WCUS2022.pdf

@cahdeemer @alleyco #WCUS Embracing Minds of All Kinds Making Digital
Content Usable for People with Cognitive Disabilities WordCamp US 2022

@cahdeemer @alleyco #WCUS https://speakerdeck.com/cahdeemer/wcus2022 2

@cahdeemer @alleyco #WCUS Objectives & Agenda 3

@cahdeemer @alleyco #WCUS Explore ways to gain buy-in for accessibility
work Objectives Identify digital access barriers that people with cognitive disabilities experience online Recognize 12 practical solutions for making content usable by people with cognitive disabilities 4

@cahdeemer @alleyco #WCUS Agenda • Terminology & Language • Barriers
• 12 Solutions • Getting Buy In • Questions 5

@cahdeemer @alleyco #WCUS Agenda ⁕ Terminology & Language • Barriers

@cahdeemer @alleyco #WCUS Disability is not a dirty or shameful
word 7

@cahdeemer @alleyco #WCUS 8

@cahdeemer @alleyco #WCUS Deﬁnition of Cognitive Disabilities “neurodiversity as well
as neurological disorders and mental and behavioral disorders that may or may not be neurological.” -W3C https://www.w3.org/WAI 9

@cahdeemer @alleyco #WCUS Examples of Cognitive Disabilities • ADHD •
Anxiety • Aphasia • Autism • Dementia • Depression • Down syndrome • Dysgraphia • Dyscalculia • Dyspraxia • Epilepsy • OCD • PTSD • TBI • Tourette syndrome 10

@cahdeemer @alleyco #WCUS ADHD Dementia Traumatic brain injury Struggles with
focus Has memory impairments Diﬃculty concentrating Diagnostic labels Functional terms 11

@cahdeemer @alleyco #WCUS Functional vs. Diagnostic Labels We use functional
terms over clinical terms because: • Not everyone with a cognitive disability has a clinical diagnosis. 12

terms over clinical terms because: • Not everyone with a cognitive disability has a clinical diagnosis. • Not everyone with a cognitive disability has only one diagnosis. 13

terms over clinical terms because: • Not everyone with a cognitive disability has a clinical diagnosis. • Not everyone with a cognitive disability has only one diagnosis. • Not everyone with the same disability experiences it the same way. 14

@cahdeemer @alleyco #WCUS Cognitive Skills That Affect Online Behaviors •
Memory • Problem solving • Decision making • Attention & focus • Time Management • Processing speed • Math comprehension • Reading comprehension • Language comprehension • Impulse Control 15

@cahdeemer @alleyco #WCUS Executive function “mental processes that enable us
to plan, focus attention, remember instructions, and juggle multiple tasks successfully.” Center on the Developing Child, Harvard University https://developingchild.harvard.edu/ 16

@cahdeemer @alleyco #WCUS Agenda • Terminology & Language ⁕ Barriers

@cahdeemer @alleyco #WCUS Digital barriers • Sites with complex or
overwhelming interfaces • Sites with complex or unusual words • Long passages of text or visual walls of text • Animations or media that autoplay • Blinking, ﬂashing, ﬂickering, or moving content • Lack of help 18

@cahdeemer @alleyco #WCUS Flesch Reading Ease Score Reading Ease Score
Readability Level Flesch-Kincaid Reading Level (US Grade) 90 — 100 Very Easy 5th 80 — 89 Easy 6th 70 — 79 Fairly Easy 7th 60 — 69 Standard 8th — 9th 50 — 59 Fairly Difficult 10th — 12th 30 — 49 Difficult College < 30 Very Difficult College Grad / Professional 21

@cahdeemer @alleyco #WCUS Flesch Reading Ease Score Saturn page Reading
Ease Score Readability Level Flesch-Kincaid Reading Level (US Grade) 90 — 100 Very Easy 5th 80 — 89 Easy 6th 70 — 79 Fairly Easy 7th 60 — 69 Standard 8th — 9th 50 — 59 Fairly Difficult 10th — 12th 30 — 49 Difficult College < 30 Very Difficult College Grad / Professional 22

Readability Level Flesch-Kincaid Reading Level (US Grade) 90 — 100 Very Easy 5th 80 — 89 Easy 6th 70 — 79 Fairly Easy 7th 60 — 69 Standard 8th — 9th 50 — 59 Fairly Difficult 10th — 12th 30 — 49 Difficult College < 30 Very Difficult College Grad / Professional Most Adults 23

Readability Level Flesch-Kincaid Reading Level (US Grade) 90 — 100 Very Easy 5th 80 — 89 Easy 6th 70 — 79 Fairly Easy 7th 60 — 69 Standard 8th — 9th 50 — 59 Fairly Difficult 10th — 12th 30 — 49 Difficult College < 30 Very Difficult College Grad / Professional Folks with concentration, language, or reading impairments 24

@cahdeemer @alleyco #WCUS What price are disabled users paying for
inaccessible sites? 25

