Aspects of Digital Interactions and Experiences of various disabilities

[music] So what we'll try to do is we'll try to understand what these uh different types of abilities uh are what are the medical terminologies associated with it and what are the different barriers these kind of limitations may face. So there can be there can be a diverse uh set of um limitations or abilities. So there can be auditory abilities, there can be cognitive learning uh limitations, there can be physical limitations, speech related or visual related limitations. And we'll talk about all of these in order to understand through examples what are the different barriers they face. Uh what are the different barriers a uh audiary sense would face rather than we are saying deaf people. We are not talking about deaf people when we are saying auditory. We are trying to understand the functional needs of it of u deprived or limited auditory interaction. So there is a fine diff there's a fine line and there's a slight difference which we are trying to speak about but uh trust me uh this will in encourage you to think and incorporate this framework in a much broader sense and not just limit yourself into thinking that okay I'm I'm an assistive technology designer I'm just creating assistive technology products. We are talking about inclusive design. we're talking about access for all. So all of these are a little bit different from each other. So let's let's try to uh dive in. So starting with auditory um um interactions. So what are the different kinds of examples of auditory disabilities? So this is the medical side of it which we'll try to understand first. So of course one is hard of hearing. So there can be individuals with moderate uh hearing impairments milder or in one or in both ears. This this is called hard of hearing just which we call in Hindi right. So but they can hear but it's it's like a moderate impairment or a mild impairment. Then there is deafness which is a complete uh loss or substantial or incorrect uh incorrectable uh impairment of hearing in both ears. So basically they cannot um uh they cannot hear anything right most of it at least. Then there can be another category which is deaf blindness uh which is sub substantial and uncorrectable hearing and visual impairments both uh disabilities together. Understand some examples of barriers for people with auditory disabilities. So uh audio content uh such as videos with voices and sounds without captions or transcripts is a barrier. uh because uh they are not able they're not able to utilize their visual uh sense as well, right? In order to understand the content. Media players that do not display caption or do not provide volume controls for instance. So for example, if uh there are media players which um doesn't tell you where the volume is and a person who is uh himself or herself hard of hearing, they uh may not be able to tell whether other people are able to hear what they are uh you know watching or listening or not. So I would rather like that I uh I'm not like publicly broadcasting the movie which I'm watching using close captioning for example. media players that do not provide options to adjust the text size or colors for captions for example. So there can be indiv as we said that there can be individuals who have deafness as well as uh low vision or color blindness or other uh limitations. Right? So uh there can be players or media player uh interfaces which does not allow you to adjust the text size of the caption or colors for the caption. So many of times uh if it is generally you know black in color the the subtitles or the captions uh in some of the movies you might have seen like like a dark knight or you know pe movies which have a very dark theme. Many of times in such movies uh black colored subtitle may not be visible against the background uh properly visible because there's lower contrast. So there should be an option to select. So now I think you might be seeing that Netflix or all of these other media players also like VLC and other popular ones they allow you to pick a color between white, yellow, um black and now it's like a palette also. So uh or you know to adjust the size or choose where you would like to place uh the subtitle on the top uh of the window or the bottom of the window. All of those are part of user controls. So I as a user can um select the positioning, the size of the font because it's actually directed to help me. But if it is not giving me those flexibilities, probably I'm really not unable to use it properly. Other web- based services including web applications that rely on interaction using voice only. So if there is no textual input available and it's just voice available uh voice input is available and if I am a person who is uh mute or deaf uh then uh then how would I understand the audio feedback and respond in a rightful fashion. So any feedback uh should always be presented in multimodality format. Uh visual text along with audio feedback along with any other possible ways it can be uh notified. So maybe virotactile in case of phone in notifications you always see that there is also virotactile that there's some notification that has come up. So the user can enable the uh accessibility features on their phone and then interact. That is also one way to look at it. Lack of sign language to supplement important information and text that is difficult to read. So uh sometimes what happens