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SECTION 1 — Domain I Article

Title: "Domain I — Disabilities, Challenges & Assistive Technologies"

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Domain I represents 40% of the CPACC exam. It covers theoretical models of disability, types of disabilities and their barriers, assistive technologies (AT), demographics, and disability etiquette.

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1A. THEORETICAL MODELS OF DISABILITY

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No single model fully explains disability. The CPACC BoK presents seven key models:

MEDICAL MODEL

Views disability as an individual problem (a defect or disease) requiring medical treatment, cure, or rehabilitation. The problem is located in the person.

• Strength: addresses real biological causes; enables clinical treatment.

• Weakness: overlooks social, environmental, and attitudinal barriers.

SOCIAL MODEL

Argues that disability is created by society's barriers — physical, attitudinal, and communicative — not by the person's impairment. Most aligned with accessibility work.

• Strength: drives barrier removal and inclusive design.

• Weakness: may underemphasize real medical needs.

BIOPSYCHOSOCIAL MODEL

The foundation of WHO's International Classification of Functioning (ICF). Disability results from the interaction of biological, psychological, and social factors.

ECONOMIC MODEL

Defines disability through inability to participate in the workforce. Most useful for determining social security benefit eligibility.

CHARITY MODEL

Views people with disabilities as objects of pity needing benevolent help. Criticized for being paternalistic and not recognizing autonomy.

FUNCTIONAL SOLUTIONS MODEL

Focuses on practical AT solutions to help individuals perform tasks. This is the basis for most accessibility and AT professional work.

SOCIAL IDENTITY / CULTURAL AFFILIATION MODEL

Disability as cultural identity and source of pride — best exemplified by Deaf Culture, where many Deaf people do not consider deafness a disability.

Exam tip: The Social Model is most aligned with accessibility and the CRPD. The Medical Model locates the problem in the person. The Functional Solutions Model is the basis for AT professional work.

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1B. CATEGORIES OF DISABILITY & BARRIERS

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VISUAL DISABILITIES

Includes blindness, low vision, color blindness, and visual field loss.

Common ICT barriers: missing alt text, insufficient color contrast (below 4.5:1), content that cannot be resized, color as the only means of conveying information.

AUDITORY DISABILITIES

Includes deafness, hard of hearing, and deafblindness.

Common ICT barriers: audio-only content with no captions or transcripts.

MOTOR / MOBILITY DISABILITIES

Includes paralysis, amputation, arthritis, MS, ALS, cerebral palsy, spinal cord injury, and tremors.

Common ICT barriers: mouse-only interfaces, time limits, small click targets.

COGNITIVE DISABILITIES

Includes dyslexia, ADHD, dyscalculia, autism, intellectual disability, and TBI.

Common ICT barriers: complex language, cluttered design, information overload, time limits.

SEIZURE DISORDERS

Photosensitive epilepsy: seizures triggered by flashing lights or patterns.

WCAG SC 2.3.1: no content may flash more than 3 times per second.

SPEECH DISABILITIES

Includes stuttering, aphasia, dysarthria, and mutism.

PSYCHOLOGICAL / MENTAL HEALTH DISABILITIES

Includes anxiety, depression, PTSD, and OCD. Predictable, consistent UI design reduces cognitive load and anxiety triggers.

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1C. ASSISTIVE TECHNOLOGIES (AT)

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AT are products, devices, systems, or items that help people with disabilities perform tasks they might otherwise find difficult or impossible. AT is not limited to computer-based solutions (e.g., a cardboard communication board is AT).

