Teaching · Special Education

Watch real people use it. Write down where it breaks.

Set up the session with the right supports, give plain tasks, and mark each outcome and the problems you see. The summary ties each problem to the design objective that fixes it.

Start a test sessionWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The test session

One record per participant and session. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Completion rates, errors and time for one session, the problems seen with the design objective each points to, and gaps in how the session was run.
Who it is for
Accessibility leads, special education teachers, instructional designers and school web and app teams.
Format
Browser form. One saved record per participant and session; printed with its summary or as a blank form; CSV of the tasks; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
one clear next step
Drawn for this page. Most problems people with cognitive disabilities meet are design problems: too many choices, unclear words, no way back.

How to use it

  1. Start a session with a participant number, never a name.
  2. Offer the supports first: plain-language consent, breaks, the right to stop.
  3. Give one task at a time, in plain words, and mark the outcome.
  4. Watch for each problem and write down what they say, word for word.
  5. Run several sessions, then fix the problems that repeat.

Start a test session

How to run a session

Why test with people

Automated checkers cannot tell whether a page is understandable. Watching people with cognitive and learning disabilities try real tasks shows where the design asks too much.

Running it kindly

Keep tasks short and plain, offer breaks, make clear it is the design being tested and not the person, and stop when they want to. Include people with disabilities in planning, not only as participants.

What it is not

Not a conformance audit. Testing to improve a product is usually not formal research, but check your district’s rules before testing with students, and get family permission for minors.

Sources

  1. W3C. Making Content Usable for People with Cognitive and Learning Disabilities, Working Group Note, 2021, w3.org/TR/coga-usable.
  2. W3C. Web Content Accessibility Guidelines (WCAG) 2.2, success criterion 2.2.1 Timing Adjustable, w3.org/TR/WCAG22.
  3. W3C Web Accessibility Initiative. Involving Users in Evaluating Web Accessibility, w3.org/WAI.
  4. W3C Web Accessibility Initiative. Supplemental guidance to WCAG: cognitive accessibility design patterns, w3.org/WAI/WCAG2/supplemental.

The example session and form are made up. Support: team@caveatacademic.com.