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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.
Editors Note: We intend to add more examples to each technique and provide some example pages
Most designers want people to be able to use their site. However designs that might be difficult for some people to use can actually bar people with cognitive and learning disabilities from using the content at all. Typically this happens because content providers may not be familiar with the needs of different people.
This document contains detailed techniques that should enable content to be usable by people with cognitive and learning disabilities.
We have identified the following themes though the techniques.
Main techniques include:
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.
The group feel the following situations can create exceptions to parts of techniques
General techniques are useful for most people with Cognitive and Learning Disabilities
When personalization is supported, you can also divide content using the section tags. The user who prefer less content per page, could then see each section as a separate page with a next button.
This brakes the content into digestible pieces that the user can cope with.
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.
Some people can get overwhelmed by too much information and may give up when it takes too long to find information
http://www.autism.org.uk/working-with/autism-friendly-places/designing-websites-suitable-for-people-with-autism-spectrum-disorders.aspx (08/2015)
Simple colored headings with fonts two size larger than general content to aid navigation skills.
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. [EDN1
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.
Ensure:
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.
Use for tags: All
Receptive Aphasia, acquired dyslexia, visual acuity difficulties
Avoid for tags:
The Aphasia Alliance's Top Tips for 'Aphasia Friendlier' Communication taken from http://www.buryspeakeasy.org.uk/documents/Aphasia%20Alliance%20Aphasia%20Friendier%20Communication.pdf
Ensure that
“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
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.
Ensure that:
Tables can also be used to clearly show the relationship between data.
This supports people who have reading difficulties. It includes many people with intellectual disabilities, due to Receptive Aphasia and acquired dyslexia as well as those with general cognitive learning disabilities.
"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
This supports people with intellectual disabilities 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.
"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.
The more predictable your content is the easier it is to know how to use it.
All but especially those with some forms of autism
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.
Making your message clear. The first step is to identify what your main message is. Then ensure that:
In cases where there is a lot of information provide a clear and simple summary of the content.
This supports those who have reading difficulties and some visual perceptual difficulties. It can include people with intellectual disabilities, 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.
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/
http://www.autism.org.uk/working-with/autism-friendly-places/designing-websites-suitable-for-people-with-autism-spectrum-disorders.aspx (downloaded 08/2015)
"Students with Down syndrome" http://www.downssa.asn.au/__files/f/3203/A%20Student%20with%20Down%20Syndrome%202014.pdf
Note that many users find it easier if you limit decisions/options for user. However other users find it easier to see all related options at the same time. Providing a consistent "more options" mechanism can help. Personalization can also help address conflicting needs.
This supports those who have Dementia and/or acquire cognitive disabilities as they Age.
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.
http://www.autism.org.uk/working-with/autism-friendly-places/designing-websites-suitable-for-people-with-autism-spectrum-disorders.aspx (downloaded 08/2015)
Simple present tense is usually easier to understand then other tenses
Example: "I am using the present tense" as appose to "the present tense was used"
With the active voice, the subject of sentence performs the action. Passive voice the subject receives the action. For example
Example - Active: Researchers showed that high stress can cause heart attacks.
Example - Passive: High stress, has been proved by researchers to sometimes be the cause of heart attacks.
To identify passive voicing
Exemption
There are times when passive voicing or other tense can be clearer. In these cases, there is an exemption if active voicing has been shown in a user test to be harder to understand, less friendly or inappropriate.
For example: The sentence "You many not eat here" may be considered aggressive. "Eating is not allowed in this room" is just as clear and is less aggressive.
Those with Expressive Aphasia may ?and 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.
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.
These sentences tend to be grammatically incorrect and confusing - their use should be avoided for those who have intellectual disabilities, 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.
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
Check long documents in sections to determine which parts are too hard to read.
One way to do this is to use the Flesch Reading Ease score which 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.
The 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.
In cases were a higher reading age is required (such as for a legal document) provide an easy to read summary of key points.
Applications should continuously provide easily-recognizable feedback of success or failure with every action. Confirm that after a user action the user known that the action was successful or not. Applications should also let the user know what just happened and where they are in a process.
Spoken feedback is often more effective then written feedback. However having both spoken feedback and longer lasting written and visual feedback helps the user know where they are and restores the context if attention is lost.
For example:
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.
Phiriyapkanon. Is big button interface enough for elderly users, P34, Malardardalen University Press Sweden 2011.
