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

2. Department of Computer Science, USERLab, http://userlab.usask.ca Focusing on Interaction The Universal Access Reference Model

3. Department of Computer Science, USERLab, http://userlab.usask.ca Making Interactions Accessible  ISO 9241-171 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

4. Department of Computer Science, USERLab, http://userlab.usask.ca 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.

5. Department of Computer Science, USERLab, http://userlab.usask.ca

6. Supplementary slides

7. Department of Computer Science, USERLab, http://userlab.usask.ca 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.

8. Department of Computer Science, USERLab, http://userlab.usask.ca 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

9. Department of Computer Science, USERLab, http://userlab.usask.ca 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