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AdvanceHE Disabled Student Commitment 2023

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Tomlinson et al (2024) Enhancing Neurodivergent Graduates' Access to Graduate Employment (ENGAGE). Published by The Association of Graduate Careers Advisory Services

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Ellis, Kirby & Osborne (2023) Neurodiversity and Education. Corwin Press

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Every book we publish at Corwin is grounded in research and crafted to be practical enough for immediate use in classrooms. Our books undergo a rigorous peer review process to get feedback from experienced educators in the field, ensuring you only get the best.

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...to be known as Cognitive Accessibility Guidance, from WACG. Applies to online/digital environments

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Abstract

This document is for people who make web content (web pages) and web applications. It gives advice on how to make content usable for people with cognitive and learning disabilities. This includes, but is not limited to: cognitive disabilities, learning disabilities (LD), neurodiversity, intellectual disabilities, and specific learning disabilities.

This document has content about:

people with cognitive and learning disabilities,

aims and objectives for usable content,

design patterns (ways) to make content usable,

including users in design and testing activities, and

personas (examples) and user needs.

The objectives and patterns presented here provide supplemental guidance beyond the requirements of the Web Content Accessibility Guidelines WCAG [WCAG22]. Following this guidance is not required for conformance to WCAG [WCAG22]. However, following this guidance will increase accessibility for people with cognitive and learning disabilities.

Status of This Document
This section describes the status of this document at the time of its publication. Other documents may supersede this document. A list of current W3C publications and the latest revision of this technical report can be found in theW3C technical reports index at https://www.w3.org/TR/.
This document was published by the Cognitive and Learning Disabilities Accessibility Task Force (Coga TF) of the Accessible Platform Architectures Working Group and the Accessibility Guidelines Working Group as a Working Group Note.

This document is for people who make web content, including web applications. It focuses on meeting the needs of people with cognitive and learning disabilities. It covers aims and objectives for usable content; design patterns (ways) to make content usable; including users in research, design, and testing activities; personas; and user needs. Details of changes are described in the changelog.

Comments regarding this document are welcome, input received and further evolution of technology may trigger additional updates. To comment, file an issue in the W3C coga GitHub repository. If this is not feasible, send email to public-cognitive-a11y-tf@w3.org ( archives).

Publication as a Working Group Note does not imply endorsement by the W3C Membership.

This is a draft document and may be updated, replaced or obsoleted by other documents at any time. It is inappropriate to cite this document as other than work in progress.

This document was produced by groups operating under the 1 August 2017 W3C Patent Policy. The groups do not expect this document to become a W3C Recommendation.

This document is governed by the 15 September 2020 W3C Process Document.

Table of Contents

1. Abstract

2. Status of This Document

3. 1. Summary (Easy to Understand Language)

4. 2. Introduction

1. 2.1 How to Use this Document
2.1.1 Testing Each Pattern

2. 2.2 Background about People with Cognitive and Learning Disabilities, Accessibility and the Web

3. 2.3 Building the User into the Development Process

4. 2.4 Language Use

5. 3. User Stories

1. 3.4 Objective 4: Help Users Avoid Mistakes and Know How to Correct Them

1. 3.4.1 Assistance and Support (User Story)

2. 3.4.2 Undo (User Story)

2. 3.5 Objective 5: Help Users Focus
3.5.1 Distractions (User Story)

3. 3.7 Objective 7: Provide Help and Support

4. 3.8 Objective 8: Support Adaptation and Personalization

1. 3.8.1 Adapt (User Story)

2. 3.8.2 Extensions and APIs (User Story)

6. 4. Design Guide

1. 4.1 Introduction

2. 4.4 Objective 3: Use Clear and Understandable Content

3. 4.5 Objective 4: Help Users Avoid Mistakes and Know How to Correct Them

4. 4.6 Objective 5: Help Users Focus

5. 4.9 Objective 8: Support Adaptation and Personalization
4.9.2 EnableAPIs and Extensions (Pattern)

7. 5. Usability Testing, Focus Groups, and Feedback

1. 5.1 Working with Users with Cognitive and Learning Disabilities

2. 5.2 Finding People to Include

3. 5.3 Informed Consent

4. 5.4 Usability Testing
5.4.1 Differences from Usability Testing with the General Population

5. 5.5 Test Objectives

8. 6. Use Cases / Personas

1. 6.4 Gopal: A Retired Lawyer with Dementia

2. 6.6 Kwame: A Traumatic Brain Injury Survivor

3. 6.9 Tal: A Student who has Dyslexia and Impaired Eye Hand Coordination

9. 7. Glossary

10. A. Appendix: Mapping User Needs, Personas, and Patterns

1. A.1 Objective 1: Help users understand what things are and how to use them

2. A.2 Objective 2: Help users find what they need

3. A.3 Objective 3: Use clear and understandable content

4. A.4 Objective 4: Help users avoid mistakes and know how to correct them

5. A.5 Objective 5: Help users focus

6. A.6 Objective 6: Ensure processes do not rely on memory

7. A.7 Objective 7: Provide help and support

8. A.8 Objective 8: Support adaptation and personalization

11. B. Appendix: Considerations for Different Contexts and Policies

1. B.1 Why Make a Policy?

2. B.2 Business Considerations

12. C. Appendix: Change Log
C.1 Significant Editorial Changes since the First Public Working Draft

13. D. Appendix: Acknowledgments

1. D.1 Key contributors, section editors and participants active in the Cognitive and Learning Disabilities Task Force at the time of publication

2. D.2 Significant contributors and previously active participants

3. D.3 Enabling funders

14. E. References
E.1 Informative references

1. Summary (Easy to Understand Language)

This section is an easy to understand summary of the key points of this document. Also see How to Use this Document, for more orientation. To help web content providers meet the needs of people with cognitive and learning disabilities we have identified the following key topics:

Help users understand what things are and how to use them.

Use icons, symbols, terms, and design patterns that are already familiar to users so that they do not have to learn new ones. People with cognitive and learning disabilities often need common behavior and design patterns. For example, use the standard convention for hyperlinks (underlined and blue for unvisited; purple for visited).

Provide help and support.

This includes: making it easy to get human help. If users have difficulty sending feedback, then you will never know if they are able to use the content or when they are experiencing problems. In addition, support 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.

Support adaptation and personalization.

People with cognitive and learning disabilities often use add-ons or extensions as assistive technology. Sometimes, extra support requires minimal effort from the user via personalization that allows the user to select preferred options from a set of alternatives. Support personalization when you can. Do not disable add-ons and extensions! Sometimes users can receive extra support through personalization.

Test with real users!

Involve people with cognitive and learning disabilities in the research, design, and development process. They're the experts in what works for them. This includes involving people with cognitive and learning disabilities in:

2. Introduction

Making web sites and applications usable by people with cognitive and learning disabilities affects every part of design and development.

Traditionally, accessibility focused on making the interface usable for people with sensory and physical impairments (vision, hearing, or mobility). Some accessibility features will help people with cognitive and learning disabilities. Often the issues that affect people with cognitive and learning disabilities include:

design,

context,

structure,

language,

usability, and

other factors that are difficult to include in general guidelines.

Some common designs create barriers for people with cognitive and learning disabilities. The patterns presented in this document have been designed to avoid such barriers for people with cognitive and learning disabilities. While this guidance may improve usability for all, these patterns are essential for some people with cognitive and learning impairments to be able to use content independently.

The objectives and patterns build on the:

The objectives and patterns presented here provide supplemental guidance beyond the requirements of WCAG. Following this guidance is not required for conformance to WCAG. They address accessibility barriers that were not included in the current normative WCAG 2.x and may not otherwise be addressed.

Following the advice in this document, as much as possible, will be particularly valuable for web content and applications that address:

individual safety concerns,

health,

critical services,

autonomy,

caregiving,

social integration, and

work and the workplace.

Note that people with cognitive and learning disabilities may also have other impairments such as motor disabilities or visual impairments. For example, some people with age related forgetfulness may also require higher contrast. It is always important to follow Web Content Accessibility Guidelines WCAG [WCAG22] and ensure the needs of all disabilities are addressed.

2.1 How to Use this Document

This document provides information on the development process and design options for making web sites and applications more usable and accessible for people with cognitive and learning disabilities.

It is organized by high level objectives which are listed along with user stories in section 3.

The high-level objectives outline key design goals that will help people with cognitive and learning disabilities. Each objective has associated:

user needs and user stories, that show the user perspective,

design patterns, that show what to do,

personas with user scenarios, that help you to understand your users' experiences and challenges, and

questions for user testing.

Mappings of objectives, user stories, patterns and personas are available in Appendix A. This provides a way to understand how to address the objective and why it is important. Some people may prefer to start with Appendix A.

This document is divided into parts. Each part can be used in different ways in the product development life cycle. This will help teams achieve the objectives in this document without significantly changing the way they work.

Section 3. User Stories: This section contains user stories for people with cognitive and learning disabilities. Each story includes related user needs. Teams may use these in different ways. For example, teams can:

incorporate them into user stories, or

use as part of user research to help you understand your users' needs.

Section 4. Design Guide: This section contains design patterns that support the objectives. Patterns are provided with rationale, how-to guidance, and examples. Teams can use design patterns in different ways, for example:

incorporate them into requirement specifications,

use in design guidelines,

use as solutions when users are dropping out,

use as inspiration for site design,

test designs against "use" and "avoid" examples,

include them in design libraries, and

use as content guidelines to promote easy to understand language and communication.

Section 5. Usability Testing, Focus Groups, and Feedback: This section provides a brief introduction to including people with cognitive and learning disabilities in user research. It also includes test questions for each objective. Content from this section can, for example, help teams:

Section 6. Use Cases/ Personas: This section provides personas that relate to the user stories, objectives, and design patterns presented in the rest of the document. These personas can be used in user research and developer education.

It should be noted that all teams should try to involve users with cognitive and learning disabilities throughout the design and development process. Teams that are too small for user testing and focus groups can find affordable ways to involve the user by reading Section 5.

2.1.1 Testing Each Pattern

In many cases the "use" and "avoid" examples for each pattern can be used as a testable case. The pattern is probably applied if:

For each pattern, a "use" example is implemented (unless it is not relevant for the content).

For each pattern, the items identified as "avoid" examples are avoided (unless they are necessary or essential).

There are additional ongoing efforts to make testable statements for each design pattern with corresponding test processes and failure examples, that are always applicable. These are available at Testable Statements for COGA Design Patterns.

In some cases, the testable statements only cover part of the design pattern. The Cognitive Accessibility Task Force intends to continue working on these statements as a supplement to the design guide.

One can also test that the additional advice in this document is integrated into development and design processes. For example:

Confirm that diverse users with cognitive and learning disabilities are included in the projects' focus groups, research and user testing as per the advice in Section 5.

