Annotated Bibliography on Cognitive Disabilities and Web Accessibility (DRAFT)

This is a DRAFT of an annotated bibliography on web accessibility for cognitive disabilities. There are likely to be errors and omissions, but I have published it here in the hope that others will add additional sources to this list and help me correct the errors. Please contact me if you have any suggestions

1. Barry, M., & Pitt, I. (2006). Interaction Design: a Multidimensional Approach for Learners with Autism. Paper presented at the 2006 conference on Interaction design and children. Retrieved February 4, 2007. from http://doi.acm.org/10.1145/1139073.1139086.
   Abstract: In the special education context of children with autism, the design of educational software needs to focus on their unique learning styles. In this study, results of a survey in Irish Primary Schools, and interviews with tutors, indicate that characteristics of learners with autism need to be more integrated into the design process. An interaction model, based on Norman’s and Abowd and Beale’s models, provides a basis for mapping special user requirements and instructional strategies onto a model suited to the learner with autism. We propose this extended interaction model as a basis for design guidelines for effective educational software for these special needs learners.
   Notes: This is relevant to my list of functional cognitive disabilities.
   Research Category:
   Keywords: Autism, educational software, learning styles, interaction design, scaffolding
   Disability Types: Autism
   Functional Disabilities:
   Aspect of Web:
   Literature Genre: education, special education
2. Bartlett, K. (2001). Analysis of WCAG and Section 508 by disability type. Retrieved July 2, 2006, from http://www.icdri.org/Kynn/disability-comp.html
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3. Bauder, D., Ellis, P., & Sharon, D. (2005, March 2005). UDL Strategies for Students with Cognitive Disabilities. Paper presented at the CSUN 2005, Los Angeles, California. http://www.csun.edu/cod/conf/2005/proceedings/2345.htm
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4. Bergman, M. M. (1998). Cognitive Orthotics Enhance the Lives of Users with Cognitive Deficits. Paper presented at the CSUN Technology and Persons with Disabilities Conference 1998, Los Angeles, California. http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_98/csun98_160.htm
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5. Bohman, P. R. (2003). Visual vs. Cognitive Disabilities. Retrieved November 22, 2006, from http://www.webaim.org/articles/vis_vs_cog/
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6. Bohman, P. R. (2004). University Web Accessibility Policies: A Bridge Not Quite Far Enough. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Lugano, Switzerland. http://www.webaim.org/articles/policies/policies_pilot/
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7. Bohman, P. R. (2004). Cognitive Disabilities, Part 1: We Still Know Too Little and We Do Even Less. Retrieved April 1, 2005, from http://www.webaim.org/articles/cognitive/cognitive_too_little/
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8. Bohman, P. R. (2007). Cultivating and Maintaining Web Accessibility Expertise and Institutional Support in Higher Education [Electronic Version]. ATHEN E-Journal from http://athenpro.org/node/55
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9. Bohman, P. R., & Anderson, S. B. (2004). Toward User-Centered, Scenario-Based Planning and Evaluation Tools. Paper presented at the 9th International Conference on Computers Helping People with Special Needs (ICCHP 2004). Retrieved February 4, 2007 from http://www.webaim.org/articles/scenarios/.
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10. Bohman, P. R., & Anderson, S. B. (2005, May 10, 2005). A Conceptual Framework for Accessibility Tools to Benefit Users with Cognitive Disabilities. Paper presented at the 2005 International Cross-Disciplinary Workshop on Web Accessibility (W4A), Chiba, Japan. http://www.webaim.org/articles/framework/
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11. Bohman, P. R., Dance, J., Smith, J., & Whiting, J. B. (2005). The WebAIM Guide to Web Accessibility Techniques and Concepts (Version 3.0).
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12. Boscarol, M. (2006). Working with Others: Accessibility and User Research [Electronic Version]. A List Apart. Retrieved November 27, 2006 from http://www.alistapart.com/articles/workingwithothers.
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13. Brewer, J. (n.d.). Comments submitted in response to the notice of proposed rulemaking on electronic and information technology accessibility standards. Retrieved July 2, 2006, from http://www.w3.org/2000/05/w3cwai-508nprm
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14. Brewer, J., Horton, S. (2006). Implementation Plan for Web Accessibility. Web Accessibility Initiative, World Wide Web Consortium. Retrieved July 4, 2006, from http://www.w3.org/WAI/impl/
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15. Brosnan, M., Demetre, J., Hamill, S., Robson, K., Shepherd, H., & Cody, G. (2002). Executive functioning in adults and children with developmental dyslexia. Neuropsychoogia, 40, 2144-2155. http://www.xs4all.nl/~pmms/Neuro_2002_Brosnan.pdf
    Abstract: The performance of developmentally dyslexic children and adults was studied upon a range of tasks that involved executive functioning. Both adult and child samples of dyslexics were found to under-perform on the group-embedded figures test. This test required the identification of constituent parts from within complex visual arrays, with good performance necessitating the inhibition of the processing of the surrounding context. A general deficit on visual–spatial tasks was eliminated as an explanation as dyslexics performed normally upon a range of other non-verbal assessments. The dyslexics consistently demonstrated a deficit in digit span tasks, a decrement that was increased with distractors, again suggesting difficulties in inhibiting the processing of the surrounding context. A deficit was also identified upon a verbal fluency task without a deficit in vocabulary level. Additionally, a specific deficit in the recollection of the temporal order of the presentation of items was in evidence, without a deficit in the recognition of the items themselves. The findings taken as a whole suggest that dyslexic individuals show deficiencies in executive functions relating to inhibition of distractors and to sequencing of events, a set of tasks associated with left prefrontal cortex functioning in the acquired neuropsychology literature.
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16. Brown, P., Harniss, M., & Johnson, K. (2006). Cognitive Support Technologies: Implications for Design and User Interface. Paper presented at the Technology & Persons with Disabilities Conference. Retrieved February 4, 2007. from http://www.csun.edu/cod/conf/2006/proceedings/2853.htm.
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    Notes: Two studies are described briefly: 1) an interview with people with cognitive disabilities to find out about general barriers and issues, and 2) a usability study using people with traumatic brain injury and mental retardation. The results are not described.
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17. Caldwell, B., Chisolm, W., Slatin, J., Vanderheiden, G. (eds.) (2006, April 27, 2006). Web Content Accessibility Guidelines 2.0: Working Draft 27 April 2006. Retrieved November 29, 2006, 2006, from http://www.w3.org/TR/WCAG20/
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18. Caldwell, R. (). Web accessibility, e-learning, and academic libraries. International Journal of Public Information Systems, 2006 (1). http://www.ijpis.net/index.html?http%3A//www.ijpis.net/issues/no1_2006/no1_2006_p1.htm
    Abstract: Awareness of accessibility issues alone is the first step for potentially providing accessible resources to all online users, disabled or not. In addition to providing an overview of what encompasses the definition of disability in North America, common web barriers associated with accessibility, and the tools available for evaluating the accessibility of web resources, this review focuses on the available research studies applicable to the accessibility of specific remote-accessed, web-based products provided by academic institutions that that are directly, and indirectly, used for e-learning. Literature discussing how (academic) libraries and organizations can help in the provision of accessible web resources is also presented.
