Techniques and Strategies For The Cognitive and Learning Disabilities Accessibility Task Force (COGA)

Draft

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 issue papers.

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:

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:

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

General techniques are useful for most people with Cognitive and Learning Disabilities

Use a clear structure

Brake your content into manageable chunks

  • Have one subject per page.
  • Have one idea per paragraph. (One sentence is enough for a paragraph)
  • A sentence should never have more than one idea.
  • Identify 1-3 main tasks that covers most of what users want to do. Make sure it is obvious how to do them as soon as the content loads.

Explanation and who it helps:

This brakes the content into tasks that the user can cope with.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

https://www.mencap.org.uk/sites/default/files/documents/2008-04/make%20it%20clear%20apr09.pdf

The Aphasia Alliance's Top Tips for 'Aphasia Friendlier' Communication taken from http://www.buryspeakeasy.org.uk/documents/Aphasia%20Alliance%20Aphasia%20Friendier%20Communication.pdf

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Use headings and labels describe topic or purpose.

Simple colored headings with fonts two size larger than general content to aid navigation skills

Explanation and who it helps:

This supports those who have reading and some visual perceptual difficulties due to Receptive Aphasia (Wernicke’s Aphasia) and acquired dyslexia as well as those with general cognitive learning disabilities, where long sentences and complex words can cause difficulties.

Pass examples:

Failure examples:

Sources/research:

Rose, T.A., Worrall, L.E., Hickson, L.M., Hoffmann, T.C. (2011). Aphasia friendly written health information: Content and design characteristics. International Journal of Speech-Language Pathology, 13(4), 335-47.

Use consistent styles

Ensure:

  • appearance of controls and menu items consistent in all areas
  • clarity of display on plain backgrounds
  • fonts are of a single style
  • icons, controls and menus are used consistently across your site.

Explanation and who it helps:

This supports those who have reading and some visual perceptual difficulties due to Receptive Aphasia and acquired dyslexia as well as those with general cognitive learning disabilities. It also helps those with visual acuity difficulties where stroke and age related disabilities co-occur.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Receptive Aphasia, acquired dyslexia, visual acuity difficulties
Avoid for tags:

Sources/research:

The Aphasia Alliance's Top Tips for 'Aphasia Friendlier' Communication taken from http://www.buryspeakeasy.org.uk/documents/Aphasia%20Alliance%20Aphasia%20Friendier%20Communication.pdf

Use presentation, color and symbols to convey structure, and relationships

Ensure that

  • icons, controls and menus are located in consistent and non- distracting areas.
  • highlight key points in bold - (be careful not to over use, because it feels like shouting)
  • text boxes to highlight important information

Explanation and who it helps:

“People with aphasia post-stroke have also been reported to have more specific design preferences compared to people without aphasia, preferring written stroke information to contain color and text supported with diagrams” (Eames et al., 2003)ii

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

The Aphasia Alliance's Top Tips for 'Aphasia Friendlier' Communication taken from http://www.buryspeakeasy.org.uk/documents/Aphasia%20Alliance%20Aphasia%20Friendier%20Communication.pdf

Eames, S., McKenna, K., Worrall, L., & Read, S. (2003). The suitability of written education materials for stroke survivors and their carers. Topics in Stroke Rehabilitation, 10(3), 70-83.

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Use lists

Ensure that:

  • bullet points are well spaced
  • a minimal number of words are used (e.g.5)
  • Lists are not cluttered by surrounding items
  • Keywords start the statement such as “Stroke happens suddenly”i

Explanation and who it helps:

This supports people who have reading difficulties. It includes many people with Down syndrome, due to Receptive Aphasia and acquired dyslexia as well as those with general cognitive learning disabilities.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

"Top Five Instructional Tips for Students with Down syndrome" http://specialedpost.org/2013/01/31/top-five-instructional-strategies-for-students-with-down-syndrome/

"Down syndrome and Learning" http://inclusive.tki.org.nz/guides/down-syndrome-and-learning/

Stroke Association Accessible Information Guidelines http://www.stroke.org.uk/professionals/accessible-information-guidelines

Use presentation to show structure

Include a short introduction to summarize content

  • divide the information into topics
  • keep main information easy to find, e.g. to the top left where the eye goes first in English (consider localization for right to left languages such as Arabic)
  • use white space and lines to define areas
  • include an index
  • keep linking images simple and explanatory
  • use visual grouping to enable filtering of content without overwhelming