Confirm user needs and user stories for people with cognitive and learning disabilities are integrated into the project user needs, user stories, and requirements, as per Section 3.

Confirm that personas from Section 6 are integrated into the research phase of the project.

Confirm that the project user tests include testing for the objectives in this document as per Section 5.

2.2 Background about People with Cognitive and Learning Disabilities, Accessibility and the Web

Cognitive and learning disabilities include long-term, short-term, and permanent difficulties relating to cognitive functions, such as:

learning, communication, reading, writing, or math,

ability to understand or process new or complex information and learn new skills, with a reduced ability to cope independently, and / or

memory and attention or visual, language, or numerical thinking.

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

People with impaired short-term memory may be unable to recall passwords or copy access codes. They may have trouble or be unable to remember new icons and interface paradigms.

People with impaired working memory may only be able to hold one to three items in their memory at the same time. This can make it difficult to hold information temporarily or copy access codes.

People with different processing speed capabilities may need additional time to understand the design relationships and information on the screen.

People with language related disabilities may need simple clear language and instructions. Some may rely on supporting graphics, icons, and familiar symbols to understand content.

People with social or communication disabilities may need clear literal language and may not understand metaphors or non-literal text and new icons.

People with impairments that affect the comprehension of mathematical concepts may not understand or confuse numerical references such as percentages.

People who have issues with keeping or regaining focus may have difficulty completing a simple task if there are a lot of distractions and interruptions. They may need headers and signposts to help them regain the context after their attention was lost (including in multimedia).

People with cognitive and learning disabilities that impact learning may need more support or time to complete a new process or an authentication task.

Many groups may struggle with cognitive fatigue when completing complex, multi-stage processes such as filling out forms or entering data correctly or finding the content or feature that they need. They will need support to minimize errors and complete their task.

These difficulties may sometimes also be experienced by the general population due to environmental or situational barriers. For example, when they are trying to use a web site when distracted or stressed. Working on a mobile device while in an unfamiliar or noisy situation can also 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 may be unable to access content and complete these tasks independently.

Cognitive and learning disabilities are difficult to diagnose and categorize. They are usually hidden and can be age related. Users are less likely to have a formal diagnosis 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 and learning disabilities may include intellectual impairments that affect comprehension, alongside written and spoken expression. People may also experience more than one type of cognitive and learning disability. Note that the terminology and definitions used for cognitive and learning disabilities varies between countries.

Other groups who will benefit include:

people with mental health issues that cause cognitive difficulties, such as difficulty focusing, cognitive fatigue, or reduced memory,

people under a temporary stress,

people who do not know the language or culture of the country well,

people with limited technical knowledge or are new to the Web.

2.3 Building the User into the Development Process

Some aspects of making web content and applications usable by people with cognitive and learning disabilities should be dealt with as part of the overall design process. Most organizations should include scope for a user-centered design process. See our developer resource page for related resources.

Key parts of this process for people with cognitive and learning disabilities should be:

Including the needs of users with cognitive and learning disabilities in the context of user needs and requirements.

Including people with cognitive and learning disabilities in research methods such as usability testing.

Including people with cognitive and learning disabilities in the design and development team.

Web sites that include people with cognitive and learning disabilities in usability testing and account for their feedback will be easier to use for everyone, including people who are experiencing stress, or mental health issues. (See Section 5.)

2.4 Language Use

Language and terminology for cognitive and learning disabilities varies greatly between cultures and communities. Preferred language is also changing over time. We selected terms and defined them in the glossary for consistency within this document. We do not assert these are correct in all cases and for all groups.

When we were aware of conflicting opinions, we reached out to individuals that identify with each term. When preferences varied, we have used our best judgement to select a term based on the feedback. We have provided alternatives within the glossary definition.

When deciding on language and terminology to use when discussing cognitive and learning disabilities, we recommend reaching out to individuals with cognitive and learning disabilities to select the best terms within the specific situation and culture.

3. User Stories

This section contains user stories, followed by the user needs that relate to them. They are divided into the same objectives as the design guide above.

Note that for people with cognitive and learning disabilities, meeting these needs can be the difference between being able to use the site or not being able to use it at all. This may also be true for people with mental health issues or under temporary stress.

User needs for people with cognitive and learning disabilities often help other users, although they can usually manage to use the site without these user needs being met.

3.3 Objective 3: Use Clear and Understandable Content

3.3.1 Clear Language (Written or Audio) (User Story)

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

This user story also includes the following user needs:

I need to understand the language used, including vocabulary, syntax, tense, and other aspects of language.

I need to 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 need to understand the meaning of the text. I do not want unexplained, implied or ambiguous information because I may misunderstand jokes and metaphors.

I need an easy to understand, short summary for long pieces of content or an option for an easy to understand language version.

I need images, diagrams, or video clips to help me understand ideas (more than a lot of words).

I need explanations of implied or ambiguous information, like body gestures and facial expressions seen in images and animations.

3.3.2 Visual Presentation (User Story)

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

This user story also includes the following user needs:

I need small or short chunks of content, sections, or boxes.

I need a good use of white space, so that the chunks are clear and the page does not get overwhelming.

Related Personas: Amy, Gopal, George, Kwame, Sam, Tal, Yuki

3.3.3 Math Concepts (User Story)

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

This user story also includes the following user needs:

Related Personas: Alison, Gopal, Jonathan

3.5 Objective 5: Help Users Focus

3.5.1 Distractions (User Story)

As a user with an attention impairment and impaired memory, I need to avoid distraction. If I lose focus and forget what I am doing, I need reminders of what I was doing, so that I can complete my task.

This user story also includes the following user needs:

Related Personas: Amy, Gopal, Kwame, Sam, Yuki

3.6 Objective 6: Ensure Processes Do Not Rely on Memory

3.6.1 Remembering from Previous Steps (User Story)

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.

Related Personas: Maria

3.6.2 Accessible Authentication (User Story)

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

This user story also includes the following user needs:

I need to be able to use a site without remembering or transcribing passwords, codes, and usernames.

I need to understand the content. I cannot decipher a lot of words or unfamiliar icons.

I need a login process to be simple, and not multi-step.

I need a login process that I can use that does not rely on a lot of words.

I need a login process that does not have puzzles or calculations.

Related Personas: Jonathan, Tal

3.6.3 Voice Menus (User Story)

As a user who has memory impairments and impaired language processing skills, I need to get human help, without going through a complex menu system (VoiceXML [voicexml21]) or a complex voice recognition menu system that relies on memory and executive function, so that I can set an appointment or find out some information.

This user story also includes the following user needs:

I need to easily find a human by pressing a reserved digit that I know (typically the number 0).

I need simple-to-navigate voice-menu systems with limited options that make sense to me, so I don't struggle with multiple steps and can identify options quickly.

I need to hear the option before the number to select, so I do not have to remember the number while processing the words.

I need pauses between each option so I can process what was said. (As a user with impaired cognitive processing speed.)

I need the system to wait for my response. (I am a slow speaker.)

I need to easily go back every time I make a mistake, without having to start at the beginning.

I need the usability best practices for voice menus. (As a user who often finds menus unusable.)

I need to easily find a process to select simple help, and not multi-step help.

I need to spend my energy completing my task. I do not want to waste my energy while I struggle to understand other material, such as special offers or promotions.

I need help identifying the right words to say in a voice menu and the words should be the ones I would use.

Related Personas: Gopal, Maria

3.7 Objective 7: Provide Help and Support

3.7.1 Help (User Story)

As a user who finds some web sites hard to use, I need 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 user story also includes the following user needs:

I need to give feedback from any point in the process.

I need to 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.) and it is accessible to me, and

I know how to get help or information, such as from context-sensitive help or tooltips.

I need to know how to get human help and can manage the process easily.

Related Persona: Alison

3.7.2 Support (User Story)

As a user who finds some web sites hard to use and struggles with text and words, I sometimes need in-page and inline support so that I can use the content. However, with an attention impairment any support required needs to be in my control to avoid distractions.

This user story also includes the following user needs:

I need any help and support content to include symbols or enable me to personalize content using my own.

I need help and main content to be clearly differentiated so I do not confuse them.

I need contextually-relevant graphs and pictures to supplement text.

I need text-to-speech support, with synchronized highlighting, so I can follow along as words are read aloud.

I need rapid feedback or visual cues to show when an event is successfully triggered. For example, I need to know when an email is 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 web site to complete the next task.

I need to control when reminders are sent, the frequency and type of reminders so that I do not become distracted by too many reminders.

3.7.3 Directions (User Story)

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

Related Personas: George, Sam, Kwame

3.7.4 Cognitive Stress (User Story)

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

This user story 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 web site, especially if providing information or communicating with others.

Related Persona: Gopal, Kwame, Tal

3.7.5 Task Management (User Story)

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

This user story also includes the following user needs:

I need explanations for unusual controls in a form I find easy to use (such as a video or text).

I need 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 need to 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,

any materials I may need (such as a credit card number, passport number, questions that authenticate login such as "your mother's maiden name"),

support and instructions that I understand to help me organize the time and steps,

any limitations are clear to me before I begin.

I need to turn off any distractions during a task, and help is available at any point.

4. Design Guide

4.1 Introduction

This guide provides assistance making web sites and applications friendly for people with cognitive and learning disabilities. The patterns in this guide provide practical guidance to improve the accessibility of designs and the design process.

The objectives and patterns presented here provide supplemental guidance beyond the requirements of The Web Content Accessibility Guidelines WCAG [WCAG22]. They are intended to address barriers that could not be included in the normative WCAG [WCAG22] specification and may not otherwise be addressed.

This guide is divided into design objectives. An outline of these objectives can also be found in the summary section. Simply understanding the objectives and related user stories may help designers make content more accessible to some users with cognitive and learning disabilities.

Each objective contains a number of practical patterns (repeated designs for controls and other elements) that describe what to do to address user needs. Implementing these patterns is essential for some people with cognitive and learning disabilities to be able to use content independently.

4.2 Objective 1: Help Users Understand What Things are and How to Use Them

Users with cognitive and learning disabilities may have trouble with orientation and learning. This can mean people get disoriented in a site.

Learning new things and remembering new information is especially difficult for people with cognitive and learning disabilities. They can also struggle or be unable to learn new design patterns. Make controls, icons and elements simple and conventional to help.

Make it clear to users what things are and how to use them. This includes clearly indicating the purpose of:

a site,

section of a site,

page,

section of a page, and

controls.

Use headers, labels, and other signposts to help users know the purpose of the page, region, or control.

Help users understand how to use controls and elements on each page.

Use familiar design patterns, terms, and icons to help users who struggle to remember new designs. Ensure the look, location, and interaction of controls and other elements are familiar and consistent across the site.

Show a clear relationship between controls and the content they effect to help users understand the effect of possible actions and reduce potential confusion.