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19. Carmein, S., Dawe, M., Fischer, G., Gorman, A., Sullivan, Jr., J. F. (2005). Socio-technical environments supporting people with cognitive disabilities using public transportation. Transactions on Computer-Human Interaction (12) 2, 233-262. http://portal.acm.org/citation.cfm?id=1067865
    Abstract: Public transportation systems are among the most ubiquitous and complex large-scale systems found in modern society. For those unable to drive such as people with cognitive disabilities, these systems are essential gateways for participation in community activities, socialization, and independence. To understand the magnitude and scope of this national problem, we highlight deficiencies identified in an international study by the Transportation Research Board of the National Research Council and present specific cognitive barriers identified in empirical studies of transportation systems in several U.S. cities. An interdisciplinary team of HCI researchers, urban transportation planners, commercial technologists, and assistive care specialists are now collaborating on the Mobility-for-All project to create architectures and prototypes that support those with cognitive disabilities and their caregivers. We have grounded our research and design efforts using a distributed cognition framework. We have derived requirements for our designs by analyzing “how things are” for individuals with cognitive disabilities who learn and use public transportation systems. We present a socio-technical architecture that has three components: a) a personal travel assistant that uses real-time Global Positioning Systems data from the bus fleet to deliver just-in-time prompts; b) a mobile prompting client and a prompting script configuration tool for caregivers; and c) a monitoring system that collects real-time task status from the mobile client and alerts the support community of potential problems. We then describe a phased community-centered assessment approach that begins at the design stage and continues to be integrated throughout the project. This research has broad implications for designing more human-centered transportation systems that are universally accessible for other disenfranchised communities such as the elderly or nonnative speaker. This project presents an “in-the-world” research opportunity that challenges our understanding about mobile human computer interactions with ubiquitous, context-aware computing architectures in noisy, uncontrolled environments; personalization and user modeling techniques; and the design of universally accessible interfaces for complex systems through participatory design processes. This article provides both a near-term vision and an architecture for transportation systems that are socially inclusive, technologically appealing, and easier for everyone to use.
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20. Chisolm, W., Vanderheiden, G., Jacobs, I. (eds.) (1999). Web content accessibility guidelines 1.0. Web Accessibility Initiative, World Wide Web Consortium. Retrieved July 3, 2006, from http://www.w3.org/TR/WCAG10/
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21. Clark, J. (2002). Building Accessible Web Sites. Retrieved July 5, 2006, from http://joeclark.org/book/. Abstract:
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22. Cohn, N. (2005). A Visual Lexicon. Retrieved November 25, 2006, from http://www.emaki.net/R/refS.html
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23. Commission, D. R. (2004). The Web: Access and Inclusion for Disabled People. Retrieved November 25, 2006, 2006, from http://www.drc-gb.org/PDF/2.pdf
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24. Consortium), W. C. W. W. W. (2005). How People with Disabilities Use the Web. Retrieved November 22, 2006, from http://www.w3.org/WAI/EO/Drafts/PWD-Use-Web/
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25. Davis, J. J. (2002). Disenfranchising the Disabled: The Inaccessibility of Internet-Based Health Information. Journal of Health Communication, 7(4), 355-367. http://communication.sdsu.edu/pdfs/-Health_Access.pdf
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26. Dawe, M. (2006). Desperately seeking simplicity: how young adults with cognitive disabilities and their families adopt assistive technologies. Proceedings of the SIGCHI conference on Human Factors in computing systems, Quebec, Canada, 1143-1152. http://portal.acm.org/citation.cfm?id=1124943
    Abstract: A surprisingly high percentage of assistive technology devices (35% or more) are purchased, but not successfully adopted. Through semi-structured interviews with a dozen families, we have come to understand the role technology plays in the lives of families who have a young adult with cognitive disabilities, and how families find, acquire, and use these technologies. This study addresses gaps in existing research and informs future efforts in assistive technology design. Design implications include the importance of simplicity not only in technology function but in configuration, documentation, maintenance, and upgrade or replacement; as well as the need for designers to use methods that consider the multiple individuals and stages involved in the technology adoption process.
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27. Donald, D. (1983). The Use and Value of Illustrations as Contextual Information for Readers at Different Progress and Developmental Levels. British Journal of Educational Psychology, 53, 175-185. http://www.eric.ed.gov/sitemap/html_0900000b8014c36e.html
    Abstract: Describes research into the adaptive function of illustrations in reading development of primary students, indicating that, for good readers, illustrations play a significant role in the early stages. This declines sharply with reading development. For poor readers, there is a progressive dependence on illustrations which appears unlikely to be adaptive.
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28. Doty, R. (1996). Wordless Workshop: Readers Digest.
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29. Elkind, J. (1998). Computer Reading Machines for Poor Readers. Perspectives: The Internaational Dyslexia Association, 24(2). http://images.apple.com/education/k12/nclba/literacy/pdf/0198_Efficacy_Study.pdf
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    Notes: Reading out loud by "reading machines" (Kurzweil 3000) improved reading speed and comprehension for poor readers, but did not improve either for good readers. This is evidence of the importance of screen-reader compatibility for people with cognitive and/or learning disabilities.
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30. Evett, L., Brown, D. (2005). Text formats and web design for visually impaired and dyslexic readers—Clear Text for All. Interacting with Computers (17, 4), 453-472. http://www.sciencedirect.com/science/article/B6V0D-4G7X9J8-1/2/0a25c3c2876af9172fb16733546c2785
    Abstract: The Royal National Institute of the Blind (RNIB) has produced a Clear Print booklet, which contains recommendations for the production of Clear Print for the blind and partially sighted. The British Dyslexia Association (BDA) has produced a Dyslexia Style Guide, which covers similar issues. Both focus on producing text, which is clear and therefore more easily read, and there is significant overlap between the two. By comparing the two, a set of specifications for the production of text has been generated. Using the specifications should produce clear text for both dyslexic and visually impaired readers. It should improve readability for all. The text specifications plus additional recommendations from the BDA are considered with respect to an existing set of web site design guidelines for dyslexic readers to produce an enhanced set of guidelines compatible with both. These guidelines are recommended to be followed as standard, both for their benefits to visually impaired and dyslexic readers, promoting accessibility for these groups, and for their potential to improve accessibility for all.
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31. Fagerberg, G. (1999). Support Software for Persons with Cognitive Disabilities. Paper presented at the CSUN 1999, Los Angeles, California.
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32. Famsey Musselwhite, C., & Burkhart, L. J. (2002). Social Scripts: Co-Planned Sequenced Scripts for AAC Users. Paper presented at the CSUN 2002, Los Angeles, California. Abstract:
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33. Foxwell, H. J., & Menascé, D. A. (n.d.). Web-Based Representation and Visualization of Analogies. Retrieved November 28, 2006, 2006 from http://cs.gmu.edu/~hfoxwell/MARVIN/Papers/HFoxwell_Dissertation.pdf
    Abstract: Analogies are essential in human cognition, reasoning, learning, communication, and problem solving. They can have a profound and broad effect on how we view and understand our world. In this dissertation we design, implement, and evaluate a Web-based system for representing, retrieving, and visualizing human-conceived analogies that provides a medium and a common language for analogy practitioners to share their analogies. To accomplish this, we review the components of analogies, and develop a general representation of their structure. We then develop a compact XML content model of this representation for use in Web-based environments, and show that the model is capable of representing a wide range of human-conceived analogies. We demonstrate, using XSLT, several example methods for visualizing analogy expressions that use our model. We demonstrate methods for storing and retrieving such expressions, and develop methods for ranking the retrieved expressions. We designed and implemented the MARVIN (Markup for Analogy Representation and Visualization for the InterNet) system to demonstrate these methods. A formative evaluation of the MARVIN system by analogy authors and end users was conducted; both author evaluators and user evaluators agreed that the MARVIN system analogy visualizations can assist them in their use of analogies, and that the system’s ability to retrieve analogies and alternates is also of value.
