• Fee: Free Practice Tests (based on CPACC Guide https://www.accessibilityassociation.org/ )
  • Passing score: 95%
  • Time limit: 40 minutes
  • Number of questions: 50
  • Format: Multiple Choice, Multi Answer and True/False
  • Difficulty: Advance
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ITAO - Module 1 – Accessibility Fundamentals - 1

ITAO - Module 1 – Accessibility Fundamentals - 1

1 / 50

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

2 / 50

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

3 / 50

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)

4 / 50

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

5 / 50

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

6 / 50

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

7 / 50

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)

 

8 / 50

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

9 / 50

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)

10 / 50

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

11 / 50

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

12 / 50

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

13 / 50

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

14 / 50

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 __________________.

15 / 50

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)

 

16 / 50

_____________  can refer to a range of physical experiences.

17 / 50

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).

18 / 50

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.

19 / 50

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

20 / 50

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

21 / 50

_____________________ are by far the most common type of disability.

22 / 50

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

23 / 50

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)

 

24 / 50

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.

25 / 50

__________________  (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.

26 / 50

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

27 / 50

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

28 / 50

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

29 / 50

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

30 / 50

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).

31 / 50

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.

32 / 50

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)

33 / 50

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

34 / 50

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

35 / 50

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)

 

36 / 50

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 ___________________.

37 / 50

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

38 / 50

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

39 / 50

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)

 

40 / 50

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

41 / 50

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

42 / 50

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

43 / 50

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

44 / 50

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

45 / 50

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

46 / 50

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.

47 / 50

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

48 / 50

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

49 / 50

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

50 / 50

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

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