Explanation and who it helps:

This supports people with Down syndrome those who have any type of Aphasia, specific learning difficulties as well as those with general cognitive learning disabilities. This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

"Top Five Instructional Tips for Students with Down syndrome" http://specialedpost.org/2013/01/31/top-five-instructional-strategies-for-students-with-down-syndrome/ "Down syndrome and Learning" http://inclusive.tki.org.nz/guides/down-syndrome-and-learning/

iBrennan, A., Worrall, L., & McKenna, K. (2005). The relationship between specific features of aphasia-friendly written material and comprehension of written material for people with aphasia: An exploratory study. Aphasiology, 19(8), 693–711. doi:10.1080/02687030444000958

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Use symbols and images to show meaning

Explanation and who it helps:

Symbols as an addition to short sentences and phrases can understanding.

However as some people have difficulty remembering symbols, use text with the symbol.

  • Use clear symbols that can easily be seen and expanded
  • Use images understood by different users
  • In left to right languages place the image to the left of the text

In the future we intend to enable semantics that will add symbols that are easy to use by the individual user.

Examples:

Pass examples:
Failure examples:

Sources/research:

See http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html

Garrett, K. L., Beukelman, D. R., & Low-Morrow, D. (1989). A comprehensive augmentative communication system for an adult with Broca's aphasia. Augmentative & Alternative Communication, 5(1), 55.

Top Five Instructional Tips for Students with Down syndrome" http://specialedpost.org/2013/01/31/top-five-instructional-strategies-for-students-with-down-syndrome/

"Down syndrome and Learning" http://inclusive.tki.org.nz/guides/down-syndrome-and-learning/

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011

Also see:

  • 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 clear visual affordances.

Actions and actionable items that can be interacted with should have a clear visual style to indicate this eg buttons should look like buttons. Use techniques like 'flat design' with great care as they have much reduced affordances.

Explanation and who it helps:

All but especially those with some forms of autism

Pass examples:

Failure examples:

Sources/research:

Citations needed - see flat designpage on our wiki and Jamie Knight's blog posts

Computers helping people with special needed, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, Et. Al. Springer (pages 401). Paper: Tablets in the rehabilitation of memory impairment, K Dobsz et. al.

Be predictable

The more predictable your content is the easier it is to know how to use it.

  • Use a consistent layout for all your content
  • Use the same icons and buttons to serve the same function
  • Use the same linked text to go to the same page
  • Use standard layout design, so it is easy to find common content. In 2015 in English sites this includes:
    • the search box is in the right hand corner
    • a link to home page in the left hand corner
    • site map in the footer, etc.

.

Explanation and who it helps:

All but especially those with some forms of autism

Pass examples:

Failure examples:

Sources/research:

Neilson-aging

Computers helping people with special needed, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, Et. Al. Springer (pages 401). Paper: Tablets in the rehabilitation of memory impairment, K Dobsz et. al.

Writing style

Be clear and to the point

Ensure that:

  • the message is clear
  • extraneous information is separated (preferably removed)
  • one message is delivered at a time
  • key points are separated out
  • use short clear sentences
  • avoid multiple points in one sentence
  • choose words that are in general use
  • use common words that are easily understood by your audience
  • avoid hyphenated words and acronyms (unless they are easily understandable)
  • be factual
  • use clear headings to signpost information
  • lists and bullet points are used
  • order of statements is logical
  • use words that make it clear what will happen when links and buttons are used (such as "search" in place of "submit")

Explanation and who it helps:

This supports those who have reading difficulties and some visual perceptual difficulties. It can include people with Down syndrome, Receptive Aphasia and acquired dyslexia as well as those with general cognitive learning disabilities, where long sentences and complex words can cause difficulties. This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Additionally it supports persons with general cognitive learning disabilities, where long sentences and complex words can cause difficulties.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

i Stroke Association Accessible Information Guidelines http://www.stroke.org.uk/professionals/accessible-information-guidelines

Computers helping people with special needs, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, et. al. Springer (pages 401). Paper: Never Too old to use a tablets, L. Muskens et. al. pages 392 - 393.