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34. Francik, E. (1999). Telecommunications Problems and Design Strategies for People with Cognitive Disabilities. http://www.wid.org/archives/telecom/
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    Notes: An excellent annotated bibliography on cognitive disability access to telecommunications devices.. It outlines 4 categories of design strategies: 1) Redundant, user-controlled modality of information, 2) Streamlined, user-controlled amount and rate of information, 3) Procedural support, 4) Content organization.
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35. Freeman, E., Clare, L., Savitch, N., Royan, L., Literhland, R., & Lindsay, M. (2005). Improving website accessibility for people with early-stage dementia: A preliminary investigation. Aging and Mental Health, 9(5), 442-448. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16024403&dopt=Abstract
    Abstract: This study, conducted collaboratively with five men who have a diagnosis of early-stage Alzheimer's disease (AD), is the first stage of a formative research project aimed at developing a new website for people with dementia. Recommendations derived from a literature review of the implications of dementia-related cognitive changes for website design were combined with general web accessibility guidelines to provide a basis for the initial design of a new website. This website was compared with an equivalent site, containing the same information but based on an existing design, in terms of accessibility, ease of use, and user satisfaction. Participants were very satisfied with both sites, but responses did indicate some specific areas where one site was preferred over another. Observational data highlighted significant strengths of the new site as well as some limitations, and resulted in clear recommendations for enhancing the design. In particular, the study suggested that limiting the size of web pages to the amount of information that can be displayed on a computer screen at any one time could reduce the level of difficulty encountered by the participants. The results also suggested the importance of reducing cognitive load through limiting the number of choices required at any one time, the very opposite of the ethos of much website design.
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36. Gay, G. (2000). A Cognitive Basis for Web Design: Accommodating Perceptual and Structural Styles. Retrieved November 22, 2006, from http://websavvy-access.org/resources/wai_newgl.php
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37. Grandin, T. (2000). My Mind is a Web Browser: How People with Autism Think. Cerebrum, 2(1), 14-22. http://www.grandin.com/inc/mind.web.browser.html
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    Notes: Written by a person with autism, it describes the "thinking in pictures" experience, and the non-linearity of thought she experiences.
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38. Grandin, T. (2006). Thinking in Pictures: My Life with Autism (2nd Edition ed.). New York, New York: Vintage. Abstract:
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39. Gregor, P., & Dickinson, A. (2005, September). Cognitive difficulties and access to information systems - an interaction design perspective. SigAccess Newsletter. http://www.acm.org/sigaccess/newsletter/sept05/Sept05_10.phpAbstract:
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40. Gregor, P., & Newell, A. F. (2000). An empirical investigation of ways in which some of the problems encountered by some dyslexics may be alleviated using computer techniques Paper presented at the fourth international ACM conference on Assistive technologies Arlington, VA, USA. Abstract:
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41. Guernsey, L. (2004, February 12, 2004). A New Cellphone Nods to the Needs of the Disabled New York Times. Abstract:
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42. Haag, J. (2002). Developing WBT with the 'ADDIE-M' ISD Model [Electronic Version]. Evolt.org. Retrieved December 18, 2006 from http://evolt.org/node/50415. Abstract:
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43. Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for UDL Implementation. from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
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    Notes: Prescriptive information about universal design for learning.
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44. Hanson, V. L. (2001). Web Access for Elderly Citizens. Paper presented at the Proceedings of the 2001 EC/NSF workshop on Universal accessibility of ubiquitous computing: providing for the elderly, Alcácer do Sal, Portugal Abstract:
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45. Hanson, V. L. (2004). The User Experience: Designs and Adaptations. Paper presented at the 2004 International Cross-Disciplinary Workshop on Web Accessibility (W4A), New York, New York, USA. Abstract:
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46. Hanson, V. L., Brezin, J. P., Crayne, S., Keates, S., Kjeldsen, R., Richards, J. T., et al. (2005). Improving Web Accessibility Through an Enhanced Open-Source Browser. IBM Systems Journal, 44(3), 573-588. Abstract:
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47. Harber, J. R. (1980). Effects of Illustrations on Reading Performance: Implications for Further LD Research. Learning Disability Quarterly, Vol. 3, No. 2. (Spring, 1980), pp. 60-70. http://links.jstor.org/sici?sici=0731-9487%28198021%293%3A2%3C60%3AEOIORP%3E2.0.CO%3B2-S
    Abstract: This article reviews available research findings on the influence of illustrations on the reading performance (i.e., word recognition and reading comprehension) of beginning readers in general and in specific subgroups of beginning readers (e.g., poor achievers, low-ability students). Findings suggest that the presence of illustrations interferes with poorly achieving and low-ability children's performance on word recognition tasks and that illustrations are of questionable value to such children's performance on reading comprehension tasks. The possibility that illustrations serve to distract the poor reader's attention from the printed word is discussed. The inability to filter out extraneous stimuli and focus selectively on a task frequently seen in learning disabled children is presented in terms of selective attention theory. Suggestions are offered for further research on the effect of illustrations on learning disabled youngsters' reading performance.
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48. Harniss, M., Brown, P., & Johnson, K. (2005). Assistive Technology for Cognition: Implications for Design. Paper presented at the CSUN 2005, Los Angeles, California. http://www.csun.edu/cod/conf/2005/proceedings/2240.htmAbstract:
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49. Harrysson, B., Svensk, A., & Johansson, G. I. (2004). How People with Developmental Disabilities Navigate the Internet. British Journal of Special Education, 31(3), 138-142. http://web.ebscohost.com/ehost/detail?vid=1&hid=106&sid=97f8d759-2dd3-41c7-9de1-2f7746b88d2e%40sessionmgr107
    Abstract: We live at a time when the Internet is used increasingly for communication, for information, and for the exchange of goods and services. Questions arise about how people with learning disabilities make use of this new technology. In this article, Bjorn Harrysson, with two of his colleagues, A. Svensk and G. I. Johansson, from the Department of Design Sciences at the Lund Institute of Technology in Sweden, explores the opportunities and difficulties experienced by members of this group when navigating the Internet. Harrysson, Svensk and Johansson observed seven people, aged between 15 and 44 and with mild to moderate developmental disabilities, as they navigated between different web pages using the general tools of Microsoft Internet Explorer Web Browser. The authors describe some of the strategies that were used for moving within and between web pages and for opening web pages, carrying out searches and finding preferred web sites. The results of the study are partly optimistic. The people involved made good use of many of the features of the general software. They experienced greater difficulties when it became necessary to use text to navigate and explore the huge potential of the Internet. Harrysson, Svensk and Johansson close their article by making a series of recommendations for developments that would facilitate ease of access and independence in the use of the Internet for people with developmental disabilities.
