraction to users, and can cause the lights to lose their attention-drawing power.

Figure 53: Overuse of indicator lights reduces their effectiveness for attracting attention or communicating information.

Populations Impacted: All users.

Potential Solutions: Avoid overuse of indicator lights, particularly for non-critical information. “Overuse” of indicator lights is subjective, and the threshold will vary from machine to machine. Generally, indicator lights should be used to communicate information that is important to the user (for example, that user input is required or that an error has occurred), and should not be used for decorative purposes, or to communicate information that is obvious in other ways (for example, a power light is unnecessary if it is obvious from the user interface that the machine is on).

The intensity of indicator lights should commensurate with their importance. The use of intense indicator lights (larger, brighter, flashing) should be reserved for situations where it is important to attract the user’s attention (for example, when action is required or an error has occurred). More subtle (smaller, dimmer, non-flashing) indicator lights should be used for more mundane purposes, such as acknowledging successful user input.

Ensure that the characteristics of indicator lights follow standard conventions. The Human Factors Design Standard describes the following conventions:

Red indicates error or malfunction conditions. Yellow indicates delays or situations where rechecking is necessary.

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Green indicates satisfactory conditions, or that it is OK to proceed with an operation or transaction.

Blue should be used as an advisory color. White indicates a physical position or an action in progress. A bottom-to-top or left-to-right movement in an array of indicator lights should

represent increasing values.

Applicable Guidelines:HFDS – 6.2.2.1.27, 6.2.2.3.3, 6.3.3.5

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What are the common issues associated with audio output?Many kiosks provide some form of audio output, ranging from simple beeps to speech output.

Audio output may be provided through speakers or through a headphone jack. Audio output can be used to greatly improve the accessibility of a kiosk, particularly for users with visual impairments.

Information is presented only in audio form.Detailed Description: Users with hearing impairments may rely on visual displays to obtain information from kiosks. If information is conveyed only via audio, some users will be unable to perceive it.

Figure 54: Instructions are provided to the user only in audio form.

Populations Impacted: Users who are deaf; users who are hard of hearing.

Potential Solution: Provide redundant visual output for important audio output. All important information that is conveyed via audio output should be accompanied by equivalent visual information in the form of graphics, text, indicator lights, or other visual means.

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Figure 55: Instructions are provided to the user as audio and as text and graphics.

Applicable Guidelines:Section 508 – 1194.31(c)HFDS – 8.18.4.1EITAAC – 5.2.1.4.2

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The volume level is insufficient.Detailed Description: Some users may have difficulty hearing audio output at default volume levels, particularly if the device is located in a noisy environment. Users with vision impairments may rely exclusively on auditory information to use the device, so it is important to ensure that the output volume can be adjusted to sufficient level.

Populations Impacted: Users who are hard of hearing; users who are blind; users with low vision.

Potential Solution: Provide sufficient output volume and range of adjustment through the built-in speakers and the headphone output. The range of volume available should be implemented as described in Section 508 guideline 1194.25(f). Controls that allow users to adjust the output volume within the range specified in 1194.25(f) should be provided.

Figure 56: A volume knob is provided to allow the user to adjust the output volume.

Applicable Guidelines:Section 508 – 1194.25(f), 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)HFDS – 8.18.4.2

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Ambient sound from the environment interferes with the user’s ability to hear audio output.

Detailed Description: Kiosks may be located in noisy environments, where ambient sound from the environment makes it hard for users to hear audio output from the machine. This may be particularly problematic for users who are hard of hearing, and for users with vision impairments, who may rely exclusively on auditory information to use the device.

Populations Impacted: Users who are hard of hearing; users who are blind; users with low vision.

Potential Solutions: Provide sufficient output volume and range of adjustment through the built-in speakers and the headphone output. The range of volume available should be implemented as described in Section 508 guideline 1194.25(f). Controls that allow users to adjust the output volume within the range specified in 1194.25(f) should be provided.

Figure 57: A volume knob is provided to allow the user to adjust the output volume.

Provide a headphone jack. Providing a headphone jack allows users to attach their own headphones for private listening to audio output. Headphones may also help users hear audio output by partially blocking ambient noise.

Provide redundant visual output for important audio output. All important information that is conveyed via audio output should be accompanied by equivalent visual information in the form of graphics, text, indicator lights, or other visual means.

Applicable Guidelines:Section 508 – 1194.25(e), 1194.25(f), 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)Section 255 – 1193.43(e)(2)(b)HFDS – 8.18.4.1, 8.18.4.2

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Non-verbal audio output is not meaningful.Detailed Description: Some kiosks use only simple non-verbal audio output (i.e., beeps or tones) to communicate information to users. These tones may not be meaningful in the absence of accompanying visual information, such as an on-screen message or graphic. Users with visual impairments may not have access to visual information, and may therefore have difficulty interpreting the meaning of non-verbal audio output. Users with cognitive impairments may also have difficulty figuring out the meaning of non-verbal audio output.

Populations Impacted: Users who are blind; users with low vision; users with cognitive impairments.

Potential Solutions: When possible, select sounds with characteristics that convey meaning. It is difficult to convey meaning through simple sounds in a way that is universally understood, but it may be possible in some situations. For example, a “positive” sound (a “ding” or a rising tone) could be used to indicate that input has been accepted, and a “negative” sound (a “buzz” or a descending tone) could be used to indicate that input has been rejected.

Consider using non-verbal sounds only to convey very simple information. For example, a “click” sound could be used to indicate that a keypress has been accepted. The information is conveyed by the presence or absence of the sound, and not by the characteristics of the sound. When using sounds in this way, ensure that the sounds are temporally matched with the associated event, so that the relationship between the event (for example, a keypress) and the sound is clear.

Use verbal messages to convey information. When detailed information needs to be conveyed via sound, use verbal information to explicitly and unambiguously convey the information. This eliminates the requirement for users to interpret the meaning of the sound, and also serves as a redundant means of providing the information, which benefits users with visual impairments.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 7.2.1.2, 7.2.1.4, 7.2.1.7, 7.2.1.8

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Voice output is difficult to understand due to poor sound quality or interference.Detailed Description: Voice output may be difficult for some users to understand because the device’s speakers are not capable of reproducing the voice output clearly and without distortion, particularly at higher volumes. Other sounds that accompany voice output, such as background music, may also make it more difficult for users to understand the content of voice messages.

Populations Impacted: Users who are blind; users with low vision; users who are hard of hearing; users with cognitive impairments.

Potential Solutions: Ensure that the device’s speakers are capable of reproducing voice output legibly through the full range of output volumes. The range of volume available should be implemented as described in Section 508 guideline 1194.25(f). The speakers used in the device should be tested to ensure that they are capable of reproducing voice output clearly and without distortion through the entire range of volume adjustments.

Avoid background music or other sounds that may reduce the legibility of voice output. Background music or other sound effects that are played back at the same time as voice output messages may be distracting, and may reduce the legibility of the voice output.

Ensure that information conveyed by voice is accompanied by a redundant visual presentation. Providing redundant visual information (for example, via on-screen text or graphics) may help users who are hard of hearing obtain the information.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.25(f), 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)Section 255 – 1193.43(e)(2)(a), 1193.43(e)(2)(e)HFDS – 7.3.2.1, 7.3.2.2, 8.18.4.1, 8.18.4.2

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Voice output is not repeated.Detailed Description: Users may fail to hear or understand voice output messages when they are first presented. If the messages do not repeat, either automatically or under user control, then users may be unsure how to proceed with their interactions with the device.

Populations Impacted: Users with cognitive impairments; users who are hard of hearing; users who are blind; users with low vision.

Potential Solutions: Repeat voice messages automatically if the user does not respond within some period of time. If the user fails to respond or take action within a reasonable amount of time (a few seconds) after a voice message is presented, repeat the voice message.

Provide a control that allows the user to request that voice messages be repeated. This will allow users to listen to messages again if they did not hear or understand the message initially. Ideally, the repeat control should be a physical control (as opposed to an on-screen control) and should be tactilely discernible to increase the accessibility of the control for users with visual impairments.

Applicable Guidelines:ADA-ABA – 707.5.1Section 508 – 1194.25(e), 1194.31(a), 1194.31(b), 1194.31(c)Section 255 – 1193.43(e)(2)(d)HFDS – 8.18.4.2

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Audio output via speakers may be inappropriate due to privacy concerns.Detailed Description: Audio output may be required for some users to interact with kiosks. The audio output may need to be at a relatively high volume to overcome ambient noise or to accommodate users who are hard of hearing. However, some information provided by kiosks, such as user account information or other private information, should not be broadcast over speakers.

Figure 58: Potentially sensitive audio is output through speakers.

Populations Impacted: Users who are blind; users with low vision; users who are hard of hearing.

Potential Solutions: Provide a headphone output. When headphones are connected, disable the audio output through the speakers.

Figure 59: A headphone jack is provided for private listening.

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Avoid outputting potentially sensitive information through speakers. Consider whether any of the information the kiosk might potentially output could cause privacy concerns. If so, consider a design where private information is only output through the headphone jack and not through the speakers, or consider giving the user the option of whether or not private information should be output via the speakers.

Applicable Guidelines:ADA-ABA – 707.4, 707.5Section 508 – 1194.25(e), 1194.31(d)Section 255 – 1193.43(e)(2)(e)HFDS – 8.18.4.2EITAAC – 5.2.1.11.1

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What are the common issues associated with headphone jacks?A headphone jack on a kiosk allows users to connect a pair of personal headphones to the

device in order to hear audio output from the device more clearly and more privately.

No headphone jack is provided on the device.Detailed Description: Users with visual impairments often rely on audio output to interact with kiosks. Interference from ambient noise may make it difficult for users to perceive information provided via audio, especially for users who are hard of hearing. Use of headphones allows users to hear audio output more clearly, and also enhances privacy. However, some kiosks do not provide a headphone jack.


Potential Solution: Provide a headphone jack so that users can connect personal headsets to the device. The headphone jack should use a standard headphone connector (a 3.5 mm pin is most common). External audio playback through speakers should be disabled when headphones are connected.

Figure 60: A headphone jack is provided for private listening.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.25(e), 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)Section 255 – 1193.43(e)(2)(f)HFDS – 8.18.4.2EITAAC – 5.2.1.11.1

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Locating the headphone jack may be difficult for users with visual impairments.Detailed Description: Headphone jacks are often used by users with visual impairments, who may have difficulty locating the headphone jack if it is not prominently located and tactilely discernible.

Figure 61: The headphone jack is located in an obscure location on the device.


Potential Solutions: Locate the headphone jack prominently on the device. Place the headphone jack in a prominent location where users are likely to look or feel when searching for the jack. Avoid placing the jack in an obscure location (too low or too high on the device, on the side of the device, etc.).

Figure 62: The headphone jack is located in a prominent location on the device.

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Ensure that the headphone jack is tactilely discernible. The headphone jack should be identified with a Braille label or other raised marking. The jack itself should be raised above the surface of the machine (for example, surrounded by a raised ring). The jack should not be obscured behind a cover.

Ensure that the headphone jack is visually discernible. The headphone jack should be located in plain view on the device, and not hidden in an obscure location or behind a cover. Marking the headphone jack with a distinctive, high contrast color will also help users with low vision locate the jack.

