Developed with the UK National Autistic Society Autism Accessibility Guidelines Resource

Introduction

This Autism Accessibility Guidelines Resource is based on a comprehensive research project conducted by Hassell Inclusion for the National Autistic Society. The study combined desk research, expert interviews, surveys, and user testing with autistic individuals to identify barriers and solutions for improving web accessibility. Its approach was evidence-driven, integrating both qualitative and quantitative insights to ensure practical, user-centred recommendations. The full PDF report is on the National Autistic Society website, and has more detail on the research study, and outputs from that. This version is provided in HTML format to make it easy to cut and paste guidance into your documents, allows a quick search, and in a form that is easier for screen readers.

If your team would like support beyond these recommendations, then do Contact Us. We can help in implementing guidelines and we also run lunch and learns, and a Neurodiversity Workshop to help employees understand what to consider in developing solutions and content for people with diverse accessibility needs.

The document contains two main sections.

Section A presents 49 detailed guidelines grouped into 16 categories, covering aspects such as page layout, navigation, colours, fonts, text, multimedia, and interaction design. Each guideline includes its importance level, a clear description, and real user quotes to provide context and illustrate impact.

Section B includes appendices with participant profiles and websites used in the research, offering transparency and depth.

Overall, this resource serves as a practical framework for designers, developers, and accessibility professionals. It not only outlines what to do but explains why these practices matter, ensuring that websites become more inclusive and usable for autistic individuals.

How to Use These Guidelines with WCAG 2.2 AA

• Treat these guidelines as complementary to WCAG 2.2 AA, not a replacement. WCAG ensures baseline accessibility for people with disabilities; these guidelines address specific needs of autistic users.
• Moreover several of the guidelines correspond with WCAG 2.2 AAA standard – and where they are medium or high, it is worth adding this criteria to your standards rather than excluded them just because they are not in WCAH 2.2 AA.
• Apply WCAG principles first (Perceivable, Operable, Understandable, Robust), then layer these autism-focused recommendations to enhance clarity, predictability, and user control.
• Use these guidelines during design reviews, accessibility audits, and user testing to identify gaps that WCAG does not cover.

Areas Missing in WCAG That These Guidelines Address

• Predictability & Consistency: WCAG mentions consistency but does not emphasize autistic users’ strong need for predictable layouts and avoidance of surprises.
• Sensory Overload: WCAG covers flashing content but does not address overstimulation from bright colours, cluttered layouts, or excessive movement.
• Customisation: WCAG does not require options for users to tailor fonts, colours, or disable decorative elements—critical for autistic users.
• Cognitive Load Reduction: WCAG lacks detailed guidance on simplifying navigation, reducing choices, and providing clear summaries.
• Communication Preferences: WCAG does not address autistic users’ varied needs for help formats (e.g., real-time chat vs. FAQs) or preference for text vs. visual content.

Section A: The Autism Accessibility Guidelines

High, Medium, and Low are indications of the importance of each Guidelines, based on the severity of how failures to follow it impacted participants in our research: aesthetic preferences.

Each Guideline notes whether the Guideline applies to all Autistic users, or just those with a particular preference (see Section A for background on this).

49 autism accessibility guidelines grouped in 16 categories:

1. Page Layout
2. Navigation
3. Colours
4. Fonts
5. Text
6. Non-Textual Formats
7. Images
8. Video Content
9. Movement
10. Help pages
11. Forms
12. Use of language
13. Customisation
14. Sharing content
15. Re-Learnability
16. User research

1.Page Layout

1.1 Design clear, clutter

Build simple pages that include only elements relevant to the current user task

Importance: HIGH – All Users

Description

Cluttered, busy layouts make finding information difficult and do not allow users to focus on their core tasks. 63% of survey respondents agreed that they like simple websites and 62% find too many choices on webpages confusing.

Example User Comments

• “A lot going on, so many tabs and pictures. It is shoving so many things down your throat.” (on a news service homepage)
• “Too many elements. So much going on, look at this, look at that. It’s too busy!” (on a news service homepage)
• “The way this website is – the video playing and things on the side and along the top – it feels haphazard and shouty – it is intimidating as it is throwing a lot at you at a time… it puts me on edge.” (on a news service homepage)

1.2 Set page lengths appropriately to the page type & function

Make decisions about the length of the page appropriately to its purpose. For example, make your homepage short and ensure that important information & sections are available with minimum scrolling. Content pages. e.g. article pages may be longer to facilitate uninterrupted reading.

Importance: HIGH – All Users

Description

Homepages that are too long do not allow users to focus on their core tasks and make finding information difficult. Too much scrolling makes autistic users feel ‘dizzy’ and ‘overwhelmed’. On long pages, participants feel like they are lost in “something” that has no end.

