What Happens When You Design for the Edges?
Everyone Benefits. Most digital spaces still treat accessibility like a checkbox and neurodivergence like an afterthought. But what if we flipped the script?
Instead of designing for a mythical “average user,” what if we built our systems around real human diversity, starting with the very people most likely to be excluded?
Neurodivergent users (Autistic, Dyslexic, ADHD, and beyond) bring a unique set of needs to the table. But here’s the secret: meeting those needs doesn’t just benefit them. It creates cleaner, clearer, more humane digital experiences for everyone.
In this post, I’ve expanded the WCAG 2.2 Success Criteria into a practical accessibility grid, mapping how each criterion supports Autistic users, Dyslexic users, and users with ADHD. It’s not just a cheat sheet, it’s a mindset shift.
Let’s break it down.
| WCAG Success Criterion | What It Means | Autism Friendly | Dyslexia Friendly | ADHD Friendly |
| 1.4.3 Contrast (Minimum) | Text must have enough contrast against the background. | Reduces visual sensory overload. | Makes text easier to recognize and decode. | Sharpens focus on key content without visual distraction. |
| 1.4.4 Resize Text | Users must be able to resize text up to 200% without losing content or function. | Allows customization for comfort and processing ease. | Critical for adjusting fonts to improve legibility. | Supports individual focus needs (larger text = faster scanning). |
| 1.4.13 Content on Hover or Focus | Content that appears on hover/focus must be dismissible, persistent, and not interfere with tasks. | Prevents surprise popups that derail focus. | Reduces text movement that causes disorientation. | Keeps attention locked without chaotic interruptions. |
| 2.2.1 Timing Adjustable | Users must be able to extend or turn off time limits. | Reduces anxiety and supports slower information processing. | Provides extra time for careful reading and decoding. | Crucial for task management; supports completing actions despite distractions. |
| 2.2.6 Timeout (New in 2.2) | Warn users of impending inactivity timeouts and allow extensions. | Prevents stressful loss of work during hyper-focus or shutdowns. | Gives more time to reread or navigate complex material. | Critical during attention lapses or multi-tasking interruptions. |
| 2.4.6 Headings and Labels | Headings and labels must describe topic or purpose. | Clarifies structure; reduces cognitive load. | Breaks text into easier-to-process sections. | Makes skimming faster and helps sustain focus. |
| 2.4.7 Focus Visible | The keyboard focus indicator must be visible. | Increases control over interface navigation. | Helps track location when moving through content. | Reduces “where was I?” moments – supports working memory. |
| 2.5.7 Dragging Movements (New in 2.2) | Provide alternatives for drag-and-drop actions. | Avoids frustration with motor/coordination challenges. | Avoids text or item misplacement due to visual tracking issues. | Reduces motor coordination load under time pressure. |
| 2.5.8 Target Size (Minimum) (New in 2.2) | Interactive targets must be big enough (at least 24x24px) for easy clicking. | Easier interaction during fine-motor difficulties. | Helps prevent mistakes during navigation. | Supports impulsive clicking with forgiving target sizes. |
| 3.1.5 Reading Level | Content that requires reading ability beyond lower secondary school must have simpler alternatives. | Plain language supports literal thinkers and processing differences. | Essential for decoding text easily and accurately. | Helps keep focus and reduces the mental effort needed to parse complex language. |
| 3.2.3 Consistent Navigation | Navigation must stay consistent across pages. | Creates predictability and lowers cognitive strain. | Reduces confusion; aids memory of page layouts. | Prevents derailment caused by interface changes. |
| 3.2.4 Consistent Identification | Components that look the same must behave the same. | Avoids surprises that cause processing delays. | Supports intuitive understanding without second-guessing. | Helps stay organized mentally by linking form and function clearly. |
| 3.3.2 Labels or Instructions | Provide labels or instructions when user input is required. | Guides the successful completion of tasks without needing guesswork. | Prevents misinterpretation of forms and inputs. | Keeps working memory focused on tasks instead of figuring out unclear steps. |
| 3.3.6 Accessible Authentication (New in 2.2) | Must provide authentication without requiring memory tests (like remembering a password). | Removes barriers caused by executive dysfunction. | Reduces memory strain while authenticating. | Prevents loss of focus or anxiety during login processes. |
Other Neurodivergent Groups to Consider (beyond Autism, Dyslexia, ADHD):
| Group | Core Design/Accessibility Needs | Notes |
| Dyspraxia (DCD) | Fine motor control difficulties, sequencing problems, spatial issues. | Overlaps heavily with drag-and-drop issues, target size issues, and time management support. Very similar to ADHD and Autism needs. |
| Tourette Syndrome | Tics may interrupt attention, communication challenges. | Needs flexible communication, timeout forgiveness, not heavily unique compared to ADHD+Autism columns. |
| OCD (Obsessive-Compulsive Disorder) | Need for control, predictability, perfectionism, and cognitive overload if too many variables. | Predictable structure, minimal surprise changes – already deeply covered under Autism practices. |
| Dyscalculia | Number processing difficulty. | Relevant for math-heavy tasks. Might need visual alternatives, verbal explanations of numbers. A bit more niche unless you’re designing finance/education apps. |
| Auditory Processing Disorder (APD) | Difficulty processing auditory information, even with normal hearing. | Critical need for written text alternatives for any audio content. Also overlaps with Autism accommodations. |
| Non-verbal Learning Disability (NVLD) | Difficulty interpreting non-verbal cues, spatial awareness issues. | Benefit from extra textual explanations, very literal layouts. Again, similar to what Autism and Dyslexia already cover. |
| Epilepsy (not neurodivergent per se, but often comorbid) | Need to avoid flashing content. | Already protected under WCAG 2.3.1 “Three Flashes or Below Threshold” – important but not “cognitive access” per se. |
