Types of Disabilities

Question 1

Blindness

Answer 1

Blindness is generally characterized as sightlessness or a loss of vision. While the term “blindness” is often used to define a total loss of vision, it may also refer to partial blindness, where sight may be extremely limited (low vision).

Question 2

Causes of Blindness

Answer 2

There are several causes of blindness, including (but not limited to):

Diabetes
Macular Degeneration
Glaucoma
Accidents or traumatic injuries to the eye
Stroke
Retinitis Pigmentosa

Question 3

Legal Definition of Blindness

Answer 3

In the United States, there is a legal definition of blindness that is used solely to determine eligibility and participation in various programs. According to the U.S. definition of blindness, a person who has a visual acuity of 20/200 with corrective lenses or who has a field of vision (what can be seen in front of the person) that is 20 degrees in the eye that has the best vision is considered to be legally blind.

Question 4

(Blindness) Screen Readers

Answer 4

Screen readers convert the text on the web page into spoken words. Blind people listen to web pages.

Question 5

(Blindness - ICT)
Cannot see digital or electronic interfaces (computers, automated teller machines (ATMs), mobile devices, airport kiosks, televisions, printers, copiers, phones, GPS devices, etc.)

Challenges/ Solutions

Answer 5

• Screen readers can read interfaces and content out loud to users by converting digital text to synthesized speech, but only if they have been designed to be accessible. Screen readers do not announce text styles such as font, color, size, bold, and italic.
• Self-voicing interfaces and applications can communicate to users without the need for a screen reader, but these are appropriate mostly for broadcasting information, because they usually do not interact with the interface or content as screen readers do.
• Refreshable braille output devices use screen readers to convert digital text to braille. These devices are typically expensive, and only a minority of blind people know how to read braille.

Question 6

(Blindness - ICT)
Cannot use screen readers on digital content and interfaces not designed with accessibility in mind

Answer 6

Interface designers and content authors can edit the markup to make it compatible with the assistive technologies used by blind people.

Question 7

(Blindness - Architecture & Built Environment)
Cannot see when walking

Answer 7

Canes help blind people feel their surroundings as they walk.
Service animals (e.g. “Seeing Eye” dogs), trained to assist blind people, help them navigate their surroundings.

GPS-based walking instructions with an audio interface, either automated or via a remote human navigator.

Raised tiles on the ground to indicate the edge of a platform, a pathway along a sidewalk, the beginning of a staircase, etc.

Eliminate low-hanging architectural features that a blind person could bump into

Clear pathways without obstructions in hallways, sidewalks.

Question 8

(Blindness - Architecture & Built Environment)
Cannot see signs or other text on buildings or other areas in the built environment

Answer 8

Map and geolocation applications on mobile devices can announce the names and descriptions of buildings and other location-related information.

Braille labels and descriptions on entrances, rooms, bathrooms, historical markers, and other points of interest can allow blind people to explore and understand their surroundings, as long as the person knows braille, and as long as the braille labels are easy to find.

Tactile models of the exterior of buildings, or of floorplans of the interior of buildings help blind people form a mental map of their surroundings.

Question 9

(Blindness - Consumer & Industrial Products)
Cannot see or feel the controls on flat interfaces on consumer devices such as microwaves, ovens, dishwashers, etc.

Answer 9

Alternative interfaces with knobs or other tactile controls

Audio interfaces

Remote control through applications on mobile devices

Question 10

(Blindness - Consumer & Industrial Products)
Cannot read the text on the containers or packaging for consumer items such as medicine, toothpaste, shampoo, sunscreen, hand cream, personal care products, foods, drinks, candy

Answer 10

Embossed braille (or braille stickers) on packaging and product containers help consumers identify items both in the store and after purchase.

Question 11

(Blindness - Consumer & Industrial Products)
Cannot read money to determine its value

Answer 11

Applications on mobile devices can photograph the money and read the value to blind people.

Paper bills and coins could be manufactured in different sizes, shapes, or textures to allow blind people to distinguish the value based on touch.

Non-cash systems of payment can allow blind people to make financial transactions via computers, mobile devices, or on-site payment hardware with screen readers or self-voicing output.

Question 12

(Blindness - Consumer & Industrial Products)
Cannot read books, magazines, posters, postal mail, or other printed materials

Answer 12

Optical character recognition software can convert scanned images of text into digital text readable by screen readers. The accuracy of the conversion depends on the quality of the original document, as well as font choices, line spacing, and the quality of the conversion software itself.

Information can be placed online or in other digital formats to allow blind people to read the materials using their own assistive technologies.

Question 13

Low Vision

Answer 13

People with low vision can see, but their vision is still quite far from perfect even with powerful corrective lenses. Those who have low vision may be unable to see well enough to drive or read most printed text unless they enlarge it. Low vision isn’t a single condition. It is a broad category encompassing many different conditions, with varying degrees of vision impairment. They can’t see well enough to read small fonts or to clearly discern details without enlarging them. There is quite a bit of diversity in the kinds of low vision that a person can experience

Question 14

Blur

Answer 14

For people who have low vision, faces and objects appear blurry. It is difficult for them to distinguish specific features. In terms of using websites, foreground elements may be difficult to see from background elements.

