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Older screen readers read lists of consecutive links as one link. These active elements are therefore difficult or impossible to access. Also, changing the current window or popping up new windows can be very disorienting to users who cannot see that this has happened.

The following checkpoints apply until user agents including assistive technologies address these issues. These checkpoints are classified as “interim”, meaning that the Web Content Guidelines Working Group considers them to be valid and necessary to Web accessibility as of the publication of this document. However, the Working Group does not expect these checkpoints to be necessary in the future, once Web technologies have incorporated anticipated features or capabilities.

Many non-W3C formats e. Often, these formats cannot be viewed or navigated with standard user agents including assistive technologies. Avoiding non-W3C and non-standard features proprietary elements, attributes, properties, and extensions will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies proprietary or not must be used, equivalent accessible pages must be provided.

Even when W3C technologies are used, they must be used in accordance with accessibility guidelines. When using new technologies, ensure that they transform gracefully Refer also to guideline 6. Therefore, validate each page for accessibility and usability after the conversion process refer to the section on validation. If a page does not readily convert, either revise the page until its original representation converts appropriately or provide an HTML or plain text version.

Content developers should only resort to alternative pages when other solutions fail because alternative pages are generally updated less often than “primary” pages. An out-of-date page may be as frustrating as one that is inaccessible since, in both cases, the information presented on the original page is unavailable.

Automatically generating alternative pages may lead to more frequent updates, but content developers must still be careful to ensure that generated pages always make sense, and that users are able to navigate a site by following links on primary pages, alternative pages, or both.

Before resorting to an alternative page, reconsider the design of the original page; making it accessible is likely to improve it for all users. Guideline Provide context and orientation information. Provide context and orientation information to help users understand complex pages or elements. Grouping elements and providing contextual information about the relationships between elements can be useful for all users.

Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret. Checkpoints: Techniques for checkpoint Provide clear navigation mechanisms. Provide clear and consistent navigation mechanisms — orientation information, navigation bars, a site map, etc.

Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users. Link text should also be terse. In addition to clear link text, content developers may further clarify the target of a link with an informative link title e.

This is commonly referred to as “front-loading” and is especially helpful for people accessing information with serial devices such as speech synthesizers. Another way to create a collection is by building an archive e. The performance improvement gained by offline processing can make browsing much less expensive for people with disabilities who may be browsing slowly.

Ensure that documents are clear and simple. Ensure that documents are clear and simple so they may be more easily understood. Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading. However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics.

Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language. Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation.

Begin using validation methods at the earliest stages of development. Accessibility issues identified early are easier to correct and avoid. Following are some important validation methods, discussed in more detail in the section on validation in the Techniques Document. Use an automated accessibility tool and browser validation tool. Please note that software tools do not address all accessibility issues, such as the meaningfulness of link text, the applicability of a text equivalent , etc.

Validate syntax e. Validate style sheets e. Use a text-only browser or emulator. Use multiple graphic browsers, with: sounds and graphics loaded, graphics not loaded, sounds not loaded, no mouse, frames, scripts, style sheets, and applets not loaded Use several browsers, old and new. Use a self-voicing browser, a screen reader, magnification software, a small display, etc. Use spell and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer’s best guess for a word with a spelling error.

Eliminating grammar problems increases comprehension. Review the document for clarity and simplicity. Readability statistics, such as those generated by some word processors may be useful indicators of clarity and simplicity. Better still, ask an experienced human editor to review written content for clarity.

Editors can also improve the usability of documents by identifying potentially sensitive cultural issues that might arise due to language or icon usage. Invite people with disabilities to review documents. Expert and novice users with disabilities will provide valuable feedback about accessibility or usability problems and their severity.

Appendix B. Applet A program inserted into a Web page. Assistive technology Software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities.

Assistive technology includes wheelchairs, reading machines, devices for grasping, etc. In the area of Web Accessibility, common software-based assistive technologies include screen readers, screen magnifiers, speech synthesizers, and voice input software that operate in conjunction with graphical desktop browsers among other user agents. Hardware assistive technologies include alternative keyboards and pointing devices. For example “;- ” is the smiley emoticon.

Backward compatible Design that continues to work with earlier versions of a language, program, etc. Braille Braille uses six raised dots in different patterns to represent letters and numbers to be read by people who are blind with their fingertips.

The word “Accessible” in braille follows: A braille display , commonly referred to as a “dynamic braille display,” raises or lowers dot patterns on command from an electronic device, usually a computer.

