IAAP CertifiedProfessionalin

AccessibilityCoreCompetencies(CPACC)

Body of Knowledge (BOK)

2017 Editor:

●Valorie Sundby

Contributors:

●Rocio Calvo

●Pina D’Intino

●Samantha Evans

●KatieHaritos-Shea

●SusanHewitt

●Allen Hoffman

●Shilpi Kapoor

●Susanna Laurin

●Damian Sian

●Stacy Straczynski

●DavidWysocki

May 30, 2017

Table of Contents

IAAP CertifiedProfessionalin

AccessibilityCoreCompetencies(CPACC)

Body of Knowledge (BOK)

ThePurposeofthisDocument

IAAPExamPreparationResources

AbouttheCPACCCredential

TheCPACCExamContentataGlance

AdditionalInformation

I:Disabilities,Challenges,andAssistive

A.TheoreticalModelsofDisability

1.MedicalModel

2.SocialModel

3.EconomicModel

4.FunctionalSolutionsModel

5.SocialIdentityorCulturalAffiliationModel

Resources

B.CharacteristicsandCategoriesofDisabilities,Challenges,IncludingAssociatedBarriers

GeneralResources

1.Vision

2.AuditoryDisabilities

3.Deafblindness

4.Mobility,Flexibility,andBodyStructureDisabilities

5.CognitiveDisabilities

6.SpeechDisabilities

7.Seizures

8.PsychologicalorPsychiatricDisabilities

9.Multiple/CompoundDisabilities

Resources

C.AssistiveTechnologiesandAdaptiveStrategiesattheLeveloftheIndividualforPermanent,Temporary,andEpisodicDisabilities(ICTandPhysicalWorld)

1.VisualDisabilitiesAssistiveTechnologies

2.DeafblindnessAssistiveTechnologyandAdaptiveStrategies Resources

3.AuditoryDisabilitiesAssistiveTechnologyandAdaptiveStrategies Resources

4.MobilityandDexterityDisabilitiesAssistiveTechnologiesandAdaptiveStrategies

5.CognitiveDisabilitiesAssistiveTechnologiesandAdaptiveStrategies

6.SpeechDisabilitiesAssistiveTechnologiesandAdaptiveStrategies

7.SeizureDisabilitiesAssistiveTechnologiesandAdaptiveStrategies

8.Multiple/CompoundDisabilitiesAssistiveTechnologiesandAdaptiveStrategies

Resources

B.DisabilityEtiquette

Resources

II.AccessibilityandUniversalDesign

A.IndividualAccommodationsversusInclusiveDesign

B.BenefitsofAccessibility

1.BenefitsforPeoplewithDisabilitiesandtheirFamilies

2.BenefitsforSociety

3.BenefitsforBusinesses

C.AccessibilityPrinciplesforICT(WCAG2.0)

D.AccessibilityPrinciplesforthePhysicalWorld(UniversalDesign2.0)

1.EquitableUse

2.FlexibilityinUse

3.SimpleandIntuitiveUse

4.PerceptibleInformation

5.ToleranceforError

6.LowPhysicalEffort

7.SizeandSpaceforApproachandUse

Resources

E.UniversalDesignforLearning(UDL)

1.ProvideMultipleMeansofEngagement

2.ProvideMultipleMeansofRepresentation

3.ProvideMultipleMeansofActionandExpression

Resources

F.UsabilityandUserExperience(UX)

III.Laws,Regulations,Standards,Policies,andOrganizationalAccessibilityStrategies

A.InternationalConventionsandTreatiesonDisabilityRights

1.TheUniversalDeclarationofHumanRights

2.ConventionontheRightsofPersonswithDisabilities

B.CategoriesofDisabilityLawsandRegulations

C.ApplyingAccessibilityStandardsandRegulations

D.Integrating Accessibility Across Your Organization

1.Management Champions

2.Accessibility: An Organization-wide Process Not A Project

4.Recruiting, Hiring, & Accessibility Competencies

5.CommunicationManagement Strategies

6.Legal & PR Implications

7.Procurement Processes

8.Stakeholders and Influencers

ThePurposeofthisDocument

ThisBodyofKnowledgedocumentoutlinestheknowledgeandskillsexpectedofcandidatesseekingtoobtaintheCertifiedProfessionalinAccessibilityCoreCompetencies(CPACC)credential.Specifically,thethreemainpurposesofthisdocumentareasfollows:

1.Listthecategoriesofinformationcoveredintheexam

2.Presentgeneralinformationabouteachcategory

3.Listadditionalresourcestohelptesttakerspreparefortheexam

TheBodyofKnowledgeisdesignedtobea startingpointwhenstudyingfortheCPACCexam.Itisnotintendedtobeanexhaustiveexplanationofeveryconceptorquestionontheexam.Please note that the use of this guide does not guarantee successful completion of the exam.

If you discover any broken links, please contact .

IAAPExamPreparationResources

Test-takerscanstudyresourcesavailableanywhereinpreparationfortheexam.IAAP lists a collection of CPACC resources for preparation that are both free and for purchase. You can find these resources on the IAAP Prepare for the CPACC Exam webpage.

TheIAAPalsomaintainsalistofIAAP-approvedexampreparationprovidersatIAAPCertificationProviders.AtthetimethisBodyofKnowledgewaspublished,thelistconsistedofthefollowing:

●DequeUniversity CPACC Course:

●SSBUniversity:

AbouttheCPACCCredential

TheCertifiedProfessionalinAccessibilityCoreCompetencies(CPACC)credentialisIAAP'sfoundationalcertification,representingthepracticalapplicationofbroad,cross-disciplinaryconceptualknowledgeabout1)disabilities,2)accessibilityanduniversaldesign,and3)accessibility-relatedstandards,laws,andmanagementstrategies.RelevantdomainsfortheCPACCcredentialinclude:

●thewebandotherdigitaltechnologies

●architectureandthebuiltenvironment

●consumerandindustrialdesign

●transportationsystems

●anydomaininwhichthoughtfuldesign,policy,andmanagementcanimprovedisabilityaccess

TheCPACCcanbeconsideredthebaselineIAAPcredentialfornon-technicalaccessibilityroles.Forthosewhodoworkatthetechnicallevel,IAAPis also offering the Web Accessibility Specialist (WAS) designation in addition to the CPACCcredential.Individuals who pass the Certified Professional in Accessibility Core Competencies (CPACC) and the Web Accessibility Specialist (WAS) exams are eligible to carry a higher level credential called the Certified Professional in Web Accessibility (CPWA).TheIAAPhas plans to grow their domain specific designation offerings and willannouncewhenthoseadditionalcertificationexamsareavailabletothepublic.

TheCPACCExamContentataGlance

I.Disabilities, Challenges and Assistive Technologies (40% of the exam)

A. Theoretical Models of Disability

B. Categories of Disabilities and Associated Barriers (ICT and Physical World)

C.Assistive Technologies and Adaptive Strategies

D.Disability Demographics and Statistics

E.Disability Etiquette

II.Accessibility and Universal Design (40% of the exam)
  1. Individual Accommodations versus Inclusive Design
  2. Benefits of Accessibility
  3. Accessibility in ICT (WCAG 2.0)
  4. Accessibility in the Physical World (The Principles of Universal Design 2.0)
  5. Universal Design for Learning (UDL)
  6. Accessibility and Usability/User Experience (UX)
II.Declaration, Standards, Laws, and Management Strategies (20% of the exam)
  1. International Conventions and Treaties on Disability Rights
  2. Categories of Disability Laws and Regulations
  3. Applying Accessibility Standards and Regulations
  4. Organizational Governance and Management

AdditionalInformation

●IAAPmain website

●GeneralinformationaboutIAAPcertification

●CPACCExamContentOutline

●CPACCFrequently-AskedQuestions

●CPACC Preparation Resources

●IAAP-ApprovedCertificationPreparationProviders

●IAAP webpage: Processofcreatingaprofessionalcertification

I:Disabilities,Challenges,andAssistive

Technologies

A.TheoreticalModelsofDisability

Recommendedstudytasks:

1.Characterizeanddifferentiatebetweentheoreticalmodelsofdisability,includingthestrengthsandweaknessesoftheirunderlyingassumptions

2.Identifythenames,terminology,andbasicconceptsofprominenttheoreticalmodelsofdisability.

3.Compareandcontrasttheunderlyingassumptionsofthedifferentmodels.

4.Comparetheimplicationsofeachmodelonpublicandpersonalperceptionsofdisability.

5.Evaluatethestrengthsandweaknessesofeachmodel

6.Demonstrateanunderstandingofwhichmodelsalignmostcloselywiththeprinciplesofaccessibilityanduniversaldesign.

7.Demonstrateanunderstandingofwaysinwhichvariousmodelsmayoverlaporcomplementeachother.