Question 15

Blur with Low Contrast

Answer 15

People who have low vision or blurred vision can also experience seeing things in low contrast, meaning that there aren’t very many bright or dark areas. Everything tends to appear about the same brightness, which makes it hard to distinguish outlines, borders, edges, and details.

Question 16

Cataracts

Answer 16

There are some people who experience blind spots in their eyes, which can cause them to miss visual information if it’s in one of their blind spots. A person who has cataracts may see innumerable dark gray spots that can cloud his or her vision and make objects on a website extremely difficult to see.

Question 17

Diabetic Retinopathy

Answer 17

Diabetic Retinopathy is another eye condition that causes people to see floating dark spots.

Question 18

Glaucoma

Answer 18

Some people can see only a small area, and have no peripheral vision. The edges are heavily darkened or vignetted. It is like looking through a narrow tube.

Question 19

Hemianopia

Answer 19

Hemianopia, or Hemianopsia, is another eye condition that limits vision to a smaller area. In the case of Hemianopia, vision loss occurs on either the right or left side of both eyes.

Question 20

Macular Degeneration

Answer 20

Macular degeneration is an eye disease where there is a loss of vision in the center of the eye, the field of vision. While people with macular degeneration have peripheral vision, the deterioration of the macula can cause either blurred vision or a blind spot to occur in the central vision.

Question 21

Retinal Detachment

Answer 21

For those who experience retinal detachment, vision can be affected in multiple ways. Some may experience flashes of light in their vision field, see what are called “floaters” in their vision, or a dark shadow covering a significant portion of the field of vision.

Question 22

Screen Magnification

Answer 22

Reading small text is an extremely difficult task for a user with low vision. Users with low vision may need to use screen magnification like ZoomText, which shows a small portion of the screen at a time. When the screen is magnified, it zooms in on a section of the screen and displays it at high resolution.

Specialized screen magnification software like ZoomText has a large number of features to help optimize the visual experience for people who have low vision.

Question 23

(Low Vision) Screen Readers

Answer 23

Most people think of blind people when they think of screen readers, but people with low vision can benefit from screen readers too. Hearing the words can help make the visual text easier to understand, especially for those with extreme low vision. ZoomText has basic screen readers built into them. Screen readers bundled with screen magnifiers generally aren’t as full-featured as stand-alone screen readers, but they are adequate for most tasks.

Question 24

Color Customization

Answer 24

For people with low contrast vision, or low color vision, colors may not be easily visible, and may be hard to distinguish from each other. Text that is too close in color or luminance (brightness) to the background can be hard to read. Some people may also experience pain when looking at bright lights or bright areas on paper or computer screens. All-white backgrounds can be particularly difficult. To attempt to remedy the effects of low contrast and bright areas, users may modify the colors either in the operating system or in the web browser.

Colors can be used in web design, but it is crucial to not use color alone to convey important information since users customize colors based on what is best for them. Make sure the important information is represented in the text.

Question 25

(Low Vision - General)
Small text can be hard to read.

Answer 25

Screen magnifiers can enlarge the items on the screen to make them easier to read.

Utilities to enhance contrast, change colors, or alter other aspects of visual appearance can improve legibility.

Screen readers can supplement screen magnifiers by reading interfaces and content out loud to users through synthesized speech, but only if the digital information has been designed to be accessible.

Self-voicing interfaces (on ATMs, kiosks, transportation systems, etc.) and applications can communicate to users without the need for a screen reader, but these are appropriate mostly for broadcasting information, because they usually do not interact with the interface or content as screen readers do.

Alternative large print versions of small print text can make printed materials easier to read.

Alternative digital versions (web, mobile applications, etc.) of printed materials can give users the ability to read the materials using their own assistive technologies.

Question 26

(Low Vision - General)
Low contrast text can be hard to read.

Answer 26

Software or hardware options can enhance the contrast of digital text.

Interface designers and content creators can choose color combinations with high enough contrast to easily read

Question 27

Color Blindness

Answer 27

Color-blindness does not literally mean that a person can’t see any color at all (except in very rare cases). Color-blindness refers to the inability to distinguish between certain kinds of colors, especially colors that are of equal brightness or luminosity, even if the colors themselves appear quite different to people without color-blindness.

Question 28

Types of Color-Blindness

Answer 28

There are several kinds of color-blindness, and varying degrees within those types, so it is difficult to provide a precise explanation of which color combinations are the worst for people who experience color-blindness. The most prevalent form of color-blindness, though, is red-green color-blindness. Deuteranopia and Protanopia are two common sub-types of red-green color-blindness. Some people may also have what is known as Tritanopia, or blue-yellow color-blindness. Though very rare, there are those who inherit an insensitivity to all colors. People who have Achromatopsia see colors in grayscale.

Question 29

Red and Black Colorblindness

Answer 29

In addition to red-green and blue-yellow color-blindness, the colors red and black may be difficult to distinguish for some people. The tabs below illustrate how similar the colors may be to those who are colorblind.

