From eef771c33c6b4f144c3dc6f9a08eb85643318a94 Mon Sep 17 00:00:00 2001 From: Lisa Seeman Date: Thu, 30 Apr 2020 18:36:37 +0300 Subject: [PATCH 01/19] changes based on Judys comments as per https://lists.w3.org/Archives/Public/public-cognitive-a11y-tf/2020Apr/0063.html --- content-usable/index.html | 10 +++++++--- 1 file changed, 7 insertions(+), 3 deletions(-) diff --git a/content-usable/index.html b/content-usable/index.html index 1513145f..52e735a6 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -54,7 +54,7 @@
  • advice for policy makers.

    • - This document builds on the + This document can be considered a supplement to WCAG accessibility guidelines. It builds on the Cognitive Accessibility Gap Analysis and Roadmap @@ -1384,8 +1384,12 @@

    Appendix: Mapping Design Patterns to User Groups

    -

    Appendix: Guidance for Policy Makers

    -

    This section provides guidance for policy makers on how to use the design patterns (general, repeatable solutions to commonly occurring problems) to build a policy regarding web content to ensure that the needs of individuals with learning or cognitive disabilities are addressed. Web content designed without consideration for the needs of individuals with learning or cognitive disabilities may create accessibility barriers to the needs of the end-user. Development of a policy includes the following steps which are discussed in this section:

    +

    Appendix: Considerations for uptake in different contexts and policies

    +

    Many agencies and services are required to use plain language and to be usable by vulnerable groups. This document will help content developers know what to do to achieve this goal across different geographical areas and include user groups of people with learning and cognitive disabilities. In addition many sites want to reach user groups such as millennials with learning disabilities and people with age appropriate forgetfulness. This can be because of their commitment to inclusion, or to enable growth in these high value, under-serviced, markets. Typically, there are many more people in the target audience with a cognitive or learning disability then the content provider is aware of, and many content providers are often losing these user groups. +

    + +

    This document is not normative or designed for wide applicability for all websites and contexts. There are sites that may choose not to follow some or all of the advice in this document. For example, a Web site for accountants may disregard any advice on accommodation for people who do not understand numbers, whilst realizing that many of their colleagues have other learning or communication impairments and age appropriate forgetfulness. (In contrast conformance to The Web Content Accessibility Guidelines (WCAG) is required by law in many countries, and is designed to enable clear conformance and wide applicability for all web content.)

    +

    This section provides guidance and considerations on how to use this document and the design patterns (general, repeatable solutions to commonly occurring problems) to build a policy or requirements regarding web content to ensure that the needs of individuals with learning or cognitive disabilities are addressed. Web content designed without consideration for the needs of individuals with learning or cognitive disabilities may create accessibility barriers to the needs of the end-user. Development of a plan or policy includes the following steps which are discussed in this section:

    1. Define the scenarios to be included in the policy (i.e., address the environments or situations in which the policy will apply)
    2. Review the different design pattern criteria, which are listed in the following table, and decide if they are relevant to the environmental or situational scenarios.
      3. From f8c52d55c02775a073e950111213c98379099868 Mon Sep 17 00:00:00 2001 From: Steve Lee Date: Mon, 4 May 2020 17:14:21 +0100 Subject: [PATCH 02/19] Fix type-o --- content-usable/index.html | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content-usable/index.html b/content-usable/index.html index 88ee4524..e2d49274 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -84,7 +84,7 @@

       Summary

    3. Use clear and understandable text and images. This includes easy words, short sentences and blocks of text, clear images, and easy to understand video.
      4. -
    4. +
    5. Provide support for different ways to understand content. Graphics, summaries of long documents, adding icons to headings and links and alternatives for numbers are all examples of extra help and support.
    6. From c4d88de6f0b2dda986ef81e81b2f41e9f96923ec Mon Sep 17 00:00:00 2001 From: Steve Lee Date: Mon, 4 May 2020 17:19:13 +0100 Subject: [PATCH 03/19] Fix report symbol filename --- .../{ico-summary-report.svg => Noun_Summary_Report_2642563.svg} | 0 1 file changed, 0 insertions(+), 0 deletions(-) rename content-usable/img/{ico-summary-report.svg => Noun_Summary_Report_2642563.svg} (100%) diff --git a/content-usable/img/ico-summary-report.svg b/content-usable/img/Noun_Summary_Report_2642563.svg similarity index 100% rename from content-usable/img/ico-summary-report.svg rename to content-usable/img/Noun_Summary_Report_2642563.svg From ea9343e0b7deb55c4f47e9f97d43cbed61168cc4 Mon Sep 17 00:00:00 2001 From: Lisa Seeman Date: Tue, 5 May 2020 16:11:07 +0300 Subject: [PATCH 04/19] added: It is designed to be informative only. --- content-usable/index.html | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content-usable/index.html b/content-usable/index.html index e2d49274..298680e6 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -54,7 +54,7 @@
    7. advice for policy makers.

      8. - This document can be considered a supplement to WCAG accessibility guidelines. It builds on the + This document can be considered a supplement to WCAG accessibility guidelines. It is designed to be informative only. It is It builds on the Cognitive Accessibility Gap Analysis and Roadmap From f58d56f09c8572583d34d1b310f83e23ea080eb8 Mon Sep 17 00:00:00 2001 From: Lisa Seeman Date: Tue, 5 May 2020 16:41:02 +0300 Subject: [PATCH 05/19] took out colum on applicable to all content out of policy section table --- content-usable/index.html | 35 ++++++++++------------------------- 1 file changed, 10 insertions(+), 25 deletions(-) diff --git a/content-usable/index.html b/content-usable/index.html index 298680e6..b15f2f5c 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -1398,6 +1398,7 @@

      Appendix: Considerations for uptake in different contexts and policies

    8. Develop a policy with requirements based on an analysis of the environmental or situational scenarios and the design pattern criteria
    +
    This table needs further review
    @@ -1406,7 +1407,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1424,9 +1425,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1450,9 +1449,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1476,9 +1473,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1505,9 +1500,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1528,9 +1521,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1554,9 +1545,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1583,9 +1572,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + @@ -1606,9 +1593,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    - + From 1641eec5adb94c6befec7c906e43db47788cfaaa Mon Sep 17 00:00:00 2001 From: Lisa Seeman Date: Tue, 5 May 2020 16:45:23 +0300 Subject: [PATCH 06/19] Update index.html --- content-usable/index.html | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content-usable/index.html b/content-usable/index.html index b15f2f5c..74fe6d25 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -1398,7 +1398,7 @@

    Appendix: Considerations for uptake in different contexts and policies

  • Develop a policy with requirements based on an analysis of the environmental or situational scenarios and the design pattern criteria
    • -
    This table needs further review
    +
    This table needs to be updated and needs further review
    Table of design patterns and policy criteria
    Name Testable through automated mechanism or user testing Requires user testing with individuals with cognitive disabilitiesCan be applied to all contentImportant for conversational interfaces Important for IoT (Internet if Things) User need level<

    yes

    		 -

    yes

    -

    yes

    yes

    		 -

    yes

    -

    yes

    yes

    		 -

    yes

    -

    yes

    yes

    		 -

    yes

    -

    yes

    sometimes

    		 -

    yes

    -

    yes

    no

    		 -

    yes

    -

    yes

    yes

    		 -

    yes

    -

    yes

    no

    		 -

    yes

    -

    yes

    From f55e3225fa9b503d21918cf524a9760b1fe7da36 Mon Sep 17 00:00:00 2001 From: Lisa Seeman Date: Wed, 6 May 2020 15:21:52 +0300 Subject: [PATCH 07/19] Update index.html --- content-usable/index.html | 209 +------------------------------------- 1 file changed, 1 insertion(+), 208 deletions(-) diff --git a/content-usable/index.html b/content-usable/index.html index 74fe6d25..31d397b7 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -1398,214 +1398,7 @@

    Appendix: Considerations for uptake in different contexts and policies

  • Develop a policy with requirements based on an analysis of the environmental or situational scenarios and the design pattern criteria
    • -
    This table needs to be updated and needs further review
    -
    Table of design patterns and policy criteria
    - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
    Table of design patterns and policy criteria
    Appendix: Design Guide NumberNameTestable through automated mechanism or user testingRequires user testing with individuals with cognitive disabilitiesImportant for conversational interfacesImportant for IoT (Internet if Things)User need level<
    -

    A.2

    -    		 -

    Clear design

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.3

    -    		 -

    Simplify navigation

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.4

    -    		 -

    Clear content

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.5

    -    		 -

    Prevent errors and simplify corrections

    -    		 -

    yes

    -    		 -

    sometimes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.6

    -    		 -

    Support focus

    -    		 -

    yes

    -    		 -

    sometimes

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.7

    -    		 -

    Do not rely on memory

    -    		 -

    yes

    -    		 -

    no

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.8

    -    		 -

    Provide help

    -    		 -

    yes

    -    		 -

    no

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    -

    A.9

    -    		 -

    Support simplification

    -    		 -

    yes

    -    		 -

    no

    -    		 -

    yes

    -    		 -

    yes

    -    		 -

    high

    -
    +

    Policy makers should:

    Examples
    -

    Success examples:

    +

    Do:

    -

    Failure examples:

    +

    Don't:

    @@ -1019,7 +987,7 @@
    Getting Started

    Examples
    -

    Success examples:

    +

    Do:

    1. A login form is visible without the need to scroll the page. @@ -1104,12 +1072,12 @@
      More Details
      Examples
      • - Success example: A 30-minute video is divided + Do: A 30-minute video is divided into 5 sections, each with a descriptive link to play from that point onwards.
      • - Failure example: A 30-minute video contains no + Don't: A 30-minute video contains no subdivisions or descriptions of sections, forcing the user to play it from the beginning or guess starting locations within the video. @@ -1175,7 +1143,7 @@
        More Details

        Examples
        -

        Success example: A site has a search with spell check.

        +

        Do: A site has a search with spell check.

        @@ -1249,7 +1217,7 @@
        Getting Started
        Examples

        - Success example: Plain text with clear words and + Do: Plain text with clear words and definition of term.

        Your landlord must follow the law.

        @@ -1268,7 +1236,7 @@
        Examples
        the apartment.
      -

      Failure example: Uncommon words and no explanations

      +

      Don't: Uncommon words and no explanations

      A Landlord's Right to Deduct. When a tenant moves into a rental property, he or she will pay the landlord a security deposit. @@ -1324,10 +1292,10 @@

      More Details
      Examples

      - Success example: Plain text in a simple tense + Do: Plain text in a simple tense

      Your stocks went up this month.

      -

      Failure example: Not plain text

      +

      Don't: Not plain text

      Over the last month, we saw your stocks increasing.

      @@ -1360,10 +1328,10 @@
      How it Helps

      Examples
      -

      Success Example:

      +

      Do:

      Write clearly.

      -

      Failure Example:

      +

      Don't:

      Do not write unclearly.

      @@ -1427,14 +1395,14 @@
      Getting Started
      Example

      - Success example: literal text and concrete language + Do: literal text and concrete language

      If you are experiencing anxiety before starting take a deep breath, tell yourself you can do it and get started. Anxiety can include nervousness, fear, dizziness or shortness of breath.

      -

      Failure example: non-literal text

      +

      Don't: non-literal text

      If you are experiencing cold feet before starting, take a deep breath and jump in. @@ -1504,7 +1472,7 @@

      More Details
      Examples
      -

      Success example:

      +

      Do:

      Calgary will have a lot of snow and hail this weekend. Try not to drive. If you must drive: @@ -1516,7 +1484,7 @@

      Examples
      Information Website.
      2. -

      Failure example:

      +

      Don't:

      DOTD Issues Winter Weather Travel Advisory for Calgary. With the possibility of snow and rain in the forecast throughout the holiday @@ -1710,16 +1678,16 @@

      Getting Started

      Examples
      -

      Success example (Hebrew):

      +

      Do (Hebrew):

      אֹמַר /אומר

      -

      Failure example (Hebrew):

      +

      Don't (Hebrew):

      אמר

      -

      Success example (Arabic):

      +

      Do (Arabic):

      He wrote: كَتَبَ

      Books: كُتُبْ

      It was written: كُتِبَ

      -

      Failure example (Arabic):

      +

      Don't/strong> (Arabic):

      كتب

      @@ -1776,14 +1744,14 @@
      More Details

      Examples
      -

      Success example:

      +

      Do:

      From GOV.UK

      -

      Failure example:

      +

      Don't:

      In multimedia, the segments are summarized as Chapter 1, part 1. Chapter 1, part 2, etc.

      @@ -1826,7 +1794,7 @@
      How it Helps
      Examples

      - Success example:

      + Do:

      Separate each step using an If/Then Table

      @@ -1856,7 +1824,7 @@
      Examples
      -

      Failure example:

      +

      Don't:

      Do not separate each step

      If you want to work in programing, write to programing@example.com @@ -1953,10 +1921,10 @@

      How it Helps
      takes users to recognize words.

      Examples
      -

      Success example:

      +

      Do:

      It is easy to recognize words and process large amounts of text as the content can be easily distinguished from the background.

      -

      Failure example:

      +

      Don't:

      It is difficult to recognize words and process text when the background has a lot of noise.

      @@ -1995,7 +1963,7 @@
      More Details

      Note that standard emojis often come with an explanation or alternative text.

      Examples
      -

      Success example:

      +

      Do:

      When writing sarcastic comments in a social media post or email, add supplementary text such as to help readers understand the intent of your communication.

      Once it is mature you can also use personalization semantics to add non-literal text alternatives.

      @@ -2167,12 +2135,12 @@
      More Details
      it is usually not problematic. For example, form controls shift down while a user types text into a text box above the controls or when the user expands a section.

      Examples
      -

      Success example:

      +

      Do:

      A loading icon is visible while the page is loading. After the content is finished loading the loading icon is removed and the content stays in the same place.

      -

      Failure example:

      +

      Don't:

      The user is about to select a phone number to call. As the user is about to touch the phone number, it shifts down. The user presses the wrong phone number and calls the wrong person.

      @@ -2267,7 +2235,7 @@
      More Details
      Examples
      -

      Success example:

      +

      Do:

      The user is watching a video. They touch a control accidentally and pressing back does not take them back to the video.

      A user is completing an online form when applying for a job. The user accidentally hits the home icon @@ -2278,7 +2246,7 @@

      Examples
      misunderstand a section or skip an answer. The user can edit any data they mistyped.

