Autor(s):

Plamenna Petrova, St. Cyril and St. Methodius University of Veliko Tarnovo, Bulgaria, plamennavp@abv.bg

Juliana Dochkova-Todorova, St. Cyril and St. Methodius University of Veliko Tarnovo, Bulgaria, doskova@ts.uni-vt.bg

https://doi.org/10.55630/STEM.2025.0716

Abstract:

    This paper presents the design, stages of development, implementation, and evaluation of a standards-compliant accessibility menu widget, built as a reusable frontend component with the programming language TypeScript. The study addresses the growing requirements for inclusive web interfaces with the integration of customizable accessibility profiles and features in the widget as well as multilingual options, tailored to the needs of users, diagnosed with visual, cognitive, neurological, and reading impairments. The paper grounds its methodology in recommended WCAG practices for digital accessibility. It includes a comparative analysis of existing software solutions for accessible menus and text-to-speech web technologies. Particular emphasis is placed on the design rationale behind profile-specific configurations and the portability of the widget. The findings of this work aim at contributing to the broader field of human-centered interface engineering by offering a technically robust component for improving the user experience in terms of accessibility.

Keywords:

Digital Accessibility; Inclusive Systems Design; Accessibility Menu Widget; Frontend Development; WCAG; Multilingualism; User Experience (UX); Usability;

Received:

25-08-2025

Accepted:

18-12-2025

Published:

29-12-2025

Cite (APA style):

Petrova, P., Dochkova-Todorova, J. (2025). Designing Inclusive Web Interfaces: a Standards-compliant Accessibility Menu Widget for Assistive User Experience in Front-end Applications, Science Series "Innovative STEM Education", volume 07, ISSN: 2683-1333, Institute of Mathematics and Informatics – Bulgarian Academy of Sciences, pp. 185-200, DOI: https://doi.org/10.55630/STEM.2025.0716

PDF file address:

http://www.math.bas.bg/vt/stemedu/books/07/STEM.2025.0716.pdf