Question 30

Assistive Technologies for People with Color-Blindness

Answer 30

There aren’t many assistive technologies for people with color-blindness. For the most part, it is a condition that people just have to live with. A company called EnChroma claims to have developed glasses that can help compensate for some kinds of color-blindness.

Question 31

(Color-Blindness - General)
Certain color combinations—red and green in particular—can be difficult to distinguish

Answer 31

Materials can be designed in a way that does not depend on color as a way to convey information.

Question 32

Deafblindness - Braille Displays

Answer 32

If a person is both deaf and blind, the only option is to use a refreshable braille display in combination with a screen reader. Rather than have the screen reader read out loud in an audio format, people who are both deaf and blind have the screen reader output the text to the braille display, which they can then feel with their hands.

Question 33

(Deafblindness - ICT)
Digital text cannot be seen

Answer 33

A screen reader can convert text to braille on a refreshable braille device, or “printed” in a braille embosser.

Question 34

(Deafblindness - ICT)
Audio (including the audio portion of videos) cannot be heard

Answer 34

A text transcript of the audio can be converted to refreshable braille by a screen reader, or “printed” in a braille embosser.

Question 35

Auditory Disabilities

Answer 35

Auditory disabilities involve hearing impairment, hearing loss, and deafness. People who have hearing impairment or hearing loss have diminished hearing and may have difficulty understanding speech and distinguishing foreground noise from background noise. Depending on the condition, some people may use hearing aids as an assistive technology or may rely on lip reading to communicate with others. For those who have total loss of hearing, augmentative and alternative communication (AAC) such as sign language or communication boards are used to communicate with others.

Question 36

Central Auditory Processing Disorder (ADP)

Answer 36

Another auditory disability which results in difficulty with processing sounds or speech. A person with this disorder doesn’t have any measurable hearing loss, but instead there are challenges with interpreting, organizing, or analyzing what they hear. ADP may be confused with other disorders, such as ADHD, learning disabilities, or emotional delays. The exact causes of ADP aren’t known, but it may be related to illness such as meningitis or nervous system disorders, premature birth or low weight, head injury, or genetics.

Question 37

Causes of Auditory Disabilities

Answer 37

There are several causes of hearing loss and deafness. These causes may include genetics, premature birth, infections/illnesses, ear trauma, exposure to loud noises, and aging, to name a few.

Question 38

Deafness versus Deaf Culture

Answer 38

The terms “deaf” with a lowercase letter “d” and “Deaf” with an uppercase letter “D” have two separate meanings. The lowercase “deaf” term refers to the condition of deafness, the partial or total hearing loss a person experiences from a medical perspective. The uppercase usage of “Deaf” refers to Deaf Culture or Deaf Community. Deaf culture or Deaf Community focuses on the beliefs, cultural norms, values, and experiences shared between a group or groups of people who are deaf. The capitalization of the term “Deaf” is used to reference a member of the Deaf Community.

Deafness is not viewed as a loss by those in the Deaf Community. Those who identify with Deaf Culture view deafness using the social identity or cultural affiliation model of disability.

Question 39

Web Accessibility for Deafness

Answer 39

The concern with deafness is the accessibility of audio, in either audio-only formats, or audio combined with video, as is often the case. For pre-recorded audio-only files, the best solution is usually a transcript of the audio. The transcript should include all of the narration, dialog, and other important sounds, such as applause, crashes, music, etc.

Video files usually contain audio synchronized with video itself. Time-dependent audio and video require captions. A transcript is not sufficient, because without synchronized captions, viewers can’t know exactly where the transcript lines up with the video.

Question 40

(Deaf or Hard-of-Hearing - ICT)
The audio portion of videos cannot be heard

Answer 40

Provide synchronized captions with videos

Provide sign language interpretation

Question 41

(Deaf or Hard-of-Hearing - ICT)
Audio content cannot be heard

Answer 41

Provide a transcript

Provide sign language interpretation

Question 42

(Deaf or Hard-of-Hearing - General)
Speeches and talks cannot be heard by deaf people in the room

Answer 42

Provide sign language interpretation

Provide live captions on a monitor during the speech

Question 43

(Deaf or Hard-of-Hearing - Architecture and the Built Environment)
Doorbells, alarms, and other sounds may not be heard

Answer 43

Provide alternative visual alerts, such as lights that flash, pulse, dim, turn on, or turn off.

Question 44

Mobility Disabilities

Answer 44

Mobility disabilities affect a person’s ability to move independently and purposely. For example, people who have missing limbs, multiple sclerosis, cerebral palsy, stroke, partial or complete paralysis, or arthritis may experience limitations with moving their body or parts of their body. Disabilities in this category can be present from birth, occur due to aging, or be the result of a disease. They can also be temporary, permanent, or periodically recur or relapse. Approximately 3.5% of adults in the US have a mobility disability.

