Cognitive and Learning Disability Matrix
WCAG 2.0, 27 April 2006 Draft
This table lists cognitive and learning disabilities and suggests the success criteria from
WCAG2 that improve the accessibility of content for users with each disability. In many
cases, the success criterion does not assist the user directly, but enables assistive
technology that can assist the user. The Notes column gives some indication of why the
success criterion is applicable. Items in blue and also marked with a “Y” in the AT
column are provisions that provide benefit through the use of Assistive Technologies.
Cognitive, Language
or learning disability
Reading decoding,
and spelling
limitations
(Dyslexia;
Perceptual problems
where letters do not
appear in the same
order and orientation
and it is therefore
difficult to read)
Success Criteria
AT Notes
1.1.1 All (Everything available
in machine readable text)
1.1.1 (Non-text Content) –
Turing Exception
Y
1.3.1 Info & Relationships
1.3.3 Meaningful Sequence
1.3.4 Text Variations
Y
Y
Y
1.4.1 & 1.4.3 Contrast
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.5 Interruptions
2.2.6 Re-authenticating
2.4.1 Bypass Blocks
2.4.2 Multiple Ways
Reading
comprehension
2.5.1 Error Identification
2.5.2 Error Suggestion
3.1.1 Lang. of Page
Y
3.1.2 Lang. of Parts
Y
3.1.3 Unusual Words
Y
3.1.4 Abbreviations
Y
3.1.6 Pronunciation
3.2.3 Consistent Navigation
1.1.1 All (Everything available
in machine readable text)
Y
Y
Ability to have text (even in graphics)
read aloud.
Provide non-text-based CAPTCHAs
(audio CAPTCHAs instead of distorted
text)
Enable alternate presentations
Enable reading aloud, word highlighting
Enable alternate presentation or visual
emphasis of text variation
Facilitate reading by making text clear
Allow more time to read
Allow more time to read
Allow more time to read
Undisturbed reading. More time.
Allow more time to read
Minimize unnecessary reading (visually
or if using Read aloud / Highlighter
Provide mechanisms that require less
reading
Errors more likely to be noticed.
Solution more likely to be discovered.
Support Read Aloud so that it is more
understandable. Facilitate auto lookup.
Support Read Aloud so that it is more
understandable. Facilitate auto lookup.
Facilitate proper Read Aloud of unusual
words or words used unusually.
Facilitate proper Read Aloud of
Abbreviations
More accurate Text to speech
Minimize unnecessary reading
Ability to have text (even in graphics)
read aloud.
Cognitive, Language
or learning disability
limitations
(processing
language)
Success Criteria
AT Notes
1.3.1 Info & Relationships
Y
1.3.3 Meaningful Sequence
1.3.4 Text Variations
Y
Y
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.6 Re-authenticating
2.4.1 Bypass Blocks
2.4.2 Multiple Ways
2.4.3 Page Titled
2.4.4 Link Purpose L2
2.4.5 Labels Descriptive
2.4.7 Location
2.5.1 Error Identification
2.5.2 Error Suggestion
2.5.3 Error Prevention
2.5.4 Help
3.1.1 Lang. of Page
Y
3.1.2 Lang. of Parts
Y
3.1.3 Unusual Words
Y
3.1.4 Abbreviations
Y
3.1.6 Pronunciation
3.1.1 Lang. of Page
Y
Y
3.2.3 Consistent Navigation
3.2.4 Consistent ID on
components
4.1.2 Name-Role-Value
Y
- (in future, translated into different
reading levels or even symbols familiar
to user)
Structure assists comprehension.
Scaffolding in AT presentation of info.
Enable alternate presentation(s)
Enable alternate presentation or visual
emphasis of text variation
Allow more time to read
Allow more time to read
Allow more time to read
Allow more time to read
Minimize unnecessary reading
Provide mechanisms that require less
reading
Provides orientation
Easier to understand whether to follow
link
Provide orientation
Provide orientation
Errors more likely to be noticed.
Solution more likely to be discovered.
Errors more likely to be avoided.
Explanation easily available. More likely
to understand what is expected or
required of user.
