Re: Diversity Question

We also need to be aware that not everyone knows about pronouns. So we need
to make it understandable to everyone

On Thu, Feb 25, 2021 at 3:15 AM Skye <Starry_sky@live.com> wrote:

> This could be very confusing especially with using a familiar term in a
> new and different context.  And in addition to "they", there are other
> pronouns (ze/zis, ey/em/eirs, ve/vis, etc.) and potentially new ones
> defined in the future.
> Would not recommend trying to select and apply one pronoun across all
> persona examples.
>
> One potential approach is to create the examples in first person "I"
> which removes the need to use other pronouns.
>
> Otherwise, best to identify the desired pronouns in that persona's intro
> to use throughout that single example.  Then use a different pronoun for
> the next persona.  And, it is better to use the persona's name as much as
> possible over any pronoun to minimize the confusion.
>
> Tal (she/her/hers): A student...
> Bob (ze/zis)...
> Pat (they/them/theirs)...
>
> Thanks!
>
>
> ------------------------------
> *From:* Rachael Bradley Montgomery [mailto:rachael@accessiblecommunity.org
> <rachael@accessiblecommunity.org>]
> *Sent:* Tuesday, February 23, 2021, 12:48 PM
> *To:* public-cognitive-a11y-tf
> *Subject:* Diversity Question
>
> Hello,
>
> We received an issue to try to incorporate gender diversity into our
> personas. We have tried to do this but would like to discuss whether the
> gender neutral plural causes reading difficulties.  Please review the
> proposed persona below my signature before Thursday so we are prepared to
> discuss this.
>
> More information about the importance of pronouns and how to handle them
> is at https://www.mypronouns.org/how
>
> Thank you,
>
> Rachael
>
> Tal: A Student who has Dyslexia and Impaired Eye Hand Coordination
>
>    -
>
>    Problem:
>    -
>
>     As a slow reader it takes me ages to read through badly structured
>    text and I often miss important information.
>    -
>
>    Works well:
>    -
>
>     The newsletter has headings so I can find the important information
>    quickly.
>
> Tal has been a student in Israel for the past year. Tal’s Fashion Design
> course is challenging but fun. Tal loves the creative aspect of the diploma
> and would rather be drawing than writing. Tal has moderate dyslexia, which
> affects their ability to cope with complex text. Tal sometimes finds
> working out how words are pronounced when they have many syllables.  This
> can make it hard for Tal to grasp the meaning of some paragraphs. Tal often
> has to reread content. Tal has several projects to complete as part of
> their portfolio. The one that worries Tal most involves a written
> assignment to research Post-war fashions and their impact on today’s
> designs.
> 6.3.1 Tal Scenario 1: Logging In
>
> Tal's use of the library catalogue when using the college computers often
> fails at the first attempt. This happens when Tal can not remember their
> password. Tal keeps putting in ‘afib61’ rather than ‘afid16’ and can not
> see the mistake. The error message on the webpage does not help because it
> announces that the username or password are incorrect. Tal is not sure
> which one is wrong. Luckily, when Tal is on their own laptop, the browser
> settings allow Tal to save their password and they are able to
> automatically log in.
> 6.3.2 Tal Scenario 2: Finding Accessible Content
>
> Having navigated the online library system, Tal finds a paper on the
> subject they want. Tal downloads it in pdf format. Tal likes to use a
> text-to-speech app to read the content aloud, but when Tal tries to
> highlight the text nothing happens. Tal discovers the document is actually
> an image and yet there is no warning this is the case. Tal can not find an
> alternative accessible version of the paper. This means Tal has to use
> optical character recognition to virtually scan the paper. It is not
> totally successful leaving Tal with gaps in the information. Tal finds the
> process makes it even harder to complete the assignment on time.
> 6.3.3 Tal Scenario 3: Filling in a Form to Ask for an Online Journal
> Article
>
> Finally, Tal finds an online journal that has another article, but there
> is a form that has to be completed in order to cite the paper. Tal starts
> the process, but realizes they do not know the author’s name. Tal returns
> to the web page with the article to copy and paste the name. Sadly, when
> Tal comes back to the form, all that they filled in is lost. Tal has to
> retype the whole thing again.
>
> (Adapted from MOOCAP Erasmus + Persona CC-BY-4.0
> http://gpii.eu/moocap/?page_id=33)
> 6.3.4 Tal Scenario 4: Overlooking Important Information
>
> Tal is a very slow reader and often sounds out words. Tal has low auditory
> processing skills so cannot speed up the text to speech app. To manage
> their busy life, Tal tries to scan and skip through the massive amounts of
> content, emails and newsletters to read the key parts. Sometimes however,
> Tal cannot find important content because it is buried inside lots of other
> content. The headers and visual layout of the content does not always guide
> Tal to the information they need.
>
> This all means that Tal worries about missing something important and
> sometimes that happens. For example, Tal’s daughter's elementary school
> published a weekly newsletter with interesting stories about activities and
> important announcements. It contained information that school was ending
> early one day, but it was buried under less important information about the
> school activities. Because it takes Tal so long to read each word, they did
> not manage to read the whole newsletter and did not know that their
> daughter was coming home earlier than usual. As a result, Tal was not home
> in time and their daughter was left waiting outside for over an hour.
> 6.3.5 Scenario 5: Pressing the Correct Button
>
> Tal struggles with impaired eye hand coordination, so precise movements
> are hard. Tal often touches the wrong button or number when typing on a
> small phone screen. With Tal’s letter recognition difficulties this makes
> typing in codes or text very unreliable. Tal also confuses left and right
> so often presses the off button in place of the volume. In most phone
> interactions, Tal makes some form of mistake, such as loading a new video
> when trying to expand the screen of the window.. To use an application
> successfully, Tal feels it needs to have a consistent back or undo function.
>
>
>
>
>