{"id":5577,"date":"2020-12-27T05:47:08","date_gmt":"2020-12-27T05:47:08","guid":{"rendered":"https:\/\/ictaccess.mada.org.qa\/?page_id=5577"},"modified":"2021-09-01T10:36:44","modified_gmt":"2021-09-01T10:36:44","slug":"cognitive-and-learning-disabilities","status":"publish","type":"page","link":"https:\/\/ictaccess.mada.org.qa\/en\/tips-tools\/ux-design\/cognitive-and-learning-disabilities\/","title":{"rendered":"Cognitive and Learning Disabilities"},"content":{"rendered":"<h2 class=\"page-header\"><strong>Introduction<\/strong><\/h2>\n<p>Clinical diagnoses of\u00a0<strong>cognitive disabilities<\/strong>\u00a0include autism, Down Syndrome, traumatic brain injury (TBI), and even dementia. Less severe\u00a0<strong>cognitive<\/strong>\u00a0conditions include attention deficit\u00a0<strong>disorder<\/strong>\u00a0(ADD), dyslexia (difficulty reading), dyscalculia (difficulty with math), and\u00a0<strong>learning disabilities<\/strong>\u00a0in general.<\/p>\n<p>For the purposes of web accessibility, classifying cognitive disabilities by functional disability is more useful. Functional disabilities focus on the resulting abilities and challenges. Some of the main categories of functional cognitive disabilities include deficits or difficulties with:<\/p>\n<ul>\n<li>Memory<\/li>\n<li>Problem-solving<\/li>\n<li>Attention<\/li>\n<li>Reading, linguistic, and verbal comprehension<\/li>\n<li>Math comprehension<\/li>\n<li>Visual comprehension<\/li>\n<li>Language comprehension by everyone<\/li>\n<\/ul>\n<p>We would also consider Language; most people living in Qatar do not comprehend Arabic or English as a first Language. For many people living in Qatar, Language itself can be an impairment.<\/p>\n<h3><strong>ICT Platforms<\/strong><\/h3>\n<ul>\n<li>Websites<\/li>\n<li>Mobile \/ Devices and Applications<\/li>\n<li>Computer Applications<\/li>\n<li>eLearning<\/li>\n<li>Kiosk \/ ATM<\/li>\n<\/ul>\n<h2><strong>Assistive Technology\u00a0(AT) Devices for people; Cognitive and Learning<\/strong><\/h2>\n<ul>\n<li>Screen, Magnifier \/ Reader<\/li>\n<\/ul>\n<h2><strong>AT\u00a0used for testing<\/strong><\/h2>\n<ul>\n<li>Zoomtext with Speech;\u00a0<a href=\"https:\/\/www.zoomtext.com\/\">https:\/\/www.zoomtext.com\/<\/a><\/li>\n<\/ul>\n<h2><strong>Making content accessible for people who are; Cognitive and Learning<\/strong><\/h2>\n<ul>\n<li><strong>Language; Arabic and English Website<\/strong>:\n<ul>\n<li><strong><em>In Qatar, all websites must be bi-lingual;<\/em><\/strong>\u00a0Arabic and English<\/li>\n<li><strong><em>The written languages of web content in Arabic and English must be simple and concise<\/em><\/strong>\u00a0as Arabic and English languages are not the first languages of all residents living in Qatar<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>It is possible that some people with Cognitive and Learning disabilities also use screen reading software to assist with comprehension of Arabic and English text;<strong><em>Language of Page<\/em><\/strong><br \/>\nUse Arabic and English language specifications in both Web Sites, this is required for usability of\u00a0Assistive Technology\u00a0(AT) users.<br \/>\nUse the following code:<br \/>\nArabic text; &lt;\u00a0HTML\u00a0lang=&#8221;ar&#8221;\u00a0 xml:lang=&#8221;ar&#8221; dir=\u201drtl\u201d &gt;<br \/>\nEnglish text; &lt;\u00a0HTML\u00a0lang=&#8221;en&#8221;\u00a0 xml:lang=&#8221;en&#8221; dir=\u201dltr\u201d &gt;<strong><em>Arabic and English Website: Language of Parts<\/em><\/strong><br \/>\nIf English text is written in the Arabic website, make sure the Language and Reading Direction attribute is used for all English text;<br \/>\nEnglish text; lang=&#8221;en&#8221;\u00a0 xml:lang=&#8221;en&#8221; dir=\u201dltr\u201d<br \/>\nIf Arabic text is written in the English website, make sure the Language and Reading Direction attribute is used for all Arabic text;<br \/>\nArabic text; lang=&#8221;ar&#8221;\u00a0 xml:lang=&#8221;ar&#8221; dir=\u201drtl\u201d<br \/>\nAttributes may be applied to; &lt;p&gt;, &lt;span&gt;, &lt;div&gt;, etc&#8230;<br \/>\nWhenever there is a change in language, use the language attribute so\u00a0Assistive Technology\u00a0(AT) users are able to differentiate between Arabic and English text. This especially applies to\u00a0AT\u00a0users who use text to speech technology such as screen readers.