Interview with Josephine Hayley-Barker
What would surprise many people about the way you study?
Josephine Hayley-Barker: The fact that my computer talks to me. I use a screen reader and often have earphones in, which means I depend on all documents being provided in Word format. For that reason, I ask my lecturers to send me all the course materials before the start of each semester. Sometimes it works well, sometimes not so well. The Swiss Center for Visual Impairment in the Professional Environment (SIBU) then adapts the documents so that they are accessible without visual reading. This takes time. Usually, I don’t have all the documents to hand during the first week.
What does this mean for you?
A lot of extra work. I have to track everything down myself, which costs valuable time and makes it harder to follow the lesson properly. It frustrates me every time. For me, that’s actually the biggest challenge of studying: getting hold of all the materials I need.
What difficulties do you encounter during classes?
Sometimes a lecturer will suddenly say “please take a moment to read through this.” Or images are shown that mean nothing to me without a description. It seems that people sometimes forget that I am visually impaired – even though I have a big black guide dog with me. In those situations, I speak up and explain what I need. Fortunately, my classmates are aware of the issue and support me when necessary.
What are you particularly reliant on during lectures?
It helps me when lecturers describe things clearly and, for example, indicate which slide they are currently referring to. When we are assigned to groups, I need clear instructions about where I should join. References such as “page xy” are of no use to me.
You seem very confident in advocating for yourself.
Ever since I was born, I have had to live with the fact that my vision is progressively deteriorating. In 2016, my visual impairment became significantly worse. Over the years, I have learned how to respond when accessibility is lacking. The basic training on assistive technology for the visually impaired at SIBU was also helpful. It prepared me for challenging situations during my education. By now, I am also used to being the first person in a learning environment to face these kinds of challenges.
Can you think of a situation during your studies when a lack of digital accessibility was a particular obstacle?
What slows me down the most is not receiving documents early enough. No matter how well I try to prepare, there is only so much I can do. Studying involves a great deal of additional effort for me. Even getting to campus can be challenging. Today, for example, I was delayed by roadworks. Quiro, my guide dog, reliably leads me to my classrooms. But when my timetable changes, I have to train him on new routes. This is not possible without help from a sighted person.
In what other situations during your studies do you find yourself relying on sighted people?
I once had to submit a report on Moodle. As the process relies on drag-and-drop, I could not complete it. I work with keyboard shortcuts rather than a mouse. As a result, I had to ask a fellow student to help out. It would actually be very easy to design this process differently, for example by allowing for files to be uploaded directly.
What can lecturers do to make learning materials accessible?
A clear structure is essential, while large empty spaces should be avoided. Proper headings help me to find my way around using a screen reader. Tables should not be laid out in a nested manner, while charts, statistics and images should be accompanied by an explanatory text. Perhaps AI will one day help to generate those explanations. However, questions around data protection will also need to be considered. I also work with legal texts as part of my degree programme. SIBU’s educational materials department has been authorised to convert these into accessible formats.
Julia Vielle
Diversity Officer for a Barrier-free University, ZHAW
“By providing accessible Word and PowerPoint templates, as well as guidance on digital accessibility, the ZHAW has established important foundations. The aim is for staff to use these tools as a matter of course and for documents and presentations to be created in an accessible format by default. Many different groups of users benefit from this.”
What specific changes would it make for you if learning materials were made available in accessible format?
I would be more independent and less stressed. I would no longer have to wait for SIBU to make the documents accessible. That would save me an enormous amount of time. It would also reduce costs. The disability insurance system, which funds this work, would be relieved of a significant burden. Accessible teaching materials are essential to ensuring the inclusion of people with disabilities, who also have a fundamental right to education.
Looking back over the past five years, where have you seen progress in digital accessibility?
That depends very much on the provider. I use programmes and platforms that I know work. New versions are not necessarily more accessible. We are currently seeing that with Outlook. In open-source solutions, texts are often provided in English. Automatic language recognition is not always provided, meaning my screen reader reads out content that I cannot understand. I have to spend a great deal of time getting to grips with any website I am unfamiliar with.
Has awareness of accessibility improved?
That is difficult to say. Generally speaking, there is greater awareness today. At the same time, I also see setbacks. Many people assume that technology helps with integration. That is true to a point: technology can open doors. However, it can also create barriers: touchscreens are being installed everywhere, but people with visual impairments are unable to use these. They need buttons, audible signals or information that can be accessed through listening. I am unable to use many lifts, vending machines or payment terminals. Yet the Federal Constitution states that people with disabilities must not be discriminated against. Unfortunately, this principle is not sufficiently implemented in everyday life. There is a lack of monitoring and enforcement.
Many lecturers do not even realise when their materials are inaccessible. What message would you like to leave with them?
I have experienced a great deal of openness at the ZHAW. I feel respected and supported. That is the most important thing. I have already mentioned some of the design and technical aspects. What is important to remember, however, is that people with visual impairments have individual needs when it comes to digital accessibility. They should also receive individual support, tailored to their specific impairment and the way they work.