Example User Comments

• “[A lot of] Scrolling makes me dizzy”
• “I find the scrolling experience overwhelming.” (on a news service homepage)
• “There is so much… scroll down and there is still more. I would go past the homepage directly with Google.” (on a news service homepage)

1.3 Clearly separate design elements & sections that do not belong together

Clearly separate different sections and items on the page by using white space (i.e. space without text or graphics), outlines, boarders, and dividers (i.e. lines) to help users visually discern which elements are (or are not) part of the same section

Importance: HIGH – All Users

Description

Users wanted all design elements to have clearly defined outlines and boarders to be able to focus on them, as well as to move between the different sections within the page. Lack of clear outlines made their vision to blur.

Example User Comments

• “The dividers between the columns are good. Later in the day, things can blend together.”
• “It’d be nice though if there was a line between these sections.”
• “The lack of clear outline makes my vision to blur.”
• “Images without outlines were very difficult to look at. My eyes really struggle to focus on the images, and it makes my eyes and head hurt.”

1.4 Place important information on top of the page and above the fold

Whenever possible establish a high-to-low hierarchy of importance of items on the page. Place the information that is most important for users on top of the page above the fold. For items of equal importance, use alphabetical listing, or chronological ordering (e.g. forum threads, event timelines).

Importance: MEDIUM – All Users

Description:

Users look for the most important information on top of the page above the fold.

Example User Comments

• “This is the section I’d come for to this site. I imagine these [sections] would be of interest to most autistic people, but they are so low on the page, too low (…) They need to be the first thing I see when I open this site.”
• “[This is] Well laid out. Prominent news and campaigns kept above the fold.”

Matches WCAG 2.2 AAA:

2.4.10 Section Headings (AAA) – Use section headings to organize content. (Not in AA; AAA only)

1.5 Use the size of design elements to communicate the importance of information that they carry

Use the size of design elements (e.g. larger boxes) to help users find important information easily.

Importance: MEDIUM – All Users

Description:

Users judge the importance of information by the size of the boxes that carry the information, i.e. the content in larger boxes is more important than information in smaller boxes.

Example User Comments

• “It might be slightly more helpful to have these sections slightly larger, as they are probably the most important bits.”
• “The smaller box and the bigger box – it makes a hierarchy.”
• “Is the information in larger boxes more important?”
• “Why are some of these boxes bigger than the others? … I guess [the information in the bigger sections] is more important.”

1.6 Avoid large images above the fold

Avoid large images that would cover the entire space above the fold, if there is more information below the fold.

Importance: MEDIUM – All Users

Description:

1. Users were overwhelmed by large banners that covered most of the space above the fold blocking their way to information below it.

Example User Comments

• “The first thing I see filling my screen looks overwhelming and like it is jumping out at me.”
• “… So, I scroll past it. Then, I get to the boxes which aren’t the kinds of information I visit the site for.”
• “Huge distracting images – it takes too much of the screen, and it is wider than the text.”
• “Too big, over-imposing!”

1.7 For each page, provide a summary of the page & its purpose

Provide a short descriptive summary of the page to help users to understand the topic and purpose of this page. This includes the homepage.

Importance: MEDIUM – All Users

Description:

Users want to know what pages and sections of the website they are on and often the page titles are not descriptive enough to provide this information. Autistic users feel disorientated when this information is not available and are likely to leave the site.

Example User Comments

• “My ideal world would be that every page has at the top what would be on that page. They only have the headlines, a one-line summary underneath would be good… Sometimes the headings don’t tell you what you are going to get. I want more information.”
• “There isn’t enough information. It doesn’t tell me what it does.”
• “Well, it tells me what it is NOT but does not say what it IS. So, why should I use it?”

Matches WCAG 2.2 AAA:

2.4.8 Location (AAA) – Provide information about the user’s location within a set of web pages.

1.8 Ensure the consistency of page layout using symmetry

Ensure that design elements are aligned and laid out symmetrically on the page. Whenever possible, maintain an equal number of columns on the page.

Importance: LOW – All Users

Description:

Autistic users have a strong preference for symmetrically designed pages. They prefer pages where visual elements (e.g. boxes or images) are aligned, and there are an equal number of columns in sections across the page. There’s a clear preference for a grid layout on homepages and single-column layout on content pages.

Example User Comments

• “I’d like the boxes to be lined up, the two long boxes on the left and the four short boxes on the right.”
• “Images that are not aligned are disrupting.”
• “It doesn’t look like even columns.”
• “The layout is not very logical to me. I like symmetry in terms of layout.”
• “2 columns, 3 columns, now 4 columns – it’s going out-in, out-in. You’re scanning left and right –

I don’t like that”.