The result is a line of braille that can change from moment to moment. Current dynamic braille displays range in size from one cell six or eight dots to an eighty-cell line, most having between twelve and twenty cells per line.

Content developer Someone who authors Web pages or designs Web sites. Deprecated A deprecated element or attribute is one that has been outdated by newer constructs.

Deprecated elements may become obsolete in future versions of HTML. Authors should avoid using deprecated elements and attributes. User agents should continue to support for reasons of backward compatibility. Device independent Users must be able to interact with a user agent and the document it renders using the supported input and output devices of their choice and according to their needs.

Input devices may include pointing devices, keyboards, braille devices, head wands, microphones, and others. Output devices may include monitors, speech synthesizers, and braille devices.

Please note that “device-independent support” does not mean that user agents must support every input or output device. User agents should offer redundant input and output mechanisms for those devices that are supported.

For example, if a user agent supports keyboard and mouse input, users should be able to interact with all features using either the keyboard or the mouse. Document Content, Structure, and Presentation The content of a document refers to what it says to the user through natural language, images, sounds, movies, animations, etc. The structure of a document is how it is organized logically e. An element e.

The presentation of a document is how the document is rendered e. An element that specifies document presentation e. Consider a document header, for example. The content of the header is what the header says e. Finally, the presentation of the header might be a bold block text in the margin, a centered line of text, a title spoken with a certain voice style like an aural font , etc.

Most guidelines may be applicable to applications using DHTML, however the following guidelines focus on issues related to scripting and style sheets: guideline 1 , guideline 3 , guideline 6 , guideline 7 , and guideline 9. Element This document uses the term “element” both in the strict SGML sense an element is a syntactic construct and more generally to mean a type of content such as video or sound or a logical construct such as a header or list.

The second sense emphasizes that a guideline inspired by HTML could easily apply to another markup language. Note that some SGML elements have content that is rendered e. An element that causes text characters to be part of the document is called a text element. Equivalent Content is “equivalent” to other content when both fulfill essentially the same function or purpose upon presentation to the user. In the context of this document, the equivalent must fulfill essentially the same function for the person with a disability at least insofar as is feasible, given the nature of the disability and the state of technology , as the primary content does for the person without any disability.

For example, the text “The Full Moon” might convey the same information as an image of a full moon when presented to users. Note that equivalent information focuses on fulfilling the same function. If the image is part of a link and understanding the image is crucial to guessing the link target, an equivalent must also give users an idea of the link target.

Providing equivalent information for inaccessible content is one of the primary ways authors can make their documents accessible to people with disabilities.

As part of fulfilling the same function of content an equivalent may involve a description of that content i. For example, in order for users to understand the information conveyed by a complex chart, authors should describe the visual information in the chart. Since text content can be presented to the user as synthesized speech, braille, and visually-displayed text, these guidelines require text equivalents for graphic and audio information.

Text equivalents must be written so that they convey all essential content. Non-text equivalents e. Equivalent information may be provided in a number of ways, including through attributes e.

Depending on the complexity of the equivalent, it may be necessary to combine techniques e. A text transcript is a text equivalent of audio information that includes spoken words and non-spoken sounds such as sound effects.

A caption is a text transcript for the audio track of a video presentation that is synchronized with the video and audio tracks. Captions are generally rendered visually by being superimposed over the video, which benefits people who are deaf and hard-of-hearing, and anyone who cannot hear the audio e. A collated text transcript combines collates captions with text descriptions of video information descriptions of the actions, body language, graphics, and scene changes of the video track.

These text equivalents make presentations accessible to people who are deaf-blind and to people who cannot play movies, animations, etc. It also makes the information available to search engines.

One example of a non-text equivalent is an auditory description of the key visual elements of a presentation. The description is either a prerecorded human voice or a synthesized voice recorded or generated on the fly. The auditory description is synchronized with the audio track of the presentation, usually during natural pauses in the audio track.

Auditory descriptions include information about actions, body language, graphics, and scene changes. Image A graphical presentation.

Image map An image that has been divided into regions with associated actions. Clicking on an active region causes an action to occur. When a user clicks on an active region of a client-side image map, the user agent calculates in which region the click occurred and follows the link associated with that region. Clicking on an active region of a server-side image map causes the coordinates of the click to be sent to a server, which then performs some action. Content developers can make client-side image maps accessible by providing device-independent access to the same links associated with the image map’s regions.

Client-side image maps allow the user agent to provide immediate feedback as to whether or not the user’s pointer is over an active region. Important Information in a document is important if understanding that information is crucial to understanding the document.