is that uh um a lot of important information cannot be directly converted into uh text. So um there can be of course like speechtoext algorithms are very commonly available but now I'm sure you're also aware that there are tools and uh methods which can um applications which are also trying to do text to sign conversion or audio to sign conversion for the benefit of people who are deaf and uh mute. Moving to the physical limitations or physical barriers. So there's a long list of uh examples of physical barriers and these are all medical terminologies which can cause certain dexterity related issues or motor skills related issues. So amputation is definitely commonly known where there are uh you know fingers or limbs missing or other parts of the human body are missing then there is uh atheritis or rheumatism uh where there is a degeneration or damage to the joints or there is inflammation there's pain the user is not able to uh stand and interact the user is not able to bend their fingers or hold grab grab things the way it is intended to uh be performed with. Then there is um you know chronic pain of the muscle or connected tissue. Rheumatism is you know typically referred to as arthritis. So in general you might think of arthritis as knee pain and one may think that okay why is knee pain associated with any digital interaction for that matter. uh but it's not just that in many individuals it can cause joint pain uh in fingers and knuckles as well or in wrist uh part so which may be required to interact with your system. Uh reduced dexterity this may be because of uh cognitive issues, neurological disabilities or age related decline as well. multiple cerillosis. Uh this is also um uh a medical condition which can cause damage to nerve cells in the brain or spinal cord and can affect physical, cognitive and visual uh abilities in a particular uh instance. Then there can be muscular distrophe. So distrophy is like a progressive weakness or degeneration of muscles. uh repetitive stress injury. This is something I'm sure you might have commonly heard about that uh if you spend too much time on on a laptop or a computer and you're constantly pressing the button of your uh mouse. So the this repetit this is a repetitive stress on a particular bone joint as well as a particular muscle which can cause um uh specific types of issues with nerves or with um um with joints etc. [clears throat] So so it it's it's uh it's also called repetitive motion disorder. it can involve injuries to mus muscular skeletal system um from repetitive task. So and uh also a lot of um uh RSI observed with uh laborers or people who work in factories because like they are doing one specific movement like for 8 hours a day uh constantly doing the same thing same thing again and again. So those kind that comes under the category of repetitive stress injury. Then there can be people who experience tremor or spasms just go we call in Hindi um uh you know twitches or um you know continual rhythmic muscle twitches. So you might have seen people where they're they are uh their fingers kind of lock in places or they they experience uh um you know incorrect placement of their um limbs or fingers sometimes because of this. This is also commonly known uh aspect. Then there is uh [sighs and gasps] quadrip quadriplegia and then this is something which is like partial or total paralysis. This is something which is commonly known I'm sure you might know it as paralysis. So where uh certain sections of the body get paralyzed and not the entire person. So you are able to control certain certain limbs but you're not able to control all many in many many cases of um um quadriplegia or tetroplegia where there there's a total paralysis of all the limbs. So I'm sure you all have heard of Steven Hawin. Uh so he had uh this issue and uh he uh was not able to move um almost all of his body. Uh but he was uh so he was using this specialist specially created assistive technology uh for him where he was using his um you know cheek muscles. It was so closely monitored. It was cheek muscles and then it was trans transferred into more of a brain computer interaction uh mode where which he used to uh kind of communicate uh with people or write books for that matter because his brain was really working but he was not able to move his limbs. So then even in that case how we can enable uh interaction with the technology. Then there can be seizure disorders. So something which includes different types of epilepsies or migraines uh which can uh which you know many of times can be reaction to a flickering uh of visual or it can be a reaction to repetitive audio signals of certain frequencies which can trigger seizures also in your uh users. So we have to be very careful of using um uh such uh um feedback. You might have noticed that um uh now even uh Netflix uh they issue a warning about photosensitive content. What is the meaning of photosensitive content? That is it it is it it involves um visual flickering. It involves uh you know seizure triggering content which um and like custom and like user discretion is requested uh in order to access those content. So it's right next to like uh foul language and all of that. So it it's like a warning that it is what it it's it's there in this movie. So please make sure that you are aware uh before you know um watching this movie. So I think that is also as uh taken can be thought of as part of an inclusive