For visual disabilities:

• Screen readers (JAWS, NVDA, VoiceOver) — convert text and UI to speech or braille

• Refreshable braille displays — tactile braille output for silent reading

• Screen magnifiers — enlarge content for low vision users

• Audio description — narrates visual content in video for blind users

For auditory disabilities:

• Cochlear implants — surgical device providing sound perception to profoundly deaf individuals

• Hearing aids — amplify sound without surgery

• Captions (closed and open), CART (real-time captioning)

• FM / induction hearing loops — transmit audio directly to hearing aids in public spaces

• Sign language interpretation

For motor disabilities:

• Eye gaze systems — computer control via eye movement

• Sip-and-puff devices — computer control by inhaling or exhaling

• Voice recognition software (e.g., Dragon) — reduces keyboard/mouse dependence

• Ergonomic keyboards, trackballs, oversized mice, head mouse, switches

For cognitive disabilities:

• Word prediction software — reduces typing demands (also helps motor impairment)

• Text-to-speech (TTS) — aids dyslexia, ADHD, and low literacy

• AAC (Augmentative and Alternative Communication) devices — for speech and cognitive disabilities

• Simplified interfaces, visual schedules, reminders

A challenge with AT: AT can depend on other user agents (browsers, plugins, media players) that may not always be compatible or reliable.

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1D. DEMOGRAPHICS

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• Approximately 15% of the world's population has some form of disability (WHO) — the world's largest minority.

• ~80% of global blindness is preventable or treatable (cataracts, refractive errors, glaucoma).

• Non-communicable chronic diseases (diabetes, cardiovascular, respiratory) are the largest and fastest-growing source of disability globally.

• Lower employment rates are the primary economic factor leading people with disabilities to poverty.

• Disabilities can be permanent, temporary, or episodic (e.g., MS flare-ups, migraines, lupus).

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1E. DISABILITY ETIQUETTE

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Person-first language: "person with a disability" — emphasizes the person before the condition. Generally preferred in the CPACC BoK.

Identity-first language: "Deaf person" or "autistic person" — preferred by many Deaf and autistic communities who view their condition as a cultural identity, not a deficit.

Key rules:

• Speak directly to the person with a disability, not to their companion or interpreter.

• Ask before offering physical assistance — never assume the person needs help.

• Never assume inability to complete tasks independently.

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SECTION 2 — Domain II Article

Title: "Domain II — Accessibility & Universal Design"

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Domain II represents 40% of the CPACC exam. It covers WCAG 2.2, Universal Design principles, UDL, and the relationship between accessibility, usability, and UX.

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2A. ACCESSIBILITY, USABILITY & UX

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These three concepts are related but distinct:

• Accessibility: ensures minimum access for people with disabilities — often a legal requirement. Focuses on whether people CAN use a product.

• Usability: focuses on ease of use for everyone — how efficiently, effectively, and satisfactorily users can complete tasks.

• User Experience (UX): the overall satisfaction and positive experience a person has with a product — the broadest of the three.

• Universal Design: proactive design for all people from the start, without the need for adaptation or specialized design.

• Reasonable accommodation: reactive, individual-specific modification made when a person with a disability requests it.

The curb-cut effect: accessibility features designed for disability end up benefiting everyone. Example: captions help deaf users but also people in noisy environments, non-native speakers, and learners.

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2B. BENEFITS OF ACCESSIBILITY

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The business case for accessibility includes:

• Market size: ~1 billion people with disabilities worldwide (~15% of global population)

• Legal risk reduction: avoiding lawsuits and regulatory penalties

• Innovation: designing for extreme users improves products for everyone

• Brand reputation: inclusive organizations attract diverse customers and talent

• Cost savings: building accessibility in from the start is far cheaper than retrofitting

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2C. WCAG 2.2 — THE POUR PRINCIPLES

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WCAG (Web Content Accessibility Guidelines) is developed by W3C WAI and is the global standard for web accessibility. WCAG 2.0 is also ISO/IEC 40500:2012. WCAG 2.2 was published in October 2023.

The four principles form the acronym POUR — note that "Sustainable" is NOT a WCAG principle.