Linearized table A table rendering process where the contents of the cells become a series of paragraphs e. The paragraphs will occur in the same order as the cells are defined in the document source.

Cells should make sense when read in order and should include structural elements that create paragraphs, headers, lists, etc. Link text The rendered text content of a link.

Navigation Mechanism A navigation mechanism is any means by which a user can navigate a page or site. Some typical mechanisms include: navigation bars A navigation bar is a collection of links to the most important parts of a document or site. Most PDAs are used to track personal data such as calendars, contacts, and electronic mail.

A PDA is generally a handheld device with a small screen that allows input from various sources. Screen magnifier A software program that magnifies a portion of the screen, so that it can be more easily viewed.

Screen magnifiers are used primarily by individuals with low vision. Screen reader A software program that reads the contents of the screen aloud to a user.

Screen readers are used primarily by individuals who are blind. Screen readers can usually only read text that is printed, not painted, to the screen. Style sheets A style sheet is a set of statements that specify presentation of a document. Style sheets may have three different origins: they may be written by content providers, created by users, or built into user agents.

Presentation markup is markup that achieves a stylistic rather than structuring effect such as the B or I elements in HTML. Note that the STRONG and EM elements are not considered presentation markup since they convey information that is independent of a particular font style. Tabular information When tables are used to represent logical relationships among data — text, numbers, images, etc.

The relationships expressed by a table may be rendered visually usually on a two-dimensional grid , aurally often preceding cells with header information , or in other formats.

Until user agents In most of the checkpoints, content developers are asked to ensure the accessibility of their pages and sites. However, there are accessibility needs that would be more appropriately met by user agents including assistive technologies. As of the publication of this document, not all user agents or assistive technologies provide the accessibility control users require e. Checkpoints that contain the phrase “until user agents Content developers are encouraged to consult this page regularly for updated information.

User agent Software to access Web content, including desktop graphical browsers, text browsers, voice browsers, mobile phones, multimedia players, plug-ins, and some software assistive technologies used in conjunction with browsers such as screen readers, screen magnifiers, and voice recognition software. That document includes a list of additional contributors. Web Content Accessibility Guidelines 1. Table of Contents Abstract Status of this document 1. Introduction 2.

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W3C liability , trademark , document use and software licensing rules apply. Abstract These guidelines explain how to make Web content accessible to people with disabilities. The guidelines are intended for all Web content developers page authors and site designers and for developers of authoring tools. The primary goal of these guidelines is to promote accessibility. However, following them will also make Web content more available to all users, whatever user agent they are using e.

Following these guidelines will also help people find information on the Web more quickly. These guidelines do not discourage content developers from using images, video, etc.

This is a reference document for accessibility principles and design ideas. Some of the strategies discussed in this document address certain Web internationalization and mobile access concerns. However, this document focuses on accessibility and does not fully address the related concerns of other W3C Activities. This document is meant to be stable and therefore does not provide specific information about browser support for different technologies as that information changes rapidly.

This document includes an appendix that organizes all of the checkpoints by topic and priority. The checkpoints in the appendix link to their definitions in the current document. The topics identified in the appendix include images, multimedia, tables, frames, forms, and scripts. The appendix is available as either a tabular summary of checkpoints or as a simple list of checkpoints. The Techniques Document also includes techniques for document validation and testing, and an index of HTML elements and attributes and which techniques use them.

The Techniques Document has been designed to track changes in technology and is expected to be updated more frequently than the current document. Not all browsers or multimedia tools may support the features described in the guidelines. In particular, new features of HTML 4.

Status of this document This specification is a Superseded Recommendation. A newer specification exists that is recommended for new adoption in place of this specification. This document remains available as a reference for old — and possibly still deployed — implementations, but is not recommended for future implementation. The English version of this specification is the only normative version. Please report errors in this document to wai-wcag-editor w3. The appendix list of checkpoints is available as either a tabular summary of checkpoints or as a simple list of checkpoints.

Introduction For those unfamiliar with accessibility issues pertaining to Web page design, consider that many users may be operating in contexts very different from your own:. Content developers must consider these different situations during page design. While there are several situations to consider, each accessible design choice generally benefits several disability groups at once and the Web community as a whole. For example, by using style sheets to control font styles and eliminating the FONT element, HTML authors will have more control over their pages, make those pages more accessible to people with low vision, and by sharing the style sheets, will often shorten page download times for all users.