Support Read Aloud so that it is more
understandable. Facilitate auto lookup.
Support Read Aloud so that it is more
understandable. Facilitate auto lookup.
Facilitate proper Read Aloud of unusual
words or words used unusually.
Facilitate proper Read Aloud of
Abbreviations
More accurate Text to speech
Support Read Aloud so that it is more
understandable. Facilitate auto lookup.
Minimize unnecessary reading
Easier to understand names when same
components have same names when
found in different places.
Enable read aloud of programmatic
controls in content (flash etc.).
Cognitive, Language
or learning disability
Limitations
processing nonverbal information
(graphical
information,
auditory non-verbal
information)
Success Criteria
1.1.1 Non-text Content
Y
1.3.1 Info & Relationships
1.2.3 Audio Desc
Y
1.2.6 Extended Audio Desc
1.3.5 Size-Shape-Location
Limitations in
auditory
discrimination
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.6 Re-authenticating
3.2.4 Consistent ID of
components
1.2.1 Captions
1.2.4 Live Captions
1.2.7 Full Text Alternative
1.4.2 Background Audio
Turnoff
1.4.4 Low/No Background
Audio
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
Attention limitations
AT Notes
1.4.2 Background Audio
Turnoff
1.4.4 Low/No Background
Audio
2.2.1 Timing
2.2.2 Blinking
2.2.3 Pausing
2.2.4 No Timing
Textual representation of non-verbal
info.
Text descriptions allow graphics to be
described to user by voice.
Enable alternate presentation(s)
Verbal description of what is happening
visually and behaviorally on screen.
Extended verbal description of what is
happening visually and behaviorally on
screen.
Additional information / cues provided
that are not visually based.
Allow more time to process information
Allow more time to process information
Allow more time to process information
Allow more time to process information
Reduces introduction of new symbols
to represent known concepts/controls.
Visual (textual) representation of
auditory info
Textual representation of auditory info
Textual representation of auditory info
Disable audio interference
Reduce audio interference but allow
option for presence of audio info.
Allow more time to replay audio and
process information
Allow more time to process information
Allow more time to replay audio and
process information
Turn off audio distraction
Reduce audio distraction but allow
option for presence of audio info.
Allow more time to process information
and get past or deal with distractions
Turn off (or outwait) distracting
blinking
Allow more time to process information
and get past or deal with distractions
Allow more time to process information
and get past or deal with distractions
Cognitive, Language
or learning disability
Success Criteria
AT Notes
2.2.6 Re-authenticating
2.4.1 Bypass Blocks
2.4.3 Page Titled
2.4.5 Labels Descriptive
Limitations in shortterm memory
2.4.8 Link Purpose L3
2.5.1 Error Identification
2.5.2 Error Suggestion
2.5.3 Error Prevention
2.5.4 Help
3.2.1 On Focus
3.2.2 On Input
3.2.4 Consistent ID of
components
3.2.5 Change on Request
1.1.1 Non-text Content
1.3.1 Info & Relationships
1.4.2 Background Audio
Turnoff
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.6 Re-authenticating
2.4.2 Multiple Ways
2.4.3 Page Titled
2.4.5 Labels Descriptive
2.4.8 Link Purpose L3
2.5.1 Error Identification
2.5.2 Error Suggestion
2.5.3 Error Prevention
2.5.4 Help
3.1.3 Unusual Words
3.1.4 Abbreviations
3.2.1 On Focus
Y
Y
Allow more time to process information
and get past or deal with distractions
Minimize unnecessary reading, focus
on main content
Help get refocused if distracted
Provide context, Help get refocused if
distracted.
Don’t follow links unnecessarily
Errors more likely to be noticed.
Solution more likely to be discovered.
Errors more likely avoided.
Explanation easily available
Reduce distraction and confusion
Reduce distraction and confusion
Not distracted by new labels / icons for
know/familiar functions.
Avoid distraction and confusion
User agent provides verbal reminder of
meaning of icons etc.
Structure into manageable chunks
Remove distractions
Allow more time to process information
Allow more time to process information
Allow more time to process information
Allow more time to process information
Use mechanism that works best, are
most familiar, most obvious or easy to
remember.