@cahdeemer @alleyco #WCUS 🥄🥄🥄🥄🥄 26

@cahdeemer @alleyco #WCUS Spoon Theory 🥄 Developed by Christine Miserandino
to explain what it’s like to live with a chronic illness or disability 🥄 Every task in a day takes energy; every task in a day takes spoons 🥄 When spoons run out, there is no energy left for tasks 27

⁕ 12 Solutions • Getting Buy In • Questions 28

@cahdeemer @alleyco #WCUS About the 12 Solutions • Based on
the W3C’s April 2021 Working Group Note • There are many more solutions in the Working Group Note • Cannot be identiﬁed or remediated with automated tools 29

@cahdeemer @alleyco #WCUS Make it easy to ﬁnd the most
important tasks 1 30

@cahdeemer @alleyco #WCUS Why does this matter? Users with impaired
executive function and memory may have diﬃculty determining what they can do on a site with a lot of noise and distractions 31

@cahdeemer @alleyco #WCUS Identifying the most important tasks Identifying your
product’s most important tasks can be tricky and may involve user testing, focus groups, or usage data 32

@cahdeemer @alleyco #WCUS Provide a friendly search 2 33

@cahdeemer @alleyco #WCUS Why does this matter? Users with short-term
memory impairments, who get distracted easily, or struggle with executive function may rely on search more than menus, categories, or browsing 34

@cahdeemer @alleyco #WCUS Search Tip #1 Search is most useful
when it corrects spelling errors and suggests auto-corrected versions of search terms acessibil accessibility definition accessibility synonym accessibility meaning accessibility checker 35

@cahdeemer @alleyco #WCUS Search Tip #2 Prioritize search accessibility on
large and complex sites, where search is a more important navigation tool 36

@cahdeemer @alleyco #WCUS Use clear and understandable content 3 37

language skills may not be able to understand complex language. 38

@cahdeemer @alleyco #WCUS Why does this matter? Users with memory
impairments may not be able to be learn new words. 39

@cahdeemer @alleyco #WCUS Why does this matter? Users who struggle
with non-literal language may not understand jokes and metaphors. 40

@cahdeemer @alleyco #WCUS Help users understand your content by using
• easy to understand words • short sentences • simple tense 41

@cahdeemer @alleyco #WCUS Help users understand your content by using
• easy to understand words • short sentences • simple tense • short blocks of text • concrete content & examples • generous white space 42

@cahdeemer @alleyco #WCUS Use clear formatting and punctuation 4 43

@cahdeemer @alleyco #WCUS Why does this matter? Users with communication
diﬃculties may use screen readers to understand content. When content is formatted incorrectly, the user may not able to understand it. 44

@cahdeemer @alleyco #WCUS Punctuation and Formatting Tips • Write out
the month in dates • Avoid using Roman numerals • Use language-appropriate separators for long numbers 👍 Do this 👎 Avoid Nov. 8, 2019 11/08/2019 Chapter 4 Chapter IV 1,234 visitors 1234 visitors 45

@cahdeemer @alleyco #WCUS Use clear step-by-step instructions 5 46

@cahdeemer @alleyco #WCUS Why does this matter? Clear and easy-to-understand
instructions help a variety of disabled folks. Without instructions, users may make multiple mistakes, use their spoons , and abandon their task. 47

@cahdeemer @alleyco #WCUS Where to position instructions • Provide clear
instructions at the start of a process, not just when there are errors. • Place instructions before, or next to, the ﬁeld or activity • Instructions can be hidden behind a familiar icon Member ID Your Member ID is a 9-digit number found in your welcome email 48

@cahdeemer @alleyco #WCUS Make short critical paths 6 49

@cahdeemer @alleyco #WCUS Why does this matter? Streamlining processes reduces
fatigue, distractions, and mistakes and increases the chances that users with cognitive disabilities will successfully complete a task. 50

@cahdeemer @alleyco #WCUS Critical Path Tips • Provide short navigation
to key features • Only require necessary steps 51

@cahdeemer @alleyco #WCUS Solutions 1 - 6 Recap 1. Make
it easy to ﬁnd the most important tasks 2. Provide a friendly search 3. Use clear and understandable content 4. Use clear formatting and punctuation 5. Use clear step-by-step instructions 6. Make short critical paths 52

@cahdeemer @alleyco #WCUS Provide a login that doesn’t rely on
memory 7 53

@cahdeemer @alleyco #WCUS Why does this matter? People with any
impairment that affects memory or language can find it difficult or impossible to overcome memory barriers when logging in. 54

@cahdeemer @alleyco #WCUS Login methods that don’t rely on memory
• Single Sign-on (SSO) • Magic links • Quick Response Codes (QR Code) 55

@cahdeemer @alleyco #WCUS Don’t ask users to memorize or calculate
data 8 56

working memory can’t remember a lot of details at the same time. Users with impaired executive function may struggle to remember instructions. 57

@cahdeemer @alleyco #WCUS Building processes that don’t rely on memory
Each step in a process should contain the information necessary to allow a user to proceed. Provide a summary of information from previous steps Current Plan New Plan Plus New Plan Pro 58

@cahdeemer @alleyco #WCUS Provide Alternative Content for Complex Tasks and
Information 9 59