Provide support for wireless headphone connectivity. The 3.5 mm connector (and to a lesser extent the 2.5 mm connector) are still the most common methods for connecting headphones. However, wireless technologies such as Bluetooth are becoming more prominent, and providing support for wireless headphone connectivity would help to eliminate many of the accessibility problems associated with headphone jacks.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 6.4.1.15, 6.4.1.18, 6.4.1.22, 6.4.1.28

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The headphone jack does not use a standard connector.Detailed Description: 3.5 mm headphone connectors are the most common, and are used for headphones for music devices. If the headphone jack does not support 3.5 mm headphone plugs, many users will be unable to connect their headphones to the device.


Potential Solution: Provide at least a standard 3.5 mm headphone jack. Support for other connectors, such as 2.5 mm headphone connectors or wireless technologies such as Bluetooth can also increase accessibility.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.25(e)Section 255 – 1193.51(b)

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Users may have difficulty inserting a plug into a headphone jack.Detailed Description: Inserting a small headphone plug into a headphone jack can be difficult, especially for users with visual impairments and users lacking fine motor control. The problem may be exacerbated if the headphone jack is located in a cramped space or if it is covered.


Potential Solutions: Do not cover the headphone jack. Avoiding a cover on the headphone jack eliminates the requirement for users to open the cover before plugging in headphones, and also enhances visual and tactile discernability of the headphone jack.

If a cover is necessary, ensure that it does not interfere with use of the plug. Consider using a cover that remains in the open position after the user opens it, so that the user does not have to hold the cover open while plugging in headphones.

Avoid placing the jack too close to other controls, or in an area where access is obstructed. Users lacking fine motor control may find it easier to insert a plug if they are able to brace their hands while inserting the plug. Ensure that there are no obstructions around the headphone jack (for example, avoid placing the jack in an interior corner where two or more panel surfaces meet). Ensure that there are no controls near the headphone jack that may be accidentally activated when a user braces his or her hand.

Design the jack to help guide the plug into the jack. For example, provide a concave area around the headphone jack that helps to funnel the plug into the jack.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.31(f)HFDS – 6.4.1.1, 6.4.1.9, 6.4.1.12

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The placement of the headphone jack allows the headphone cord to interfere with use of the machine.

Detailed Description: Headphones are typically attached to kiosks by a cord. The placement of the headphone jack could result in the headphone cord resting in an area where it interferes with the use of the machine (for example, the cord may hang in front of the memory card slots of a photo kiosk). If users must change positions to interact with different parts of the machine, headphone cords may restrict range of motion or become unplugged during movement.

Figure 63: The headphone jack location allows the cord to interfere with use of the machine.

Populations Impacted: Users who are hard of hearing, users who are blind; users with visual impairments; users with upper mobility impairments; users with lower mobility impairments.

Potential Solutions: Consider the expected workflow for the machine, and position the headphone jack so that the headphone cord does not interfere with use of the machine. For example, on a photo kiosk, the headphone jack could be placed on the front of the machine below the memory card slots so that the headphone cord does not block access to the card slots.

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Figure 64: The headphone jack location prevents the cord from interfering with use of the machine.

Position the headphone jack in a location that allows sufficient range of motion to perform all tasks. Consider the positions in which users, both seated and standing, will occupy when using the device, and place the headphone jack in a location central to those positions. This will allow users the necessary range of motion so they don’t accidentally unplug their headphones.

Provide support for wireless headphone connectivity. Wired connectors are still the most common methods for connecting headphones, but wireless technologies such as Bluetooth are becoming more prominent. Providing support for wireless headphone connectivity would eliminate interference from headphone cords.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2Section 508 – 1194.25(j)HFDS – 6.4.1.12

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What are the common issues associated with barcode readers?Some kiosks, such as product price check kiosks, contain barcode readers, which are used to

scan Universal Product Codes (UPCs). Barcode readers may be handheld, wall-mounted, or integrated into a larger device.

Some users may have difficulty orienting a product properly for scanning.Detailed Description: In order to scan barcodes, users must correctly orient the product to be scanned so that its barcode is facing the reader. Because the placement of barcodes on product packaging varies widely, locating the barcode and orienting the package so the barcode can be scanned can be difficult for users with visual impairments. Users with upper mobility impairments may also find it difficult to perform the fine manipulations required to orient products and pass them over the reader repeatedly.


Potential Solutions: Provide a reader that can read barcodes in multiple orientations with high sensitivity. A reader that can scan barcodes in any orientation and that is sensitive enough to successfully scan wrinkled or faded barcodes will be easier for users with visual impairments to use, because it reduces the need for the user to accurately orient the barcode.

Provide a reader that can scan multiple product surfaces at once. A reader that can scan multiple surfaces of a product (for example, the bottom and a side of the product) will be easier for users with visual impairments to use, because it reduces the number of product orientations the user must try before the barcode is read.

Use a technology that can identify products based on proximity. Some technologies such as RFID tags can be read by proximity, eliminating the need for the user to orient the product to the sensor in a particular way. Use of RFID tags and readers to identify products would simplify the process of scanning products at a kiosk.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(f)HFDS – 6.4.1.1

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Large and/or heavy products can be difficult for some users to scan.Detailed Description: If the barcode reader is wall-mounted or integrated into a console, then users must position products near the scanner so the barcode can be read. Products that are large and/or heavy may be difficult for some users to scan.

Figure 65: A large item is difficult to scan using an integrated barcode reader.


Potential Solution: Provide a wireless handheld scanner. A handheld scanner allows users to scan barcodes on large and/or heavy products without having to lift or reposition them. A wireless scanner provides more flexibility by eliminating restrictions due to cord length.

Figure 66: A handheld barcode reader makes it easier to scan large items.

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Grasping and operating a handheld barcode reader may be difficult for some users.

Detailed Description: Some barcode readers may be difficult for users with upper mobility impairments to grasp and use. The texture, weight, shape, and size of the reader can all contribute to user difficulties. Furthermore, if the forces required to activate a barcode reader are high, some users may have problems using the reader.

Figure 67: A handheld barcode reader without a handle is difficult to grasp.


Potential Solutions: Ensure that the barcode reader is covered with a non-slip material. The area of the reader that users grasp should be covered with a textured, non-slip (rubbery) material that facilitates grasping. Avoid the use of slippery materials such as hard, glossy plastic for areas that users grasp.

Provide a lightweight, well-balanced barcode reader. A barcode reader that is lightweight and well-balanced (i.e., not excessively top-heavy) will be easier to use and less likely to be dropped.

Provide a barcode reader with a “pistol grip” design. The “pistol grip” design provides a better surface for grasping than a design without any sort of handle. The grip should be moderately sized to facilitate use by a variety of hand sizes. The grip should not be excessively contoured, and should be designed for use with either hand.

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Figure 68: A handheld barcode reader with a handle is easier to grasp.

Ensure that the force required to operate the barcode reader is not excessive. If the user must operate a trigger or other control to scan an item with the barcode reader, ensure that the force required to activate the control does not exceed 5 pounds (22.2 N).

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.23(k)(2), 1194.25(c), 1194.31(f)HFDS – 6.4.1.1, 6.4.1.2, 6.4.1.6, 6.4.1.11ISO/IEC 71 – 8.18.1

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Insufficient feedback is provided when a product is scanned.Detailed Description: Feedback should be provided to all users when a product is scanned, so that the user is informed that the product was successfully scanned. If feedback is provided in only one modality (e.g., visually), then users with impairments in that modality will not perceive the feedback. If feedback is insufficiently noticeable (e.g., a low-volume sound or brief flash of light), users may fail to perceive it.

Figure 69: No feedback is provided when an item is scanned.

Populations Impacted: Users who are blind; users with low vision; users who are deaf; users who are hard of hearing.

Potential Solution: Provide a clear indication, both visually and audibly, that a product has been scanned successfully. Visual feedback can be provided in the form of an on-screen message or by a light that illuminates on or near the scanner unit. Auditory feedback might consist of a simple beep or a voice message that reports the name and/or price of the product that was scanned.

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Figure 70: Feedback is provided when an item is scanned.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b), 1194.31(c), 1194.31(d)HFDS – 2.6.1, 5.11.2, 8.15.8.3, 8.18.3.2, 8.18.4.1

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What are the common issues associated with card readers?Various types of card readers are in use with kiosks. Some kiosks, such as photo printing

kiosks, provide slots for users to insert memory cards. Other kiosks, such as library checkout kiosks, use a card reader to read data from a library card or other type of card for identification purposes. The card reader may be integrated into the kiosk, with only a slot for swiping or inserting cards visible to the user, or it may be a separate device with its own controls and user interface that interacts with the kiosk.

Users may have difficulty locating the card reader.Detailed Description: The location and type of card reader often varies from machine to machine. Therefore, users with visual impairments may be unsure of where to search for a card reader, or what type of card reader to search for.

Figure 71: The card reader is unlabelled and has poor visual contrast.


Potential Solutions: Ensure that the card reader is easy to distinguish from the rest of the machine. The card reader should be prominently located on the machine, so that a searching user can find it quickly. It should also be tactilely identifiable as a card reader. For example, instead of providing only a small slot in the machine into which a card must be inserted, provide an interface that can be easily located and identified by touch. The visual appearance of the card reader should also contrast with the machine, to assist users with low vision to locate it.

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Figure 72: The card reader is labeled and has good visual contrast.

Provide tactile labels. The card reader should be clearly labeled with a Braille label, raised text, or other tactile markings.

Describe the location of the card reader to the user both visually and auditorily. Provide both on-screen text and/or graphics and auditory output indicating the location of the card reader to the user, making use of obvious landmarks on the machine to establish the location (i.e., “the card reader is located to the left of the display screen”).

Use an indicator light to draw attention to the card reader. When a card must be read (for example, when user identification information is required), illuminate an indicator light on the card reader to indicate its location and attract the attention of the user.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.41(a)(2)(b), 1193.41(i)(2)(a)HFDS – 6.4.1.16, 6.4.1.18, 6.4.1.22, 6.4.1.28, 6.4.1.30

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Determining the proper orientation for inserting or swiping a card may be difficult.

Detailed Description: Most card readers require users to insert or swipe cards in a specific orientation (e.g., face-up, or with the magnetic stripe up and to the left). Determining the proper orientation may be difficult for users with visual impairments (who may not be able to see orientation instructions) and users with cognitive impairments (who may not be able to understand orientation instructions).

Figure 73: The proper orientation for inserting a card is not shown.


Potential Solutions: Provide a clear graphic on the card reader illustrating the proper card orientation. Provide a simple graphic located adjacent to the card reader that shows the proper card illustration, using only one or two prominent features of the card (such as the magnetic stripe or the alignment arrow on a memory card) as landmarks. If possible, avoid perspective drawings that may require users to perform mental geometry to work out the proper card orientation.

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Figure 74: A label shows the proper orientation for inserting a card.

Provide a card reader that accepts multiple card orientations. If a card reader can successfully read a card in more than one orientation (for example, stripe up and stripe down), the likelihood of a successful insertion increases.

Provide redundant, non-visual instructions describing the proper card orientation. A voice message describing the proper card orientation (e.g., “insert card with the magnetic stripe facing down and to the left”) will be helpful to users with visual impairments.

Provide support for contactless card reading. Contactless cards (which use barcodes or RFID technology to store data) eliminate the need for the user to determine the proper card orientation.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 8.18.3.2EITAAC – 5.2.1.9.1, 5.2.1.10.1

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Users lacking fine motor control may have difficultly aligning and inserting a card.

Detailed Description: Precisely aligning a card with a card reader slot for insertion or swiping can be difficult for users lacking fine motor control.

