$30 off During Our Annual Pro Sale. View Details »

UXA2022 Day 1; Ted Drake - Inclusive design for cognitive disabilities, neurodiversity, and chronic illness

UXA2022 Day 1; Ted Drake - Inclusive design for cognitive disabilities, neurodiversity, and chronic illness

Learn how to design for people with short term memory loss, problems focusing on a task, struggling with anxiety, and dealing with chronic pain. This presentation will introduce you to the people you need to include in your designs. You will also have clear action items for inclusive design.

uxaustralia
PRO

August 25, 2022
Tweet

More Decks by uxaustralia

Other Decks in Design

Transcript

  1. Inclusive Design: cognitive disabilities, neurodiversity, and chronic illness Ted Drake,

    Intuit UX Australia 2022
  2. Agua Caliente Band of Cahuilla Nation

  3. Agenda • Explore neurodiversity leaders • UX Principles • Cognitive

    Load • Short term memory • Content Design • Readability • Sickle Cell Pain and Anxiety
  4. Ted Drake (He, Him) Intuit’s Accessibility and Inclusive Design Leader

    • 20+ Years in Accessibility • International speaker and event coordinator • Yahoo! Accessibility Lab • BFA: Fine Art (Painting, Printmaking, and Photography) • Web Developer
  5. I do not have lived experiences

  6. Ashlea McKay @AshleaMcKay

  7. Laurel Beyers laurelbeyers.com

  8. Lona Moore lonamoore.com

  9. Gareth Ford Williams ab11y.com

  10. René Brooks blackGirlLostKeys.com

  11. Jamie Knight and Lion JamieAndLion.com

  12. No single experience or solution

  13. UX Principles - Cognitive Accessibility • Use standard elements •

    Check your affordances and signifiers • Simplify interfaces • Communicate clearly • Build in redundant interaction methods • Use consistent patterns • Design for recognition rather than recall • Vary stimuli to capture attention • Deliver effective feedback and notification • Give users control and choice
  14. Affordance and Signifier The doors have the affordance of opening

    in one direction. Each side has different shaped handles. • Which signifier suggests a pull direction? • Which signifier suggests a push direction? What if they were switched?
  15. Cognitive Load Cognitive load is the amount of working memory

    or short-term memory someone is using. Minimizing the cognitive load it takes to use your product or service makes it more accessible for people with cognitive disabilities.
  16. When technology communicates and behaves well, it enables you to

    do what you want to, on your terms. It communicates in ways that allow you to focus, and achieve the level of concentration you need to accomplish a task. - Respecting Focus: A behavior guide for Intelligent Systems (Microsoft)
  17. How can we reduce cognitive load? • Simple instead of

    Complex ◦ Which content actually serves a purpose. Leave out all the rest. • Easy to understand content ◦ Intuit’s readability target is 5th to 8th grade • Use videos and illustrations to support content • Clear affordances and signifiers • Use headings and lists to make content scannable • Consistent layout • Label icons with visible text
  18. “As a rule, people don’t like to puzzle over things.

    They enjoy puzzles in their place– when they want to be entertained or diverted or challenged– but not when they’re trying to find out what time their dry cleaner closes.” –Steve Krug, Don’t Make Me Think
  19. None
  20. Design for Short Term Memory • Focus on Recognition instead

    of Recall • Provide tools that aid in decision making • Have the system do some of the work for the user • Response time must be fast • Change the color of visited links • Provide help in context instead of external resource
  21. Content Design

  22. Direct and simple language • Avoid euphemisms • Avoid language

    that is culturally dependent • Use 5-6 Grade reading level “Can it be substituted for something clearer or more literal? (The answer is often yes.) Think about what the term actually means and describe that.” - Intuit Content Design, Abolish Racist Language
  23. None
  24. Multimodal learning experiences Car rides are evil. Commence midnight zoomies.

    Kitty kitty soft kitty warm kitty little ball of furr jump five feet high and sideways when a shadow moves touch water with paw then recoil in horror or i love cats i am one wake up scratch humans leg for food then purr then i have a and relax and hell is other people and am in trouble, roll over, too cute for human to get mad. Slap the dog because cats rule. Lasers are tiny mice Sleeping in the box i could pee on this if i had the energy yet jump launch to pounce upon little yarn mouse, bare fangs at toy run hide in litter box until treats are fed chirp at birds and get video posted to internet for chasing red dot, and roll on the floor purring your whiskers off.
  25. Typography • Use left alignment • Respect user preferences for

    color and size • “Dyslexic Fonts” are not a solution • Use headings and lists Avoid • Large blocks of centered text • Justified alignment • Black/white contrast
  26. Inclusive Design for Pain and Anxiety

  27. None
  28. Pain is a suffering. Suffering is a torture. Pain memory

    sticks with you long after the crisis. It causes Post-Traumatic Stress and anxiety. - Hertz Nazaire
  29. Improve this form

  30. None
  31. Remove Extraneous Inputs Treat the crisis first. Get additional information

    later • Patient information after treatment • “Guarantor” - Use simple language • Emergency Contact - looking for another payee, embarrassing • Remove Sex, Race, Marital Status • Add primary doctor
  32. Updated form

  33. Focus on the Core Purpose Facilitate immediate treatment for the

    crisis. • Critical information • Who is the primary doctor? • What is the pain level? • What treatment is effective? • What medication do you take? • What complications do you have?
  34. Patient Expertise Warriors knows their body. • They want to

    be respected for their self-advocacy • believed for their pain levels • and the seriousness of the crisis.
  35. Quick Fill + Details Too much pain to fill out

    this form! • Checkboxes and simple inputs for fast, important information • Critical information first • Notes for details • Readability: 5-6 grade level
  36. In Summary • Focus on your customer’s purpose ◦ Optimize

    their experience, not yours • Trust your customer’s expertise • Your customer may not be the person interacting with your design • Use simple language • Don’t ask for non-essential information • Follow design standards for vision, cognitive, and mobility
  37. When you meet one person with autism…

  38. Include neurodivergent people in customer research.

  39. Additional Resources • Cognitive and Learning Disabilities Accessibility Task Force

    (Coga TF) • UX Principles that include Cognitive Accessibility (Ab11y) • COGA: Cognitive Accessibility User Research • Making Content Usable for People with Cognitive and Learning Disabilities
  40. Questions