      -

      Failure example:

      +

      Don't:

      Completing an online form when applying for a job. The user goes back a screen because they realize they may have forgotten to answer @@ -2347,7 +2315,7 @@

      How it Helps

      Examples
      -

      Success examples:

      +

      Do:

      • There are no surprise charges or conditions.
      • @@ -2363,7 +2331,7 @@
        Examples
        can be between $4 and $400 depending on location.
      -

      Failure examples:

      +

      Don't:

      • Final transaction includes unknown charges that result in @@ -2477,7 +2445,7 @@
        More Details
      Examples
      -

      Success examples:

      +

      Do:

      • Correct errors of the post code being written in the text field @@ -2488,7 +2456,7 @@
        Examples
        explanation if the user attempts to do so.
      -

      Failure examples:

      +

      Don't:

    Examples
    -

    Success example:

    +

    Do:

    • When choosing an airline ticket, a customer has to select several price points. Next to each, there @@ -4388,7 +4356,7 @@
      Examples
    -

    Failure example:

    +

    Don't:

    • Each meal option available for selection from an online menu has a fun name. The meal contents, side items, and ability to customize @@ -4501,7 +4469,7 @@
      More Details
    Examples
    -

    Success examples:

    +

    Do:

    • A help button next to date picker provides accessible pop-up help @@ -4513,7 +4481,7 @@
      Examples
    -

    Failure example:

    +

    Don't:

    - -

    Related Personas: Carolyn, Frank, Maria, Tom

    - -

    User Story: Clear Operation

    +

    As a user that needs help to stay focused, I need help with knowing where a task starts and finishes to help with switching attention so that I can focus on the task.

    -

    As a user with a memory impairment, a learning disability, or a communication disability who uses symbols, and/or executive function impairment, I find it hard to learn new interface design patterns. I need to know which controls are available and how to use them so that the site is usable for me.

    +

    This also includes the following user needs:

    + -

    This also includes the following user needs:

    +

    As a user with poor short-term memory, I need to be able to go back or see information about where I am in a site so I can reorientate myself.

    +

    As a user who gets disoriented, I want to know where I am in a process, including what I have done and what my next step will be.

    -

    Related Personas: Alison, +

    Related Personas: Amy, - Anna, - Frank, - George, - Sam

    - -

    User Story: Symbols (pictographic or ideographic that represent concepts)

    - -

    As a user with complex communication needs that may include a mild language impairment, I want symbols that help me understand the content.

    -

    This also includes the following user needs:

    - -

    - As a user with a severe language impairment, who has managed to learn a symbol vocabulary, I need to have symbols on top of each phrase and very simplified language. Of course it is best if I understand the symbols and they are the ones I have learnt (via personalization). -

    - -

    - Related Persona: Frank, George -

    - + Carolyn, + Frank, + Sam, + Tom

    +

    -
    -

    Objective 2: Help Users Find What They Need

    - -

    User Story: Findable

    +
    +

    Objective 6: Ensure Processes Do Not Rely on Memory

    -

    As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time.

    +

    User Story: Previous Steps

    + +

    As a user with short-term and working memory difficulties, I need processes that do not rely on memory and access to information I entered during previous steps in a process.

    -

    I can identify important information and critical functions on a page, quickly and easily.

    -

    This also includes the following user needs:

    - -
    • - I can reach important information and the controls I need without scrolling or carrying out other actions. They are not hidden or off screen.
    • - I can easily identify content that I need, and do not need. Information I need to know and important information stands out, or is the first thing I read and does not get lost in the noise of less important information.
    • - I can get to the feature I need using the minimum number of easy steps.
    • - I know the starting point for each specific task, such as applying for a job.
    • - I find the design familiar such that user interface elements such as menus, buttons and design components as well as elements common to many websites such as help and search are where I expect them to be and do not move unexpectedly.
      • -
    +

    User Story: Accessible Authentication

    +

    As a user who has memory impairments and often forgets passwords, and has weak executive function, I need a method of secure website authentication that I can use.

    +

    This also includes the following user needs:

    • + I need to be able to use a site without remembering or transcribing passwords and usernames
    • + I cannot decipher a lot of words or symbols
    • + I need the login process to be simple, and not multi-step
    • + As a symbol user, I need a login process I can use that does not rely on a lot of words
    • + I need the login process that does not contain puzzles or calculations
    -

    Related Personas: - Alison, - Amy, - Anna, - Carolyn, - Maria, - Tom

    +

    Related Personas: + Anna, + Jonathan +

    -

    User Story: Searchable

    - -

    As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time. I can easily search for what I want.

    -

    This also includes the following user needs:

    -

    -

    • - I can find what I have searched for before.
      • -
    • I can easily navigate through the menu structure and organization of the site.
      • -
    • I can easily navigate through the page structure.
    - -

    Related Persona: Tom

    - -

    User Story: Clear Navigation

    +

    User Story: Voice Menus

    -

    As a user with a memory impairment, weak executive function and/or weak language processing skills, I need to be able to find features and content easily, so that I can find things in a reasonable amount of time.

    +

    As a user who has memory impairments and weak language processing skills, I want to get human help, without going through a complex VoiceXML menu system and/or a complex voice recognition menu system that relies on memory and executive function, so I can set an appointment or find out some information.

    -

    I need the structure and menu categories to make sense to me, so that I find what I am looking for, without looking in the wrong place.

    -

    This also includes the following user needs:

    -
    • - I can easily understand, navigate and browse both the site and page structure.
    • - I can scan the page and understand the priority and structure of the content.
    +

    This also includes the following user needs:

    +
    • + If I get stuck I want to be able to find a human by pressing a reserved digit (typically the number 0).
    • + I need simple-to-navigate voice-menu systems with limited options that make sense to me, so I don’t have to struggle with multiple steps.
    • + I need the option to be said before the number to select, so I do not have to remember the number while processing the words.
    • + As a user with low cognitive processing speed, I want pauses between each option so I can process what was said.
    • + As a slow speaker I want the system to wait for my response.
    • + I want it to be simple, to go back every time I make a mistake, without having to start at the beginning.
    • + I want the best practices for usability to be followed.
    • + As a user who has weak executive function, I need a process to select simple help, and not multi-step help.
    • + I do not want to waste my energy while I struggle to understand other material, such as special offers or promotions.
    • + As a user with weak language skills I need help identifying the right words to say in a voice menu and the words should be the ones I would use.
    • + As a user who struggles with multiple steps, I need to identify relevant options quickly.
    - -

    Related Personas: - Alison, - Amy, + +

    Related Personas: Frank, - Maria, - Sam, - Tom + Maria

    +
    -

    User Story: Media

    - -

    As a user with weak executive functioning and attention impairments, I want media presented in small chunks of understandable content, so I can understand the main points and not lose focus.

    -

    This also includes the following user needs:

    • - - I can easily navigate to what I want, take breaks and easily jump back a step if I do not follow or get distracted, when I am using small segments of multimedia that have navigable text or labels that describe the segment.
    • - I understand plain language used in the media.
    • - I can use a clear structure to help me navigate and understand different parts of the media.
    • - I can use visual aids and pictures to help me understand the media content.
    - -

    Related Persona: Carolyn

    - -
    -

    Objective 3: Use Clear and Understandable Content

    - -

    User Story: Clear Language (Written or Audio)

    - -

    As a user with a language impairment, learning disability and/or a memory impairment, I want the language used to be clear and easy for me to understand so that I can understand the content.

    -

    This also includes the following user needs:

    • - I understand the language used including vocabulary, syntax, tense and other aspects of language.
    • - I can easily distinguish the content from the background distractions.
    • - I need words to include accents, characters and diacritics that are necessary to phonetically read the words. This is often needed for speech synthesis and phonetic readers in languages like Arabic and Hebrew.
    • - I do not want unexplained, implied or ambiguous information because I may misunderstand jokes and metaphors.
    • - I want an easy to understand, short summary for long pieces of content or an option for an easy to read version.
    • - I use images, diagrams or video clips to help me understand ideas, more than a lot of words.
    -

    Related Personas: - Carolyn, - George, - Sam, - Tom

    -

    User Story: Visual Presentation

    +

    Objective 7: Provide Help and Support

    -

    As a user with a language impairment, learning disability and/or an impaired memory, I want a page layout that helps me follow and understand the content without getting overwhelmed.

    +

    User Story: Help

    +

    As a user who often cannot use a website I want to be able to get help and give feedback easily from every place where I get stuck. This ensures I am not excluded and the site is aware of my needs.

    +

    This also includes the following user needs:

    • + I can give feedback from any point in the process.
    • + I can give feedback, ask questions and get feedback:
      • + In a similar timeframe to everyone else.
      • + Using my preferred communication method (form, email, chat, phone support, etc.) that are being provided, and it is accessible to me.
      • + I know how to get help or information, such as from context-sensitive help or tooltips.
    • + I know how to get human help and can manage the process easily.
    +

    Related Persona: Alison

    + +

    User Story: Support

    -

    This also includes the following user needs:

    • +

      As a user who often cannot use a website I sometimes need in-page and inline support so that I am able to use the content.

      +

      This also includes the following user needs:

      • + As a user who struggles with text and words, help and support should include symbols or enable me to personalize using my own
      • + As a user who struggles with text and words, help and main content should be clearly differentiated so I do not confuse them
      • + As a user who struggles with text and words, I need contextually-relevant graphs and pictures to supplement text so I can understand a point without a lot of reading. For example, I find graphs much easier to understand than the same information in an article or academic paper
      • + As a user who struggles with text and words, I need text to speech support, with synchronized highlighting, so I can follow as I go
      • + As a user who struggles with web content, I need rapid feedback or visual cues to indicate an event was successfully triggered. For example, I need to know when an email has been sent, otherwise it looks as if it has just disappeared
      • + I need reminders integrated into my calendar, otherwise I will forget appointments and when I am meant to do things. Sometimes I need reminders to revisit a website to complete the next task
      • + As a user with an attention disorder, too many reminders distract me. I need to be able to control when reminders are sent, the frequency and type of reminders.
        • +
      + +

      User Story: Directions

      +

      As a user with cognitive disabilities that effect navigation and sequencing, I need help understanding and using directions and navigation.

      - I can read short boxes or chunks of content or sections easily. These usually have:
      • - Clear headings.
      • - Short paragraphs and sentences with one idea.
      • - Good use of lists.
      • - Pictographic symbols next to headings, labels and links.
    • - I can read easily when there is a good use of white space.
      • - Good use of white space between lines, sentences or phrases.
      • - Good use of white space between chunks, so that the chunks are clear and the page does not get overwhelming.
    • - I need explanations of implied content, like body gestures and facial expressions seen in images and animations.
    +

    Related Personas: -

    Related Personas: - Amy, - Anna, - Carolyn, - Frank, - George, + George, Sam, - Tom

    -

    User Story: Math Concepts

    +

    User Story: Cognitive Stress

    + +

    As a user with sensitivities that can be affected by content (e.g. content that is busy, confusing, depressing, loud noise), I need content that I can cope with so that I can be successful.

    +

    This also includes the following user needs:

    +
    • + I need simple, consistent content.
    • + I need to avoid and recover from mental fatigue.
    • + I need to sometimes avoid types of content, such as social media, distractions, noises or triggers.
    • + I need to make less mistakes and errors.
    • + I need to know I am safe and secure when using a website, especially if providing information or communicating with others.
      • +
    + + + +

    Related Persona: Tom

    + +

    User Story: Task Management

    -

    As a user who does not understand numerical concepts, I need content to be usable without understanding math concepts.

    + As a user who struggles using web content due to executive function impairment and/or struggle with numerical concepts, I want to be confident that I can manage my tasks. +

    This also includes the following user needs:

    • + Explanations for unusual controls in a form I find easy to use (such as a video or text).
    • + Support and explanations for any choices. The advantages or disadvantages are clear to me and I understand the effects of the choice I might make. For example, when choosing a cheaper airline ticket you often have to pay for a meal.
    • + I know how to start a task, and what is involved such as:
      • + the steps involved.
      • + a time estimate for completing the task and any time limits.
      • + and any materials I may need (such as a credit card number, passport number, questions that authenticate login such as “your mother’s maiden name”).
      • + There is support and instructions that I understand to help me organize the time and steps.
      • + Any limitations are clear to me before I begin.
    • + I can turn off any distractions during a task, and help is available at any point.
    -

    This also includes the following user needs:

    • - I want content to be usable without understanding math concepts, such as percentages.
      • - I do not want math concepts in my content or
      • - the content provides multiple / alternatives like a non-math symbol. (There are people who find math easier to understand than words - just not me!)
    • - I find words easier to understand than digits.
    +

    Related Personas: + Frank, + Jonathan, + Sam, + Tom

    +
    +
    + + +

    Objective 8: Support Adaptation and Personalization

    +

    User Story: Adapt

    + +

    As a user with short and medium term memory impairment and weak executive function, I need a familiar interface so that I do not need to figure out and remember new interfaces. This may take a few weeks of repetition and I may not manage to learn it all if I have a condition affecting learning new things, such as dementia.

    + +

    This also includes the following user needs:

    • + + I need (a version of) the interface to be familiar to me, that I recognize and know what will happen.
    • + I need the controls to be consistently positioned on the screen where I expect them to be.
    • + I need content delivered in an easy to understand language or an easy-to-understand mode (like short, understandable, video clips).
    • + I need to be able to find and select the content format or version of the content that is easiest for me to understand.
    • + I need alternatives to spoken and written language such as icons, symbols or pictures.
    • + I need personalized symbols or pictures that I can recognize immediately, as learning new ones takes a long time.
    • + When I do not know a word I need I need the symbols and pictures that I know and recognize.
    • + I need video and pictures that help me understand the content without so much reading of text.
    • + I need my additional support features from widgets or extensions. For example, I have an extension that helps me correctly enter words, grammar and use punctuation as well as read the page to me.
    • + I need "easy to use" gestures on a touch screen that do not confuse me (or the possibility of alternative access).
    • + I need to be able to express my ideas without so many words, such as using speech recognition or pictures (I have a program, where I select a word and it gives me a picture).
    • + I often need more white space to be added between lines, sentences, phrases and chunks.
    • + I need alternatives for mathematical content, that do not rely on mathematical concepts.
    • + I often need less content without extra options and features as sometimes I cannot function at all when there is too much cognitive overload.
    • + I need to be able to find the extra features when I want them.
    -

    Related Personas: - Alison, +

    Related Personas: + Alison, + Amy, Frank, - Jonathan + Jonathan, + Sam +

    + +

    User Story: Extensions and API’s

    + +

    As a user with learning and cognitive impairments, who uses add-ons and extensions as assistive technology, I need my add-ons, API's and extensions to work with the content so that I can use it.