design process. Let us now try to understand uh various examples of barriers for people with physical disabilities that we discussed in the previous slide. So uh websites uh browsers and other authoring tools that do not provide full keyboard support. So many a times the shortcuts the F keys are not supported by a lot of uh data entering tools or the num num lock the number keypad which is there in a lot of uh keyboards fulllength keyboards are not supported by um uh you know a lot of tools these days because most in most of the laptops it is missing right so uh but the the code should enable that then there can be insufficient time limits to respond or to complete a task. So such as to fill out online forms. So if it is uh if the user is uh you know slower in their dexterity, they're able to do it but they're able to do it slowly. Uh but you put insufficient time limits and it the the uh website clocks out very soon again and again. I'm sure you all might have experienced this with uh uh you know railway ticket booking website and all of that. So because it clocks out very soon by the time you're filling or maybe if you go and fetch your um Aadhaar card just to enter something or you're asking your fellow passenger for some age related information it's just clocks it clocks out. So those things should be avoided. then controls uh including links with images of text that do not have equivalent uh text alternatives. So um um so basically um links which there are images of text but actually there is no real text. So which is similar to like a capture but actually like like a banner etc which has some slogan where there is written text but it's in a visual format. So then uh or there may be uh buttons etc which are not really accessible uh which is not really text but it is like a printed text on top of the button. It's part of the visual design. So then that is something which is not accessible uh to u you know a lot of interfaces as well. Then there can be missing visual or non-visual orientation clues uh such as uh page structure or other navigational aids. So uh what are orientation cues? So orientation cue may be that if uh you want the page uh to be uh you know kind of uh rotated into a horizontal format because there may be more columns than rows. There may more columns which need to be swiped right in order to access in a form or in a table something but can be easily viewed in a landscape format then probably uh there can be some indication of doing that or uh there can be um you know both visual and non-visual uh cues to do that or there can be specific page structure uh and which is consistent throughout the website so that the users or the visitors don't feel like flabbergasted with the changing designs or changing layouts every time they click a new page link and other like navigational aids like root map or site map which is called right. So if you want to understand in which uh part of the whole navigational tree you are currently at there there are some uh websites where you can see uh you know like like a side tab which you know keeps showing you the entire navigation and it just like highlights where you are currently in the entire tree. So that is something of an another navigational aid. there can be inconsistent or unpredictable or overly complicated navigation mechanisms or page functions. So um we can have a discussion about various examples of this particular barrier and the inconsistent uh inconsistency part is quite common and uh designers many a times fail to uh keep designs color uh page structure orientation of the layout and all of that consistent throughout the various tabs of the same website or the same application. Suddenly the colors may be entirely different or so and so which can just throw the user out of the cognitive map of your website. So it is very important uh not to fall into that trap. The unpredictability is also something very important uh to consider that uh based on the consistency only we can predict that okay the next thing which is about to come will will also be of the same color the submit or the save button will again be in the same place. uh if you know if it's a form and you are you know filling one step right so every time then there is a submit button or a save button it's has to be in the same place in every page so all of all of those things are uh quite important if some place it is every time if the user is supposed to fish for information it can become too much of a cognitive load as well and also you know they may need to navigate uh the entire page again and again because of the low dexterity it can be very uh problematic or limiting. So moving to speech. So first looking at examples of speech disabilities. So there's something called AOS or uh arraia of speech which includes inconsistent articulation and pron production of speech. Um it can there can be cluttering which is like increased speaking rate or incorrect rhythm. So it is sometimes similar to stuttering or in Hindi what we call haklana for example. Then there can be disarth disarthria which uh which involves weakness or complete paralysis of muscles uh that are necessary to produce speech. It can be throat, it can be tongue, it can be lips, it can be lungs uh which enable. So all of this uh system enables you to speak. But there can be paralysis of one or more of these muscles which can cause uh you know weakness or bad speech basically. Then there can be speech