Neilson- aging
Tooltips should be precise and relate directly to the object.
When possible tooltips should be able to be turned off via personalization. This is because they 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 can be helpful.
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.
From WCAG:
Where appropriate, create charts and graphics to provide additional ways to reinforce important concepts. Typically, if something can be shown in a chart or a graphic, it will help many users if it is provided.
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 aria-describedby to associate the graphic or sections of a graphic or chart and the text that describes it can be read by a screen reader whilst the right section of the chart is highlighted.
People who find reading or language difficult can be helped by a chart or graph
“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.)
Make sure there isn't a copyright violation here.
Symbols as an addition to short sentences and phrases can understanding.
However as some people have difficulty remembering symbols, use text with the symbol.
In the future we intend to enable semantics that will add symbols that are easy to use by the individual user.
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:
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%
Lewis et al. (2012)
These are subjective values and may not always be helpful especially when dealing with weather and ambient temperature (due to reasons such as variances in regional average temperature - what is considered hot in UK is considered cool in India or Thailand). It may be possible to use look up tables and JSON to query relative average temperature based upon locale and adjust temperature ranges accordingly.
Give additional hints and pointers to users to give context.
Explanation and who it helps
The requirement to convert between Centigrade and Fahrenheit and vice versa is burdensome so defaulting to the format of the locale removes one layer of complexity.
Reading the values long form rather than using figures is helpful in for the same reasons outlined in the dates and calendar section.
Even with all of the above in place a person may not be able to marry up the concept of temperature with the numbers so giving additional hints may help make the link to whether something is hot or cold.
Use symbols where appropriate for example for weather the symbols used such as sun, snowflake, sun & cloud will give some indication.
Pass example: The Temperature is Five Degrees Centigrade (Cold) 
hint: It's hat and scarf weather.
Failure example: Failure to explain figures representing relative values. Temperature = 21℃/70℉
The Temperature is Thirty Degrees Centigrade (Very hot) 
hint: It's shorts weather
Use for tags: Dyscalculia, dyslexia, attention deficit disorder, high cognitive load, situationally disabled.
Research carried out by Neil Milliken with web users who have Dyscalculia - case studies.
Explanation and who it helps
The reading of Maths notation can be achieved through the use of MathML with text to speech but Maths reading rules need to be applied for the correct reading order and formats may be localized. Correct localization and use of MathML for text to speech reading aloud with text highlighting can help with memory difficulties when coping with complex equations for those with Dyscalculia, dyslexia and attention deficit disorder.
A maths equation using MathML read aloud with MathJax https://www.mathjax.org/
Pass example: Use of MathML for maths notation http://www.w3.org/TR/MathML/
Failure examples: Use of symbols as graphics without explanations.
Use for tags: dyscalculia, dyslexia, attention deficit disorder.
Sources/research
Mathematical Markup Language (MathML) Version 3.0 2nd Edition W3C Recommendation 10 April 2014 http://www.w3.org/TR/MathML/
Making Mathematics Accessible http://www.dessci.com/en/reference/accessibility/
Math on the web http://www.dessci.com/en/reference/webmath/
Explanation and who it helps
This may help explain the currency being used and also offer clarity in terms of the type of coins such as Australian dollar as opposed to US dollar. This can help everyone including those with dyscalculia, dyslexia and attention deficit disorder and those who may be under high cognitive load or situationally disabled.
Providing text or shortened forms of currency representations with explanations:
Providing standardised text or shortened forms of currency representations.
Failure examples
Failure to provide standardised, recognised currency symbols or text short form in the appropriate position.
Use for tags: All
ISO 4217 Currency Codes http://www.xe.com/iso4217.php
1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (Level A) WCAG advises providing symbol before the number as part of the W3C working draft on http://www.w3.org/TR/2013/NOTE-UNDERSTANDING-WCAG20-20130905/content-structure-separation-programmatic#content-structure-separation-programmatic-intent-head
Explanation and who it helps
People with dyscalculia frequently struggle with the concept of quantities, this presents challenges when buying goods. In the failure example below it would be easy for someone with dyscalculia to think that the 25Kg was the smaller of the two.
Pass examples
Small Pack of Basmati Rice - 250 grams . (Will make a single meal for two people).
Extra Large Sack of Basmati Rice - 25 Kilograms (Will feed a family for months)
Failure examples
Basmati Rice 250g
Basmati Rice 25Kg
Use for tags: Dyscalculia, dyslexia, Attention Deficit Disorder.
