- From: Gregg Vanderheiden <gv@trace.wisc.edu>
- Date: Thu, 06 Nov 2003 13:31:40 -0600
- To: w3c-wai-gl@w3.org
- Message-id: <013001c3a49c$9a1c1150$c517a8c0@USD320002X>
From the RRTC on Aging with Cognitive Disabilities (via NCDDR's Research Exchange). Please let me know if you see anything useful (to us, or to you in working on WCAG). Modifying printed materials People with cognitive disabilities have a range of abilities to read and comprehend. There is no one all-inclusive way to ensure what is presented can be understood. To enhance readability, however, the information should be presented in clear, concise language. To make content clearer and more understandable, use shorter sentences, choosing common rather than complex words. Provide definitions of new or uncommon words that must be used. Be sure that concepts are presented separately and in a logical sequence. Additional contextual material and explanations may be needed to facilitate understanding. Field-testing with self-advocates and others with cognitive disabilities will show what level of readability is appropriate. The readability of text can easily be checked. For example, Microsoft WordT software has the Flesch-Kincaid Reading Scale and the Flesch Reading Ease scores as part of the Spelling and Grammar features. The Reading Scale uses the average number of syllables per word and words per sentence to determine the reading grade level up to the 12th grade. The average reading level of the general population is around the 8th grade, so materials for people with cognitive disabilities will be more easily understood when written at the 4th-5th grade level. The Reading Ease score is based on a 100-point scale, with higher numbers indicating greater ease of comprehension. To turn on the Readability feature in WordT, go to the Main Menu and under "Word," select "Preferences." There, select "Spelling and Grammar." Under "Grammar," check the box for "Check grammar with spelling." Next, check the box for "Show readability statistics." Then click "OK." At the end of a spelling check, a box will provide the following readability statistics: * Word, character, paragraph, and sentence counts * Average number of sentences per paragraph, words per sentence, and characters per word * Percent of passive sentences (lower is better) * Flesch Reading Ease score (0-100) (higher indicates easier) * Flesch-Kincaid Reading Scale (up to grade 12) Other changes in text presentation can help readability. Breaking text into shorter sections, each with a specific point, helps comprehension. Using bold headings and numbering the items, rather than using bullets, also clarifies the content. A question-and-answer format is more easily understood than straight narrative. Occasional checkpoint questions can be included, to ensure the reader understands the material already covered before new ideas are presented. Use pictures or graphic images to demonstrate or depict points presented in text. The images should be closely related to the content and carry meaningful information. Take care to ensure the document does not become cluttered with images. More pages, with less on each page, will make the document more reader-friendly. Color can also be used to help separate points or to identify sections that go together. Use of color just to brighten a page might end up making it more distracting or confusing for some readers. See the related list <http://www.ncddr.org/du/researchexchange/v08n03/3_tips.html> of tips developed by self-advocates from the Milton Keynes People First organization. Modifying documents on the Web Many of the suggestions presented to make printed materials more readable and comprehensible can also be applied to documents that are presented on the World Wide Web. Multi-media files on the Web can help reinforce the printed words. For example, an audio version can be provided, where the words are read aloud. Designers need to keep their pages simple and clear, without several frames or links that can take the reader to other areas where they may lose the thread of what they are reading. To help with navigation, use simple icons/colors to identify elements of the site or pages to be accessed. Keep navigation tools in the same place on each page. Consistency in design will guide the visitor. The <http://www.ncddr.org/cgi-bin/good-bye.cgi?url=http://www.w3c.org> World Wide Web Consortium (W3C) receives funding from NIDDR as partial support for the <http://www.ncddr.org/cgi-bin/good-bye.cgi?url=http://www.w3c.org/wai/> Web Accessibility Initiative (WAI). The WAI's Education and Outreach Working Group is developing a document on "How People with Disabilities Use the Web" to provide an introduction to use of the Web by people with disabilities. The current draft illustrates some specific requirements of people with different disabilities, including cognitive and neurological disabilities, when using Web sites and Web-based applications. The draft describes scenarios, barriers, and possible solutions, and offers supporting information for the guidelines and technical work of the WAI. The final version may eventually be published as a W3C Note and maintained by the W3C. The current document is a W3C Working Draft: http://www.w3c.org/WAI/EO/Drafts/PWD-Use-Web/20010104 <http://www.ncddr.org/cgi-bin/good-bye.cgi?url=http://www.w3c.org/WAI/EO/Dra fts/PWD-Use-Web/20010104> Another article in this issue describes <http://www.ncddr.org/du/researchexchange/v08n03/4_think.html> Think and Link: E-mail for Individuals with Cognitive Disabilities. This NIDRR-funded project focuses on how people use E-mail and how to make E-mail more accessible for people with cognitive disabilities. "Web <http://www.ncddr.org/du/researchexchange/v08n03/8_access.html> Accessibility for People with Cognitive Disabilities: Universal Design Principles At Work!" is an article that discusses the process used by the NIDRR-funded <http://www.ncddr.org/cgi-bin/good-bye.cgi?url=http://www.adainsights.org> ADA Insights project to develop print and Web-based documents on the Americans with Disabilities Act, specifically for people with cognitive disabilities. These articles and others in this issue demonstrate the wide range of abilities and issues to address in modifying materials for people with cognitive disabilities. There is no single strategy to make information accessible, and useful, for all. Maintaining a relationship with self-advocates is key to being able to provide information in usable, understandable formats.
Received on Thursday, 6 November 2003 14:31:42 UTC