sound uh disorder. So there can be difficulty or inability to produce certain sounds or patterns. So sometimes so like for example I had an uncle who all who couldn't uh um say sir the sound of sir. So for example he would always pronounce samosa as formopa. So he would say sir, he would say fur instead of sir which was very funny. But uh as a child it it was very funny for me. But uh um then um when you read about all of these aspects you understand that it is a certain inability to produce a certain uh sound or then there is there can be omission of certain kind of phonics or there can be substitution of sounds with uh others. So like as I mentioned he would say fur instead of sir and he would pronounce uh samosa as formofa. Uh so which was uh which is interesting but can be a barrier to communication. Then of course there is stuttering which is commonly uh known uh limitation repetition of individual sounds or entire words. Then there can be u muteness or mutism which is involves the inability to speak due to various reasons such as anxiety, brain injury or inability to learn and uh hear and learn to speak. So uh muteness is something which is inherent of people who are born uh with deafness. So what happens is how do you learn to speak? You basically copy how your parents or teachers or people around you are emulating sounds. You try to copy them as a f. If if you notice an infant, what he or she is trying to do is just copy the sounds. But if they are not able to hear, they are unable to copy as well. So that is something which in turn creates a speech limitation which is called muteness. So basically they're they were unable to hear and thus unable to learn how to speak. So you might have heard about the term deaf and mute right. So now moving on to um examples of barriers uh for such people with uh speech disabilities. So the reason we are um trying to understand both the medical aspect related to disability as well as the interaction aspects related to each disability is as we spoke earlier about it that it's not just a medical condition but it's it's a it's a compound complex uh system or interwoven exchange of uh energies and uh feedbacks and inputs and outputs in an interactive system. So in order to enable it to function effectively but if we do not understand the medical aspects we will not be able to understand the interaction aspects as well. So it is important to study and uh understand both when we talking about inclusive design and accessibility. But as we said any all of these examples when we're talking about speech related disabilities for example they very well apply to all of these uh limitations which are more of a permanent uh disability aspect of that spectrum that we spoke about. But they uh can be instances of temporary and situational uh limitations as well which can enable better interaction for a wider range of people. So now we will try to understand examples of barriers for people with speech limitations. So for example uh web based services including web applications that rely on interaction using voice only. So if the input is just voice or if it is um um you know your how you want to enter the content is just voice then it becomes a little bit u problematic. Then there can be websites that offer phone numbers as as the only way to communicate with the organization. So many times you might have seen that in the contact us there's just a phone number there is no email id there is no other chat chat box mechanism or no other way to contact or report u um uh something which is wrong with the product. uh rather it's just a phone number then it becomes a limitation for people who are speech disabled or people who cannot speak at the moment for example. Now we'll move to uh the visual limitation. So some examples of visual disability disabilities are uh color vision deficiency. So this is uh commonly known as uh color blindness. So it includes difficulty distinguishing between uh colors and maybe all of us it's it's a very common uh limitation and it uh it is now being recognized as one of the visual disabilities under the RPW act uh WD act as well and um so I I hope you remember that we discussed about that veg and non-veg veg and non-veg logo which has now become a red triangle and a green circle instead of green circle and red circle because now it is accessible to colorblind people as well because they cannot differentiate between color they are differentiating it based on the shape and uh so basically the red and green color blindness is something very common and uh maybe in order to test uh yourself uh you can also take the Ishihara color blindness test. It's commonly available on the internet. You can look it up. Low vision is also another uh kind of barrier or it's also called partial sight in some regions. It can include a vision that is not sharp, low visual equity. So even uh people like me who wears a spectacle actually fall in the category of low vision. But it may be not um you know that low that it's a we I am able to correct it using a spectacle. So the these are called correcting glasses. So I am able to correct my vision using uh a set of pair of glasses. But uh there may be people who have low vision which are too low that they cannot be corrected with glasses. So then it's a bigger uh disability but it is a disability for me also if I take off the glasses I will not be able to read this text and I'm sure which is very common again