Figure 75: The card slot is not designed to guide the card into the slot.


Potential Solutions: Design the card slot so that it guides the card into the slot. A slot design with an opening that tapers into the insertion slot or a design that provides a clear area for the user to rest the card before sliding or inserting it reduces the amount of fine motor control required to interact with a card reader.

Figure 76: The card slot is designed to help guide the card into the slot.

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Provide a clear area around the card slot for users to brace their hands. Providing a space near the card slot where users can brace their hands to steady themselves and reduce tremors can help users perform actions more accurately.

Provide support for contactless card reading. Contactless cards (which use barcodes or RFID technology to store data) eliminate the need for the user to align and insert the card.

Applicable Guidelines:Section 508 – 1194.31(f)Section 255 – 1193.41(e)(2)(h)HFDS – 6.4.1.1, 6.4.1.9, 6.4.1.16

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Users may have difficulty swiping cards through the full length of the card reader slot.

Detailed Description: Some card readers require users to swipe cards through a slot that is several inches long. Users with limited reach (due to upper mobility impairments, or due to interacting with the machine from a wheelchair) may be unable to swipe the card through the entire slot in one continuous movement, which may result in a card reader error.

Figure 77: The card reader slot is long and is oriented horizontally.


Potential Solutions: Ensure that the card reader slot is fully within the reach envelope of users. Avoid using card readers with long swipe distances (longer than 6 to 7 inches). Orient the card slot vertically, which reduces the amount of lateral reach that is required. Locate the card slot in accordance with the reach ranges defined in section 308 of the ADA-ABA guidelines.

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Figure 78: The card reader slot is short and is oriented vertically.

Provide a card reader that can be repositioned by the user. A card reader that can swivel or slide towards the user may allow users to adjust the card reader into a usable position without having to reposition themselves.

Provide a reader that requires the user to insert, rather than swipe, the card. Inserting a card into the reader requires less range of motion than swiping a card.

Provide support for contactless card reading. Contactless cards (which use barcodes or RFID technology to store data) eliminate the need for the user to swipe the card.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2Section 508 – 1194.25(j), 1194.31(f)HFDS – 6.4.1.1, 6.4.1.4, 6.4.1.6, 6.4.1.10, 6.4.1.15

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Use of multiple user interfaces may cause problems for users.Detailed Description: Some card readers associated with kiosks have a user interface separate from the primary user interface of the machine. If users begin a transaction on the primary user interface, and are then expected to complete the transaction using a second user interface, confusion may result. If the secondary user interface does not provide the necessary accessibility features, users may have difficulty completing their transactions.


Potential Solutions: Fully integrate the card reader into the primary user interface. A design where the user can complete the entire transaction through a single user interface is preferable to one where the user must switch to a different user interface for part of the transaction.

Notify the user when it is necessary to switch to a secondary user interface. The primary user interface should inform the user (both visually and auditorily) when it is necessary to begin using a secondary user interface on the card reader device. The user should then be able to complete the transaction without switching back to the primary interface.

Ensure that the secondary user interface provides all necessary accessibility features. If a secondary user interface must be used, ensure that the secondary interface also provides all necessary accessibility features.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 6.4.1.16, 6.4.1.22EITAAC – 5.2.1.9.1, 5.2.1.10.1

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The card reader does not eject the card far enough for users to grasp it.Detailed Description: Card readers into which cards are fully inserted may not eject the card far enough for easy retrieval. Users with upper mobility impairments may find it difficult to grasp the edge of the protruding card.

Figure 79: The card reader does not eject the card far enough for the user to grasp it.


Potential Solution: Ensure that the card is ejected a sufficient distance from the reader so that a sufficient area of the card is available for the user to grasp. The card should be ejected far enough so that users can easily grasp it between the thumb and lateral aspect of the index finger. Users should not be required to pinch the edge of the card with their fingertips.

Figure 80: The card reader ejects the card far enough for the user to grasp it.

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Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.23(k)(2), 1194.25(c), 1194.31(f)HFDS – 6.4.1.14

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Insufficient feedback is provided when a user forgets to retrieve a card.Detailed Description: Users may forget to retrieve cards from card readers at the conclusion of transactions, especially with card readers into which cards are fully inserted. When this occurs, the feedback provided by the kiosk may be unclear or insufficient.


Potential Solutions: Require the user to remove the card before completing the transaction. Preventing the completion of the transaction until the card has been removed from the card slot will greatly reduce the likelihood of users forgetting to retrieve cards.

Provide a visual and audible alert to the user that the card has not been retrieved. The machine should remind users via an on-screen message as well as an auditory alert that the card has not been removed from the card reader. The alert should occur quickly enough (perhaps a few seconds after the card is able to be retrieved) that the user is notified before moving too far from the machine. If the machine is attended, notifying the attendant may also be beneficial, so that the attendant can get the customer’s attention and assist the customer with retrieving the card.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 8.18.3.2, 8.18.4.1EITAAC – 5.2.1.9.1, 5.2.1.10.1

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What are the common issues associated with the signature area?Some kiosks may have an electronic signature area. Users use a stylus to sign within the

signature area, and may also have to use the stylus for other functions, such as pressing an on-screen “OK” button to accept the signature.

Users may not be sufficiently notified that input is required in the signature area.

Detailed Description: On some kiosks, the signature area is in effect a secondary user interface, distinct and separate from the primary user interface. Users may not be sufficiently notified when they need to begin interacting with the signature area (to sign the screen, accept the signature, or input other information).


Potential Solutions: Notify users when input is required in the signature area. The primary user interface should prompt the user (both visually and auditorily) when it is necessary to provide input in the signature area.

Integrate the signature area into the primary user interface. A design where the user can complete the entire transaction through a single user interface is preferable to one where the user must switch to a different user interface for part of the transaction. Users will be more likely to realize that additional input is required if the input can be provided through the interface they are already working with. If a secondary user interface must be used, ensure that the need to switch to the secondary interface is clearly communicated, and ensure that all necessary accessibility features are provided for the secondary interface. Ensure that once the user switches to the secondary interface, the transaction can be completed through that interface without switching back to the primary interface.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 6.4.1.22, 6.4.1.32, 8.18.3.2, 8.18.4.1EITAAC – 5.2.1.9.1, 5.2.1.10.1

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Users may have difficulty locating the signature area.Detailed Description: The location of the signature area often varies on different types of kiosks. Users with visual impairments may be unsure of where to search for the signature area on a particular machine.

Figure 81: The signature area is not tactilely discernible.


Potential Solutions: Describe the location of the signature area to the user both visually and auditorily. Provide both on-screen text and/or graphics and auditory output indicating the location of the signature area to the user, making use of obvious landmarks on the machine to establish the location (i.e., “the signature area is below the card reader and is located to the left of the display screen”).

Ensure that the signature area is tactilely differentiable from the surrounding area. Consider providing a raised border around the signature area, and ensure that the surface of the signature area screen is tactilely discernible from the rest of the machine.

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Figure 82: A raised edge around the signature area improves tactile discernability.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)HFDS – 6.4.1.18, 6.4.1.19, 6.4.1.22

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Users may have difficulty determining the boundaries of the signature area.Detailed Description: On some kiosks, the signature area is a subset of the full signature area screen, and the boundary of the allowable area is represented graphically and is not tactilely discernible. If a user’s signature is not fully within the signature area, it may not be accepted by the machine. Users with visual impairments may be unable to see the boundary of the allowable area, and may therefore be unable to determine if they are signing within the boundary.

Figure 83: The signature area only fills a portion of the screen.


Potential Solutions: Allow users to sign anywhere on the screen. The boundary of the screen should be tactilely discernible, so if the allowable area for signatures fills the entire screen, users can use the edges of the screen to determine tactilely where they should sign.

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Figure 84: The signature area fills the entire screen.

Provide a tactile boundary around the allowable area for signatures. If allowing users to sign anywhere on the screen is not feasible, then indicate the allowable area with a tactilely discernible line raised from or etched into the display.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b)HFDS – 6.4.1.18, 6.4.1.19

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Users may have difficulty aligning their signatures within the signature area.Detailed Description: Many kiosks display a graphical line within the signature area to which users can align their signatures. Because the line is not tactilely discernible, users with visual impairments may be unable to see the line, and may therefore have difficultly aligning their signatures appropriately. Users with upper mobility impairments (particularly those with tremors, or who lack fine motor control) may also have difficulty aligning their signatures accurately.


Potential Solutions: Relax requirements on signature alignment. The machine should accept signatures in any orientation, even if they are not accurately aligned.

Provide tactile marks in the signature area. Indicate the signature alignment line with a tactilely discernible line that is raised from or etched into the display, or indicate the ends of the line with a pair of tactile markings. The tactile marks should be prominent enough to be tactilely discernible, but should not interfere with the use of the stylus.

Provide a clear area around the signature area for users to brace their hands. Providing a space near the signature area where users can brace their hands to steady themselves and reduce tremors can help users sign within the signature area more accurately.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b), 1194.31(f)HFDS – 6.4.1.16, 6.4.1.18, 6.4.1.19

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What are the common issues associated with output areas?Kiosks often provide one or more tangible items of output to users. Outputs may include paper

print-outs, such as gift registry lists, tickets, and boarding passes, and other products that result from transactions with the machine (for example, ice and a beverage from a fountain drink machine). The outputs are dispensed into one or more output areas, which vary widely in design.

Users may have difficulty locating output areas.Detailed Description: The number, type, and style of output areas varies among kiosks, and this lack of consistency can make it difficult for users to find the output area(s) to retrieve outputs.

Figure 85: Output areas are located in several different locations on the device.


Potential Solutions: Dispense all outputs into a single area. Instead of providing separate output areas for each type of output produced by the machine, consider dispensing all outputs into a single area, so that the user only has to locate one component in order to retrieve all output products.

Collocate all output areas. If it is not feasible to dispense all outputs into a single area, consider grouping all of the output dispensers together on the machine.

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Figure 86: All of the output areas on the device are collocated.

Ensure that the output area is easy to distinguish from the rest of the machine. The output area should be prominently located on the machine, so that a searching user can find it quickly, and it should be tactilely identifiable. Avoid covering output with a door that the user must open; the door may hinder the ability of users to locate the output area by touch. The visual appearance of the output area should contrast with the machine, to assist users with low vision to locate it.

Provide tactile labels. The output area should be clearly labeled with a Braille label, raised text, or other tactile markings.

Describe the location of the output area to the user both visually and auditorily. Provide both on-screen text and/or graphics and auditory output indicating the location of the output area to the user, making use of obvious landmarks on the machine to establish the location (i.e., “printouts are dispensed below the keyboard”).

Use an indicator light to draw a user’s attention to the output area. When outputs are dispensed, illuminate a light in the output area to indicate its location and attract the attention of the user.

Applicable Guidelines:ADA-ABA – 707.5Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.41(a)(3)(b), 1193.41(i)(2)(a)HFDS – 6.4.1.16, 6.4.1.18, 6.4.1.22, 6.4.1.28, 6.4.1.30

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Users are not sufficiently notified when outputs are present in the output area.Detailed Description: On some kiosks, no indication that outputs have been dispensed (other than sounds associated with the dispensing, such as the sound of a printer working) is provided. This may result in users failing to realize that there are outputs that need to be retrieved, and leaving them behind when they complete their transactions.

Figure 87: Outputs are not clearly visible in the output area.