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Neilson-aging

"Top Five Instructional Tips for Students with Down syndrome" http://specialedpost.org/2013/01/31/top-five-instructional-strategies-for-students-with-down-syndrome/

"Students with Down syndrome" http://www.downssa.asn.au/__files/f/3203/A%20Student%20with%20Down%20Syndrome%202014.pdf

 

Give instructions clearly.

  • use short clear sentences
  • use simple, clear words
  • do not miss out steps
  • do not assume users can guess what you mean
  • leave plenty of space between lines (at least 1.5 spacing between lines
  • limit decisions/options for user

Explanation and who it helps:

This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

The Aphasia Alliance's Top Tips for 'Aphasia Friendlier' Communication taken from http://www.buryspeakeasy.org.uk/documents/Aphasia%20Alliance%20Aphasia%20Friendier%20Communication.pdf

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Computers helping people with special needed, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, Et. Al. Springer (pages 401). Paper: Tablets in the rehabilitation of memory impairment, K Dobsz et. al.

Provide rapid and direct feedback.

Applications should continuously provide easily-recognizable feedback of success or failure with every action.

Applications should also let the user know what just happened and where they are in a process. For example "your email was sent".

Spoken feedback is often more effective then written feedback.

Explanation and who it helps:

This supports those who have Dementia and/or acquire cognitive disabilities as they Age. It also helps anyone with impaired short term memory remember what they just did.

Examples:

Pass examples:
Failure examples:

Tags

Sources/research:

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

Neilson- aging

Use active rather than passive voice.

  • Ensure that the subject starts the sentence
  • Possible use of ‘you’ but careful use of other pronouns such as ‘she’, ‘he’ etc ii
  • Determiners such as ‘this’ and ‘that’ can confuse

Explanation and who it helps:

Those with Expressive Aphasia may ?nd the use of passive voice “di?cult due to problems with retrieving the relevant grammatical morphemes” and those with receptive Aphasia may also find it hard to automatically understand the meaning of passive voice . This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

iFaroqi-Shah Y, Thompson CK. Effect of lexical cues on the production of active and passive sentences in Broca’s and Wernicke’s aphasia. Brain and Language. 2003;85:409–426. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3034248/
iiStroke Association Accessible Information Guidelines http://www.stroke.org.uk/professionals/accessible-information-guidelines

Computers helping people with special needs, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, et. al. Springer (pages 401). Paper: Never Too old to use a tablets, L. Muskens et. al. pages 392 - 393.

Avoid double negatives.

  • It is important to avoid sentences that contain double negatives or dependent clauses for example “He doesn’t have nothing but the clothes on his back.”

Explanation and who it helps:

These sentences tend to be grammatically incorrect and confusing – their use should be avoided for those who have Down Syndrome, any type of Aphasia, specific learning difficulties as well as those with general cognitive learning disabilities. This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

iSarno, M.T (1998) (ed) Acquired Aphasia. San Diego : Academic Press, 1998,
— id: 1029, year: 1998, vol: 1, page: 28

Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.

"Down Syndrome Issues and Information: Speech and Language" (http://www.down-syndrome.org/information/language/)

"Speech and Language Therapy for children with Down Syndrome" (http://www.ndss.org/index.php?option=com_content&view=articl e&id=138:speech-a-language-therapy&catid=51:therapies-adevelopment&itemid=142&showall=1)

"Down syndrome 101 for Educators" http://downsyndromeinfo.org/wp-content/uploads/2014/03/Down-Syndrome-101-for-Educators-DSIA-Presentation.pdf

Checking Readability

Check long documents in sections to determine which parts are too hard to read. Flesch Reading Ease score: Rates text on a 100-point scale. The higher the score, the easier it is to understand the document. For most standard documents, aim for a score of approximately 70 to 80. Flesch-Kincaid Grade Level score: Rates text on a U.S. grade-school level. For example, a score of 5.0 means that a fifth grader, i.e., a Year 6, average 10 years old, can understand the document. For most standard documents, aim for a score of approximately 5.0 by using short sentences, not by simplifying vocabulary.

Help meaning

Include short tooltips on all icons, jargon

These may not be noticed by some who have severe aphasia and a visual agnosia and could add clutter and even confuse if they are read out by a screen reader or text to speech support. But for those with less severe difficulties they could be helpful. If tooltips are to be used they must precise and relate directly to the object.

Explanation and who it helps:

The amount of help offered by tooltips very much depends on the ability of the user as do many of the techniques above.