4.3 Objective 2: Help Users Find What They Need

Users with cognitive and learning disabilities may have trouble finding the content they need. They may also struggle to orient themselves inside the content or task. Users should be able to quickly and easily locate what they are looking for. Use a clear and easy layout to help users navigate the system easily. For example:

Make anything related to safety or that the user needs to know easy to identify without reading a lot of text!

Provide a clear site structure and hierarchy will help users navigate to the page they need.

Make the most important things easy to find in the site and on each page.

Use good visual cues (like icons) with clear headings, boundaries, and regions to help users understand the page design. This makes the page navigation easier.

Provide a search facility or breadcrumbs to help users find things on the site.

Break media into chunks to allow users to easily find sections.

4.4 Objective 3: Use Clear and Understandable Content

Some users have impaired language skills. More of these users understand content which uses easy to understand language. For example, someone with a language impairment may be able to understand simple sentences and common words. However, complex language with uncommon words may be inaccessible to them.

Help users understand the message and purpose of the page by using:

easy to understand words,

short sentences,

simple tense,

short blocks of text,

unambiguous content,

clear images, and

easy to understand videos.

A good visual layout and small chunks of text makes content easier to understand. Use whitespace and good separation of foreground from background to help comprehension. Also, avoid relying on numerical or mathematical skills.

4.4.11 Ensure Foreground Content is not Obscured by Background (Pattern)

4.4.11.1 User Need

I need to easily perceive the content, for example:

Text is clear because the background is plain.

Media does not have distracting background noise.

Related User Story: Visual Presentation.

4.4.11.2 What to Do

Do not overlay words on busy backgrounds. Provide an option to remove background noise behind auditory content or ensure background sounds do not interfere with the main auditory content.

For text:

For auditory content:

Avoid fast changing background content behind foreground auditory content (such as background conversations or unnecessary traffic noise).

Provide an option to remove background noise behind auditory content.

4.4.11.4 Examples
Use:
Easy to recognize words and content that can be easily distinguished from the background.
Avoid:
Backgrounds that might make it difficult to read text, such as "Backgrounds behind text that make it difficult to recognize words and process text."

4.4.13 Provide Alternatives for Numerical Concepts (Pattern)

4.4.13.1 User Need

I need words rather than numbers and numerical concepts.

Related User Story: Math Concepts.

Provide alternatives for numbers and numerical concepts.

4.4.13.3 How it Helps

Not all people can understand numbers and numerical concepts.

For example, some people have dyscalculia, a learning disability specifically-related to mathematics. People with dyscalculia have significant problems with numbers and mathematical concepts, but often excel in other intellectual areas.

For example, a user with dyscalculia may have difficulty processing temperature data when presented only in a numeric format. However, if non-numeric alternatives are provided (cold, warm, hot etc.) then they are able to understand the content.

Numeracy issues can occur due to a range of disabilities, the most severe being the inability to read or understand numbers. Other people have challenges with any calculations such as relative sizes or times.

For example, a user may understand the concept of 90cms as a length but find it hard to cope with the fact that 0.9m and 900mm are the same length.

In another example, a train schedule has a list of relative times that the train leaves on the hour. The user cannot calculate when the next train leaves from their location.

4.4.13.4 More Details

Where an understanding of mathematics is not a primary requirement for using this content use one of the following:

Reinforce numbers with non-numerical concepts, e.g., very cold, cold, cool, mild, warm, hot, very hot.

Once it is mature you can also use personalization semantics to add non-numerical concepts. See [personalization-semantics-help-1.0].

Note that other users may find math easier to understand than long text.

Where some math skills are essential for the content:

4.4.13.5 Examples
Use:
Extra support for numerical content such as:

sizes

quantity

distance

time

date

temperature

positive/negative

calculations

sequencing

percentages.

For the above, there is a description or representation of what the number means as a concept.
Avoid:
Numerical content without extra support

4.5 Objective 4: Help Users Avoid Mistakes and Know How to Correct Them

Users should be able to avoid mistakes and correct them easily if mistakes occur.

It is difficult for many users to complete forms, especially people with cognitive and learning disabilities. A good design makes errors less likely.

Users with cognitive and learning disabilities are more likely to make mistakes. This can include entering information incorrectly or accidently touching the wrong control. Help the user notice form errors and make it easy to correct them. Always let users go back and recover if they accidentally touch a control.

Completing forms and similar tasks is often overwhelming for people with cognitive and learning disabilities. Many users with cognitive and learning disabilities cannot remember numbers, such as zip or post codes or their social security number. Many users even need to check their phone numbers. This makes entering information slow, and they may need to leave their desks or take breaks. Help them by providing a design that reduces mistakes. Give them the time they need without annoying timeouts and data loss.

4.6 Objective 5: Help Users Focus

Distractions can prevent users with cognitive and learning disabilities from completing their tasks.

Once users become distracted, they may find it difficult to remember what they were doing. Then they can no longer complete their task. This is especially problematic for users with both impaired attention and impaired memory, such as users with dementia.

Avoid using any content or elements that distract users or interrupt them. Also, consider removing content the user will find unnecessary. Provide clear headings and breadcrumbs to help users reorient and refocus if they lose focus.

Also, help users maintain focus on their task by telling them what information they may need to prepare at the beginning of the task, so that they can collect all required information before starting.

4.7 Objective 6: Ensure Processes Do Not Rely on Memory

Memory barriers stop many users from using products or accessing help or content.

People with any impairment that affects memory or language can find it difficult or impossible to overcome memory barriers.

For example, many users have an impaired short-term memory. On average people can remember 7 letters or items at the same time. A person with an impaired working memory may be able to remember one to four pieces of information at the same time (depending on the extent of the impairment). If they need to remember other tasks, such as track what they have done, they are likely to make mistakes.

Avoid barriers such as:

navigating voice menus that involve remembering a specific number or term,

remembering numbers while processing words on a voice menu,

transcribing text, or

remembering passwords.

Allow users access to content, services or help, without using processes that rely on memory. Make sure there is an easier option for people who need it.

4.7.2 Allow the User a Simple, Single Step, Login (Pattern)

I need the login process to be simple, and not multi-step.

Related User Story: Accessible Authentication.

4.7.2.2 How it Helps

A simple login allows people with impaired executive function or impaired memory to use applications. This is especially important for users who become confused or overwhelmed with multi-step processes. For example, a user with traumatic brain injury wishes to use a site for online banking. They may have put their finger on a fingerprint scanner to authenticate who they are. Other examples include some third party logins.

4.7.2.3 Examples
Use:

1. Easy third party logins as an option.

2. The web authentication protocol [webauthn-2] with a single step method that matches your security needs.

Avoid:
All login methods involving multiple steps.

4.8 Objective 7: Provide Help and Support

Support different ways of understanding content. Provide extra help and support such as:

graphics,

summaries of long documents,

icons with headings and links, and

alternatives for numbers.

Explain choices to help the user successfully complete their tasks.

Make it easy for users get help when they run into difficulties and give feedback. If users have difficulty sending feedback, they cannot tell you if they are unable to use the content. You will not know when they are experiencing problems.

Some applications depend on user data, such as smart cities. Data from users who cannot use the system can be missing from data driven systems. The problem is worse when they cannot even give feedback about their problems. They become invisible and their needs are not met.

4.9 Objective 8: Support Adaptation and Personalization

Many users need products that support adaptation and personalization. Users should be able to use add-ons and extensions as assistive technology. This includes spell checkers, passwords support, support for text-to-speech, and synchronized highlighting of the phrase being read.

Personalization can allow the user to select preferred, familiar options from a set of alternatives.

Support personalization and simplification when you can. Do not disable add-ons and extensions.

4.9.2 EnableAPIs and Extensions (Pattern)

4.9.2.1 User Need

I need to use additional support features from widgets or extensions.

Related User Story: Extensions and APIs.

4.9.2.2 What to Do

APIs and extensions work with your content.

4.9.2.3 How it Helps

People with cognitive and learning disabilities are often using add-ons or extensions as assistive technology. For example:

reading of the long form of acronyms,

support for text-to-speech with synchronized highlighting of the phrase being read,

content simplification,

creating mind maps out of the heading structure,

support for retaining content that has already been entered,

password management,

spell checking,

changing the symbols or the interface,

changing numbers from digits to words and words to digits,

adding white space between lines, sentences, phrases, and chunks,

alternative ways to input the content such as speech recognition,

adding pictures.

However, sometimes a web site stops extensions and APIs from working. The result is that these users cannot use this web site.

If these add-ons and APIs are not supported, the author should provide support for all the functions of the add-ons used as assistive technology.

For example, a user with traumatic brain injury has executive function and memory impairments impacting their ability to remember details such as:

Supporting the use of an add-on that simplifies content and gives support (such as the long form of acronyms, and a popup dictionary) enables them to understand most content.

Supporting password management tools enables users to successfully login and avoid being locked out of secure sites.

Storing non-sensitive information and auto complete helps them fill out a form. This suggests common information, like a person's phone number or address. It also helps them avoid making mistakes. It eliminates the need for accurately recalling this information from memory or having to copy and paste it, which is a task that often prevents them from successfully using a form.

When overwhelmed by textual content, they have an extension that inserts symbols that they are familiar with that helps them find the content they need.

Too many options may add to the complexity of interacting with IoT devices. Additional options should be easy to ignore and not require a lot of reading to understand that they are additional, as well as how to skip them.

Sometimes the Internet of Things (IoT) interfaces may confuse the user, such as a default "reading" on a meter being set to "2" and not "1." The user would then need to reset it to "1."

It is important in any proposed solution to make operational tasks, such as interacting with the IoT, as transparent as possible so that users can focus their attention on the functional aspects, such as relating to content.

4.9.2.4 More Details

People with cognitive and learning disabilities often use add-ons as assistive technology. It is essential that add-ons and similar tools work as expected, except when:

1. A security or safety requirement requires that these APIs need to be disabled. In this case they should be disabled only for the relevant field(s).

2. The add-on breaks the main function of the site, such as evaluation and testing applications.

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

4.9.2.5 Getting Started

Content can be used with APIs and extensions that support those with cognitive and learning disabilities.

Testing verified through the use of some of the APIs appropriate for the content. For example:

Testing with spell checker and password storage apps or extensions.

Test with an extension that adds to menu items (the right click options for desktops).

Test with a toolbar that enables simplification or personalization and is designed for people with cognitive and learning disabilities.

5. Usability Testing, Focus Groups, and Feedback

5.1 Working with Users with Cognitive and Learning Disabilities

This section aims to help people work with users with cognitive and learning disabilities. It focuses on:

special considerations and support for professionals working with this group, and

a brief introduction support for people who are new to usability testing (as any amount of user involvement can substantially improve accessibility).

Usability testing professionals should pay extra attention to ethical considerations, as this audience is potentially more vulnerable.

Usability testing is the best way to know if your content and design 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 and learning disabilities can use the content independently.

