Student One has significant learning and communication disabilities and is an enthusiastic user of ICT in school.

The video clip shows Student One's apparently clumsy and unfocused behaviour at the start and his subsequently intent focus on using the PC, mouse and keyboard. He is in a busy and chaotic class. The researcher asks what he's looking for on Google "Games?". Student One is then shown intensely focused on his use of the PC and is using Google. He types 'www.cops.com' into the text box, clicks the search button, and rapidly scans up and down the text results before clicking the images button and scanning down the page of thumbnails that results. The video clip then shows him a few minutes later having located a 'Robo-cop' multimedia page that features a tune sting that he enjoys and dances to in his seat. Student One responds to a gesture from his teacher to turn down the volume. His facial expression shows he is enjoying this Web page but he is then frustrated when his clicking of the mouse causes dialogue boxes to pop up on screen. He becomes angry and says, "Don't say that! What's wrong with you?"

This clip highlights the complexity of the patterns of use of computers that people with cognitive disabilities demonstrate. Student One is an enthusiastic user and clearly enjoys using the software that he searches out. His stance at the computer desk and his apparent difficulty with speech-based communication suggest that complex ICT tasks would be beyond his reach yet he displays an independent ability to use the Google search facility and the required persistence to reach his goal. He types, recognises words as he rapidly scans the textual search results, switches to image search and again rapidly scans the thumbnails to find what he wants. He is very purposeful in his search, shows idiosyncrasies in his methods which are not 'correct' but he reaches his quarry. The action that ultimately frustrates him hinges on the unwelcome summoning up of dialogue boxes and his reaction appears excessive. A period of observing Student One's pattern of ICT use has demonstrated the challenging complexity of this project's mission to describe typical user behaviours and so generalise about accessibility requirements for people with learning disabilities. 'Spikes' of insight, intelligence and acquired skills for an individual will sit alongside aspects of behaviour or apparent cognitive impairment that one might expect precludes even basic use of ICT systems.

This user is browsing the Internet and uses the same tool that most ICT users deploy - a search engine - to narrow his options and find what he has in mind to view and interact with. He negotiates redundant content speedily and skilfully as he searches, albeit in an unorthodox manner but is ultimately frustrated and angered by pop-up menus and the chaos of a crowded desktop. These frustrations are familiar enough for us all. Despite first impressions this user's accessibility issues seem to be primarily those already identified as typical concerns for users without cognitive disability.

Video and observation with Student One demonstrates:

• The complex user community that people with cognitive disabilities represent and the challenges posed for the researchers as they seek to profile individual users and identify issues that are typical or general for this diverse community.
• People with learning disabilities may have high capabilities on computer systems that exceed one's perceptions of their cognitive ability or their understanding of the world around them
• Complex and unorthodox use of systems may be the issue for consideration around accessibility for this user group rather than a progressive scales of difficulties or abilities