    +

    This also includes the following user needs:

    +
      +
    • Additional support features from widgets or extensions. For example, I have an extension that helps me correctly enter words, grammar and use punctuation as well as read the page to me.
      • +
    • A password manager.
      • +
    • A toolbar that adds symbols and reformats the page.
      • +
    + +

    Related Personas: + Alison, + Anna, + Jonathan, + Tom

    + + + +
    +

    Design Guide

    +
    +
    + + +
    +

    Usability Testing, Focus Groups and Feedback

    +
    +

    Usability Testing Introduction

    +

    Usability testing is the best way to know if your content and functionality works for real people with cognitive and learning disabilities.

    +

    Usability is important for everyone. However, if someone cannot use the content or design without help because of their disability, then the content is not accessible for them. It is important to change the design so that users with cognitive or learning disabilities can use the content independently.

    +

    Including digital accessibility throughout a project, right from the beginning, improves accessibility for all users. +This includes using user needs for people with cognitive and learning disabilities, using design patterns which focus on the needs of those with cognitive +disabilities, and when possible, usability testing with individuals with cognitive disabilities.

    +

    Automated testing for accessibility focuses on more technical areas of accessibility. While important, automated testing cannot often assess if people with a cognitive or learning disability can successfully use the content. It is vital for people with cognitive disabilities that development teams do not rely solely on automated accessibility testing. Development teams should:

    +
      +
    • Include cognitive and learning disabilities in persona, user needs and requirements.
      • +
    • Use the design patterns as described in section 3 when designing interfaces and writing requirements.
      • +
    • If possible, perform usability tests with people who have cognitive disabilities. Usability testing of wireframes, conceptual drawings of the interface, or template pages can be helpful to identify challenges early in the project.
      • +
    • If possible, include people with cognitive and learning disabilities in the design and development process. This also includes research that has something to do with them. They're the experts in what works for them.
      • +
    +

    Sometimes designs and content are usable for some people but not if they have cognitive or learning impairments. Sometimes content is usable by people with one learning disability but not a different one. For example, content with fewer words and more numbers may be perfect for some users with dyslexia or autism spectrum disorder, but inaccessible for people with dyscalculia who struggle with numeric information. It is important that usability testing includes a diverse set of users with different cognitive or learning disabilities, such as people with a memory impairment, learning disability, attention impairment, numeric impairment, language and communication disability and intellectual disability.

    +
    + +
    +

    Finding People to Include

    +

    Finding people to include in usability testing who have different learning and cognitive disabilities can be relatively easy. People sometimes recruit users from an organization or self-help group for people with learning difficulties. Social media groups can be an easy and convenient resource. Alternatively, small developers can achieve a large improvement by asking people who they know, such as friends, colleagues, relatives or neighbors who:

    +
      +
    • Are older and struggle to use computers, or have age-related forgetfulness;
      • +
    • May be at an early stage of dementia
      • +
    • Have dyslexia and/or dyscalculia or ADHD
      • +
    • Have a learning or intellectual disability
      • +
    • People with acquired cognitive issues (for example, due to neurological trauma) who have the same challenges as people with other disabilities such as:
      • +
        +
      • having difficulty (asking a family member to help) with booking travel booking or hotel booking online
        • +
      • being unable to use online banking
        • +
      • coping with content forms and pop-up windows when errors occur
        • +
      +
    +

    It is helpful to find people with learning and cognitive difficulties who are also in your target group as customers or users.

    +

    If your organization has a more formal process, work with those that help employees or community members get assistive technology or other accommodations. They can put out a call for volunteers to their contacts. This helps individuals self-identify and opt-in to help.

    + +

    Some organizations also use peer-researchers who have learning or cognitive disabilities. +Peer-researchers understand the perspective of people with their disabilities. The researchers and developers work together with peer researchers to find solutions. Peer researchers are also involved in testing the solution with other people with cognitive and learning disabilities. +Our developer resource page references project and resources with information on finding and working with persons with learning and cognitive difficulties as co-researchers or peer researchers.

    +
    +
    +

    Informed Consent

    +

    It is important to get a declaration of consent from all participants involved in testing and focus groups before they start. Before they sign up, participants must know and understand the details such as:

    +
      +
    • What the project is for.
      • +
    • What they will be doing and why it is helping you.
      • +
    • Any risks need to be explained and understood.
      • +
    • What personal details are collected and how any personal data may be used (note that their comments should be anonymized before being used in any report.)
      • +
    • They do not have to participate. Participation is always voluntary and they can always stop at any time.
      • +
    +

    If your tester has a guardian, you should get informed consent from both the tester and their guardian. 

    +

    Using an understandable consent form is important. Our design patterns on clear content will help you use clear language and layout. Adding symbols can also help. You can also add comprehension questions to confirm that the terms are understood. You can also adapt the example consent forms from our developer resource page.

    +
    +
    +

    Usability Testing

    +

    It is beyond the scope of this document to provide a guide to usability testing and user-research, however, there are useful resources available on our developer resource page. As a short overview, usability could be measured based on efficacy, efficiency and satisfaction. This can be done by measuring or tracking:

    +
      +
    • successes in completing tasks while noting any errors to measure efficacy,
      • +
    • time taken per task to measure efficiency, note that the relative time between tasks is often more useful than absolute numbers and
      • +
    • user’s mood and comments to measure satisfaction.
      • +
    +

    At the end of the evaluation you should be able to answer:

    +
      +
    • What prevents the user from completing a task?
      • +
    • What creates confusion? When and why do they misinterpret the interface?
      • +
    • What produces an error and an incorrect action?
      • +
    • When does the user get frustrated or upset
      • +
    • When does the user misunderstand navigation, menus and controls?
      • +
    • How can these problems be avoided?
      • +
    +
    +

    Differences from Usability Testing with the General Population

    +

    There are some differences when performing usability testing with people who have cognitive impairments:

    +
      +
        +
      • Ask ahead of time if they need any support for their needs. This could include a quiet room or frequent breaks.
        • +
      • Ask what test methods work best for them, such as individual interviews or groups. Some people will prefer to have an interview in their home. +
        • +
      • Ensure participation forms are easy to understand.
        • +
      • Inform the participant that they can request the information in a different format. If they make a request, ensure they receive it with enough time for them to review and ask questions.
        • +
      • Have a copy of the participation forms at the session, in case questions come up before the session begins.
        • +
      • Send participation forms to the participant in advance, and allow plenty of time for the participant to ask questions and fill in forms;
        • +
      • Allow the participant to bring a care giver, family member or friend to attend with them.
        • +
      • If your tester has a guardian, you should get an assent form from the tester and an informed consent form from their guardian;
        • +
      • If they bring a guardian or care giver, make sure they are not doing the tasks for them. If they give help, monitor closely what help they give as this may be due to a design fault. 
        • +
      • Explain the testing method before the test.
        • +
      • The questions should not be too difficult. 
        • +
      • It helps to provide easy methods of assessing mood, rather than asking for the participant to verbalize. Try asking them to select a smiley face, such as: Figure 1 A simple mood selector

        + + +
        + a set of 5 smiley faces from happy, through neutral, to sad. +
        A simple mood selector
        +
        +
        • +
      • Some individuals also have challenges identifying moods from faces. Other options to consider are simple mood selectors and text-based rating scales where an individual can point to their selection. For example, I really like this, it is fine, I really don't like this. +
      • Check they understand the methods used to collect the data. 
        • +
      +
        +
      • Ensure the person does not feel like they are at fault for making mistakes. While this is always important during usability testing, this scenario is even more likely for people with cognitive impairments.
        • +
      • Ask them for their ideas, such as, what features they would like to see, what design they prefer and what support they find most helpful.
        • +
      +

      Here are some suggestions of what to look for when conducting usability testing with people with learning and cognitive disabilities:

      +
        +
      1. Before you start, make sure the research team understands that the testers cannot do anything wrong. Research should never harm the user or make them feel bad.
        2. +
      2. Make sure the participants and researchers know they can leave at any time. No one should feel bad if they leave!
        3. +
      3. Check that the testers understand the task or question. Encourage your testers to “think out loud” 
        4. +
      4. Can your testers manage each task reasonably easily and fast? You can time the task taken to complete, and note any parts where the users slow down or seem to struggle. Also, note any errors that they make including clicking on the wrong item.
        5. +
      5. Is completing the task frustrating or upsetting?
        6. +
          +
        1. You can ask the users how they are feeling before and after the tasks or rate their mood such as selecting the smiley face which represents how they feel.
          2. +
        2. Ask them if anything was annoying.
          3. +
        +
      6. How can you make it better for your users (people with learning and cognitive disabilities)?
        7. +
      7. Ask your users if they have suggestions about what would make the interface easier for them to use. This is often best at the end of the usability test.
        8. +
      8. If the user is struggling, remind them that you are reviewing the system not them and that their insights are really helpful. Thank them for helping. Remind them that it is helpful when they find issues because it helps the team make the product better. Stop the process if users are getting distressed.
        9. +
      9. Analyze the data collected and review the findings with the team. Remember to keep the names of individuals confidential unless they have given permission to have their identity and disability shared.
        10. +
      +

      (With thanks to Smart4MD and Easy Reading for this overview. These projects are co-financed by the European Union under an EU Framework Programme for Research and Innovation – Horizon 2020, with grant agreement number 643399 and 780529 and the European commission for this contribution.)

      +
    +
    +
    +

    Test Objectives

    +

    You can test the objectives of the design guide. If they are successful, that section can be considered completed! + +

    For each objective, make sure your user testing includes individuals with a range of cognitive disabilities. Do not just ask questions, but ask the user to complete an action that demonstrates usability. +Test for the following but set up the tests so that the user demonstrates their knowledge and understanding rather than answers a simple question: +

    • Are enough user groups represented?
      • +
    • For example, a typical project may wish to include: People living with early stage dementia, age appropriate forgetfulness, intellectual disabilities, different specific learning disabilities and communication disorders.
      • +
    + +
    +

    Does the User Understand What Things Are and How to Use Them?

    +
      +
    • Does the user know what the page is about?
      • +
    • Does the user know what actions they can take on a page?
      • +
    • + Does the user know where they are in a website, an application or a + multi-step process? +
      • +
    • Can the user easily find the different sections of content?
      • +
    • + Identify the different activities that the user may want to complete + on the page: +
        +
      • Can the user achieve the activities without asking for help?
        • +
      • + Does the user make errors trying to achieve the activities? +
        • +
      • Does the user find them easy to achieve?
        • +
      +
      • +
    +
    +
    +

    Can Users Find What They Need?

    +
      +
    • + Can the user easily identify any important information or interactive feature on + the site or on a specific page? +
      • +
    • + Can the user use both browse and search approaches to finding + things? +
      • +
    • + Can the user revert or correct any action they take when + interacting? Does it use a familiar and consistent action? +
      • +
    +
    +
    +

    Is the Content Clear and Understandable?

    +
      +
    • Does the user understand the text?
      • +
    • Does the user understand text immediately?
      • +
    • Does the user know unambiguous language?
      • +
    • + Is there any content usable without understanding math concepts? +
      • +
    • Is there any representation of math by words instead of numbers? +
      • +
    • Is the support for slow readers helpful?
      • +
    • Does the user understand use of (familiar) symbols?
      • +
    • Does the user understand use of images and multi-media?
      • +
    • Can the user find a segment or a piece of key information quickly?
      • +
    +
    +
    +

    Can Users Avoid Mistakes and Easily Correct Them

    +
      +
    • Can the user easily fill in the form without making mistakes?
      • +
    • When the user goes to the wrong place can they easily get back in one click?
      • +
    • + Was it pleasant to fill out the form? How is their mood changed? +
      • +
    • Did they have to redo anything? Was correcting any mistakes easy?
      • +
    • + Ask the users if they would find this easy to do if under stress or + tired. +
      • +
    • Ask the user if anything was hard.
      • +
    • + Ask the user how the form could be easier to fill out. Suggest some + of the relevant design techniques bellow and ask if it would help + them with this form. +
      • +
    +
    +
    +

    Can the Users Maintain Focus?

    +
      +
    • Can they achieve the activities easily without losing focus?
      • +
    • + Distract the user for a minute so that they lose focus. Can they get + easily back to the task? +
      • +
    • + Ask the users if they would find this easy to do if under stress or + tired? +
      • +
    • + Ask the user what would help them remember what they are doing such + as headers or breadcrumbs. +
      • +
    • Ask the user if anything was distracting.
      • +
    +
    +
    +

    Can Users Complete Processes without Relying on Memory?

    +

    Identify the different activities that the user may want to complete on the page:

    +
      +
    • Can they achieve the activities without asking for help?
      • +
    • Does the user make errors trying to achieve the activities?
      • +
    • Does the user find the activities easy to achieve?
      • +
    • + Can the user do the same thing later (the password may have been + forgotten)? +
      • +
    • + Ask users if they would find this easy to do if under stress or + tired. +
      • +
    • + Ask users were they might have trouble if they are under stress. +
      • +
    +
    +
    +

    Is there Enough Help and Support?