Matches WCAG 2.2 AAA:

2.4.10 Section Headings (AAA) – Use section headings to organize content.
(Not in AA; AAA only)

1.9 Maintain a visual consistency of design elements within a single section

Ensure that the shape of design elements within a single section of the page are visually consistent.

Importance: LOW – All Users

Description:

Users expressed a preference for a consistent visual design of elements grouped together in a container element e.g. only boxes with rounded corners, or only boxes with square corners, but not in the same section of the page.

Example User Comments

• “All rounded boxes would be better – consistent too – it’s the flow, the rounded corners; and shows stuff belonging together in that ‘advice and support’ bit.”

2.Navigation

2.1 Design consistent & simple navigation across the site

Ensure that the navigation across the site is consistent and allows users to understand how they can navigate to different pages & sections on the site.

Importance: MEDIUM – All Users

Description:

Websites with complex and inconsistent navigation make people use Google and deep link directly to the content. It also leads people away from the website as there may be other websites with similar content listed higher on the search pages. In the survey, confusing navigation was one of the main problems experienced online by autistic respondents.

Example User Comments

• “I wouldn’t immediately know how to find what I’m looking for. I’d use the search box at the top, or more likely, I would “google” what I’m looking for, rather than hunt on the site.”
• “I have no idea where to start.”
• “I find it difficult to navigate the menus and would probably want to change them to make them simpler and more intuitive. (…) I would probably have to use Google to find all these pages.”

2.2 Ensure that all links and buttons are visibly clickable

Ensure that links are clearly visible and distinct from other text and non-clickable elements, by using colour and underlining. Apply the design consistently across the site.

Importance: MEDIUM – All Users

Description:

Autistic users expect links (including visited links) to be both underlined and differ in colour from other text & non-clickable elements.

Example User Comments

• “It’s obvious what you can click on, the underlines tell you.”
• “The red links are clearly visible.” (The Guardian)
• “I didn’t realise there were links on this page until you actually changed the background colour.”

2.3 Ensure that users understand how to navigate carousels

Ensure that users understand which element on the page is a carousel and how they can access the multiple carousel panels. Make the navigation arrows clearly visible and provide information about the number of panels in the carousel

Importance: MEDIUM – All Users

Description:

Some of the less web-savvy users missed the arrows on the carousel, until prompted to look for them. Some people did not want to interact with the carousel until they had information about the number of available panels.

Example User Comments

• “I don’t like these at all. I don’t use them. I don’t know how long this will go for. It could go on forever to show me everything that is available, and I don’t have time for this.”

2.4 Use sequential menus with fewer items to select

Design menus with fewer options that enable users to easily make selection

Importance: MEDIUM – All Users

Description:

On-hover menus, as well as menus that include too many items discourage autistic people from using the site. Sequential menus with fewer options that allow “pointing and clicking” rather than “mousing-over” work better for autistic users.

Example User Comments

• “I don’t like multiple toolbars.”
• “I think there are too many tabs at the top of the screen and when you hover your mouse over them there are too many options to choose from, and it is quite overwhelming.”
• “Annoying menus on mouse-over.” one of the top access issues
• “I don’t like the mouseover menus which disappear when you mouse off.” P12

2.5 Use a sticky main menu

Use a sticky main menu on the top of the page, to enable users to easily navigate to any other section of the website. Avoid other sticky design elements on the site. .g. adverts

Importance: LOW – All Users

Description:

Autistic users said that they liked to always have access to other sections of the site and a sticky main menu facilitated this. They found other sticky design elements on the page distracting e.g. sticky advert banners, sticky side nav with links to related content, or icons for content sharing

Example User Comments

• “I like the banner bar [main menu] staying at the top.”
• “Maintaining access to the main menu whilst you scroll down the page would be useful.”

3. Colours

3.1 Avoid using lots of bright colours on the website

Use simple, soft colours and colour combinations for the background, logo, images, and text across the website. Autistic users prefer low-contrast colour schemes.

Importance: HIGH – All Users

Description:

Bright contrasting colours are commonly known to be visually overstimulating. 64% of survey respondents agreed that they got distracted by bright colours. 69% of respondents find bright images distracting. (See also Guideline 3.2.)

Example User Comments

• “It is calm so better than the others”
• “There is this imbalance, some [images] are really bright.”
• “It is physically painful to read [black on white].” Expert 3
• “I’d like a button to tone down colours and images”
• “The blue in the navigation is too bright”
• “It’s just so much bright colour. (…) I found my attention drawn to the bright yellow image and found that distracting. Fortunately, there isn’t much text to have to read.”
• “I’d love to be able to mute all colours.”

3.2 Allow users to customise the background & text colours

Allow users to choose the background and text colours that suit their needs.