PERCEIVABLE

Information must be presented in ways users can perceive. Key requirements:

• SC 1.1.1: text alternatives for all non-text content (alt text, transcripts)

• SC 1.2.2: captions for prerecorded synchronized media

• SC 1.2.5: audio descriptions for prerecorded video

• SC 1.4.3: color contrast minimum 4.5:1 for normal text; 3:1 for large text (18pt or 14pt bold)

• SC 1.4.4: text resizable to 200% without AT and without loss of content

• SC 1.4.1: color cannot be the only means of conveying information

OPERABLE

All functionality must be operable. Key requirements:

• SC 2.1.1: all functionality operable via keyboard without specific timing

• SC 2.1.2: no keyboard traps — focus can always be moved away

• SC 2.3.1: no content flashes more than 3 times per second

• SC 2.4.1: skip navigation links to bypass repetitive content

• SC 2.4.7: visible focus indicators on keyboard-operable UI

• SC 2.5.8 (WCAG 2.2 new): minimum touch target size 24×24 CSS pixels

UNDERSTANDABLE

Content must be clear and predictable. Key requirements:

• SC 3.1.1: default human language of each page programmatically determinable

• SC 3.2.1: no context change when a component receives focus

• SC 3.3.1: input errors identified and described in text

• SC 3.3.2: labels or instructions provided for user input

ROBUST

Content must be compatible with current and future assistive technologies:

• SC 4.1.2: name, role, and value of all UI components programmatically determinable

• ARIA: used to add accessibility semantics to dynamic web applications

WCAG CONFORMANCE LEVELS

• Level A — minimum requirements

• Level AA — the standard required by most laws worldwide

• Level AAA — maximum; not always achievable for all content

WCAG 2.2 NEW CRITERIA (vs 2.1)

• SC 2.4.11 Focus Not Obscured (AA)

• SC 2.4.12 Focus Appearance (AAA)

• SC 2.5.7 Dragging Movements (AA) — dragging must have a single-pointer alternative

• SC 2.5.8 Target Size Minimum (AA) — 24×24 CSS pixels

• Removed: SC 4.1.1 Parsing (modern AT handles HTML errors adequately)

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2E. UNIVERSAL DESIGN (UD) — 7 PRINCIPLES

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Universal Design was coined by Ronald Mace at NC State University's Center for Universal Design in 1997. It means designing products and environments to be usable by all people, to the greatest extent possible, without adaptation or specialized design.

The 7 UD Principles:

1. Equitable Use — useful to all people without segregation

2. Flexibility in Use — accommodates diverse preferences and abilities; accommodates right- and left-handed access

3. Simple and Intuitive Use — easy to understand regardless of experience, knowledge, language, or literacy level (example: airport pictogram signs)

4. Perceptible Information — communicates information effectively using multiple modes (pictorial, verbal, tactile) regardless of ambient conditions or sensory abilities

5. Tolerance for Error — minimizes hazards and adverse consequences of accidental actions; includes fail-safe features and undo functionality

6. Low Physical Effort — efficient and comfortable use with minimum fatigue

7. Size and Space for Approach and Use — adequate size and space for approach, reach, manipulation, and use regardless of body size or mobility

Related concepts:

• Inclusive Design: designing with people at the edges of typical ability ranges to improve for all

• Design for All: the European equivalent (EN 17161:2019)

• Life-span design: designing for users across all life stages including aging

• Reasonable accommodation: reactive, individual-specific modification (vs. UD which is proactive for all)

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2F. UNIVERSAL DESIGN FOR LEARNING (UDL)

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UDL (Universal Design for Learning) is a framework for flexible, inclusive instructional design developed by CAST (Center for Applied Special Technology). It is grounded in cognitive science and neuroscience.

UDL's three means of learning:

• Engagement (WHY of learning): recruiting interest, sustaining effort and persistence, self-regulation — motivating learners

• Representation (WHAT of learning): presenting content in multiple formats — text, audio, video, visual — to support diverse learners

• Action & Expression (HOW of learning): providing multiple ways for learners to demonstrate knowledge — physical action alternatives, expression options

UDL does not prescribe a single teaching method. It builds flexibility into curriculum design so all learners can access and demonstrate knowledge.

