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.
Criteria for personlisation
save, pause and resume task, timers, tachistoscope; summarization of key points; repeated exposure to tasks
Voice to text note taking, video with concept,
Larger fonts, easier to read fonts, white spacing, line length, enlarged cursor, highlight text, improved contrast including color reversal, use of headings, text boxes, borders, sidebars, and other formatting tools, removal of extraneous text and other content such as ads, audio description, and screen reading
reminders , breadcrumbs, recoverable history, calendar, timers/alerts/alarms, ,
Disable background audio; disable ads, disable blinking text, restrictive views, highlighting and speaking math & text under user control,
Simplified text and structure; consistent use of terms, glossary/dictionary/thesaurus; translation into another language Math comprehension Speak text and symbols, explain mathematical concept Reading comprehension Speak text, simple sentence structure, show graphic image or video/animation, a view bar for isolating text while reading, foreground and background color manipulation, font size increase Visual comprehension Supplementary images, text and audio alternatives
Goal tracking, bread crumbing, teamwork, ‘lifeline’ to team or teacher/expert Self monitoring Goal tracking, calendar, log of activity and completion Emotional regulation Practitioner help or social interaction, alerts that refocus users to different problems or content, positive feedback
Goal tracking, calendar, breadcrumb, wizard, step tracking (e.g., ‘you are on step 5 of 7’)
Annotation tool, thesaurus, dictionary, social learning tools (shared notes, comments, team-based projects)
Options to select varied types and forms of content, content flexibility, access to supplemental content; Ability to re-schedule or move items up or down a to-do list based on, for example, the urgency of the learning task; social vs. solitary; connection to previous evaluations or requests for support (‘you’re seeing this content via another medium because you said you were confused about this topic last time’)
Mechanisms to pause, stop and start and record, repetition mechanism; settings relating to how much time the user has or wants to spend and how much control they can usefully exert, deadlines and timers.
Gamification and rewards (e.g., badges and other recognitions of achievement); Competition and teamwork
Sources include Preferences for Global Access: Profile Creation Support for Cloud-Based Accessibility Institute for the Study of Knowledge Management in Education (ISKME)