Importance: MEDIUM – All users

Description:

“There is no standard autistic colour preference”. Autistic users’ needs regarding colours differ. A colour scheme that works for one autistic person does not work for another user. However, they all agree that being able to choose their colours on the web would significantly improve their experience on the web. 18% of the survey respondents already change text & background colours, and 44.7% would like to be able to do this but don’t know how to.

Example User Comments

• “I like the neatness of black and white, but when I read, I prefer like this, off-white.”
• “I would change the background colour to blue, would make it easier for me to read.”
• “I’d like to be able to change it to a cooler colour scheme.”
• “I like that they give you a choice of colours. I have a dyslexia, so the overlay colours are helpful to me.”
• “Oh, that’s great! absolutely fantastic! I want it on every website… That light blue”
• “Facebook messenger is bad; I can’t change the background colours.”

WCAG 2.2 AAA equivalent

1.4.8 Visual Presentation (AAA) – Users can control visual presentation of text (foreground/background colours, line spacing).

4. Fonts

4.1 Use at least 12pt font across the website

To ensure readability of text on the site, use a font size not smaller than 12 pt.

Importance: MEDIUM – All Users

Description:

Generally, users preferred larger size fonts, at least 12 pt. Smaller than this was considered too small for comfortable reading by users in focus groups.

Example User Comments

• “I need decent size text – larger text is good for me because of my ADHD.”
• “The “welcome to our community” paragraph is a bit smaller text than elsewhere and thus a bit more challenging to take in for me.”

4.2 Choose a typeface for your website and use it consistently.

Avoid using too many typefaces on the site. Use consistently either a serif or a sans-serif font across your website. Avoid using both a serif font & a sans-serif font on the same page

Importance: MEDIUM – All Users

Description:

Some autistic users prefer sans-serif fonts, while others read better in serif fonts. Autistic users feel distracted when both type of fonts are used on the same page.

Example User Comments

• “I like that is uses a serif font – that’s easier to read.” Autistic user with dyslexia
• “Three fonts are already too many, it’s distracting. I don’t like serif and sans-serif on the same page.”

4.3 Allow users to customise the font type & size to suit their needs

Allow users to choose the font type & size that best suit their needs, in order to make reading easier for them

Importance: MEDIUM/LOW – All Users

Description:

Autistic users have different preferences regarding the use of serif and sans-serif fonts, and font sizes.

Example User Comments

• “I use open dyslexic font on my e-reader. I’d like to be able to use this on all websites.”
• “I changed the font on my mobile, but I wouldn’t know how to do this on websites on my laptop.”
• “I use 18pt on all websites.”
• “I want things to be bigger… I can change the size of text on my phone with zoom, but not on desktop.”

WCAG 2.2 AAA equivalent

1.4.8 Visual Presentation (AAA) – Users can control visual presentation of text (foreground/background colours, line spacing)

5. Text

5.1 Ensure sufficient spacing between paragraphs and between lines

Use white space (areas not filled with text or graphics) consistently to separate paragraphs and lines of text

Description:

All users but particularly users with associated learning disabilities (those with “eye-tracking” issues). People with ADHD found densely spaced text difficult to read

Example User Comments

• “This is far too dense for me to read. I have eye- tracking issues. My eyes skip lines and [dense] text like this is even more difficult to focus on.”

5.2 Organise text into short paragraphs and use short lines

Use short paragraphs and short lines to organise the text for easier reading

Importance: MEDIUM – All Users

Description:

Users found long paragraphs and long lines difficult to read.

Example User Comments

• “I like that they are all short paragraphs.”
• “I find all texts difficult to understand but this text is nicely put into short equally sized paragraphs.”
• “A ‘good’ paragraph should not be longer than 6 sentences.”
• “I was able to read the text, but I would have preferred it to be slightly bigger and occupy a narrower band of screen estate. Really wide lines of text on a screen are hard to read.”

5.3 Do not interrupt the flow of text with images or other design

Avoid splitting the text with elements that may interrupt the flow of reading. Avoid scroll-stoppers that may mislead users into thinking that they have reached the end of the text when they have not.

Importance: MEDIUM – All Users

Description:

Users want to be able to read the text without interruption. Large images or video content placed in the text interrupt users’ thought process. It is worse when the design element fills up a large part of the screen.

Example User Comments

• “The videos are breaking up the text, which is annoying.”
• “I like text well-presented and spaced but all together rather than little bits of text between videos.”
• “This is the end… Oh, no, it isn’t!”
• “The pictures are so big that it feels like they are the end of the article.”

5.4 Avoid using bold text style for large amounts of text and in

Limit the use of bold text to highlight keywords or important phrases in the text to make them stand out to readers

Importance: MEDIUM – All Users

Description:

Applying bolding to a large amount of text confuses users and makes them feel agitated.