8.Applythemodelstoexamplescenariosinthelivesofpeoplewithdisabilities.

1.MedicalModel

DefinitionoftheMedicalModel:

FromDisabledWorld:

Themedicalmodelispresentedasviewingdisabilityasaproblemoftheperson,directlycausedbydisease,trauma,orotherhealthconditionwhichthereforerequiressustainedmedicalcareprovidedintheformofindividualtreatmentbyprofessionals.Inthemedicalmodel,managementofthedisabilityisaimedata"cure,"ortheindividual’sadjustmentandbehavioralchangethatwouldleadtoan"almost-cure"oreffectivecure.Inthemedicalmodel,medicalcareisviewedasthe mainissue,andatthe politicallevel,theprincipalresponse isthat ofmodifyingorreforminghealthcarepolicy.

DisabledWorld:DisabilityModels

FromWikipedia:

Themedicalmodelofdisability isa sociopoliticalmodelby whichillnessordisability,beingthe resultofaphysicalconditionintrinsictothe individual(itispartofthatindividual’sownbody),mayreducetheindividual'squalityoflife,andcausecleardisadvantagestotheindividual.Themedicalmodeltendstobelievethatcuringoratleastmanagingillnessordisabilitymostlyorcompletelyrevolvesaroundidentifyingtheillnessordisabilityfromanin-depthclinicalperspective(inthesenseofthescientificunderstandingundertakenbytrainedhealthcareproviders),understandingit,andlearningtocontroland/oralterits

course.Byextension,themedicalmodelalsobelievesthata"compassionate"orjustsocietyinvestsresourcesinhealthcareandrelatedservicesinanattempttocuredisabilitiesmedically,toexpandfunctionalityand/orimprovefunctioning,andtoallow disabledpersonsamore"normal"life.Themedicalprofession'sresponsibilityandpotentialinthisareaisseenascentral.

Wikipedia:Medicalmodelofdisability

StrengthsoftheMedicalModel:

Themedicalmodelcanaddressthebiologicalsourcesofdisabilities,eitherbyclinicallycuringthemorprovidingwaystomedicallymanagetheconditions.The medicalcomponentofdisabilitiesisa criticalreality formany people.

WeaknessesoftheMedicalModel:

Themedicalmodeltreatsdisabilityasa"problem"orinherentcharacteristicoftheindividual,andseekscuresormedicalmanagementofabodilycondition,oftenoverlookingthebroadersociopoliticalconstraintsimposedbyunwelcomingorinaccessibleenvironments.

RecoursesoftheMedicalModel:

DisabilityandSociety:IndependentLivingandtheMedicalModelofDisabilityDisabledWorld:DisabilityModels

UniversityofLeicester:Thesocialandmedicalmodelofdisability

DisabilityNottinghamshireOrgUKTheSocialModelvsTheMedicalModelofDisabilityWikipedia:Medicalmodelofdisability

2.SocialModel

DefinitionoftheSocialModel:

FromDisabledWorld:

Thesocialmodelofdisability seesthe issueof"disability"asa sociallycreatedproblemandamatterofthefullintegrationofindividualsintosociety.Inthismodel,disability isnot anattributeofanindividual,butrather a complexcollectionofconditions, manyofwhicharecreatedbythesocialenvironment.Hence,themanagementoftheproblemrequiressocialactionandisthecollectiveresponsibilityofsocietyatlargetomaketheenvironmentalmodificationsnecessaryforthe fullparticipationofpeople withdisabilitiesinallareasofsocial life.The issue isbothculturalandideological,requiringindividual,community,andlarge-scalesocialchange.Fromthisperspective,equalaccessforsomeonewithanimpairment/disabilityisahumanrightsissueofmajorconcern.

DisabledWorld:DisabilityModels

FromWikipedia:

Thesocialmodelofdisability isareactiontothe dominantmedicalmodelofdisability whichinitselfisa functionalanalysisofthebodyasmachinetobefixedinordertoconformwithnormative values.Thesocialmodelofdisabilityidentifiessystemicbarriers,negativeattitudesandexclusionbysociety(purposelyorinadvertently)thatmeansocietyisthemaincontributoryfactorindisablingpeople.Whilephysical,sensory,intellectual,orpsychologicalvariationsmaycauseindividualfunctionallimitationorimpairments,thesedonot havetoleadtodisability unlesssociety failstotakeaccountofandincludepeopleregardlessoftheirindividualdifferences.Theoriginsoftheapproachcanbetracedtothe1960s;thespecifictermemergedfromtheUnitedKingdominthe1980s.

Thesocialmodelofdisabilityhascometobeoneofthemostprevalentapproachestodisability,andhasbecomesomewhatofarallyingcryfordisabilityadvocatesfromasocialjusticeperspective.

Wikipedia:Socialmodelofdisability

StrengthsoftheSocialModel:

Thesocialmodel'sfocusonthedisablingconditionsintheenvironmentandinsocietymakesitclearthatthebarriersandchallengesexperiencedbypeoplewithdisabilitiesarenotinevitable,noraretheyexclusivelyacharacteristicoftheindividual's"broken"body.Societiescanimprovethelivesofpeoplewithdisabilitiesconsiderablybyensuringthattheworldaroundusisdesignedtoaccommodateawiderangeofhumancharacteristicsandabilities.

WeaknessesoftheSocialModel:

Thesocialmodelofdisabilitycantendtodownplaytheembodiedaspectsofdisabilitiestoomuch,asifdisabilityhadnothingtodowith bodily characteristicsatall.The socialmodel'spushfor socialjustice inthepoliticalarena canalsoputactivistsatoddswithpeoplewithotherpoliticalinterests,antagonizingrelationshipsandsometimescreatingresolutepoliticaladversaries.

ResourcesoftheSocialModel:

DisabilityNottinghamshire:TheSocialModelvsTheMedicalModelofDisabilityUniversityofLeicester:Thesocialandmedicalmodelofdisability

DisabledWorld:DisabilityModelsWikipedia:Socialmodelofdisability

3.EconomicModel

DefinitionoftheEconomicModel:

FromDisabledWorld:

Definesdisabilitybyaperson’sinabilitytoparticipateinwork.Italsoassessesthedegreetowhichimpairmentaffectsanindividual’sproductivityandtheeconomicconsequencesfortheindividual,employerandthestate.Suchconsequencesincludelossofearningsfor andpaymentforassistanceby theindividual;lowerprofitmarginsfortheemployer;andstatewelfarepayments.Thismodelisdirectlyrelatedtothecharity/tragedymodel.

DisabledWorld:DisabilityModels

StrengthsoftheEconomicModel:

Theeconomicmodelrecognizestheeffectofbodilylimitationsonaperson’sabilitytowork,andtheremaybeaneedforeconomicsupportand/oraccommodationsfortheperson’sdisability.

WeaknessesoftheEconomicModel:

Theeconomicmodelcreatesalegally-definedcategoryofpeoplewhoare“needy,”whichcanbestigmatizingforpeoplewithdisabilities.Also,ifapersondoesn’tmeetthelegalthresholdfor“disabled,” or ifthere isadispute astoa person’sdisability,thepersonwiththedisabilitymaynotreceivethesupporttheyneed.

ResourcesoftheEconomicModel:

DisabledWorld:DisabilityModels

MichiganDisabilityRightsCoalition: ModelsofDisability

4.FunctionalSolutionsModel

DefinitionoftheFunctionalSolutionsModel:

Thefunctionalsolutionsmodelofdisabilityisapracticalperspectivethatidentifiesthelimitations(or"functionalimpairments")duetodisability,withtheintenttocreateandpromotesolutionstoovercomethoselimitations.Theprimarytaskistoeliminate,oratleastreduce,theimpactofthefunctionallimitationsofthebodythroughtechnologicalormethodologicalinnovation.Thepragmatismofthefunctionalsolutionmodeldeemphasizesthesociopoliticalaspectsofdisability,andinsteadprioritizesinventivenessandentrepreneurship.

StrengthsoftheFunctionalSolutionsModel:

Thestrongestaspectofthismodelisthatitisresults-oriented.Itseekstoprovidesolutionstoreal-worldchallenges,whilesidesteppingtheoftenconvolutedsociopoliticalimplicationsofdisability withinsociety.

WeaknessesoftheFunctionalSolutionsModel:

Whennewtechnologiesareinvolved,profit-drivenentrepreneurscansometimesmissthemark,creatingproductsthatmaybeinnovativebutnotpracticaloruseful,orwhichmaybeofmorebenefittotheinnovatorsthantothetargetpopulation,especiallyiftheproposedsolutionsareexpensive.Also,whentheprimarycauseofaparticularchallengeisthesocioeconomiccircumstancesintheenvironment,thefunctionalsolutionsmodel'sde-emphasisonsocioeconomicissuescancausewould-beinnovatorstoignorethemostimportantaspectsoftheoriginalproblem.