    +
      +
    • + Can the user identify the different ways a user may “Report Issues and Problems?” +
      • +
    • + Can the user find a way to submit their feedback without asking for + help? +
      • +
    • + Can the user submit their feedback at each stage of the process + including from the home page and any place they may get stuck? +
      • +
    • Does the user make errors trying to submit their feedback?
      • +
    • Does the user find it easy to submit their feedback?
      • +
    • + Does the user’s mood deteriorate when submitting feedback? (A sign + of frustration) +
      • +
    • + Ask the users if they would find this easy to do if under stress or + tired. +
      • +
    • + Ask the user where they might have trouble giving feedback if they were under + stress. +
      • +
    • + Does the user understand the feedback process and are they able to + complete the task? Use concrete ways to check that the user + understands. For example: Is the user able to identify if/when they + will receive a response back? Can they identify how a response may come back + (e.g. email, phone)? Where the feedback goes/what happens to the + feedback? +
      • +
    • + Make sure it is simple to use and does not require a lot of + information that will prevent people from giving feedback. +
      • +
    • + Confirm it is available at different stages in the process and is + one click away. +
      • +
    • + Confirm that when feedback is given and a process is in place for + acting on it! +
      • +
    +
    +
    +

    Is Adaptation and Personalization Supported

    +
      +
    • + Are personalized versions of the content are supplied? +
      • +
    • + Do content modifications match declared user preferences such as less + content, adding and changing symbols or simplified text? +
      • +
    • + Check that content variations such as text simplification do not incorrectly + change the meaning, that content is not lost, and that critical + paths still work; +
      • +
    • + Forms autofill works correctly with all content versions. +
      • +
    • Does the users preferred extensions and tools work on the site?
      • +
    • Are the personlizations options easy to find and set?
      • +
    • Do they find it easier with personalization options supplied?
      • +
    +
    +
    +
    + +
    +

    Use Cases / Persona

    +

    + Any time there is a 'target audience', there will be people with + learning and cognitive disabilities in that audience. However, cognitive + impairments are often invisible in day-to-day life until people + encounter particular challenges. To provide some context and + understanding, nine personas have been created which outline fictional + people with various cognitive impairments and the challenges they face. +

    -
    -

    Objective 4: Help Users Avoid Mistakes or Correct Them

    -

    User Story: Assistance and Support

    - -

    As a user who has difficulty with organization (executive functioning), typing, and putting letters and numbers in the right order, I want an interface that helps me avoid making mistakes, complete forms and other similar tasks successfully.

    -

    This also includes the following user needs:

    • +

      For additional examples from other organizations, see Persona Links on the Developer resources page.

      - I want an interface that makes mistakes less likely by helping me avoid mistakes, as well as minimize the mistakes I might make.
    • - I want to enter as little information as possible, so the task is more manageable.
    • - I want an interface to provide only valid options, so I can select the ones I want.
    • - I want an interface that helps ensure I rarely touch controls by accident.
    • - I want long numbers that often have spaces, like credit card numbers, divided into chunks. That way I find it easier to check it.
    • - I want inputs to accept different formats and not mark them as mistakes.
    • - I want interfaces to use metrics I know, and that are common in my location (such as feet or meters) or I get confused. I do not always know what metric they are talking about or notice the number looks wrong.
    • - I want to use applications or APIs that help me, such as remembering my information so I do not need to enter it again and have help with my spelling.
    • - I want clear labels, step-by-step instructions and clear error messages, so I know exactly what to do.
    • - I want examples that make it easy to understand what I need to do.
    • - I want clear and simple explanations of options or choices to help me know what they mean.
    • - I want help managing my time, such as letting me know how long a task will take.
    • - I do not want a session to time out while I try to find the information needed, such as my postal/zip code or social security number.
    • - I want to save my work as I go or be sure all my work is saved automatically. I do not want to have to start over again, which can create a cycle of reentering my data. This makes me tire easily and more likely to make mistakes.
    • - I want support to manage the task such as letting me know what information I will need (credit card, full address etc) before I start.
    +
    +

    Alison: An Aging User with Mild Cognitive Impairment

    -

    Related Personas: - Alison, - Anna, - Carolyn, - Frank, - George, - Jonathan, - Maria, - Sam, - Tom

    -

    +
    +
      +

    • Problem: I'm not sure what I should press. I pressed something that looked like the buy button but it did nothing. I am not sure if it is me or if this website just doesn't work.

      • +

    • Works well: The buy button was clearly something I could click. The process was easy. I have now bought matching dresses for the grandchildren.

      • +
    +
    -

    User Story: Undo

    +

    Alison has a medical background, working in rehabilitation of physical injuries, but has recently decided to work part-time to take up more hobbies and be with her grandchildren. She wants to try an online course to learn Chinese, in preparation for a special holiday. Alison considers 63 to be the new 36. However, she has difficulty concentrating and finding the word she wants to say. She often makes typos and has to correct sentences when she re-reads them. She becomes easily frustrated as she finds new technical things, like updated design patterns and applications, to be hard to learn and less intuitive than they used to be. Plus, navigation takes longer than in the past. Unfortunately, this includes learning how to use a new interface and this affects the way she works when swapping between her tablet, phone and computer.

    -

    As a user who often makes mistakes or touches the wrong thing, I want to be able to undo what I just did quickly and easily so that I can manage to use applications and not give up.

    + +

    Alison Scenario 1: Learning How to Use New Technologies and Interfaces

    +

    Alison recently took an evening course to learn how to use Windows and MS Word ten years ago and used to feel very comfortable with the interface. After she had to renew her computer she finds all the updates mean that most applications now appear very different. She realizes that links and buttons have changed appearance and often finds she does not know what to press. Sometimes she will press a picture or stylized heading that is not a control and so is not sure if the internet was down, the site is broken or she has made a mistake. Sometimes she touches something accidentally and the focus moves to a different page or application. For example, she recently tried to enlarge some small text and activated a link instead of enlarging it! She misses the days when all links were in blue and underlined.

    + +

    Alison loses self-confidence when things go wrong. For example, selecting an incorrect button or getting an error that she does not understand. She knows to try and press the back button to go back a step, but it does not always work as she thinks it will. She tends to think she cannot cope, so gives up, but with support to adapt the interface to suit her needs she could learn to use the new style.

    + +

    Her children worked with her to reduce the number of menu items on the application toolbar so she can concentrate on the ones she regularly uses. They helped her change her settings so when searching for items on the web, only a limited number now appear at one time. They also found her a de-cluttering browser extension that takes away many of the advertisements and other items that clutter her social media pages when communicating with her grandchildren.

    + +

    Alison Scenario 2: Correcting Typos and Writing Fluently

    +

    When writing letters and messages on her computer, phone and tablet Alison pauses every so often and checks that what she is writing makes sense. She finds it very annoying having to work so slowly, but by using text-to-speech to read out content she has found she can hear her mistakes more easily than she notices them on the screen. She has also discovered that this process can make reading web pages easier and less tiring. However, she often has to go over instructions several times before completing tasks online. She depends on the fact that forms do not time out or have an option to allow her to extend the time to fill in the edit boxes.

    + +

    Alison Scenario 3: Coping with Online Banking and Shopping

    +

    Alison knows her math skills are not as sharp as they used to be. She is worried about making mistakes that will put her financially at risk and she is not sure she should be using her credit card online. Alison wants to feel safe and supported.

    +

    She has found that autocomplete helps filling out forms, but she tends to worry that what has been entered may not be accurate. She has a paper card listing some commonly needed information such as her phone number, address and postcode. She stores secure information in a special folder and she has set up an agreement with the bank to limit spending on her credit card and mobile banking.

    + + +

    Alison Scenario 4: Giving Feedback

    +

    Alison would like to give feedback and tell her bank what changes they could make to their website to make it more usable for her and other mature customers. She struggles to find the feedback form and she has to type in a lot of information to send her suggestions. When she types in her phone number without the area code she receives an error. She tries to fix the error and send the suggestion but the send button becomes disabled so she probably needs to correct something else as well. At this point Alison feels they do not want her feedback and gives up. She now uses the site much less often. She also finds it hard to reach a support person on the phone because of the confusing phone menu system, so drives into the bank instead. She is thinking of changing to her daughters bank, so her daughter can help her.

    + +
    -

    This also includes the following user needs:

    -
    • - I want to be able to check my work and go back without losing the work I have just done.
    • - If I touch the wrong control, it is important to make it easy for me to go back to where I was in one simple step.
    • - I want predictable back or undo features so I'm exactly where I was previously, before I made a mistake.
    • - I understand the consequences of what I do.
    - -

    Related Personas: - Alison, - Anna, - Maria -

    -
    - -
    -

    Objective 5: Help Users to Maintain Focus

    -

    User Story: Distractions

    +
    +

    Amy: A Computer Scientist who has Autism

    -

    As a user with an attention impairment and weak memory, I need to be able to avoid distraction and restore the context after I lose focus and come back to the task, so that I can complete the task I am trying to do.

    +
    +
      +

    • Problem: They used lots of words on the links that did not seem to make sense. I think they were metaphors but I'm not sure.

      • +

    • Works well: I put my mouse over the items I did not understand and there was some clear text that explained what it did. I would rather they just used the clear text in the first place but at least I could use it.

      • +
    +
    -

    This also includes the following user needs:

    • - I do not want distractions from my task.
    • - If there are distractions, I must be able to easily turn them off
    +

    Amy loves her computer science course and now programs in several languages. She has discovered she can visualize the outcome of her coding and is quick to find any errors even if they have not been highlighted. Documentation writing is less fun and she tends to be rather too concise which means some users do not receive enough help using her applications.

    -

    As a user that needs help to stay focused, I need help with knowing where a task starts and finishes to help with switching attention so that I can focus on the task.

    +

    Amy Scenario 1: Coping with Poor Layouts and Illogical Navigation

    +

    Being able to code your own websites can make you very critical of others! Amy finds that she often feels quite confused by some social media sites that have dynamically changing content with random messages and advertisements. She either avoids these sites or tends to try to personalize them by clearing away the clutter and choosing to hide sections. Navigation that does not follow a simple route across an entire site really annoys her, as she feels this does not help anyone. She also finds that she is missing important information on sites that have too much information on pages or have no clear and logical structure.

    + +

    Amy Scenario 2: Changing Color Schemes, Flashing, Blinking and Automatic Playing Videos or Music

    +

    When a page loads automatically or animations and videos play automatically cause problems for Amy. Sometimes, the movement can be very distracting and the sounds alarming. She has always found that sudden noises or something happening unintentionally has been a problem. When designing her own applications and websites she makes sure all the controls for animated objects or videos are very visible and do not start until the user has decided they wish to interact or view the object.

    + +

    Amy Scenario 3: Designs that Make Use of Abstract Imagery and Metaphors

    +

    Amy is always concerned about communicating clearly and finds it hard when people ask her to create a design that includes abstract imagery. Images that do not directly represent something make Amy feel uneasy and she tends to ask if there can be some explanatory text in case other users are confused. On the other hand, a figure of speech where someone has written something that is not literal makes her wish that the writer would use easy to read content as it is hard to understand concepts such as, "the wheels of justice turning slowly."

    + +
    + -

    This also includes the following user needs:

    -
    • - I need to know the context, where I am, what I just did, or what just happened to me after I lost cognitive focus and then needed to come back to the task. -
    +
    +

    Anna: A Student who has Dyslexia and Poor Eye Hand Coordination

    -

    As a user with poor short-term memory, I need to be able to go back or see information about where I am in a site so I can reorientate myself.

    -

    As a user who gets disoriented, I want to know where I am in a process, including what I have done and what my next step will be.

    +
    +
      +

    • Problem: As a slow reader it takes me ages to read though badly structured text and I often miss important information.

      • +

    • Works well: The newsletter has headings so I can find the important information quickly.

      • +
    +
    -

    Related Personas: - Amy, - Carolyn, - Frank, - Sam, - Tom

    -

    -
    +

    Anna has been a student for the past year. Her Fashion Design course has been challenging but fun. She loves the creative aspect of the diploma and would rather be drawing than writing. She has moderate dyslexia, which affects her ability to read, spell and use numbers. Anna has a poor working memory, especially for numbers and digits. She also has poor auditory discrimination which affects her ability to read quickly.

    +

    Anna had several projects to complete as part of her portfolio, but the one that worried her most involved a written assignment where she has to research the topic of Post-war fashions and their impact on today’s designs. +

    +

    Anna Scenario 1: Logging In

    +

    Anna's use of the library catalogue from home failed at the first attempt when she could not remember her password. She kept putting in ‘afib61’ rather than ‘afid16’ and could not see the mistake. The error message on the web page had not helped because it announced that her user name or password were incorrect and she was not sure which one was wrong. Luckily, as she was on her own laptop the browser settings allowed her to save her password and she was able to automatically log in.

    + + +

    Anna Scenario 2: Finding Accessible Content

    +

    Having navigated the online library system, Anna eventually found a paper on the subject she wanted, which she could download in pdf format. She was hoping to use her text-to-speech app to read the content aloud but when she tried to highlight the text nothing happened. She discovered the document was actually an image and yet there was no warning this was the case. She could not find an alternative accessible version of the paper. This meant she had to use optical character recognition to virtually scan the paper. It was not totally successful leaving gaps in the information she found and the process took away valuable time from her writing.

    + +

    Anna Scenario 3: Filling in a Form to Ask for an eJournal Article

    +

    Finally, Anna found an ejournal that had another article, but there was a form that had to be completed. Anna duly started the process but realized she did not know the author’s name. She returned to the page where she had found the article to copy and paste the name. Sadly, when she returned to the form all that she had filled in was lost. She had hoped to just be able to add the final bit, not have to retype the whole thing again.

    +

    (Adapted from MOOCAP Erasmus + Persona CC-BY-4.0 http://gpii.eu/moocap/?page_id=33)

    + + + +

    Anna Scenario 4: Overlooking Important Information

    +

    Anna is a very slow reader and often sounds out words. She has low auditory processing skills so she cannot speed up her screen reader. Therefore, to manage her busy life she has to try and scan read and skip through the massive amounts of content, emails and newsletter she sees so she can read only the most important parts. Sometimes however, she cannot find important content because it is buried inside lots of other content, or the headers and visual layout of the content does not guide her to where she needs to be.

    + +

    Anna is always worried that she is missing something important and sometimes she is. For example, her daughters elementary school published a weekly newsletter with interesting stories about activities and important announcements. It contained information that her daughters school was ending early one day, but it was buried under less important information about the school activities. Because it takes her so long to read each word she did not manage to read the whole newsletter and did not know that her daughter was coming home earlier than usual. As a result, she was not home in time and her daughter was left waiting outside for over an hour.

    + +

    Scenario 5: Pressing the Correct Button

    +

    Anna has bad eye hand coordination, so precise movements are hard and she often touches the wrong button or digit when typing on her small phone screen. With her low letter recognition this makes typing in codes or text very unreliable. She also confuses left and right so she is often pressing the off button in place of the volume. In most interactions on her phone she makes some form of mistake, such as loading a new video when she intended to expand the screen of the window she was watching. To use an application successfully it needs to have a consistent back or undo function.

    + +
    +
    -

    Objective 6: Ensure Processes Do Not Rely on Memory

    +

    Carolyn: A Yoga Teacher who has ADHD

    -

    User Story: Previous Steps

    - -

    As a user with short-term and working memory difficulties, I need processes that do not rely on memory and access to information I entered during previous steps in a process.