Question 45

Body size or shape disabilities

Answer 45

Are related to a person’s stature, proportions, or shape. For example, dwarfism, rheumatoid arthritis, acromegaly (increased bone size), and obesity would all fall under this category. A person may experience various related conditions such as muscle weakness and muscle fatigue (extreme exhaustion), hearing loss, vision loss, and diabetes. Statistics show that 1% of the world’s population has rheumatoid arthritis, while 39-40% of adults have obesity.

Question 46

Flexibility disabilities

Answer 46

There are many different disabilities affecting mobility, flexibility, and motor control, all with different characteristics and somewhat different accessibility needs, but with at least this one principle in common: all web content must be operable no matter what method a person uses to access the computer. Whether by mouse or keyboard or a disability-specific assistive technology, the web content needs to work. The content must be compatible with a wide variety of input devices and methods. For example, a person may be completely missing one or more hands, forcing the person to use other body parts — such as the feet — to access a computer. They may use a foot mouse to operate their machine.

Question 47

Assistive Technologies Used by People with Motor Disabilities

Answer 47

The assistive technologies used by a person with a motor disability are specific to that person’s needs. Here are some of the assistive technologies available: Vertical Keyboard with Mouth Stick, One-Handed Keyboard, Expanded Keyboard with Raised Sections Between Keys, Speech Recognition

Question 48

Speech Recognition

Answer 48

Some people can take advantage of speech recognition software that translates the user’s spoken words into language that the computer can understand. Speech recognition can be used to type text, enter data into forms, and navigate web pages using keyboard-style interactions or using a mouse emulation mode.

Question 49

(Mobility, Flexibility, and Body Structure Disabilities - ICT)
May be unable to use a mouse due to difficulty or inability to use hands

Answer 49

Alternative keyboards, mouth sticks, single switch devices, speech recognition software and eye tracking technologies enable users to use a computer without the need for a mouse

Developers and designers can ensure digital content is accessible using keyboard devices

Question 50

(Mobility, Flexibility, and Body Structure Disabilities - ICT)
May need more time to interact with digital content and interfaces due to slower movements

Answer 50

Interface designers and developers can alert users to session timeouts and provide users with a way to adjust the time, extend the time or turn off the time limit

Question 51

(Mobility, Flexibility, and Body Structure Disabilities - Architecture & Built Environment)
Wheelchair users are unable to use steps

Answer 51

For building entrances, accessible ramps in addition to steps should be provided, and accessible parking should be provided

For steps within buildings, ensure that ramps and elevators are provided and accessible

Ensure that accessible routes outside and within the building are labeled and clearly identifiable

Question 52

(Mobility, Flexibility, and Body Structure Disabilities - Architecture & Built Environment)
Wheelchairs users may be unable to navigate through tight spaces

Answer 52

Doors, hallways, rooms, and restrooms should be wide enough for everyone, including wheelchair users, to use

All corridors and routes should be unobstructed

Question 53

(Mobility, Flexibility, and Body Structure Disabilities - Architecture & Built Environment)
May have difficulty using hands or arms to open doors

Answer 53

Provide automatic doors or doors than can be opened using a large button

Equip doors with lever-type handles/doorknobs for easier opening or closing

Question 54

(Mobility, Flexibility, and Body Structure Disabilities - Architecture & Built Environment)
May encounter seating that is too small or at the wrong height

Answer 54

Ensure that seating can accommodate a variety of body sizes

Question 55

(Mobility, Flexibility, and Body Structure Disabilities - Consumer & Industrial Products)
May be unable to turn pages of books, magazines, information pamphlets, or other printed materials

Answer 55

Consider providing printed materials in a digital format that may allow people to use their own assistive technologies; Touch screen interfaces may also increase accessibility

Question 56

Cognitive Disabilities

Answer 56

Cognitive disabilities can arise as a result of congenital conditions that are with an individual from birth, or developmental conditions that are with a person from a young age. They can also result from traumatic injury, infections, chemical imbalances, or other conditions later in life.

There is no one way to describe cognitive disabilities. There are so many different kinds, and so many variations within those kinds. A specific individual may experience a deficit in only one area, rather than all of them.

Question 57

Limited Comprehension

Answer 57

Most people with cognitive disabilities experience limited comprehension of one kind or another. They may not be able to understand complex ideas. They may have difficulty with metaphors or abstract language. They may not understand some kinds of slang or idiomatic expressions. Some people with cognitive disabilities have exceptionally high cognitive functions in one area—the ability to remember numbers or conversations—but low cognitive functions in other areas, such as social skills or emotional awareness.

Question 58

Low Tolerance for Cognitive Overload

Answer 58

Some people with cognitive disabilities easily become frustrated or upset when they sense difficult situations, or when there are too many things in their environment happening at the same time. They cannot handle the complexity of the moment. They need things to be simple and straightforward. Too many choices can cause them to freeze, and they may be emotionally unable to change their state of mind until later, long after the moment has passed.

Question 59

Limited Problem-Solving Skills

Answer 59

When presented with a problem to solve, some people with cognitive disabilities may simply be unable to solve it, so they may not even attempt to solve it. If a website requires users to type in text in a CAPTCHA, for instance, they not be able to process what kind of action is required. If they type an incorrect response and get an error message, they may not be able to figure out why they got the error message, or how to solve the problem.

