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Reviews and writes user-facing text for plain language accessibility. Covers interface copy, error messages, instructions, forms, and help content for diverse readers.
npx claudepluginhub owl-listener/inclusive-design-skills --plugin cognitive-accessibilityHow this skill is triggered — by the user, by Claude, or both
Slash command
/cognitive-accessibility:plain-language-designThe summary Claude sees in its skill listing — used to decide when to auto-load this skill
Write and evaluate content so that people with cognitive disabilities,
Makes UI text readable at a 6th-8th grade reading level by eliminating jargon, shortening sentences, and structuring for scanning. Useful for consumer product copy, error messages, onboarding, and help text.
Simplifies content, flows, and interfaces to reduce cognitive load using plain language, cognitive load assessment, and focus-attention design.
Guides writing content for diverse reading abilities using inverted pyramid, chunking, and plain language. Useful for long-form docs, policies, and instructions.
Share bugs, ideas, or general feedback.
Write and evaluate content so that people with cognitive disabilities, low literacy, non-native language skills, or high stress can understand it on the first read.
Plain language is not dumbed-down language. It is clear language. It respects the reader's time and cognitive resources.
Can someone read this sentence and understand it in 5 seconds? If not, rewrite.
Would someone outside your industry understand every word? If not, replace the word or define it inline.
For any instruction or button: is the next step completely unambiguous? "Save and continue" beats "Next". "Delete this item" beats "Remove".
Passive voice hides who does what. "Your application has been rejected" → "We could not approve your application. Here's what to do next."
| Instead of | Use |
|---|---|
| utilise | use |
| facilitate | help |
| implement | set up / start |
| terminate | end / stop |
| prior to | before |
| in order to | to |
| at this point in time | now |
| in the event that | if |
| with regard to | about |
| commence | start |
| sufficient | enough |
| subsequent | next |
| indicate | show / tell |
| modify | change |
When reviewing: present a table of flagged text with the original, the issue, and a rewritten version. When writing: produce plain language content with a note on the target reading level achieved.