<\/li>\n<\/ul>\n<ul>\n<li><strong>Navigation and Functionality<\/strong>\n<ul>\n<li><strong><em>Ensure all navigation and functions are simple and consistent in appearance, location<\/em><\/strong><\/li>\n<li><strong><em>All dynamic content and functionality behave and operate in a predictable manner<\/em><\/strong><\/li>\n<li><strong><em>Multiple ways;<\/em><\/strong>\u00a0Providing an opportunity to navigate sites in more than one way can help people find information faster\n<ul>\n<li>Provide site map<\/li>\n<li>Use breadcrumb navigation<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong><em>Timing Adjustable:<\/em><\/strong>\u00a0For each time limit that is set by the content, the user should have the ability to; Turn Off, Adjust or Extend the time. There are exceptions on online time dependent functions such as; Online Auctions<\/li>\n<li><strong><em>Pause, Stop, Hide:<\/em><\/strong>\u00a0For moving, blinking, scrolling, or auto-updating information \/ content;\n<ul>\n<li>There is a clear mechanism to pause, stop or hide the content<\/li>\n<li>Auto updating information: control the frequency of the update<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Text<\/strong>\n<ul>\n<li><strong><em>Minimum Text Size should be\u00a0CSS\u00a095-100 % on English website, for Arabic website; 125-140 %<\/em><\/strong><\/li>\n<li><strong><em>Use Arial or Verdana font<\/em><\/strong><\/li>\n<li>Use Bold text on all Menus<\/li>\n<li><strong><em>Avoid using styles such as;<\/em><\/strong>\u00a0drop shadow, strike through<\/li>\n<li><strong><em>Use italic styles with Bold text<\/em><\/strong><\/li>\n<li><strong><em>Color contrast minimum ratio must be 4.5:1<\/em><\/strong>\u00a0and higher. High colour contrast between text and background must be achieved<\/li>\n<li><strong><em>Use descriptive link phrases,<\/em><\/strong>\u00a0avoid using link phrases like; \u201cclick here\u201d, \u201cMore\u201d, \u201cRead More\u201d, etc and avoid repeating duplicate link phrases that link to different URL\u2019s. Use accessible link phrases like; \u201cRead More About Mada\u201d<\/li>\n<li><strong><em>Links in the content body of the document should be underlined so it is easily distinguishable from read only text.<\/em><\/strong>\u00a0Never use Underline only for styling effects.\u00a0<strong><em>All other links;<\/em><\/strong>\u00a0underline links on focus from keyboard or mouse<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Document Structure, Layout and Design<\/strong>\n<ul>\n<li><strong><em>Use nested Heading elements for document structure;<\/em><\/strong>\u00a0best practice;\u00a0 H1 page title, H2 headings, H3 sub-headings<\/li>\n<li><strong><em>Use List element;<\/em><\/strong>\u00a0ordered or unordered for list of items<\/li>\n<li><strong><em>CSS\u00a0disabled mode, all web pages must usable.<\/em><\/strong>\u00a0Make sure all pages display and function properly with\u00a0CSS\u00a0disabled<\/li>\n<li><strong><em>Consider creating multi modal\u00a0Accessibility\u00a0features in the website<\/em><\/strong>\u00a0for adjusting Text Size and Colour Schemes by creating several different style schemes in\u00a0CSS.\u00a0<strong><em>Some people with\u00a0Dyslexia\u00a0prefer low contrast text<\/em><\/strong><\/li>\n<li><strong><em>Use the ABBR element to denote and expand any acronyms<\/em><\/strong>\u00a0that are present. Example; &lt;abbr title=&#8221;World Wide Web&#8221;&gt;WWW&lt;\/abbr&gt;<\/li>\n<li><strong><em>Layout and Design<\/em><\/strong>\n<ul>\n<li>Keep web content minimal and simple<\/li>\n<li>Provide a good balance of graphic elements and text<\/li>\n<li>Reduce the number of colours and keep the website design simple<\/li>\n<li>If possible, try to use at most; 2 column layout in all web pages<\/li>\n<li>Avoid using strong busy backgrounds, example: Using a busy photo as a background.<\/li>\n<li>Keep the website design and layout consistent and simple<\/li>\n<li>Clearly define different sections of a webpage with headings and organize content so it is located consistently on repeating pages<\/li>\n<\/ul>\n<\/li>\n<li><strong><em>Create simple, usable, visual layout of all web content and use a consistent style of presentation between pages.<\/em><\/strong>\n<ul>\n<li>Space: minimize space in between content to 1 or 2 space; character space<\/li>\n<li>Left Align English content, also left align table headers, buttons and headings, etc \u2026 Right align all Arabic content<\/li>\n<\/ul>\n<\/li>\n<li><strong><em>Page Titles. All title elements must be uniquely labeled<\/em><\/strong>\u00a0to describe content of each webpage. Use page level descriptions, similar to way breadcrumb navigation is described. Examples of good practice;<br \/>\n&lt;Title&gt; Ministry of Public Health, Home &lt;\/Title&gt; &lt;Title&gt; Ministry of Public Health, Services, Department &lt;\/Title&gt;<\/li>\n<li>Data Tables; If possible, avoid using Tables only for layout purposes.