    Notes: The authors identify 3 "cognitive threshholds," or problematic areas: 1) difficulties in entering query text in search engine search boxes and browser web page address bars; 2) difficulties in making a selection from a large quantity of text; 3) difficulties in getting anything out of the text due to deficiencies in reading ability.
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50. Heerdt, V., & Strauss, C. (2004). A Cost-Benefit Approach for Accessible Web Presence. In Computers Helping People with Special Needs. Berlin: Springer. http://www.springerlink.com/content/d5jy0ewplea12d4x/
    Abstract: Providing an accessible Web presence is often regarded as an ethical or social obligation. Profit-oriented enterprises in particular tend to interpret the implementation of "barrier-free" access to their websites as a cost-intensive technological gimmick rather than as a business opportunity. This paper provides systematic insight into the cost and benefit drivers that might determine a purely rational management decision on Web presence that takes accessibility into consideration. The relative price for one percentage point of audience increase ("reach") combines cost-benefit aspects, and provides the basis for a quantitative, scenario-based, general approach that reveals possible savings for enterprises of various sizes under differing cost assumptions and provides a viable, easy-to-use framework for individual use cases.
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51. Heilmann, C. (2005). 10 Reasons Clients Don't Care About Accessibility [Electronic Version]. Digital Web Magazine. Retrieved December 18, 2006 from http://www.digital-web.com/articles/ten_reasons_clients_dont_care_about_accessibility/. Abstract:
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52. Hofstader, C. (2004). Internet Accessibility: Beyond Disability. Computer, 37(9), 103-105. http://ieeexplore.ieee.org/iel5/2/29430/01333019.pdf?arnumber=1333019Abstract:
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53. Hudson, R., Weakley, R., & Firminger, P. (2004). An Accessibility Frontier: Cognitive disabilities and learning difficulties. from http://www.usability.com.au/resources/cognitive.cfm Abstract:
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54. Hudson, R., Weakley, R., & Firminger, P. (2005). Developing sites for users with Cognitive disabilities and learning difficulties. Retrieved November 22, 2006, from http://juicystudio.com/article/cognitive-impairment.php Abstract:
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55. Hughes Blackmon, M., Polson, P. G., Kitajima, M., & Lewis, C. (2002). Cognitive Walkthrough for the Web. Paper presented at the 2002 ACM conference on human factors in computing systems (CHI'2002). Retrieved February 4, 2007. from http://staff.aist.go.jp/kitajima.muneo/English/PAPERS(E)/CHI2002.html.
    Abstract: This paper proposes a transformation of the Cognitive Walkthrough (CW), a theory-based usability inspection method that has proven useful in designing applications that support use by exploration. The new Cognitive Walkthrough for the Web (CWW) is superior for evaluating how well websites support users' navigation and information search tasks. The CWW uses Latent Semantic Analysis to objectively estimate the degree of semantic similarity (information scent) between representative user goal statements (100-200 words) and heading/link texts on each web page. Using an actual website, the paper shows how the CWW identifies three types of problems in web page designs. Three experiments test CWW predictions of users' success rates in accomplishing goals, verifying the value of CWW for identifying these usability problems.
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56. Iles, J., Walsh V., Richardson, A. (2000). Visual search performance in dyslexia. Dyslexia. 6(3):163-77. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?itool=abstractplus&db=pubmed&cmd=Retrieve&dopt=abstractplus&list_uids=10989565
    Abstract: According to the magnocellular theory of dyslexia, otherwise intelligent children may fail to learn to read because of abnormalities in the magnocellular layers of the lateral geniculate nucleus (mLGN). If this were the case, one would predict that dyslexic subjects who show a deficit on low-level psychophysical tasks which tax the magnocellular system would also have deficits on higher-level visual tasks which do not rely on the properties of mLGN cells but depend upon the functioning of areas whose main inputs originate in the mLGN. In other words, magnocellular deficits should be traceable at later stages of visual processing. One area where such later processing is thought to occur is the posterior parietal cortex, damage to which impairs function on some classes of visual search. To test this hypothesis, we tested two groups of dyslexic subjects and a group of non-dyslexic controls on a range of visual search tasks. One group of dyslexic subjects had elevated motion coherence thresholds, a sign of deficits at the early levels (e.g. mLGN) of visual processing, and the other group had normal motion coherence thresholds. If the magnocellular deficits extended to the parietal cortex, it follows that the subjects with elevated motion coherence thresholds should have deficit in visual search, whereas those with normal motion coherence thresholds should not. The dyslexics with a motion coherence deficit were also impaired on serial visual search tasks but not on a parallel search. The dyslexics with normal motion coherence performance were unimpaired on visual search. The deficit was expressed as an elevation in reaction times, but there was no difference between the groups either in error rates or in the way the tasks were ranked according to difficulty. The results suggest that those dyslexics who have visual problems related to magnocellular functions also have visual-attentional problems related to the functions of areas such as the parietal cortex, which are dominated by inputs originating in the magnocellular LGN.
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57. Jiwnani, K. (2001). Designing for Users with Cognitive Disabilities. Retrieved November 22, 2006, from http://www.otal.umd.edu/uupractice/cognition/ Abstract:
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58. Joyce, A. (2006, October 29, 2006). Beyond Cognitive Disability Barriers. Washington Post, p. F04. http://www.washingtonpost.com/wp-dyn/content/article/2006/10/27/AR2006102700970.htmlAbstract:
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59. Judson, A., Hine, N., Ludälv, M., & Farre, B. (2005). Empowering Disabled Users Through the Semantic Web: The Concept Coding Framework, an Application of the Semantic Web. Paper presented at the First International Conference on Web Information Systems and Technologies (WEBIST 2005). Retrieved February 4, 2007 from http://www.conceptcoding.org/files/dissemination/2005/05/webist-paper.pdf. Abstract:
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60. Kaufman, L. (2006, November 5, 2006). 'Just a Normal Girl'. New York Times. http://www.nytimes.com/2006/11/05/education/edlife/downs.html?ex=1320382800&en=080146c420cbb931&ei=5088&partner=rssnyt&emc=rssAbstract:
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61. Keating, T. J., & Ames, J. M. (2004). Cognitive Accessibility for Individuals with Disabilities: Picture Planner (tm) Graphic Activity Planner Software. Paper presented at the CSUN 2004, Los Angeles, California. http://www.csun.edu/cod/conf/2004/proceedings/133.htmAbstract:
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62. Kolatch, E. (2000). Designing for Users With Cognitive Disabilities. from http://www.otal.umd.edu/UUGuide/erica/ Abstract:
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63. La Pietra, A., Makum, V., & Tran, T. (2005). Usable Accessibility at U.C. Berkeley: Designing with Accessibility in Mind. Unpublished Master Project, University of California at Berkeley, Berkeley, California. http://www.ischool.berkeley.edu/~tutran/files/UsableAccessibility-Final.pdfAbstract:
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64. Lawton Henry, S. (2005). Developing a Web Accessibility Business Case for Your Organization: Overview. version 1.0. Retrieved December 15, 2006, 2006, from http://www.w3.org/WAI/bcase/ Abstract:
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65. Lawton Henry, S. (2006). Understanding Web Accessibility. In Web Accessibility: Web Standards and Regulatory Compliance: Friends of ED. http://uiaccess.com/understanding.htmlAbstract:
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66. Lazar, J., Dudley-Sponaugle, A., & Greenidge, K.-D. (2004). Improving web accessibility: a study of webmaster perceptions. Computers in Human Behavior, 20(2), 269-288. http://www.apa.org/divisions/div21/MemberActivities/chb2004/jl.pdfAbstract:
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67. Lee, C. M., & Phillips, C. P. (2002). Cognitive Disabilities and Assistive Technology: A Consumer's Perspective. Paper presented at the CSUN 2004, Los Angeles, California. http://www.csun.edu/cod/conf/2002/proceedings/105.htmAbstract:
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68. Leonard, J. S. (2003). Reading, design, and Comprehension: Improving text accessibility for people with dyslexia through interaction design. Unpublished Dissertation proposal, Carnegie Mellon University. NEED URL Abstract:
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69. Lepist, A., & Ovaska, S. (2004). Usability evaluation involving participants with cognitive disabilities. Paper presented at the third Nordic conference on Human-computer interaction, Tempere, Finland. http://doi.acm.org/10.1145/1028014.1028061
    Abstract: People with cognitive disabilities benefit from new computerized tools for maintaining social contacts. Their need for easy-to-use applications has been established. However, there is little research on improving usability evaluation methods with this user group. We conducted a case study with a group of users with cognitive disabilities. Pilot test findings indicated that a think aloud test would not work well with this user group. Therefore, instead of a conventional usability test, we conducted an informal walkthrough, in addition to classroom observation and interviews. Our study shows a need to collect data with several complementary methods, and to adjust the methods to suit the characteristics of the participants. Without observational methods, many usability problems would have been missed. Furthermore, the special characteristics of this user group have to be taken into account also in expert evaluation.