These is helpful to most persons with Down syndrome. Sometimes a persons with DS can get confused and distracted. If tooltips are to be used they must precise and relate directly to the object.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Notes/ sources:

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)

Use of charts and graphics

Where appropriate, create charts and graphics to provide additional ways to reinforce important concepts

However, graphics should be clear and easy to identify what is going on

The ability to “read between the lines” of a text, graphic, or lecture may seem like an exercise in “common sense,” but it may create barriers for students with autism, who may not be able to readily discern the intended relevance of graphical data.

Clear explanations may reduce undue cognitive loads for all users.

Further use an accessible format , such as SVG and HTML to enable expanding the graphic and adaptability.

Explanation and who it helps:

Pass examples:

Failure examples:

Sources/research:

“Accommodating-ASD-In-STEM.pdf”. Nathan W . Moon, PhD Robert L. T odd, M S David L. Morton, PhD Emily Ivey, M S (You can download it from John's Dropbox account at http://bit.ly/18wev76.)

Use of synchronized highlighting, of complex graphics and formula with speech

Associate maths, sections of math and sections of complex items with explanations.

Provide text or speech explanations for sections of charts, mathematical formula and graphics, so that the section of the formula or graphic being discussed can be highlighted at the same time as the explanatory text is being read.

For example, when the text is describing the denominator of a formula, that denominator should be highlighted.

Note that this requires an accessible format for math such as MathML used with aria-describedby and CSS.

 

Explanation and who it helps: This has been shown to increase math comprehension by 10%

Pass examples:

Failure examples:

Sources/research:

Lewis et al. (2012)

Font and Layout

Use a clear font and layout

  • Use a plain, evenly spaced sans serif font such as Arial
  • There is white-space around blocks of text
  • Left justification Use right-justified with ragged left edge. (localization: for left to right languages only)
  • Right justification Use left-justified with ragged right edge. (localization: for right to left languages only)
  • font size is between 14 and 18 pt
  • there is no change in font style
  • Avoid narrow columns (as used in newspapers)
  • capital letters are used sparingly e.g. first word only and names
  • Take care to use bold text just for key items, avoid using italics, ALLCAPS or underline for emphasis
  • Text and images should be expandable.
  • Avoid text and numbers in images, including equations
  • Make important information two font sizes bigger
  • Try to avoid the underlining of text - where hyperlinks may have the default underline ensure they have a different color
  • Lines should not be too long: 60 to70 characters.
  • Avoid cramping material and using long, dense paragraphs: space it out. with one idea per paragraph.
  • Line spacing of 1.5 is preferable.
  • Use bullet points and numbering rather than continuous prose.
  • Avoid using non standard font alternatives such as Cufo'n

Explanation and who it helps:

These are sensible clear reading guidelines for all and can support those with a wide range of disabilities and reading difficulties including those with cognitive learning disabilities.

Pass examples:

Failure examples:

Sources/research:

"Am I making myself clear? Mencap's guidelines for accessible writing http://www.easy-read-online.co.uk/media/10609/making-myself-clear.pdf

"Top Five Instructional Tips for Students with Down syndrome" http://specialedpost.org/2013/01/31/top-five-instructional-strategies-for-students-with-down-syndrome/

"Down syndrome and Learning" http://inclusive.tki.org.nz/guides/down-syndrome-and-learning/

See http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html

Rello et al 2013

http://dyslexiahelp.umich.edu/sites/default/files/good_fonts_for_dyslexia_study.pdf

Rello et al 2013 - http://taln.upf.edu/content/biblio/578

Accessibility of text replacements using Canvas (custom fonts)

http://www.paciellogroup.com/blog/2009/06/notes-accessibility-of-text-replacement-using-html5-canvas/

Help users complete and check their work

Enough Time

Timed event should be avoided – if they are necessary there need to be clear controls, pauses and the ability to return to the original point and an alternative is included.

Explanation and who it helps:

Timed events rarely help anyone and can cause stress and frustration.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

Limit choices

Do not provide many choices and options. Limit to around 2 -5 key options.

Explanation and who it helps:

This is another way toreduce complexity. This supports those who have Dementia and/or acquire cognitive disabilities as they Age.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

Computers helping people with special needed, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, Et. Al. Springer (pages 401). Paper: Tablets in the rehabilitation of memory impairment, K Dobsz et. al.