\u00a0<strong><em>Tables should be used to present tabular data.<\/em><\/strong>\u00a0Make sure the following table structure elements are used; Table Header TH and Table Caption, title of table<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><strong>Form Fields<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong><em>Labels<\/em><\/strong>\u00a0must be visible and placed above form controls<\/li>\n<li><strong><em>Form Validation messages must be accessible and usable.<\/em><\/strong>\u00a0The error messages must be grouped and placed above the form fields starting the message with Required field; Attention or Error.<br \/>\nOR Create accessible dialogue window message for each instance of failed validation. It is very important to clearly identify which form field failed to validate<\/li>\n<li><strong><em>Avoid using Red colour by itself to communicate error messages;<\/em><\/strong>\u00a0Best practice to actually write word Error, Attention or Required field with Red colour text. When using read text, use darker shade with at-least 6:1 colour contrast.<\/li>\n<li><strong>Always provide a button for submitting forms whenever the form element is used. As a best practice, avoid creating only input fields by itself. If image buttons are used, describe the form process \/ action<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Multimedia<\/strong>\n<ul>\n<li><strong><em>All downloadable documents must be accessible (Word, PDF)<\/em><\/strong><\/li>\n<li><strong><em>If Audio is embedded or used<\/em><\/strong>\u00a0in any way to add context; provided separate link to accessible text transcript file; Word, PDF or\u00a0HTML\u00a0page. Ensure the text transcript uses document structure; Headings at the least<\/li>\n<li><strong><em>If videos are used and there is no Spoken Dialogue;<\/em><\/strong>\n<ul>\n<li>Ensure there is Narration \/ Audio description of visual<\/li>\n<li>Do not substitute Narration \/ Audio description with only music<\/li>\n<\/ul>\n<\/li>\n<li><strong><em>If videos are used; provide synchronized\u00a0\u00a0Subtitle\u00a0\/ Caption for;<\/em><\/strong>\n<ul>\n<li>Spoken Dialogue<\/li>\n<li>Narration \/ Audio description<\/li>\n<li>Describe sounds that add context to video content<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>If possible,\u00a0<strong><em>provide information in multiple formats\u00a0<\/em><\/strong>with more emphasis on visuals; E.g. text, images and video<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nIntroduction Clinical diagnoses of\u00a0cognitive disabilities\u00a0include autism, Down Syndrome, traumatic brain injury (TBI), and even dementia. Less severe\u00a0cognitive\u00a0conditions include attention deficit\u00a0disorder\u00a0(ADD), dyslexia (difficulty reading), dyscalculia (difficulty with math), and\u00a0learning disabilities\u00a0in general. For the purposes of web accessibility, classifying cognitive disabilities by&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"https:\/\/ictaccess.mada.org.qa\/en\/tips-tools\/ux-design\/cognitive-and-learning-disabilities\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;Cognitive and Learning Disabilities&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"parent":5564,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"templates\/sidebar.php","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-5577","page","type-page","status-publish","hentry","entry"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Cognitive and Learning Disabilities - Mada Digital Accessibility Portal<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ictaccess.mada.org.qa\/\u0627\u0644\u062a\u0644\u0645\u064a\u062d\u0627\u062a-\u0648\u0627\u0644\u0627\u062f\u0648\u0627\u062a\/\u062a\u0635\u0645\u064a\u0645-\u0648\u0627\u062c\u0647\u0629-\u0627\u0644\u0645\u0633\u062a\u062e\u062f\u0645\/\u0627\u0644\u0625\u0639\u0627\u0642\u0627\u062a-\u0627\u0644\u0645\u0639\u0631\u0641\u064a\u0629-\u0648\u0627\u0644\u062a\u0639\u0644\u0645\u064a\u0629\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Cognitive and Learning Disabilities - Mada Digital Accessibility Portal\" \/>\n<meta property=\"og:description\" content=\"Introduction Clinical diagnoses of\u00a0cognitive disabilities\u00a0include autism, Down Syndrome, traumatic brain injury (TBI), and even dementia. 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