ResourcesoftheFunctionalSolutionsModel:

MartyCooper:ModelsofDisabilityandAccessibility

5.SocialIdentityorCulturalAffiliationModel

DefinitionoftheSocialIdentityorCulturalAffiliationModel:

Thesocialidentityorculturalaffiliationmodelreferstoasenseofderivingone'spersonalidentityfrommembershipwithinagroupoflike-mindedindividuals.Thismodelismostevidentamongpeoplewhoaredeaf,becauseoftheirsharedlinguisticexperienceassignlanguageusers.Deafcultureandidentityowesmuchofitsstrengthtothesomewhatexclusivenatureofbeingapartofaclose-knitlinguisticminority.

Otherpeoplewithdisabilitiesmayalsofeelasenseofbelongingtoacommunitywithcommonlifeexperiencesandinterests.

StrengthsoftheSocialIdentityorCulturalAffiliationModel:

Thesocialidentityorculturalaffiliationmodelacceptstheperson'sdisabilitycompletely,andusesitasa point ofpride inbeingassociatedwithotherpeople inasimilar condition.

WeaknessesoftheSocialIdentityorCulturalAffiliationModel:

Sometimesthesenseofbelongingfeltbyonegroupofpeopleiscounterbalancedbyasenseofexclusionandnotbelongingby peoplewhodon't quitefitthegroup'sexpectations.

ResourcesoftheSocialIdentityorCulturalAffiliationModel:

6.CharityModel

DefinitionoftheCharityModel:

Thecharitymodelregardspeoplewithdisabilitiesasunfortunateandinneedofassistancefromtheoutside,withthoseprovidingcharityviewedasbenevolentcontributorstoaneedypopulation.

StrengthsoftheCharityModel:

Thecharitymodelcaninspirepeopletocontributetheirtimeand/orresourcestoprovideassistancewhenitisgenuinelyneeded.

WeaknessesoftheCharityModel:

Thecharitymodelcanbecondescendingtowardpeoplewithdisabilities,whomaycometoresentthefeelingthattheyaretheobjectofpitybyotherpeople,andthattheymustdependonacceptingorcultivatingthispityona continualbasis.Thecharitymodeloftenfocusesonshort-term,immediateneeds,oftenattheexpenseofmorecomprehensive,andultimatelymoreeffective,long-termsolutions.

Resources

MichiganDisabilityRightsCoalition: ModelsofDisability

NCBI:USSurgeonGeneral’sCalltoActiontoImprovetheHealthandWellnessofPersonswith Disabilities

B.CharacteristicsandCategoriesofDisabilities,Challenges,IncludingAssociatedBarriers

GeneralResources

DisabilityBenefitsHelp:DisablingConditions
Gov.UK:EqualityAct2010GuidancepdfDisabilityWorld:TypesofDisabilities

DequeUniversity:Sensorydisability
WorldHealthOrganization:Factsheet

RecommendedStudyTasks:

●Namethemaincategoriesofdisabilities.

●Classifyspecificconditionsundertheirrelevantdisabilitycategoryorcategories.

●Defineassistivetechnologies.

●Matchdisabilitycategorieswithrelevantassistivetechnologies.

●Describetheaccessibilitychallengesfacedbypeoplewithdisabilitiesofagivencategory.

●Givenascenarioornarrativeinanapplieddomain,identifyaccessibilitychallengesforpeopleofvariouskindsofdisabilities,andpotentialsolutionstoovercome thosechallenges.

●Ratetheappropriatenessofaproposedsolutionfor apersonwitha specificdisability.

1.Vision

ColorBlindness

Definition:Color-blindnessisasensorydisabilitythatimpairsaperson'sabilitytodistinguishcertaincolorcombinations.

Characteristics:Themostcommonformsofcolor-blindnessaffectanindividual'sabilitytodistinguishredsandgreens,thoughothercolorsmaybeaffected.

Demographics:Mostcolor-blindnessresultsfromasex-linkedgenetictrait,thusaffectingmalesandfemalesdifferently.About8% ofmaleshavesomeformofcolor-blindness,comparedtoabout0.4%offemales.

AssistiveTechnologiesandMethods:Filteredglasses,filteredoverlaysonprintedorelectronictext.

Color-Blindness:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
General / Certaincolorcombinations--redandgreeninparticular--canbedifficulttodistinguish / Materialscanbedesignedinawaythatdoesnotdependoncolorasawaytoconveyinformation.

Blindness

Definition:Blindnessisasensorydisabilityinvolvingnearlycompletevisionloss.

Characteristics:Somepeoplearecompletelyblind,withouttheabilitytoseeanything.Otherscanperceivelightversusdark,orthegeneralshapesoflargeobjects,butcannotreadtextorrecognizepeoplebysight.

Demographics:About39millionpeople,orabout0.5%oftheworld'spopulation,areblind, accordingtotheWorldHealthOrganization.About90%ofpeoplewithvisualimpairmentsliveinlowincome settings,andabout82%ofpeoplewhoareblindare aged50andabove.

AssistiveTechnologiesandMethods:Screenreaderswithaudioand/orBrailleoutputforcomputeraccess,canesorserviceanimals(suchas"seeingeye"dogs)formobility.

Blindness:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
ICT / Cannotseedigitalorelectronicinterfaces(computers,automatedtellermachines(ATMs),mobiledevices,airportkiosks,televisions,printers,copiers,phones,GPSdevices,etc.) / Screenreaderscanreadinterfacesandcontentout loudtousersbyconvertingdigitaltexttosynthesizedspeech,butonlyiftheyhavebeendesignedtobeaccessible.
Self-voicinginterfacesandapplicationscancommunicatetouserswithouttheneedforascreenreader,buttheseareappropriatemostlyforbroadcastinginformation,becausetheyusuallydonotuseorinteractwiththeinterfaceorcontentasscreenreadersdo.Refreshable Braille output devices use screen readers to convert digital text to Braille. These devices are typically expensive, and only a minority of blind people know how to read Braille.
ICT / Cannotusescreenreadersondigitalcontentandinterfacesnotdesignedwithaccessibilityinmind / Interfacedesignersandcontentauthorscaneditthemarkuptomakeitcompatiblewiththeassistivetechnologiesusedbyblindpeople.
ArchitectureBuiltEnvironment / Cannotseewhenwalking / Caneshelpblindpeoplefeeltheirsurroundingsastheywalk.
Serviceanimals(e.g."SeeingEye"dogs),trainedtoassistblindpeople,helpthemnavigatetheirsurroundings.
GPS-basedwalkinginstructionswithanaudiointerface,eitherautomatedorviaaremotehumannavigator.
Raisedtilesonthegroundtoindicatetheedgeofaplatform,apathwayalongasidewalk,thebeginningofastaircase,etc.Eliminatelow-hangingarchitecturalfeaturesthata blindpersoncouldbumpinto
Clearpathwayswithoutobstructions inhallways,sidewalks.
ArchitectureBuiltEnvironment / Cannotseesignsor othertextonbuildingsor otherareasinthebuiltenvironment / Mapandgeolocationapplicationsonmobiledevicescanannouncethenamesanddescriptionsofbuildingsandotherlocation-relatedinformation.
Braillelabelsanddescriptionson entrances,rooms,bathrooms,historicalmarkers,andotherpointsofinterestcanallowblindpeopletoexploreandunderstandtheirsurroundings,aslongasthe personknowsBraille,andaslongasthe Braillelabelsare easytofind.
Tactilemodelsoftheexteriorofbuildings,oroffloorplansoftheinteriorofbuildingshelpblindpeople forma mentalmapoftheirsurroundings.
Domain / Challenges / Solutions
ConsumerIndustrialProducts / Cannotseeorfeelthecontrolsonflatinterfacesonconsumerdevicessuchasmicrowaves,ovens,dishwashers,etc. / Alternativeinterfaceswithknobsorothertactilecontrols
Audiointerfaces
Remotecontrolthroughapplicationson mobile devices.
ConsumerIndustrialProducts / Cannotreadthetextonthecontainersorpackagingforconsumeritemssuchasmedicine,toothpaste,shampoo,sunscreen,handcream,personalcareproducts,foods,drinks,candy / EmbossedBraille(orBraille stickers)onpackagingandproductcontainershelpconsumersidentifyitemsbothinthestoreandafterpurchase.
ConsumerIndustrialProducts / Cannotreadmoneytodetermineitsvalue / Applicationsonmobile devicescanphotographthemoneyandreadthevaluetoblindpeople.
Paperbillsandcoinscouldbemanufacturedindifferentsizes,shapes,ortexturestoallowblindpeopletodistinguishthevalue basedontouch.
Non-cachesystemsofpaymentcanallowblindpeopletomakefinancialtransactionsviacomputers,mobiledevices,oron-sitepaymenthardwarewithscreenreadersorself-voicingoutput.
ConsumerIndustrialProducts / Cannotreadbooks,magazines,posters,postalmail,orotherprintedmaterials / Opticalcharacterrecognitionsoftwarecanconvertscannedimagesoftextintodigitaltextreadablebyscreenreaders.Theaccuracyoftheconversiondependsonthequalityoftheoriginaldocument,aswellasfontchoices,linespacing,andthequalityoftheconversionsoftwareitself.
Informationcanbeplacedonlineorinotherdigitalformatstoallow blindpeople toreadthematerialsusingtheirownassistivetechnologies.