people who have myopia if they are asked to take off their glasses it's very difficult to recognize people uh people's face from far off or even read the blackboard or white board in a classroom if you are sitting uh in the back of the benches So all of these are uh you know limitations. Uh there can be intolerance to light. It can be phototohobia or light sensitivity. Uh there can be inability to distinguish uh bright and dim areas of image. So basically contrast sensitivity. So uh the image may look flatter as it is as opposed to how it's supposed to look. Inability to contain obtain information when looking straight ahead. So like field of vision loss can be central or peripheral or scattered. So in our eyes I'm sure you might be aware that there is a central vision then there is a peripheral vision or then there is a further back there's a scattered vision. So uh so it can be that the side or the peripheral vision is very low or there is a lack of it and uh so then the field of view becomes smaller. So it's basically as if you're looking through a uh a hole uh circular hole. It those people feel like that. Then there is uh a definitive blindness which is substantial or uncorrectable loss of vision in both eyes. There can also be combination disability which is a deaf blindness which is substantial and correctable visual and hearing impairments. Let us now try to understand uh some barriers for people with visual disabilities. And I'm sure uh you might agree that since most of the information is now going into uh screenbased interfaces, visual disabilities and barriers related with vision account for a major percentage of barriers and hindrances in terms of interaction design. And uh most of the examples which we talked about in poor accessibility versus good accessibility session also most of them were trying trying to look uh cater to the visual barriers uh particularly uh and I'm sure you'll also agree that since the information is being presented through a primarily visual medium it largely causes a lot of hindrances uh with people who are who have visual disabilities or who have temporary or situational vis visual barriers also. So then there can be images, controls or other structural elements that do not have uh equivalent text which can be accessed by a screen reader which is again very common. uh then there can be so so all of these aspects I'm saying common why I'm saying common is we will discuss in a case study which will come uh in a few sessions uh where we'll try to analyze a few government websites through evaluation tools and then you'll see that the simplest of things like color contrast or just uh images with no alt text were the major uh flags in those evaluation ations which came out. So that is why I am using the word common for all of these uh um you know mismatched interactions because they're very commonly happening across a large section of websites as well as applications which are coming up. Then there can be text images and page layouts that cannot be resized that lose information when resized. So your application or your document is not uh responsive. The moment you transfer it from um a website into a phone, it it loses the font capability. It cannot be resized. It becomes too small to read. So then all of these aspects uh can cause a lot of challenges. They can be missing visual or non-visual orientation cues, page structure, other navigational aids. So I think we already had a discussion about uh navigational aids or orientation cues uh which kind of guide you to turn the phone or turn the tablet uh in order to access uh the text u properly or image properly. Video content that does not have any text or audio alternative or an audio description track. So there may be videos which uh you know have some music and then there is some video playing which it's not really describing in an audio feedback mode what it is really about. So it is very difficult for people with visual impairments to understand what the video is all about. If it's just like a music playing and an image or a set of images or a video with just a music playing then they can be inconsistent or unpredictable or overly complicated navigation mechanisms. This is already we have discussed in one of the previous um sessions uh sections about physical uh disabilities and barriers uh for people with physical disabilities. Those can also be uh true for people with visual disabilities. So the unpredictability, the inconsistency can cause a lot of hindrances in interaction. There can be insufficient contrast. It is also again a very commonly uh happening uh mismatch in interaction with between foreground uh background colors. This is something which we also discussed as with examples in the previous session. Then there can be websites or browsers or tools that do not support the use of custom color combinations. So if uh [snorts] I'm not able to uh say select the um select the color uh of my choice of a background or a uh text then uh many times people with low vision or uh color contrast deficiency they are not able to see or people with red red green color blindness are not able to read the text because of uh certain color schemes used. So basically if there is some red color on a green background they people with red and blind uh red and green blindness will not be able to read the text. So that is uh they're not able to differentiate between the red and green color. So you have to be