Break 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.

Use headings and labels describe topic or purpose.

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

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.

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

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

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

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)

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.

Explanation and who it helps:

All but especially those with some forms of autism

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.

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")

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

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

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.”

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.

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.

Sources/research:

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

Neilson- aging

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 intellectual disabilities. Sometimes a person with an intellectual disability can get confused and distracted. If tooltips are to be used they must precise and relate directly to the object.

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.

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.

This has been shown to increase math comprehension by 10%

Sources/research:

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/

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.

Avoid Loss of data

Data needs to be held, saved and available if web pages 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.

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 transaction task.

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.
• Provide clickable breadcrumbs that allow users to see the previous steps, go back, and change them.
• 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.

Provide context sensitive help

Explanation and who it helps: All users benefit from this.

Note that an alternative technique will be to use aria attribute of aria-function. this allows the user agent to add help.

For example: <button type="button" aria-function="undo" >default</button>

Include short tooltips on all icons, jargon

Explanation and who it helps:

These is helpful to most persons with cognitive disabilities such as intellectual disabilities. Sometimes a persons with an intellectual disability 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.

Note that an alternative technique will be to use aria attribute of aria-function. this allows the user agent to add a tooltip.

For example: <button type="button" aria-function="undo" >default</button>

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.

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.

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.

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.

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.

Explanation and who it helps:

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

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.

Explanation and who it helps:

Sources/research:

Explanation and who it helps:

see http://aac.unl.edu/vocabulary.html

Sources/research:

Explanation and who it helps:

Sources/research:

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