Question 60

Short Term Memory Loss

Answer 60

Some people with cognitive disabilities have a hard time remembering things from one moment to the next. Their brains don’t allow them to focus on new information, so they don’t retain it in the short term. Long web processes—such as online purchasing procedures, account sign-up procedures, or setting preferences—can cause users to forget what they were doing, or to lose track of information that they may need to remember from one step to the next.

Question 61

Attention Deficit

Answer 61

Some users experience attention deficits, making it hard for them to focus on the task at hand. They may get lost in their own thoughts, or they may find online advertisements too alluring, causing them to forget why they went to the website in the first place.

Question 62

(Cognitive Disabilities - ICT)
May find complex designs and tasks in digital format overwhelming

Answer 62

Create simple, predictable, organized designs and simplify user interface components

Question 63

(Cognitive Disabilities - ICT)
May have difficulty solving technical problems or fixing errors

Answer 63

Ensure users are alerted to errors and provide clear solutions to fix errors

Question 64

(Cognitive Disabilities - General)
May have difficulty processing information, especially text-based information that uses complex language

Answer 64

Supplement text-based information with images and other visuals to reinforce understanding

Use simple, easy-to-understand language when presenting text-based information

Question 65

Dyslexia and Reading Disabilities

Answer 65

Many people with cognitive disabilities experience difficulty reading. Some read at a lower level than their peers of the same age, and some can’t read at all. It can help to provide illustrations or audio to supplement text. Some people with dyslexia have high levels of cognitive functioning at a conceptual level, but visual encoding of text can be difficult, so they have a hard time spelling or reading words.

Question 66

(Dyslexia and Reading Disabilities - ICT)
Often perceive words as floating and not in a line.

Answer 66

Can use a special font developed for Dyslexia which weights the letters down and makes similar figures appear differently

May be granted additional time to complete tasks

Question 67

(Dyslexia and Reading Disabilities - ICT)
Often perceive words differently than others such as seeing p b d q as the same letter.

Answer 67

Can change the font, contrast or add an underline to text to keep words in line.

May be granted additional time to complete tasks

Question 68

(Dyslexia and Reading Disabilities - ICT)
Often require additional time to read and process content.

Answer 68

Can extend time outs and return to the same location on the page.

Can use a screen reader to get content in an auditory method to reinforce what is being seen

Can use screen readers which highlight the word or phrase being read to assist with tracking.

Can use enhance visible focus indicators to keep track of their position on the page.

Can use special programs or dictionaries which present words with pictures

May be granted additional time to complete tasks

Question 69

(Dyslexia and Reading Disabilities - ICT)
Often have the burden of deciphering content from the way it is presented.

Answer 69

May apply a custom style sheet

Question 70

(Dyslexia and Reading Disabilities - ICT)
May have difficulty solving problems presented through security features such as CAPTCHA

Answer 70

Ability to change the type of problem presented

Question 71

(Dyslexia and Reading Disabilities - ICT)
May have difficulty processing content through visual means

Answer 71

Can use a screen reader to get content in an auditory method to reinforce what is being seen

May be granted additional time to complete tasks

Question 72

(Dyslexia and Reading Disabilities - ICT)
May have a hard time spelling words correctly

Answer 72

Can use a spelling and grammar checker

Question 73

Math Disabilities

Answer 73

Some people experience math anxiety, which is an emotional or psychological fear that grips some people when confronted with math problems. This is less of an intellectual deficit than a psychological deficit. Other people truly cannot solve mathematical problems because their brains are not capable of that kind of thinking.

Question 74

(Math Disabilities - ICT)
Inability to distinguish right from left in graphic images

Answer 74

Can read data in a data table or text description as an alternative to graphic representations of data when an alternative is provided.

May be granted additional time to complete tasks

Question 75

(Math Disabilities - ICT)
Inability to copy graphs, figures and diagrams

Answer 75

Can use speech-to-text to verbalize instructions for completing homework and test questions when the questions are designed to accessibility guidelines and text-to-speech assistive technology can access content.

May be granted additional time to complete tasks

Question 76

(Math Disabilities - ICT)
Inability to perform calculations

Answer 76

Can use an accessibility accommodation link to a reference sheet with common equations when provided

Can use an onscreen calculator as an accommodation

May be granted additional time to complete tasks

Question 77

Speech Disabilities

Answer 77

When a person has difficulty with articulating words, he or she may have a speech disability. Speech disabilities are characterized by the inability to produce or organize speech sounds and syllables correctly or with fluency. There may also be a total loss of voice. Some speech disabilities may be genetic, while other causes of speech disability may include learning disabilities, auditory disabilities, Autism spectrum disorder, traumatic brain injury, stroke, and cancer (oral or laryngeal).

Question 78

Stuttering

Answer 78

Stuttering is a speech disability that affects the fluency of speech sounds. Words or parts of words may be involuntarily repeated, speech sounds may be prolonged, or speech sounds may be stopped or blocked completely.

