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Fixing markup, duplicate text, invalid urls, and minor typos. #97

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Fixing markup, duplicate text, invalid urls, and minor typos. #97

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4e5eb27
[Gap Analysis] Remove duplicate bullet point in introduction.
chrisosaurus Jul 29, 2019
274939f
[Gap Analysis] Minor whitespace tidy up for introduction.
chrisosaurus Jul 29, 2019
b7c65c0
[Techniques] Minor html em tag formatting.
chrisosaurus Jul 29, 2019
e1c9cdc
[Techniques] Correcting local urls.
chrisosaurus Jul 29, 2019
27bdd77
[Techniques] Removing empty section.
chrisosaurus Jul 29, 2019
c91db22
[Extension] Correcting local urls.
chrisosaurus Jul 29, 2019
10a6ba1
[Extension] Correcting local urls.
chrisosaurus Jul 29, 2019
8372308
[Techniques] Removing stray closing paragraph tags.
chrisosaurus Jul 29, 2019
0090ba9
[Techniques] Fixing one instance of no-headingless-sections linter er…
chrisosaurus Jul 29, 2019
2213c75
[Techniques] Paragraph tag tidyup.
chrisosaurus Jul 29, 2019
948e2bd
[Techniques] Tidying up invalid html list tags.
chrisosaurus Jul 29, 2019
f4f4301
[Techniques] Changing one ampersand to 'and' for consistency.
chrisosaurus Jul 29, 2019
a5a3441
[Techniques] Fixing no-headingless-sections linter error.
chrisosaurus Jul 29, 2019
1bfd6fe
[Techniques] Fixing sections formatting for payment technique.
chrisosaurus Jul 29, 2019
48c5626
Fixing two typos of 'ADHA' to 'ADHD'.
chrisosaurus Jul 29, 2019
e809cd7
[Techniques] Fixing sections formatting for 'attention and focus'.
chrisosaurus Jul 29, 2019
c10ebff
[Techniques] HTML escaping quotes.
chrisosaurus Jul 29, 2019
b79e1cb
[Techniques] Fixing format for one resource.
chrisosaurus Jul 29, 2019
86b2081
[Techniques] Removing unmatched closing html tags.
chrisosaurus Jul 29, 2019
f849f4e
[Techniques] Starting work on section nesting for 'techniques under d…
chrisosaurus Jul 29, 2019
b3ec783
[Techniques] Fixing nesting for cognitive-skill-required technique so…
chrisosaurus Jul 29, 2019
3a89dc0
[Techniques] Removing empty 'Enable' section.
chrisosaurus Jul 29, 2019
4080424
[Techniques] Fixing nesting of sources for charts and graphs technique.
chrisosaurus Jul 29, 2019
e385662
[Gap Analysis] Removing unmatched closing section tag.
chrisosaurus Jul 29, 2019
c551152
[Gap Analysis] Removing paragraph tags from around section.
chrisosaurus Jul 29, 2019
120d1a1
[Gap Analysis] Adding missing closing ul tags.
chrisosaurus Jul 29, 2019
e307549
[Extension] Moving meta tag inside head tag.
chrisosaurus Jul 29, 2019
2f33126
[Extension] Tidying html tag usage.
chrisosaurus Jul 29, 2019
391d834
[Persona] Removing unmatched closing paragraph tag.
chrisosaurus Jul 29, 2019
e6a7b74
[Persona] Fixing invalid href.
chrisosaurus Jul 29, 2019
e583d7c
[User Research] Removing empty paragraphs.
chrisosaurus Jul 29, 2019
dd7f5e3
[Techniques] Minor grammar fix, adding suspected missing words to com…
chrisosaurus Jul 29, 2019
a913a5c
[Content Usable] Removing duplicate list item.