Example User Comments

• “It’s bold and underlined. It’s aggressive.”
• “I find text hard to focus on anyway, but I found it hard to read on [this] website because there is one sentence in bold and some of the words at the end of the text are in purple writing.”
• “I like the bullets, but I don’t like that they’ve bolded the bullet points after the bold headline, makes things run on into other – it makes me feel agitated not calm.”

5.5 Bold the keywords to facilitate rapid scanning of text for important

Use bold text to draw user’s attention to keywords or important phrases in the text

Importance: LOW – All Users

Description:

Bold text helps readers to scan text for important information.

Example User Comments

• “There is so much text (…) I tried to scan the text for keywords but couldn’t find any.”
• “The keywords could be in bold.”

6. Non-Textual Formats

6.1 Consider providing information in video format

Consider providing information in video format with captions & transcripts

Importance: LOW – VISUAL Users

Description:

VISUAL users said that it was easier for them to process and remember information from video than from text only. Most users also found captions and transcripts for videos useful. In the survey, 36% of respondents agreed that they preferred getting information from video not text.

Example User Comments

• “I can listen to very complicated scientific articles, but I cannot focus on text so easily.”
• “I think websites should speak to us.”
• “[Video] easier than reading for me”
• “Some users though may prefer to read; I prefer visual content personally.”
• “Easy. Short videos and to the point. Ideal for good retention of information.”

6.2 Use visuals with the text to facilitate understanding

Use visuals to facilitate understanding of textual information and to help users locate required information on the page.

Importance: LOW – VISUAL Users

Description:

50% of survey respondents agreed that they needed pictures or icons along the text to help them understand information.

Example User Comments

• “Images help me understand better if they relate to the text.”
• “Symbols [referring to icons] can clarify, if they mean something.”

6.3 Use icons to help users locate information faster

Use meaningful & memorable icons to help users find information on the page

Importance: LOW – All Users

Description:

Autistic users found icons helpful when scanning web pages for information specially

on busy text-heavy pages where there were many visually similar sections. g. laid-out in a grid.

Example User Comments

• “I like the little icons. It can cut down the amount of reading you have to do to find what you need.”
• “When you go back to the page, you know where to click [the icons help to locate information].”

7. Images

7.1 Use simple images that can be easily understood

Use simple images that can be understood at “a glance”, without a need for a deep visual analysis

Importance: MEDIUM – All Users

Description:

Users want images that are simple and easy to understand. Users found images showing a single object in focus easier to process.

Example User Comments

• “This photo is nice because the woman is in focus and the trees behind her are not in focus. I find this good because it’s obvious where the focus is. In this photo, there are 8 people in the foreground, and it is less obvious where you are supposed to be looking.”
• “I think there is too much happening in this: I find it quite overwhelming to look at because there is so much happening. There are 8 shoes and 4 animals: lion elephant, monkey, and giraffe.”

7.2 Use meaningful, relatable images that add value & clarity to the

Make sure your images are meaningful and add value & clarity to the text information on the page

Importance: MEDIUM – All Users

Description:

Autistic users wanted images to be meaningful and congruent with the story on the page. Images must add value, provide more information or clarification to the text, represent information visually (e.g. infographics).

Example User Comments

• “I don’t like images that don’t add anything, I’d prefer just text, no images… there is no need for them.”
• “Only if there is point to them. Images must be meaningful.”
• “It’s all about shopping! Do they want to sell me something? I know the words explain the image, but my mind reads images first of all.”
• “Images must be obviously connected to what the category is.”

7.3 Limit the use of background images and decorative graphics

Use background images sparingly specially if they are overlaid with text. If you use decorative graphics, ensure they do not distract the users from reading text. Use non-patterned backgrounds on content pages to facilitate uninterrupted reading.

Importance: MEDIUM – All Users

Description:

Autistic users found background images and decorative graphics distracting, they preferred plain background specially on content pages where there is much textual information to read through.

Example User Comments

• “I like that there is nothing going on in the background.”

“The coloured background is too distracting.”

• “I like that they’ve stuck with their colours… but the textured background is distracting.”
• “The pastel background is good, but the images over it are too distracting.”
• “The background image is OK because it’s abstract.”
• “I get very curious about what the pictures relate to…I tend to get distracted by them, figuring out what they are, I would be thinking how they are related… and go off on a mad tangent… the background on the cricket is logical, I find that less irritating as it links to what the articles are.”