Question 79

Cluttering

Answer 79

Sometimes categorized as a language disability, Cluttering is a disability that affects the fluency of speech. Cluttering consists of rapid speech that may be inconsistent in rhythm and lack syntax, or grammar. Speech may be clear at first, but increases at a quick rate. Slurred speech may also occur.

Question 80

Apraxia

Answer 80

Apraxia is a motor speech disability that occurs when a person has difficulty using muscles for speech production to form sounds of words. It may take a person several attempts to say the correct word.

Question 81

Dysarthria

Answer 81

Dysarthria is a motor speech disability that occurs due to brain damage. The muscles for speech production are impaired, causing slurred speech, slow speech, mumbling, or a voice that may sound hoarse or breathy.

Question 82

Speech sound disorders

Answer 82

Speech sound disorders are disorders where certain sounds of speech may be difficult to produce, specifically consonant sounds. They are generally categorized as articulation disorders or phonemic disorders.

Articulation disorders involve difficulty in physically producing speech sounds. As a result, certain speech sounds may be either omitted or added, substituted for other sounds, or the sound is distorted.

Phonemic disorders involve difficulty in distinguishing speech sounds in languages. Only a few sounds may be used, thus affecting word meaning. For example, the words “call” and “tall” may both be pronounced as “tall”, even though the person may be attempting to use the word “call” and its meaning in his or her statement.

Question 83

Augmentative and Alternative Communication (AAC)

Answer 83

Augmentative and Alternative Communication, or AAC, is comprised of all of the different types of communication outside of oral speech that people with speech disabilities can use to express themselves. Those with severe speech disabilities may use AAC to either supplement their speech or replace their speech altogether. There are two different types of AAC people with speech disabilities can use: unaided AAC or aided AAC.

Question 84

Unaided AAC

Answer 84

Unaided augmentative and alternative communication systems do not rely on the use of external tools, but rely on nonverbal communication like body language, facial expressions, gestures and sign language.

Question 85

Aided AAC

Answer 85

Aided augmentative and alternative communication systems rely on the use of an electronic or non-electronic tool and the person’s body. Tools can range communication books and boards, to pen and paper, to electronic devices that produce computer-generated voices. Communication aids that do not require electricity are referred to as low-tech communication aids. Those that do require electricity are high-tech communication aids and often allow people to store and retrieve messages.

Question 86

Speech (and Multiple) Disabilities
Limitations

Answer 86

• Difficulty or complete inability to produce speech sounds, or difficulty maintaining speech fluency
• May also have another disability that involves difficulty with mobility or hearing, learning or processing information

Question 87

Speech (and Multiple) Disabilities
Assistive Technologies

Answer 87

Touch screens, alternative keyboards, single switch devices, eye-tracking technologies, speech-generating software, word prediction software, symbol boards and languages, symbol software, translation software

Question 88

Speech (and Multiple) Disabilities
Input Design Considerations

Answer 88

Follow same input design considerations for blindness, low vision, motor disabilities, auditory disabilities, and cognitive disabilities as people with speech disabilities may have more than one disability

Ensure text-based alternatives are provided for any voice-based communication methods

Question 88

Speech (and Multiple) Disabilities
Output Methods

Answer 88

May be similar to or the same as blindness, low vision, auditory disabilities, and cognitive disabilities

Question 89

Speech (and Multiple) Disabilities
Input Methods

Answer 89

May be same input methods as those used for blindness, low vision, motor disabilities, auditory disabilities, and cognitive disabilities

Text-based communication such as chat, email, and forms

Question 90

Speech (and Multiple) Disabilities
Output Design Considerations

Answer 90

The same output design considerations for blindness, low vision, motor disabilities, auditory disabilities, and cognitive disabilities

Question 91

(Speech Disabilities - ICT)
May be unable to communicate with voice-based technology tools like virtual meetings

Answer 91

Provide text-based alternative solutions such as chat, email, and forms

Question 92

(Speech Disabilities - ICT)
May have another disability that could be one or more of the following: hearing loss, difficulty with fine motor movements, processing information, or visual impairment

Answer 92

Ensure that all digital content is compatible with several assistive technologies such as screen readers

Provide captions and transcripts for video and audio materials

Check that digital content is keyboard accessible

Present information in multiple formats to assist with information processing

Question 93

(Speech Disabilities - Architecture & Built Environment)
May be a wheelchair user, or may have difficulty using hands or arms

Answer 93

Same solutions for motor disabilities

Question 94

(Speech Disabilities - General)
Difficulty with producing speech sounds

Answer 94

May use low tech AAC such as communication boards or gestures to supplement speech

May use high tech AAC such computer-generated voices to replace speech

Be patient and give people time to communicate thoughts; Ask for clarification, if necessary

Question 95

Seizure Disorders

Answer 95

Seizures are abnormal or erratic electrical impulses in the brain that interfere with a person’s ability to process information or, in some cases, control voluntary muscle movement. Some seizures can result in violent convulsions that put a person at risk of injury. Seizures can be caused by a wide range of circumstances including brain injury, dehydration, sleep deprivation, infections, fevers, drug overdoses, drug withdrawals, and even flashing lights. This last category is the one that is of interest to web developers.