Populations Impacted: Users who are blind; users with low vision; users who are deaf; users who are hard of hearing; users with cognitive impairments.

Potential Solutions: Prompt the user to retrieve output, both visually and auditorily. Provide both on-screen text and/or graphics and auditory output indicating that outputs have been dispensed, and describing the location of the output area to users. Consider providing a light in or near the output area that illuminates to indicate the presence of outputs and to indicate the location of the output area.

Repeat prompts if outputs are not retrieved in a timely manner. If outputs remain in the output area after some period of time after the initial prompt (long enough to not be a nuisance to the user, but short enough that the user is notified before moving too far from the machine), prompt the user that there are still outputs that need to be retrieved. If the machine is attended, notifying the attendant may also be beneficial, so that the attendant can get the customer’s attention and assist the customer with retrieving the items.

When possible, dispense all outputs into a single area. This enables users to retrieve all outputs at the same time, and avoids situations where users retrieve output from one area but forget to check other areas.

Ensure that outputs are clearly visible within the output area. Users should be able to tell at a glance if outputs are present in the output area. Outputs should be visible from either a seated or standing position.

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Figure 88: Outputs are clearly visible within the output area.

Ensure that outputs are tactilely discernible within the output area. Design output areas so that users can quickly determine by touch if outputs are present. Ensure that outputs are ejected a sufficient distance from the machine to be tactilely located. Ensure that the output area does not provide any way for outputs to become hidden (for example, by slipping too far away from the opening of the output area).

Applicable Guidelines:ADA-ABA – 707.5, 707.5.1Section 508 – 1194.31(a), 1194.31(b), 1194.31(c)HFDS – 6.4.1.12, 8.18.4.2EITAAC – 5.2.1.9.1, 5.2.1.10.1

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Users have difficulty retrieving outputs from the output area.Detailed Description: Various aspects of the design of the output area, such as obstructions, the depth of the area, and the output ejection distance, may interfere with users’ ability to retrieve outputs from the output area, especially for users with upper mobility impairments

Figure 89: Outputs are difficult to retrieve from the output area.


Potential Solutions: Ensure that the outputs are ejected a sufficient distance from the machine to facilitate grasping by users. When paper outputs such as receipts or tickets are output through a slot, ensure that enough of the item protrudes from the machine so that users can easily grasp it between the thumb and the lateral aspect of the index finger. Users should not be required to pinch the edge of the item with their fingertips.

Provide a cutout in output trays so that items can be grasped for removal. When paper outputs are dropped into an output tray, provide an open cutout in the tray that allows users to grasp the items from above and below for removal.

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Figure 90: Outputs are easy to grasp and remove from the output area.

Ensure that the design of the output area does not interfere with removal of the outputs. Avoid covering the output area with a door that users must hold open while retrieving outputs. Ensure that there are no unnecessary lips or other obstructions around the output area that could interfere with the removal of outputs.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.31(f)HFDS – 6.4.1.12

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What are the common issues associated with the writing and temporary storage areas?

Some kiosks provide a flat, clear space that users can use for temporary storage of personal items (purses or wallets, paperwork, etc.) while using the machine, or as a writing or work surface (for writing notes, etc.).

No space for writing or temporarily placing belongings is provided.Detailed Description: Any user may have items in his or her hands when using a kiosk that they would like to temporarily put down in order to interact with the machine. Users with disabilities may have particular needs in this area – for example, a user with low vision might need to retrieve a magnifier from a bag, or a user with an upper mobility impairment might have only one functional hand to carry items and to interact with the machine. Providing temporary storage space (for example, a small shelf) is beneficial, especially for certain types of machines such as product price check kiosks, where the user is likely to have one or more items in hand when approaching the machine. If transactions with the machine require the user to write (for example, to fill out a form), the lack of a writing area makes it difficult for users to write legibly.

Figure 91: No area for writing or placing belongings is provided.

Populations Impacted: All users.

Potential Solutions: Provide an area where users can temporarily place their belongings. The storage area should be large enough to accommodate the sorts of items that users might typically carry in their hands (purses, umbrellas, etc.), and should allow users to place the items in a location that does not interfere with access to the machine.

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Figure 92: An area for writing or placing belongings is provided.

Provide a writing surface. If transactions with the machine are likely to require the user to write, provide a surface on which the user can place the paper for writing. The writing area should be large enough to accommodate the paper and also allow room for the user’s hands while writing.


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The storage or writing area is too high or too low to be accessible to all users.Detailed Description: Users with lower mobility impairments who use wheelchairs or other personal mobility devices have different reach abilities than standing users. Writing and temporary storage areas provided on a kiosk at a height that is acceptable for standing users might be out of reach for seated users.


Potential Solutions: If a single writing and/or storage space is provided for all users, ensure that it is at a height that can be used by both seated and standing users. The storage/writing area should be located at a height between 28” and 34” above the ground and no more than 10” behind the most forward point of the device surface in order to accommodate the needs of wheelchair users.

Provide separate writing and/or storage areas for seated versus standing users. If the design of the machine does not allow placement of a single storage/writing area that is usable by both seated and standing users, consider providing separate areas for standing and seated users. The area intended for seated users should conform to the location guidance above.

Applicable Guidelines:ADA-ABA – 308.2.1, 308.2.2, 308.3.1, 308.3.2, 902.3, 904.3.3Section 508 – 1194.25(j)

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What are the common issues associated with the supplies area?Some transactions with kiosks may require the use of supplies such as forms, notepads, or in

the case of fountain drink dispensing machines, lids and straws. When this is the case, the kiosks often have a “supplies area” in which necessary supplies are stored.

Users may have difficulty locating the supplies area.Detailed Description: The design or location of the supplies area may make it difficult for users to locate the supplies area, especially if the supplies area is not clearly labeled.

Figure 93: The supplies area is unlabeled and not prominently located.


Potential Solutions: Ensure that the supplies area is prominently located. The supplies area should be located in a prominent location on the machine that is visible from a seated or standing position when the user is in a typical location for using the machine.

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Figure 94: The supplies area is clearly labeled and prominently located.

Label the supplies area clearly with text and tactile labels. Provide text labels for sighted users, and tactile labels (Braille or raised lettering) to provide cues to users with visual impairments.

Avoid obscuring the supplies area with covers, doors, or overhanging parts of the device. Such obscurations make it more difficult for users to locate the supplies by touch.

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.41(a)(2)(b), 1193.41(a)(2)(c)HFDS – 6.4.1.12, 6.4.1.22, 6.4.1.27, 6.4.1.28

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Doors and covers make it difficult for users to retrieve supplies.Detailed Description: Access to the supplies area may be blocked by doors or covers, requiring users to open a door or lift a cover to obtain supplies. Some users with upper mobility impairments may only have the use of one hand, or may have limited strength or fine motor control, making it difficult for them to simultaneously open a door or cover and retrieve supplies.

Figure 95: Access to the supplies is obstructed by a door.


Potential Solution: Avoid obstructing access to the supplies area with doors or covers. If a door or cover is necessary, ensure that it is possible to open the door or cover and retrieve supplies with one hand. For example, provide a cover that does not close automatically, so that the user can first open the cover and then retrieve supplies without having to hold the cover open.

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Figure 96: Access to the supplies area is unobstructed by a door or cover.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.31(f)HFDS – 6.4.1.6, 6.4.1.14

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The design of the supplies area makes it difficult for users to reach or grasp the supplies.

Detailed Description: The size of the supplies area or features such as a raised lip in front of a stack of forms may make it difficult for users to access the supplies and grasp them for removal, especially for users with limited reach or limited fine motor control. The size of the opening into which users must reach to access supplies may be too small, limiting access for users who use a reaching aid or the side of a fist to manipulate the supplies. The supplies area may be too deep, allowing items to be pushed away from the opening and requiring users to reach far into the opening to retrieve supplies. A raised lip or similar feature at the front edge of the supplies area may make it difficult for users to slide supplies out of the storage area so they can be grasped.

Figure 97: The opening to the supplies area is too small.


Potential Solutions: Provide an opening into the supplies area that is large enough to accommodate a user’s hand or a reaching aid. Consider that users may need to use the side of a fist or a reaching aid, rather than simply the fingers, to manipulate the supplies.

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Figure 98: The opening to the supplies area is large enough to accommodate a hand or reaching aid.

Ensure that supplies remain easily accessible at the front edge of the supplies area. The goal is to avoid requiring users to reach more than an inch or two into the supplies area to access the supplies. Therefore, design the depth of the supplies area so that supplies cannot move away from the front edge of the area. If the size of the supplies varies, consider using an adjustable backstop that can be moved to accommodate supplies of different sizes.

Design the supplies area in a way that helps the user grasp supplies for retrieval. For example, design a dispenser that provides a single envelope or form at a time, and that allows the item to protrude so that users can pinch it for removal.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.31(f)HFDS – 6.4.1.12

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What are the common issues associated with the trash receptacle?Some kiosk transactions will produce trash, such as receipts, coupons, or straw wrappers. It

may be desirable to provide a receptacle for the disposal of trash for the convenience of users.

Locating the trash receptacle may be difficult for some users.Detailed Description: Some trash receptacles provide only a small slot for access (to prevent users from depositing large items); others have a door covering the opening. Not all kiosks provide trash receptacles, and on those that do, the placement of the trash receptacle varies. These factors can make it difficult for users with visual impairments to find the trash receptacle.

Figure 99: The trash slot is located on the side of the machine and is not clearly labeled.


Potential Solutions: Locate the trash receptacle in a logical and convenient area. For example, if the kiosk produces output that users may desire to discard, consider placing the trash receptacle in proximity to the output slot. Care should be taken, however, to ensure that the trash receptacle will not be confused with an input or output slot. Placing the receptacle on the side of the machine or low on the machine (around wastebasket height) may help differentiate it from other components.

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Figure 100: The trash receptacle is located on the front of the machine and is clearly labeled.

Clearly label the trash receptacle. The trash receptacle should be clearly labeled with text, as well as with Braille or raised lettering. If possible, avoid placing tactile labels in areas that are likely to be dirty (e.g., too close to the access slot, or directly on the door covering the opening).

Applicable Guidelines:Section 508 – 1194.31(a), 1194.31(b)Section 255 – 1193.41(a)(2)(b), 1193.41(a)(2)(c)HFDS – 6.4.1.22, 6.4.1.26, 6.4.1.28

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If the trash receptacle is covered, users may have difficulty depositing trash.Detailed Description: The trash receptacle may be covered by a door that must be opened before trash can be deposited. Simultaneously opening the door and depositing trash may be difficult for users with upper mobility impairments. If the door mechanism is complex, or if high levels of force are required to operate it, the problems are exacerbated.

Figure 101: The trash receptacle is covered by a door.


Potential Solutions: Provide an uncovered, open slot that drops into a trash container. An uncovered trash slot restricts the size of trash that can be deposited, but allows for easy, one-handed use. This avoids the problem of having to simultaneously open the cover and deposit trash, which may be difficult for users with upper mobility impairments. Care should be taken with the design and placement of the slot to ensure that it will not be confused with an input or output slot, however.

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Figure 102: The trash receptacle is an uncovered, open slot.

If a cover is used, ensure that the door is simple to operate with one hand. A swinging door that can be pushed in with one hand is preferable to a more complex sliding or rotating mechanism. The door should also open without excessive force (less than 5 pounds). This makes the door easier to operate for users with limited strength, and reduces the possibility of a user’s hand being pinched by a closing door.