chrisosaurus Jul 30, 2019
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1 change: 0 additions & 1 deletion content-usable/design.html
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Expand Up @@ -2432,7 +2432,6 @@ <h3>Pattern: Keep text succinct</h3>
<li>Keep paragraphs short. Have only one topic in each paragraph.</li>
<li>Use short sentences. Have only one point per sentence.</li>
<li>Use bulleted or numbered lists.</li>
<li>Use bullets or numbered lists.</li>
</ul>
<section>
<h4>How It Helps</h4>
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12 changes: 1 addition & 11 deletions extension/index.html
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@@ -1,7 +1,7 @@
<!DOCTYPE html>
<html xmlns="http://www.w3.org/1999/xhtml">
<meta charset="utf-8"/>
<head>
<meta charset="utf-8"/>
<title>Cognitive and Learning Disabilities and WCAG</title>
<script src="https://www.w3.org/Tools/respec/respec-w3c-common" class="remove"></script>
<script src="../common/biblio.js" class="remove"></script>
Expand Down Expand Up @@ -348,7 +348,6 @@ <h4 id="instructions">Instructions, labels, navigation and <a>important informat
<li>Identifying each step in instructions, </li>
<li>Using specific and <a>concrete wording</a> in instructions, </li>
</ol>
<p></p>
<p>Exemptions:</p>
<ol>
<li>There are times when passive voicing or other tense can be clearer. Other voicing may be used when it has been shown via user test to be easier to understand, more friendly or appropriate. </li>
Expand Down Expand Up @@ -393,7 +392,6 @@ <h4 id="chunks">Information is provided in manageable chunks, that include: </s
<p>Exception: If a specific structure is an essential part of the main function of the site. </p>
<p>&nbsp;</p>
<p class="technique">Techniques will include: For multi media chunks may include: steps in a process, slide changes, topic changes. </p>
<p></p>
<p>&nbsp;</p></section><section>
<h4 id="324"><strong>Add to WCAG 3.2.4 </strong></h4>
<ul>
Expand All @@ -409,7 +407,6 @@ <h4 id="324"><strong>Add to WCAG 3.2.4 </strong></h4>
<p>&nbsp;</p>
<p class="technique">see COGA Techniques 2.1</p>
<p class="technique">Techniques will include: using size, emphasis , colour, symbols, white space and positioning. </p>
<p></p>
</section><section>
<h4 id="obvious" ><strong>The main purpose of each page and section of content is <em>obvious</em>. </strong> Extraneous information that is not relevant to the main purpose of each page is separated in the modality of the user and pragmatically determinable.
</h4>
Expand Down Expand Up @@ -441,11 +438,8 @@ <h4 id="layout"><strong>Provide a clear and understandable layout that includes
<p>&nbsp;</p>
<p class="technique">see COGA Techniques 2.1</p>
<p class="technique">Techniques will include: using size, emphasis , colour, symbols, white space and positioning. For multi media chunks may include: steps in a process, slide changes, topic changes. </p>
<p></p>
</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
</section>
<section>
Expand All @@ -468,9 +462,6 @@ <h4 id="controls">Interactive controls are visually clear or visually clear cont
<section>
<h4 id="familiar"><strong>A familiar design, layout and common icons are easily available</strong>. </h4>
<p>A familiar design can be the user platform standard design or the design of a previous versions of this product that the user is familiar with and has successfully used. </p>
<p>
<section></section>
</p>
<section>
<p class="technique"> Techniques to include: Making common components and icons programmatic determinable enables their positions to be standardized via <a>personalization</a>. </p>
<div class="technique"> Techniques to include: Example of coga-wcag technique In 2015 in English sites standard layout for web sites includes:
Expand Down Expand Up @@ -743,7 +734,6 @@ <h4 id="support"><strong>Support is provided that help users check their task an
<p class="technique">Techniques to include: use coga/aria extension for steps in a process</p>
<p>&nbsp;</p>
<p class="technique">Techniques to include: clickable breadcrumbs</p>
<p></p>
<p>&nbsp;</p>
</section>
<section>