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70. Levinson, R. (2004). A Custom-Fitting Cognitive Orthotic that Provies Automatic Planning and Cueing Assistance. Paper presented at the CSUN 2004, Los Angeles, California. NEED URLAbstract:
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71. Lewis, C. (2005). HCI for people with cognitive disabilities. ACM SIGACCESS Accessibility and Computing, 83, 12-17. http://doi.acm.org/10.1145/1102187.1102190
    Abstract: The self-advocacy movement (Dybwad & Bersani, 1996) grew out of resistance to oppressive practices of institutionalization (and worse) for people with cognitive disabilities. Moving beyond the worst abuses, people with cognitive disabilities seek as full participation in society as possible.
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72. Liu, A. L., & Hile, H. (2006, October 2006). Developing a Functional Interface for Individuals with Cognitive Impairments. Paper presented at the Computers and Accessibility, ASSETS 2006, Portland Oregon. http://doi.acm.org/10.1145/1168987.1169005
    Abstract: Assistive technology for wayfinding will significantly improve the quality of life for many individuals with cognitive impairments. The user interface of such a system is as crucial as the underlying implementation and localization technology. We built a system using the Wizard-of-Oz technique that let us experiment with many guidance strategies and interface modalities. Through user studies, we evaluated various configurations of the user interface for accuracy of route completion, time to completion, and user preferences. We used a counter-balanced design that included different modalities (images, audio, and text) and different routes. We found that although users were able to use all types of modalities to find their way indoors, they varied significantly in their preferred modalities. We also found that timing of directions requires careful attention, as does providing users with confirmation messages at appropriate times. Our findings suggest that the ability to adapt indoor wayfinding devices for specific users' preferences and needs will be particularly important.
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73. Loiacono, E., & McCoy, S. (2004). Web site accessibility: an online sector analysis. Information Technology and People, 17(1), 87-101. http://www.ingentaconnect.com/content/mcb/161/2004/00000017/00000001/art00005Abstract:
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74. Lundälv, M., Mühlenbock, K., Farre, B., & Brännström, A. (2006). SYMBERED – a symbol-concept editing tool. http://www.symbolnet.org/LREC_paper-SYMBERED.pdf
    Abstract: The aim of the Nordic SYMBERED project - funded by NUH (the Nordic Development Centre for Rehabilitation Technology) - is to develop a user friendly editing tool that makes use of concept coding to produce web pages with flexible graphical symbol support targeted towards people with Augmentative and Alternative Communication (AAC) needs. Documents produced with the editing tool will be in XML/XHTML format, well suited for publishing on the Internet. These documents will then contain natural language text, such as Swedish or English. Some, or all, of the words in the text will be marked with a concept code defining its meaning. The coded words/concepts may then easily be represented by alternative kinds of graphical symbols and by additional text representations in alternative languages. Thus, within one web document created by the author with the SYMBERED tool, one symbol language can easily be swapped for another. This means that a Bliss and a PCS symbol user can each have his/her preferred kind of symbol support. The SYMBERED editing tool will initially support a limited vocabulary in four to five Nordic languages plus English, and three to four symbol systems, with built-in extensibility to cover more languages and symbol systems.
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75. Magnusson, L., Hanson, E., & Borg, M. (2004). A literature review study of Information and Communication Technology as a support for frail older people living at home and their family carers. Technology and Disability, 16(4), 223-235. http://web.ebscohost.com/ehost/detail?vid=1&hid=102&sid=2f16e031-ffc9-450a-80ae-8ff5b0f80801%40sessionmgr107
    Abstract: This literature review study focused on the use of information and communication technology (ICT) as a support for frail older people living at home and their family carers. A number of international ageing studies have examined older people's attitudes towards new technology and the effects of training on attitudes and receptivity towards technology. Within the field of elder care, there are an increasing number of studies that have explored the effectiveness of telecare and telehealth services in the home. In particular, there are innovative examples of studies that examine the use of a range of information and support systems in the home. These studies often target family carers of older persons with chronic illness. A key theme within the literature is the importance of the user friendliness of ICT services. For many EU countries, a key question is the extent to which the international studies are transferable, not least due to issues of language. Currently, there are a dearth of studies that involve working together with frail older people and their family carers to search for new ICT solutions to meet their support needs.
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76. Maguire, M., Elton, E., Osman, Z., & Nicolle, C. (2006). Design of a Virtual Learning Environment for Students with Special Needs. Human Technology, 2(1), 119-153. http://www.humantechnology.jyu.fi/archives/abstracts/maguire-elton-osman-nicolle06.html
    Abstract: The European Social Fund-supported Portland Partnership project developed a computer-based virtual learning environment (VLE) to benefit students with cognitive and physical disabilities. This system provided students with access to a suite of software programs to teach them basic/essential skills needed for everyday life and to use information and communications technology (ICT). The VLE can be customized to meet individual students’ needs by selecting an input device, adjusting its setting, or choosing a symbol set to support on-screen text. The learning programs within the VLE required careful design to make them stimulating and beneficial to students who have diverse health conditions and disabilities. The VLE and learning programs were evaluated within four partner Colleges of Further Education. Observations showed that students enjoyed the learning tools and the tutor comments indicated that students also benefited from them. A series of guidelines were identified for the design of future VLEs and learning software for students with special needs.
    Notes: This study looks at the accessibility of a variety of disabilities, including users with cognitive disabilities, and identifies problematic areas. The report includes illustrations. It is one of the more relevant empirical studies.
