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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/1199

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Title: Establishing design best practices for users with cognitive and learning difficulties
Authors: Keates, Simeon
Varker, Philip
Affiliation: University of Abertay Dundee. School of Computing & Engineering Systems
Keywords: Cognitive impairment
Learning difficulties
Design best practices
Issue Date: 2007
Publisher: Springer Verlag
Type: Conference Paper
Refereed: peer-reviewed
Rights: Published version (c)Springer Verlag, available from http://dx.doi.org/10.1007/978-3-540-73279-2_78. The original publication is available at www.springerlink.com
Citation: Keates, S. and Varker, P. 2007. Establishing design best practices for users with cognitive and learning difficulties. In: C. Stephanidis, ed. Universal access in human computer interaction : coping with diversity : 4th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2007, held as part of HCI International 2007, Beijing, China, July 22-27, 2007 : proceedings, part I. Berlin: Springer. 2007, pp.706-715. Available from http://dx.doi.org/10.1007/978-3-540-73279-2_78
Abstract: In many respects, cognitive difficulties and learning impairments are the poor relation of Universal Access (UA) research. Research into emotional impairments is even less common. A simple review of almost any general UA or Assistive Technology conference proceedings will typically show a strong bias towards sensory (vision and hearing) impairment, with a strong minority addressing motor impairment issues. This is an improvement on the situation a few years ago where the vast majority of the papers would be based solely on blindness, despite that particularly impairment constituting only 14% of people with a vision impairment and 2% of the overall prevalence of functional impairment in the general population [7]. This paper discusses the reasons why such a disparity exists and summarises the outcome of an International Symposium, hosted by the IBM Human Ability and Accessibility Center, to establish the state-of-the-art in research and best practices for supporting access for users with cognitive difficulties and learning impairments.
URI: http://hdl.handle.net/10373/1199
ISBN: 9783540732785
Appears in Collections:Computing & Engineering Systems Collection

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