The information in this section considers online environments as containers for and providers of content, which users must both navigate and interact with to expand their understanding. These dual roles have cognitive impacts when information is not neuroinclusive and fully accessible.
User Interfaces
User interfaces include the many different ways that we share content online: a website, an online catalog, a LibGuide or similar type of online pathfinder, digital repositories, and more.
Recent federal action has strengthened legal requirements for web accessibility. A 2024 final rule under Title II of the Americans with Disabilities Act (ADA) requires state and local government entities, including public universities and their libraries, to meet WCAG 2.1 Level AA standards for web content and mobile applications. The specifics of compliance vary somewhat depending on the institution; see State and Local Governments: First Steps Toward Complying with the Americans with Disabilities Act Title II Web and Mobile Application Accessibility Rule.
Neuroinclusive design practices align closely with these requirements: consistent layouts, plain language, clear navigation, and limited visual clutter all support WCAG criteria while addressing many needs of neurodiverse users.
Recommended practices for creating neuroinclusive user interfaces include:
- Simplify interfaces by removing visual clutter and clarifying design and language. This is similar to signage and wayfinding in physical environments.
- Develop and use consistent layouts to preserve cognitive load (Wheeler, 2024).
- Within these layouts, when elements and/or interactions are similar, their results should also be similar (WebAIM, 2020).
- These patterns support consistent user interactions and help reduce user errors (Ford Williams, 2021).
- Support adaptation and personalization, such as through add-ons or extensions (W3C, 2021).
Communication Styles & Support
While communication in online spaces is primarily text-based, it also incorporates icons and images, videos, and audio. Online communication must also support different types of assistive devices that may be used to support a variety of needs, including screen readers, magnifiers, and more.
- Use plain language.
- Federal plain language guidelines (Plain Language Action and Information Network with support from the General Services Administration)
- What is plain language? (Plain Language Association International)
- Avoid idioms, metaphors, jargon, and figures of speech (Patterson, 2022 (video)).
- Straightforward sentences and lists are better than paragraphs. (Avoid “walls of text.”)
- Use descriptive text for links or buttons that clearly indicate their functions (e.g., Get [article title] instead of Click here).
- Consider appropriate use of icons and images. Pair icons with visible text labels to clarify meaning. (Patterson, 2022 (video))
- Share alternative formats to support different types of information processing.
Connections with Universal Design for Learning
Universal Design for Learning is more aligned with instructional practices, but these elements related to communication also apply to online environments.
- Provide multiple paths to initiate communication (Anderson, 2020).
- Share clear frameworks/structures/contexts when providing multiple options (Anderson, 2020). Multiple options without context can contribute to cognitive overload, and it can be more helpful to share reasons, expectations, and/or benefits for each option.
- Provide multiple formats and opportunities for communication (Anderson, 2020).
Promotion & Awareness
Library websites can be used to raise awareness about accessibility onsite. Describe accommodations in physical environments, instructional practices, workplace practices, interactions, and more.
- Use online spaces to demonstrate awareness of and support for neurodiverse needs. (Bloss, Haberstroh, Harmon, & Schellinger, 2020, p. 183).
- Clearly indicate online options that are comparable to in-person options. (Bloss, Haberstroh, Harmon, & Schellinger, 2020)
- Some examples include reference and consultation services (chat, email, video, etc.), loan request forms, and more.
- Include information for expectations and parameters, such as if the services are only available during certain times.
Recommended Resources
The following resources share checklists and principles that may help guide specific actions to improve neuroinclusive accessibility in online spaces.
- Cognitive UX Design Principles from a Neurodivergent Perspective: A blog post from Gareth Ford Williams, accessibility and inclusive design strategist. This is a set of UX design principles with practical implementation guidance, shared from a neurodivergent person’s perspective.
- Evaluating Cognitive Web Accessibility: WebAIM shares principles of cognitive web accessibility, followed by a checklist to address the list of principles.
- Making Content Usable for People with Cognitive and Learning Disabilities: A Working Group Note from the Cognitive and Learning Disabilities Accessibility Task Force (Coga TF), W3C. The document shares “aims and objectives for usable content; design patterns (ways) to make content usable; including users in research, design, and testing activities; personas; and user needs.”
- Neurodiversity Design System: A set of standards and principles that combine neurodiversity and user experience design for Learning Management Systems. Many of these recommendations also apply to library-related user interfaces. This article includes a collection of design principles informed by the needs of neurodiverse users and learners and a collection of learner personas that characterize real traits and qualities of learners and users of an LMS.
Bibliography
Anderson, A. (2020). Universal design online and students on the autism spectrum: Is it a match? Paper presented at the Society for Information Technology & Teacher Education International Conference 2020, Online. (Old Dominion University Digital Commons)
Bloss, J. E., Haberstroh, A., Harmon, G. J. C., & Schellinger, J. (2020). Library services. In E. M. H. Coghill & J. G. Coghill, Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support Services, and Academic Learning Environments (pp. 182–203). Rowman & Littlefield Publishers, Incorporated.
Ford Williams, G. (2021). Cognitive UX design principles from a neurodivergent perspective. LinkedIn.
Patterson, P. (2022). The intersection between cognitive disabilities and the user experience. Accessibility Days 2022. slides /recording (non-captioned) /recording (captioned)
W3C. (2021). Making content usable for people with cognitive and learning disabilities.
WebAIM. (2020). Evaluating cognitive web accessibility.
Wheeler, D. (2024). Instructional design on neurodiverse learners’ cognitive load in online learning environments: A phenomenological study. [Dissertation, South College].