    +
    +
      +

    • Problem: If I come to a website that has lots of banners automatically flying by it really distracts me and I want to turn them off!

      • +

    • Works well: I found an option on my computer to say I wanted less movement and the website stopped all the flying things.

      • +
    +
    -

    User Story: Accessible Authentication

    -

    As a user who has memory impairments and often forgets passwords, and has weak executive function, I need a method of secure website authentication that I can use.

    -

    This also includes the following user needs:

    • - I need to be able to use a site without remembering or transcribing passwords and usernames
    • - I cannot decipher a lot of words or symbols
    • - I need the login process to be simple, and not multi-step
    • - As a symbol user, I need a login process I can use that does not rely on a lot of words
    • - I need the login process that does not contain puzzles or calculations
    +

    Carolyn found concentrating at school difficult and when she got into college to take a course in business studies life became even more stressful. She knew she could cope with the studies but never seemed to get her work completed on time, found it hard to start a report and even to create a plan for a project. When working with others she always had good ideas but somehow they were never taken up and she became frustrated often failing to keep her feelings in check. Luckily, a tutor suggested she sought help and when a psychologist, mentioned Attention Deficit Hyperactive Disorder (ADHD) Carolyn was relieved to have a reason for some of the planning and organizational difficulties she was having. She learnt that if she could make use of her constantly active brain and body as well as manage her time better, she could turn her hobby into a very successful Yoga business.

    -

    Related Personas: - Anna, - Jonathan -

    +

    Carolyn Scenario 1: Gathering Key Points from a Heavy Text Based Document or Web Page

    +

    Carolyn could not really explain her apparent forgetfulness and not being able to focus or complete tasks, but she knew that if she came across a long document or web page with dense text she had to find the key points. If the web page failed to have a clear structure with a content list, well-spaced and highlighted headings she would be lost and lose concentration. Carolyn also said that if she was using her mobile she found advertisements appearing between chunks of text completely upset her focus and she had to stop reading. However, when there was good use of white space, recognizable icons linking to simple bold text clarifying the important points, Carolyn could target these areas and find out what she needed. A clear summary also provided clarity of understanding and Carolyn could remember much of what she had read.

    + +

    Carolyn Scenario 2: The Power to Stop Scrolling Carousels and Banners

    +

    When setting up a new website for her business, Carolyn found an attractive template with several different ways of being able to show images of her exercises. However, she could not make the carousel of photographs pause, or a banner with her latest news stop scrolling. This really annoyed her as she found both items stopped her concentrating on the real content on the rest of the site. She thought that if it was upsetting her, what about her intended audience! She had to find a friend to add some code that not only added controls, but also stopped the automatic movement giving her website a calmness that she hoped her yoga teaching achieved.

    + +

    Carolyn Scenario 3: Losing Focus when Completing Tasks

    +

    Carolyn enjoyed her Yoga teaching, but found that if she was developing some instructional materials for her website, online tools often failed to provide sufficient guidance. Unless there was a clear pathway and a way to return to the place where she was working, she often deleted items by accident or could not make corrections. Saving endless previews with yet more tabs being open in her browser caused anxiety levels to rise. It was not until she found a web app that made each task clear with a submit button, that saved her work in stages, that she was able to cope. Carolyn was able to see sections of her work in the correct order and could then manage the bite size chunks of instruction, rather than have to deal with it all at once. This made it so much easier for her to complete the exercise sheets and she became confident in her use of the application to the extent she was willing to purchase the pro version.

    + +

    Carolyn Scenario 4: Learning Information from a Video

    +

    Theoretically, Carolyn likes instructional videos, but in practice she can only concentrate well enough to learn for a few minutes at a time. Then she loses her concentration. She will usually lose focus earlier if there is more than a minute of content that she already knows. When this happens, she misses the information that she needs! Carolyn tries hard but she still cannot focus for more than a few minutes on content that she already knows. Sometimes she watches videos at high speed so that they are less boring for her, but she still loses focus within a few minutes. When a video is broken down into segments with clear headings, she can jump to the information she needs to learn, and jump forward over segments that she already knows. When she misses information that she needs she can easily jump to the correct location and focus.

    + + +
    -

    User Story: Voice Menus

    -

    As a user who has memory impairments and weak language processing skills, I want to get human help, without going through a complex VoiceXML menu system and/or a complex voice recognition menu system that relies on memory and executive function, so I can set an appointment or find out some information.

    +
    +

    Frank: A Retired Lawyer with Dementia

    -

    This also includes the following user needs:

    -
    • - If I get stuck I want to be able to find a human by pressing a reserved digit (typically the number 0).
    • - I need simple-to-navigate voice-menu systems with limited options that make sense to me, so I don’t have to struggle with multiple steps.
    • - I need the option to be said before the number to select, so I do not have to remember the number while processing the words.
    • - As a user with low cognitive processing speed, I want pauses between each option so I can process what was said.
    • - As a slow speaker I want the system to wait for my response.
    • - I want it to be simple, to go back every time I make a mistake, without having to start at the beginning.
    • - I want the best practices for usability to be followed.
    • - As a user who has weak executive function, I need a process to select simple help, and not multi-step help.
    • - I do not want to waste my energy while I struggle to understand other material, such as special offers or promotions.
    • - As a user with weak language skills I need help identifying the right words to say in a voice menu and the words should be the ones I would use.
    • - As a user who struggles with multiple steps, I need to identify relevant options quickly. -
    +
    +
      +

    • Problem: I want to turn the volume up but there is no dial?

      • +

    • Works well: There was a clear volume buttons with a label that made sense, so I knew what to press.

      • +
    +
    -

    Related Personas: - Frank, - Maria -

    -
    +

    Frank retired from his law firm in his early 60s when he found he was forgetting important items that needed to be discussed in his complex caseload. He found that he was forgetting material that he had just read, losing and misplacing objects and having trouble planning or organizing events. Frank is a very intelligent man and that has not changed. You will often find him reading an article about the law. However, he finds he cannot learn new things that rely on remembering new information. This can include new words or symbols.

    + +

    Frank Scenario 1: Managing Dates and Booking Holidays

    +

    Frank noticed that he had trouble with online calendars and booking flights and hotels when he was planning his summer holiday. He could not work out the way the dates had to be entered into the form and made mistakes with the month and day. If only there had been a good example or tooltip. He also found that when he was booking a flight, the table that had the various lists of airports automatically entered the initials, which was very confusing when he was checking that everything was correct. Finally, there was the issue of making sure he booked the right number of nights for his hotel stay. He knew his arrival time at the airport was a day later than when he left, but it would have helped to have had a calendar with color and clear markings for the days in the week not just numbers.

    + +

    Frank Scenario 2: Coping with Icons that are not Recognizable

    +

    Many web pages now have their own graphic icons and ways of indicating actions that need to be completed. Frank was having problems searching for information about a care home that he thought might help him in the future. He could not work out what the various options were when he came to fill out a form for his requirements. There appeared to be a series of small images beside the edit boxes, but the minute he began to write in the form the text explanation disappeared. He wanted the instructions to remain in place above the area where he was writing and for the box to be highlighted when he found he had missed some important sections.

    + +

    Frank Scenario 3: Support when Using Search Engines

    +

    Frank likes to surf the web for anything to do with fishing, his favorite hobby. However, he has found that the sheer number of items that appear when he types in a few words very confusing. Ideally he would like the number of search results to be reduced and perhaps have some way of seeing the items categorized in groups so that he can work out which services he needs. In this case it might also be helpful to have icons appearing when the groups are listed, so that he can see articles about fly fishing in one section and sea fishing in another. Blocks of text with more white space around them would also be helpful so that he is not having to cope with such a mass of text.

    + +

    Frank Scenario 4: Making a Medical Appointment

    +

    Frank can be independent, but often finds unsuitable designs make him require help. For example, he was trying to make a doctor's appointment. He went to the doctor's website and clicked on “make an appointment”. Then a popup opened asking him for the date. He became distracted by the phone, and when he returned to the screen he was not sure what it was for. So he did not make the appointment. If the popup had had a clear heading he would have been reminded of what he was doing, but without this landmark he was just confused.

    +

    Later Frank tried calling to make an appointment. Unfortunately, the voice system was automated and asked him questions like “press 2 to make an appointment” Frank typically cannot remember the digit - especially while he is processing the options. He usually gets lost in these systems or types the wrong digit. Frank is reluctant to ask for help and as a result he is not getting the health care he needs.

    + +

    Frank Scenario 5: Using the Heating

    +

    Frank recently moved to a smaller apartment that is easier to take care of. However, this means he is not used to the ICT interfaces for the heating and television system. He has tried to turn on the heat, but the menu item for selecting heat or air conditioning is labeled "mode" and he cannot remember or learn new terms. Frank cannot use the whole unit because of this one term. This has caused emergencies such as hypothermia. Frank keeps the heating on at the same temperature and will only change it when his helper comes.

    +

    The TV also has an ICT interface with a lot of symbols that Frank does not know. His helper put an “on/off” sticker next to the button that he can use, but he cannot change the channel or change the volume.

    +

    When his microwave broke he bought a new one with controls that were similar to his old one. Because the controls were familiar, Frank can use the microwave unaided, although he needs help with the TV and heating.

    -
    +
    + +
    +

    George: A User who Works in a Supermarket and has Down Syndrome

    +
    +
      +

    • Problem: I find it hard to understand and remember such long and complex written instructions.

      • +

    • Works well: The instructions for scanning items are presented as a clear list of steps made of pictures with easy to read text next to them. If I get stuck I can quickly find a reminder of what to do in such ‘Easy Read’ content.

      • +
    +
    -

    Objective 7: Provide Help and Support

    +

    George enjoys his job and lives semi-independently in a small town, where he can easily find his way around. However, George finds it hard to use search engines and navigate around websites because of the need to work with large blocks of text. He has problems using the online systems at work, and needs help to search for suitable videos or music.

    -

    User Story: Help

    -

    As a user who often cannot use a website I want to be able to get help and give feedback easily from every place where I get stuck. This ensures I am not excluded and the site is aware of my needs.

    -

    This also includes the following user needs:

    • - I can give feedback from any point in the process.
    • - I can give feedback, ask questions and get feedback:
      • - In a similar timeframe to everyone else.
      • - Using my preferred communication method (form, email, chat, phone support, etc.) that are being provided, and it is accessible to me.
      • - I know how to get help or information, such as from context-sensitive help or tooltips.
    • - I know how to get human help and can manage the process easily.
    -

    Related Persona: Alison

    - -

    User Story: Support

    +

    George Scenario 1: Using Symbols for Communication

    +

    George used to use Makaton symbols and gestures when at school, but is able to communicate relatively easily now, although reading and writing remains a challenge. Surfing the web is hard when most interactions require text input, but George likes to watch videos, find images and listen to music as well as playing games online. Friends have set up links with recognizable icons on his tablet and this has made it easy to visit his favorite sites. If recognizable symbols or icons could be used in more situations, George feels he would be able to reach more sites independently. There are search engines designed for children and these often use more images, but tend to be too childish for George’s taste.

    + +

    George Scenario 2: Understanding Netiquette and its Impact on Social Media Sites

    +

    George has been told about surfing safely and not giving out personal information. He is very lucky that his family has set up his Facebook and Skype account with various privacy settings. However, George finds the way emojis change or new icons keep appearing on his message systems rather confusing and does not always realize what some of them mean. He has sometimes selected an inappropriate symbol and then receives a rather short message from a friend in return that is upsetting. He finds it hard to explain what might have happened. He knows there have been times when he really can’t choose the right symbol because it is too small and he finds it hard to accurately hit the spot. George is then very worried as he does not know how to unlike or change his symbol choice. Interacting with emojis and other symbols is much easier for him with easy ways to enlarge these features on touch interfaces and to undo errors.

    + +

    George Scenario 3: Controls on Videos and Popup Windows

    +

    Using a mouse is not easy for everyone and double clicking can take time to learn. George has worked hard to improve his mouse skills by playing many onscreen games, but he still finds it hard to move accurately enough to skip ads on videos or to track down the close/exit method offered by some popup windows. Once again friends have come to the rescue and enabled an ad blocker extension for his browser, but this does not always capture all the ads or prevent George selecting the submit rather than a cross or exit button on a pop-up. There have been times when George has downloaded malware without any second warning appearing or been unable to reach a site because he cannot find the small cross on a transparent popup window that overlays the main page.

    + +

    George Scenario 4: Finding ways to Read Instructions

    +

    George finds it very hard to read instructions unless they use very short and easy to read words. He needs text that has been simplified. The best option for George is when someone has taken the trouble to provide a summary of a paragraph with a well-known symbol, short bullet points and a clear diagram or image of what is required. He finds videos with instructions usually go too quickly and he has to stop them, going back time and time again. Helpful instructions with well broken up sets of phrases using easy to read words can work well and he can go back to them when he has to remember how to do a particular task.

    -

    As a user who often cannot use a website I sometimes need in-page and inline support so that I am able to use the content.

    -

    This also includes the following user needs:

    • - As a user who struggles with text and words, help and support should include symbols or enable me to personalize using my own
    • - As a user who struggles with text and words, help and main content should be clearly differentiated so I do not confuse them
    • - As a user who struggles with text and words, I need contextually-relevant graphs and pictures to supplement text so I can understand a point without a lot of reading. For example, I find graphs much easier to understand than the same information in an article or academic paper
    • - As a user who struggles with text and words, I need text to speech support, with synchronized highlighting, so I can follow as I go
    • - As a user who struggles with web content, I need rapid feedback or visual cues to indicate an event was successfully triggered. For example, I need to know when an email has been sent, otherwise it looks as if it has just disappeared
    • - I need reminders integrated into my calendar, otherwise I will forget appointments and when I am meant to do things. Sometimes I need reminders to revisit a website to complete the next task
    • - As a user with an attention disorder, too many reminders distract me. I need to be able to control when reminders are sent, the frequency and type of reminders.
      • -
    - -

    User Story: Directions

    -

    As a user with cognitive disabilities that effect navigation and sequencing, I need help understanding and using directions and navigation.

    +
    + +
    +

    Jonathan: A Therapist with Dyscalculia

    -

    Related Personas: +

    +
      +

    • Problem: It says there is a meeting at 15.34 UTH. Now is lunch time. Did I miss it?

      • +

    • Works well: There is a line marker showing what time of day it is now, so I can see the meeting is soon.