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SECTION 3 — Domain III Article

Title: "Domain III — Standards, Laws & Management"

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Domain III represents 20% of the CPACC exam. It covers international and national accessibility laws, standards, and organizational management of accessibility programs.

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3C. KEY LAWS AND STANDARDS

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UN CRPD (2006)

The Convention on the Rights of Persons with Disabilities was adopted by the UN General Assembly on December 13, 2006. It shifted disability policy from a charity/medical approach to a rights-based model.

• Article 9: requires states to ensure persons with disabilities have access to ICT, physical environments, and transportation.

• Important: the CRPD does NOT specifically mandate WCAG 2.0 — it urges accessibility without prescribing a technical standard.

• The Optional Protocol allows individuals to file complaints with the CRPD Committee.

MARRAKESH TREATY (2013)

Creates copyright exceptions to allow the creation and sharing of accessible format copies (e.g., braille, audio books) for persons with print disabilities (blind, low vision, or otherwise print-disabled).

ADA — Americans with Disabilities Act (US, 1990)

Signed by President George H.W. Bush on July 26, 1990. Covers five titles:

• Title I — Employment

• Title II — State and local government services (public transportation, websites)

• Title III — Public accommodations and commercial facilities (hotels, restaurants, theaters, websites)

• Title IV — Telecommunications (relay services for deaf/hard of hearing)

• Title V — Miscellaneous provisions

For digital accessibility, Title III is most relevant — courts have extended it to commercial websites.

SECTION 508 — Rehabilitation Act (US)

Requires US federal agencies to ensure their electronic and information technology (ICT) is accessible to people with disabilities.

• Based on WCAG 2.0 Level AA (2017 refresh)

• VPAT / ACR (Accessibility Conformance Report): vendor document proving Section 508 conformance, required in federal procurement

• Exception: "undue burden" — if full compliance imposes disproportionate cost, documentation is required and an accessible alternative must be provided where possible

EN 301 549 (Europe)

European standard specifying ICT accessibility requirements. Referenced by the EU Web Accessibility Directive.

• Aligned with WCAG 2.1 Level AA plus additional requirements for documents, mobile apps, and non-web software

• Key difference from Section 508: EN 301 549 = WCAG 2.1; Section 508 = WCAG 2.0

EU Web Accessibility Directive (2016/2102)

Applies to public sector bodies in EU member states.

• Requires an accessibility statement disclosing conformance level, known limitations, and contact information

• Enforced by member-state-designated monitoring bodies

European Accessibility Act (EAA)

Extends accessibility requirements to the private sector.

• Covers specific products and services: ATMs, computers, smartphones, e-commerce, online banking, transport services

• Applicable from June 28, 2025

AODA — Accessibility for Ontarians with Disabilities Act (Ontario, Canada)

Comprehensive provincial law covering customer service, information and communications, employment, transportation, and the built environment.

Section 255 / CVAA (US)

Require telecommunications manufacturers and service providers to make products and services accessible to people with disabilities.

Section 504 — Rehabilitation Act (US)

Prohibits disability discrimination in any program or activity receiving federal financial assistance.

Section 503 — Rehabilitation Act (US)

Requires federal contractors and subcontractors to take affirmative action in employing and advancing persons with disabilities.

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3F. ACCESSIBILITY MANAGEMENT

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ACCESSIBILITY MATURITY MODELS

Organizations progress through five levels:

1. Initial — informal, ad hoc approaches; no formal process

2. Established — processes beginning to be documented and formalized

3. Defined — standardized, documented, consistently applied across the organization

4. Managed — processes are measured and quantitatively controlled

5. Optimized / Mature — best practices fully documented and shared; active innovation pursued

Exam tip: A MATURE program = documented best practices + active innovation. An INITIAL program = informal approaches.