LowVision

Definition:Lowvisionisasensorydisabilitythatimpairsa person'svisiontothepoint thatcorrectivelensescannotrestorefullvisualacuity,buttheimpairmentisnotassevereastobeclassifiedasblindness.The thresholdfor classificationaslowvisionis usually designatedasacorrectedvisualacuityofnobetterthan20/40or20/60.

Characteristics:Apersonwithlowvisionwilltypicallyneedmagnificationtoseewellenoughtoreadordiscernotherdetails.Somepeoplewithlowvisionexperiencelowcontrast,andthereforebenefitfromhighcontrasttextandgraphics.Someexperiencecolordeficiencies,whichmeanstheymaynotbeabletoseethedifferencebetweencertaincolors.

Demographics:About246millionpeople,or3.5%oftheworld'spopulation,havelowvision, accordingtotheWorldHealthOrganization.About90%ofpeoplewithvisionimpairmentsliveinlowincomesettings.

AssistiveTechnologiesandMethods:Screenmagnifiers,screenreaders,increasecontrast,increasesizeofmousepointerandkeyboardcaret.

LowVision:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
General / Smalltextcanbehardtoread. / Screenmagnifierscanenlargetheitemsonthescreentomakethemeasiertoread.
Utilitiestoenhancecontrast,changecolors,oralterotheraspectsofvisualappearancecanimprovelegibility.
Screenreaderscansupplementscreenmagnifiersbyreadinginterfacesandcontentoutloudtousersthroughsynthesizedspeech,butonlyifthedigitalinformationhasbeendesignedtobeaccessible.Self-voicinginterfaces(onATMs,kiosks,transportationsystems,etc.)andapplicationscancommunicatetouserswithouttheneedforascreenreader,buttheseareappropriatemostlyforbroadcastinginformation,becausetheyusuallydonotuseorinteractwiththeinterfaceorcontentasscreenreadersdo.
Alternativelargeprintversionsofsmallprinttextcanmakeprintedmaterialseasiertoread.
Alternativedigitalversions(web,mobileapplications,etc.)ofprintedmaterialscangiveuserstheabilitytoreadthematerialsusingtheirownassistivetechnologies.
General / Lowcontrasttextcanbehardtoread. / Softwareorhardwareoptionscanenhancethecontrastofdigitaltext.Interfacedesignersandcontentcreatorscanchoosecolorcombinationswithhighenoughcontrasttoeasilyread

2.AuditoryDisabilities

Deafness

Definition:Auditorydisabilitiesaresensorydisabilitiesthatcanbecategorizedaseitherdeafnessorhardofhearing.Deafnessisthetotalorneartotallossofhearing.Individualswhoarehardofhearinghavepartially-impairedhearinginoneorbothears.

Characteristics:Apersonwhoisdeafor hardofhearingwillhavedifficultywithsounds,includingtheaudiocomponentofmultimediamaterials.Many,butnotall,peoplewhoaredeafknowsignlanguage.Oftensignlanguageisthefirstlanguage—andthereforethemostcomfortablenativelanguage—ofthosewhoareborndeaf.Theymayfeellesscomfortablereadingprintedordigitaltext.Bywayofcontrast,thosewholosetheirhearinglaterinlifemay

neverlearnsignlanguage,oriftheylearnit,theymaynotfeelascomfortablespeakinginsign,andmayprefertext.

Demographics:Approximately15%ofadultshavesomedegreeofhearingloss.About2%ofadultsaged45to54havedisablinghearingloss.Thispercentageincreasesto8.5% for adultsbetween55and64,25% foradultsbetween65and74,and50%foradults75andolder.(AccordingtoNationalInstituteonDeafnessOtherCommunicativeDisordersintheU.S.)

AssistiveTechnologiesandMethods:Hearingaids,cochlearimplants,captionsforvideos,transcriptsforvideooraudio,signlanguageinterpretation.

Color-BlindnessandICT:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
ICT / Theaudioportionofvideoscannotbeheard / Providesynchronizedcaptionswithvideos
Providesignlanguageinterpretation
Provide a transcript
General / Speechesandtalkscannotbeheardbydeafpeopleintheroom / ProvidesignlanguageinterpretationProvidelivecaptionsona monitorduringthespeech
ArchitectureandtheBuiltEnvironment / Doorbells,alarms,andothersoundsmay notbeheard / Providealternativevisualalerts,suchaslightsthatflash,pulse,dim,turnon,orturnoff.
  1. HardofHearing
  2. Understood.orgDifferenceBetweenAuditoryProcessingDisorderandBeingHardofHearing

EllenKoslo,AssociateProfessorofOtolaryngology,ColumbiaUniversityMedicalCenter

“Hearingloss,orhearingimpairment,isaproblemwithoneormorepartsoftheearthatinterruptsthewaysoundtravelsthroughthehearingsystemuptothebrain.Someonewhohashearinglossmightbeabletohearmostsounds,hearonlysomesoundsorpossiblynothingat all”

  1. ASHA.orgWhatisHearingLoss

Whendescribinghearingloss,wegenerallylookatthreecategories:typeofhearingloss[conductivehearingloss,sensorineuralhearingloss,andmixedhearingloss.],degreeofhearing loss[Degreeofhearinglossreferstotheseverityoftheloss-rangeindecibels(dBHL).],and configurationofhearingloss[thedegreeandpatternofhearinglossacrossfrequencies(tones)].

  1. ASHA.orgEffectsofHearingLossonDevelopment

“Theearlierhearinglossoccursinachild'slife,themoreserioustheeffectsonthechild'sdevelopment.Similarly,theearliertheproblemisidentifiedandinterventionbegun,thelessserioustheultimateimpact.

Therearefourmajorwaysinwhichhearinglossaffectschildren:

1.Itcausesdelayinthedevelopmentofreceptiveandexpressivecommunicationskills(speechandlanguage).

2.Thelanguagedeficitcauseslearningproblemsthatresultinreducedacademicachievement.

3.Communicationdifficultiesoftenleadtosocialisolationandpoorself-concept.

4.Itmayhaveanimpactonvocationalchoices.”

SpecificEffects:Vocabulary,SentenceStructure,Speaking,AcademicAchievement,SocialFunctioning

●ASHA.orgAuditoryProcessingDisorder

“Auditoryprocessingdisorder(APD)isoftendescribedasgreaterthanexpecteddifficultyhearingandunderstandingspeecheventhoughnomeasurablehearinglossexists.Individualswithauditoryprocessingdisordersmayactasthoughahearinglossispresentwheninfact,hearingsensitivityisoftenwithinnormallimits.APDisoftenconfusedwithotherdisorderssuchasADHD,languageimpairment,learningdisabilities,socialandemotionaldelaysorcognitivedeficits.”

all.”

“Sohowdoeshearinglossdifferfromanauditoryprocessingdisorder(APD)?

APDisnottheinabilitytohear.It’stheinabilitytointerpret,organize,oranalyzewhat’sheard.Allthepartsofthehearingpathwayareworkingwell.Butpartsofthebrainarenot.”

●Hearing.comCentralAuditoryProcessingDisorder

“CentralAuditoryProcessingDisorder(CAPD)—alsoknownasAuditoryProcessingDisorder(APD)—isanumbrellatermforavarietyofdisordersthatresultinabreakdowninthehearingprocess.

Thesedisordersoccurinthehigherprocessingsectionsofthebrain.ForCAPDsufferers,thisgenerallymeansthebraincannotmakesenseofwhatourearshearbecausetheauditorysignalisdistortedinsomeway.Asaresult,oneofthebiggestproblemsexperiencedbypeoplewithCAPDisdifficultylisteningwithbackgroundnoise.”

“BecauseCAPDmakesdistinguishingspeechwithinnoisehardforchildren,theyfinditdifficulttofocus,theygetfrustrated,theirschoolworksuffersandtheygettiredfromtryingtohear.”