Aviod Loss of data

Data needs to be held, saved and available if webpages are refreshed by accident, closed or new tabs are opened. There needs to be the ability to return to forms partially filled and the ability to save content but security issues may prevent this on some websites.

Explanation and who it helps:

This helps everyone. If these steps cannot be done because of security problems than provide alternatives means to get to the data.

Examples:

Pass examples:
Failure examples:

Tags

Use for tags: All
Avoid for tags:

Sources/research:

"Who needs more time on tests?" http://www.betterevidence.org/issue-13/who-needs-more-time-on-tests/

Lovett BJ (2010), Extended Time Accommodations for Students with Disabilities: Answers to Five Fundamental Questions, Review of Educational Research, 80, 611-38.

Lovett BJ and Leja AM (2013), Students' Perceptions of Testing Accommodations: What We Know, What We Need to Know, and Why It Matters,Journal of Applied School Psychology, 29, 72-89.

Phillips SE (1994), High-Stakes Testing Accommodations: Validity versus Disabled Rights, Applied Measurement in Education, 7, 93-120.

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)

Prevent errors

Where possible prevent the user from making errors and needing to fix them

  • Require as little information as possible. Make it visually clear what information is required
  • Provide instructions
  • Accept as many formats as possible, such as different ways of writing a phone number and date formats
  • Correct errors in the backend, such as the post code being written in the text field with the city or state information
  • Provide a summary before submitting important information. Make it one click to repair information
  • Users often confuse advertisements and native content. Put advertisements in a box clearly marked as "advertisement". Keep advertisement septate from native content.
  • Users often forget about the scroll. Put any important features, such as save and send, above the scroll.
  • Never trick the user into buying or agreeing to something that they did not understand, or create a price structure that is unclear. For example,
    • never increase the number of items (such as having a default of two) if the user may not notice
    • never have hidden charges that are only brought to the users attention after they have given their credit card information. All charges must be clear before the start of the transation task.

Pass examples:

Failure examples:

Sources/research:

Notes/ sources

Nielson -aging

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)

    • Make it easy to undo mistakes

    Where technically feasible undo and redo should be provided.

    • Users should be able to go back steps to correct errors without losing their work. For example, breadcrumbs can be provided with previous steps clickable.
    • Avoid reset buttons which can be confusing and users can hit them accidentally, losing their work.
    • Support should be provided if undo is not available.
    • Error text should say what the error is and tell the user how to correct it.
    • Error text should be simple, clear and friendly.

    Explanation and who it helps:

    Helps all users feel confident especially those with cognitive disabilities

    Examples:

    Pass examples:
    Failure examples:

    Tags

    Use for tags: All
    Avoid for tags:

    Sources/research:

    Neilson-aging

    WCAG 2.0

    Provide Help

    Provide context sensitive help

    Explanation and who it helps:

    Pass examples:

    Failure examples:

    Sources/research:

    Neilson Norman Group article: Pop-ups and Adaptive Help Get a Refresh by Katie Sherwin on March 15, 2015 - http://www.nngroup.com/articles/pop-up-adaptive-help/. Present help content in a small modeless overlay window. Provide a link to more detailed information if available. Alow user to minimize, resize and move the window. What about small screens?

    Include short tooltips on all icons, jargon

    Explanation and who it helps:

    These is helpful to most persons with cognitive disabilities such as Down syndrome. Sometimes a persons with DS can get confused and distracted. If tooltips are to be used they must precise and relate directly to the object

    Some people, however, find tooltips distracting. When it existences provide a mechanisms to turn off tool tips.

    Pass examples:

    Failure examples:

    Sources/research:

    Neilson Norman Group article: Pop-ups and Adaptive Help Get a Refresh by Katie Sherwin on March 15, 2015 - http://www.nngroup.com/articles/pop-up-adaptive-help/. Present help content in a small modeless overlay window. Provide a link to more detailed information if available. Alow user to minimize, resize and move the window. What about small screens?

    Provide human help

    Human help should be one click away. Such as

    • Live help option . Note. It must be easy and clear to close the window. If not it is distracting
    • A phone number that will automatically call via an interoprable Voice over IP specification
    • A simple contact us form.

    Asking for help should not require giving more information then necessary to help them. For example, if an email is provided a phone number should not be also required.