ACCESSIBILITY GOVERNANCE

Key elements of a well-governed accessibility program:

• Formal accessibility policy endorsed by top management

• Accessibility Champion: role model and advocate who leads initiatives and promotes awareness throughout the organization

• Training: developers, content authors, and non-technical staff each need different training

• Procurement: require VPAT/ACR from vendors before purchase to avoid costly retrofitting

• Monitoring: ongoing conformance measurement, user feedback, and program evaluation

• Feedback mechanism: simple public channel for reporting accessibility issues

ACCESSIBILITY TRAINING & INSTRUCTIONAL DESIGN

• Andragogy (Malcolm Knowles): principles of adult learning — adults are self-directed, experience-based, and motivated by relevance to their work. Adults need to know WHY they need to learn something.

• ADDIE model: Analysis, Design, Development, Implementation, Evaluation — standard instructional design framework

• Pre/post-assessments: establish baseline and measure knowledge change

• Scenario-based learning: connects abstract standards to real work situations — most effective for adult learners

• On-the-job performance reviews: best long-term measure of training effectiveness

BUSINESS CASE FOR ACCESSIBILITY

• ROI: reduced legal risk, new market segments, reduced remediation costs

• Legal risk reduction: proactive compliance reduces exposure to lawsuits and regulatory penalties

• Market expansion: ~1 billion potential users with disabilities worldwide

• Brand value: inclusive organizations attract diverse customers and talent

• Cost savings: building accessibility into development from the start is 10–100x cheaper than retrofitting

ACCESSIBILITY EVALUATION

A complete accessibility audit should combine three methods:

1. Automated testing (catches ~30–40% of issues)

2. Manual review (checks keyboard navigation, focus order, ARIA, semantic structure)

3. User testing with people with disabilities (catches issues automated tools cannot detect)

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SECTION 4 — Reference Material Article

Title: "How to Use the Glossary and Study Materials"

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This section contains reference materials to support your exam preparation.

GLOSSARY — KEY TERMS

The attached PDF glossary contains approximately 70 key terms you need to know for the CPACC exam, organized alphabetically. For each term you will find the definition and the domain where it appears most frequently.

Terms to pay special attention to:

• All 7 disability models (Medical, Social, Biopsychosocial, Economic, Charity, Functional Solutions, Social Identity)

• POUR (Perceivable, Operable, Understandable, Robust)

• All 7 Universal Design principles

• UDL three means (Engagement, Representation, Action & Expression)

• Key laws: ADA Titles, Section 508, EN 301 549, CRPD, EAA, AODA

• VPAT / ACR — what they are and when they are required

INTRODUCTION GUIDE

The Introduction Guide PDF includes:

• Full exam structure and domain weights

• Suggested 6-week study plan

• Complete list of acronyms and abbreviations used in the CPACC BoK

HOW TO STUDY FOR THE PRACTICE TEST

• In Section 5, the Practice Test has 347 questions aligned to the CPACC BoK 2023.

• Tip 1: Take the test domain by domain first (filter by Domain I, II, III) before doing a full mixed test.

• Tip 2: Review the explanation for every wrong answer — understanding why is more valuable than just knowing the correct answer.

• Tip 3: If you score below 65%, focus on the domains where you had the most errors before retaking.

• Tip 4: The real CPACC exam is approximately 105 questions in 2.5 hours. Passing score is approximately 65–70%.

EXAM DAY CHECKLIST

Before your exam:

☐ Review all 7 disability models and be able to identify scenarios for each

☐ Know the POUR principles and which WCAG success criteria fall under each

☐ Know all 7 Universal Design principles by number and name

☐ Know the key US laws (ADA Titles, Section 508) and international laws (CRPD, EN 301 549, EAA, AODA)

☐ Understand the difference between Section 508 (WCAG 2.0) and EN 301 549 (WCAG 2.1)

☐ Know that the CRPD does NOT mandate WCAG 2.0 specifically

☐ Know the 5 maturity levels for accessibility programs

☐ Know what a VPAT/ACR is and when it is required

Good luck — you are ready!