@cahdeemer @alleyco #WCUS Why does this matter? People with cognitive
disabilities may struggle to make sense of complex information and data formats, but may understand when supplementary content is included. 60

@cahdeemer @alleyco #WCUS Alternative Content Tips • Use charts and
graphs to support text • Add video clips to support instructions • Include a ﬂow chart to visualize a process • Link keywords to a glossary 61

@cahdeemer @alleyco #WCUS Provide human help 10 62

@cahdeemer @alleyco #WCUS Why does this matter? When a user
gets stuck or confused for any reason, getting help from a real person is usually the most eﬀective solution. 63

@cahdeemer @alleyco #WCUS How to provide help • Phone number
• Text • Email address • Live chat 64

@cahdeemer @alleyco #WCUS Let Users Control When Content Changes 11
65

@cahdeemer @alleyco #WCUS Why does this matter? Unexpected changes in
content can result in loss of focus, anxiety, or confusion for a variety of disabled users 66

@cahdeemer @alleyco #WCUS Let Users Control When the Content Changes
Changes include • Launching pop-ups automatically • Submitting forms through a mechanism other than a submit button • Opening of new content Autoplay toggle 67

@cahdeemer @alleyco #WCUS Enable APIs and Extensions 12 68

@cahdeemer @alleyco #WCUS Overlays & Widgets • Do not provide
legal coverage • Do not make your site WCAG compliant • Do not help disabled people 69 Overlays

@cahdeemer @alleyco #WCUS overlayfactsheet.com 70

@cahdeemer @alleyco #WCUS Why does this matter? When add-ons and
extensions are blocked or not supported, disabled users with may not be able to use a site at all. 71

@cahdeemer @alleyco #WCUS APIs and Extension Tips Avoid code and
designs that stop browser extensions and other personalization tools from working Logo 72

@cahdeemer @alleyco #WCUS Solutions 7 - 12 Recap 7. Provide
a login that doesn’t rely on memory 8. Don’t ask users to memorize or calculate data 9. Provide alternative content for complex tasks and information 10. Provide human help 11. Let users control when content changes 12. Enable APIs and extensions 73

• 12 Solutions ⁕ Getting Buy In • Questions 74

@cahdeemer @alleyco #WCUS Balancing Accessibility Needs with Business Goals Test
Conduct A/B testing or get feedback from users Prioritize Identify high-impact changes and do those ﬁrst Research Collect data to understand long-term impact of decisions 75

@cahdeemer @alleyco #WCUS 🥄🥄🥄 Save the SPOONS 76

• 12 Solutions • Getting Buy In ⁕ Questions 77

@cahdeemer @alleyco #WCUS Terminology & Language National Center on Disability
and Journalism’s Language Guide https://ncdj.org/style-guide/ “Special needs” is an ineﬀective euphemism https://www.ncbi.nlm.nih.gov/pmc/articles/PM C5256467/ W3C’s deﬁnition of cognitive disabilities https://www.w3.org/WAI/people-use-web/abili ties-barriers/#cognitive Penn State Social Science Institute: Privilege plays a huge role in getting an ADHD diagnosis https://ssri.psu.edu/news/privilege-plays-huge -role-getting-adhd-diagnosis Resources Guide 78

@cahdeemer @alleyco #WCUS Terminology & Language Journal of the American
Academy of Child and Adolescent Psychiatry: Race Diﬀerences in the Age at Diagnosis Among Medicaid-Eligible Children With Autism https://www.jaacap.org/article/S0890-8567(09) 60739-5/fulltext Executive Function and Self-Regulation https://developingchild.harvard.edu/science/k ey-concepts/executive-function/ Resources Guide 79

@cahdeemer @alleyco #WCUS Barriers Flesch Reading Ease Score https://en.wikipedia.org/wiki/Flesch%E2%80% 93Kincaid_readability_tests
Readability of Wikipedia Pages https://www.readabilityofwikipedia.com/ Spoon Theory by Christine Miserandino https://butyoudontlooksick.com/articles/writte n-by-christine/the-spoon-theory/ Spoon Theory - Wikipedia https://en.wikipedia.org/wiki/Spoon_theory Resources Guide 80

@cahdeemer @alleyco #WCUS Solutions Screenshot 1: Philadelphia Museum of Art’s
Search Page https://philamuseum.org/search Screenshot 2: New York TImes Newsletters https://www.nytimes.com/newsletters Screenshot 3: AirBnb Login https://www.airbnb.com/login Screenshot 4: MeUndies Contact Us https://help.meundies.com/hc/en-us Resources Guide 81

@cahdeemer @alleyco #WCUS Solutions Screenshot 5: YouTube Autoplay Toggle https://www.youtube.com/watch?v=VY8gpP2K
tUc Web Content Accessibility Guidelines 2.1 https://www.w3.org/TR/WCAG21/ Web Content Accessibility Guidelines 2.2 Editor’s Draft https://w3c.github.io/wcag/guidelines/22/ Overlay Fact Sheet https://overlayfactsheet.com/ Cool jobs with the Alley Group https://alley.co/careers/ Resources Guide 82

WCUS2022.pdf

WCUS2022.pdf

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