Provide orientation
Provide orientation
Don’t follow links unnecessarily or
have to remember what they are for.
Locate error easily
Prompt for possible answers
Avoid confusion from errors or need to
remember how to recover.
Reduce need to remember how to do
things.
Reduce need to remember jargon or
new (unusual) words
Remembering abbreviations
Don’t lose place
Cognitive, Language
or learning disability
Limitations in longterm memory
Success Criteria
AT Notes
Don’t lose place
Don’t lose place
3.2.2 On Input
3.2.5 Change on Request
(see above)
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.6 Re-authenticating
2.4.2 Multiple Ways
2.5.1 Error Identification
2.5.2 Error Suggestion
2.5.3 Error Prevention
2.5.4 Help
3.1.3 Unusual Words
3.1.4 Abbreviations
Limitations in
written expression
Limitations in
executive processes
including
organization
2.1.1 Keyboard
2.1.2 Keyboard, no exception
2.2.1 Timing
2.2.4 No Timing
2.2.6 Re-authenticating
2.5.1 Error Identification
1.3.1 Info & Relationships
Y
Y
1.3.3 Meaningful Sequence
Y
1.3.4 Text Variations
Y
2.2.1 Timing
2.2.3 Pausing
2.2.4 No Timing
2.2.6 Re-authenticating
2.4.1 Bypass Blocks
2.4.2 Multiple Ways
2.4.3 Page Titled
2.4.5 Labels Descriptive
2.4.7 Location
2.4.8 Link Purpose L3
2.5.1 Error Identification
Y
Allow more time to process information
Allow more time to process information
Allow more time to process information
Allow more time to process information
Use mechanism that works best, are
most familiar, most obvious or easy to
remember.
Locate error easily
Prompt for possible answers
Avoid confusion from errors or need to
remember how to recover.
No need to remember instructions
Hard to learn/remember new words
Hard to learn/remember meaning of
new abbreviations
Enable use of speech to text
Enable use of speech to text
Allow more time to write
Allow more time to write
Allow more time to write
Errors in writing more likely
Structural organization maintained in
other visually simpler presentation(s)
Enable other presentation(s) without
changing meaning
Enable alternate presentation or visual
emphasis of text variation
Allow more time to process information
Allow more time to process information
Allow more time to process information
Allow more time to process information
Don’t need to analyze content of
repeated block
Pick most effective way
Provides orientation
Provides orientation
Provides orientation
Avoid going to unwanted link
destinations
Errors more likely to be noticed.
Cognitive, Language
or learning disability
Success Criteria
AT Notes
2.5.2 Error Suggestion
2.5.3 Error Prevention
2.5.4 Help
3.1.5 Reading Level
3.2.1 On Focus
3.2.2 On Input
3.2.3 Consistent Navigation
3.2.4 Consistent ID
3.2.5 Change on Request
Limitations in math
reasoning
Limitations in social
perception
4.1.2 Name-Role-Value
2.2.1 Timing
2.2.4 No Timing
2.2.6 Re-authenticating
2.5.1 Error Identification
2.5.2 Error Suggestion
Y
1.1.1 Non-text Content
1.1.1 Non-text Content
1.2.3 Audio Desc
1.2.6 Extended Audio Desc
Y
Solution more likely to be discovered.
Errors more likely avoided.
Assist in figure out steps to complete.
Cuing on the way
Easier to process text.
Avoid confusion from inadvertant or
unexpected context change
Avoid confusion from inadvertant or
unexpected context change
Avoid confusion from introduction of
new methods for navigation.
Reduces introduction of new symbols
or words to represent known
concepts/controls.
Avoid confusion from inadvertant or
unexpected context change
Enable alternate presentation(s)
Allow more time to process information
Allow more time to process information
Allow more time to process information
Of Math-related errors
Increases probability of correct
recovery from error.
Text descriptions of pictures and what
information they are meant to convey.
Allow pictures to be described to user
by voice (Using AT).
Verbal description of what is happening
visually and behaviorally on screen.
Extended verbal description of what is
happening visually and behaviorally on
screen.