Question 96

Photo-Epileptic Seizures

Answer 96

Putting flashing or strobe-type effects in videos, graphics, or animations can put some viewers at risk for seizures. Seizures caused by flashing lights are sometimes known as photo-epileptic seizures. Not all people with seizure disorders are sensitive to flashing lights. Seizures can be triggered by other conditions as well, most of which are completely out of the control of web designers. Still, web designers and media creators can choose to avoid flashing lights as a way to prevent possible injury to the viewers who are sensitive to such stimuli.

Question 97

(Seizure Disorders - ICT/General)
Sensitivity to flashing lights, blinking, and flickering stimuli

Answer 97

Avoid creating animations, videos, and other graphics, that have flashing or strobe-like effects whenever possible

If flashing content must be used, flashing should not last for more than three (3) seconds

Tools that may be helpful are flicker-free monitors, monitor glare guards, and non-glare glasses.

Question 98

Psychological/Psychiatric Disabilities

Answer 98

Psychological, or psychiatric disabilities, encompass a vast range of emotional and mental conditions. These conditions are first diagnosed as “mental illness”. When the mental illness disorder impacts daily major life activities, it then becomes a disability. Examples of psychological disabilities include depression, anxiety disorders, eating disorders, and schizophrenia.

Question 99

Anxiety Disorders

Answer 99

Anxiety disorders is the most common group of mental illnesses, or psychological disabilities. People with anxiety disorders persistently fear or worry about certain situations or objects. People will tend to avoid the situations or objects that provoke severe anxious reactions. These reactions are uncontrollable and can greatly affect a person’s way of living.

Question 100

Panic Disorder

Answer 100

An anxiety disorder that causes feelings of terror and impending doom. People who have panic disorder may experience symptoms that closely resemble a heart attack at any time: a fast heart rate, difficulty breathing (hyperventilation), chest pain and dizziness.

Question 101

Phobias

Answer 101

Are strong, excessive, paralyzing fears of particular objects or situations. Examples include claustrophobia, a fear of enclosed areas; arachnophobia, a fear of spiders and other arachnids; and social phobia, which may be a broad social fear or a specific social fear like talking to people or eating and drinking in front of people. Those who experience phobias may experience one or a combination of panic symptoms like a strong need to run away, a rapid heart rate, or difficulty breathing.

Question 102

Post-Traumatic Stress Disorder

Answer 102

PTSD is an anxiety disorder that may occur after a person has been exposed to a terrifying or traumatic event. Acts of violence, war, natural disasters, and other life-threatening events may cause PTSD. People with PTSD may have nightmares, flashbacks of the event, feel as if they are experiencing the event again, and may have feelings of worry, anger, sadness or guilt. Signs of PTSD may appear right after the traumatic event or when a significant amount of time has passed since the event’s occurrence.

Question 103

Obsessive-Compulsive Disorder

Answer 103

An anxiety disorder where a person has perpetually upsetting, distressing thoughts called obsessions. To alleviate the obsessions, a person will perform repeated, intentional acts called compulsions. For instance, if a person has a fear of germs, the person will repeatedly wash his or her hands or repeatedly clean his or her room.

Question 104

Mood Disorders

Answer 104

Mood disorders, also known as affective disorders or depressive disorders, cause erratic changes in a person’s mood. Mood disorders can cause mood fluctuations ranging from happiness to sadness, or lengthy periods of sadness. Below are a few of the common types of mood disorders.

Question 105

Depression

Answer 105

Characterized as a brain disorder. People who have depression may experience prolonged sadness, loss of interest in previously enjoyable activities, worthless feelings, or suicidal thoughts. Causes of depression can be genetic, biological, environmental, and psychological.

Question 106

Bipolar Disorder

Answer 106

A mood disorder that consists of cycling periods of feeling mania, or highs and happy feelings; and depression, or low, sad feelings.

Question 107

Seasonal Affective Disorder

Answer 107

SAD is a mood disorder that affects individuals during the fall and winter months. During these months, people with SAD experience depression possibly due to shortened daylight. Depression tends to lift during the spring and summer months.

Question 108

Schizophrenia

Answer 108

Schizophrenia is an extremely complex disorder. The causes of schizophrenia are unknown, but theories suggest that genetics and biology may be factors. Experiences with this disorder are generally categorized into two groups: “positive” and “negative.” Positive schizophrenia experiences involve hallucinations and delusions. People with positive schizophrenia see things and hear voices. Negative schizophrenia experiences involve a lack of motivation, a dreary mood, and isolating oneself from society. Additionally, people with schizophrenia experience difficulty expressing themselves, attention and memory deficits, and trouble controlling their movements.