WCAG 2.2 AAA equivalent

1.4.9 Images of Text (No Exception) (AAA) – Images of text are only used for decoration or where essential.

7.4 Use photographs of people only if depicted people are relevant

Use photographs of people only if these people are relevant to the story

Importance: LOW – TEXT-first users

Description:

Text-first autistic users found generic photos of people irritating and irrelevant

Example User Comments

• “I always find pictures of people odd if they are not what the text is about (…) we know what people look like; we don’t need you to remind us [instead of the photograph of people] it could be a graph showing how many people you helped.”

7.5 Provide the ability to turn off decorative graphics & all images

Allow users to turn off decorative graphics & all images on the website to enable them to focus on textual information.

Importance: Low – Text- first users

Description:

Text-first users find all images distracting and would benefit from an ability to turn all graphics off or on. 16% of respondents already use text-only, and 20% would like to learn how to do this.

Example User Comments

• “When I look for information, I don’t really care about the visual.”
• “If there was a turn-off images button, I’d press it and that would be better.”

WCAG 2.2 AAA equivalent

1.4.9 Images of Text (No Exception) (AAA) – Images of text are only used for decoration or where essential.

8. Video Content

8.1 Disable auto-play

Do not make video content to auto-play on pages, even if the sound is off. Users prefer control over what content is playing and when it is playing. If you include auto-play there must be an option to turn it off.

Importance: HIGH – All Users

Description:

Auto-playing videos made users feel “nervous” and “out of control” over their online experience. They wanted to be able to decide what and when they want to watch or listen to.

Example User Comments

• “Playing it at me (…) I didn’t choose any of it. I don’t know what to pay attention to. I do watch video, but I want the choice to watch (…) if turning off auto-play was available on everything, I’d do that.”
• “On Facebook, I can read my feed and not be distracted, but auto-play is a nightmare.”
• “The video auto-play is making me nervous as I didn’t ask it to play.”

Matches WCAG 2.2 AAA:

2.2.4 Interruptions (AAA) – Interruptions can be postponed or suppressed. (Not in AA; AAA only)

8.2 Provide captions for videos and transcripts for all video

Provide captions for all videos. Provide transcripts for video and audio to enable text-first users to access the same information in text format.

Importance: HIGH – All Users

Description:

Captions help Text-first users to access information available in video format. 38.5% of all respondents need transcripts for audio content.

Example User Comments

• “I find it hard to understand speech in videos without subtitles.”
• “I watch the videos, no sound, just read the subtitles.”
• “If I have to watch a video of someone just talking, I put on the subtitles and make the video run faster so that I can obtain the information quicker.”
• “Transcripts of the videos would be helpful if I wanted to access a part of the videos without re- watching them.”

8.3 Allow users to turn off captions

Allow users to switch captions off according to their preferences

Importance: MEDIUM – All Users

Description:

Some visual autistic users find captions distracting and would like to be able to turn them off (i.e. they prefer closed captions to open captions).

Example User Comments

“I find subtitles distracting, so an option to turn on and off would be ideal.”

8.4 Provide text

Provide text-based introductory information for videos so that users can read it before they play the content

Importance: MEDIUM – All Users

Description:

Before they decide to play video content, users wanted to know what the video was about and how long it was.

Example User Comments

• “Some intro about them first. Otherwise, the videos look like they’ve been dumped there.”
• “I want to know what I’m going to watch. I don’t like going into video blind.”
• “I played the video just to see how long it was for. It wasn’t too long so I watched it.”
• “It was a little intimidating and information – heavy after having two videos with little explanation to start with.”

8.5 Use video content when it adds value or increases clarity of textual

Description:

Make sure video content adds value and increases clarity of textual information on the site

Importance: LOW – TEXT-first users

Description:

Video content can be a distraction to users, including VISUAL users, therefore, videos must add value to the site and focus on explaining information presented in the text.

Example User Comments

• “It was easy to understand because of the subtitles. However, I couldn’t see that the value of it being a video rather than just some text.”

9. Movement

9.1 Disable auto

Avoid using pop-ups, moving or animated design elements. If eliminating movement is impossible, provide a pause mechanism to “return” control to users.

Importance: HIGH – All Users

Description:

Even the smallest movement can have negative impact on some autistic web users. Most autistic users said that moving adverts and pop-ups were the top issues that prevented them from using websites. They felt they lost control over their experience.

Auto-playing carousels were disliked by most users who found it difficult to read the text before the panels change. However, some autistic users liked auto-playing carousels.

In the survey, pop-ups and moving ads were the top problem that people found online. The survey results show that 41% autistic users already turn off the ads, and another 41% would like to be able to.

Example User Comments

• “Moving adverts are distracting in your peripheral vision. It’s annoying even without the sound. I don’t know what to pay attention to.”
• “Being able to turn things off to be less of an overwhelming experience would be great… I hate moving images – if I want it to move, I’ll click play.”

