UX for all
UXD for the ADHD and dyslexic user
Creating products that are accessible to all — not just the neurotypical.
Over the years, UXD has placed more and more emphasis on creating accessible products that accommodate and promote success amongst all users, no matter their abilities. These changes have been primarily focused on accommodating physical disabilities, and this is a great step towards creating a more accessible user experience.
But what about users with psychological and learning disabilities? Psychological and learning disabilities are invisible. They aren’t as easily understood by the public, and because of this, it can be more challenging to define and accommodate their needs.
Speaking from my own experience, there historically haven’t been many resources available specifically for the use of nuerodivergent people. However in today’s tech-driven society, it is imperative that we provide accessible technology.
A neurodiverse perspective on accessibility
I was diagnosed with ADHD and Dyslexia when I was nine years old. At the time, I was struggling to keep up with my classmates- specifically when it came to reading and writing.
The initial diagnosis took some weight off of my chest. It assured me that my struggles were not a reflection of my intelligence. But that didn’t stop others from forming their own opinions about my abilities.
For the Percy Jackson fans out there — no, I have yet to develop any magical power or the ability to transcribe ancient greek. However, if I had to guess which God or Goddess I descended from, I’d say Athena.
If you spent any time in the American public school system, you probably know what I’m talking about when I say there weren’t a ton of resources — especially resources specifically tailored to students with learning disabilities. We were told that in order to succeed we’d have to work twice as hard as the other (neurotypical) students. Even still, there were always going to be things we wouldn’t be able to accomplish.
This notion speaks to a system built to benefit those with a singular skillset. While I was able to adapt and exceed others’ expectations, it didn’t come without its drawbacks. The stress of trying to fit into the concrete mold that the school system forces students through caused emotional and physical fatigue. This inevitable burnout then caused me, as an elementary school student, to question my potential. What was I going to be able to accomplish in life?
This exclusionary system placed perceived limits on my potential career opportunities and educational goals — limits that neurotypical students didn’t consider until much later, if ever.
Thanks, Public School. Way to boost a nine year olds’ self esteem.
Online resources aren’t much better. Most research that discusses ADHD and Dyslexia defines the two disorders by their weaknesses.
On the other hand, the unique abilities that neurodiverse people have are rarely mentioned.
The Centers for Disease Control and Prevention (CDC) defines ADHD as being “one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.”
The Mayo Clinic defines Dyslexia as, “Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language.”
However, children with learning disabilities often express unmatched creativity, perseverance, and empathy.
All this being said, while creativity, perseverance, and empathy are all positive attributes, they were not things that the public system recognized as success. I decided at a young age that I would become an advocate for the next generation of neurodiverse children. My first instinct was to become a special education teacher, but remembering how much the public school system underfunded these programs kept me from doing so.
Then, I found UXD. Creativity, perseverance, and empathy, while undervalued in the educational system, are fundamental pillars of user experience.
UXD has the potential to change the lives of the differently-abled… Both as a user, and a professional.
An important aspect of UX design is accessibility. Unlike the American public school system, UXers’ goal is to design products for success — and not just for a subset of people whose brains and bodies work a certain way. Focusing on accessibility as a UX designer means you’re creating products that can be easily used by any person, no matter their abilities.
Using empathy is imperative, as analyzing the accessibility of a product effectively requires you to put yourself in the user’s shoes. Empathy allows UX designers to assess whether or not a product is clear, accessible, and helpful. And, when it’s not, UXers can identify the problem, and collaborate their way towards a solution that works for everyone.
Learning disabilities are internal, easily masked, and often overlooked. As such, designing user interfaces for those with ADHD and dyslexia isn’t as straight-forward as, say, making your UI screen-reader compatible.
Side note: I don’t want to diminish screen-reader compatibility. It is an amazing tool for people with dyslexia, as hearing content rather than reading it can be easier for them.
So, here are a few things to look out for when engineering success into your products:
1. Use simple, universal designs that promote success for everyone.
Sometimes, designing outside the box can solve problems that the average user wouldn’t notice. However, some universal design elements are universal for a reason. User interfaces can be creative and can reflect your brand’s image, but the basic elements of your product should ultimately be recognizable.
Now, I’m aware that universal design might sound like a daunting and somewhat vague task. However, there are a number of great resources pertaining to universal UX design such as the National Disability Authority’s (NDA) 7 Principles of Universal Design.
According to the NDA, the 7 Principles of Universal design are as follows:
- Equitable Use: A designer’s effort to create products that are both useful and marketable to people with disabilities. This means ensuring each user has the same experience regardless of their abilities.
- Flexibility in Use: Designs need to be flexible in order to accommodate a range of abilities and user preferences.
- Simple and Intuitive: Making sure the design is easy to understand regardless of a user’s knowledge, understanding, and (if any) language barriers
- Perceptible Information: The design is able to communicate important and necessary information successfully regardless of the user’s sensory abilities.
- Tolerance for Error: Minimizing the risks of hazards and any potential consequences of accidental actions in designs.
- Low Physical Effort: Designs can be navigated and used without causing the user fatigue.
- Size and Space for Approach and Use: Ensuring that a users’ approach and manipulation of a product is not dependent on their mobility, or size.
If you are interesting in learning more about the 7 Principles of Universal Design, you can read more about the principles as well as the NDA’s suggestions here: The 7 Principles
2. Don’t shame users for struggling with certain functions of your product.
When a user can’t navigate your product, they should never feel like it’s their fault. Write notifications in a non-blaming way, and make help easy to find.
This issue often arises in the case of writing error messages. An error message should always be helpful, and never leave the user feeling ashamed or at fault. Avoid language that implies blame, such as “you have made a mistake.” Instead, use a passive voice for error messages.
Additionally, error messages should include context and solutions, rather than only noting the mistake. Giving the user more information about why the error happened is the best way to ensure a users’ future success and understanding.
3. Ensure your content is clear, concise, and well organized.
Well organized and concise content can prevent cognitive overload. This means that a user will be able to comprehend the information without feeling overwhelmed or experiencing mental fatigue.
- Using plain language and writing in concise, to-the-point sentences.
- Avoiding leet speak, or the use of mixed number and letter phrases.
Have a story of your own? Write with us! Our community thrives on diverse voices — let’s hear yours.