Applicable Guidelines:ADA-ABA – 309.4Section 508 – 1194.23(k)(2), 1194.25(c), 1194.31(f)HFDS – 6.4.1.12

161

References1. Ahlstrom, V., and Longo, K., Human Factors Design Standard (HFDS), Washington, D.C.:

Federal Aviation Administration, 2003.2. Bullinger, H., Kern, P., and Muntzinger, W.F., Design of Controls. In Salvendy, G. (ed)

Handbook of Human Factors, John Wiley & Sons, New York, NY, 1988.3. Drury, C. G., Task analysis methods in industry, Applied Ergonomics, 14.1 (1983), 19-28.4. Drury, C. G., Paramore, B., Van Cott, H. P., Grey, S. M. and Corlett, E. N., Task analysis. In

Salvendy, G. (ed) Handbook of Human Factors, John Wiley & Sons, New York, NY, 1988.5. Dumas, J. S., and Redish, J., A Practical Guide to Usability Testing, Ablex, Norwood, NJ,

1993.6. Fain, W. B., & Folds, D. J., An approach to measuring accessibility of office automation

equipment. In Proceedings of the Human Factors and Ergonomics Society 46th Annual Meeting. Santa Monica, CA: Human Factors and Ergonomics Society, 2002.

7. International Organization for Standardization, Guide 71: Guidelines for standards developers to address the needs of older persons and persons with disabilities, ISO/IEC, Geneva, Switzerland, 2001.

8. Mercinelli, M., Accessibility Requirements for New Telecommunications Equipment, A COST 219bis Guidebook, COST 219bis, European Commission, 1999.

9. Microsoft, Microsoft Windows guidelines for accessible software design, 1999. (No longer available.)

10. MIL-HDBK-46855a, Human Engineering Program Process and Procedures, Washington, D.C.: Department of Defense, 1999.

11. National Council on Disabilities, Design for Inclusion: Creating a New Marketplace. Washington, D.C, 2004.

12. Nielsen, J., Usability Engineering, Morgan Kaufmann, San Francisco, CA, 1994.13. Nielsen, J., and Mack, R. L. (eds), Usability Inspection Methods, John Wiley & Sons, New

York, NY, 1994.14. Pierce, B. (ed), U.S. House Passes Braille Commemorative Coin Bill, Braille Monitor, 49.5

(2006).15. Rubin, J, Handbook of Usability Testing, John Wiley and Sons, New York, NY, 1994.16. Sanders, M.S., McCormick, E.J., Human factors in engineering and design, McGraw-Hill, New

York, NY, 1993.17. United States Access Board, Americans with Disabilities Act and Architectural Barriers Act

Accessibility Guidelines (ADA-ABA AG), Washington, D.C., 2004.18. United States Access Board, Electronic and Information Technology Access Advisory

Committee (EITAAC), Recommendations for Accessibility Standards: Electronic and Information Technology, Washington, D.C., 1999.

19. United States Access Board, Electronic and Information Technology Accessibility Standards; Final Rule, 36 CFR Part 1194, Federal Register, 65.246 (2000).

20. United States Access Board, Telecommunications Act Accessibility Guidelines; Final Rule, 36 CFR Part 1193, Federal Register, 63.22 (1998).

21. Vanderheiden, G. C., Design for people with functional limitations. In Salvendy, G. (ed), Handbook of Human Factors and Ergonomics, John Wiley & Sons, New York, NY, 1997.

22. World Confederation for Physical Therapy, Evidence Based Practice – An International Perspective, London, UK, 2002.

162

Appendix A: Checklist Evaluation

Disability Evaluator Instructions Guideline SourceOperable with limited cognitive skills or language facility

Set an account code up which requires user access before use. Where possible, verify user settings are individually customized (where settings are activated by a user control card or sign-in procedure) such that the system can be autoconfigured to match different user preferences.

Section 2551193.41(i)(2)(d) - Advisory Guidance

Operable with limited cognitive skills or language facility

Verify that optional voice control is provided. Section 2551193.41(f)(2)(b) - Advisory Guidance

Operable from a seated position

Determine whether forward reach is unobstructed. If so, verify that the high forward reach is a maximum of 48 inches and the low forward reach is a minimum of 15 inches.

ADA-ABA AG308.2.1


Determine whether forward reach is obstructed. If so, verify that the clear floor space extends beneath the element for a distance not less than the required reach depth over the obstruction. Determine the reach depth. If the reach depth is 20 inches (510 mm) or less, verify that the high forward reach does not exceed 48 inches (1220 mm). If the reach depth is greater than 20 inches (510 mm), verify that it is no greater than 25 inches (635 mm) and that the high forward reach does not exceed 44 inches (1120 mm).

ADA-ABA AG308.2.2


Determine whether side reach is unobstructed and whether a parallel approach is allowed. If so, verify that the high side reach is a maximum of 48 inches (1220 mm) and a minimum of 15 inches.

ADA-ABA AG308.3.1


Determine whether side reach is obstructed and a parallel approach is allowed. Determine the reach depth. If the reach depth is 10 inches (255 mm) or less, verify that the high side reach does not exceed 48 inches (1220 mm). If the reach depth is greater than 10 inches (255 mm), verify that it is no greater than 24 inches (610 mm) and that the high side reach does not exceed 46 (1170 mm) inches.

ADA-ABA AG308.3.2

Operable with all disability types

Verify that this self-contained product is usable by people with disabilities, without requiring the use of assistive technologies. Verify that the product does not require the end-user to attach assistive technology to the product.

Section 5081194.25(a)


Identify any time-out situations. Verify that if a timed response is required, the user is alerted and given sufficient time (adjusted by the user over a range equal to at least 5 times the average user setting with a value of at least 5 seconds) to indicate that more time is required. Verify that response times can be adjusted or that a non-timed alternative is available.

Section 5081194.22(p)1194.23(d)1194.25(b)

Section 2551193.41(g)(2)(a)1193.41(g)(2)(b) - Advisory Guidance

EITAAC5.2.1.7.1

163

Disability Evaluator Instructions Guideline Source5.3.4.3

Operable with complete blindness

Operable with some vision loss

For all controls, verify that controls and keys are tactilely discernible without activating the controls or keys.

Section 5081194.23(k)(1)1194.25(c)1194.26(a)1194.26(b)


For all controls, identify any locking or toggle controls or keys. Verify that the status of any locking or toggle control keys is visually discernible, and discernible either through touch or sound.

Section 5081194.23(k)(4)1194.25(c)1194.26(a)1194.26(b)


Identify whether the device uses biometric forms of user identification or control. Verify that when biometric forms of user identification or control are used, an alternative form of identification or activation is available, which does not require the user to possess particular biological characteristics. Assumption: Providing a password capability is an acceptable alternative.

Section 5081194.25(d)1194.26(c)

EITAAC5.2.1.13


Determine whether the device has operable controls, is freestanding, non-portable, and intended to be used in one location. Identify any operable controls, and measure their distance from the reference plane (defined in 1194.25(j)(1) and the associated figure). If the control is 10 inches or less behind the reference plane, verify that the height of the control is a maximum of 54 inches, and a minimum of 15 inches above the floor. Assumption: Operable controls do not include voice operated controls.

Section 5081194.25(j)(2)


Determine whether the device has operable controls, is freestanding, non-portable, and intended to be used in one location. Identify any operable controls, and measure their distance from the reference plane (defined in 1194.25(j)(1) and the associated figure). If the control is more than 10 inches, and not more than 24 inches behind the reference plane, verify that the height of the control is a maximum of 46 inches, and a minimum of 15 inches above the floor. Assumption: Operable controls do not include voice operated controls.

Section 5081194.25(j)(3)


Determine whether the device has operable controls, is freestanding, non-portable, and intended to be used in one location. Identify any operable controls, and measure their distance from the reference plane (defined in 1194.25(j)(1) and the associated figure). Verify that there are no operable controls more than 24 inches behind the reference plane. Assumption: Operable controls do not include voice operated controls.

Section 5081194.25(j)(4)


Identify all accessibility features. Verify that an option exists to switch each accessibility feature ON/OFF (such that multiple features could be on at once or only one feature could be on at a given time, depending on user needs).

Section 2551193.35(3)(c) - Advisory Guidance


Identify display options. Verify that information (things the display presents to us) is presented in as many redundant

Section 2551193.35(1)

164

Disability Evaluator Instructions Guideline Sourceforms as possible (i.e., allows the use of visual, aural, and tactile strategies). When audio information is important for the use of the product, verify that the information is also provided visually, and, where appropriate, tactilely. Verify that multiple modes are available for controls as well.

EITAAC5.2.1.4.2

Vanderheiden, 1997Operable with all disability types

Verify that systems and equipment have standardized terminology, look, and feel (e.g., use established layouts for keyboards and keypads).

HFDS2.4.5

Vanderheiden, 1997Operable with all disability types

Identify error conditions. Verify that systems are tolerant of human errors.

HFDS2.5.4


Identify documentation of unsafe operating states and actions. Verify that systems and equipment clearly identify safe and unsafe operating states and actions.

HFDS2.5.6


Identify all warning labels. Verify that design, location, procedural guidance, and suitable warning labels are provided to prevent damage to equipment while it is being handled, installed, operated, or maintained.

HFDS2.5.10


Identify situations which require mounting or alignment. Verify that equipment includes physical features that prevent improper mounting or alignment, or at least has labels or codes to identify proper mounting and alignment.

HFDS2.5.11


Identify any user feedback. Verify that systems and equipment provide timely and informative feedback to user actions to keep the users informed about what is happening.

HFDS2.6.1


Identify and implement control actions and observe the outcome of each control action. Verify that user actions cause predictable results.

HFDS2.6.2


Identify all labeling and instructions on the device. Verify that systems and equipment use terms and images familiar to the user.

HFDS2.6.3


Identify all control actions. Verify that systems and equipment are designed to minimize hand and eye movements, thus maximizing efficiency.

HFDS2.6.8


Determine whether help information is provided. Verify that help is available in the event that the user has difficulty operating or maintaining software, systems or equipment.

HFDS2.7.1


Identify controls used solely for maintenance and adjustment. Verify that, in general, controls used solely for maintenance and adjustment are covered during normal equipment operation, but are readily accessible and visible to a user when required.

HFDS6.1.1.3.7


Identify all controls. Verify that controls are designed and located so that they are not susceptible to being moved accidentally or inadvertently, particularly critical controls where such operation might cause equipment damage, personnel injury, or system performance degradation.

HFDS6.1.1.6.1


Identify all labels. Verify that the characters identifying controls and displays are larger than the characters

HFDS6.1.2.1.4

165

Disability Evaluator Instructions Guideline Sourceidentifying control positions.


Identify all labels. Verify that labels are not located where they obscure other information needed by the user or where a control or user’s normal hand or arm position will obscure the label.

HFDS6.1.2.2.2


Identify all labels. Verify that labels are placed very near the control that they identify.

HFDS6.1.2.2.3


Identify all labels. Verify that labels are placed above the control they describe, or when located above eye level, may be located below the control if label visibility will be enhanced.

HFDS6.1.2.2.4


Identify all labels. Verify that labels are oriented so that alphanumeric characters are read horizontally from left to right.

HFDS6.1.2.2.138.2.11.4.13


Identify any use of abbreviations. Verify that abbreviations are used in labels only if they are familiar to the users.

HFDS6.1.2.4.5


Identify any use of labels and compare the wording to that used in documentation. Verify that designations and terms used on labels are consistent with designations and terms in user documentation and parts catalogs.