Matches WCAG 2.2 AAA:

2.2.4 Interruptions (AAA) – Interruptions can be postponed or suppressed. (Not in AA; AAA only)

9.2 Avoid attention – Attracting Movement unless other methods of visual emphasis have failed

Small, animated movement may be used to draw users’ attention to information or to invite users to act if all other methods of visual emphasis such as size, colour, font style, have failed.

Importance: HIGH – All Users

Description:

Small animated movement of an arrow when moused-over, communicated to users that the section was clickable and more information was available. This movement was limited and explainable, and users did not find it disturbing.

Example User Comments

• “This small movement is ok. It shows that t
  Guidelinehere is more to read or see, if you click on it.”

10. Help pages

10.1 Provide help on the website in a range of formats

Ensure that all autistic users are effectively supported when problems occur on the site. Provide help for your website in a range of formats & channels. E.g. via phone or a live chat, as well as via email and on the site (via FAQ pages).

Importance: HIGH – All Users

Description:

Some autistic users prefer to use the phone or a live chat to access help on the site quickly. People with phone anxiety tend to look for answers on the site. E.g. FAQ pages, Google, or want to be able to send their queries via email.

Example User Comments

• “Chat is helpful, but I’d like to call a person to ask – I get annoyed if there is no phone number.”
• “I’d like a video that I can pause when it’s going too fast; I’m rubbish when I’m on the phone.”
• “I’m scared of the telephone (…) If I have to make a phone appointment, I need someone to do it for me, the anxiety of ‘what I need to say?’
• (…) I like when sites have a FAQ page – is there an answer to my question there already?”

Matches WCAG 2.2 AAA:

3.3.5 Help (AAA) – Context-sensitive help is available.

11. Forms

11.1 Use clear, unique labels & instructions for each field

When designing forms, use unique labels and clearly explain what information needs to be entered

Importance: HIGH – All Users

Description:

Autistic users struggled with labels that were ambiguous or similar to other labels. For example, they found “username” and “sign-in name” confusing, and were unsure about these different names would be used on a site.

Example User Comments

• “When filling it in, I didn’t know that the sign-in name was going to have to be different to the username. This may have led me to choose a different sign-in name.”
• “I found it a bit odd and confusing to have a username and a ‘forum’ username as it can be confusing to have two different names.”

Matches WCAG 2.2 AAA:

3.3.6 Error Prevention (All) (AAA) – Submissions are reversible, checked for errors, and confirmed.

11.2 Ensure reasonable timeouts

Description:

When using forms with an authentication timeout ensure that the timeout is reasonable and sufficient for users to complete the form. Warn users about the expiring timeout and provide means to extend the session time limit.

Description:

76% of respondents agreed that they struggle with filling in forms with time-outs.

Example User Comments

• “Time-outs on forms cause melt downs.”

11.3 Provide immediate feedback on errors

Provide immediate feedback to allow users to quickly realise when they made an error when filling in the form

Importance: MEDIUM – All Users

Description:

Users expected to receive immediate feedback to be able to correct errors promptly when they’ve occurred.

Example User Comments

• “I want to be told if I put the password in right.”
• “Not very clear if username was available.”
• “When I typed in my name as a possible username it said it was available even though I used a space and it says not to.”

Matches WCAG 2.2 AAA:

2.2.3 No Timing (AAA) – No time limits unless essential.

3.3.6 Error Prevention (All) (AAA) – Submissions are reversible, checked for errors, and confirmed.

12. Use of language

12.1 Use clear, concise language and avoid metaphors & ambiguity

Use clear, precise language and avoid metaphors & ambiguous terms

Importance: HIGH – All Users

Description:

53.3% of survey respondents agree that it is difficult for them to understand when people do not say what they mean and when people use metaphors. Autistic users want information to be delivered in concise and “to the point” manner.

Example User Comments

• “I would prefer the text to actually say the information than to allude to the information.”
• “The language is easy to understand, but the text uses a lot of words to say little information.”
• “I had to keep reading over bits to try to understand what it was saying. I wouldn’t be able to tell you what the specifics are of what it is trying to convey. There was a lot of vague language in what was said, so I don’t know if I understood it all.”

Matches WCAG 2.2 AAA:

3.1.5 Reading Level (AAA) – Content does not require reading ability more advanced than lower secondary education.

12.2 Avoid jargon, abbreviations, acronyms, idioms & colloquialisms

Avoid using specialist niche terminology or colloquial language on the site. Use clear and concise language that is familiar to users

Importance: HIGH – All Users

Description:

Users struggle with understanding specialist terminology or colloquial language.

