Prepare for the CPACC Exam

Utilize the following content to help prepare for the Certified Professional in Accessibility Core Competencies (CPACC) Exam.* *Please note that the purchase and/or use of any exam preparation course or product does not guarantee successful completion of the exam.

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CPACC Content Outline

I. Disabilities, Challenges, and Assistive Technologies (40%)

A. Characterize and Differentiate Between Theoretical Models of Disability, including the strengths and weaknesses of their underlying assumptions

B. Demonstrate Understanding of the Characteristics and Categories of Disabilities, Including Associated Barriers (ICT and Physical World)

1. Visual Disabilities

a. Colorblindness
b. Blindness
c. Low vision/partial vision

2. Auditory Disabilities

a. Deafness
b. Hard-of-hearing

3. Deafblindness
4. Mobility, Flexibility, and Body Structure Disabilities

a. Manual dexterity/fine motor control
b. Ambulation
c. Muscle fatigue
d. Body size
e. Body shape and form

5. Cognitive Disabilities

a. Intellectual
b. Memory
c. Reading
d. Math comprehension
e. Attention deficit
f. Learning
g. Dyslexia
h. Language
i. Autism

6. Speech Disabilities

a. No speech
b. Articulation

7. Seizure Disability

a. Photosensitive
b. General seizure disorders

8. Psychological/Psychiatric Disabilities

a. Social
b. Emotional
c. Behavioral

9. Multiple/Compound Disabilities

C. Identify Appropriate Assistive Technologies and Adaptive Strategies at the Level of the Individual for Permanent, Temporary and Episodic Disabilities (ICT and Physical World)

1. Identify Assistive Technologies for Visual Disabilities

a. Blindness

1. ICT

a. Input (e.g., braille keyboard, speech input, standard keyboard, gestures)
b. Output (e.g., screen reader voice output, screen reader refreshable braille output, haptic alerts and feedback)

2. Physical World (e.g., cane, service animals, navigation aids, tactile markers, braille)

b. Low vision

1. ICT

a. Input (e.g., large printed letters on keyboard, magnified pointers and cursors, standard keyboard/mouse/touch)
b. Output (e.g., screen magnification, color and contrast controls, large display monitor or projector, screen magnification)

2. Physical World (e.g., vision correction, large print, tactile markers)

c. Colorblindness

1. ICT

a. Input (e.g., standard keyboard/mouse/touch)
b. Output (e.g., color/contrast adjusting software)

2. Physical World (e.g., standard/consistent physical positioning and visual presentation, visual filters)

2. Identify Assistive Technology and Adaptive Strategies for Deafblindness

a. ICT

1. Input (e.g., braille, standard keyboard/touch, voice)
2. Output (e.g., screen reader refreshable braille output, haptic alerts and feedback)

b. Physical World (e.g., cane, service animals, navigation aids, tactile marking/sign, tactile sign language, braille, deafblind communicator) 

3. Identify Assistive Technology and Adaptive Strategies for Auditory Disabilities

a. Deafness

1. ICT

a. Input (e.g., keyboard, video conferencing for signing, teletype)
b. Output (e.g., captions, sign language, text transcript, haptic alerts/feedback)

2. Physical World (e.g., visual labels/notifications/alerts, sign language interpretation)

b. Hard-of-Hearing

1. ICT

a. Input (e.g., keyboard, video conferencing for signing, teletype)
b. Output (e.g., captions, audio controls, haptic alerts/feedback)

2. Physical World (e.g., visual labels/notifications/alerts, assistive listening devices, voice carryover)

4. Identify Assistive Technologies and Adaptive Strategies for Mobility and Dexterity Disabilities

a. ICT

1. Input (e.g., switch devices, ergonomic concerns, adaptive keyboards, voice control, alternative pointing devices)
2. Output (e.g., ergonomic concerns, adjustable position displays, timing controls)

b. Physical World (e.g., wheelchair, ergonomic design of consumer and industrial products, architectural design)

5. Identify Assistive Technologies and Adaptive Strategies for Cognitive Disabilities

a. ICT

1. Input (e.g., word prediction/lookup, simplified interface, AAC)
2. Output (e.g., synchronized speech and highlighting, AAC, simplified content and/or interface)

b. Physical World (e.g., simplified environmental design/control, visual and/or audio alternatives to text in signage/messages/instructions, direct and immediate help and feedback mechanisms)

6. Identify Assistive Technologies and Adaptive Strategies for Speech Disabilities

a. ICT

1. Input (e.g., standard nonspeech inputs, articulation aids)
2. Output (e.g., AAC)

b. Physical World (e.g., voice carryover, text-based alternatives to speech for communication)