HFDS6.1.2.4.6


Identify whether the device provides voice output. Verify whether the audio signal is provided at a standard signal level through an industry standard connector that will allow for private listening. Verify that the product provides the ability to interrupt, pause, and restart the audio at any time. Assumption: 2.5 mm or 3.5 mm jack are the industry standard audio connectors.

Section 5081194.25(e)

EITAAC5.2.1.11



Verify that at least one mode of operation and information retrieval is provided which does not require user vision; or, alternatively, that support for assistive technology used by people who are blind or visually impaired is provided.

Section 5081194.31(a)

Section 2551193.41(a)

EITAAC5.2.1.1



Inspect the machine and verify that an optional remote audiovisual indicator of display information has been provided (and is tactile, if appropriate).

Vanderheiden, 1997


Determine whether voice output is available. If so, turn the feature on, and interact with the controls to test the use of voice. Verify that voice output (turned on/off as needed) is available to “speak” the names of keys or buttons (but does not activate them) as they are encountered. Determine whether voice output is descriptive.

Section 2551193.41(a)(3)(c) - Advisory Guidance


Identify all controls and their shape. Verify that the shapes of controls are associated with their functions.

Vanderheiden, 1997

Operable with Verify that sufficient space for easy tactile location, Vanderheiden, 1997

166

Disability Evaluator Instructions Guideline Sourcecomplete blindness


identification, and labeling (e.g., large print (~ 18 point) or Braille) has been provided on all sides of controls. NOTE: Georgia Tech has determined that a more practical evaluation is to verify that there is room on the control itself or on at least one side of the control.



Inspect each control. Verify that Braille labels or raised lettering are used to identify controls.

Section 2551193.43(a)(2)(b&c) - Advisory Guidance


Press each key type. Verify that snap action feedback (“a gradual increase followed by a sharp decrease in force required to actuate the key, and a subsequent increase in force beyond this point for cushioning” – force 0.25 to 1.5 N or 28 g to 142 g (0.06 lb to 0.34 lb)) is provided for key presses. Measure the pressure required to activate the function.

Mercinelli 2.4


Note whether membrane or zero travel keys have been used (they should be avoided). Identify keys which are not membrane or zero travel keys. Measure travel distance for each and verify that it is between 1.3 to 6.4 mm.

Mercinelli 2.4


Identify buttons that are not part of the touchscreen display. Verify that buttons are discrete, and can be felt and located by touch by inspecting the controls without vision. Flat panel buttons should have a raised lip or edge around each. Inspect the keypad and keyboard and verify that tactile landmarks (“nibs”) have been placed on the “F” and “J” keys on a keyboard, and on the “5” key on a numeric keypad. (GT comment - diameter changes (gap between buttons) of at least 3/8” and thickness changes of at least 1/32” are the most readily detectable.)

Section 2551193.41(a)(3)(a) - Advisory Guidance


Test the control panel mapping under different conditions (modes) and verify that it does not change unless adjusted by the user.

EITAAC5.3.1.9


Inspect each key and verify that matte, anti-glare, rubbery material is used for keys.

Mercinelli 2.4


Operable with limited manual dexterity

Inspect each key and measure and verify that keys used for typing tasks have tops of 1.27 sq cm.

Mercinelli 2.4


Inspect each key and verify that keycaps are easily interchangeable.

Vanderheiden, 1997

Operable with limited strength and reach

Inspect each control function and verify that direct keypad input is possible, particularly if controls are located on different parts of the product.

Section 2551193.41(f)(2)(a) - Advisory Guidance


Inspect each control and verify that buttons which are activated by the first touch are avoided, and where they cannot be avoided, include a “confirm” function.

Section 2551193.41(a)(3)(e)1193.41(e)(2)(e) - Advisory Guidance

167

Disability Evaluator Instructions Guideline SourceOperable with complete blindness

Identify tactile and auditory cues for key activation. For keypads, provide clear tactile and auditory feedback. If a touchscreen is used, verify that auditory cues are available to aid navigation.

Mercinelli 2.4


If a flat membrane panel cannot be avoided, verify that a stick-on tactile overlay providing tactile demarcation of key locations and functions has been provided or that some type of audio or tactile feedback is available.

Vanderheiden, 1997



Identify insertable objects. Verify that insertable objects that are not self-orienting have tactile indicators that show the proper insertion orientation. Verify that there is visual contrast between the insertion point and the rest of the device.

Section 2551193.41(a)(3)(d) - Advisory Guidance

Vanderheiden, 1997Operable with complete blindness

Attach external connectors. Verify that additional tactile and acoustic (click) feedback is provided from equipment when external connectors or cards or drawers are properly connected or inserted.

Mercinelli 2.7



Determine whether the equipment is intended to be accessible to the visually impaired. Verify that there is a nonvisual means for differentiating controls such as by correlating size, shape, or texture with importance or function.

HFDS6.4.1.19

Section 2551193.41(a)(3)(b) - Advisory Guidance

Vanderheiden, 1997Operable with complete blindness


Determine whether the equipment is intended to be accessible to the visually impaired. Verify that there is adequate space for tactile localization and identification and labeling with large print or Braille.

HFDS6.4.1.20



Identify controls that are not accessible to the visually impaired. Verify that there is an alternative means of manipulation such as a redundant speech recognition input option.

HFDS6.4.1.24


Identify controls and their functions. Verify that controls are arranged in groups that facilitate tactile identification.

HFDS6.4.1.30


Operable with little or no color perception

Identify whether the product permits the user to adjust color and contrast settings. Verify that a range of color selections for producing a variety of contrast levels is available; in particular, that there are at least three color combinations that will provide a high contrast color scheme, and that there is a combination that will provide a soft background, low contrast color scheme.

Section 5081194.21(j)1194.22(m)1194.25(h)


Verify that at least one mode of operation and information retrieval that does not require visual acuity greater than 20/70 is provided in audio and/or enlarged print output; or, alternatively, that support for assistive technology used by people who are visually impaired is provided.

Section 5081194.31(b)

Section 2551193.41(b)

168

Disability Evaluator Instructions Guideline SourceEITAAC5.2.1.2.15.2.1.2.2


Verify that sufficient illumination of controls and instructions has been provided.

Vanderheiden, 1997


Verify that a video jack has been provided for attaching larger-image displays or assistive devices.

Vanderheiden, 1997


Inspect the control space and verify that the space between letters of words (1/16 of uppercase letters), lines of text, and differing topics is uniform and maximizes contrast.

Section 2551193.41(b)(2)(b) - Advisory Guidance


Inspect each aspect of the display and verify that the use of lightweight, extra bold, and condensed typefaces has been avoided or minimized.

Mercinelli 2.1


Inspect each aspect of the display and verify that high contrast (contrast must be greater than 70%) between text or graphics and background has been used. Also verify that text and symbols are as simple and large as possible.

Section 2551193.43(b)(2)(a) - Advisory Guidance

EITAAC5.2.1.2.4


Operable with from a seated position

If the display is an LCD, verify that the viewing angle is adjustable.

Vanderheiden, 1997


Identify colors that are used. Verify that there is at least one mode that does not require user color perception. Verify that colors with low luminance are not used.

Section 2551193.41(c)(2)(d) - Advisory Guidance

EITAAC5.2.1.3


Inspect each display and output format (including control labels) to verify that color-coding is not used as a primary coding technique (i.e., redundant color-coding has been used).

Section 2551193.41(b)(2)(d) - Advisory Guidance

EITAAC5.3.2.8


Inspect each display and output format to verify that the color blue, green, or violet is not used to convey information.

Vanderheiden, 1997


Inspect each display and output format to verify that multicolor combinations red/green, yellow/blue, red/brown, blue/green, white/light green are not used.

Section 2551193.41(c)(2)(b) - Advisory Guidance


Inspect each control label to verify that an alternative to seeing color is provided. For example, verify that control identification is coded by relative shape or position, or graphic labels, in addition to color-coding.

Section 2551193.41(c)(2)(a) - Advisory Guidance

EITAAC5.3.2.8

Prevention of visually induced seizures

Measure screen flicker. Verify that screen flicker does not occur between 2 Hz and 55 Hz (or is adjustable outside this

Section 5081194.25(i)

169

Disability Evaluator Instructions Guideline Sourcerange).


Verify that bright flashes which occupy a large part of the visual field are avoided to minimize the impact on the visual cortex.

Section 2551193.43(f)(3) - Advisory Guidance

Operable with complete deafness

Operable with some hearing loss

Verify that at least one mode of operation and information retrieval that does not require user hearing is provided; or, alternatively, that support for assistive technology used by people who are deaf or hard of hearing is provided.

Section 5081194.31(c)

Section 2551193.41(b)

EITAAC5.2.1.4.1



Identify any lights that are used (LED or other stand-alone types of illumination). Determine when/if they flash or are steady. Verify that when lights are used as prominent visual indicators that a steady light represents a continuous condition and a flashing light represents a new condition.

Mercinelli 2.4



Identify any use of flash, and measure the rate of flash. Verify that flash rate is between 3-10 flashes/sec with equal intervals of light and dark.

Mercinelli 2.4



Identify text versions of auditory information. Verify that all text versions of auditory information are easily visible and preserved intact (GT comment - all styles and exact timing and synchronization commands are maintained and there is zero introduction of errors or garbling of data; that is, message is either all numbers or the message is mixed numbers with text).

Section 2551193.43(d)(2)(d) - Advisory Guidance



Identify all auditory cues that are used. Verify that additional visual or tactile cues are used when auditory cues are used to attract a users attention to product alerts/messages.

Section 2551193.43(d)(2)(a) - Advisory Guidance



Determine whether flashing lights are used. If a flashing light is used to indicate different system modes, verify that no more than 3 different flash rates are used.

Mercinelli 2.4


Identify whether audio information is important for the use of the product. Verify that at least one mode of operation and information retrieval is provided in an enhanced fashion (with increased amplification); or, alternatively, that support for assistive hearing devices is provided.

Section 5081194.31(d)

Section 2551193.41(b)1193.43(e)

EITAAC5.2.1.5.1


Identify whether the device will deliver voice output in a public area. Measure the voice output level. Verify that

Section 5081194.23(g)

170

Disability Evaluator Instructions Guideline Sourceincremental volume control is available with output amplification up to a level of at least 65 dB. Measure the ambient noise level of the environment. If the ambient noise level is above 45 dB, verify that a volume gain of at least 20 dB above the ambient level is user selectable. Verify that a function is provided to automatically reset the volume to the default level after every use.

1194.25(f)

EITAAC5.2.1.5.4


Verify that, when a product delivers audio output through an external speaker, an industry standard connector for headphones or personal listening devices (e.g., phone-like handset or ear cup) is provided which cuts off the speaker when used; an exception is simple auditory information that is also provided visually. Verify that the headphones have a separate volume control.

Section 2551193.43(g)(2) - Advisory Guidance

EITAAC5.2.2.3


Determine whether there are any connection points for external devices. Verify that existing connection points for external audio processing devices have industry standard connectors.

Section 2551193.51(b)



Verify that auditory information is presented continuously or periodically until the desired message is confirmed or acted upon by testing device response when messages are not acted upon immediately. If spoken messages do not automatically repeat, verify that the hardware has a mechanism for requesting their repetition.