Example User Comments

• “I wanted to apply for […]. The application was full of difficult words I didn’t understand. I asked my sister [to help with the application].”
• “This video was a bit difficult for me especially when he started talking about numbers.”
• “Cookies on a computer aren’t the same as the ones you eat, and it can be difficult for autistic people to understand the same word can be used in different ways and for different things.”

Matches WCAG 2.2 AAA:

3.1.5 Reading Level (AAA) – Content does not require reading ability more advanced than lower secondary education.

13. Customisation

13.1  Allow users to customise the website & make customisation

Allow users to tailor their experience on the website to their needs & preferences. Essential customisation must include tools to change font type & size, text & background colours, an ability to turn off decorative graphics, an ability to turn off captions for video content. Available accessibility tools must be clearly visible & easy to use.

Importance: MEDIUM – All Users

Description:

Autistic web users must be able to tailor their web experience to their needs. While some users could change in-browser accessibility settings, others did not know where to look for accessibility tools.

Example User Comments

• “The idea of being able to control your own experience is really good.”
• “I’d want sites in my colours.”
• “I wouldn’t know where to look for them [accessibility settings]”

WCAG 2.2 AAA equivalent

1.4.8 Visual Presentation (AAA) – Users can control visual presentation of text (foreground/background colours, line spacing).

14. Sharing content

14.1 Allow users to share content via e-Mail and platforms they use

Allow users to share content from the website via social media platforms that they use, and enable them to e-mail content to others and to themselves for ‘slow’ reading.

Importance: LOW – All Users

Description:

Autistic web users wanted to be able to share content from websites on social media platforms that they used. Participants said they most often shared content on Facebook, Twitter & Instagram. Some participants wanted to be able to e-mail content to other people or to themselves to read ‘later’ in their time when they concentrate better.

Example User Comments

• “Sometimes I find something on my phone and it’s interesting, but I can’t concentrate at this moment. I’d normally e-mail it to myself and then, read it later, when I have time, when I can focus better, or I want to read it on a bigger screen. (…) I then read at my own slow pace.”

15. Re-Learnability

15.1 Communicate your plans about changes on the website clearly

Announce any planned changes on your website in advance, inform the users about what is going to change and when the changes are going to be implemented.

Importance: HIGH – All Users

Description:

Change disorientates users. Users feel lost and frustrated when the websites that they like and use change frequently or unexpectedly. 32% of survey respondents do not learn new websites easily.

Example User Comments

• “Facebook keeps changing layout, options, especially on the mobile app and so I hate using it.”
• “I like things that don’t change. I lost my bank app when they went to “Pride” month.”

16. User research

16.1 Conduct user research to inform design decisions

Conduct research with autistic web users (including users with associated learning disabilities) to make sure updates to websites meet their needs & preferences

Importance: HIGH – All Users

Description:

Autistic web users feel disorientated when websites that they frequently use change and the information that was available on the site before the changes is not easy to find.

Conducting user research with autistic web users before and after re-design work will ensure that users are able to complete user journeys and accomplish core tasks on the site without needing to adapt it.

Example User Comments

• “Web designers would need to think more about how people use sites, not just making it look good– finding pages, sensible navigation.”

Section B. Approach to developing the guidelines

Approach to User Testing and Evidence Gathering

The guidelines were developed through a rigorous, multi-phase research process designed to capture both breadth and depth of autistic users’ experiences online.

In Phase One, the team conducted desk research reviewing 13 existing sets of autism-related web accessibility guidelines published over the previous decade. This analysis revealed inconsistencies and gaps, which informed the next stage. Expert interviews with specialists in autism and accessibility added further insights and helped shape hypotheses for user testing.

Phase Two focused on direct engagement with autistic users through an online survey and qualitative studies. The survey gathered responses from 398 autistic individuals, including those with associated learning disabilities, to validate findings and measure the prevalence of access barriers. In-depth user research followed, including diary studies and face-to-face focus groups with 17 participants. These sessions explored real-world experiences, uncovering issues such as sensory overload, navigation challenges, and the need for customization. Quotes from these sessions were integrated into the guidelines to provide authentic context and illustrate the impact of design decisions.

The final set of 49 guidelines combines evidence from user research, expert input, and prior literature, ensuring recommendations are both empirically grounded and practically applicable. This multi-method approach guarantees that the guidelines address gaps left by existing standards and reflect the lived experiences of autistic web users.

List of sites used in the user research

1. www.gov.uk
2. www.gov.au
3. www.bbc.co.uk
4. www.autismsociety.com
5. www.Iplayer.co.uk
6. www.dailymail.co.uk
7. A news article in Daily mail
8. A news article in The Guardian
9. A news article on the BBC homepage
10. www.autscape.org
11. https://discordapp.com/
12. www.stanstedexpress.com
13. www.autism.org.uk