This table lists cognitive and learning disabilities and suggests the success criteria from WCAG 2 that improve the accessibility of content for users with each disability. In many cases, the success criterion does not assist the user directly, but enables assistive technology that can assist the user. The Notes column gives some indication of why the success criterion is applicable. Items in blue and also marked with a “Y” in the AT column are provisions that provide benefit through the use of Assistive Technologies.
| Cognitive, language or learning disability | Success criteria | AT | Notes |
|---|---|---|---|
| Reading decoding, and spelling limitations (Dyslexia; Perceptual problems where letters do not appear in the same order and orientation and it is therefore difficult to read) | 1.1.1 All (Everything available in machine readable text) | Y | Ability to have text (even in graphics) read aloud. |
| 1.1.1 (Non-text Content) – Turing Exception | Provide non-text-based CAPTCHAs (audio CAPTCHAs instead of distorted text) | ||
| 1.3.1 Info & Relationships | Y | Enable alternate presentations | |
| 1.3.3 Meaningful Sequence | Y | Enable reading aloud, word highlighting | |
| 1.3.4 Text Variations | Y | Enable alternate presentation or visual emphasis of text variation | |
| 1.4.1 & 1.4.3 Contrast | Facilitate reading by making text clear | ||
| 2.2.1 Timing | Allow more time to read | ||
| 2.2.3 Pausing | Allow more time to read | ||
| 2.2.4 No Timing | Allow more time to read | ||
| 2.2.5 Interruptions | Undisturbed reading. More time. | ||
| 2.2.6 Re-authenticating | Allow more time to read | ||
| 2.4.1 Bypass Blocks | Minimize unnecessary reading (visually or if using Read aloud/Highlighter | ||
| 2.4.2 Multiple Ways | Provide mechanisms that require less reading | ||
| 2.5.1 Error Identification | Errors more likely to be noticed. | ||
| 2.5.2 Error Suggestion | Solution more likely to be discovered. | ||
| 3.1.1 Lang. of Page | Y | Support Read Aloud so that it is more understandable. Facilitate auto lookup. | |
| 3.1.2 Lang. of Parts | Y | Support Read Aloud so that it is more understandable. Facilitate auto lookup. | |
| 3.1.3 Unusual Words | Y | Facilitate proper Read Aloud of unusual words or words used unusually. | |
| 3.1.4 Abbreviations | Y | Facilitate proper Read Aloud of Abbreviations | |
| 3.1.6 Pronunciation | Y | More accurate Text to speech | |
| 3.2.3 Consistent Navigation | Minimize unnecessary reading | ||
| Reading comprehension limitations (processing language) | 1.1.1 All (Everything available in machine readable text) | Y | Ability to have text (even in graphics) read aloud. – (in future, translated into different reading levels or even symbols familiar to user) |
| 1.3.1 Info & Relationships | Y | Structure assists comprehension. Scaffolding in AT presentation of info. | |
| 1.3.3 Meaningful Sequence | Y | Enable alternate presentation(s) | |
| 1.3.4 Text Variations | Y | Enable alternate presentation or visual emphasis of text variation | |
| 2.2.1 Timing | Allow more time to read | ||
| 2.2.3 Pausing | Allow more time to read | ||
| 2.2.4 No Timing | Allow more time to read | ||
| 2.2.6 Re-authenticating | Allow more time to read | ||
| 2.4.1 Bypass Blocks | Minimize unnecessary reading | ||
| 2.4.2 Multiple Ways | Provide mechanisms that require less reading | ||
| 2.4.3 Page Titled | Provides orientation | ||
| 2.4.4 Link Purpose L2 | Easier to understand whether to follow link | ||
| 2.4.5 Labels Descriptive | Provide orientation | ||
| 2.4.7 Location | Provide orientation | ||
| 2.5.1 Error Identification | Errors more likely to be noticed. | ||
| 2.5.2 Error Suggestion | Solution more likely to be discovered. | ||
| 2.5.3 Error Prevention | Errors more likely to be avoided. | ||
| 2.5.4 Help | Explanation easily available. More likely to understand what is expected or required of user. | ||
| 3.1.1 Lang. of Page | Y | Support Read Aloud so that it is more understandable. Facilitate auto lookup. | |
| 3.1.2 Lang. of Parts | Y | Support Read Aloud so that it is more understandable. Facilitate auto lookup. | |
| 3.1.3 Unusual Words | Y | Facilitate proper Read Aloud of unusual words or words used unusually. | |
| 3.1.4 Abbreviations | Y | Facilitate proper Read Aloud of Abbreviations | |
| 3.1.6 Pronunciation | Y | More accurate Text to speech | |
| 3.1.1 Lang. of Page | Y | Support Read Aloud so that it is more understandable. Facilitate auto lookup. | |
| 3.2.3 Consistent Navigation | Minimize unnecessary reading | ||
| 3.2.4 Consistent ID on components | Easier to understand names when same components have same names when found in different places. | ||
| 4.1.2 Name-Role-Value | Y | Enable read aloud of programmatic controls in content (flash etc.). | |
| Limitations processing non-verbal information (graphical information, auditory non-verbal information) | 1.1.1 Non-text Content | Y | Textual representation of non-verbal info. Text descriptions allow graphics to be described to user by voice. |
| 1.3.1 Info & Relationships | Y | Enable alternate presentation(s) | |
| 1.2.3 Audio Desc | Verbal description of what is happening visually and behaviorally on screen. | ||
| 1.2.6 Extended Audio Desc | Extended verbal description of what is happening visually and behaviorally on screen. | ||
| 1.3.5 Size-Shape-Location | Additional information/cues provided that are not visually based. | ||
| 2.2.1 Timing | Allow more time to process information | ||
| 2.2.3 Pausing | Allow more time to process information | ||
| 2.2.4 No Timing | Allow more time to process information | ||
| 2.2.6 Re-authenticating | Allow more time to process information | ||
| 3.2.4 Consistent ID of components | Reduces introduction of new symbols to represent known concepts/controls. | ||
| Limitations in auditory discrimination | 1.2.1 Captions | Visual (textual) representation of auditory info | |
| 1.2.4 Live Captions | Textual representation of auditory info | ||
| 1.2.7 Full Text Alternative | Textual representation of auditory info | ||
| 1.4.2 Background Audio Turnoff | Disable audio interference | ||
| 1.4.4 Low/No Background Audio | Reduce audio interference but allow option for presence of audio info. | ||
| 2.2.1 Timing | Allow more time to replay audio and process information | ||
| 2.2.3 Pausing | Allow more time to process information | ||
| 2.2.4 No Timing | Allow more time to replay audio and process information | ||
| Attention limitations | 1.4.2 Background Audio Turnoff | Turn off audio distraction | |
| 1.4.4 Low/No Background Audio | Reduce audio distraction but allow option for presence of audio info. | ||
| 2.2.1 Timing | Allow more time to process information and get past or deal with distractions | ||
| 2.2.2 Blinking | Turn off (or outwait) distracting blinking | ||
| 2.2.3 Pausing | Allow more time to process information and get past or deal with distractions | ||
| 2.2.4 No Timing | Allow more time to process information and get past or deal with distractions | ||
| 2.2.6 Re-authenticating | Allow more time to process information and get past or deal with distractions | ||
| 2.4.1 Bypass Blocks | Minimize unnecessary reading, focus on main content | ||
| 2.4.3 Page Titled | Help get refocused if distracted | ||
| 2.4.5 Labels Descriptive | Provide context, Help get refocused if distracted. | ||
| 2.4.8 Link Purpose L3 | Don’t follow links unnecessarily | ||
| 2.5.1 Error Identification | Errors more likely to be noticed. | ||
| 2.5.2 Error Suggestion | Solution more likely to be discovered. | ||
| 2.5.3 Error Prevention | Errors more likely avoided. | ||
| 2.5.4 Help | Explanation easily available | ||
| 3.2.1 On Focus | Reduce distraction and confusion | ||
| 3.2.2 On Input | Reduce distraction and confusion | ||
| 3.2.4 Consistent ID of components | Not distracted by new labels/icons for know/familiar functions. | ||
| 3.2.5 Change on Request | Avoid distraction and confusion | ||
| Limitations in short-term memory | 1.1.1 Non-text Content | Y | User agent provides verbal reminder of meaning of icons etc. |
| 1.3.1 Info & Relationships | Y | Structure into manageable chunks | |
| 1.4.2 Background Audio Turnoff | Remove distractions | ||
| 2.2.1 Timing | Allow more time to process information | ||
| 2.2.3 Pausing | Allow more time to process information | ||
| 2.2.4 No Timing | Allow more time to process information | ||
| 2.2.6 Re-authenticating | Allow more time to process information | ||
| 2.4.2 Multiple Ways | Use mechanism that works best, are most familiar, most obvious or easy to remember. | ||
| 2.4.3 Page Titled | Provide orientation | ||
| 2.4.5 Labels Descriptive | Provide orientation | ||
| 2.4.8 Link Purpose L3 | Don’t follow links unnecessarily or have to remember what they are for. | ||
| 2.5.1 Error Identification | Locate error easily | ||
| 2.5.2 Error Suggestion | Prompt for possible answers | ||
| 2.5.3 Error Prevention | Avoid confusion from errors or need to remember how to recover. | ||
| 2.5.4 Help | Reduce need to remember how to do things. | ||
| 3.1.3 Unusual Words | Reduce need to remember jargon or new (unusual) words | ||
| 3.1.4 Abbreviations | Remembering abbreviations | ||
| 3.2.1 On Focus | Don’t lose place | ||
| 3.2.2 On Input | Don’t lose place | ||
| 3.2.5 Change on Request | Don’t lose place | ||
| Limitations in long-term memory | (see above) | ||
| 2.2.1 Timing | Allow more time to process information | ||
| 2.2.3 Pausing | Allow more time to process information | ||
| 2.2.4 No Timing | Allow more time to process information | ||
| 2.2.6 Re-authenticating | Allow more time to process information | ||
| 2.4.2 Multiple Ways | Use mechanism that works best, are most familiar, most obvious or easy to remember. | ||
| 2.5.1 Error Identification | Locate error easily | ||
| 2.5.2 Error Suggestion | Prompt for possible answers | ||
| 2.5.3 Error Prevention | Avoid confusion from errors or need to remember how to recover. | ||
| 2.5.4 Help | No need to remember instructions | ||
| 3.1.3 Unusual Words | Hard to learn/remember new words | ||
| 3.1.4 Abbreviations | Hard to learn/remember meaning of new abbreviations | ||
| Limitations in written expression | 2.1.1 Keyboard | Y | Enable use of speech to text |
| 2.1.2 Keyboard, no exception | Y | Enable use of speech to text | |
| 2.2.1 Timing | Allow more time to write | ||
| 2.2.4 No Timing | Allow more time to write | ||
| 2.2.6 Re-authenticating | Allow more time to write | ||
| 2.5.1 Error Identification | Errors in writing more likely | ||
| Limitations in executive processes including organization | 1.3.1 Info & Relationships | Y | Structural organization maintained in other visually simpler presentation(s) |
| 1.3.3 Meaningful Sequence | Y | Enable other presentation(s) without changing meaning | |
| 1.3.4 Text Variations | Y | Enable alternate presentation or visual emphasis of text variation | |
| 2.2.1 Timing | Allow more time to process information | ||
| 2.2.3 Pausing | Allow more time to process information | ||
| 2.2.4 No Timing | Allow more time to process information | ||
| 2.2.6 Re-authenticating | Allow more time to process information | ||
| 2.4.1 Bypass Blocks | Don’t need to analyze content of repeated block | ||
| 2.4.2 Multiple Ways | Pick most effective way | ||
| 2.4.3 Page Titled | Provides orientation | ||
| 2.4.5 Labels Descriptive | Provides orientation | ||
| 2.4.7 Location | Provides orientation | ||
| 2.4.8 Link Purpose L3 | Avoid going to unwanted link destinations | ||
| 2.5.1 Error Identification | Errors more likely to be noticed. | ||
| 2.5.2 Error Suggestion | Solution more likely to be discovered. | ||
| 2.5.3 Error Prevention | Errors more likely avoided. | ||
| 2.5.4 Help | Assist in figure out steps to complete. Cuing on the way | ||
| 3.1.5 Reading Level | Easier to process text. | ||
| 3.2.1 On Focus | Avoid confusion from inadvertant or unexpected context change | ||
| 3.2.2 On Input | Avoid confusion from inadvertant or unexpected context change | ||
| 3.2.3 Consistent Navigation | Avoid confusion from introduction of new methods for navigation. | ||
| 3.2.4 Consistent ID | Reduces introduction of new symbols or words to represent known concepts/controls. | ||
| 3.2.5 Change on Request | Avoid confusion from inadvertant or unexpected context change | ||
| 4.1.2 Name-Role-Value | Y | Enable alternate presentation(s) | |
| Limitations in math reasoning | 2.2.1 Timing | Allow more time to process information | |
| 2.2.4 No Timing | Allow more time to process information | ||
| 2.2.6 Re-authenticating | Allow more time to process information | ||
| 2.5.1 Error Identification | Of Math-related errors | ||
| 2.5.2 Error Suggestion | Increases probability of correct recovery from error. | ||
| Limitations in social perception | 1.1.1 Non-text Content | Text descriptions of pictures and what information they are meant to convey. | |
| 1.1.1 Non-text Content | Y | Allow pictures to be described to user by voice (Using AT). | |
| 1.2.3 Audio Desc | Verbal description of what is happening visually and behaviorally on screen. | ||
| 1.2.6 Extended Audio Desc | Extended verbal description of what is happening visually and behaviorally on screen. |
You are here: joeclark.org → Captioning and media access →
Web accessibility → WCAG → WCAG 2 activity on cognitive disability → Cognitive and Learning Disability Matrix
Updated 2006.11.26