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77. Manouselis, N., Panagiotou, k., Psichidou, R., & Sampson, D. (2002, September 2002). Issues in Designing Web-based Environments for Learning Communities with Special Educational Needs. Paper presented at the IEEE International Conference on Advanced Learning Technologies (ICALT 02), Kazan, Russia. http://lttf.ieee.org/icalt2002/proceedings/t601_icalt159_End.pdfAbstract:
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78. Mariger, H. (2006). Cognitive Disabilities and the Web: Where Accessibility and Usability Meet? Retrieved November 29, 2006, from http://ncdae.org/tools/cognitive/ Abstract:
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79. MENCAP. (2002). Am I Making Myself Clear? Mencap's guidelines for accessible writing. Retrieved November 22, 2006, from http://www.mencap.org.uk/download/making_myself_clear.pdf
80. Mirchandani, N. (2003). Web Accessibility for People with Cognitive Disabilities: Universal Design Principles at Work. Research Exchange Newsletter, National Center for the Dissemination of Disability Research, 8(3). URL NOT AVAILABLE Abstract:
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81. Mull, C. A., & Sitlington, P. L. (2003). The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities: A Review of the Literature. Journal of Special Education, 37. http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&ERICExtSearch_SearchValue_0=EJ667941&ERICExtSearch_SearchType_0=eric_accno&objectId=0900000b800061a3
    Abstract: This article summarizes findings regarding the use of technology in helping students with learning disabilities succeed in postsecondary education settings. It identifies specific technology recommendations found in the literature and issues related to using these recommendations in postsecondary transition. Recommendations for transition planning are provided.
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82. Murphy, S. (2005). Accessibility of graphics in technical documentation for the cognitive and visually impaired. Paper presented at the The 23rd annual international conference on Design of communication: documenting & designing for pervasive information, Coventry, United Kingdom http://doi.acm.org/10.1145/1085313.1085320
    Abstract: With the U.S. government's new requirement for accessibility, companies such as IBM, are revising their method of selling products and solutions to ensure compliance. The delivery mechanism for information must be accessible to all users, including users with vision, hearing, motor, or cognitive disabilities.Users consume information from many different sources. An increasingly popular method of distributing information is using computers and the Internet. The Web houses volumes of documents and graphics available to anyone at any time. Paired with assistive technology such as Home Page Reader, the Internet makes information that would otherwise be restrictive accessible. However, as approachable as the Internet may be with its sheer volume of information, it does have limitations. The old saying about a chain, that it is only as good as its weakest link, aptly describes the Internet. Beside problems with retrievability and searchability, many other issues plague this vehicle of information. No matter how sophisticated HTML, DHTML, XHTML, and XML present information, the graphics within the body text are the weakest link, from the viewpoint of users with visual or cognitive impairments. This presentation is divided into two sections and explores how a method of creating and exporting graphics can improve the experiences of users with visual or cognitive impairments when viewing technical documentation: 1) Clear, concise, and well-structured diagrams enable better comprehension for the cognitively impaired suffering from dyslexia and Attention-Deficit/Hyperactive Disorder (ADHD); 2) The Scalable Vector Graphics (SVG) solution addresses many challenges for visually impaired people.
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83. Nations, U. (1971). Declaration on the Rights of Mentally Retarded Persons. Retrieved November 27, 2006. http://www.unhchr.ch/html/menu3/b/m_mental.htmAbstract:
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84. Newton, P. K., & Barry, C. (1997). Concreteness Effects in Word Production but Not Word Comprehension in Deep Dyslexia. Cognitive Neuropsychology, 14(4), 481-509. http://taylorandfrancis.metapress.com/link.asp?id=yeqccxy41ly6k8kd
    Abstract: We present a patient, LW, who, like all deep dyslexics, is more able to read aloud concrete than abstract words. In order to explore the cause of this concreteness effect in word production, we tested LW's comprehension of concrete and abstract words, in the Shallice and McGill word-picture matching task, in a synonym judgement task, and in a definition-to-word matching task. LW showed no significant impairment of her comprehension of abstract high-frequency words in these tasks, despite being unable to read most of the words aloud. We conclude that the concreteness effect in oral reading in LW cannot be due solely to a semantic deficit for abstract words. We propose the NICE model, in which concreteness is an important dimension of normal lexicalisation, and suggest that deep dyslexia reflects the ability of qualitatively normal but isolated semantics to access or ''drive" unique entries in a phonological output lexicon subject to a pathological increased aphasic ''threshold" for lexicalisation.
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85. Nicolle, C., Black, K., Lysley, A., & Poulson, D. (2004). An AAC enabled internet: from user requirements to guidelines. Paper presented at the Conference Name|. Retrieved Access Date. from http://magpie.lboro.ac.uk/dspace/bitstream/2134/1031/1/PUB206.pdf. Abstract:
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86. Nicolle, C., & Poulson, D. (2004). Guidelines for Developing an AAC-Enabled World Wide Web. Version 2.0. Retrieved November 25, 2006, from http://www.wwaac.eu/products/docs.asp
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    Notes: One of the most relevant resources in terms of a synthesizes list of recommendations for guidelines and techniques.
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87. Nicolson, R. I., & Fawcett, A. J. (1995). Dyslexia is More than a Phonological Disability. Dyslexia: An International Journal of Research and Practice, 1, 19-36. http://web.ebscohost.com/ehost/detail?vid=1&hid=113&sid=2a9bd08e-242e-419d-8241-c143515d774c%40sessionmgr103
    Abstract: This article reports an extended ‘case series’ of studies comparing performance of three age groups of dyslexic and matched control children on primitive skills. The dyslexic children showed deficits in most of the skills, with fundamental deficits (worse performance than reading age controls) on phonological skill, naming speed, bead threading and on some balance tasks. Furthermore, there was no evidence of subtypes of dyslexic modalities. The results; which have considerable theoretical and applied significance, demonstrate that the difficulties of dyslexic children are not limited to phonological skills.
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88. Noll, S. (1995). Feeble-Minded in Our Midst: University of North Carolina Press: Institutions for the Mentally Retarded in the South, 1900-1940. http://www.questia.com/PM.qst?a=o&d=15038183Abstract:
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89. Paddison, C., & Englefield, P. Applying heuristics to accessibility inspections. Interacting with Computers, 16(3), 507-521. http://www.sciencedirect.com/science/article/B6V0D-4CB696T-1/2/31f363e5c5a831ff0156489fe44b87c0Abstract:
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90. Paddison, C., & Englefield, P. (2003). Applying heuristics to perform a rigorous accessibility inspection in a commercial context Paper presented at the 2003 conference on Universal usability, Vancouver, British Columbia. http://portal.acm.org/citation.cfm?id=957205.957228Abstract: Accessibility heuristics have been developed to complement accessibility guidelines. The use of Web accessibility heuristics in heuristic evaluations considers a greater range of special needs, such as visual impairments to cognitive disabilities. Key advantages of heuristics are conciseness, memorability, meaningfulness and insight. The heuristics allow evaluators to understand effectively which areas of a site have accessibility issues and provide useful insight into how to create a solution. However, the heuristics will not tell evaluators whether a Web site conforms to legislation. Studies have confirmed the view that while heuristics do not substitute for expertise, they do act to cue the deeper body of knowledge defined by the guidelines. It is essential that evaluators receive accessibility education before completing a heuristic evaluation using the accessibility heuristics.