Section 2551193.43(e)(2)(d) - Advisory Guidance

Vanderheiden, 1997


Test sound quality throughout the range of volume and inspect the coupling (speaker output) between the signal source and the user in order to verify that sound is intelligible at all volumes. Verify that hardware volume can be adjusted (dynamic range is 18-25 dB) (GT comment - and that the volume indicator is visual and easily located). Verify that at least one mode of operation enhances auditory functioning via increased amplification or increased signal-to-noise ratio or combination.

Section 2551193.43(e)(2)(a) - Advisory Guidance

EITAAC5.2.1.5.4.2

Vanderheiden, 1997


Modify volume settings. Turn off main power and restart the machine. Review volume settings after restarting the hardware and verify that volume settings are maintained after the machine has been shut down (for items intended for individual use).

Mercinelli 2.3


Inspect the impact of hardware noise on the acquisition of auditory information and verify that it has been minimized.

Vanderheiden, 1997


If a headphone is provided, inspect each side of the device and verify that a headphone jack is provided and efficiently located (GT comment - a 9-mm miniature plug-in jack is recommended).

Section 2551193.43(e)(2)(f) - Advisory Guidance


If a headphone jack is not possible, verify that sound sources are placed in front of the device and away from loud mechanisms.

Section 2551193.43(e)(2)(e) - Advisory Guidance


Identify when alerting tones occur. Verify that alerting tones contrast with expected environmental sounds.

Section 2551193.43(e)(2)(b) - Advisory Guidance

171

Disability Evaluator Instructions Guideline SourceOperable with some hearing loss

Identify all types of audio output and measure pitch for each. If pitch cannot be selected by the user, verify that high pitch sounds ( > 4,500 Hz) are not used.

Mercinelli 2.3

Vanderheiden, 1997Operable with some hearing loss

Verify that a gain adjustable up to a minimum of 20 dB is provided for transmitted voice signals, with incremental volume control of at least one intermediate step of 12 dB of gain.

Section 5081194.23(f)

EITAAC5.2.1.5.3


Verify that microphones have a muting function. Mercinelli 2.8


Test microphone sensitivity and verify that it is adjustable within a range of ± 9-10 dB.

Mercinelli 2.8


Inspect the mounting of microphones and verify that the effects of the echo, sound, and reverberation from the expected usage environment have been minimized.

Mercinelli 2.8

Operable without speech

Verify that at least one mode of operation and information retrieval that does not require speech is provided; or, alternatively, that support for assistive technology used by people with speech disabilities is provided.

Section 5081194.31(e)

Section 2551193.41(h)

EITAAC5.2.1.8.1

Operable without speech


Verify that input options do not require speech and that where speech is an input option alternatives are provided (e.g., keyboard access).

Section 2551193.41(h)



Where softkeys (physical keys with variable labels) are used, inspect each softkey label and verify that each is self-explanatory and does not use abbreviations.

Mercinelli 2.4



Where softkeys (physical keys with variable labels) are used, inspect each softkey and verify that each is used consistently across applications.

Mercinelli 2.4



Where softkeys (physical keys with variable labels) are used, inspect each softkey and its label to verify that softkey positions correspond to softkey label positions.

Mercinelli 2.4


Where softkeys (physical keys with variable labels) are used, inspect each phase of the display and verify that softkey labels always appear at the same position on the

Mercinelli 2.4

172


display.


Identify long command sequences. Determine if they can be programmed. Verify that long command sequences can be programmed with a short code (or with a few, simple steps).

Vanderheiden, 1997

Microsoft, 1999



Identify all controls and their sensory modes. Inspect all controls and verify that there is multisensory indication of the separate divisions, positions, and levels of each, and of each control’s status. Verify that rotational or linear stops and tactile or audio detents are provided.

Section 2551193.41(a)(3)(f)1193.41(a)(3)(g) - Advisory Guidance


Test all system actions and verify that a progress, or “busy” indicator is provided when the product cannot take further input or when there is a delay before requested actions are taken.

Vanderheiden, 1997


Inspect the wording of each output format and display to verify that language is simple, and that no passive voice or negative phrasing is used.

Vanderheiden, 1997


Inspect the system and identify any programmable keys or the ability to modify default settings. Inspect the required commands for common system functions and verify that programmable function keys or system “default” modes are provided for each.

Vanderheiden, 1997


Inspect the control space and verify that, where appropriate, absolute reference controls (e.g., pointers) are used instead of relative controls (e.g., unmarked knobs).

Vanderheiden, 1997


Inspect the control space and verify that, where appropriate, moving pointers with stationary scales are used.

Vanderheiden, 1997


Inspect the control space and verify that the number of control choices (for a particular action key) and dual-purpose controls are limited.

Vanderheiden, 1997


Inspect the control space and determine the controls available at various layers. Verify that controls are layered such that only the most frequent or necessary controls or commands are visible unless requested.

Vanderheiden, 1997

Microsoft, 1999


Inspect the control space. Verify that controls are arranged to indicate sequence of operation.

Vanderheiden, 1997


Inspect the control space and verify that common layouts or patterns for controls are used (within the device).

Vanderheiden, 1997


Inspect the control space and verify that common color-coding conventions are provided in addition to textual or graphic labeling.

Vanderheiden, 1997


Inspect system responses to all commands and identify any lags. Verify that product lag or response times to commands are minimized.

Vanderheiden, 1997

173


Inspect each setting control and verify that concrete (rather than abstract) indications of product settings are used.

Vanderheiden, 1997


Inspect each screen layout and verify that they are simple, and the user has the option to view one thing at a time.

Vanderheiden, 1997


Inspect each output of the display and verify that digital readouts for product generated numbers are provided when a numeric or precise value is important. Verify that dials or bar graphs are provided when qualitative information is more important.

Vanderheiden, 1997


Inspect each output format and display, including all button labels, to verify that pictures or icons are used to accompany words.

Vanderheiden, 1997


Inspect each output format and display to identify any important information and any grouped information. Examine any coding techniques that are used. Verify that key information and grouped information are highlighted using attention-attracting and grouping techniques.

Vanderheiden, 1997


Inspect each output format and display and verify that Arabic notation is used for numerals.

Vanderheiden, 1997

Microsoft, 1999Operable with limited cognitive skills or language facility

Inspect each aspect of the interface and verify that shape, color, icons, and labels for controls sharing functions or actions are standardized according to other products and manufacturers. Verify that the use of images is consistent throughout the application.

Vanderheiden, 1997

EITAAC5.3.2.5


Identify actions requiring a sequence of operations. Inspect each aspect of the interface and verify that memory cues or simple operating instructions for required sequences of action are provided. Test all command sequences, and verify that an easy method for undoing or exiting out of each is provided and apparent.

Section 2551193.41(i)(2)(e) - Advisory Guidance

Vanderheiden, 1997


Identify all icons and graphical objects. Try to identify the metaphor associated with each. Inspect all screen object controls and verify that each is represented by common, recognizable metaphors.

Mercinelli 2.5


Inspect all labels and verify that each is placed on or immediately adjacent to their corresponding control. Identify labels not placed directly on a control. Inspect all labels and verify that when one must be placed adjacent to a control, the connection between the label and corresponding control is made apparent.

Vanderheiden, 1997


Identify and inspect all labels and verify that simple concise language is used for each while abbreviations are avoided.

Section 2551193.41(i)(2)(f) - Advisory Guidance


Identify any aurally presented information and verify that audio presentations are short, and that key information is provided at the end. Verify that important information is provided at the beginning of written text.

Vanderheiden, 1997

174


Identify any aurally presented information and verify that attention-getting sounds or words are used before the audio presentation of information.

Vanderheiden, 1997


Verify that there is automatic, timed shut-off for devices that present a hazard if left on.

Vanderheiden, 1997


Identify any use of lists. Test all lists and verify that clear feedback indicates the end of lists.

Microsoft, 1999


Operable with limited reach and strength

For all controls, verify that controls and keys are operable with one hand; and do not require tight grasping, pinching, or twisting of the wrist. Measure the force required to activate controls. Verify that the force required to activate controls and keys, insert and retrieve items (cards, connectors, drawers) is a maximum of 5 lb (22.2 N).

Section 5081194.23(k)(2)1194.25(c)1194.26(a)1194.26(b)

Vanderheiden, 1997Operable with limited manual dexterity

For all controls, identify whether key repeat is supported. Measure the delay for key repeat. Verify that if key repeat is supported, the delay before repeat is adjustable to at least 2 seconds.

Section 5081194.23(k)(3)1194.25(c)1194.26(a)1194.26(b)


Operable with limited reach and strength

Verify that at least one mode of operation and information retrieval does not require fine motor control or simultaneous actions. Verify that at least one mode of operation and information retrieval is available and operable with limited reach and strength.

Section 5081194.31(f)

Section 2551193.41(e)1193.41(f)

EITAAC5.2.1.6.1

HFDS8.18.2.1


Identify any actions that require simultaneous button presses. Verify that where two buttons must be depressed simultaneously, an option is provided to allow them to be activated sequentially, or an alternative method of control is provided.

Section 2551193.41(e)(2)(d) - Advisory Guidance

Vanderheiden, 1997

Microsoft, 1999Operable with complete blindness

Determine whether optional voice control and speech output are provided. If optional voice is available, verify that a query mode is also available which allows the user to determine (through speech output) the function or state of the control without activating it.

Section 2551193.41(a)(3)(h) - Advisory Guidance


Inspect insertable objects and verify that objects to be inserted are rugged and able to take rough handling (nothing is apparently delicate).

Vanderheiden, 1997

175

Disability Evaluator Instructions Guideline SourceOperable with limited manual dexterity

Verify that latches are operable with a closed fist. Vanderheiden, 1997


Verify that knobs are not required for opening the product. Vanderheiden, 1997


Inspect each control mechanism. Verify that controls requiring simultaneous activation of two or more buttons or latches are avoided. Also verify that small controls and controls requiring rotation of the wrist or pinching and twisting are avoided.

Section 2551193.41(e)(2)(f) - Advisory Guidance


Use a pen or eraser tip to activate controls. Verify that controls are operable/compatible with prosthetics, and do not require human touch.

Section 2551193.51(c)

EITAAC5.2.1.14


Verify that cards, external connectors, and drawers can be inserted and retrieved with a single hand.

Mercinelli 2.4


Verify that an optional mode is provided where buttons must be depressed for a long period of time before input is accepted (to help separate inadvertent keypresses from desired activation), or that the delay before acceptance of input can be preset and adjusted.

Section 2551193.41(e)(2)(c) - Advisory Guidance


Verify that guard bars are available between or near buttons to help prevent accidental activation.

Section 2551193.41(e)(2)(b) - Advisory Guidance



Verify that a standard connection point for applicable assistive input devices (e.g., screen keyboards, predictive dictionaries, and speech recognition technologies) is provided.

Vanderheiden, 1997

Microsoft, 1999


Inspect the required actions to execute command sequences and verify that required command sequences are simple, requiring minimal steps, or can be programmed with a short code.

Vanderheiden, 1997


Inspect the control space to verify that controls are spaced, positioned, and sized to facilitate manipulation.

Section 2551193.41(e)(2)(a) - Advisory Guidance


Inspect each key or button to verify that concave and/or non-slip buttons (rubbery texture is preferred by most) have been used, or that a ridge is provided around flat keypad buttons. Verify that controls are shaped to minimize the need for pinching or bending the wrist or body, and can be operated using the side of the hand, an elbow, or a pencil.

