- From: Anne Pemberton <apembert@crosslink.net>
- Date: Thu, 29 Jul 1999 14:35:11 -0400
- To: w3c-wai-gl@w3.org
Folks, I am long overdue posting this start to the Action List deleveloped on teleconference one back. I apologize for the long delay getting this started. I began by listing the categories of folks in the large group collectively called Cognitively Disabled, the same categories I used to identify and meet needs of students with learning disabilities. I started a list, then spent time asking questions and checking resources to come to the conclusion that there is little or less information on what may be needed by these folks than we have in this working group. Among those who depend on vision for input, there are those whose best visual input is text, those whose best visual input is graphics, that whose whose best visual input is a combination of text and graphics. Strategy One, then is to insure that all web pages to be used by the targetted audience would provide the information in all text, in all graphics, and in a mixed format. Ideally, the user should be able to turn off graphics or text, or view it all. Among those who depend on sound for input, there are those depend on graphics while listening, and those who do better when they are without visual distractions while listening. Some auditory folks need to say what they are learning as well as listen or read. Strategy Two, then is to insure that sound is available on the web site. Depending on text to speech is a beginning, but not the all. Music and sounds related to the content should be available. If the site is for learning as well as information, providing a voice input would be excellent for aiding those who need to say what they are learning to learn it. Some folks learn best through their tactile or kinesthetic sense. Again, they may be readers or non-readers, also auditory, or not. These folks typically learn best taking notes or by acting out the skills, and by interacting with the material. Strategy Three, then is to be sure to include interactivity on a site (not necessarily every page). Links to further information, quizes to take, games to play, and projects to do online or offline would make the website more user-friendly to such people. Jonathon has pointed out a number of times that a limited attention span is often a problem in the use of the web by cognitively disabled persons and that animation or motion helped alleviate the problem. There is also a difficulty in scrolling down the page due to combined cognitive and physical disabilities. Strategy Four, then would be to limit the size of a page to a screen full whenever possible, and perhaps clearly mark when scrolling is needed. Animation and motion should be available on the site, not on every page because there are some folks who are as distracted by them as some are attracted by them, but available on the site. These are rough and ragged strategies. They are a start, pehaps, and a beginning to establish what is/may be needed. I'm pulling as much from research in hemispheric workings of the brain in learning theory, as from experience working with kids with a wide range of learning differences, so practicality may need to polish some pointed edges. I welcome suggestions, and especially additions. Anne Anne L. Pemberton http://www.pen.k12.va.us/Pav/Academy1 http://www.erols.com/stevepem/apembert apembert@crosslink.net Enabling Support Foundation http://www.enabling.org
Received on Thursday, 29 July 1999 15:17:23 UTC