    Pass examples:

    Failure examples:

    Sources/research:

    Neilson Norman Group article: Pop-ups and Adaptive Help Get a Refresh by Katie Sherwin on March 15, 2015 - http://www.nngroup.com/articles/pop-up-adaptive-help/. Present help content in a small modeless overlay window. Provide a link to more detailed information if available. Alow user to minimize, resize and move the window. What about small screens?

    Provide speech support

    Explanation and who it helps:

    Always make sure you have used accessible format and that all content can be converted to speech (see WCAG 2.0)

    However, screen readers can be complex to use. If you want the maximum number of people to use your site add an icon or button on the page that reads the content to the user without requiring them to install a screen reader.

    Pass examples:

    Failure examples:

    Sources/research:

    Attention

    Attention is affected for most people with cognitive disabilities. Including: dementia ADHA and others

    Avoid distracting elements

    such as
      • Blinking text
      • Scrolling banners are avoided
      • Text is kept to narrow columns in the center of the site
      • Low or No unasked for Background Audio or video
      • Extraneous and inconsequential media events are avoided
      • No sudden changes occur on the site

    Explanation and who it helps:
    Those with aphasia may have visual and audio perceptual difficulties and be confused by sudden interruption and distracting happenings. Attention may be poor and there is a need to have time and space to concentrate on the task in hand.

    Examples:

    Pass examples:
    Failure examples:

    Tags

    Use for tags: All
    Avoid for tags:

    Sources/research:

    Wiig, E. H., & Austin, P. W. (1972). Visual attention and distraction in aphasic and non-aphasic children. Perceptual and motor skills, 35(3), 863-866.

    Notes/ sources

    From WCAG

    No Interruptions

    No sudden changes occur on the site

    No unasked for media events

    chat can be easily turned off

    Explanation and who it helps:
    Those with aphasia may have visual and audio perceptual difficulties and be confused by sudden interruption and distracting happenings. Attention may be poor and there is a need to have time and space to concentrate on the task in hand. To support those who have Dementia and/or acquire cognitive disabilities as they Age, who may have difficulties in completing complex tasks. wait until the person completes one task before proceeding to the next step.

    Pass examples:

    Failure examples:

    Sources/research:

    Wiig, E. H., & Austin, P. W. (1972). Visual attention and distraction in aphasic and non-aphasic children. Perceptual and motor skills, 35(3), 863-866.

    Computers helping people with special needs, 14 international conference ICCHP 2014 Eds. Miesenberger, Fels, Archambault, et. al. Springer (pages 401). Paper: Never Too old to use a tablets, L. Muskens et. al. pages 392 - 393.

    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) ...

    Help The User Focus

      • Text is kept to narrow columns in the center of the site
      • White space is used around text
      • Use visual grouping
      • No sudden changes occur on the site

    Explanation and who it helps:
    Those with aphasia may have visual and audio perceptual difficulties and be confused by sudden interruption and distracting happenings. Attention may be poor and there is a need to have time and space to concentrate on the task in hand.

    Examples:

    Pass examples:
    Failure examples:

    Tags

    Use for tags: All
    Avoid for tags:

    Sources/research:

    Wiig, E. H., & Austin, P. W. (1972). Visual attention and distraction in aphasic and non-aphasic children. Perceptual and motor skills, 35(3), 863-866.

    Explanation and who it helps:

    Pass examples:

    Failure examples:

    Sources/research:

    Techniques under development

    Use symbols on key content

    Use words that can map to C 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 semantics to reference symbols and extra help

    See issue paper : Syntax for adaptable symbols for links and buttons

    Explanation and who it helps:

    Pass examples:

    Failure examples:

    Sources/research:

    Notes/ sources

    Explanation and who it helps:

    Pass examples:

    Failure examples:

    Sources/research:

    Augmentative with signs

    An overview of Signing and Lexical development in children with Down syndrome, as well as its effects on cognitive understanding.

    Explanation and who it helps:

    Pass examples:

    Failure examples:

    Sources/research:

    "Signing and Lexical Development in Children with Down Syndrome by John Clibbens also appeared in Down Syndrome Research and Practice. http://www.downsyndrome.org/reviews/119/?page=1

    "Using Sign Language with Down syndrome" http://www.about-down-syndrome.com/sign-language-in-down-syndrome.html