Hearingloss,orhearingimpairment,isaproblemwithoneormorepartsoftheearthatinterruptsthewaysoundtravelsthroughthehearingsystemuptothebrain.

[AuditoryProcessingDisorder]isnottheinabilitytohear.It’stheinabilitytointerpret,organize,oranalyzewhat’sheard.Allthepartsofthehearingpathwayareworkingwell.Butpartsofthebrainarenot.

HearinglossandAPD...havesomesymptomsincommon.Butthetreatmentoptionsareverydifferent.That’swhyit’sagoodideatoworkwithprofessionalswhoaretrainedtorecognizethedifference.

●Understood.org:Differencebetweenauditoryprocessingdisorderbeinghardofhearing

Whendescribinghearingloss,wegenerallylookatthreecategories:typeofhearingloss,degreeofhearingloss,andconfigurationofhearingloss.Withchildren,itisespeciallyimportanttodiagnoseandtreatahearinglossasearlyaspossible.Thislimitsitspotentialimpactonlearning

anddevelopment.Hearinglosscangreatlyaffectthequalityoflifeforadultsaswell.Unmanagedhearinglosscanhaveanimpactonemployment,education,andgeneralwell-being.

●ASHA.orgWhatisHearingLoss

Individualswithauditoryprocessingdisordersmayactasthoughahearinglossispresentwheninfact,hearingsensitivityisoftenwithinnormallimits.APDisoftenconfusedwithotherdisorderssuchasADHD,languageimpairment,learningdisabilities,socialandemotionaldelaysorcognitivedeficits.Itisimportanttotakeamultidisciplinaryapproachforaccuratediagnosisofthisdisorder.Membersoftheteammayincludethespeech-languagepathologist,psychologist,classroomteacher,physician,parentandtheaudiologist.

3.Deafblindness

Definition:Deafblindnessisasensory disabilitythatincludesbothdeafnessandblindness.

Characteristics:Apersonwhoisbothdeafandblindexperiencesallthecharacteristicsofthosetwodisabilities,withtheaddedcomplexitythattheabsenceofbothvisionandhearingseverelylimitsthesensoryinputpossibilitiesofthe individualtojust touch,smell,andtaste.Ofthosesenses,touchistheonlyviablemethodforcomplexcommunication.AdeafblindpersonwouldneedtolearnBrailletoaccesstext,andsignlanguagetoaccessconversations(thedeafblindpersonwouldfeelthehandsoftheotherpersonsigningintheconversation).

Demographics:Approximately35,000-50,000individualsintheUnitedStates(about0.014%)arebothdeafandblind,accordingtoresearchreferencedbyaninfopageatGallaudet University.

AssistiveTechnologiesandMethods:TranscriptsforvideooraudioconvertedtoBraille,tactilesignlanguageinterpretation.

Color-BlindnessandICT:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
ICT / Digitaltextcannotbeseen / AscreenreadercanconverttexttoBrailleonarefreshableBrailledevice,or"printed"inaBrailleembosser.
ICT / Audio(includingthe audioportionofvideos)cannotbeheard / AtexttranscriptoftheaudiocanbeconvertedtorefreshableBraillebyascreenreader,or"printed"inaBrailleembosser.

4.Mobility,Flexibility,andBodyStructureDisabilities

ManualDexterity/FineMotorControl

●UseMyAbility:MotorManualDexterityanduseofICT

“Restrictedmanualdexteritymaybetemporary,recurringorpermanent,andmaybecausedbyawiderangeofdisabilitiesandmedicalconditions.

Limitedmotor/manualdexteritymaycausedifficultieswiththefollowing:

●UsingequipmentintheworkorlearningenvironmentProducingdemonstrationsorpresentationsinelectronicf

●Communicatingusingemail,webbrowsersorblogs;

●Storageandorganisationofdata;

●Usingcorecomputerprogrammestoproducecommondigitalinformationsuchasworddocuments(e.g.MicrosoftWord)andpresentations(e.g.MicrosoftPowerPoint);

●UsingcomputerprogrammessuchasExceltosolveproblemsoranalysedata;

●Engagingwithe-learning.”

“Impairmentsthatmayimpactonmotor/manualdexterity

●PhysicalImpairments(including,forexample,thosecausedbyastroke,neckinjury,RepetitiveStrainInjuryandothermedicalconditions)

●Dyspraxia[isaspecificlearningdifficulty(SpLD)thataffectsthebrain’sabilitytoplansequencesofmovement.]

●awiderangeofmedicalconditions,forexample,rheumatoidarthritis“

●InteractiveAccessibility5tipsimprovewebmobility/dexteritydisabilities

ByKathyWahlbinonSeptember10,2012

“Mobilityimpairmentisabroadcategoryofphysicaldisabilitiesthatincludeupperlimbandmanualdexteritydisabilities,lossoffine-motorcontrol,anddisablingconditionssuchas cerebralpalsyandcarpaltunnelsyndrome.Thedisabilitiesmaybetemporaryorpermanent;theymayrangeinseverityfrommildlossoffine-motorcontroltoquadriplegia;theymaybetheconsequenceofaging,accident,heredity,disease.Usersmayhavelimitedarmorhandmovement,usejustonehand,haveatremor,havedifficultywithfinemovements,orbeunabletoholdamouse.

Notsurprisingly,giventherangeofmobility/dexteritydisabilities,awidevarietyofassistivetechnologiesareavailablefortheseusers,includingtouchscreens,head/mouthwands,specialswitches,keyboardoverlays,one-handedkeyboards,oversizedmouseortrackball,andspeechrecognitionapplicationslikeDragonNaturallySpeaking.”

Ambulation

●DisabledWorld:

●NationalInstitutesofHealth:Energycostofambulationinhealthdisability:aliterature review

●SocialSecurityAdministration:ListingofImpairments

●JournalofPhysicalTherapyPDF:StudyofMusculoskeletalAmbulationDisability

“Motordisorders,includingjointdiseases,falls,andfractures,aretheleadingcausesofcaredependencyandamarkedlydecreasedqualityoflifeintheelderly2).”“Musculoskeletalambulationdisabilitysymptomcomplex(MADS).MADSisdefinedisan

increasedriskoffallsandisolationduetoanage-relateddeclineinbalanceandwalkingability”

●SocialSecurityAdministration:MusculoskeletalAdult

“Inability to ambulate effectively means an extreme limitation of the ability to walk; i.e.; animpairment(s) that interferes very seriously with the individual’s ability to independently initiate, sustain or complete activities. Ineffective ambulation is defined generally as having insufficient lower extremity functioning (see 1.00J) to permit independent ambulation without the use of a hand-held assistive device(s) that limits the functioning of both upper extremities.”

MuscleFatigue

●NationalInstitutesofHealth:PerceivedDisabilities

●NationalInstitutesofHealth:Disabilityandbackmusclefatigabilitychangesfollowingtwotherapeuticexerciseinterventionsinparticipantswithrecurrentlowbackpain

●CenterforDiseaseControl:GeneralInformation

●DisabilityWorld:Fibromyalgia

BodySize

●U.S.DepartmentofHealthHumanServices:ExaminingtheRelationshipsbetweenExcess BodyWeight,HealthandDisability

●DisabilityHealthBenefitsHelp:DwarfismandSocialSecurityDisabilityBenefits

“TherearemanydifferentdisordersthatcausedwarfismthataffectthousandsofAmericans.Themostcommonformisachondroplasia,atypeofskeletaldysplasia,whichaffectsabout70percentofthosewithdwarfism,theNationalLibraryofMedicineexplained.“

“Childrenwithdwarfism,inadditiontohavingproblemswiththeirskeletalsystem,mayalsosufferfromhearingloss,visionloss,heartdefects,intensepain,arthritis,andbreathingproblems,whichcanfollowthemintoadulthoodanddriveuphealthcarecostssubstantiallythroughouttheirlifetime.“

●LittlePeopleofAmerica:FAQ

“Certainlymanyshort-staturedpeoplecouldbeconsidereddisabledasaresultofconditions,mainlyorthopedic,relatedtotheirtypeofdwarfism.Inaddition,accessissuesandproblemsexistevenforhealthyLPs.Consider,forexample,thesimplefactthatmostachondroplasticadultscannotreachanautomatedtellermachine.LPAisworkingtomakecommonactivitieseasilyreachablebypeoplewithdwarfism-includinggaspumps,payphones,andATM's.”

●MayoClinic:Acromegaly

“Acromegalyisahormonaldisorderthatdevelopswhenyourpituitaryglandproducestoomuchgrowthhormoneduringadulthood.Whenthishappens,yourbonesincreaseinsize,includingthoseofyourhands,feetandface.Acromegalyusuallyaffectsmiddle-agedadults.”

“Symptomsandcauses[: Fatigueandmuscleweakness,Impairedvision,Excessivesweatingandbodyodor,Painandlimitedjointmobility.]”