The guidelines discuss accessibility issues and provide accessible design solutions. They address typical scenarios similar to the font style example that may pose problems for users with certain disabilities. For example, the first guideline explains how content developers can make images accessible. Some users may not be able to see images, others may use text-based browsers that do not support images, while others may have turned off support for images e. The guidelines do not suggest avoiding images as a way to improve accessibility.

Instead, they explain that providing a text equivalent of the image will make it accessible. How does a text equivalent make the image accessible? Both words in “text equivalent” are important:. Note that, in addition to benefitting users with disabilities, text equivalents can help all users find pages more quickly, since search robots can use the text when indexing the pages.

While Web content developers must provide text equivalents for images and other multimedia content, it is the responsibility of user agents e. Non-text equivalents of text e. Non-text equivalents of text can also be helpful to non-readers.

An auditory description is an example of a non-text equivalent of visual information. An auditory description of a multimedia presentation’s visual track benefits people who cannot see the visual information. Themes of Accessible Design The guidelines address two general themes: ensuring graceful transformation, and making content understandable and navigable. Pages that transform gracefully remain accessible despite any of the constraints described in the introduction , including physical, sensory, and cognitive disabilities, work constraints, and technological barriers.

Here are some keys to designing pages that transform gracefully:. Content developers should make content understandable and navigable.

This includes not only making the language clear and simple, but also providing understandable mechanisms for navigating within and between pages. Providing navigation tools and orientation information in pages will maximize accessibility and usability. Not all users can make use of visual clues such as image maps, proportional scroll bars, side-by-side frames, or graphics that guide sighted users of graphical desktop browsers. Users also lose contextual information when they can only view a portion of a page, either because they are accessing the page one word at a time speech synthesis or braille display , or one section at a time small display, or a magnified display.

Without orientation information, users may not be able to understand very large tables, lists, menus, etc. The theme of making content understandable and navigable is addressed primarily in guidelines 12 to This document includes fourteen guidelines , or general principles of accessible design.

Each guideline includes:. The checkpoint definitions in each guideline explain how the guideline applies in typical content development scenarios.

Each checkpoint definition includes:. Each checkpoint is intended to be specific enough so that someone reviewing a page or site may verify that the checkpoint has been satisfied.

Each checkpoint has a priority level assigned by the Working Group based on the checkpoint’s impact on accessibility. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents. Otherwise, one or more groups will find it difficult to access information in the document.

Satisfying this checkpoint will remove significant barriers to accessing Web documents. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents. Some checkpoints specify a priority level that may change under certain indicated conditions. Conformance This section defines three levels of conformance to this document:.

Conformance levels are spelled out in text so they may be understood when rendered to speech. Claims of conformance to this document must use one of the following two forms. Form 2: Include, on each page claiming conformance, one of three icons provided by W3C and link the icon to the appropriate W3C explanation of the claim. Web Content Accessibility Guidelines Guideline 1. Provide equivalent alternatives to auditory and visual content. Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content.

Although some people cannot use images, movies, sounds, applets, etc. The equivalent information must serve the same purpose as the visual or auditory content. Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be “Go to table of contents”. In some cases, an equivalent should also describe the appearance of visual content e. This guideline emphasizes the importance of providing text equivalents of non-text content images, pre-recorded audio, video.

The power of text equivalents lies in their capacity to be rendered in ways that are accessible to people from various disability groups using a variety of technologies.

Text can be readily output to speech synthesizers and braille displays , and can be presented visually in a variety of sizes on computer displays and paper. Synthesized speech is critical for individuals who are blind and for many people with the reading difficulties that often accompany cognitive disabilities, learning disabilities, and deafness.

Braille is essential for individuals who are both deaf and blind, as well as many individuals whose only sensory disability is blindness. Text displayed visually benefits users who are deaf as well as the majority of Web users. Providing non-text equivalents e. In movies or visual presentations, visual action such as body language or other visual cues may not be accompanied by enough audio information to convey the same information.

Unless verbal descriptions of this visual information are provided, people who cannot see or look at the visual content will not be able to perceive it. Checkpoints: 1. This includes : images, graphical representations of text including symbols , image map regions, animations e. For complex content e. Refer also to checkpoint 9. Techniques for checkpoint 1. Refer to checkpoint 1. Don’t rely on color alone. Ensure that text and graphics are understandable when viewed without color. If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information.

When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits. Using markup improperly — not according to specification — hinders accessibility. Misusing markup for a presentation effect e. Furthermore, using presentation markup rather than structural markup to convey structure e.

 
 

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