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4 changes: 2 additions & 2 deletions extension/standardized-apis.html
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Expand Up @@ -35,8 +35,8 @@ <h2><a id="user-content-related-glossary-additions-or-changes" href="https://git
<dd>identified in the native platform's documentation or in a WCAG technique</dd>
</dl>

<!-- <p>Details of any suggested glossary definitions or changes. you can find most of these at <a href="file:///C:/Users/lseeman/Documents/coga/extension/index.html#terms"> Terms</a> (in our original proposal ) or inline in the original proposal.</p>
<p>You may need to add a definition. If you add a definition please also add it to <a href="file:///C:/Users/lseeman/Documents/coga/extension/index.html#terms"> Terms</a> or send it to the list and I will add it.</p>
<!-- <p>Details of any suggested glossary definitions or changes. you can find most of these at <a href="https://w3c.github.io/coga/extension/index.html#terms"> Terms</a> (in our original proposal ) or inline in the original proposal.</p>
<p>You may need to add a definition. If you add a definition please also add it to <a href="https://w3c.github.io/coga/extension/index.html#terms"> Terms</a> or send it to the list and I will add it.</p>
<p>Also David suggested  <a rel="nofollow" href="https://www.w3.org/WAI/GL/wiki/Proposed_wording_for_COGA_SC_on_visually_clear_interactive_controls">specific language for the SC about "interactive controls"</a> which we can use</p> -->

<h2><a id="user-content-what-principle-and-guideline-the-sc-falls-within" href="https://github.com/w3c/wcag21/wiki/Proposals-for-new-Success-Criteria#what-principle-and-guideline-the-sc-falls-within" aria-hidden="true"></a>What Principle and Guideline the SC falls within.</h2>
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4 changes: 2 additions & 2 deletions extension/template.html
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Expand Up @@ -32,8 +32,8 @@ <h3>Proposed:</h3>
<p>1.4.3 Contrast (Minimum): The visual presentation of @@text, images of text, and icons@@ has a contrast ratio of at least 4.5:1, except for the following: (Level @@A@@).</p>
<h2>Suggestion for Priority Level (A/AA/AAA)</h2>
<h2>Related Glossary additions or changes</h2>
<p>Details of any suggested glossary definitions or changes. you can find most of these at <a href="file:///C:/Users/lseeman/Documents/coga/extension/index.html#terms"> Terms</a> (in our original proposal ) or inline in the original proposal.</p>
<p>You may need to add a definition. If you add a definition please also add it to <a href="file:///C:/Users/lseeman/Documents/coga/extension/index.html#terms"> Terms</a> or send it to the list and I will add it.</p>
<p>Details of any suggested glossary definitions or changes. you can find most of these at <a href="https://w3c.github.io/coga/extension/index.html#terms"> Terms</a> (in our original proposal ) or inline in the original proposal.</p>
<p>You may need to add a definition. If you add a definition please also add it to <a href="https://w3c.github.io/coga/extension/index.html#terms"> Terms</a> or send it to the list and I will add it.</p>
<p>Also David suggested  <a rel="nofollow" href="https://www.w3.org/WAI/GL/wiki/Proposed_wording_for_COGA_SC_on_visually_clear_interactive_controls">specific language for the SC about "interactive controls"</a> which we can use</p>
<h2>What Principle and Guideline the SC falls within.</h2>
<p>A simple answer, such as "Principle 1, Guideline 1.4".<br>
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18 changes: 8 additions & 10 deletions gap-analysis/index.html
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Expand Up @@ -158,12 +158,10 @@ <h2>Introduction</h2>
<li>Lack of availability of open research: Research on this topic tends to be behind a “paywall” which means that developers and policy makers may be unable to find out what techniques are proven to work to address the needs of people with disabilities</li>
<li>There is a wide range of cognitive disabilities; each type of impairment is different, with diverse symptoms and particular digital accessibility requirements. This adds to the complexity of knowing how to address user needs.</li>