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91. Panepistimiopolis, I. (2003, June 22-27, 2003). e-AAC: Making Internet-based Interpersonal Communicatioand WWW Content Accessible for AAC Symbol Users. Paper presented at the 10th International Conference on Human-Computer Interaction, Crete, Greece. http://www.di.uoa.gr/speech/sppages/spppdf/hcii2003c.pdfAbstract:
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92. Pedley, M. (2006, November 15, 2006). Designing for Dyslexics, Part 3 of 3. Desiging for Dyslexics Retrieved November 22, 2006, from http://accessites.org/gbcms_xml/news_page.php?id=28#n28 Abstract:
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93. Pedley, M. (2006, November 1, 2006). Designing for Dyslexics, Part 2 of 3. Designing for Dyslexics, from http://accessites.org/gbcms_xml/news_page.php?id=26#n26 Abstract:
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94. Pedley, M. (2006). Designing for Dyslexics, Part 1 of 3. Designing for Dyslexics Retrieved November 22, 2006, from http://accessites.org/gbcms_xml/news_page.php?id=25#n25 Abstract:
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95. Plaut, D. C. (1999). A Connectionist Approach to Word Reading and Acquired Dyslexia: Extension to Sequential Processing. Cognitive Science, 23(4), 543-568. http://www.cnbc.cmu.edu/~plaut/papers/pdf/Plaut01chap.sequential.pdfAbstract:
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96. Pollack, M. E. (2005). Intelligent Technology for an Aging Population: The Use of AI to Assist Elders with Cognitive Impairment. AI Magazine, 26(2), 9-24. http://www.aaai.org/AITopics/assets/PDF/AIMag26-02-article.pdfAbstract:
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97. Poulson, D., & Nicolle, C. (2004). Making the Internet accessible for people with cognitive and communication Impairments. Universal Access in the Information Society, 3(1), 48-56. http://portal.acm.org/citation.cfm?id=1011732&dl=ACM&coll=&CFID=15151515&CFTOKEN=6184618
    Abstract: This paper provides an overview of the work of the European Union (EU) World Wide Augmentative and Alternative Communication (WWAAC) project, which aims to make the electronic highway more accessible to people with cognitive and communication impairments, in particular those persons using symbols instead of text to communicate. Many of these users will also be users of alternative and augmentative communication (AAC) devices. The appropriateness of guidelines from the World Wide Web Consortium (W3C) are discussed, with the finding that few specific guidelines are available to make Web sites truly accessible and usable for these user groups. We propose that additional guidelines are required in order to facilitate access to Web pages for AAC users. Requirements capture and preliminary evaluation activities within the project have led to the development of draft guidelines that will be refined and validated as the project reaches its final evaluation phase. These draft guidelines are discussed along with other developments needed in this area.
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98. Rainger, P. (2003, Mrch 25, 2003). A Dyslexic Perspective on E-Content Accessibility. Retrieved November 22, 2006, from http://old.techdis.ac.uk/seven/papers/dyslexia.html Abstract:
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99. Research, F. (2003). The Wide Range of Abilities and Its Impact on Computer Technology. Retrieved November 25, 2006, 2006, from http://www.microsoft.com/enable/research/phase1.aspx Abstract:
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100. Research, F. (2004). Accessible Technology in Computing ⎯Examining Awareness, Use, and Future Potential. Retrieved November 25, 2006
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101. Retardation, P. s. C. o. M. (1983). The Mentally Retarded Workder: An Economic Discovery. Retrieved November 25, 2006 from http://www.microsoft.com/enable/research/phase2.aspx. Abstract:
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102. Richards, J. T., & Hanson, V. L. (2004). Web Accessibility: A Broader View. Paper presented at the WWW 2005: World Wide Web Conference, New York, New York. http://www-03.ibm.com/able/news/broader_view.htmlAbstract:
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103. Riley, C. A. (2002). Libraries, aggregator databases, screen readers and clients with disabilities. Library Hi Tech, 20(2), 179-187. http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/2380200207.htmlAbstract:
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104. Ritchie, H., & Blanck, P. B. (2003). The promise of the Internet for disability: a study of on-line services and web site accessibility at Centers for Independent Living. Behavioral Sciences and the Law, 21, 5-26. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=11818893&site=ehost-liveAbstract:
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105. Rizzo, A. A. (1994). Virtual Reality Applications for the Cognitive Rehabilitation of Persons with Traumatic Head Injuries. Paper presented at the CSUN 1994, Los Angeles, California. http://utenti.tripod.it/dualband/pdf/rizzo.pdfAbstract:
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106. Roberts, S. (n.d.). Instructional Design and Accessibility: Cognitive Curb Cuts. from http://www.aect.org/Divisions/roberts.htm Abstract:
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107. Robertson, G. L., & Hix, G. (2002). Making the Computer Accessible to Mentally Retarded Adults. Communications of the ACM, 45(4), 171-183. http://portal.acm.org/citation.cfm?id=506006Abstract:
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108. Romano, N. C., Jr. (2002). Customer relationship management for the Web-access challenged: inaccessibility of the Fortune 100 business Web sites. Paper presented at the 35th Annual Hawaii International Conference on System Sciences (HICSS'02). Retrieved February 6, 2007 from http://portal.acm.org/citation.cfm?id=821109. Abstract:
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109. Rowland, C. (2000, October 31, 2000). Accessibility of the Internet in Postsecondary Education: Meeting the Challenge. Paper presented at the Universal Web Accessibility Symposium 2000, San Antonio, Texas. http://www.webaim.org/articles/meetchallenge/Abstract:
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110. Rowland, C. (2004). Cognitive Disabilities, Part 2: Conceptualizing Design Considerations. Retrieved April 1, 2005, from http://www.webaim.org/techniques/articles/conceptualize/ Abstract:
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111. Rudary, m., Singh, S., & Pollack, M. E. (2004). Adaptive cognitive orthotics: combining reinforcement learning and constraint-based temporal reasoning. Paper presented at the 21st International Conference on Machine Learning. Retrieved February 6, 2007. from http://www.eecs.umich.edu/~baveja/Papers/rlcogorthdist.pdf. Abstract:
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112. Salamon, J. (2005, April 5, 2005). Driven to Help the Hard of Hearing. New York Times. http://www.nytimes.com/2005/04/05/arts/05hear.html?ex=1170910800&en=b2c22fdb92472228&ei=5070Abstract:
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113. Salem Darrow, M. (1995). Virtual Reality's Increasing Potential for Meeting Needs of Persons with Disabilities: What About Cognitive Impairments? Paper presented at the CSUN 1995, Los Angeles, California. http://www.csun.edu/cod/conf/1995/proceedings/0023.htm
     Abstract: Just a few years after the first gathering of the Virtual Reality (VR) and Disabilities professional and advocacy communities in 1992, research and development of virtual reality applications for persons with disabilities have changed from speculative, distant possibilities for the future, to flourishing, concrete actualities. Yet, even in the midst of this exciting increase in the number of VR applications for persons with disabilities, it is impossible to ignore an obvious dearth of VR research and development specifically for persons with cognitive impairments. This paper provides a brief summary of virtual reality applications thus far developed for persons with disabilities, and some discussion of how positive predictions for VR as an assistive technology and as a learning tool have held true for those persons with sensory, physical and even emotional impairments. Some reasons for the marked lack of research and development for persons whose impairments are specifically intellectual are postulated. Finally, categories of learning needs specific to persons with cognitive impairments to which VR technology might be effectively applied are suggested.