“Progressionofacromegalycanresultinmajorhealthproblems.Complicationsmayinclude:[Highbloodpressure(hypertension),Cardiovasculardisease,particularlyenlargementoftheheart(cardiomyopathy),Osteoarthritis,Diabetesmellitus.]”

●TheNHSinEngland:RestrictedGrowth(dwarfism)Introduction

“Restrictedgrowth,sometimesknownasdwarfism,isaconditioncharacterisedbyshortstature.

Therearetwomaintypesofrestrictedgrowth:

●proportionateshortstature(PSS)–agenerallackofgrowth,wherethelengthofthetrunkandlimbsareinproportion

●disproportionateshortstature(DSS)–wherethelimbsareshorteroroutofproportionwithotherpartsofthebody”

“However,mostpeopledon'thaveanyotherseriousproblems.Theycanoftenlivearelativelynormallifeandhaveanormallifeexpectancy.”

BodyShapeorForm

●SSNDisabilityBenefitsHelp:AmputationandSocialSecurityDisability

●NEADS:MakingExtra-CurricularActivitiesInclusive

“Aphysicaldisabilityisonethataffectsaperson'smobilityordexterity.Apersonwithaphysicaldisabilitymayneedtousesomesortofequipmentforassistancewithmobility.Italsoincludespeoplewhohavelostlimbsorwho,becauseoftheshapeoftheirbody,requireslightadaptationstobemadetoenablethemtoparticipatefullyinsociety.“

●SSNDisabilityBenefitsHelp:MusculoskeletalSystem

“disabilityclaimsformusculoskeletaldisordersrelateprimarilytohowthedisabilityaffectsyourabilitytomove,performtasks,andconcentrateonajob.”

●SSNDisabilityBenefitsHelp:ApertSyndrome

“ApertSyndromeandDisabilityBenefitsAlsoknownasAcrocephalosyndactylyTypeI,Apertsyndromeisararegeneticdisorderthatcausesearlyandabnormalfusionofbones,especiallyinthehead,hands,andfeet.InfantswithApertsyndromearebornwithcranialandfacialdeformities.Otherbirthdefectsmaybepresentaswell.IntellectualdeficitsaresometimespresentandchildrenandadultswithApertsyndromeoftenexperienceothercomplications,includinghearingloss,sleepapnea,andchronicearandsinusinfections.

IndividualswithApertsyndromeusuallyrequiremultiplesurgeriesininfancyandearlychildhood.Theyoftenneedspecializedattentionandcarethroughoutchildhoodandsometimesintoadulthood.”

●SSNDisabilityBenefitsHelp:ClubfootDeformity

“ClubfootDeformityandSocialSecurityDisability

Clubfootisabirthdefectwitharelativelyhighincidencerate.Inthoseaffectedbythecondition,oneorbothfeetaremalformedatbirth,turninginwardanddown,affectingtheirabilitytostand,walk,balanceandperformotheressentialfunctions.Thoughtreatmentsareavailable,includingexercise,physicaltherapy,useofbracesorcasts,andevensurgeryinsomecases,thereisnocureforthecondition.

Somewhosufferfromclubfootdeformitymayexperiencelimitationsonrangeofmotionandpronouncedpainforyearsfollowingeventhemostsuccessfultreatments.Incaseswheretheconditionisleftuntreated,itcanworsenovertime,resultinginsignificantdisability.”

●AustralianGovernment:AustralianInstituteofHealthandWelfare:Arthritis,osteoporosisand othermusculoskeletalconditions

“Rheumatoidarthritisisanauto-immunediseasecausingchronicinflammationofthejoints.Itmostcommonlyaffectsthehandjointsandcanleadtodeformitiesofthehands.

Osteoporosisisaconditionwherethereisaprogressivelossofbonedensityanddecreaseinthestrengthoftheskeletonwitharesultantriskoffracture.”

5.CognitiveDisabilities

Cognitiveandintellectualdisabilitiesmayresultfromavarietyofconditionsorinjury.Thesedisabilitiesmaybe acomponentofother disabilitiessuchasclosedtraumatic braininjury ormayoccurontheirown.Whendisabilitiesoccurtogetherthechallengescanbeincreasedorbecomemorecomplicatedbytheadditionofemotionalandphysicalreactionsspecifictothechallengesuchasperformanceanxietyorfatigue.

Givingindividualswithcognitive andintellectualdisabilitiesadditionaltimeiscriticaltotheirsuccessattaskssuchasreading,calculating,writingorspeaking.Thereareassistivetechnologies(AT)whichmaybecriticaltothesuccessindoingthesetasksincludingscreenreaders,calculators,speech-to-textprogramsandcaptioning,spell-checkers,grammarcheckers,picturedictionaries,writingtemplates,organizationalaids,andcolorcodingsuchashighlighters.

Manyofthesetechnologieshavebecomecommonplaceandareusedbymanypeoplewithandwithoutdisabilitiesorareusedby peoplewithdisabilitieswedidnotknowwouldbenefitfromthemwhentheyweredesigned.ScreenreadersandCaptioningaretwosuchATwhichareusedbypopulationsforwhichtheyoriginaldesignerhadnoideawouldbenefit–cognitiveandintellectualdisabilities.

IntellectualDisabilities

AAIDD:DefinitionofIntellectualDisability

“Intellectual disabilityis a disability characterized by significant limitationsin bothintellectual functioningand in adaptivebehavior,which coversmany everydaysocial andpracticalskills. Thisdisabilityoriginatesbefore the ageof 18.

“Intellectual functioning—also called intelligence—refersto general mental capacity, suchas learning,reasoning, problem solving, andsoon.

“Adaptive behavior isthecollection of conceptual, social, and practical skillsthat are learnedandperformed bypeople in theireveryday lives.

  1. Conceptual skills—language and literacy; money, time, and numberconcepts; and self-direction.

●Social skills—interpersonal skills, social responsibility, self-esteem, gullibility,naïveté (i.e.,wariness), social problem solving, and the ability to followrules/obey lawsand to avoid beingvictimized.

  1. Practical skills—activities of daily living (personalcare), occupational skills, healthcare,travel/transportation, schedules/routines,safety, use of money, useof the telephone.”
  2. Memory
  • W3C:COAGUserResearch: Memory

ReadingandDyslexia

  • NationalInstituteforLearningDevelopmentCanada:LearningDisabilities
  • NationalInstituteofNeurologicalDisordersandStroke:Dyslexia

Readingdisabilitiesmayincludespecificinabilitytoperceivetextortoprocessthemeaningofwords,phrasesandideas.Thedisabilitymaybetheresultofa congenitaldifference,injury,delayeddevelopment,neurologicalorphysicaldisability.Somespecificreadingdisabilitieshavebeenidentifiedandarerecognizedbyprofessionalsbydiagnosis,suchasDyslexia.Oftenthe diagnosisofa LearningDisability willincludecomponentsofareadingimpairment.

Dyslexiaisabrain-basedtypeoflearningdisabilitythatspecificallyimpairsa person'sabilitytoread.Theseindividualstypicallyreadatlevelssignificantlylowerthanexpecteddespitehavingnormalintelligence.Althoughthedisordervariesfrompersontoperson,commoncharacteristicsamongpeoplewithdyslexiaaredifficultywithphonologicalprocessing(themanipulationofsounds),spelling,and/orrapidvisual-verbalresponding.Inindividualswithadult onsetofdyslexia,itusually occursasa resultofbraininjury orinthecontextofdementia;thiscontrastswithindividualswithdyslexiawhosimplywereneveridentifiedaschildrenoradolescents.Dyslexiacanbeinheritedinsomefamilies,andrecentstudieshaveidentifiedanumberofgenesthatmaypredisposeanindividualtodevelopingdyslexia.

