Including Cognitive Disabilities in International Standards

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• Including Cognitive Disabilities in International
  Standards
• David Fourney
• Department of Computer Science,University of
  Saskatchewan,Saskatoon, Saskatchewan,
  Canadadavid.fourney_at_usask.ca

UNIVERSITY OF SASKATCHEWAN Saskatoon,
Saskatchewan, Canada. userlab.usask.ca
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Focusing on Interaction
The Universal Access Reference Model
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Making Interactions Accessible

• ISO 9241-171 uses sensory substitution
• If product uses mouse gt Provide keyboard access
• If product uses monitor gt 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

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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.
• Lets keep an open mind and watch for the
  assumptions of cognitive capacities that we make.

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Supplementary slides
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Blooms 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.

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Wechslers Model

• Wechslers 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

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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