Techniques and Strategies For The Cognitive and Learning Disabilities Accessibility Task Force (COGA)
Disclaimer: Draft - do not quote or link to.
This document is to help us gather techniques and strategies as we come across them, so that they do not get forgotten or are hard to find later when we are finished the gap analysis.
Larger scale, engineering solutions can also be added to the gap analysis section 3 - ideas for inclusion.
Document structure: The top level headings are who the techniques and strategies are for, such as general techniques that help most people with Cognitive and Learning Disabilities, techniques that help for attention, techniques that help people with difficulty processing language etc. The sections are based on function and not disability names.
The document is the divided into topics (such as Emphasis Structure) at heading level 3, and then into individual techniques at heading level 4. Each topic also has a "see also" section where you can put WCAG mappings. Where appropriate the techniques can labeled for localization.
Each technique is divided into:
- Explanation and who it helps,
- Tags,
- Pass examples,
- Failure examples, and
- Sources/research.
Tags are for who it helps ("use for" tags) and for who can detriment ("avoid for" tags) from use of this strategy. The default is that a strategy is good for all groups.
Tags can be for the cognitive function impairments or other user descriptors such as localization.
For example
"Use for: Short Term Memory" would imply that this strategy is helpful for people with a short term memory impairment.
Tags can be concatenated. For example: "Short Term Memory-Visual Memory". Additional terms are limiting, and the tag becomes more specific as we concatenate terms.
Tags for cognitive function are found in the Cognitive Function Table (link to be provided soon).
Localization tags so far include:
- Non-semitic languages and semitic languages (note these tags need more expansion for Chinese etc)
- Low context and high context cultures
- Familiarity with the Internet and web 2.0. Note this is often age related. Tags are:
- Experienced Internet User: Uses Web 2.0 extensively, will use avatars and familiarizer with social media conventions.
- Intermediate Internet User: Knows how to use basic pages without thinking.
- Basic Internet user: Has learned about links and buttons.
Feel free to put in a technique even if you do not have all this information. However try to provide any research that you know of - even if it is just your own personal experience. If you add a localization category, please also add it to this introduction.
General techniques (Useful for most people with Cognitive and Learning Disabilities )
Emphasis structure
Use headings and labels describe topic or purpose.
Explanation and who it helps:
Use for tags:
Avoid for tags:
Pass examples:
Failure examples:
Sources/research:
Use consistent styles
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use presentation, color and symbols to convey structure, and relationships
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use lists
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use presentation to show structure
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use symbols to show meaning
Explanation and who it helps:
Some times the right interface may be different for different users such as:
Dyslexia or Dyscalculia , Alzheimer's or Aphasia
Conclusion – use text with the symbol
Pass examples:
Failure examples:
Sources/research:
- Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (WCAG 1.3.1 Level A)
- Headings and Labels: Headings and labels describe topic or purpose. (WCAG 2.4.6 Level AA)
- Consistent Navigation: Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. (WCAG 3.2.3 Level AA)
- Consistent Identification: Components that have the same functionality within a set of Web pages are identified consistently. (WCAG 3.2.4 Level AA)
Use A Clear Writing Style
Use short, simple sentences in a direct style.
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Give instructions clearly. Avoid long sentences.
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use active rather than passive voice.
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Avoid double negatives.
Explanation and who it helps:Pass examples:
Failure examples:
Sources/research:
Be concise
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Include short tooltips on all icons, jargon
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Notes/ sources:
See http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html
From WCAG:
- Guideline 3.1 Readable: Make text content readable and understandable.
- Unusual Words: A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. (3.1.3 Level AAA)
- Abbreviations: A mechanism for identifying the expanded form or meaning of abbreviations is available. (3.1.4 Level AAA)
- Reading Level: When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content, or a version that does not require reading ability more advanced than the lower secondary education level, is available. (3.1.5Level AAA)
- Pronunciation: A mechanism is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation. (3.1.6 Level AAA)
Font and Layout
Use a plain, evenly spaced sans serif font such as Arial
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Font size should be 12-14 point. Some dyslexic readers may request a larger font.
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use left-justified with ragged right edge. (localization: non-semitic languages)
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use right-justified with ragged right edge. (localization: semitic languages)
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Avoid narrow columns (as used in newspapers).
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Lines should not be too long: 60 to70 characters.
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Avoid cramping material and using long, dense paragraphs: space it out.
Explanation and who it helps:: Line spacing of 1.5 is preferable.
Pass examples:
Failure examples:
Sources/research:
Use bullet points and numbering rather than continuous prose.
See http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html
Enough Time
No Timing out
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
No Loss of data
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Notes/ sources
From WCAG
- Timing Adjustable: For each time limit that is set by the content, at least one of the following is true: (WCAG2.2.1 Level A)
- Pause, Stop, Hide: For moving, blinking, scrolling, or auto-updating information, all of the following are true: (2.2.2 Level A)
- No Timing: Timing is not an essential part of the event or activity presented by the content, except for non-interactive synchronized media and real-time events. (2.2.3 Level AAA)
- Re-authenticating: When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating. (2.2.5 Level AAA)
Build trust
Provide context sensitive help
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Prevent errors
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Notes/ sources
From WCAG
- Error Prevention (Legal, Financial, Data): … (3.3.4 Level AA)
- Reversible: Submissions are reversible
- Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them.
- Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission.
- Error Prevention (All): For Web pages that require the user to submit information, at least one of the following is true: (3.3.6Level AAA)
- Help: Context-sensitive help is available. (3.3.5 Level AAA)
Attention techniques (Useful for people with Attention related Disabilities )
People with ADD and ADHD but also .....
don't distract
Low or No Background Audio:
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
No Interruptions
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Notes/ sources
From WCAG
- Interruptions: Interruptions can be postponed or suppressed by the user, except interruptions involving an emergency. (WCAG 2.2.4Level AAA)
- Low or No Background Audio(WCAG1.4.7 Level AAA) ...
Techniques for people with language disabilities
People with ADD and ADHD but also .....
Use Symbols on key content
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Use words that can map to ACC standard words Or add a mapping
Explanation and who it helps:
see http://aac.unl.edu/vocabulary.html
Pass examples:
Failure examples:
Sources/research:
Use RDFA to refrence symbols
Explanation and who it helps:
Pass examples:
Failure examples:
Sources/research:
Notes/ sources
Techniques for people with impaired short term memory
Short term memory include, auditory, visual...