1193.41(i) Operable with limited cognitive skills

Explanation

Provide at least one mode that minimizes the cognitive, memory, language, and learning skills required of the user.

Strategies

1. Many individuals have reduced cognitive abilities, including reduced memory, sequence tracking, and reading skills. This does not necessarily prevent these persons from using a telecommunications product or feature.

2. The following strategies are extensions of techniques for making products easier for everyone to learn and use:

1. Use standard colors and shapes and group similar functions together. On products which have some controls that are used by everyone and other controls which would only be used by advanced users, it is generally good practice to separate the two, putting the more advanced features behind a door or under a separate menu item.
2. Products which read the contents of the display aloud, or controls which announce their settings, are easier for individuals who have difficulty reading.
3. Design products that are self-adjusting to eliminate additional controls which must be learned, and reduce the visual clutter.
4. On products which have sign-in procedures, allow user settings to be associated with them when they sign in or insert their identification card. The system can then autoconfigure to them. Some new "smart cards" are being designed with user preferences encoded on the card.
5. Where a complex series of steps is required, provide cuing to help lead the person through the process. It is also helpful to provide an "undo" or back up function, so that any mistakes can be easily corrected. Most people will find this function helpful.
6. f. Where functions are not reversible, request some type of confirmation from the user before proceeding. On labels and instructions, it is helpful to use short and simple phrases or sentences. Avoid abbreviations wherever possible. Eliminate the need to respond within a certain time or to read text within a certain time.

Use speech recognition technology (Francik et al, 1999).

Use amplification and soundfield equalization to make sure that the user can hear any audio output (Vanderheiden and Vanderheiden, 1991; Francik et al, 1999).

Provide a headphone jack or otherwise isolate auditory information from background sounds. (Vanderheiden and Vanderheiden, 1991).

Present auditory information continuously or repeatedly until required action is taken (Vanderheiden and Vanderheiden, 1991).

Use distinctive ring tones to allow user to discriminate his/her device from any others in the environment that are similar (Francik et al, 1999).

Features that Address this Guideline

Any-button answer.
Auto-answer.
Automatic redial.
Buffer dialing/dialed number display.
Color coded controls.
Controls grouped by function.
Redial.
Simple selections.
Simplified controls.
Speech recognition controls.
Speech recognition of outgoing spoken content.
Speech synthesis announcement of functions, status.
Speech synthesis of incoming text content.
Speed dial.
Transfer number from Caller ID into speed dial.
User can dial 911 without dialing ‘9’ first.
Variable or composable signal tones.