Section 2551193.41(e)(2)(g) - Advisory Guidance

HFDS6.4.1.7


Inspect each insertable object and verify that it has a high-friction surface (to ease the grip necessary to maintain hold of the object).

Vanderheiden, 1997


If controls require fine motor control, verify that alternative methods of control are provided.

Vanderheiden, 1997

176

Disability Evaluator Instructions Guideline SourceMicrosoft, 1999


If cards, connectors, or drawers must be inserted, verify that a bevel is provided around the slot/connection area, and/or that the slot/connector is located on the front and near a ledge or open space for easy insertion/connection.

Section 2551193.41(e)(2)(h) - Advisory Guidance


If a touchscreen is used, measure each object to verify that it is 2.6 sq cm or larger, and that on screen “keys” are 2.27 sq cm or larger. Also verify that on-screen “keyboard” keys are separated by +0.41 to 0.54 cm.

Mercinelli 2.5


If a touchscreen is used, inspect each key to verify that last key selection algorithms (the system accepts selection from the last valid key touched prior to finger raising; if finger is raised outside a screen “sensible” area no selection should be made) are used.

Mercinelli 2.5


If a flat membrane keypad cannot be avoided, verify that a ridge around each button has been provided (thickness changes of at least 1/32” the most readily detectable).

Vanderheiden, 1997


Verify that tilt angle for screen typing is between 30-45°. Mercinelli 2.5


Verify that keyboards are adjustable from the horizontal (0-15°).

Vanderheiden, 1997


Identify controls and verify that they can be operated with either the right or the left hand.

HFDS6.4.1.6


Identify all controls and verify that there are no obstructions that would interfere with a user’s ability to manipulate a control.

HFDS6.4.1.12


Determine how all controls function and verify that no control requires the user to continuously hold it down in order to activate it unless safety requirements dictate otherwise.

HFDS6.4.1.13


Identify all controls and determine how they can be manipulated. Verify that controls are designed to permit users great flexibility in how the control is manipulated, whether by using the fingers, the full hand, or both hands.

HFDS6.4.1.14



When the obstruction projects 20 to 25 inches (510 mm to 635 mm), verify that the maximum high forward reach is 44 inches (1120 mm) (compliant with American Disabilities Act Accessibility Guidelines).

Section 2551193.41(f)(2)(f) - Advisory Guidance

EITAAC5.2.1.16

HFDS6.4.1.15



When the obstruction is less than 20 inches (510 mm) deep, verify that the maximum high forward reach is 48 inches (1220 mm) (compliant with American Disabilities Act Accessibility Guidelines).


EITAAC5.2.1.16

177

Disability Evaluator Instructions Guideline Source

HFDS6.4.1.15



Verify that the requirement for constant, uninterrupted actions is minimized by investigating the required actions for each control.

Vanderheiden, 1997



Verify that the maximum level forward reach over an obstruction with knee space below is 25 inches (635 mm) (compliant with American Disabilities Act Accessibility Guidelines).


EITAAC5.2.1.16

HFDS6.4.1.15


Verify that the manipulation of printouts by “reaching and grasping” aids is facilitated by product design.

Vanderheiden, 1997


Verify that the force required to operate mechanical controls is adjustable or minimized, and that the need for sustained pressure or activity is minimized.

Section 2551193.41(f)(2)(d) - Advisory Guidance



Verify that an optional remote control is provided such that the controls can be positioned optimally for each individual.

Section 2551193.41(f)(2)(c) - Advisory Guidance

HFDS6.4.1.17



Determine actions required to insert and remove objects. Verify that objects can be inserted and removed with minimal user reach and dexterity by inspecting the insertion and removal of each object.

Vanderheiden, 1997


Verify that multiple displays or auditory output are provided when information cannot be within reach of those who are small or in a wheelchair or other personal mobility device.

Vanderheiden, 1997


Verify that important labels or instructions are placed on the front or other easily accessible side of large or stationary devices.

Vanderheiden, 1997

HFDS6.4.1.27


Verify, by attempting each operation with a single hand, that frequently performed control operations do not require long reaches by people using one hand.

Microsoft, 1999


Verify that devices with covers or lids are hinged, have sliding covers, or are electronically operated. Verify that lids, covers, and other loose objects are hinged or tethered with a cord or wire.

Vanderheiden, 1997


Verify that device doors with open handles, levers, or spring-loaded doors are used.

Vanderheiden, 1997

178

Disability Evaluator Instructions Guideline SourceOperable with limited strength and reach

Verify that force requirements are minimized or that force required for mechanical controls can be adjusted.

Vanderheiden, 1997


Verify that controls and printed output are within easy reach of those who are small or in a wheelchair or other personal mobility device, and a required change in body position is minimized: Accessible forward reach is between 15”and 48” from the floor. Accessible side reach is between 9” and 54” from the floor.

EITAAC5.2.1.16

HFDS6.4.1.15

Vanderheiden, 1997Operable with limited strength and reach

Verify that bearings for drawers or heavy objects that must be moved are provided.

Vanderheiden, 1997


Identify all controls that will be used frequently. Verify that they are placed in positions that are most easily reached with the minimum change of body position and that arm/wrist rests or supports are provided near controls. Alternatively, verify that short cuts are available to minimize the number of actions needed to perform a given function.

Section 2551193.41(f)(2)(e) - Advisory Guidance

HFDS6.4.1.16


Verify that ample ejection distance of objects (e.g., printouts) facilitates easy gripping and removal (recommended distance is 1 inch but 2 inches is preferred).

Vanderheiden, 1997



Inspect each receptacle and verify that object receptacles can be repositioned or re-angled to be more reachable.

Vanderheiden, 1997



Verify that controls are within easy reach of those who are small or in a wheelchair or other personal mobility device, and a required change in body position is minimized: If the side reach is over an obstruction with a depth of 24 inches (610 mm), verify that the maximum height of the obstruction is 34 inches (865 mm) and that the maximum high side reach over the obstruction is 46 inches (1170) (compliant with American Disabilities Act Accessibility Guidelines).


EITAAC5.2.1.16

HFDS6.4.1.15



Verify that controls are within easy reach of those who are small or in a wheelchair or other personal mobility device, and a required change in body position is minimized: If the clear floor space only allows forward approach to the product, verify that the maximum high forward reach (height) allowed is 48 in (1220 mm) (compliant with American Disabilities Act Accessibility Guidelines).


EITAAC5.2.1.16

HFDS6.4.1.15

Vanderheiden, 1997Operable from a seated position

Operable with limited

Verify that controls are within easy reach of those who are small or in a wheelchair or other personal mobility device, and a required change in body position is minimized: If the clear floor space only allows forward approach to the


179

Disability Evaluator Instructions Guideline Sourcestrength and reach product, verify that the minimum low forward reach is 15 in

(380 mm) (compliant with American Disabilities Act Accessibility Guidelines).

EITAAC5.2.1.16

HFDS6.4.1.15

Vanderheiden, 1997Operable from a seated position


Verify that controls are within easy reach of those who are small or in a wheelchair or other personal mobility device, and a required change in body position is minimized: If the clear floor space allows parallel approach by a person in a wheelchair, verify that the maximum high side reach allowed is 54 in (1370 mm) and the low side reach is no less than 9 in (230 mm) above the floor (compliant with American Disabilities Act Accessibility Guidelines).


EITAAC5.2.1.16

HFDS6.4.1.15


Determine the type of grasp required for each knob. As appropriate, measure the height, diameter, and length of each knob. If it is a finger tip grasp, verify that the height of the knob is no less than 13 mm (0.5 in) and no more than 25 mm (1.0 in). The diameter should be a minimum of 10 mm (0.4 in) and a maximum of 100 mm (4.0 in). If the knob requires the thumb and forefinger encircled, verify that the diameter of the knob is no less than 25 mm (1.0 in) and no more than 75 mm (3.0 in). If the knob uses palm grasp, verify that the diameter is no less than 38 mm (1.5 in) and no more than 75 mm (3.0 in). The length should be a minimum of 75 mm (3.0 in).

HFDS6.1.5.4.1


Determine if there are adjacent knobs. Verify that separation between adjacent edges of knobs is as follows: For one handed operation, the minimum is 25 mm (1.0 in) and the optimum is 50 mm (2.0 in). When 2 hands are required simultaneously, the minimum separation should be 50 mm (2.0 in) and the optimum is 125 mm (5.0 in).

HFDS6.1.5.4.1


Determine the type of grasp required for each lever. If the lever uses finger grasp, verify that the minimum diameter is 13 mm (0.5 in) and the maximum is 38 mm (1.5 in). If hand grasp is required, verify that the minimum diameter is 38 mm (1.5 in) and the maximum is 75 mm (3.0 in).

HFDS6.1.5.15.1


Determine whether the motion of the lever is forward or lateral. If forward, verify that resistance for one handed operation is a minimum of 9 N (2.0 lb) and a maximum of 135 N (30.0 lb). For two handed operation, verify that resistance is a minimum of 9 N (2.0 lb) and a maximum of 220 N (50.0 lb). For lateral motion with one handed operation, verify that the resistance is a minimum of 9 N (2.0 lb) and a maximum of 90 N (20.0 lb). For lateral motion with two handed operation, verify that the minimum resistance is 9 N (2.0 lb) and the maximum 135 N (30.0 lb).

HFDS6.1.5.15.1

180

Disability Evaluator Instructions Guideline SourceOperable with limited strength and reach

Determine whether the lever requires forward or lateral motion and measure the displacement. If the lever requires forward motion, verify that the maximum displacement is 360 mm (14.0 in). If the lever requires lateral motion, verify that the minimum displacement is 50 mm (2.0 in) and the maximum is 970 mm (38.0 in) (preferred is 100 mm (4.0 in)).

HFDS6.1.5.15.1


Measure separation between adjacent levers. Verify that for one handed operation, the minimum separation is 50 mm (3.0 in) (preferred is 100 mm (5.0 in)). For two handed simultaneous operation, verify that the minimum separation is 75 mm (3.0 in) (preferred is 125 mm (5.0 in).

HFDS6.1.5.15.1


Identify all levers and determine whether they are to be used for fine or continuous adjustments. Verify that when a lever will be used to make fine or continuous adjustments, a support for the appropriate limb is provided as follows: a. For large hand movements, a support for the elbow.; b. For small hand movements, a support for the forearm; c. For finger movements, a support for the wrist.

HFDS6.1.5.15.5




Determine if animation is displayed. Verify that the information is displayable in at least one non-animated presentation mode at the option of the user. Options include freezing the text, making it scrollable, or providing it in an alternate format that does not move.

Section 5081194.21(h)1194.22(m)

Section 2551193.43(c) - Advisory Guidance

EITAAC5.2.1.7.2

HFDS8.18.1.7



Identify any use of color coding. Verify that color coding is not used as the only means of conveying information, indicating an action, prompting a response, or distinguishing a visual element.

Section 5081194.21(i)1194.22(m)1194.25(g)

EITAAC5.3.2.85.2.1.3

HFDS8.6.2.1.5


Verify that the information density (the amount of information per unit area) of a screen is minimized, meaning that only information that is essential to a user at any given time is presented.

HFDS8.1.1.2


Inspect the screens/web site pages and verify that mixed case is used for text and that standard capitalization rules are used.

HFDS8.2.5.8.1

Vanderheiden, 1997

181


Verify that there is at least one mode that minimizes the cognitive, memory, language, and learning skills required of the user.

Section 2551193.41(i)

EITAAC5.2.1.9.15.2.1.10.1

182

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