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(Introduction)
This document explains how to make content usable for individuals with cognitive and learning disabilities and differences. The web is becoming increasingly essential for daily living, self care, safety, and independence. At the same time, approximately 20% of people in the world experience major cognitive or learning accessibility barriers online. This document is a working group note from the W3C, and provides supplemental guidance, beyond the Web Content Accessibility Guidelines (WCAG).
This document has content about:
This section describes the status of this document at the time of its publication. A list of current W3C publications and the latest revision of this technical report can be found in the W3C technical reports index at https://www.w3.org/TR/.
This is a prototype for testing only. Please reference https://www.w3.org/TR/coga-usable/ for the published note.This document was published by the Accessible Platform Architectures Working Group and the Accessibility Guidelines Working Group as a Group Draft Note using the Note track.
Group Draft Notes are not endorsed by W3C nor its Members.
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.
The W3C Patent Policy does not carry any licensing requirements or commitments on this document.
This document is governed by the 03 November 2023 W3C Process Document.
“Making content usable” is intended for anyone involved in the creation, curation, design, or development of digital technology and content. Depending on your specific role, here are potential paths you might take through this document. Each role listed below has a chip associated with it, that also includes visual indicators such as a specific icon and color. These are regularly used throughout the document to identify content that might be of particular interest to individuals in those roles.
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People with cognitive and learning disabilities may experience difficulties with many of the cognitive activities often required to interact with technology and understand content. This can create accessibility barriers with many tasks, including:
This is not exhaustive. For a more in-depth understanding of the experiences of individuals with cognitive and learning disabilities, read the companion document to this guidance:
Amy loved her computer science course and now programs in several languages. She has discovered she can visualize the outcome of her coding and is quick to find any errors even if they are not highlighted. Writing documentation is less fun and she is too concise. This means some users do not receive enough help using her applications.Some of the scenarios in which Amy experiences accessibility barriers:
Learn more about Amy and how to design accessible experiences for her 🔗
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For people with cognitive and learning disabilities, meeting the design objectives in this document and addressing the specific functional needs of these individual 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.
The stories, use cases, and functional needs that will provide a solid foundation for making content usable for individuals with cognitive and learning disabilities detailed in the companion document to this guidance, About people with cognitive and learning disabilities.
A thoughtful user-centered design process will result in more accessible and usable products for individuals with cognitive and learning disabilities, and will likely lead to easier to use products for everyone, overall. Key parts of this process for people with cognitive and learning disabilities should be:
For resources to help you make these processes achievable for you, no matter the size of your organization, read our companion document:
Building for people with cognitive and learning disabilities into the process
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TThis 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.
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.
The visual, aural, and media design supports the user to easily understand the purpose and meaning of components, the hierarchy of the page and site, and how to navigate the layouts.
Patterns for achieving a helpful design:
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Jump to objective: Design Interactions Functionality Content Help
The flows, tasks, and events provide clarity for the user to understand how to interact with the system, and what will and has happened based on how they interact with the interface.
Patterns for achieving clear and straightforward interactions:
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Jump to objective: Design Interactions Functionality Content Help
Functionality is incorporated to proactively help the user “behind the scenes,” and/or provides the user with customization / personalization options.
Patterns for supportive functionality:
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Jump to objective: Design Interactions Functionality Content Help
The language, imagery, media, and other content is easy to understand, and/or provides other ways to be understood by those who are better supported with other formats.
Patterns for understandable content:
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📖 A user story
As a user with complex communication needs that may include a mild language impairment, I want symbols that help me understand the content.
More stories and user needs around icon support for the user 🔗
✅ What to do
Add familiar icons, images, and symbols to important content such as controls and section headings. Each icon or symbol should convey a single meaning and be next to the content it relates to.
✓ Use common icons that the user is likely to understand.
Icons can be especially helpful next to contact, help, and search content, and in callout boxes.
✓ Provide common icons next to key texts, headings, media sections, “contact us” buttons, and "help" buttons.Use clear and unambiguous icons or symbols that are easy to see and enlarge.
⭐ Helpful
Start each item in a list (such as a select list as in this example, or instructions in a recipe) with an icon that relates to it.
ℹ️ Caution
Not including icons in this select list may create a barrier for people who have difficulty reading or understanding flower names.
✓ Be aware of cultural differences.
For example, a shopping cart icon ( 🛒 ) may not be helpful in locations where people typically use baskets ( 🧺 ).
✓ In left-to-right languages, when adding a few icons or symbols to a page place the image to the left of the text.
In left-to-right languages, the icon would be on the left of the text, at the beginning of the word. In right-to-left languages, the icon would ideally be on the right, also at the beginning of the word. In vertical languages, the icon may be most effective at the top.
✓ When adding multiple symbols to a paragraph or section of text, place the symbols above the text.
⭐ Helpful
For someone who benefits from the icons, they can help to tell the story along with the words.
ℹ️ Caution
Too many icons can easily become overwhelming even for those they help.
✓ Use personalization semantics such as [personalization-semantics-1.0] to help the user load familiar symbols.
🎯 How it helps
People who have language comprehension, learning, or reading difficulties may rely on symbols to understand content and navigate to content they need. Symbols also help people who struggle with language and attention to navigate content, including media. Clear symbols, icons, and images can also act as signposts to help individuals find what they need.
More on how symbols can help individuals with content understanding and navigation 🔗
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Jump to objective: Design Interactions Functionality Content Help
The user is able to complete their journey in an alternate way - including potentially outside of the system - if they choose to.
Patterns for achieving available and usable help:
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This is just a prototype for user testing! The current document is available at w3.org/TR/coga-usable. In the real document, the appendix will also direct the reader to non-normative resources, details about authorship, etc.