Research carried out by Neil Milliken with web users who have dyscalculia - case studies.
See also: Web Security and Privacy Technologies
Explanation and who it helps
People may struggle remembering card numbers or may have difficulty entering numbers in the correct order due to sequencing issues. Multiple layers of authentication compound problems and many banks require two-factor authentication that uses pass codes that time out after 30 seconds. Reducing the requirement for this will be of great benefit to people with dyslexia, dyscalculia, anyone who has poor working memory or issues with sequencing.
Pass examples
Allows user to utilize digital wallet to enter payment details - user choses payment card and details are entered automatically.
User chooses credit card type and the input boxes match the format of the numbers on the card.
User can copy and paste information into form fields.
Failure examples
User cannot use digital wallet or copy and paste in details.
Form fields do not match the numbers on the payment card.
The user is asked for additional authentication which asks requires remembering password fragments e.g. the first second and penultimate characters of a password.
Use for tags: Dyscalculia, dyslexia, Attention Deficit Disorder.
Research carried out by Neil Milliken with web users who have dyscalculia - case studies.
Actions and actionable items that can be interacted with should have a clear visual style to indicate this e.g. buttons should look like buttons. Use techniques like 'flat design' with great care as they have much reduced affordances.
All but especially those with some forms of autism
Citations needed - see flat design page 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.
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.
"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
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)
Being able to hear the numbers for time repeatedly read out aloud accurately with 'text to speech' technologies can help comprehension and memory. Developers need to be aware of how these technologies react to time formats. This feature can provide those with dyscalculia, dyslexia and attention deficit disorder and those who may be under high cognitive load or situationally disabled with a better understanding of the concepts.
The international standard notation for the time of day is hh:mm:ss but this can be hard for those with cognitive impairments to fully comprehend - 10:30:10 may be read out as 10 hours, thirty minutes and 10 seconds by most text to speech engines but may be too long to remember. The ISO advises the 24 hour clock for example 13:30 as opposed to 01.30pm - the latter is localized for English speakers but may help those with learning disabilities along with symbols to represent the period in the day such as suggest under calendars.
Pass example: Numbers representing time can be read out accurately by text to speech engines.
Failure examples:Numbers fail to be read out accurately by text to speech engines.
Check use of white space and punctuation characters between numbers. Use of spaces and commas within numbers can confuse and text to speech engines cope in different ways.
Pass example: Numbers representing specific concepts can be recognised by their layout as well as being read out accurately by text to speech engines.
Failure example: Numbers fail to conform to recognised layouts and are not read out accurately by text to speech engines.
Explanation and who it helps
Roman Numerals can be presented as lower case or upper case especially when used with musical notation but these may not always be recognised by text to speech engines or may be confused with other navigational elements such as numerical bullet points. Use of Roman Numerals are not always easily understood. The use of this format for isolated numbers impacts on comprehension for those with dyscalculia, dyslexia and attention deficit disorder and should be avoided if possible.
Text to speech engines will try to read the lower case Roman Numeral as word e.g. vi instead of VI - read as /vie/ instead of six.
Pass example: Roman Numerals presented in upper case if used in isolation.
Failure example: Roman Numerals presented in lower case in isolation.
Use for tags: dyscalculia, dyslexia and attention deficit disorder.
Sources/research
Are there any guidelines for the presentation of numbers?
Explanation and who it helps
It has been found that using linear text positioned horizontally on a page can enhance the results where numerical like rating scales are used to carry out research into people's views on a subject. Using simple text is also important as this can help those with dementia and cognitive learning disabilities as well as those with dyscalculia, dyslexia, attention deficit disorder.
Rather than having a scale of 1-5 where one is poor and 5 is excellent use the words across the page just under the question and it has also been shown that using the higher rating scale first can also impact positively on the results.
excellent very good good fair poorPass example: Offering users of a survey or questionnaire an alternative format.
Failure example: Failure to offer users of a survey or questionnaire an alternative format.
Sources/research
W3C working group draft F82: Failure of Success Criterion 3.3.2 by visually formatting a set of phone number fields but not including a text label http://www.w3.org/TR/WCAG20-TECHS/F82.html
University of Loughborough DDIG - personal perceptions of dyscalculia and Dyspraxia http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/personalperspectives/.