ReadingDisabilitiesandICT:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
ICT / Oftenperceivewordsasfloatingandnotina line. / Canuseaspecialfontdevelopedfor Dyslexiawhichweightsthelettersdownandmakessimilarfiguresappeardifferently
Maybegrantedadditionaltimetocompletetasks
ICT / Oftenperceivewordsdifferentlythanotherssuchasseeingpbdqasthesameletter. / Canchangethefont,contrastoraddanunderlinetotexttokeepwordsinline.
Maybegrantedadditionaltimetocompletetasks
ICT / Oftenrequireadditionaltimetoreadandprocesscontent. / Canextendtimeoutsandreturntothesamelocationonthepage.
CanuseascreenreadertogetcontentinanauditorymethodtoreinforcewhatisbeingseenCanusescreenreaderswhichhighlightthewordor phrase beingreadtoassistwithtracking.
Can use enhanced visible focus indicators to keep track of their position on the page.
Can use special programs or dictionaries which present words with pictures.
May be granted additional time to complete tasks
ICT / Oftenhavetheburdenofdecipheringcontentfromthewayitispresented. / Mayapplyacustomstylesheet
ICT / MayhavedifficultysolvingproblemspresentedthroughsecurityfeaturessuchasCAPTCHA / Abilitytochangethetypeofproblempresented
ICT / Mayhavedifficultyprocessingcontentthroughvisualmeans / CanuseascreenreadertogetcontentinanauditorymethodtoreinforcewhatisbeingseenMaybegrantedadditionaltimetocompletetasks
ICT / Mayhaveahardtimespellingwordscorrectly / Canuseaspellingandgrammarchecker
  1. MathandComputation

Understood:DyscalculiaUnderstood:Dysgraphia

Dyscalculia:Dyscalculia

NationalInstituteforLearningDevelopmentCanada:LearningDisabilities

Mathandcomputationaldisabilitiesimpactaperson’sabilitytolearnandcommunicatemath.ThecharacteristicsofMathLearningDisabilitiesincludeaninabilitytounderstandarithmeticandhowto calculate(Dyscalculia) andaninability todrawor copy figuresandgraphs(Dysgraphia).AswithReadingDisabilities,MathDisabilitiesmaybeofacongenitalorigin;resultfromaninjuryorothereventssuchasstrokeoraging.AnxietyisoftencoupledwithMathLearningDisabilitywhichcanfurthercomplicatethechallenges.

MathandICT:ExamplesofAssistiveTechnologiesandAdaptiveStrategies

Domain / Challenges / Solutions
ICT / Inabilitytodistinguishrightfromleftingraphicimages / Canreaddata ina datatable ortextdescriptionasanalternativetographicrepresentationsofdatawhenanalternativeisprovided.
Maybegrantedadditionaltimetocompletetasks
ICT / Inabilitytocopygraphs,figuresanddiagrams / Canusespeech-to-texttoverbalizeinstructionsforcompletinghomeworkandtestquestionswhenthequestionsaredesignedtoaccessibilityguidelinesandtext-to-speechassistivetechnologycanaccesscontent.
May be granted additional time to complete tasks
ICT / Inabilitytoperformcalculations / Canuseanaccessibilityaccommodationlinktoareferencesheetwithcommonequationswhenprovided
CanuseanonscreencalculatorasanaccommodationMaybegrantedadditionaltimetocompletetasks
  1. AttentionDeficit

NationalInstituteofNeurologicalDisordersandStroke:AttentionDeficitHyperactivity Disorder

“Attention-deficit/hyperactivitydisorder(ADHD)isabraindisordermarkedbyanongoingpatternofinattentionand/orhyperactivity-impulsivitythatinterfereswithfunctioningordevelopment.

  • Inattentionmeansapersonwandersofftask,lackspersistence,hasdifficultysustainingfocus,andisdisorganized;andtheseproblemsarenotduetodefianceorlackofcomprehension.
  • Hyperactivitymeansapersonseemstomoveaboutconstantly,includingsituationsinwhichitisnotappropriatewhenitisnotappropriate,excessivelyfidgets,taps,ortalks.Inadults,itmaybeextremerestlessnessorwearingothersoutwiththeiractivity.
  • Impulsivitymeansapersonmakeshastyactionsthatoccurinthemomentwithoutfirstthinkingaboutthemandthatmayhavehighpotentialforharm;oradesireforimmediaterewardsorinabilitytodelaygratification.Animpulsivepersonmaybesociallyintrusiveandexcessivelyinterruptothersormakeimportantdecisionswithoutconsideringthelong-termconsequences.”

FoundationforPeoplewithLearningDisabilitiesUK:AttentionDeficitHyperactivity Disorder(ADHD)

“ManypeoplewithADHDalsoexperienceadditionalproblemssuchassleepdisorders,andmayhavefurtherlearningdifficultiescausedbytheirdifficultywithholdingattention.

ADHDhasnoeffectonintelligence,butsomepeoplewithalearningdisabilitymayalsohaveADHD.”

“Howitaffectspeople

TheeffectsofADHDonchildrencanbeverydisruptiveatbothschoolandhome.Whiletheirintellectmaybenormaloradvanced,morethanhalfofchildrenwithADHDhaveadditionalspecificlearningdifficulties,suchasdyslexia.

PeoplewithADHDmayexperiencelowself-esteemorunderachievementduetothedifficultiesinvolvedinmanagingtheirsymptoms.

Theyarealsomorelikelytobedepressed,anxious,orobsessive,andtheymayhaveproblemswithspeech,languageandcoordination.

PeoplewithADHDneedhighlevelsofstimulation,sooftenfindworkinginaconstantly-movingenvironmentbeneficial.

Whenproperlymotivatedorworkingonsomethingofparticularinteresttothem,theyareabletomaintainahighattentiontodetailandaconsistentworkethic.”

“HowmanypeoplehaveAttentionDeficitHyperactivityDisorder?

Itisestimatedthattheconditionaffects2-5%ofschool-agedchildrenandyoungpeople.Itisuptofourtimesmorecommoninmalechildrenthaninfemalechildren.”

Learning

LearningDisabilityUK:Averybriefguidetolearningdisability

“Peoplewithalearningdisabilityareaverydiversegroupwithawiderangeofabilities.Apersonwitha‘mildlearningdisability’mayliveintheirownhouse(orinahousesharedwithotherpeople),work,andraisechildren.Theywillprobablyneedadviceandsupportinthesetasksfromtimetotime.“

“Bycontrast,someonewitha‘severeorprofoundlearningdisability’willprobablybeunabletousespeech,maybeincontinentandphysically-disabled,andneedhelpwithsimpletaskslikeeatinganddrinking.“

“Learningdisabilityisassessedbyacombinationofintelligencetestsandmeasuresof‘adaptivebehaviour’(i.e.aperson’sabilitytocarryouteverydaytasks).IntheUK,thethresholdforlearningdisabilityisusuallysetatanIQofbelow70.Butpeoplewithalearningdisabilitydonotfallintoafewdiscretegroups,andtheirIQscoresmaynotreflecthowwelltheycopewithlife.Noraretheirabilitiesfixedforever.Peoplewithalearningdisabilityareabletocarryonlearningnewskillsthroughoutadulthood.”

NationalInstituteofNeurologicalDisordersandStroke:LearningDisabilitiesInformation Page

“Learningdisabilitiesaredisordersthataffecttheabilitytounderstandorusespokenorwrittenlanguage,domathematicalcalculations,coordinatemovements,ordirectattention.Althoughlearningdisabilitiesoccurinveryyoungchildren,thedisordersareusuallynotrecognizeduntilthechildreachesschoolage.Researchshowsthat8to10percentofAmericanchildrenunder18yearsofagehavesometypeoflearningdisability.”

Wikipedia:Learningdisability

“Whilelearningdisability,learningdisorderandlearningdifficultyareoftenusedinterchangeably,theydifferinmanyways.Disorderreferstosignificantlearningproblemsinanacademicarea.Theseproblems,however,arenotenoughtowarrantanofficialdiagnosis.

Learningdisabilityontheotherhand,isanofficialclinicaldiagnosis,wherebytheindividualmeetscertaincriteria,asdeterminedbyaprofessional(psychologist,pediatrician,etc.).Thedifferenceisindegree,frequency,andintensityofreportedsymptomsandproblems,andthusthetwoshouldnotbeconfused.Whentheterm"learningdisorder"isused,itdescribesagroupofdisorderscharacterizedbyinadequatedevelopmentofspecificacademic,language,andspeechskills.Typesoflearningdisordersincludereading(dyslexia),mathematics(dyscalculia)andwriting(dysgraphia).

Wikipedia:Dyslexia

“Dyslexia,alsoknownasreadingdisorder,ischaracterizedbytroublewithreadingdespitenormalintelligence. Differentpeopleareaffectedtovaryingdegrees.Problemsmayincludedifficultiesinspellingwords,readingquickly,writingwords,"soundingout"wordsinthehead,pronouncingwordswhenreadingaloudandunderstandingwhatonereads.”

Wikipedia:Dyscalculia

“Dyscalculiaisdifficultyinlearningorcomprehendingarithmetic,suchasdifficultyinunderstandingnumbers,learninghowtomanipulatenumbers,andlearningfactsinmathematics.Itisgenerallyseenasaspecificdevelopmentaldisorder.

DyscalculiacanoccurinpeoplefromacrossthewholeIQrange,often,butnotalways,involvingdifficultieswithtime,measurement,andspatialreasoning. Estimatesoftheprevalenceofdyscalculiarangebetween3and6%ofthepopulation.AquarterofchildrenwithdyscalculiahaveADHD.”