Question 109

Attention Deficit Hyperactivity Disorder (ADHD)

Answer 109

A behavioral disorder where a person has difficulty focusing, paying attention, and controlling his or her behavior. The person may also be hyperactive. ADHD typically starts during childhood and may continue into adulthood. Causes of ADHD are unknown, but genetics and environmental factors may play a role in causing ADHD. Experiences with ADHD are divided into three subcategories: inattention, hyperactivity, and impulsivity.

Question 110

Inattention

Answer 110

Experiences that are mainly inattentive involve difficulty focusing and processing new information, being distracted easily, daydreaming, difficulty organizing and completing a task, and difficulty following instructions.

Question 111

Hyperactivity

Answer 111

Experiences that mainly involve hyperactivity include continuous talking, running around, fidgeting, touching things, and difficulty completing quiet tasks.

Question 112

Impulsivity

Answer 112

Experiences that are mostly impulsive involve lack of patience and difficulty waiting on things, shouting unsolicited remarks, difficulty controlling emotions, and interrupting activities or conversations.

Question 113

Personality Disorders

Answer 113

When a person’s behavior and experiences persistently deviate from cultural expectations, he or she may have a personality disorder. The patterns of behavior may develop in adolescence and continue well into adulthood. The person perceives his or her behavior as appropriate behavior. Therefore, personality disorders are considered pervasive and inflexible.

Question 114

Antisocial Personality Disorder

Answer 114

A personality disorder where a person exhibits a pattern of behavior that shows no regard for the rights of others and violates the rights of others. Though it may begin in childhood, usually people are not diagnosed with the disorder until after the age of 18. Those with antisocial personality disorder may fail to conform to social norms and laws, exhibit deceptive behaviors, habitually lie, and act impulsively and recklessly.

Question 115

Borderline Personality Disorder

Answer 115

A personality disorder where a person experiences long-term instability in mood, behaviors, relationships and self-image. Someone with borderline personality disorder may experience lingering feelings of loneliness, boredom, and anger. Reactions to situations may be extreme and range from panic to depression to rage. Relationships with family and friends tend to be unstable and volatile. A person with borderline personality disorder may partake in impulsive activities like substance or alcohol abuse, and exhibit self-harming or suicidal behaviors.

Question 116

Eating Disorders

Answer 116

Eating disorders are mental disorders that cause severe concern over food and weight. People with eating disorders develop emotions, attitudes, and behaviors that affect their eating habits. As with the other conditions, causes of eating disorders are unknown, but research is starting to suggest that a combination of biological, genetic, social, and psychological factors may contribute to causing eating disorders

Question 117

Anorexia nervosa

Answer 117

An eating disorder that causes a person to eat very little food and keep weight an at unhealthy low. Those with anorexia nervosa exhibit a strong fear for gaining weight. They may cut their food into very small pieces to eat, refuse to eat in front of people, exercise excessively, and may have a distorted perception of their body image.

Question 118

Bulimia nervosa

Answer 118

An eating disorder where a person eats a lot of food and then purges the food. The person tends to overeat, then senses a loss of control and self-disgust for overeating. As a result, the person feels the need to rid him or herself of the food, and does so through vomiting, using laxatives or diuretics, excessively exercising, or fasting.

Question 119

Compulsive, or binge, eating

Answer 119

An eating disorder characterized by eating a much larger amount of food in a shorter period of time than the amount that would normally be eaten. A person may feel out of control during an episode. Compulsive eating may involve eating much faster than normal, eating when there is no indication of hunger, eating between daily meals, and eating more than 5,000 calories in one sitting. Because of the compulsion to eat, a person may experience feelings of self-disgust or become depressed.

Question 120

(Psychological and Psychiatric Disorders - ICT/General)
Challenges with managing emotions or stress

Challenges/ Solutions

Answer 120

• Apps to manage mood, stress, and anxiety
• Guided meditation

Question 121

(Psychological and Psychiatric Disorders - General)
Challenges displaying appropriate behavior

Challenges/Solutions

Answer 121

• Behavior chart
• Point sheets
• Goal tracking
• Positive reinforcement and rewards

Question 122

Multiple/Compound Disabilities

Answer 122

As the term suggests, people with multiple, or compound, disabilities have a combination of two or more disabilities that may involve speech, motor, visual and hearing impairments, as well as a learning disability or an intellectual disability.

The term “multiple disabilities” does not disclose what disabilities are involved, how many disabilities, or the degree of each disability. There are a number of possible combinations of disabilities. A person may have a motor disability in conjunction with an intellectual disability. Another individual may have autism along with a speech impairment. Some individuals may have three disabilities. It is not so much about the number of disabilities, but the impact of the combined disabilities and how the disabilities combined should be accommodated.

Question 123

Accessibility for Multiple Disabilities

Answer 123

Accessibility for people with multiple disabilities is rooted in the individual’s specific needs. If needed, communication should be supported through augmentative and alternative communication such as sign language, tangible symbols, or computer-generated speech. Those with multiple disabilities may also benefit from using assistive technologies to help overcome functional limitations and support communication. Since it is difficult to discern what an individual with multiple disabilities may need, providing support for both augmentative and alternative communication and assistive technologies, and following accessibility standards, are key for making physical and technological environments more accessible.