7. Identify Assistive Technologies and Adaptive Strategies for Seizure Disabilities

a. ICT

1. Input (e.g., standard inputs)
2. Output (e.g., standard outputs, animation controls)

b. Physical World (e.g., service animals, emergency call-out device)

8. Identify Assistive Technologies and Adaptive Strategies for Multiple/Compound Disabilities

a. ICT

1. Input (dependent on combination of disabilities)
2. Output (dependent on combination of disabilities)

b. Physical World (dependent on combination of disabilities)

D. Demonstrate an Understanding of the Data Trends and Implications of Disability Demographics and Statistics

1. Aging Populations
2. Employment Rate and Opportunities

E. Apply Disability Etiquette into Practice

II. Accessibility and Universal Design (40%)

A. Distinguish Between Individualized Accommodations (Solutions Designed Only for Exceptional Individuals, to Make Up for Shortcomings in the Main Design) and Inclusive Approaches to Design (Items or Environments Designed to be Used by a Wide Range of Individuals with Diverse Abilities)

B. Identify Benefits of Accessibility

1. Benefits for People with Disabilities and Their Families
2. Benefits for Society
3. Benefits for Businesses

C. Identify and Apply Accessibility Principles (from WCAG 2.0) to ICT

1. Perceivable
2. Operable
3. Understandable
4. Robust

D. Identify and Apply Universal Design Principles (from The Principles of Universal Design 2.0 by the Center for Universal Design - CUD) to the Physical World

1. Equitable Use
2. Flexibility in Use 
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Low Physical Effort
7. Size and Space for Approach and Use

E. Identify and Apply Principles of Universal Design for Learning (UDL) to Instructional and Informational Message Design

1. Provide Multiple Means of Engagement
2. Provide Multiple Means of Representation
3. Provide Multiple Means of Action and Expression

F. Define the Concept of Usability/User Experience in Relation to the Concept of Accessibility

1. Designing and Evaluating Optimal Fitness for Purpose
2. Commonalities between Usability and Accessibility
3. Differences between Usability and Accessibility
4. Accessibility solutions are equally effective and integrated, and substantially easy to use

III. Declarations, Standards, Laws, and Management Strategies (20%)

A. Identify and Characterize International Conventions and Treaties on Disability Rights

B. Identify Categories of National and Regional Disability Laws, and Regulations, and Prominent Examples of Each

1. Civil Rights Laws (e.g., ADA [US], Equality Act [UK], AODA [Canada], Law to Promote the Elimination of Discrimination Based on Disability [Japan])
2. Procurement Laws (e.g. EN 301 549 [EU], Section 508 of the Rehabilitation Act [US])
3. Technology and Domain Specific Laws and Regulations (e.g., CVAA, ACAA, HAC, Telecom Act, Stanca Act)

C. Apply Accessibility Standards and Regulations to Practice

1. Multi-National Standards and Policies (e.g., W3C [WCAG/ISO40500, ATAG, UAAG, WAI-ARIA], PDF/UA, EN 301-549)
2. National Standards (e.g., Japanese Industrial Standards (JIS) for Web Content, US Access Board Standards for Section 508, Government of Canada Standard on Web Accessibility)

D. Demonstrate an Understanding of the Rationale and Benefits of Promoting and Committing to Systematic Organizational Governance and Management

1. Integration Management

a. Vision, Leadership, and Strategy Alignment
b. Cross-Disciplinary Awareness, Collaboration, and Implementation
c. Performance/Capability Maturity Model

2. Scope Management

a. Innovating for Accessibility
b. Planning for Accessibility
c. Retrofitting for Accessibility
d. Maintaining Accessibility

3. Time Management
4. Cost Management
5. Quality Management

a. Fitness for Purpose: Strategic Alignment and Assessment
b. Reusable Design/Code Libraries
c. Quality Assurance Tools, Methods, and Protocols
d. Formative, Summative, and Continuous Evaluations
e. Expert Analysis and Consultation

6. Human Resource Management

a. Recruiting and Integrating Employees with Disabilities
b. Recruiting Accessibility Talent
c. Workforce Development and Training
d. Accessibility-Related Roles, Responsibilities, and Competencies

7. Communication Management
8. Risk Management

a. Assessing Legal Liability
b. The Public Relations Implications of Non-Compliance
c. Internal Accountability for Compliance

9. Procurement Management

a. Verifying Product Accessibility Claims
b. Requiring Accessible Outcomes in Contractual Agreements
c. Verifying Contractor Accessibility Expertise and Capacity
d. Leveraging Procurement Policies to Influence Third-Party Providers

10. Stakeholder Management

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