Wikipedia:Dysgraphia

“Dysgraphiaisadeficiencyintheabilitytowrite,primarilyhandwriting,butalsocoherence.Dysgraphiaisatranscriptiondisability,meaningthatitisawritingdisorderassociatedwithimpairedhandwriting,orthographiccoding(orthography,thestoringprocessofwrittenwordsandprocessingthelettersinthosewords),andfingersequencing(themovementofmusclesrequiredtowrite).Itoftenoverlapswithotherlearningdisabilitiessuchasspeechimpairment, attentiondeficitdisorder,ordevelopmentalcoordinationdisorder.”

Language

Wikipedia:ListofLanguageDisorders HASALanguage-BasedLearningDisabilities

“Language-basedlearningdisabilityisatermthatmaybeusedtocoverseveraldifferenttypesoflearningdisabilitiesinwhichimpairedlanguageabilityisthecommoncharacteristic.

Theinitialimpactoccurswithdelaysinspokenlanguagethatmayaffectspeech,butmorecommonlyaffectstheabilitytounderstandwordsandselectappropriatevocabularytoexpressideas.Oftentimesthisearlydifficultywillleadtounevendevelopmentoflanguageabilitiesthatarecriticalforacademiclearningandhigheremergentliteracyskillsincludingreading,spellingandwriting.”

NIDCD:ApraxiaSpeech

“Apraxiaofspeech,alsoknownasverbalapraxiaordyspraxia,isaspeechdisorderinwhichapersonhastroublesayingwhatheorshewantstosaycorrectlyandconsistently.Itisnotduetoweaknessorparalysisofthespeechmuscles(themusclesoftheface,tongue,andlips).Theseverityofapraxiaofspeechcanrangefrommildtosevere.”

“Therearetwomaintypesofspeechapraxia:acquiredapraxiaofspeechanddevelopmentalapraxiaofspeech.Acquiredapraxiaofspeechcanaffectapersonatanyage,althoughitmosttypicallyoccursinadults.Itiscausedbydamagetothepartsofthebrainthatareinvolvedinspeaking,andinvolvesthelossorimpairmentofexistingspeechabilities.Thedisordermayresultfromastroke,headinjury,tumor,orotherillnessaffectingthebrain.Acquiredapraxiaofspeechmayoccurtogetherwithmuscleweaknessaffectingspeechproduction(dysarthria)orlanguagedifficultiescausedbydamagetothenervoussystem(aphasia).

Developmentalapraxiaofspeech(DAS)occursinchildrenandispresentfrombirth.Itappearstoaffectmoreboysthangirls.Thisspeechdisordergoesbyseveralothernames,includingdevelopmentalverbalapraxia,developmentalverbaldyspraxia,articulatoryapraxia,andchildhoodapraxiaofspeech. “AutismSpectrumDisabilities

AutismSpeaks:WhatisAutism

“Autismspectrumdisorder(ASD)andautismarebothgeneraltermsforagroupofcomplexdisordersofbraindevelopment.Thesedisordersarecharacterized,invaryingdegrees,bydifficultiesinsocialinteraction,verbalandnonverbalcommunicationandrepetitivebehaviors.WiththeMay2013publicationoftheDSM-5diagnosticmanual,allautismdisordersweremergedintooneumbrelladiagnosisofASD.Previously,theywererecognizedasdistinctsubtypes,includingautisticdisorder,childhooddisintegrativedisorder,pervasivedevelopmentaldisorder-nototherwisespecified(PDD-NOS)andAspergersyndrome.

ASDcanbeassociatedwithintellectualdisability,difficultiesinmotorcoordinationandattentionandphysicalhealthissuessuchassleepandgastrointestinaldisturbances.SomepersonswithASDexcelinvisualskills,music,mathandart.”

CommunicationSpeechPathology:AutismandAsperger’sSyndrome

AutisticSpectrumDisordersarecharacterizedbythreemainareasofdifficulty–impairedcommunicationskills,impairedsocialinteractionsandrestrictiveorrepetitivebehavioursorinterests.IndividualswithAutismoftenhavethefollowingdifficultieswiththeircommunication:

  • Delayed/disorderedlanguageskills
  • Lackofjointattention
  • Limitedeyecontact
  • Lackofunderstandinganduseofnon-verbalcommunicationincludinggesturesandfacialexpressions
  • Echolaliaoftenintheformofrepetitionofphrasesfromtelevision
  • Limitedplayskillsparticularlyimaginativeplay
  • Difficultiesinconversationsincludinginitiatingandsustainingconversationsandtopicmaintenanceinconversations
  • Overlyliteralinterpretationoflanguageanddifficultieswithabstractorfigurativelanguage

ChildrenwithAutismareusuallydiagnosedpriorto3yrsofageoftenduetosignificantdelayinthedevelopmentoflanguageskills.Autismisaspectrumdisordermeaningthatthelevelofdifficultycanvarygreatlyfromseveretomildacrossdifferentindividuals.Atthesevereendofthespectrum,thechildmayhavesignificantintellectualimpairmentandbenon-verbal.Atthemildendthechildmaybequitehighfunctioning.

IndividualswithAsperger’sSyndromealsohavedifficultieswithcommunication,socialskillsandrepetitiveorrestrictivebehavioursbutexperiencenosignificantdelayintheacquisitionofearlylanguageskills.Infact,theyoungchildwithAsperger’smaybedescribedashavingprecociouslanguageandalargevocabulary(eventhoughitmaynotbesemanticallywelldeveloped).

IndividualswithAsperger’sdonothaveimpairedcognitiveskillsandmaypresentwithaboveaverageintellect.”

Wikipedia:Autism

“Socialcommunicationdisordersmayincludeproblemswithsocialinteraction,socialcognition,andpragmatics.Asocialcommunicationdisordermaybeadistinctdiagnosisormayoccurwithinthecontextofotherconditions,suchasautismspectrumdisorder(ASD),specificlanguageimpairment(SLI),learningdisabilities(LD),languagelearningdisabilities(LLD),intellectualdisabilities(ID),developmentaldisabilities(DD),attentiondeficithyperactivitydisorder(ADHD),andtraumaticbraininjury(TBI).Otherconditions(e.g., psychological/emotionaldisordersandhearingloss)mayalsoimpactsocialcommunicationskills.InthecaseofASD,socialcommunicationproblemsareadefiningfeaturealongwithrestricted,repetitivepatternsofbehavior.”

“Autismisaneurodevelopmentaldisordercharacterizedbyimpairedsocialinteraction,verbalandnon-verbalcommunication,andrestrictedandrepetitivebehavior.Parentsusuallynoticesignsinthefirsttwoyearsoftheirchild'slife.Thesesignsoftendevelopgradually,thoughsomechildrenwithautismreachtheirdevelopmentalmilestonesatanormalpaceandthenregress.Thediagnosticcriteriarequirethatsymptomsbecomeapparentinearlychildhood,typicallybeforeagethree.”

6.SpeechDisabilities

Speechdisorderscanrangefrommildslurredspeechtothecompleteinabilitytomovethemouthtospeak.Theabilitytophysicallyspeakmaybecompletelyunrelatedtotheperson'slanguagecapabilities,inthesensethatthepersonmaybeabletoread,write,andunderstandlanguage,eveniftheperson'smouthstructureorneuromuscularconnectionsdonotallowthepersontoarticulatewordswiththemouth.Speechdisordersmaybecausedbyoraside-effectofunderlyingdisabilities.Aperson'sspeechmayimprove,mayremainstable,ormayprogressivelygetworseovertime.IndividualsbornwithCerebralPalsymaybeabletoimprovespeechcapabilitiestoapointwheretheyarestableovertheirlife-time.Yet,theirlanguagecapabilitiesinthewrittenwordmayprogressivelyimprovewithinstructiontoapointwheretheindividualbecomesanexceptionalwriter.

Withsomedisabilities,AutismSpectrumandspecificSpeech-Languagedisabilities,theindividualmaylearnscriptsormimicothersandtherebycanfunctionquite normallyinsomesocialsituations.Onacomputer,withassistivetechnologyandenoughtime,theindividualmaybeabletofunctionand succeedindependently.

ALS,Parkinson’s,MSandAlzheimer’sdiseaseareonlyafewofmanyconditionswhichmaycauseaperson’sabilitytospeakorperformtasksinvolvinglanguagetodeteriorateovertime.Theimpactsofthisdeteriorationcanbedevastating.Programslikewordpredictionandauto-completesearchescanbeusedtoextendtheindividual’sabilities.AssistiveTechnologysuchasscreenpointers,sipandpuffcontrolscanalsobeusedasthediseaseprogressestohelptheindividualcommunicateandinteractintheirenvironment.

SpeechandLanguage:ExamplesofAssistiveTechnologiesandAdaptiveStrategies