Including digital accessibility throughout a project, right from the beginning, improves accessibility for all users. Include people with cognitive and learning disabilities in focus groups, user needs, design patterns (repeated designs for controls and other elements) and usability testing.

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

Perform usability tests with people who have cognitive and learning disabilities. Usability testing of wireframes, conceptual drawings of the interface, or template pages can be helpful to identify challenges early in the project. You probably know people with age related forgetfulness, or a cognitive and learning disability. Asking them to help find out if your design is usable is a good first step.

Include people with cognitive and learning disabilities in their teams and the design and development process. This also includes research that has something to do with them. They are 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 cognitive and learning disability but not a different one. For example, content with fewer words and more numbers may be perfect for some autistic and dyslexic users. However, the same content is 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 and learning disabilities, such as: people with a memory impairment, learning difficulty, attention impairment, numeric impairment, language and communication disability, and intellectual disability.

5.2 Finding People to Include

Finding people to include in usability testing who have different cognitive and learning disabilities is strongly encouraged and can be achievable, even for small groups on a low budget. If your organization already involves users, this section aims to expand that activity to include people with cognitive and learning disabilities. For developers without formal user involvement, even a small amount of user input and testing can make a large difference to usability and accessibility. Further links about user testing and usability can be on our developer resource page.

People sometimes recruit users from an organization or self-help group for people with learning difficulties. Social media groups can be a convenient resource. Small development groups can achieve a large improvement by asking people who they know, such as friends, colleagues, relatives or neighbors. Try to build a group of users who:

are older and struggle to use computers, or have age-related forgetfulness,

may be at an early stage of dementia,

have a specific learning disability such as those with dyslexia, dyscalculia, or AD(H)D,

have an intellectual disability, or

have acquired cognitive issues (for example, due to neurological trauma).

People with acquired cognitive issues 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 cognitive and learning 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 projects and resources with information on finding and working with persons with learning and cognitive difficulties as co-researchers or peer researchers.

5.3 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 that 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 icons and symbols can also help.

Make sure users understand the consent form. This can be done by asking them some questions about the consent that tests that they understand the key points. You can also adapt the example consent forms from our developer resource page.

Throughout the process, remind them that participation is always voluntary and they can stop at any time. This is particularly important if they have memory impairments and may have forgotten that it is their choice to participate. Remember to thank them for their ideas and contribution.

Different areas may require consent for more items than others. Check the legal requirements in your jurisdiction and for your type of content.

5.4 Usability Testing

One approach to usability is to measure user efficacy, efficiency, and satisfaction for key tasks. 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?

5.4.1 Differences from Usability Testing with the General Population

There are some differences when usability testing with people who have cognitive and learning disabilities:

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. Confirm that they understand any key points.

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. Allow plenty of time for the participant to ask questions and fill in forms.

Allow the participant to bring a caregiver, family member, or friend to attend with them.

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

If they bring a guardian or caregiver, 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 be short and easy to understand language.

Provide easy methods of assessing mood, rather than just asking for the participant. Try asking them to select a smiley face, such as: Figure 1 A simple mood selector.

Figure 1 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 and learning disabilities.

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. Thank them for their contribution.

Make clear that the tester can end the user testing session at any time.

Here are some suggestions of what to look for when conducting usability testing with people with cognitive and learning 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. Make sure the participants and researchers know they can leave at any time. No one should feel bad if they leave!

3. Check that the testers understand the task or question. Encourage your testers to "think out loud".

4. Time the task takes to complete, and note any parts where users slow down or seem to struggle. Can your testers manage each task reasonably easily and quickly? Also, note any errors that they make, including clicking on the wrong item.

5. Find out if completing the task is frustrating or upsetting.

1. You can ask 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. Ask them if anything was annoying.

6. Ask how you can make it better for your users (people with cognitive and learning disabilities)?

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. 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. Analyze the data collected and review the findings with the team. Remember to keep the names of individuals confidential (unless they have given permission for their identity and disability to be shared).

5.5 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 and learning 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-related forgetfulness, intellectual disabilities, different specific cognitive and learning disabilities and communication disabilities.

5.5.1 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 web site, 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?

Related Design Objective: Objective 1: Help Users Understand What Things are and How to Use Them .

5.5.2 Can Users Find What They Need?

Related Design Objective: Objective 2: Help Users Find What They Need.

5.5.3 Is the Content Clear and Understandable?

Can the user find a segment or a piece of key information quickly?

Does the user understand the text?

Does the user understand text immediately?

Does the user know ambiguous language?

Is the 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 the use of (familiar) symbols?

Does the user understand the use of images and multimedia?

Related Design Objective: Objective 3: Use Clear and Understandable Content.

5.5.4 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? (You can press something on the screen and ask them to go back.)

Was it pleasant to fill out the form? Has the user's mood changed?

Did the user have to redo anything? Was correcting any mistakes easy?

Ask the user if they would find this easy to do if under stress or tired.

Ask the user if anything was hard.

After they complete the form, ask the user to change a detail at the beginning. Did they manage without losing data? Was it hard or stressful?

Ask the user how the form could be easier to fill out. Suggest some of the relevant design techniques from the design patterns section and ask if it would help them with this form.

Related Design Objective: Objective 4: Help Users Avoid Mistakes and Know How to Correct Them.

5.5.5 Can 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 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.

Related Design Objective: Objective 5: Help Users Focus.

5.5.6 Can Users Complete Processes without Relying on Memory?

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

Related Design Objective: Objective 6: Ensure Processes Do Not Rely on Memory.

5.5.7 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 feedback at each stage of the process? This should include the home page and any place they may get stuck.

At each stage in the task, confirm that the feedback process is one click away (or less).

Does the user make errors trying to submit their feedback?

Does the user's mood deteriorate when submitting feedback? (A sign of frustration.)

Does the user find it easy to submit their feedback?

Ask users if they would find this easy to do, when they are stressed or tired.

Ask the user where they might have trouble giving feedback if they were under stress.

Is the user able to complete the task after they give feedback?

Does the user understand the feedback process? 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?

Confirm that the feedback process does not require a lot of information that will prevent people from giving feedback.

Confirm that when feedback is given, a process is in place for acting on it!

Related Design Objective: Objective 7: Provide Help and Support.

5.5.8 Is Adaptation and Personalization Supported

Are personalized versions of the content supplied?

Do content modifications match the user preferences such as: less content, adding and changing icons and symbols, or simplified text?

Check that content variations such as text simplification have kept:

the same meaning as the original,

content that the user wants, and

critical paths that still work.

Check that autofill works correctly with all content versions.

Do the user's preferred extensions and tools work on the site?

Are the personalization options easy to find and set?

Do they find it easier with personalization options supplied?

Related Design Objective: Objective 8: Support Adaptation and Personalization.

6. Use Cases / Personas

Any time there is a "target audience", there will be people with cognitive and learning disabilities in that audience. However, cognitive and learning disabilities are often invisible in day-to-day life. The personas below describe fictional people with cognitive and learning disabilities. They provide some context and understanding of the challenges they face.

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

6.1 Alison: An Aging User with Mild Cognitive Impairment

Alison has a medical background, working in rehabilitation of physical injuries. She 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, 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.

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

Alison 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. She has a new computer now and finds that most applications look very different. She realizes that links and buttons have changed appearance and does not know what to press. Sometimes she presses a picture or stylized heading that is not a control and is not sure if the internet is 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 can 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 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.

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

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 web sites 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.

6.3.1 George Scenario 1: Using Symbols for Communication

George used symbols in a alternative and augmentative communication system and gestures when at school. He 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. Even with these challenges, 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 are used, George feels he is able to reach more sites independently. There are search engines designed for children and these often use more images. However, these tend to be too childish for George's taste.

6.3.4 George Scenario 4: Finding Ways to Read Instructions

George finds it very hard to read instructions unless they use very short and easy to understand language. He needs text that has been simplified. The best option for George is when there is 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. He has to stop them, going back time and time again. Helpful instructions with well broken up sets of phrases using easy to understand words can work well. He can then go back to them when he has to remember how to do a particular task.

6.6 Kwame: A Traumatic Brain Injury Survivor

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

Kwame learnt how to walk, talk, and 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 are amazed by how quickly he has regained his ability to speak, and perform his daily life functions. They are confused by all of the cognitive difficulties he says he is having, despite his ability to articulate and communicate. For example, he often cannot recognize images and faces. He gets disorientated in physical spaces. He often gets lost in rooms, as well as buildings, larger places, documents, and web sites.

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

6.6.5 Kwame Scenario 5: Cognitive Overload

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

Liberal use of white space helps Kwame when there is a considerable amount of content on one page.

He struggles to keep track of what he is doing in complex tasks. It is important for Kwame to have the steps of tasks clearly presented, and a mechanism like breadcrumbs that helps Kwame keep track of where he is in a task with multiple steps. Kwame appreciates it when tasks are as simple as possible. "It can't ever be too simple," he says.

6.10 Yuki: A Yoga Teacher who has AD(H)D

Yuki found concentrating at school difficult. When she got into college and started taking 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. She 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. She became frustrated, often failing to keep her feelings in check. Luckily, a tutor suggested she look for help. When a psychologist mentioned Attention Deficit Hyperactive Disorder or AD(H)D, Yuki was relieved to have a reason for her planning and organizational difficulties and other executive functions. She did not want to draw attention to her difficulties, but knowing what caused the challenges helped her find solutions. 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.

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Making Content Usable for People with Cognitive and Learning Disabilities

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This document is for people who make web content (web pages) and web applications. It gives advice on how to make content usable for people with cognitive and learning disabilities. This includes, but is not limited to: cognitive disabilities, learning disabilities (LD), neurodiversity, intellectual disabilities, and specific learning disabilities.

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All-Party Parliamentary Group on Diversity & Inclusion in STEM

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The All-Party Parliamentary Group on Diversity and Inclusion in STEM aims to promote the inclusion and progression of people from diverse backgrounds in STEM.

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Introducing the study: https://www.youtube.com/watch?v=B3FyqKN_CFM&t=5s

Getting in (recruitment and selection): https://www.youtube.com/watch?v=0EYr8L3DvRE&t=5s

Moving on: https://www.youtube.com/watch?v=BrajOYbj9wA&t=4s

Moving up (career development and progression): https://www.youtube.com/watch?v=OqjslX_F3Is&t=2s

Implications for practice: https://www.youtube.com/watch?v=KRC9em1NcsM

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Introducing the study  neurodiversity in engineering

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40 practical tips on creating an effective study plan for neurodiverse students

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U Nottingham Normalising Neurodiversity Videos

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Ability

Ability means the power, capability or skill to do specific activity. We define 'ability' as the way in which an individual can assess, engage in and access their full potential. With or without support, this engagement can be self-defined and owned entirely by the individual to determine the success of their own achievement.