      • +
    +
    - George, - Sam, -

    +

    Jonathan is a massage therapist with dyscalculia. For Jonathan numbers are a foreign language. He can add simple numbers with his fingers and cope with very basic sums. However, he has particular difficulty with numbers that have a series of zeros and their relationship to each other such as 10, 100, 1000 etc. He finds complex calculations, symbols and mathematical concepts are very problematic.

    + +

    Jonathan Scenario 1: Coping with Quantities when Shopping Online

    +

    Jonathan struggles with the actual value of products, purchasing the correct quantities, for example when buying food at the supermarket and often orders far too much or too little when using online shopping carts. He has found it is much more helpful to have symbols representing the proportional size of items per price or to have a warning when he has ordered an item that might be very large and therefore costly. He saves shopping lists that have been successful and where the amounts have been correct so that he can re-use the lists on other occasions. His bank has helped by adding restrictions on the amount he can spend whether online or using his mobile phone. This can be annoying, but has stopped him from overdrawing his account.

    + +

    Jonathan Scenario 2: Remembering Pin Numbers and Passwords

    +

    The use of pin numbers and passwords that insist on including a number has always been an issue and most of the time Jonathan uses a secure password application when online. When it comes to the number on the back of his credit card (Card Verification Code) that is always required at the end of a payment exercise, he has to look it up each time, though autofill has helped with completing the rest of the form. Jonathan made sure that what he originally entered and saved in his browser was correct. Too many times he has had to retrace his steps due to typos and not seeing that the entry was incorrect. When he has to return to the form to make corrections, he finds it essential that the corrections needed are clearly highlighted and the instructions provided are helpful. He also feels that it is important that the data he entered previously has not been lost, as the more often he types in numbers etc. the more likely he is to make mistakes.

    + +

    Jonathan Scenario 3: Using Spreadsheets Shared with Colleagues

    +

    At work, there are times when Jonathan has to share a spreadsheet with a colleague to ensure that the group’s accounts are in order, suppliers have been correctly invoiced and fees collected. The mass of numbers affects Jonathan’s ability to concentrate on the various areas on the spreadsheet. He has found that it helps to use color coding, increased spacing and larger font sizes in order to pick out the various elements. He uses a tool for recording his hours where he can press start and stop to see how long he has worked without using math but he is not confident to add hours worked to the spreadsheet himself. He wishes it was integrated into the work spreadsheet. Jonathan will often use the comment feature to add something that he feels his colleague need to check, rather than making the correction to the spreadsheet himself. + + If the document is saved as a PDF or presented in another format, Jonathan insists that it is easy to use with his text-to-speech program which helps him to check how the numbers need to be said and that he can annotate the contents when using his tablet. This is especially important if he is presenting numbers at a meeting.

    -

    User Story: Cognitive Stress

    +
    -

    As a user with sensitivities that can be affected by content (e.g. content that is busy, confusing, depressing, loud noise), I need content that I can cope with so that I can be successful.

    -

    This also includes the following user needs:

    -
    • - I need simple, consistent content.
    • - I need to avoid and recover from mental fatigue.
    • - I need to sometimes avoid types of content, such as social media, distractions, noises or triggers.
    • - I need to make less mistakes and errors.
    • - I need to know I am safe and secure when using a website, especially if providing information or communicating with others.
      • -
    - - - -

    Related Persona: Tom

    - -

    User Story: Task Management

    +
    +

    Maria: A User who has Memory Loss

    - As a user who struggles using web content due to executive function impairment and/or struggle with numerical concepts, I want to be confident that I can manage my tasks. -

    This also includes the following user needs:

    • - Explanations for unusual controls in a form I find easy to use (such as a video or text).
    • - Support and explanations for any choices. The advantages or disadvantages are clear to me and I understand the effects of the choice I might make. For example, when choosing a cheaper airline ticket you often have to pay for a meal.
    • - I know how to start a task, and what is involved such as:
      • - the steps involved.
      • - a time estimate for completing the task and any time limits.
      • - and any materials I may need (such as a credit card number, passport number, questions that authenticate login such as “your mother’s maiden name”).
      • - There is support and instructions that I understand to help me organize the time and steps.
      • - Any limitations are clear to me before I begin.
    • - I can turn off any distractions during a task, and help is available at any point.
    +
    +
      +

    • Problem: When there are lots of buttons or menu items I often make mistakes and press the wrong ones and end up getting frustrated and wasting time.

      • +

    • Works well: I like websites that allow me to work through a series of instructions and edit boxes one after the other with clear buttons moving me to the next stage.

      • +
    +
    -

    Related Personas: - Frank, - Jonathan, - Sam, - Tom

    -
    -
    +

    Maria is 50 years old, married, and lives with her family in Madrid, Spain. Maria is beginning to lose her memory but still works part-time for a local company.

    + +

    Maria Scenario 1: Finding Key Information on Dynamic Websites

    +

    Maria needs to gather specific types of online information for her job. She often has to run through reports about the company on the company’s website. She is only able to easily read the headlines of web pages. The company’s website looks fancy, has a modern user interface and a lot of dynamic elements that change when you hover the mouse over them. For Maria this site is a total nightmare! She finally finds the link to the data she needs as it appears when she happens to hover over a certain menu item with her mouse. The link is positioned in such a bad place that she did not notice it at first. She has found that it really helps if important interactive items are placed in the usual menu areas on a screen and the icons are clearly defined and easily recognizable.

    + +

    Maria Scenario 2: Remembering Information Entered During a Previous Step

    +

    While ordering business cards (a multi-step process), Maria has difficulty remembering information that she enters into previous screens. On the first step she sees content choices that the process expects her to remember in subsequent screens. Additionally, the prolonged mental stress that she experiences while navigating processes inhibits her brain from producing the cells necessary to form new memories. Processes that require her to remember information from one step to another need to provide her access to any previously provided information that is required to proceed, at the exact point of use that is required, otherwise she will not be able to complete the process.

    + +

    Maria Scenario 3: Pressing the Correct Button

    +

    Maria has bad eye hand coordination, so precise movements are hard and she often touches the wrong button on her small phone screen. This means she often presses the wrong button or digit when typing on her small phone screen. With her low letter recognition this makes typing in codes or text very unreliable. She confuses left and right so she is often pressing the off button in place of the volume. In most interactions on her phone she makes some form of mistake, such as loading a new video when she intended to expand the screen of the window she was watching. To use an application successfully it needs to have a consistent back function.

    + +
    + + +
    +

    Sam: A Librarian who had a Stroke and Aphasia

    -

    Objective 8: Support Adaptation and Personalization

    -

    User Story: Adapt

    +
    +
      +

    • Problem: Long sentences are hard, too many strange words and I get lost.

      • +

    • Works well: I like simple short sentences with easy words.

      • +
    +
    -

    As a user with short and medium term memory impairment and weak executive function, I need a familiar interface so that I do not need to figure out and remember new interfaces. This may take a few weeks of repetition and I may not manage to learn it all if I have a condition affecting learning new things, such as dementia.

    +

    Sam loved his work as a librarian. He had spent his entire life surrounded by books in peaceful places where he could research his love for history. In recent years, he enjoyed using the web to explore how other people around the world saw the history of his own country and the changing views on famous people from the past. Now he was becoming depressed and very frustrated due to a recent stroke. The right side of his body was paralyzed and he had difficulty having conversations with friends and family due to aphasia. To him this meant that some of his words were muddled, his understanding was not always as clear as it had been and worst of all; he could not read as fluently as he had in the past. One handed typing was slow and he found his word finding abilities often failed him.

    -

    This also includes the following user needs:

    • +

      Sam Scenario 1: Having Well-spaced Text with Words that are Easy to Pick Out

      +

      Despite all the difficulties that Sam had with his beloved reading, he was determined to improve and found that if a website had no clutter or background imagery he could read the headings. He also found that if there was adequate spacing and the text was not too complex, he could pick words out and with the help of text-to-speech understand the meaning. He did not like the sound of the synthesized speech, because he found it distracting having always read silently. However, over time, he learnt to enlarge the fonts and if the page had left justified text with uneven right edges, he could find his way about by the different shapes of each paragraph. As he became more confident, he began to use some browser tools and was able to increase the line spacing and change the font style on some of his old favorite online historical documents.

      + +

      Sam Scenario 2: Using Edit Boxes where the Instructions Disappear

      +

      Sam had not expected to have to fill in so many online forms in order to receive benefits due to his disability. They caused immense frustration and feelings of self-doubt due to their lack of clarity. Every time he had to fill in an edit box, the instructions disappeared the minute he began to type and he could not remember what was required. He often had to refresh the page and start again to see the label in the box. Sam spent so long on the task that the page would time out. He had to print it out and get help. This was really upsetting as he wanted to be independent and it often reduced him to tears. This was very unlike him, but as the doctor explained, this was linked to his stroke. He also found it very frustrating when a form required a particular way of formatting information with no example as to how to complete the action. Worse still was when the error was not clearly explained, making correction even harder. Dates, postal codes and phone numbers are a particular nightmare.

      + +

      Sam Scenario 3: Trying to Activate Elements that have been Mis-recognized

      +

      The effects of aphasia with acquired dyslexia can be exhausting and confusing but most worrying for Sam was the sense of getting lost on a web page that he thought he knew. He admitted to being nervous when he could not pick out elements in a page that required an interaction. Sometimes he said he did not dare click on a button in case he did something wrong or was sent to somewhere without warning. Sam found this aspect of his web surfing very alarming, as in the past he had been able to navigate with ease. He discovered that the edges of shapes did not appear as clear as they should have been when people use pale greys and he missed links unless expressly highlighted. If a pop-up window suddenly appeared, there were times when he could not close it to return to the page. Small crosses became a nightmare and Sam stressed that the more things happened on a page, the more confused he became. He mentioned the fact that some sites were easier on his tablet as then it all seemed to flow one way and he could just scroll up and down until he felt happy with a decision.

      + +

      Sam Scenario 4: Coping with Complex Language

      +

      When text was written in the passive voice or in an academic manner with long complex words Sam struggled to sometimes understand their meaning even if they were in context. He also found, if he was required to use the same type of language in a form, that he had to copy the words as he could not always spell them and at times he used the wrong word. When he was able to use an app that enabled the text to be read aloud, he could cope if the language was clear and the sentences were kept short. He liked articles that were written in the active tense so he could understand the main ideas straight away.

      - I need (a version of) the interface to be familiar to me, that I recognize and know what will happen.
    • - I need the controls to be consistently positioned on the screen where I expect them to be.
    • - I need content delivered in an easy to understand language or an easy-to-understand mode (like short, understandable, video clips).
    • - I need to be able to find and select the content format or version of the content that is easiest for me to understand.
    • - I need alternatives to spoken and written language such as icons, symbols or pictures.
    • - I need personalized symbols or pictures that I can recognize immediately, as learning new ones takes a long time.
    • - When I do not know a word I need I need the symbols and pictures that I know and recognize.
    • - I need video and pictures that help me understand the content without so much reading of text.
    • - I need my additional support features from widgets or extensions. For example, I have an extension that helps me correctly enter words, grammar and use punctuation as well as read the page to me.
    • - I need "easy to use" gestures on a touch screen that do not confuse me (or the possibility of alternative access).
    • - I need to be able to express my ideas without so many words, such as using speech recognition or pictures (I have a program, where I select a word and it gives me a picture).
    • - I often need more white space to be added between lines, sentences, phrases and chunks.
    • - I need alternatives for mathematical content, that do not rely on mathematical concepts.
    • - I often need less content without extra options and features as sometimes I cannot function at all when there is too much cognitive overload.
    • - I need to be able to find the extra features when I want them.
    - -

    Related Personas: - Alison, - Amy, - Frank, - Jonathan, - Sam -

    - -

    User Story: Extensions and API’s

    +
    + -

    As a user with learning and cognitive impairments, who uses add-ons and extensions as assistive technology, I need my add-ons, API's and extensions to work with the content so that I can use it.

    -

    This also includes the following user needs:

    -
      -
    • Additional support features from widgets or extensions. For example, I have an extension that helps me correctly enter words, grammar and use punctuation as well as read the page to me.
      • -
    • A password manager.
      • -
    • A toolbar that adds symbols and reformats the page.
      • -
    - -

    Related Personas: - Alison, - Anna, - Jonathan, - Tom

    -

    -
    +
    +

    Tom: A Traumatic Brain Injury Survivor

    -
    +
    +
      +

    • Problem: I got lost making the order and I wanted to go back to the previous step. I hit the back key in the browser and it reloaded the home page. I had to start over.

      • +

    • Works well: There was a clear back button on each step and when I used the browser back button it also worked.

      • +
    +
    +

    Tom was involved in a very serious car crash that left him with some physical, sensory and cognitive disabilities having sustained a brain injury. He has returned to work, but often finds communications strained due to difficulties with memory recollection and visual understanding.

    +

    Tom had to learn how to walk, talk, and basically live life all over again. Medical experts informed him that his greatest chances for recovery would take place within the first 2 years after his injury. After that he may continue to recover, but at a much slower, and incremental rate. His friends and family were amazed by how quickly he regained his ability to speak, and perform his daily life functions. They were perplexed, however, by all of the cognitive difficulties he expressed having, despite his clear ability to articulate and communicate. For example, he often cannot recognize images and faces. He gets disorientated in physical spaces and often gets lost in rooms, as well as buildings, larger places, documents and websites.

    +

    He has now returned to his old company as a researcher and is back using applications and the Internet throughout his working day.

    +

    Tom Scenario 1: Using Speech Recognition to Navigate the Web

    +

    Tom has dexterity difficulties so he sometimes uses speech recognition to work through web pages and enter text. He finds this method the least tiring of all the possible input options. Although his speech is slow, he is able to control his computer using speech commands and dictation. It is quite easy to use simple commands to control websites, although there are times when he forgets some of the commands and has to use his cheat sheet. Tom likes the scroll commands that allow him to read slowly down a page without using any other input device and he can often retrace his steps as he has to reread items. However, there can be problems if the forms on the website are not labeled correctly or if buttons do not have clear names. Tom had help personalizing some aspects of form completion, but if an element is inaccessible via the keyboard, he has to use the mouse grid to interact with that part of the site. This is a slow process and can be frustrating as Tom finds he loses concentration.