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114. Seale, J. K. (2003, Nov 30 - Dec 3). The challenge of researching accessibility practices within Higher Education: an exploration of “shared enterprises" or “political games". Paper presented at the International Education Research Conference AARE and NZARE, Aukland, New Zealand. http://eprints.soton.ac.uk/6196/
     Abstract: The 2001 Special Educational Needs and Disability Act (SENDA, 2001) made it an offence for educational institutions in the UK to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students, which is requiring them to develop new practices. In an attempt to explore how learning technologists are developing these practices this paper will present a review of the accessibility literature and identify key issues that may influence the"“accessibility" practices of learning technologists. These issues are explored and interpreted using Wenger's (1998) Communities of Practice, which focuses on the development of "shared enterprises" and Konur’s (2000) Institutional Theory Tool, which focuses on the "games" that educational institutions might play when creating rights for disabled students. This interpretation suggests that educational research will face a challenge of providing a detailed and rich description of the "shared enterprises" that contribute to a developing accessibility practice and an explanation of the political games that may block or hinder this practice.
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115. Seale, J. K. (2003, Dec 7-10). Supporting the development of e-learning accessibility practices: new and emergent roles for staff developers . Paper presented at the 20th Annual Conference of th Australasian Society for Computers in Tertiary Education, Adelaide, Australia. http://eprints.soton.ac.uk/6194/
     Abstract: In the United Kingdom, The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, but the particular aspects that are relevant to the work of learning technologists include e-learning, distance learning, examinations, libraries and computer facilities. This paper will explore learning technologists response to this legislation and their attempts to develop a clearly defined "e-learning accessibility practice." These attempts have involved adapting or re-framing generic accessibility tools and guidelines for more specific practices and involving disabled students or their advocates in the design of electronic material. The implications of these issues for the role of staff developers in supporting and encouraging the development of new "accessibility" practices will be discussed.
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116. Seeman, L. (2002). Inclusion Of Cognitive Disabilities in the Web Accessibility Movement. Paper presented at the Eleventh Annual World Wide Web Conference, Honolulu, Hawaii. http://www.ubaccess.com/cog.htmlAbstract:
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117. Seeman, L. (2006). Formal Objection to WCAG 2.0. Retrieved November 22, 2006, from http://lists.w3.org/Archives/Public/public-comments-wcag20/2006Jun/0118.html Abstract:
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118. Site, Q. U. A. G. W. (n.d.). Web Access for People with Aphasia: Guidelines for Web Developers. Retrieved November 25, 2006, from http://www.shrs.uq.edu.au/cdaru/aphasiagroups/Web_Development_Guidelines.html Abstract:
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119. Small, J., Schallau, P., Brown, K., & Appleyard, R. (2005). Web accessibility for people with cognitive disabilities. Paper presented at the Conference on Human Factors in Computing Systems. Retrieved November 25, 2006 from http://portal.acm.org/citation.cfm?id=1057024.
     Abstract: This pilot study investigated individuals with developmental cognitive disabilities (DCD) navigating W3C accessibility-compliant Web sites and the impact of four cognitive determinants: situation awareness, spatial awareness, task-set switching, and anticipated system response. Participants were placed into one of two search conditions and were asked to complete information-finding tasks. The usability evaluation demonstrated that the majority of users with DCD were able to access the Web but they were unable to successfully use the W3C accessibility-compliant Web sites. The use of navigation aids was examined, different Web navigation problems were identified as well as user satisfaction and perceived usability. It is clear from this study that current Web accessibility guidelines do not sufficiently address the needs of people with cognitive disabilities. Additional research is needed to understand how cognitive disabilities affect using Web-based media.
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120. Small, J., Schallau, P., Brown, K., Ettinger, D., Blanchard, S., Krahn, G., et al. (2005). Web Accessibility for People with Cognitive Disabilities. Paper presented at the 28th Annual RESNA Conference. http://portal.acm.org/citation.cfm?id=1057024Abstract:
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121. Strangman, N., Hall, T., & Meyer, A. (2003). Graphic Organizers with UDL. from http://www.cast.org/publications/ncac/ncac_goudl.html Abstract:
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122. Sullivan Moore, A. (2006, November 5, 2006). A Dream Not Denied: Students on the Spectrum. New York Times. http://www.nytimes.com/2006/11/05/education/edlife/traits.html?ex=1320382800&en=ed013200a78f5f1f&ei=5088&partner=rssnyt&emc=rssAbstract:
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123. Tanaka, E. H., Bim, S. A., & Vieira de Rocha, H. (2005). Comparing accessibility evaluation and usability evaluation in HagáQuê. Paper presented at the Latin American conference on Human-computer interaction Cuernavaca, Mexico. Abstract:
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124. ThinkCollege.net. (2006). from http://thinkcollege.net/ Abstract:
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125. Vaiana, M. E., & McGlynn, E. A. (2002). What Cognitive Science Tells Us about the Design of Reports for Consumers. Med Care Res Rev, 59(1), 3-35. http://mcr.sagepub.com/cgi/content/abstract/59/1/3
     Abstract: The health services literature contains many articles related to expanding and refining quality measures. But the rich body of empirical research on how people process information has rarely been applied to the challenge of presenting complex information about health care in ways that facilitate its comprehension and use. In this article, the authors review key findings from this research. Based on their review, the authors develop some general principles for presenting information and demonstrate their utility by assessing three Web sites that report performance data.
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126. Vicari, S., Marotta, L., Menghini, D., Molinari, M., & Petrosini, L. (2003). Implicit learning deficit in children with developmental dyslexia. Neuropsychologia, 41, 108-114. http://www.ingentaconnect.com/content/els/00283932/2003/00000041/00000001/art00082
     Abstract: Several neuropsychological deficits have been reported as characteristic of the cognitive profile of dyslexic children. Phonological and visual processing are often impaired as well as auditory processing, attention and information processing speed. We investigated whether implicit learning, is impaired in dyslexic children and adolescents.Tests of implicit and declarative learning were administered to 18 clinically defined dyslexics and 18 similar age controls.Dyslexics showed a reduced learning rate in the implicit but not in the declarative task, suggesting a specific deficit of implicit learning.Although alternative hypothesis cannot be ruled out, considering that implicit learning is a cognitive function primarily processed by the cerebellum and that recent neurological and physiological data suggest a cerebellar dysfunction in dyslexia, the present results suggest an impairment of cerebellar system in reading disabilities.
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127. Walgreens (2006, July 8, 2006). Walgreens Recruits Employees With Disabilities Through New, Highly Accessible Web Site. Press Release. Retrieved November 22, 2006, from http://www.medicalnewstoday.com/medicalnews.php?newsid=46777Abstract:
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128. Weakley, R. (2003, May 3, 2003). Ideal Line Length for content. Retrieved November 22, 2006, from http://www.maxdesign.com.au/presentation/em/