This Wiki page is edited by participants of the Cognitive and Learning Disabilities Accessibility Task Force. It does not necessarily represent consensus and it may have incorrect information or information that is not supported by other Task Force participants, WAI, or W3C. It may also have some very useful information.
- 1 Gap Analysis: Table of content
- 1.1 Introduction
- 1.2 Source documents
- 1.3 Types of gaps
- 1.4 Edits to WCAG
- 1.5 Recommendations for new Success Criteria (SC)
- 1.6 New Requirements
- 1.7 Recommendations for User agent changes
- 1.8 Further work or appendixes
- 2 OLD links
Gap Analysis: Table of content
introduce User Research, Techniques and Issue Paper)
Types of gaps
Items where New techniques are WCAG 2.0 required
1.3.1 Info and Relationships: Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text. (Level A)
The following are techniques under development. We can not recommend their use until they have been proven to work reliably.
- 1 Add technique to enable interoperable symbol mapping for products for Non verbal people.
In the Web Content: Syntax: aria-concept = "uri". Example (Pseudocode): <img aria-concept="http://wordnet.org/somepage#girlnode" scr="girlwithbow.gif" />
- 2 Add technique at a useragent symbol file end:
<mysymbol scr="girlwithskirt.gif" aria-concept="http://wordnet.or g/somepage#girlnode" lang="en" /> Note this is not about standardizing the symbols but a way of mapping them
See techniques .....
Items where WCAG 2.0 SC levels should be changes
We recommend the following level AAA are considered more important for COGA
1.4.7 Low or No Background Audio No Background: The audio does not contain background sounds or Turn Off: The background sounds can be turned off.
1.4.8 Visual Presentation: For the visual presentation of blocks of text, a mechanism is available to achieve the following: (Level AAA)
- Foreground and background colors can be selected by the user.
- Width is no more than 80 characters or glyphs (40 if CJK).
- Text is not justified (aligned to both the left and the right margins).
- Line spacing (leading) is at least space-and-a-half within paragraphs, and paragraph spacing is at least 1.5 times larger than the line spacing.
- Text can be resized without assistive technology up to 200 percent in a way that does not require the user to scroll horizontally to read a line of text on a full-screen window.
1.4.9 Images of Text (No Exception): Images of text are only used for pure decoration or where a particular presentation of text is essential to the information being conveyed. (Level AAA) Note: Logotypes (text that is part of a logo or brand name) are considered essential.
2.1.3 Keyboard (No Exception): All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes.
2.2.3 No Timing: Timing is not an essential part of the event or activity presented by the content, except for non-interactive synchronized media and real-time events. (Level AAA)
2.2.5 Re-authenticating: When an authenticated session expires, the user can continue the activity without loss of data after re-authenticating. (Level AAA)
2.3.2 Three Flashes: Web pages do not contain anything that flashes more than three times in any one second period.
2.4.8 Location: Information about the user's location within a set of Web pages is available. (Level AAA)
2.4.9 Link Purpose (Link Only): A mechanism is available to allow the purpose of each link to be identified from link text alone, except where the purpose of the link would be ambiguous to users in general. (Level AAA)
2.4.10 Section Headings: Section headings are used to organize the content. (Level AAA) Note 1: "Heading" is used in its general sense and includes titles and other ways to add a heading to different types of content.
3.1.3 Unusual Words: A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon. (Level AAA)
3.1.4 Abbreviations: A mechanism for identifying the expanded form or meaning of abbreviations is available. (Level AAA)
3.1.5 Reading Level: When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content, or a version that does not require reading ability more advanced than the lower secondary education level, is available. (Level AAA)
3.1.6 Pronunciation: A mechanism is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation. (Level AAA)
3.2.5 Change on Request: Changes of context are initiated only by user request or a mechanism is available to turn off such changes. (Level AAA)
3.3.5 Help: Context-sensitive help is available. (Level AAA)
3.3.6 Error Prevention (All): For Web pages that require the user to submit information, at least one of the following is true: (Level AAA) Reversible: Submissions are reversible. Checked: Data entered by the user is checked for input errors and the user is provided an opportunity to correct them. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission.
Edits to WCAG
Contrast The visual presentation of text and images of text AND ICONS haAVe a contrast ratio of at least
- Identification of gaps
- Potential of where we could be
- Next steps and further work needed
- Methodology and assumptions
Recommendations for new Success Criteria (SC)
Recommendations for User agent changes
Further work or appendixes
Aria-context needs implementations - this will define scope and limitation. Aria-context is language dependent
Supportive meta data
We this is old content for the gap analysis. I am keeping it so we do not miss or lose anything.
Section 1: Abstract and Introduction
Section 2: Background research (modularized in part)
Review of use cases external to standards
- State of the art in classification of cognitive function (stable to reference modular document)
- User group research module (May include larger group with sub groups such as Aphasia and language disorders)
Proposed initial list for phase 1 includes but is not limited to:
Other are welcome. Template
Phase 2: More groups such as: Effects of PTSD on cognitive function)
Review of current standards and technologies(modularized) Template
- How they are used for Cog A11y and
- Potentials and possibilities
Business case and dynamics
- Cognitive load –dispatches
- Aging society
- Veterans with brain injury
- Detracting from other peoples experience
- Legitimate variance nurodiversity
- Legislation based guidelines are burdensome and restrict author freedoms (hence metadata markup clues)
- Cross cultural and language learners