very careful. Either you provide the choice or as part of the design you are careful and you know um conscious about your design decisions uh related to the selection of colors for example. So uh tools that do not provide uh full keyboard support is also uh an issue with for people with visual disabilities because basically navigating uh through the entire uh navigation of the web page or they use tab or other uh aspects of the keyboard because keyboard is essentially a very tactile uh input device. It has a lot of tactile cues which can help the user uh to you know type or you know put enter the numbers etc. But if it is um it is it is just a screenbased keyboard which is you know commonly now happening uh then it may not be it's just visual in that case. So then it may not be accessible by people with visual disabilities. We shall now talk about uh cognitive and learning disabilities and uh it is also um commonly happening but primarily being overlooked uh disability because it not it's not an evident disability. So for example, people who are uh who have blindness or who have low vision, you can tell uh by the way uh you know they are interacting or many a times uh by the way uh you know if they are blind they may be having a white cane etc. But they uh or people who have hearing impairments they may be wearing some uh ear uh assisted technology on their ear. So it so but cognitive and learning disabilities are almost always invisible disabilities and they get largely overlooked in the society. I'm sure you all might have seen the popular uh movie called Tarisamin where that young kid who had dyslexia which is a cognitive disability was being uh kind of scolded by their by his own parents uh saying that uh he's not um you know paying attention to studies instead of understanding that probably he has a disability. So I think we and particularly with cognitive and learning disabilities it is very important to be very very sensitive when trying to assess for it or trying to think about it. So it is important first that we learn about the terminologies and there is a long list of uh cognitive and learning disabilities. So we'll but we'll try to go through the list so that at least you are aware right of course these slides will also be available for your reference. There can be age related forgetfulness. I don't think there is much to explain here but I'm sure you all might have uh you know seen or interacted with uh elders in your family who might be going through uh you know such difficulties which is age related memory loss. Then there is ADHD which is attention deficit hyperactivity disorder and uh um so basically it is which involves uh f difficulty of focusing on a single task or focusing for very long periods of time. Then there is autism spectrum disorder. [snorts] So it can it includes Asperger, it includes autism, it includes PDD which is pervasive development disorder. So it involves impairments of uh social communication or interaction ability sometimes restricted habits or interest. There can be ba brain injury. Uh there you know damage either it is. So what is the meaning of traumatic or acquired? Uh so traumatic is like because of some falling down or because of some accident there was a brain injury but there can be uh limited development of some part of the brain uh which is can be termed as acquired also. that can happen at any stage in life and can lead to long-term impairment or uh exe executive function, memory, learning coordination, all of these aspects, sensory impairments. Then there can be dementia which includes memory loss, trouble concentrating or following a conversation, finding a right word. There are more examples of uh such disabilities. Their learning disabilities can be uh related to dyslexia. So dyslexia is something uh which affects the development of literacy and language related skills. Then there can be dcalculia which can be dis difficulty of learning number based information which can be math or tables. other intellectual disabilities or developmental disabilities. So um which uh in which may involve uh impairments of intelligence, slow or difficult difficulty in understanding complex concepts, other learning disabilities um you know such as you know it's it's in Europe termed as a common term under the section of intellectual disabilities. There can be mild cognitive impairment MCI which is considered a stage between age related and more serious decline of dementia. Then there can be other mental health related disabilities which can interfere with your daily functioning. So maybe due to depression, anxiety, uh PTSD, post-traumatic uh stress disorder. There can be multiple sclerosis which can uh which causes damage of nerve cells going to the brain and the spinal cord and can affect your cognitive, physical or visual disabilities in particular relapses. So particular particularly during a relapse they may not be able to decipher anything or understand u a lot of information but maybe after the relapse they are able to again understand. So now trying to uh move to examples of barriers for people with cognitive and learning disability. So we'll now try to understand uh the various barriers for people with cognitive and learning disabilities. There can be complex multi-stage processes such as forms needed to be interacted with and particularly this becomes even more difficult for things which you have to do compulsorily. So for instance um like