Toepoel, V., Das, M. and van Soest, A. 2006. Design of web questionnaires: The effect of layout in rating scales, Tilberg, , The Netherlands: Tilburg University. (Discussion Paper No. 2006‐30, CentERdta) https://www.researchgate.net/profile/Vera_Toepoel/publication/4784408_Design_of_Web_Questionnaires_The_Effect_of_Layout_in_Rating_Scales/links/0deec520de9f388043000000.pdf (accessed 5th june, 2015)
Hartley, J. and Betts, L. 2010. Four layouts and a finding: the effects of changes in the order of the verbal labels and the numerical values on Likert‐type scale scores. International Journal of Social Research Methodology, 13: 17-27
Note: This is not clear.
Explanation and who it helps
Real concepts can be understood rather than abstract numbers Using an absolute value is better than comparing values in such a way that an item when compared to another may appear to have a difference in value. Use of imagery and/or text best supports this concept. This also applies to relative sizes, quantity and distance. These ideas support those with dyscalculia, dyslexia and attention deficit disorder and those who may be under high cognitive load.
Half an apple may be better understood when compared to 50% or 1⁄2
Pass examples
Relative values offer an alternative or explanation.
Failure examples
Failure to explain figures representing relative values.
Use for tags: dyscalculia, dyslexia, attention deficit disorder.
Harling, P. Decimals and Percentages. St. Martin's College http://ictedusrv.cumbria.ac.uk/maths/pgdl/unit7/unit7/page_55.htm (accessed 05 />06/2015)
Relative Value v. Absolute Value - Cheng, L (2009) blog Thinking about Thinking http://larrycheng.com/2009/06/24/relative-value-v-absolute-value/ (Accessed 05/06/2015)
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.
Timed events rarely help anyone and can cause stress and frustration.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.
This helps everyone. If these steps cannot be done because of security problems than provide alternatives means to get to the data.
"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.
From WCAG
Where possible prevent the user from making errors and needing to fix them
Currently many web based calendars require settings to be changed to suit the locale. Users may not be aware of the start of the week in the locale e.g. Sunday in the Middle East and be unable to take appropriate actions to suit their needs.
Pass example: Calendar settings recognize locale and/or offer the ability to edit settings
Failure example: Incorrect punctuation and poorly localized date layout.
The booking form provides two calendars and user is able to select dates without warning as to whether they are possible e.g. flight out on June 1st - flight return May 30th.
Pass example:User is unable to select inappropriate dates and/or simple explanation provided should he/she do so.
Failure example: User can select inappropriate dates without warning. Calendar merely grays out inappropriate dates which may not be noticed. No warnings provided.
The booking form provides the option to select a short series of terms such as 'today' or 'tomorrow' as well as presenting a calendar. This can speed booking times for those who have failed to organize their booking times in advance as well as those with dyscalculia, dyslexia and attention deficit disorder and those who may be under high cognitive load or situationally disabled.
Pass example: User is able to select text based terms for days near to the appropriate booking times not just calendar dates.
Failure example: Only calendar provided
In USA the month appears before the day which is reversed in UK e,g 06/01/2015 or 01/06/2015. Further dyslexics and other user groups will not often confuse the order.
Pass example: Month is given in text with numbers for date and year.
Failure example: A series of numbers for the date.
The international standard notation for the time of day is hh:mm:ss but this can be hard for those with cognitive impairments to fully comprehend - 10:30:10 may be read out as 10 hours, thirty minutes and 10 seconds by most text to speech engines but may be too long to remember. The ISO advises the 24 hour clock for example 13:30 as opposed to 01.30pm - the latter is localized for English speakers but may help those with learning disabilities along with symbols to represent the period in the day such as suggest under calendars.
Being able to hear the numbers for time repeatedly read out aloud accurately with 'text to speech' technologies can help comprehension and memory. Developers need to be aware of how these technologies react to time formats. This feature can provide those with dyscalculia, dyslexia and attention deficit disorder and those who may be under high cognitive load or situationally disabled with a better understanding of the concepts.
Pass example: Numbers representing time can be read out accurately by text to speech engines.
Failure example: Numbers fail to be read out accurately by text to speech engines.
Even with all of the above in place a person may not be able to marry up the concept of temperature with the numbers so giving additional hints may help make the link to whether something is hot or cold.
Use symbols where appropriate for example for weather the symbols used such as sun, snowflake, sun & cloud will give some indication.
Pass example: The Temperature is Five Degrees Centigrade (Cold) hint: It's hat and scarf weather.
