Including Cognitive Disabilities in International Standards David Fourney Department of Computer Science, University of Saskatchewan, Saskatoon, Saskatchewan, Canada UNIVERSITY OF SASKATCHEWAN Saskatoon, Saskatchewan, Canada. userlab.usask.ca

Department of Computer Science, USERLab, Focusing on Interaction The Universal Access Reference Model

Department of Computer Science, USERLab, Making Interactions Accessible  ISO uses sensory substitution  If product uses mouse > Provide keyboard access  If product uses monitor > Support screen readers  What are the cognitive skills?  What substitutions can be done?  What simplifications can be done?  A taxonomy of cognitive skills is just the beginning

Department of Computer Science, USERLab, Conclusion  Questions:  Is there a common framework / taxonomy of users’ cognitive needs / conditions that can be used to structure guidance intended to meet these needs / conditions?  Are there any guidelines and best practices that are well accepted by the research community and/or consumers with cognitive disabilities that can be adapted into international standards guidance?  We can compile our knowledge and develop a taxonomy or list of guidelines.  Let’s keep an open mind and watch for the assumptions of cognitive capacities that we make.

Department of Computer Science, USERLab,

Supplementary slides

Department of Computer Science, USERLab, Bloom’s Taxonomy  Three domains of educational activities: (Bloom et al.,1956)  Cognitive domain - knowledge and the development of intellectual skills. 6 different major categories  Affective domain - includes the manner in which we deal with things emotionally (e.g., feelings, values, appreciation, enthusiasms, motivations, and attitudes). 5 major categories  Psychomotor domain includes physical movement, co-ordination, and use of the motor-skill areas. 7 major categories  Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.  Each major category of skill can be thought of as a degree of difficulty  one must be mastered before the next can take place.

Department of Computer Science, USERLab, Wechsler’s Model  Wechsler’s scales are the most frequently used tests for the assessment of general intellectual ability.  E.g., WAIS-III Subtests Grouped According to Indices  Verbal comprehension Vocabulary, Information, Similarities  Perceptual organization Picture Completion, Block Design, Matrix Reasoning  Working memory Arithmetic, Digit Span, Letter-Number Sequencing  Processing speed Digit Symbol-Coding, Symbol Search

Department of Computer Science, USERLab, Rough list of cognitive skills  Comprehension (of language*)  Production (of language*)  Pattern matching (aural, visual)  Detection of error  Task memory  Recent memory  Long-term memory  Learning / Retention  Following directions  Logic / Abstraction * “language” is spoken, written, signed, math  Problem solving  Decision making  Emotion  Emotional control  Behaviour  Pattern recognition  Cognitive stamina  Motor control (gross and fine)  Appetite control  Perception (processing sensation)  Handedness