a passport or uh bank net banking for example for this it concerns either sensitive information or access to your finances. So that it may not be advisable also or you may not want it to be shared with um you know agents or even your kids sometimes. Then uh then that becomes a lot of cognitive load for people who are aging who have all of these other uh you know cognitive or learning disabilities. So complex or inconsistent navigation mechanisms, page layouts that are difficult to understand, complex sentences that are difficult to read, unusual words that are difficult to understand, metaphors and other nonliteral text whose meaning is not predictable from the usual meanings of the words. Long passages of text without images, graphs, or other illustrations to highlight the context. Moving, blinking, or flickering content, background audio that cannot be turned off, passwords and access codes that rely only on memory. So that is something which we are commonly seeing. But there is most of the time now even internet banking is allowing you to uh login using OTP uh from your mobile phone and so basically you're not that means you're not relying as much on memory based passwords timeouts on activities. So I think we spoke about this that if you give very little time people who are you know taking a longer duration to understand all of the information on the web page or on the form and they are not able to respond in time it clocks out and they have to redo the entire thing again. Web browsers and media players that do not provide mechanisms to suppress animations of videos. So it it's I think we also had a visual uh uh example based discussion in the previous session about it that you should always place uh you know mechanisms to either stop animations or audio if they are interfering uh with the cognitive process of reading or going through a form or things like that. So I think I'm sure you might uh all all of you might have experienced you know popups which start playing like ads etc. It can be very frustrating. Uh it can be even more frustrating uh if it is people who the users have limited cognitive bandwidth or are facing learning disabilities then it can be even more challenging. visual page designs that cannot be adapted using web browser controls or custom style sheets. So, uh these are of course this is not an these uh um examples of barriers for people with different disabilities that we discussed in today's session. Of course, it is not an exhaustive list and as we go on u you know discussing examples and discussing uh various uh through various case studies through various um you know popular apps and all of those and various processes and frameworks as well. And we will also talk about different evaluation tools which you can you know utilize to assess the uh current accessibility evaluation of a existing product. So but still I think all of these uh uh aspects are important to understand that from a user's perspective uh these are the barriers when it comes to interacting with an in uh interface which requires or assumes that you have a physical ability or you have a cognitive ability. You can see, you can hear, you can speak. So but then if you remove all of those ability biases then what are the barriers? So the the the intention for this session was that that we as designers are able to understand from a user's perspective that all of these barriers can be possible and then the the commonly known um aspects of even medical um um physical disabilities like somebody like blind is just a far end of the spectrum. There are uh you know other aspects of blindness like light perception or low vision or age related low vision or color blindness which also can cause uh barriers to access. It's not just blindness or it is not just entirely deafness or muteness. There is all of these spectrum of other aspects which can be more commonly u uh you know happening to a majority of people. And then there is also these temporary and situational uh barriers which can uh occur in people who are supposedly uh healthy but they in that situation they are unable to utilize their abilities to the best of their capability. So I think uh the uh the idea was to make you aware of all of these different kinds of barriers which can happen in uh different kinds of um interaction modes. and now uh and also make you understand the meaning of the phrase mismatch of interactions. So um so basically this this is how we we would like to summarize the session that today we spoke about different types of digital interactions. We also spoke about different kinds of experiences of various disabilities. We also try to understand what is the meaning of various disabilities and uh all of them they're all they're on a spectrum it's not like black and white and of course what is the uh essence of mismatch of interactions there's a very uh nice book I think I've already mentioned it in one of the sessions earlier uh that uh this book talks about mismatch of interactions and lot of commonly existing interfaces around us which um earlier were not looking at their um technologies and interactions from a mismatch perspective. Uh but then when they did they were able to fix a lot of accessibility issues uh by default. So I think this is a very nice book which is available on most e-commerce uh websites and you can access it. Thank you. That's all for today's session. Uh looking forward to meet you in the next session.