Failure example: Failure to explain figures representing relative values. Temperature = 21℃/70℉
The Temperature is Thirty Degrees Centigrade (Very hot) hint: It's shorts weather
A maths equation using MathML read aloud with MathJax https://www.mathjax.org/
Pass example: Use of MathML for maths notation http://www.w3.org/TR/MathML/ . Aria described by is used to sync any text describing sections of equations.
Failure example: Use of symbols as graphics without explanations.
Use for tags: dyscalculia, dyslexia, attention deficit disorder.
Providing text or shortened forms of currency representations with explanations:
Pass example: Providing standardised text or shortened forms of currency representations.
Failure example: Failure to provide standardised, recognised currency symbols or text short form in the appropriate position.
Use for tags: All
Research carried out by Neil Milliken with web users who have dyscalculia - case studies.
ISO 4217 Currency Codes http://www.xe.com/iso4217.php
WCAG 1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (Level A) WCAG advises providing symbol before the number as part of the W3C working draft on http://www.w3.org/TR/2013/NOTE-UNDERSTANDING-WCAG20-20130905/content-structure-separation-programmatic#content-structure-separation-programmatic-intent-head
Mathematical Markup Language (MathML) Version 3.0 2nd Edition W3C Recommendation 10 April 2014 http://www.w3.org/TR/MathML/
Making Mathematics Accessible http://www.dessci.com/en/reference/accessibility/
Math on the web http://www.dessci.com/en/reference/webmath/
Nielson -aging
Deque blog Why Don't Screen Readers Always Read What's on the Screen? Part 1: Punctuation and Typographic Symbols http://www.deque.com/blog/dont-screen-readers-read-whats-screen-part-1-punctuation-typographic-symbols/
ISO 8601 Date and Time format http://www.iso.org/iso/home/standards/iso8601.htm - Please note the example provided on the ISO page namely 2012-09-27 is read aloud by Microsoft Word TTS as 'two thousand and twelve, two hundred and nine minus twenty-seven and on the web page the dashes are read as dashes by Acapela voice
2.5m ticket sales lost every year due to inaccessible booking sites - report http://www.musicweek.com/news/read/uk-music-industry-loses-out-on-2-5m-tickets-sales-per-year-due-to-inaccessible-booking-systems-for-deaf-and-disabled-customers-r/057407
W3C Date and Time Format http://www.w3.org/TR/NOTE-datetime
Kuhn, M., (1995) A summary of the international standard date and time notation. last modified 2004-12-19 - http://www.cl.cam.ac.uk/~mgk25/iso-time.html (Accessed June 1st 2015)
From WCAG
Where technically feasible undo and redo should be provided.
Helps all users feel confident especially those with cognitive disabilities
Neilson-aging
WCAG 2.0
Note that an alternative technique will be to use aria attribute of aria-function. this allows the user agent to add help.
Example: <button type="button" aria-function="undo" >default</button>
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?
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>
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. Allow user to minimize, resize and move the window. What about small screens?
Human help should be one click away. Such as
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.
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?
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.
Attention is affected for most people with cognitive disabilities. Including: dementia ADHA and others. Other people with disabilities may find it hard to focus with a high arousal page with moving text and animated images . Also, a clear page helps avoid overload for people with autism and Asperger syndrome.
Provided a clear route to important information from the front page. Also personalization can remove distractions and reduce extraneous information.
Sometimes, the user will lose focus despite having clear content. In these cases help the user retain the context and regain focus.
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.
From WCAG
No interruptions
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.
Using visual grouping, white space and clear structure will help the user focus Having headings and feedback will also help the use orientate themselves inside the content. (see techniques on structure and feedback for clear details.)
Even with the clearest layout, the user will sometimes lose focus and forget what they are doing. This happens more and more in todays world of wearable technology and multi tasking. However for many people with cognitive disabilities this can also happen despite their best efforts to work or complete a task without interruptions.
Summaries of completed steps or content learned must contain any relevant key points necessary to know where you are and what you are doing.
Techneques can be used in any media such as dividing your content into sections, and using a clear heading for each section. For multi media check that it is easy for the user to go back to each section using techniques such as indexing and bookmarks.
The following breadcrumbs do not help adequately the user know what they are doing
step 1 >> step 2 >> step 3The following breadcrumbs reminds the user what they are doing
step 1 - ordered 15 products >> step 2 - payment information >> step 3 - shipping informationMake the breadcrumbs clickable so the user can click on them to find out more, such as what products were bought. Also this should allow the user to undo any errors and check their work. (See techniques on preventing errors.) The user must then be able to jump back to the current page without having to redo additional steps.