<li>The advice given in the research and available guidance is often vague and is not testable. So, even if developers read the research they would not know exactly what to do or when they have reached an acceptable level of accessibility.</li>
<li>Another major challenge is capturing difficulties related to cognitive disabilities that may be undeclared. People with cognitive disabilities may be embarrassed about their disabilities and may be less likely to request accommodations. They may be afraid of discrimination, especially in the work place. Others are not aware of their disability or of the impact it has on their functioning.</li>
<li>Attitudes and misinformation can also become a barrier to inclusion for people with cognitive disabilities. For example, developers that may feel people with cognitive disabilities are not in their &quot;target audience&quot; and so have no interest in their inclusion. Also, studies of usability often over-sample college students. This can mean that the results work less well for those inadequately represented among sub-groups of college students (such the aging population).</li>

<li>Attitudes and misinformation can also become a barrier to inclusion for people with cognitive disabilities. For example, developers that may feel people with cognitive disabilities are not in their “target audience” and so have no interest in their inclusion. Also, studies of usability often over-sample college students. Thus the results work less well for groups who are not well represented among sub-groups of college students (such the aging population).</li>
<li>Accessibility has typically been based upon the assumption that any website can be designed to be usable by people with disabilities. However, when making a website usable for people with cognitive disabilities, the content itself may need to be changed (e.g. simplified), or support adaptability (e.g. multi-modal delivery).</li>
</ul>
<li>Another major challenge is capturing difficulties related to cognitive disabilities that may be undeclared. People with cognitive disabilities may be embarrassed about their disabilities and may be less likely to request accommodations. They may be afraid of discrimination, especially in the work place. Others are not aware of their disability or of the impact it has on their functioning.</li>
<li>Attitudes and misinformation can also become a barrier to inclusion for people with cognitive disabilities. For example, developers that may feel people with cognitive disabilities are not in their &quot;target audience&quot; and so have no interest in their inclusion. Also, studies of usability often over-sample college students. This can mean that the results work less well for those inadequately represented among sub-groups of college students (such the aging population).</li>
<li>Accessibility has typically been based upon the assumption that any website can be designed to be usable by people with disabilities. However, when making a website usable for people with cognitive disabilities, the content itself may need to be changed (e.g. simplified), or support adaptability (e.g. multi-modal delivery).</li>
</ul>
<p>Addressing these issues requires us to make a broader view of solutions for accessibility, such as a content focused approach and to explore personalization solutions that incorporate inclusive design. To address these issues we have adopted the following strategies:</p>
<ol>
<li>Select a <strong>phased approach</strong>. In our first phase we looked at eight different disabilities or categories that cut across types of cognitive impairment in terms of severity and brain function. Although some user needs might not have been identified in this phase, this approach made the work involved practical and it is likely that most key needs will have been identified. Other cognitive disabilities and emotional disabilities may be included in phase 2 and the current user groups may be re-examined.</li>
Expand Down Expand Up @@ -325,10 +323,8 @@ <h3>Summary of Technique Solutions </h3>