Ableism

Discrimination or social prejudice against Disabled people in favour of non-disabled people. See also 'disablism' and the Scope definition for further clarification on the distinction between the two terms.

Access to Work/AtW

Access to Work is a government-funded scheme designed to make the workplace more accessible for disabled people. There are lots of different aspects of Access to Work, which you can find out about in our Access to Work: Find Your Way guide.

Accessibility

Refers to removing barriers so that Disabled people can equally and benefit from, participate in and engage with various aspects of society such as the built environment, transportation, information, communication and other service provisions.

ADHD

Attention deficit hyperactivity disorder (ADHD) is a combination of strengths and challenges that impact behaviours relating to attention, hyperactivity and impulsivity. Key barriers can include hyperfixation (which can also be a strength!), starting and switching tasks, distraction, coordination and time planning. Key strengths can include efficiency, creativity, conversational capacity and skills, thinking outside the box and innovative thinking.

ADSHE

ADSHE stands for The Association of Dyslexia Specialists in Higher Education. ADSHE focuses specifically on the issues affecting university students, including transition into HE and transition out into the workplace. ADSHE provides a focused network for dyslexia specialists in HE where the concerns are different to the wider educational environment.

Alternative text (alt text)

Brief descriptive text that conveys the meaning and context of a digital visual item, allowing screen reader users to access information conveyed by visual elements such as illustrations, diagrams, photographs etc. The character limit is generally 125 characters. Similar to image descriptions (see separate definition), alt text is usually a more brief summary of the important details in a visual item.

Allyship

Allyship is the practice of emphasising social justice, inclusion, and human rights by members of an ingroup, to advance the interests of an oppressed or marginalised outgroup. Allyship is an active, consistent, and arduous practice of unlearning and re-evaluating, in which a person holding systemic power seeks to end oppressions in solidarity with a group of people who are systemically disempowered.

Aptitude

Aptitude refers to what you are potentially capable of, even if you have not currently achieved it.

Anticipatory Welcome

A D&A concept that advocates for a proactive approach to inclusion, incorporating key facets of Universal Design (definition below). It is the idea that accessibility and intersectionality are factored into all design (products, environments, practices, systems, policies, etc.) so that barriers are removed before they arise and people feel welcome and included from the outset.

ASASA

ASASA stands for Association of Study Aids and Strategies Assessors (sometimes referred to as 'DSA Needs Assessors'), who help disabled students identify strategies they can use to participate in higher education.

Assessment

Assessment is a term which means an evaluation of your existing skills and what you could achieve, using tests, observation and discussion.

Assessment of Need

Assessment of Need is a formal interview to assess your equipment and support needs, taking into account your strengths and weaknesses.

Assistive Technology (AT)

Umbrella term for assistive products, devices and related services that can improve the independence, wellbeing and participation of Disabled people. Examples of assistive software include screen readers, voice input or dictation software, mind mapping software, note-taking software, etc. Sometimes, AT is now used to refer to 'Access Technology'; this term places emphasis on accessibility and socially-constructed barriers, rather than 'assistive', which fits more with a medicalised concept of Disabled people as having additional needs or being different from a norm.

Auditory short-term memory

Auditory short-term memory is the ability to retain information received instantly through listening.

Audio description

Additional commentary that describes body language, expressions, and movements, making a story understood through sound. It describes visually depicted content that might otherwise be inaccessible to a Blind or partially sighted person.

Autism/ autistic

Autism is a spectrum condition that sits under the neurodiversity umbrella. It is usually characterised by different ways of communicating and interacting with the sensory world and with other people. However, there is not one 'singular autism'; every autistic person experiences autism in their own way. Key barriers can include over- and/or under- sensitivity to various sensory elements (smell, light, noise, touch and taste), challenges in 'reading' other people, and anxiety, especially when a routine or familiar experience is disrupted. Key strengths can include attention to detail, in-depth knowledge of specific topics, and pattern recognition.

Barriers

Refers to barriers which hinder Disabled peoples full and equal participation in the workplace and beyond. These include: physical/ environmental, attitudinal, informational, communicational, organisational/ institutional, technological, policy and socio-economic barriers.

Belonging

Ensuring that people feel welcome, heard, safe, respected and included in different strands of their day to day lives.

Braille

A system of embossed characters for blind and partially sighted people, formed by using a Braille cell, a combination of six dots consisting of two vertical columns of three dots each. Each simple Braille character is formed by one or more of these dots and occupies a full cell or space. Some forms of Braille use eight dots.

British Sign Language (BSL)

The most commonly used language by d/Deaf people in the UK. See 'Sign language' definition for further information.

CEDAG

CEDAG stands for The Chief Executive's Disability Advisory Group and is SFC's advisory group on disability matters.

Celebratory model of disability

This model is proposed by D&A. It is based on the core premises of the social model, with additional beliefs that diversity enriches our society and is something to be celebrated. Under this model, disability is not viewed as an abnormality or impairment, but as differences that are natural and important parts of human diversity. This model highlights that the concept of normality is a social construct that fails to recognise the vast spectrum of valuable skills, experiences and identities that each individual brings. Intersectionality is key to this model, recognising that there is much depth to the human experience. It advocates for a holistic view of diversity where each unique individual is accepted, included and can thrive.

Charity model of disability

The Charity Model can be seen as an offshoot of the Medical Model, where disabled people need help and deserve pity. Disability is seen not only as something that should be cured but something tragic. The media and charities often use this model to frame perspectives on disability, using it as a way to rouse emotion and yield fundraising donations. This model, therefore, conceptualises non-disabled people as the 'saviours' of disabled people. Non-disabled people developed this model and it's both a way of understanding and relating to disability, as well as propping up a capitalist industry around disability.

Chronic health condition (or chronic illness)

Conditions that last at least a year and impact a person's ability to complete everyday activities. Chronic health conditions or illnesses can be constant, fluctuating, episodic or get worse over time, depending on the specific experiences of the condition and the individual.

Closed captions

In video content, on-screen text that is synchronised to dialogue, identifies speakers, and describes other relevant sounds that are otherwise inaccessible to d/Deaf people. Closed captions (CC) can be turned on and off by the viewer (as opposed to open captions, which are always in view).

Cognitive Style

Cognitive Style is the usual way you approach learning or problem solving. Other words similar in meaning: 'Learning style'

Cognitive functioning

Cognitive functioning concerns performance in mental processes such as thinking, understanding and remembering.

Compensatory strategies

Compensatory strategies are alternative, faster or harder methods that you may use to get around your weaknesses.

Comprehension

Comprehension usually means your ability to understand spoken or written information. It is also the name of an IQ test from the WAIS which aims to assess your ability to understand the cause and affect of actions.

DDA

DDA stands for Disability Discrimination Act (1995), which refers to UK legislation setting out the rights of disabled people not to encounter unjustified discrimination in society on account of a disability. This Act has now been replaced by the Equality Act 2010

DELNI

DELNI stands for Department for Employment and Learning for Northern Ireland.

d/Deaf

The 'uppercase D' Deaf describes people who identify as culturally Deaf and actively engage with the Deaf community. Deaf with a capital D indicates a cultural identity for people with hearing loss who share a common culture and who usually have a shared sign language. The 'lowercase d' deaf simply refers to the physical condition of hearing loss. People who identify as deaf with a lowercase 'd' don't always have a strong connection to the Deaf community and don't always use sign language. They may prefer to communicate with speech. As of 2024, the deaf community is now leaning towards just using 'deaf' (little d) as a catch-all to prevent any unnecessary division amongst deaf people.

DMAG

Digital Media Access Group - Provides consultancy and research into accessibility and usability of digital media.

DPO

"Disabled Person's Organisations" are representative organisations or groups of persons with disabilities, where people with lived experience of disability constitute a majority of the overall staff, board, and volunteers in all levels of the organisation.

DRC

Disability Rights Commission - An independent body established to eliminate discrimination against disabled people and to promote equality of opportunity.

DSA

Disabled Student Allowance - An allowance for disabled students in Higher Education.

DSA-QAG

The Disabled Students Allowance Quality Assurance Group provides a quality assurance service for assessment centres and suppliers involved in the delivery of the Disabled Students' Allowance scheme in England and Wales.

DSA1 Form

DSA1 Form is the form that disabled students need to fill in to claim DSA.

Decoding

Decoding means breaking written words down into familiar sounds or shapes in order to make sense of them.

Diagnosis

Diagnosis is a word borrowed from the medical world, which describes the process of explaining the nature and cause of somebody's learning difficulties

Diagnostic Assessors

Diagnostic Assessors are Educational Psychologists and professionals with postgraduate qualifications, specialising in learning processes, who are allowed to administer the WAIS IQ Scales.

Digit Span

Digit Span is the name of an IQ test from the WAIS which aims to test your Auditory Short-term Memory. This involves repeating increasingly long numbers forwards and backwards.

Digit Symbol Coding

Digit Symbol Coding is the name of an IQ test from the WAIS which aims to test your Visual Short-term Memory and fine motor skills. This involves matching, remembering and copying symbols under timed conditions.

Disability

When we talk about disability, we are referring to the concept of experiencing a range of different barriers (physical, attitudinal, information, communication, organisational, technology, policy and socio-economic barriers) that impact one's ability to participate equitably in society. Disability is traditionally defined under the medical model, which focuses on a specific physical or cognitive 'difference' (or often called a condition or impairment) that might be something a person is born with, something that happens as they get older, or something that results from an injury or illness. At D&A, we rarely talk about 'disability' or 'disabilities' and instead talk about being disabled or experiencing disablement.

Disablement describes any part of society or culture which prevents disabled people from overcoming socio-economic barriers. This could include law, policy, inaccessible environments, a belief or attitude. The impact of these barriers can lead to isolation, anger, disillusionment and dehumanisation, all of which can be challenged and overcome by disabled-led initiatives who champion disabled peoples rights and interests.

Diversity

Diversity means a spectrum of differences in ability, age, culture, gender, race, religion, and sexuality, for example. D&A welcomes and celebrates a definition of diversity as a rich balance of differences. For D&A, diversity is inspiring, and we aspire to create harmonious communities of coexistence where marginalised voices are given equal respect as the dominant ones.

Disability inclusion

This allows disabled people to access, on an equal basis, the opportunities and resources available for non-disabled people. This includes meaningful participation and working in partnership with disabled people and their representative organisations.

Disabled people/ person

Identity-first phrasing that is consistent with the social model. It refers to disadvantage, inequality, and discrimination primarily as social phenomena that reside in societal barriers rather than directly arising from the individual's difference(s). This term reflects the idea that the person is disabled by a world that is not equipped to allow them to participate and flourish.

Disabled Person's Organisations (DPOs)

These are representative organisations or groups of disabled people, where people with lived experience of disability constitute a majority of the overall staff, board, and volunteers in all levels of the organisation.