    + +

    Tom Scenario 2: Finding the Right Words to Use for Searching

    +

    Tom finds there are times when he spells words incorrectly and he appreciates error corrections or a system that accepts mistakes. He also has word finding problems when he is tired and he welcomes search suggestions, as these are ideas that might be related to his search. However, too many results can cause concern and Tom admits he really cannot work his way through very long lists that have not been broken up with headings and categories.

    + +

    Tom Scenario 3: Being Confident that he Understands the Content

    +

    Tom has difficulty understanding content when it is not explicitly clear, and without any ambiguity whatsoever. He takes a notably longer amount of time to read and process information in order to be certain that he is interpreting it correctly. His interpretation of information is almost always correct, but even the slightest bit of ambiguity, or open interpretation creates sticking points that he must read over and over again, and question every which way until he can assure himself with the confidence that he understands it correctly. Examples and clear step-by-step instructions can help him have the confidence to complete his task. Simple, clear memorable graphics or large indicators of steps in a process can increase Tom’s understanding, confidence and orientation in a process.

    + +

    Tom Scenario 4: Understanding where Information is in a Hierarchical Structure

    +

    Tom tries to understand the outline of the page and site, so that he does not get lost in the content. Sometimes he dives into the website but then he does not know where he is in the content or task. Clear and consistent headings in a hierarchical structure are needed for Tom to understand the level of importance of content and a clear site structure lets him orientate himself in the site.

    + +

    He values simple, clear graphics that relate to the content and break it up. These help him orient as well as understand and remember the content. This also includes the following user needs: Symbols that emphasize the structure and role of the content or an image that accompanies the main text and makes it memorable.

    + +

    Tom Scenario 5: Cognitive Overload

    +

    Complex presentations of information (images, diagrams, content heavy web pages, etc.) overload Tom’s cognitive functioning. This shuts his brain down and prevents him from progressing through processes, navigating, systems, and environments, and understanding the information presented, at both the micro and macro level.

    +

    Liberal use of white space can decrease the cognitive load where there is a considerable amount of content on one page.

    + +

    Tom Scenario 5: Struggling with Directions

    +

    When using a mapping program to find his way to a location, Tom struggles to quickly respond to spoken directions and finds route changes very difficult to adjust to. Tom benefits from previewing the directions before he leaves and being able to change the settings so that + directions are given using driver's side and passenger's side instead of left and right and the route does not change automatically.

    + + + + + +

    Appendix: Mapping User Needs, Persona and Patterns

    @@ -1388,7 +1377,7 @@

    Appendix: Considerations for uptake in different contexts and policies

    Many agencies and services are required to use plain language and to be usable by vulnerable groups. This document will help content developers know what to do to achieve this goal across different geographical areas and include user groups of people with learning and cognitive disabilities. In addition many sites want to reach user groups such as millennials with learning disabilities and people with age appropriate forgetfulness. This can be because of their commitment to inclusion, or to enable growth in these high value, under-serviced, markets. Typically, there are many more people in the target audience with a cognitive or learning disability then the content provider is aware of, and many content providers are often losing these user groups.

    -

    This document is not normative or designed for wide applicability for all websites and contexts. There are sites that may choose not to follow some or all of the advice in this document. For example, a Web site for accountants may disregard any advice on accommodation for people who do not understand numbers, whilst realizing that many of their colleagues have other learning or communication impairments and age appropriate forgetfulness. (In contrast conformance to The Web Content Accessibility Guidelines (WCAG) is required by law in many countries, and is designed to enable clear conformance and wide applicability for all web content.)

    +

    This document is not normative or designed for wide applicability for all websites and contexts. There are sites that may choose not to follow some or all of the advice in this document. For example, a Web site for accountants may disregard any advice on accommodation for people who do not understand numbers, whilst realizing that many of their colleagues have other learning or communication impairments and age appropriate forgetfulness. (In contrast conformance to The Web Content Accessibility Guidelines (WCAG) is required by law in many countries, and is designed to enable clear conformance and wide applicability for all web content.)

    This section provides guidance and considerations on how to use this document and the design patterns (general, repeatable solutions to commonly occurring problems) to build a policy or requirements regarding web content to ensure that the needs of individuals with learning or cognitive disabilities are addressed. Web content designed without consideration for the needs of individuals with learning or cognitive disabilities may create accessibility barriers to the needs of the end-user. Development of a plan or policy includes the following steps which are discussed in this section:

    1. Define the scenarios to be included in the policy (i.e., address the environments or situations in which the policy will apply)
      2. From 124d57d073f97060a94e9f451149112b709eb227 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Mon, 18 May 2020 17:11:55 -0400 Subject: [PATCH 09/19] capitalization issue --- content-usable/index.html | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content-usable/index.html b/content-usable/index.html index be5e1d16..2f37e03a 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -1373,7 +1373,7 @@

      Appendix: Mapping Design Patterns to User Groups

    -

    Appendix: Considerations for uptake in different contexts and policies

    +

    Appendix: Considerations for Uptake in Different Contexts and Policies

    Many agencies and services are required to use plain language and to be usable by vulnerable groups. This document will help content developers know what to do to achieve this goal across different geographical areas and include user groups of people with learning and cognitive disabilities. In addition many sites want to reach user groups such as millennials with learning disabilities and people with age appropriate forgetfulness. This can be because of their commitment to inclusion, or to enable growth in these high value, under-serviced, markets. Typically, there are many more people in the target audience with a cognitive or learning disability then the content provider is aware of, and many content providers are often losing these user groups.

    From 1db85bbfb930145906af4772762dc58e83f4b83c Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Tue, 19 May 2020 08:57:28 -0400 Subject: [PATCH 10/19] Three proposed changes based on review for tone --- content-usable/design.html | 21 +++++++++------------ content-usable/index.html | 2 +- 2 files changed, 10 insertions(+), 13 deletions(-) diff --git a/content-usable/design.html b/content-usable/design.html index a30ebb60..d05c1ac3 100644 --- a/content-usable/design.html +++ b/content-usable/design.html @@ -4834,7 +4834,8 @@
    Examples

    Objective 8: Support Adaptation and Personalization

    -

    People with cognitive disabilities often use add-ons or extensions as assistive technology. This includes spell checkers, passwords support, and support for text-to-speech with synchronized highlighting of the phrase being read. It is important that developers do not disable these tools.

    +

    People with cognitive disabilities often use add-ons or extensions as assistive technology. This includes spell checkers, passwords support, and support for text-to-speech with synchronized highlighting of the phrase being read. + It is important that these tools are supported and work on all content. In other words, content should not include code that disables these tools.

    Personalization can enable us to really meet the individual user’s needs. Some users need extra support which we can provide with minimal @@ -5097,22 +5098,18 @@

    More Details
    is important as the design requirement is not open ended.

    - People with cognitive disabilities are often using add-ons as - assistive technology. It is essential that add-ons and similar tools - work. Otherwise, we need to make the author support all the - functions of the add-ons in use as assistive technology. + People with cognitive disabilities often use add-ons as assistive technology. + It is essential that add-ons and similar tools work as expected, except when:

    -

    Exceptions:

    -
      +
      1. - When there is a security or safety requirement, these API's may be - disabled for the relevant field + A security or safety requirement requires these API's be disabled. In this case they should be disabled only for the relevant field(s).
      2. - If it breaks the main function of the site, such as evaluation and - testing applications + The add-on breaks the main function of the site, such as evaluation and testing applications.
        3. -
    + +

    When add-on's are automatically disabled by the code, the burden of supporting the extra functionality of the add-ons falls to the author.

    Getting Started

    diff --git a/content-usable/index.html b/content-usable/index.html index 2f37e03a..a5963814 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -735,7 +735,7 @@

    Usability Testing Introduction

    Finding People to Include

    -

    Finding people to include in usability testing who have different learning and cognitive disabilities can be relatively easy. People sometimes recruit users from an organization or self-help group for people with learning difficulties. Social media groups can be an easy and convenient resource. Alternatively, small developers can achieve a large improvement by asking people who they know, such as friends, colleagues, relatives or neighbors who:

    +

    Finding people to include in usability testing who have different learning and cognitive disabilities can be relatively easy. People sometimes recruit users from an organization or self-help group for people with learning difficulties. Social media groups can be an easy and convenient resource. Alternatively, small development groups can achieve a large improvement by asking people who they know, such as friends, colleagues, relatives or neighbors who:

    • Are older and struggle to use computers, or have age-related forgetfulness;
    • May be at an early stage of dementia
      • From 16cf1a0b859697418aabdeb011110b2f40148547 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Tue, 19 May 2020 14:45:34 -0400 Subject: [PATCH 11/19] Changes form 19 May AG meeting Removed "Poor" and the table in Appendix D. --- content-usable/index.html | 9 +++++++-- 1 file changed, 7 insertions(+), 2 deletions(-) diff --git a/content-usable/index.html b/content-usable/index.html index a5963814..d91306f0 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -142,7 +142,7 @@

    • Visual, verbal or numerical thinking.

    - Poor design, structure and language choices can make content inaccessible to + Design, structure and language choices can make content inaccessible to people with cognitive and learning disabilities. Examples may include:

      @@ -1411,7 +1411,12 @@

      Appendix: Considerations for Uptake in Different Contexts and Policies

      Appendix: Testable Statements for Each Pattern

      -
      +

      There have been different attempts to make testable statements for the design patterns. These include test processes, failure examples, etc.. +In many cases, the results of these attempts only represent a subset of the coresponding design pattern. A full table of the draft testable +options are available at Testable Statements for COGA Design Patterns.

      + +

      The Cognitive Accessibilty Taskforce intends to continue working on these statements as a supplement to the design guide.

      +
      From 05b7dcd4b55a263d014f98b0e232604be73eeb79 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Tue, 19 May 2020 21:26:22 -0400 Subject: [PATCH 12/19] structure fixes --- content-usable/design.html | 4 ++-- 1 file changed, 2 insertions(+), 2 deletions(-) diff --git a/content-usable/design.html b/content-usable/design.html index d05c1ac3..d2727a31 100644 --- a/content-usable/design.html +++ b/content-usable/design.html @@ -1687,7 +1687,7 @@
      Examples

      He wrote: كَتَبَ

      Books: كُتُبْ

      It was written: كُتِبَ

      -

      Don't/strong> (Arabic):

      +

      Don't (Arabic):

      كتب

      @@ -2067,7 +2067,7 @@
      More Details

      For these, consider providing a description or representation of what the number means as a concept.

    -
    +

    From 589f922c1ba4bc15423fdd7f391b3352e0999bd9 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Wed, 20 May 2020 13:27:05 -0400 Subject: [PATCH 13/19] Additional Abstract Text --- content-usable/index.html | 7 +++++-- 1 file changed, 5 insertions(+), 2 deletions(-) diff --git a/content-usable/index.html b/content-usable/index.html index d91306f0..33fdc00d 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -55,7 +55,10 @@

    The Objectives and Patterns presented in this document supplement the Success Criteria presented in the WCAG - accessibility guidelines and address those user needs that are not fully met in accessibility guidelines. They + accessibility guidelines and address those user needs that are not fully met in accessibility guidelines. This guidance + is not required for sites that conform to WCAG, but is + valuable additional information for sites that wish to provide increased + accessibility to users with cognitive or learning disabilities. The Objectives and Patterns are designed to be informative and user friendly. They build on the:

      @@ -128,7 +131,7 @@

      Introduction

      This document aims to provide guidance on how to make websites and applications that are friendly for people with cognitive impairments by - providing guidance for designs and the design process. + providing guidance for designs and the design process.

      From 4c99f833988251578e40becf75393e414301b490 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Thu, 21 May 2020 11:05:38 -0400 Subject: [PATCH 14/19] Editorial fixes from COGA meeting --- content-usable/design.html | 2 +- content-usable/index.html | 25 +++++++++++-------------- 2 files changed, 12 insertions(+), 15 deletions(-) diff --git a/content-usable/design.html b/content-usable/design.html index d2727a31..a69b4be2 100644 --- a/content-usable/design.html +++ b/content-usable/design.html @@ -10,7 +10,7 @@

      Design Guide Introduction

      The Objectives and Patterns presented here supplement the Success Criteria presented in the WCAG - accessibility guidelines and address those user needs that are not fully met in accessibility guidelines. + accessibility guidelines and address those user needs that are not fully met in current accessibility guidelines.

      This guide is divided into design themes. Each theme includes user stories, testing diff --git a/content-usable/index.html b/content-usable/index.html index 33fdc00d..65b595b3 100644 --- a/content-usable/index.html +++ b/content-usable/index.html @@ -54,12 +54,10 @@

    • personas (examples) and user needs.

    - The Objectives and Patterns presented in this document supplement the Success Criteria presented in the WCAG - accessibility guidelines and address those user needs that are not fully met in accessibility guidelines. This guidance - is not required for sites that conform to WCAG, but is - valuable additional information for sites that wish to provide increased - accessibility to users with cognitive or learning disabilities. The Objectives and Patterns - are designed to be informative and user friendly. They build on the: + The Objectives and Patterns presented in this document supplement the Success Criteria presented + in the WCAG accessibility guidelines and address those user needs that are not fully met in current + accessibility guidelines. Following the guidance in this document does not affect conformance to WCAG, + but will increase accessibility for people with cognitive and learning disabilities. The Objectives and Patterns build on the:

    • Cognitive Accessibility User Research,
      • @@ -125,7 +123,7 @@

      Introduction

      people with sensory and physical impairments (vision, hearing and/or mobility). Some accessibility features will help people with cognitive impairments, but often the issues that affect people with cognitive and learning disabilities - about context, structure, language, usability, and other factors that are + include context, structure, language, usability, and other factors that are difficult to include in general guidance.

      @@ -200,7 +198,7 @@

      situation can place an additional cognitive load on users by splitting their attention. However, for users with cognitive and learning disabilities, these difficulties are likely to be persistent - and significant. As a result, they could be unable to access content and complete these tasks unaided. + and significant. As a result, they could be unable to access content and complete these tasks independently.

      @@ -210,8 +208,7 @@

      of a disability than individuals with physical and sensory difficulties. Often, only some functions are impaired while other cognitive functions are unaffected. For example, someone with dyslexia may be a fantastic engineer. Sometimes, cognitive disability may include intellectual impairments that affect comprehension alongside written and spoken - expression. People may also experience a co-occurrence of difficulties - such as dyspraxia / developmental coordination difficulties. People with ADHD may also be helped by some of these techniques. + expression. People may also experience more than one type of cognitive and learning disability.