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.
Use rich semantic tags to show what things are so that they can be adapted for the user.
Use standardized techniques as much as possible as this helps the user be familiar with the interface across many applications.
When using personalization do not expose the user health and cognitive issues to anyone who may exploit them.
This can be done in HTML
Example: <h2> contact us</h2>
You can also use the aria attribute of aria-function. This allows the user agent to add symbols and extra help. (Under development)
Example (Under development): <button type="button" coga-function="undo" >default</button>
Use the landmarks and aria ePub or coga roles, whenever they are appropriate.
Example(Under development): <section role="coga-warning">
For example: Do not expose user information in a way that can be exploited by other people. If the user agrees to have their information stored make sure that the consent is informed and that they fully understand the risks.
For example: Do not mislead or confuse the user in a way that may do them harm.
For example an commerce site that automatically incrementing the number of items selected without warning the user, is trying to confuse the user.
These mechanisms are particularly damaging for people with cognative disabilities who then feel they can not use the Internet safely.
some text
Most user interfaces are designed to help users complete tasks. However, sometimes they can introduce barriers that are not necessary for using the content.
When an author makes design choices that mean people who could have used their content now can not, that content is not accessible.
Examples in security:
Web security and privacy technologies, for example, intentionally require users to perceive more and to do more to complete tasks. Three examples of these technologies are passwords, CAPTCHA, and 2-Factor Authentication. Such techniques require that the user has a good working memory or short term memory required to copy a code or remember complex passwords.
Alternatives exists that can alow more people to use content securely. These alternatives include using Web tokens, signing in via email account or face book, or biometrics are all alternatives to the above. For more details on this issue and on alternatives are available https://rawgit.com/w3c/coga/master/issue-papers/privacy-security.html
Do not provide many features, choices and options on the same screen. Limit to around 2 -5 key options. Put additional options under a "more options" sub-menu or enable them to be hidden.
One technique will be to use aria attribute of aria-importance. This allows the user agent to remove unwanted features.
For example: <button aria-importance= "critical">send</button>
This content is essential for the key function of the page.
For a more broad audience, reduce the number of links and options to seven in any one section.
This is another way to reduce complexity. This supports those who have intellectual disabilities, Dementia and/or acquire cognitive disabilities as they Age.
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.
http://www.autism.org.uk/working-with/autism-friendly-places/designing-websites-suitable-for-people-with-autism-spectrum-disorders.aspx
Add symbols to key content that help the user understand the meaning.
See also: Multi-Modal Content Delivery
Explanation and who it helps
By using simple symbols and/or text that can be an addition to numbers helps those who may be confused by times in the morning looking the same as a time in the evening if the am or pm is not noticed or the 24 hour clock causes problems. 6:30am and 6.30pm 0906 and 1906 or 1609. Increased use of symbols can help those with receptive aphasia as well as other cognitive learning disabilities not just those with dyscalculia, dyslexia or attention deficit disorder.
Using a symbol such as 0900 or 1300 
along with the time - these symbols may be seen in a column along the side of the calendar.
Pass example: Icons or symbols are used to denote repeated times within the calendar as an addition to times and / or text.
Failure example: Only numbers for time included in a calendar where there are repetitions.
Note that an alternative technique will be to use aria attribute of aria-function. This allows the user agent to add a symbol.
For example: <button type="button" aria-function="undo" >default</button>
see http://aac.unl.edu/vocabulary.html
One technique will be to use aria attribute of aria-function. This allows the user agent to add symbols and extra help.
For example: <button type="button" aria-function="undo" >default</button>
Other aria semantics can be used to provide direct help:
aria-feedback= "your email was sent"
aria-explain= "this item costs more"
<span aria-numberfree="almost all">9 out of 10 </span>
Using standard HTML tags is also useful, such as
<h2> contact us</h2>
An overview of Signing and Lexical development in children with intellectual disabilities, as well as its effects on cognitive understanding.
"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
This section is non-normative.
This publication has been funded in part with Federal funds from the U.S. Department of Health and Human Services, National Institute on Disability Independent Living and Rehabilitation Research (NIDILRR) under contract HHSP23301500054. The content of this publication does not necessarily reflect the views or official policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.