Disablism/ disableism

Disablism can be defined as discriminatory, oppressive, abusive behaviour arising from the belief that disabled people are inferior to others. Disablism refers to prejudice, stereotyping, or institutional discrimination against disabled people and their perceived capacities. See also 'ableism' and the Scope definition for further clarification on the distinction between the two terms.

Disabled Students' Allowance (DSA)

A government scheme that provides funding for support for disabled students in higher education. You can learn about the support provided and the processes to access it in our DSA: Find Your Way guide.

Disablement

The experience of being disabled by social barriers (including physical, attitudinal, information, communication, organisational, technology, policy and socio-economic barriers). We use disablement as a social and celebratory model-friendly alternative to "disability" (see separate entries on the social model of disability, celebratory model of disability and disability).

Dyscalculia

A combination of strengths and challenges that impact arithmetic operations often without any challenge in mathematical reasoning. Key barriers can include mixing signs and symbols, mental arithmetic, sequential processing, organisation and calculating travel times. Key strengths can include logical and strategic thinking, creativity and mathematical reasoning.

Dysgraphia

A combination of strengths and challenges that impact writing. Key barriers can include spelling, handwriting, and sentence structure. Key strengths can include strong oral memory, verbal storytelling and listening skills.

Dyslexia

There is no agreed definition of dyslexia! Here is a simple one to use when trying to explain dyslexia quickly to others. Dyslexia is a specific difficulty with written language, which exists despite high intelligence, health and education. Other common difficulties include memory, coordination, sequencing, organisation and direction. For D&A's perspective on dyslexia see 'neurodiversity'.

Dysphasia

A combination of strengths and challenges that impact speech and language. Key barriers can include auditory processing, word pronunciation and expressing oneself verbally. Key strengths can include manual skills.

Dyspraxia

A combination of strengths and challenges that primarily impact fine and gross motor skills, motor planning and coordination, language and cognitive processing skills (particularly with regard to abstract concepts like space and time). Key barriers can include coordination, manual dexterity, sequencing and planning. Key strengths can include innovative ways of looking at problems and lateral thinking.

End-user

A way to describe someone that has authentic experience of using a tool or service, giving detailed insight into how it performs from the perspective of someone that often relies on it.

Equality Act 2010

A legal act in the UK that protects people against discrimination, harassment or victimisation in employment and as users of private and public services based on nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

Equity, Diversity and Inclusion (EDI)

In the workplace, EDI refers to an area of interest or sector where one's main focus is to provide expertise and advocacy relating to inclusion. There are many, many different acronyms used for this area, including D&I, DEI, DE&I, I&D. The acronym can also contain B for Belonging, or J for Justice.

Easy-to-read/ Easy Read

A method of presenting written information in a more accessible way, usually explicitly designed for learning-disabled people. It may include plain language and diagrams. Easy read advocates using short sentences of no more than 10-15 words, with each sentence expressing one idea and one verb. A difficult word or idea is explained in a separate sentence.

HE

HE stands for Higher Education, which takes place in universities and higher education institutions, and colleges. HE courses are programmes leading to qualifications, or credits which can be counted towards qualifications. They include HNCs, HNDs, degree courses, and postgraduate courses.

HEI

HEI stands for Higher Education Institutions and is an umbrella term used for education institutions that do not have a university title. However, as with universities, they provide courses that lead to qualifications including HNCs, HNDs, degree courses, and postgraduate courses. HEIs is also commonly used when talking about universities and HEIs as a group.

HESA

HESA stands for Higher Education Statistics Agency, which is central source for Higher Education statistics.

HTML

HTML stands for Hypertext Mark-up Language, which is a computer coding language used to create web pages.

Hemispheres

Hemispheres is the name for the two parts that the brain is divided into. There are two hemispheres: the Left and the Right. Each hemisphere is said to be specialised in different thought processes.

Hereditary

Hereditary is a term which means a characteristic that is passed from one generation of a family to another. Dyslexia is hereditary as it often runs in families.

Identity-first language

For example, "disabled person" rather than "person with a disability". Identity-first language adheres to the social model, emphasising that a person is disabled by societal barriers, rather than disability being a personal deficit. Acknowledges disability as part of what makes a person who they are. Disability isn't just a description of diagnosis; it's an identity that connects people to a community, a culture and a history. It is widely used in the UK.

ILTHE

ILTHE stands for the Institute for Learning & Teaching in HE - a professional body for all who teach and support learning in Higher Education in the UK (also known as the ILT).

Image Description

Similar to alt text (see separate definition), a detailed written description of visual content such as a photo, graphic, diagram or video. Image descriptions are usually longer and more descriptive than alt text. The character limit is generally 1,000 characters. Check out our guide on writing image descriptions and alt text for social media.

Inclusion

"Diversity is about counting people, inclusion is about insisting they count."- Atif Choudhury, CEO and Co-founder of Diversity & Ability.

We have found that diversity can sometimes be surface-level and focused on statistics or box-checking. In contrast, inclusion is more than just having lots of differences represented; it is about making sure that everyone feels comfortable and confident, valued and respected, heard and understood.

Inclusive design

Products or spaces that are explicitly created in such a way that ensures everyone feels welcomed and included. The process of Inclusive Design actively involves diverse individuals in the design process.

Inclusive practice

Measures taken to ensure services, processes, and systems are accessible to disabled people and other typically marginalised groups. An intersectional approach is key to ensuring true accessibility, considering wider strands of diversity and a disabled person's full identity.

Inclusive language

Inclusive language avoids expressions or words that are considered to express or imply ideas that are discriminatory, biased or prejudiced to any particular group of people. For example, this might include sexist, racist, or ableist language.

Inclusive workplace

An inclusive working environment is one in which everyone feels valued and feels that their contribution matters; but also where people can perform to their full potential, no matter their background, identity, or circumstances. This is also a workplace where difference is seen as a benefit and where various perspectives and differences are shared and valued, leading to improved working relationships, programming and innovation.

Indigenous people/ communities

Indigenous Peoples are distinct social and cultural groups that share collective ancestral ties to the lands and natural resources where they live, occupy or from which they have been displaced. In some countries, there may be a preference for other terms, including tribes, first peoples/nations, aboriginals, ethnic groups, adivasi, janajati. Among the indigenous peoples are those of the Americas (for example, the Lakota in the USA, the Mayas in Guatemala or the Aymaras in Bolivia), the Inuit and Aleutians of the circumpolar region, the Saami of northern Europe, the Aborigines and Torres Strait Islanders of Australia and the Maori of New Zealand.

Intersectionality

An analytical framework rooted in anti-racist feminist theory (coined by Professor Kimberlé Crenshaw in 1989) for understanding how aspects of a person's social and political identities combine to create different modes of discrimination and privilege. It is the interaction of multiple factors, such as race, disability, age and gender, which can create multiple layers of discrimination and, depending on the context, worsen legal, social or cultural barriers. Check out our blog to learn more about intersectionality and why it matters in the workplace.

The origin of the term intersectionality, and the theory relating to it, is credited to Kimberlé Crenshaw.

IQ Test

IQ Test is the name for a test or group of tests (such as the WAIS) designed to measure how 'intelligent' a person is in comparison to the rest of his/her age group. There is however no common agreement as to what 'intelligence' is and how to measure it objectively. Other words similar in meaning: 'psychometric tests'.

JISC

Joint Information Systems Committee - This committee supports further and higher education by providing strategic guidance, advice and opportunities to use Information and Communications Technology to support teaching, learning, research and administration.

LTSN

LTSN stands for Learning and Teaching Support Network - a network of 24 subject centres which enables the sharing of good practice and the provision of learning and teaching resources and information for the Higher Education community.

Learning Style

Learning Style is a preferred method or approach for problem-solving or intellectual functioning consistently used by an individual. Other words similar in meaning: 'Cognitive style'.

Lived experience

In the context of disability and neurodiversity, this means having a personal, firsthand understanding of what it means to be disabled and/or neurodiverse. Lived experience can be the source of rich knowledge and profound empathy, that informs the conception of systems and services that are fit for purpose and inclusive. The saying "Nothing about us without us" is used to communicate the idea that no policy should be decided by any representative without the full and direct participation of members of the group(s) affected by that policy.

Marginalised

The institutional and system-based process where people are intentionally removed, denied, and isolated from economic, sociopolitical, and cultural participation.

Masking

'Masking' or 'social camouflaging' is a social strategy used by some neurodiverse individuals who consciously or subconsciously hide their neurodiverse traits or challenges to 'fit into' society. This can be incredibly exhausting and can affect mental health and well-being.

Meares-Irlen Syndrome

Meares-Irlen Syndrome is a specific type of problem with eyesight that gives physical discomfort when reading. This can lead to slow reading, frustration, tiredness, headaches and mistakes. People with this Syndrome may become tired after 5 to 10 minutes of reading. Lines may appear to jump, move or distort. Problems get worse when reading small print on white or shiny paper. The use of special coloured glasses or a transparent plastic overlay over text can bring relief. Other words similar in meaning: Scotopic Sensitivity Syndrome; Colour Sensitivity; Irlen Syndrome.

Mental Health

Refers to an individual's psychological, social and emotional well-being. Everyone has mental health, and everyone's experience of their mental wellbeing will be different. Mental health impacts how we think, feel, and act. It also influences how we deal with stress, interact with others, and make decisions.

MIND

MIND stands for Mental Health Voluntary Organisation - the leading mental health voluntary organisation in England and Wales.

Models of disability

We use different theoretical models to understand disability and its impacts. Models are important as they assist our understanding of disability and how society can best respond to the needs of disabled people. The most widely recognized disability models include the medical model, social model, charity model and rights-based model.

NADP

NADP stands for National Association of Disability Practitioners - a professional association for disability officers working in UK Higher and Further Education Institutions.

NCTD

NCTD stands for National Centre for Tactile Diagrams - an organisation providing tactile diagrams, maps and pictures for blind and partially sighted people.

NDT

NDT stands for National Disability Team - a group contracted by the Higher Education Funding Council for England (HEFCE) and the Department for Employment and Learning for Northern Ireland (DELNI) to undertake the service of a national team to improve provision for disabled students in higher education.

NHSBSA

NHSBSA stands for National Health Service Business Services Authority administers funding for healthcare and social work students on behalf of the Department of Health.

NUS

NUS stands for National Union of Students - a confederation of local student representative organisations in colleges and universities throughout the United Kingdom.

Neurodiversity

Neurodiversity refers to natural variation in the human brain and cognition, relating to sociability, learning, mood and other cognitive functions in a non-pathological sense. It was coined in 1998 by sociologist Judy Singer. This umbrella term covers Autism, ADHD, developmental speech disorders, dyslexia, dyspraxia, dyscalculia, learning disabilities and Tourette's syndrome. Neurodiversity encompasses unseen differences that can also overlap with a visible disability.