      Mental health issues can also result in cognitive difficulties, such as difficulty focusing, cognitive fatigue or reduced memory. @@ -1414,11 +1411,11 @@

      Appendix: Considerations for Uptake in Different Contexts and Policies

      Appendix: Testable Statements for Each Pattern

      -

      There have been different attempts to make testable statements for the design patterns. These include test processes, failure examples, etc.. -In many cases, the results of these attempts only represent a subset of the coresponding design pattern. A full table of the draft testable -options are available at Testable Statements for COGA Design Patterns.

      +

      There are ongoing efforts to make testable statements for each design patterns with corresponding test processes, failure examples, etc.

      -

      The Cognitive Accessibilty Taskforce intends to continue working on these statements as a supplement to the design guide.

      +

      Note that in many cases, the testable statement only covers the part of the design pattern that is automatically testable. A full table of the draft testable options are available at Testable Statements for COGA Design Patterns.

      + +

      The Cognitive Accessibility Taskforce intends to continue working on these statements as a supplement to the design guide.

      From 52a426c4942167cc6197c50bbdf365e4565bf608 Mon Sep 17 00:00:00 2001 From: Steve Lee Date: Mon, 25 May 2020 11:59:12 +0100 Subject: [PATCH 15/19] Update editors (in correct branch) --- content-usable/respec-config.js | 22 ++++++++++++++++++---- 1 file changed, 18 insertions(+), 4 deletions(-) diff --git a/content-usable/respec-config.js b/content-usable/respec-config.js index 2cced08c..b840502e 100644 --- a/content-usable/respec-config.js +++ b/content-usable/respec-config.js @@ -45,15 +45,29 @@ var respecConfig = { mailto: "lisa.seeman@zoho.com", w3cid: 16320 }, + { + name: "Rachael Montgomery", + mailto: "rachael@accessiblecommunity.org", + company: "Invited expert", + w3cid: 90310 + }, { - name: "Michael Cooper", + name: "Steve Lee", + url: 'https://www.w3.org', + mailto: "stevelee@w3.org", + company: "W3C", + companyURI: "http://www.w3.org", + w3cid: 71103 + }, + { + name: "Ruoxi Ran", url: 'https://www.w3.org', - mailto: "cooper@w3.org", + mailto: "ran@w3.org", company: "W3C", companyURI: "http://www.w3.org", - w3cid: 34017 - } + w3cid: 100586 + }, ], From e8dfb31135f7d9928a514431d5b9853c67f7b002 Mon Sep 17 00:00:00 2001 From: rachaelbradley Date: Tue, 2 Jun 2020 15:13:42 -0400 Subject: [PATCH 16/19] Changes from AG meeting 2 June 2020 --- content-usable/design.html | 211 +++++++++++----------- content-usable/index.html | 32 ++-- content-usable/mapping-user-patterns.html | 1 - 3 files changed, 124 insertions(+), 120 deletions(-) diff --git a/content-usable/design.html b/content-usable/design.html index a69b4be2..c0cbcf52 100644 --- a/content-usable/design.html +++ b/content-usable/design.html @@ -9,9 +9,12 @@

      Design Guide Introduction

      and learning disabilities by providing guidance for designs and the design process.

      - The Objectives and Patterns presented here supplement the Success Criteria presented in the WCAG - accessibility guidelines and address those user needs that are not fully met in current accessibility guidelines. + The Objectives and Patterns presented here provide additional advice beyond the requirements of the WCAG + accessibility guidelines. They are intended to address user needs that could not be included in the normative + WCAG 2.x specification. This guidence is provided as advice on how to address user needs that may not be + otherwise met and this advice will help more people with disabilities use websites and applications.

      +

      This guide is divided into design themes. Each theme includes user stories, testing methodologies, and design checkpoints. Just understanding the @@ -110,11 +113,11 @@

      More Details
      Examples

      - Do: Headings tell me exactly where I + Use: Headings tell me exactly where I am.

      -

      Don't:

      +

      Avoid:

      • Headings do not clarify the steps in a form;
      • @@ -290,7 +293,7 @@
        Getting Started

        Examples
        -

        Do:

        +

        Use:

        A web page has two submit buttons, both should visually look and function the same way. @@ -301,7 +304,7 @@

        Examples
        When all links on a page have keyboard focus the focus indicator looks the same.

        -

        Don't:

        +

        Avoid:

        3 pages have a submit button, but each one is located in a different place on the page. @@ -356,11 +359,11 @@

        How it Helps
      Examples

      - Do: Using breadcrumbs to indicate the + Use: Using breadcrumbs to indicate the current steps in the process, important choices, as well as past and future steps.

      - Don't: Completed steps and choices the user has made are hard to find without relying on memory (example: hidden behind accordions or a previous page). + Avoid: Completed steps and choices the user has made are hard to find without relying on memory (example: hidden behind accordions or a previous page).

      @@ -447,7 +450,7 @@
      How it Helps

      Examples
      -

      Do:

      +

      Use:

      Links with an underline and/or blue text color (or purple for already visited links), or both clearly identify links. Once a color @@ -455,7 +458,7 @@

      Examples
      page does not use this.

      -

      Don't:

      +

      Avoid:

      Links without an underline or usual blue text color (or purple for already visited links), even those that become clear when they @@ -514,11 +517,11 @@

      More Details
    Examples
    -

    Do:

    +

    Use:

    • A page includes a scrollbar for one section. The scroll bars look like they are inside the section and there are clear borders around the section so it is clear what content scrolls.
    • On a library site, a search box for the whole site is located in the upper right of the site’s main navigation. A second search box searches the library catalog. It is located within a section with a clear border, different background color, and a heading “Library Catalog”. The go button reads “search catalog”.
    -

    Don't:

    +

    Avoid:

    • When scrollbars are embedded in scrollable regions, and it is unclear which scrollbar to use. @@ -592,12 +595,12 @@
      Getting Started

      Find the common symbol used

      Examples
      -

      Do:

      +

      Use:

      A set of instructions where the bullet points are symbols relating to the content within the text.

      -

      Don't:

      +

      Avoid:

      A page with important instructions and no symbols or images to guide the reader or a very cluttered page of symbols that confuses. @@ -646,13 +649,13 @@

      More Details

      Usage data can normally identify the most common tasks. Focus groups and surveys are also useful for identifying what the users want.

      Examples
      -

      Do: A library website includes the important tasks directly on the main page. The +

      Use: A library website includes the important tasks directly on the main page. The advanced search box which allows users to search for books in the catalog is located towards the top of the home page and a simple version which allows users to search the site or the catalog is in the main navigation. Important tasks such as signing up for a library card, locating a branch, and reserving a conference room are listed in the main navigation and included on the main page in visually distinct boxes.

      -

      Don't: A library website only includes upcoming events on the main page. Users have +

      Avoid: A library website only includes upcoming events on the main page. Users have to click on a link titled Catalog before they can get to a search box to look for books. Signing up for a library card, locating a branch, and reserving a conference room are included on a page labeled About and are not easily visible from the main navigation. @@ -763,14 +766,14 @@

      Examples
      An example of consistent “+” sign to show that additional information will be shown when pressed.

      -

      Do:

      +

      Use:

      • The presence of sub-menu items is easy to find because there are triangles next to their menu items.
      -

      Don't:

      +

      Avoid:

      • No visual indication of sub-menu items is next to the menu item. @@ -840,11 +843,11 @@
        Visual Cues
        Visual of grouping of information is based on the psychological principle of Common Regions. It has been found that the grouping information using a border or color shading makes it easier for people to identify groups, even if the content of the group is not similar.

        Example of the Common Regions grouping principle. picuture1 Example of the Common Regions grouping principle. picuture2

        Figures: Example of the Common Regions grouping principle.

        @@ -890,13 +893,13 @@
        More Details

        Sometimes the structure and relationships can be made clear through personalization or user agents and good use of semantics in the code (see WCAG 2.0 SC 1.3.1).

        Examples
        -

        Do:

        +

        Use:

        A site that uses:

        • Separated Content With a Card Design and Symbols - White space, borders or call outs are used in addition to headings and symbols to help define sections of content. This organizes the information on the page so it is easier to determine layout and find specific information;
        • Separated Interactive Elements - Place interactive elements like scroll bars and buttons close to the content they can impact. Also, keep interactive elements further from content to which they do not apply. This makes it easier to identify which elements will impact each section of content.

        See GOV.UK. for a success example.

        -

        Don't:

        +

        Avoid:

        Dense text, with little white space, no call outs, and a lack of visually differentiated headings to define sections;

    @@ -987,7 +990,7 @@
    Getting Started

    Examples
    -

    Do:

    +

    Use:

    1. A login form is visible without the need to scroll the page. @@ -1072,12 +1075,12 @@
      More Details
      Examples
      • - Do: A 30-minute video is divided + Use: A 30-minute video is divided into 5 sections, each with a descriptive link to play from that point onwards.
      • - Don't: A 30-minute video contains no + Avoid: A 30-minute video contains no subdivisions or descriptions of sections, forcing the user to play it from the beginning or guess starting locations within the video. @@ -1143,7 +1146,7 @@
        More Details

        Examples
        -

        Do: A site has a search with spell check.

        +

        Use: A site has a search with spell check.

    @@ -1217,7 +1220,7 @@
    Getting Started
    Examples

    - Do: Plain text with clear words and + Use: Plain text with clear words and definition of term.

    Your landlord must follow the law.

    @@ -1236,7 +1239,7 @@
    Examples
    the apartment. -

    Don't: Uncommon words and no explanations

    +

    Avoid: Uncommon words and no explanations

    A Landlord's Right to Deduct. When a tenant moves into a rental property, he or she will pay the landlord a security deposit. @@ -1292,10 +1295,10 @@

    More Details
    Examples

    - Do: Plain text in a simple tense + Use: Plain text in a simple tense

    Your stocks went up this month.

    -

    Don't: Not plain text

    +

    Avoid: Not plain text

    Over the last month, we saw your stocks increasing.

    @@ -1328,10 +1331,10 @@
    How it Helps

    Examples
    -

    Do:

    +

    Use:

    Write clearly.

    -

    Don't:

    +

    Avoid:

    Do not write unclearly.

    @@ -1395,14 +1398,14 @@
    Getting Started
    Example

    - Do: literal text and concrete language + Use: literal text and concrete language

    If you are experiencing anxiety before starting take a deep breath, tell yourself you can do it and get started. Anxiety can include nervousness, fear, dizziness or shortness of breath.

    -

    Don't: non-literal text

    +

    Avoid: non-literal text

    If you are experiencing cold feet before starting, take a deep breath and jump in. @@ -1472,7 +1475,7 @@

    More Details
    Examples
    -

    Do:

    +

    Use:

    Calgary will have a lot of snow and hail this weekend. Try not to drive. If you must drive: @@ -1484,7 +1487,7 @@

    Examples
    Information Website. -

    Don't:

    +

    Avoid:

    DOTD Issues Winter Weather Travel Advisory for Calgary. With the possibility of snow and rain in the forecast throughout the holiday @@ -1678,16 +1681,16 @@

    Getting Started

    Examples
    -

    Do (Hebrew):

    +

    Use (Hebrew):

    אֹמַר /אומר

    -

    Don't (Hebrew):

    +

    Avoid (Hebrew):

    אמר

    -

    Do (Arabic):

    +

    Use (Arabic):

    He wrote: كَتَبَ

    Books: كُتُبْ

    It was written: كُتِبَ

    -

    Don't (Arabic):

    +

    Avoid (Arabic):

    كتب

    @@ -1744,14 +1747,14 @@
    More Details

    Examples
    -

    Do:

    +

    Use:

    From GOV.UK

    -

    Don't:

    +

    Avoid:

    In multimedia, the segments are summarized as Chapter 1, part 1. Chapter 1, part 2, etc.

    @@ -1794,7 +1797,7 @@
    How it Helps
    Examples

    - Do:

    + Use:

    Separate each step using an If/Then Table

    @@ -1824,7 +1827,7 @@
    Examples
    -

    Don't:

    +

    Avoid:

    Do not separate each step

    If you want to work in programing, write to programing@example.com @@ -1921,10 +1924,10 @@

    How it Helps
    takes users to recognize words.

    Examples
    -

    Do:

    +

    Use:

    It is easy to recognize words and process large amounts of text as the content can be easily distinguished from the background.

    -

    Don't:

    +

    Avoid:

    It is difficult to recognize words and process text when the background has a lot of noise.

    @@ -1963,7 +1966,7 @@
    More Details

    Note that standard emojis often come with an explanation or alternative text.

    Examples
    -

    Do:

    +

    Use:

    When writing sarcastic comments in a social media post or email, add supplementary text such as to help readers understand the intent of your communication.

    Once it is mature you can also use personalization semantics to add non-literal text alternatives.

    @@ -2135,12 +2138,12 @@
    More Details
    it is usually not problematic. For example, form controls shift down while a user types text into a text box above the controls or when the user expands a section.

    Examples
    -

    Do:

    +

    Use:

    A loading icon is visible while the page is loading. After the content is finished loading the loading icon is removed and the content stays in the same place.

    -

    Don't:

    +

    Avoid:

    The user is about to select a phone number to call. As the user is about to touch the phone number, it shifts down. The user presses the wrong phone number and calls the wrong person.

    @@ -2235,7 +2238,7 @@
    More Details
    Examples
    -

    Do:

    +

    Use:

    The user is watching a video. They touch a control accidentally and pressing back does not take them back to the video.

    A user is completing an online form when applying for a job. The user accidentally hits the home icon @@ -2246,7 +2249,7 @@

    Examples
    misunderstand a section or skip an answer. The user can edit any data they mistyped.

    -

    Don't:

    +

    Avoid:

    Completing an online form when applying for a job. The user goes back a screen because they realize they may have forgotten to answer @@ -2315,7 +2318,7 @@

    How it Helps

    Examples
    -

    Do:

    +

    Use:

    • There are no surprise charges or conditions.
    • @@ -2331,7 +2334,7 @@
      Examples
      can be between $4 and $400 depending on location.
    -

    Don't:

    +

    Avoid:

    • Final transaction includes unknown charges that result in @@ -2445,7 +2448,7 @@
      More Details
    Examples
    -

    Do:

    +

    Use:

    • Correct errors of the post code being written in the text field @@ -2456,7 +2459,7 @@
      Examples
      explanation if the user attempts to do so.
    -

    Don't:

    +

    Avoid: