Webstandards, Accessibility and Usability at Penn State

Users with cognitive impairments may have difficulties processing certain types of information. At Penn State, these users would include users with various learning disabilities (the largest set of students registered with the Office of Disability Services).

Accommodations Needed

Experts generally recommend a consistent, simple interface in order to help users with some cognitive impairments more easily process online information. Specific recommendations include:

1. Place universal navigational schemes in a consistent location on all Web sites.
2. Make sure a Home link is included on as many pages as possible. Do not rely on a clickable logo alone to act as a home link - many people do not know that convention. Some research also indicates that most users expext the Home link to be in the upper left portion of a screen or menu.
3. Use shorter chunks of text with plain language. Shorter text also helps many users who skim information on a Web rather than reading it.

4. Some icons (e.g. arrows, trash can for delete) can be beneficial, but if an icon is too obscure, then a text label may be better. When using graphical buttons make sure these buttons also include text labels for non U.S. visitors and ALT text for screen readers.
5. Avoid automatic background audio and automatic animation as it can be distracting for some users.
6. Change CSS styles to add left and right margins and increase line spacing to increase readability.

Hidden Audience

The needs of different user groups is subtle and not always well understood, but consider that:

1. Many usability recommendations facilitate cognitive processing in general.

2. In terms of course deisn or instruction, a student or learner generally has a simpler cognitive model than an expert does.

Cognitive Disability Links

• Aware.Org - Points out that graphics can facilitate comprehension for many audiences.
• WebAim Visual versus Cognitive Disabilities

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