ITAO – Module 1 – Accessibility Fundamentals – 1

Complex sentences that are difficult to read and unusual words that are difficult to understand are barriers for people with :

A ) Cognitive

B) Learning

C) Neurological

D) Motor disabilities

E) Attention Deficit Hyperactivity Disorder (ADHD)

__________________ involves difficulty focusing on a single task, focusing for longer periods, or being easily distracted.

When designing for people with ___________  ensure that an alternative to voice-based services is provided in the form of chats, forms, email, etc.

People with ______________  have difficulty with producing voice sounds and using muscles in their mouths.

Clearly structured content that facilitates overview and orientation help people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Attention Deficit Hyperactivity Disorder (ADHD)

E) Neurological

People who are ___________  use a screen reader with a refreshable braille display to read, which users feel with their fingers.

The flashing content has high contrast. WCAG provides another complex formula here, but as an alternative recommends assessing flashing content using a tool such as the Photosensitive Epilepsy Analysis Tool (PEAT).

For people with motor disabilities it’s important to ensure all functionality of the content is operable through a _____________ .

Moving, blinking, or flickering content, and background audio that cannot be turned off are barriers for people with :

A ) Cognitive

B) Learning

C) Motor disabilities

D) Attention Deficit Hyperactivity Disorder (ADHD)

E) Neurological

When designing for people with motor disabilities and for those using _______________  provide visible link and button text.

The braille device is typically situated directly below the keyboard. _______________ intercept the page content and send the characters to the Braille device.

The flashing content is large enough. WCAG provides a complex formula here, but the rule of thumb is flashing content larger than ___________ pixels is problematic.

_____________________ are by far the most common type of disability.

______________  sometimes called “learning disabilities can impact reading (dyslexia), writing (dysgraphia), processing numbers (dyscalculia), or spatial and temporal orientation.

According to the W3C-WAI, cognitive, learning and neurological disabilities affect any part of the nervous system and impact how well people hear, move, see, speak, and understand information.

_______________   (includes “autism,” “Asperger syndrome,” and “Pervasive Developmental Disorder” (PDD))involves impairments of social communication and interaction abilities, and sometimes restricted habits and interests.

Flashing lights can trigger a seizure if lights flash more than ___________  per second.

_____________  can refer to a range of physical experiences.

Cognitive, learning, and neurological disabilities do not necessarily affect the______________ of a person.

People with ______________  often use alternate keyboards or input devices that act as keyboard emulators.

For people who are deaf-blind audio files need a ___________ of the audio content, and video files need a _______________ where both the audio and critical visual information is communicated.

Ensure all functions are available via both mouse and keyboard for those users who may not be able to use the mouse.

For people with Speech disabilities ensure any voice search feature has a _________  search alternative.

Options to suppress blinking, flickering, flashing, and otherwise distracting content help people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Neurological

E) Attention Deficit Hyperactivity Disorder (ADHD)

Considerations for blind and auditory disability users apply, though __________  are inaccessible to braille in most assistive technology.

If a contact us page has a phone number also provide a text-based means of contact (an email or accessible contact us form). This helps people with __________________.

Web browsers and media players that do not provide mechanisms to suppress animations and audio are barriers for people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Attention Deficit Hyperactivity Disorder (ADHD)

E) Neurological

Different ways of navigating websites, such as hierarchical menu and search help people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Neurological

E) Attention Deficit Hyperactivity Disorder (ADHD)

Down syndrome is one among many different causes of intellectual disabilities.

Simpler text that is supplemented by images, graphs, and other illustrations help people with :

A) Motor disabilities

B) Learning

C ) Cognitive

D) Neurological

E) Attention Deficit Hyperactivity Disorder (ADHD)

______________  include speech recognition software, sip and puff device, on-screen keyboards, scanning software and other assistive technologies.

When designing for people with _____________ ensure content works in both horizontal and vertical orientation and do not rely on swiping or dragging.

______________  is a functional term rather than a medical condition, and is not uniformly defined.

Users may have a temporary inability to use a single hand due to an injury, difficulty using or controlling their hands, little to no motor control of their limbs, or missing limbs/hands. For such users ___________________.

Long passages of text without images, graphs, or other illustrations to highlight the context are barriers for people with :

A ) Cognitive

B) Learning

C) Neurological

D) Motor disabilities

E) Attention Deficit Hyperactivity Disorder (ADHD)

when designing for people with motor disabilities provide a minimum response time of _________  before time expires.

Rapidly flashing lights or strobe-like effects in video, graphics or animation can cause photo-epileptic seizures in users with _________________ .

In Europe and some other countries, it refers to intellectual disabilities, while in Australia, Canada, the U.S., and some other countries it refers to perceptual disabilities.

For people who are _______________ provide basic transcripts of audio files and descriptive transcripts of video files (transcripts that include all audio and all critical visual information).

People who are deaf-blind cannot hear the audio, see the video or read the captions.

__________________ includes anxiety, delirium, depression, paranoia, schizophrenia, and many other disorders.

Web browsers and media players that do not provide mechanisms to suppress animations and audio are barriers for people with :

A ) Cognitive

B) Learning

C) Motor disabilities

D) Attention Deficit Hyperactivity Disorder (ADHD)

E) Neurological

People who are deaf-blind can only access multimedia content (audio only, video only, and video with audio) via its________________.

When designing for people with motor disabilities and for those using voice input software ensure the visible label ____________ , if one exists.

Predictable link targets, functionality, and overall interaction help people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Neurological

E) Attention Deficit Hyperactivity Disorder (ADHD)

When designing for motor disabilities allow users to remap or disable _______________ .

________________  (sometimes called “learning disabilities” in Australia, Canada, the U.S., and some other countries)involves difficulty processing auditory, tactile, visual, or other sensory information.

__________________  (sometimes called “learning disabilities” in Europe and some other countries, and “developmental disabilities” in other regions)involves impairments of intelligence, learning more slowly, or difficulty understanding complex concepts.

Complex navigation mechanisms and page layouts that are difficult to understand and use are barriers for people with :

A ) Cognitive

B) Learning

C) Neurological

D) Motor disabilities

E) Attention Deficit Hyperactivity Disorder (ADHD)

Consistent labeling of forms, buttons, and other content parts help people with :

A ) Cognitive

B) Motor disabilities

C) Learning

D) Neurological

E) Attention Deficit Hyperactivity Disorder (ADHD)