Search, read and write: An inquiry into Web accessibility for dyslexics
Peer reviewed, Journal article
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Original versionPetrie, Helen; Darzentas, Jenny; Walsh, Tanja; Swallow, David; Sandoval, Leonardo; Lewis, Andrew; Power, Christopher [Eds.] Universal Design 2016: Learning from the past, designing for the future p. 450-460 Studies in Health Technology and Informatics, IOS Press, 2016 http://dx.doi.org/10.3233/978-1-61499-684-2-450
Universal design in context of digitalisation has become an integrated part of international conventions and national legislations. A goal is to make the Web accessible for peop le of different genders, ages, backgrounds, cultures and physical, sensory and cognitive abilities. P olitical demands for universally designed solutions have raised questions about how it is achieved in practice. Developers, designers and legislators have looked towards the Web Content Accessibility Guidelines (WCAG) for answers. WCAG 2.0 has become the de facto standard for universal design on the Web. Some of the guidelines are directed at the general population, while others are targeted at more specific user groups, such as the visually impaired or hearing impaired. Issues related to cognitive impairments such as dyslexia receive less attention, although dyslexia is prevalent in at least 5 - 10% of the population. Navigation and search are two common ways of using the Web. However, while navigation has received a fair amount of attention, search systems are not explicitly included, although search has become an important part of people’s daily routines. This paper discusses WCAG in the context of dyslexia f or the Web in general and search user interfaces specifically. A lthough certain guidelines address topics that affect dyslexia, WCAG does not seem to fully accommodate users with dyslexia .