Neurodivergent

This term refers to someone whose neurological functioning is considered 'atypical'. At D&A, we prefer not to use it, as it implies a benchmark of normality-that the person is diverging from the norm. Instead, we view neurodiversity as a spectrum of unique strengths and challenges, recognising that everyone's abilities are different.

If you'd like to explore this further, take a look at our article on the difference between neurodiverse and neurodivergent.

It's worth noting, however, that the term neurodivergent is widely used across the sector to describe individuals. Additionally, referring to someone as a neurodiverse person is generally seen as grammatically incorrect.

Neurotypical

Neurotypical refers to individuals whose patterns of thought and behavior align with what society considers standard or typical neurological functioning. This concept assumes a singular norm, often implying that those who think or process information differently are somehow lesser-overlooking the value of cognitive diversity. As highlighted in Neurodivergent at D&A, our organization chooses not to use the terms "neurotypical" or "neurodivergent," recognising the limitations and implications of these labels.

Neurological

Relating to the functioning and structure of the brain and nervous system.

Non-Visible Disabilities

Non-visible disabilities are conditions that aren't immediately apparent to others, which can make accessing support more challenging. There's no clear divide between visible and non-visible disabilities, and many people experience aspects of both.

An estimated 70-80% of all disabilities are non-visible. This includes sensory conditions, mental health conditions, neurodiversity, learning disabilities, musculoskeletal conditions, and long-term, chronic, or recurring health conditions.

Terms like 'invisible disabilities' or 'hidden disabilities' can be misleading, as they suggest these conditions are completely unseen or should remain concealed. 'Non-visible disability' is preferred, as it acknowledges that while the disability may not be immediately obvious, it is still a significant part of a person's experience.

OU

OU stands for The Open University - a distance learning and research university in the UK. It is notable for having an open entry policy, i.e. students' previous academic achievements are not taken into account for entry to most undergraduate courses.

Open Source

Open Source is a philosophy and methodology from the information and computing technology field, which promotes free access and sharing of information relating to an end product's coding, design and use. D&A embraces the Open Source movement's emphasis on being shaped and led by a community of end-users and providing an alternative to exclusive, profit-driven technology markets.

PAS 78

PAS 78 stands for Publicly Accessible Specification 78 - a standard produced by the British Standards institute, commissioned by the Disability Rights Commission, and launched in March 2006. It provides organisations with Good Practice in Commissioning Accessible Web sites.

Percentile rank

Percentile rank is a system of grading you in comparison to a similar group of a hundred people. For example, if a hundred students of a similar age to you took a spelling test and you scored in the 30th percentile, that would mean that on average 69% of students would score better than you, and 29 % would score less well. 30% of students would score the same as you.

Perception

Perception means an awareness and interpretation of sounds, sights, smells, tastes or feelings. Other words similar in meaning: 'Auditory Perception' - often used to describe our interpretation of speech sounds.

Performance IQ

Performance IQ is the technical term for your 'intelligence' as tested by manual and visual tasks that require no speaking or writing of words.

Person-first Language

Person-first language places the individual before their disability, focusing on the person as a human being first and foremost. It uses phrases like "person with a disability" or "individuals with disabilities," conveying that the disability is something the person has, rather than defining who they are. This approach is widely used in regions like North America and by organisations like the United Nations.

However, person-first language can unintentionally reinforce the idea that disability is solely the responsibility of the individual, aligning more closely with the medical and charity models of disability. It can suggest that the burden of disability lies with the person rather than recognizing that society plays a significant role in creating barriers and challenges for disabled individuals.

Phonological awareness

Phonological awareness is the technical term for your understanding of how letters of the alphabet represent speech sounds.

Profile

Profile is the technical term for a short description about your learning strengths and weaknesses.

Protected characteristics

1. age

2. disability

3. gender reassignment

4. marriage and civil partnership

5. pregnancy and maternity

6. race

7. religion or belief

8. sex

9. sexual orientation

Psychological safety

A workplace culture where people are comfortable being themselves and expressing themselves. There is a shared belief among the workforce that nobody will be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes. Notably, psychological safety is about group norms. It describes how people engage with other team members and the wider organisation and how secure they feel as they do so.

Psychometric test

Psychometric test is the technical term for the measurement of psychological skills by tests.

QAA

QAA stands for Quality Assurance Agency for Higher Education - an independent body established to provide an integrated quality assurance service for UK higher education.

RNIB

RNIB stands for Royal National Institute of Blind people - a voluntary organisation offering practical support and advice to anyone who is blind or has a visual impairment.

RNID

RNID stands for Royal National Institute of Deaf people - a voluntary organisation offering support and advice to anyone with hearing loss.

Reading age

Reading age is a term used to explain the results of certain reading tests in terms of what stage you are at. For example, if your reading age is found to be '12 years and 6 months', this is supposed to mean that your reading skills are average for a child of that age. Many reading tests have a 'ceiling' age, for example 15 years. This means that, even if you read everything perfectly, you still would be compared to an average 15 year old. A similar system exists for some spelling tests.

Reasonable Adjustments

Reasonable Adjustments are modifications or changes that employers are legally required to make under the Equality Act 2010 to support disabled employees and ensure they can participate fully in the workplace. The aim is to remove barriers that disadvantage disabled individuals compared to non-disabled employees, ensuring they can exercise their human rights and freedoms on an equal basis with others.

These adjustments might include altering workplace practices, criteria, or provisions that place disabled employees at a disadvantage. This legal requirement aligns with both UK law (Equality Act 2010) and international standards, such as the UN Convention on the Rights of Persons with Disabilities (UNCRPD). In some countries, such adjustments are referred to as 'reasonable accommodations' (e.g., in the USA).
Check out 'The Complete Guide to Adjustments at Work' to learn more!
Rights-based model of disability

The rights-based model focuses on basic human rights principles, it recognises that 'disability' is a natural part of human diversity that must be respected and supported in all its forms. Disabled individuals have the same rights as everyone else in society, and 'disability' must not be used as an excuse to deny or restrict people's rights. The rights-based model positions 'disability' as an important dimension of human culture and diversity and affirms that all human beings, irrespective of their 'disability', have certain rights that are undeniable.

SAAS

stands for Student Awards Agency for Scotland - an Agency of the Scottish Executive, responsible for processing support applications from eligible Scottish domiciled students undertaking full time, higher education courses up to degree level throughout the UK. SAAS also administers the Postgraduate Student Allowances Scheme and the Student Nursing and Midwifery Bursary Scheme and provide DSA (Disabled Students Allowance)

SAMH

SAMH stands for Scottish Association for Mental Health - SAMH operates a range of services across Scotland for people with mental health problems, and also aims to influence public policy as it affects people with mental health problems.

Sans serif font

In typography and lettering, a sans-serif letterform is one that does not have extending features called "serifs" at the end of strokes. Sans-serif typefaces tend to have less stroke width variation than serif typefaces. Some of the most commonly used sans serif fonts include Arial, Helvetica, Proxima Nova, Futura, and Calibri.

SENDA

SENDA stands for Special Educational Needs and Disability Act - an Act that went through Parliament in May 2002, to remove the exemption of Education from the Disability Discrimination Act 1995. It has now been embedded into the DDA as DDA (Part IV).

Sexual orientation

An inherent or immutable enduring emotional, romantic or sexual attraction to other people. Note: an individual's sexual orientation is independent of their gender identity.

SFC

SFC stands for Scottish Further and Higher Education Funding Council - the public organisation that allocates funding for teaching and learning, research and other activities in Scotland's colleges and universities. Established in 2005 as a result of the merger of the Scottish Higher Education and Further Education Funding Councils (SHEFC and SFEFC).

SFE

SFE stands for Student Finance England - a service allowing full-time higher education students from England to apply for finance online. It also lets parents and partners of students support an application online.

SFEFC

SFEFC stands for Scottish Further Education Funding Council. This organisation ceased to exist in 2005 and was replaced by the SFC.

SHEFC

SHEFC stands for Scottish Higher Education Funding Council. This organisation ceased to exist in 2005 and was replaced by the SFC.

Sign Language

Sign languages are complete, natural languages that are different from spoken languages. They are used by d/Deaf people to communicate. There are over 300 sign languages around the world, used by more than 72 million people. American Sign Language (ASL) is the most widely used, spoken in North America, Central America, parts of Africa, and Asia.

International sign language is a simpler version of sign language, with fewer words and less grammar than natural sign languages. It's often used in international settings, but it's not as complex or specific as individual sign languages.

Sign Language Interpreter

A sign language interpreter helps people who use different sign languages communicate by translating between a spoken language and a sign language. They make sure everyone can understand each other and participate equally.

Sign language interpreters can be either Deaf or hearing. They must be qualified, with proper training in their country's sign language. Interpreters follow a strict code of ethics, which ensures they are impartial, keep information private, and always improve their skills and knowledge.

SLC

SLC stands for The Student Loans Company - a non-departmental public body in the UK that administers student loans and grants provided by the government in the UK. The SLC is responsible for Student Finance England (SFE) and is a delivery partner of Student Finance Wales and Student Finance NI.

Scotopic Sensitivity

Scotopic Sensitivity literally means: 'vision in dim light'. See 'Mears Irlen Syndrome' above.

Sequencing skills

Sequencing skills is the technical term for the ability to arrange letters, words, numbers, ideas or tasks in a formal or logical structure. This is often seen as an area of weakness for people with dyslexia.

Short-term memory

Short-term memory is the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time, usually seconds. Other words similar in meaning: see 'Working Memory' below.

Social Capital

Social capital refers to the networks of relationships, trust, and shared values that connect people within a community or society. These connections help individuals and groups work together to achieve common goals. It includes the social bonds and norms that make cooperation and teamwork possible.

Social capital is important because it can improve community well-being, support economic growth, and create stronger social connections. People who lack the same social capital as others in their community may face disadvantages when trying to access opportunities or support.

Social model

The social model was created by disabled individuals and explains that 'disability' is caused by societal barriers rather than by a person's diagnosis or difference. Social constructs, like beliefs about 'disability', create multiple barriers (eg. attitudinal, communication and physical or environmental) that can prevent an individual from thriving in society.

Removing these barriers facilitates fair and equal participation in society, where disabled people have agency, choice and control over their own lives. Disabled people developed the social model of 'disability' because the medical model did not adequately represent their personal experience of disabling barriers or help to develop more inclusive ways of living. The term 'disabled people' implies that people are disabled by external, societal factors, and the disability does not 'reside' within them ( read our blog to find out more).

Socioeconomic status/ background

Socioeconomic status (SES) refers to a person or group's social and economic position within society. It's based on a combination of factors like education, income, wealth, occupation, and access to resources. SES is often classified as low, medium, or high.

People with lower socioeconomic status typically have less access to resources such as financial support, education, social networks, and healthcare compared to those with higher socioeconomic status. This can affect opportunities and overall quality of life.