<section>
<h3>Roadmap of Solutions Against User Needs</h3>
<p><section data-include="table.html" data-include-replace="true" id="table"></section></p>

</section>
</section>
<section data-include="table.html" data-include-replace="true" id="table"></section>
</section>
<section>
<h2>Personalization Semantics</h2>
<p>The ARIA Working Group is developing <a href="https://www.w3.org/TR/personalization-semantics-1.0/">Personalization Semantics 1.0</a> [[personalization-semantics-1.0]], a vocabulary of terms to indicate personalization preferences to applications which began in the Cognitive and Learning Disabilities Accessibility Task Force.</p>
Expand Down Expand Up @@ -855,6 +851,7 @@ <h5>Problems with Way Finding</h5>
<li>Changes in the screen orientation</li>
<li>Confusion over instructions and terms used</li>
<li>Confusion with directional terms such as left and right</li>
</ul>
</section>
<section>
<h5>Solutions for Way Finding</h5>
Expand All @@ -869,6 +866,7 @@ <h5>Further Work for Way Finding</h5>
<ul>
<li>Explore current wayfinding technologies and applications for people with cognitive impairments</li>
<li>Develop example wayfinding techniques to use when designing solutions with the needs of cognitive impairments in mind</li>
</ul>
</section>
</section>
<section>
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3 changes: 1 addition & 2 deletions persona/index.html
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Expand Up @@ -264,7 +264,7 @@ <h1>Interesting links</h1>
<li>Dysarthria (<a href="http://www.aegis-project.eu/images/docs/Personas/EmmaHQacc.pdf">Emma Karlsson</a> (Dysarthria))</li>
<li>Learning disability (LD) (<a href="http://www.aegis-project.eu/images/docs/Personas/NiteshHQacc.pdf">Nitesh Sarin</a> (Dyslexic and colour blind), <a href="http://www.aegis-project.eu/images/docs/Personas/adamHQacc.pdf">Adam Ljung</a> (Learning disability))</li>
<li>Learning disability (LD) - Speech and language disorders (<a href="http://www.aegis-project.eu/images/docs/Personas/NiteshHQacc.pdf">Nitesh Sarin</a> (Dyslexic and colour blind), <a href="http://www.aegis-project.eu/images/docs/Personas/JaneHQacc.pdf">Jane Brown</a> (Cerebral Palsy))</li>
<li>Learning disability (LD) - Academic skills disorders (<a href="Learning disability (LD) - Academic skills disorders (Jane Brown (Cerebral Palsy))">Jane Brown</a> (Cerebral Palsy))</li>
<li>Learning disability (LD) - Academic skills disorders (<a href="http://www.aegis-project.eu/images/docs/Personas/JaneHQacc.pdf">Jane Brown</a> (Cerebral Palsy))</li>
</ul>
<p><strong>Hearing impairments</strong>:</p>
<ul>
Expand All @@ -286,7 +286,6 @@ <h1>Interesting links</h1>
<li>Expressive language disorder (<a href="http://www.aegis-project.eu/images/docs/Personas/carlosHQacc.pdf">Carlos Portillo</a> (Moderate Aphasia - Paraphasia), <a href="http://www.aegis-project.eu/images/docs/Personas/WayneHQacc.pdf">Wayne Edwards</a> (Global aphasia - short term memory loss), <a href="http://www.aegis-project.eu/images/docs/Personas/EmmaHQacc.pdf">Emma Karlsson</a> (Dysarthria))</li>
<li>Communication disability (<a href="http://www.aegis-project.eu/images/docs/Personas/TomasaHQacc.pdf">Tomasa Almaraz</a> (Deaf), <a href="http://www.aegis-project.eu/images/docs/Personas/carlosHQacc.pdf">Carlos Portillo</a> (Moderate Aphasia - Paraphasia), <a href="http://www.aegis-project.eu/images/docs/Personas/WayneHQacc.pdf">Wayne Edwards</a> (Global aphasia - short term memory loss), <a href="http://www.aegis-project.eu/images/docs/Personas/EmmaHQacc.pdf">Emma Karlsson</a> (Dysarthria), <a href="http://www.aegis-project.eu/images/docs/Personas/NiteshHQacc.pdf">Nitesh Sarin</a> (Dyslexic and colour blind), <a href="http://www.aegis-project.eu/images/docs/Personas/JaneHQacc.pdf">Jane Brown</a> (Cerebral Palsy))</li>
</ul>
</p>
<p><strong>Upper limb impairment</strong>:</p>
<ul>
<li>Cerebral palsy (<a href="http://www.aegis-project.eu/images/docs/Personas/MikelHQacc.pdf">Mikel Vargas</a> (Spina bifida), <a href="http://www.aegis-project.eu/images/docs/Personas/JaneHQacc.pdf">Jane Brown</a> (Cerebral Palsy))</li>
Expand Down