SpLD

Specific Learning Difficulty means a difficulty with a particular aspect of learning, rather that all learning tasks. Dyslexia is seen as a 'specific learning difficulty'. SpLD is an umbrella term in the UK to describe a variety of learning difficulties including dyslexia, dysgraphia, dyspraxia, dyscalculia, attention deficit disorder, Asperger's syndrome and autism. D&A prefers to use the term Specific Learning Differences rather than difficulties. See 'Neurodiversity' above.

Speed of information processing

Speed of information processing means how long it takes you to make sense of and use visual or auditory information. This is often seen as an area of weakness for people with dyslexia.

Standardised

Standardised is a technical term used by disability assessors. When a test score is 'standardised', that means that an average score has been worked out for people of a particular age.

Student Finance NI

Student Finance NI is a service allowing full-time higher education students from Northern Ireland to apply for finance online. It also lets parents and partners of students support an application online.

Student Finance Wales

Student Finance Wales is a service allowing full-time higher education students from Scotland to apply for finance online.

Subtests

Subtests are smaller tests that form part of a larger test.

Subtitles

Subtitles are synchronised with a soundtrack so that the text displays at the same time words are spoken. Non-speech elements are not typically included in subtitles, which are primarily designed for viewers who have difficulty understanding the language that is being spoken.

Symbol

Symbol means something which visually represents something else. For example, a letter of the alphabet or musical notation can represent a sound. Mathematical symbols are used to represent number values or relationships. It is said that some dyslexic people have difficulty with symbols.

TechDis

TechDis stands for Technology for Disabilities Information Service - a service providing the UK Higher and Further Education sectors with advice and information on disability-related technology issues.

Tokenism

Tokenism is when an organization or group makes only a small, symbolic effort to include people from marginalized groups, often to appear more inclusive without making real changes. For example, hiring people from underrepresented groups just to show racial or gender equality, rather than genuinely addressing diversity and inclusion.

Tourette Syndrome

Tourette syndrome is a condition that causes involuntary movements and sounds known as tics. It usually starts in childhood, and while the tics may persist, they often improve or disappear completely as a person gets older.

Transcript

A transcript is a written version of spoken content, such as what is said in a meeting or video. Transcripts are created after the event, not in real-time, and typically only include speech. They are not a substitute for captions but can help people revisit or review content later.

Unconscious bias

The idea that deeply ingrained learned social stereotypes or preconceived understandings, preferences and experiences influence the way we feel about something and may impact our decision making. Bias, therefore, manifests as a prejudice in favour of or against one thing, person, or group compared with another usually in a way that's considered to be unfair. In recruitment, unconscious bias can affect hiring choices, where certain applicants may be hired over others due to shared backgrounds or characteristics with the employer. This can result in a lack of diversity and representation. Find out more about unconscious bias on our blog.

Verbal IQ

Verbal IQ measures your 'intelligence' as assessed by your knowledge and understanding of language, your General Knowledge and your Working Memory. This is often contrasted with your 'Performance IQ' (See above). Tests may include such things as: Vocabulary (your ability to define words) or Abstract Verbal Reasoning (your ability to solve problems you hear using logic and common sense).

W3C

W3C stands for World Wide Web Consortium - an organisation drawn from commercial, public and academic sectors and charged with developing technologies to advance development of the Web as an information source and communication medium.

WAI

WAI stands for Web Accessibility Initiative - a project of the W3C, involved in developing guidelines, technologies and techniques that promote accessibility of Web content.

WAIS

WAIS stands for The Wechsler Adult Intelligence Scale - a test designed to measure intelligence in adults and older adolescents.[1] It is currently in its fourth edition (WAIS-IV). The original WAIS (Form I) was published in February 1955 by David Wechsler, as a revision of the Wechsler-Bellevue Intelligence Scale. Wechsler defined intelligence as '... the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.'

WCAG

The Web Content Accessibility Guidelines (WCAG) are the most comprehensive and widely referenced guidelines for designing accessible websites. Developed by the Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C), these guidelines help ensure that web content is accessible to all users, including those with disabilities. They provide standards, technologies, and techniques that make web content more inclusive, improving access for everyone.

Word recognition

Word recognition means your ability to accurately recognise and understand a word that you read.

Working Memory

Working Memory means memory that can hold a limited amount of information for a short period of time, very roughly about seven items for between two seconds and a minute. This term also describes the store in which new information is placed after being processed. Poor Working Memory, either auditory or visual, is commonly seen as a symptom or cause of dyslexia. Other words similar in meaning: 'Short-term Memory'.

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Useful names and terms to help you navigate the world of Access to Work (AtW) and Disabled Students Allowance (DSA), accessibility, and equity, diversity and inclusion.

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Reflecting on types of resources:

Need to be specific to engineering

Useful categories include

How-to guides

Case studies/Examples of how others have addressed NI

Scénarios and how to use them - Enhancements

Training materials plus self-checks or assessments for individuals/teams/programmes

Range of resources to match the framework column headings: from awareness (tick boxers) to rich engagement

Reflective questions to take tick-boxers into understanding.

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Leading Neurodiversity in the Workplace. A 3-day Training by "In Professional Development"

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Supporting neurodiversity in the workplace BUPA

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https://www.timeshighereducation.com/campus/road-map-diagnosis-and-support-autistic-women-higher-education

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Learn the differences between how people think and process information

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Apprenticeship Learning Tool Understanding cognition to optimise learning, improve pass rates, and secure funding.

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Contemporary Approaches to Assessment of Engineering Competencies for

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The purpose of this chapter is to present a sociocultural-informed, evidence-centered design (SCI-ECD) model for designing and validating multidimensional

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Wagstaff Group Campus Landscape Look Book - future-focused, sustainable and inclusive.

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Examples of workplace adjustments available to neurodiverse employees (including university employees!)

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Adjustments for neurodiversity - Reasonable adjustments at work - Acas

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How to support neurodivergent employees at work with reasonable adjustments, including examples and whether someone needs a diagnosis.

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HESA Statistics: Who's Studying in HE? Personal Characteristics 2014/15-2022/23. No subject breakdown

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Empowering neurodivergent Job Seekers: Success Strategies (not engineering specific)

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Empowering Neurodivergent Job Seekers: Success Strategies | Neurodiversity

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IET's 'Differently Wired' hub

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Expert resources, advice and support for neurodiverse engineers and the people who support them. Sign up and start #EngineeringYourWay today.

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EPC Neuroinclusive Assessment Webinar, 15 January 2025

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All In For Engineering: Neuroinclusive Assessment - Engineering Professors Council

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This event is open to all with an interest in assessment, diversity within the engineering profession and enhancement of practice in engineering education.

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AUDE new Neurodiversity Design Guide, 6 Feb 2025

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AUDE publishes today the new work 'Neurodiversity - Design and management guide for Higher Education environments' which has been co-authored on behalf of the association by Jean Hewitt (of Buro Happold) and Stephanie Kyle (for Maber Architects). Increasingly the association is interested in the ways in which inclusive design can make our buildings and campuses better working and living environments for the widest possible range of people.

Serving the needs of neurodiverse members of our university communities is a key part of inclusive design. We are very conscious of the breadth of advice already provided into this space (via RIBA, British Standards, Building Regulation Approved Documents and more), and the guide aims to signpost the key advice available elsewhere, and avoid conflict with that pre-existing guidance and support.

In interacting with the guide, we ask members to think of it as an element in a larger toolkit, which would ideally be moved through in three steps. These are:

Watch the short training video online

Download and read the guide using the link in the first of these bullet points

Use the AUDE Neurodiversity and Hidden Disabilities Plan of Work Checklist (also available at the same link).

Jane White, AUDE Executive Director, explains the new guide as 'aiming to give newcomers to these issues a primer on key terminology while pointing to more in-depth guidance available elsewhere. We are really grateful to partner organisations involved in creating this guide. The idea for this work grew from the winning group project at the 2023 Summer School, and this group has been instrumental in seeing the project from initial idea to completion. I'd like to thank everyone involved in that group and particularly Brendan Sexton of the University of Nottingham who has steered this project for AUDE.

'Beginners to this theme are welcome here. Thinking about neurodiversity in detail for the first time from a neurotypical standpoint can feel like a string of 'lightbulb moments', as ideas around building layouts, sensitivity to light and noise are introduced. But for this document to be useful we needed it to quickly steer past 'beginner status' and towards a place where AUDE members can practically apply their learning. Design criteria that allow for neurodiversity tend to emphasise the importance of clarity in design (the purpose of the space), the need for elements of control to be available to users (including over choices of the type of space they can sit in, or the mix of social and collaborative options with calm or 'retreat' space for when sensory overload becomes too much). We know AUDE members are used to thinking about these issues as they work hard to make every new build and every refurbished building on campus adaptable and useful for as many purposes as possible. But seeing that design process through a neurodiversity lens is fascinating and immensely rewarding work that can only make our buildings better in serving the needs of the entire HE community. We hope the guide can be used by designers and contractors as well as those within universities commissioning work.'

'Neurodiversity - Design and management guide for Higher Education environments' highlights the importance of issues such as reducing sensory stimulation; the need for human scale and volume; navigating the built environment; creating spaces with a logical and predictable flow; and more. The guide clearly signposts towards detailed information on other aspects of designing for neurodiversity, including the avoidance of design that may lead to phobia-type responses; the use of biophilic design principles so that spaces connect with nature; and the avoidance of high-contrast or clashing patterns, shapes or finishes. These are among a wide range of detailed design considerations highlighted by the guide.

Speaking on behalf of Buro Happold, author Jean Hewitt said: 'I'm delighted to have contributed to this publication targeted at the HE sector. From research findings and my earliest conversations with the PAS 6463 steering group, it was clear that educational environments can be a big challenge for many neurodivergent people and therefore one of the most important places to improve. A guide like this is incredibly helpful in advancing progress in HE, so that at every opportunity for change neurodiversity is considered, alongside accessibility for people with physical, mobility, sight and hearing impairments where progress has been made over several decades. I'm very excited to see the progress a guide can make in such a critical area.'.

Nick Keightley, Studio Director, Maber Architects, said: 'Having previously worked with the University of Nottingham to develop their Neurodiversity and Hidden Disability Design Guides, it has been great to collaborate with AUDE in developing a toolkit that aids the promotion of a greater understanding of neurodiversity within the wider HE community and assists in providing clear, practical guidance to create a more inclusive built environment. The toolkit both raises awareness and encourages an approach that integrates neurodiversity considerations at all work stages, maximising the opportunities to create supportive spaces and places for all.'

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association of university directors of estates

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AUDE : Association of University Directors of Estates

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AUDE publishes today the new work 'Neurodiversity - Design and management guide for Higher Education environments' which has been co-authored on behalf of the association by Jean Hewitt (of Buro Happold) and Stephanie Kyle (for Maber Architects).

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Publicly Available Specification (PAS) for Neurodiversity and the Built Environment, October 2022