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University Web Accessibility Standards
An Instructional Training Unit
Prepared by
Priya Gopalakrishnan
IDT Graduate Student
Emporia State University, Kansas
University Web Accessibility Standards
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Preface
More and more university information and
educational materials migrate to the web, it
becomes increasingly important to ensure that
those materials are accessible to people with
disabilities. However, most university web
accessibility policies fall short of achieving their
purpose. The web sites of these universities often
fail to meet minimum web accessibility standards.
University Web Accessibility Standards
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Preface
This instructional training unit is concentrated
on how to evaluate a university’s website that
adheres to web accessibility standards. In this
instructional unit the emphasis is on training
and pedagogical advice.
University Web Accessibility Standards
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Table of Contents
Introduction to Web Accessibility
Getting to Know Disabled Community
Legal Requirement and Web Content guidelines
Key Design guidelines for disabled community
Web Accessibility standards for any University Website
Website Assessment Tool
References
University Web Accessibility Standards
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Accessibility
Accessibility is about designing user interfaces by following a set of standards so
that more people can use your product effectively in more or any situations.
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What is Web Accessibility?
People with disabilities can use the web with ease. Web accessibility means that
people with disabilities can distinguish, understand, navigate and interact with the
web without any difficulty.
Designing for accessibility by people with disabilities who may be using assistive
technology, or customized software settings, also means we make the information on
our site much more usable for people using older or non-standard computer
equipment, slow internet connections and different browsers.
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What is Web Accessibility?
Web accessibility encompasses all disabilities that affect access to the web, this
includes; visual, auditory, physical, speech, cognitive and also neurological
disabilities.
Web accessibility also benefits older people with changing abilities due to aging.
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What is the Problem?
Many Web sites use design techniques, scripts, images and graphics in ways that
make the content inaccessible or difficult to use. They do not follow a set of universal
standards.
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What is the Problem?
For e.g.
Images without alt tags.
Complex navigation.
Content presented as graphics without a text version such as Flash or PDF
documents.
Video and audio clips without captions or transcripts.
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Why Universal Web Accessibility is essential?
The web is fast becoming a very important resource in various aspects of life;
education, employment, government, health care and so much more. Thus it
becomes very essential that the web be accessible in order to provide equal access
and equal opportunity to people with disabilities. An ease of access can always help
people with disabilities participate in society more actively.
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Getting to know the Disability Communities
An accessible Web means unparalleled access to information for people with
disabilities. People with disabilities on the web are –
Visual – Blindness, Low vision, Color blindness.
Hearing – Deafness.
Motor - Inability to use a mouse, slow response time, limited fine motor control.
Cognitive - Learning disabilities, distractibility, inability to remember or focus on
large amounts of information.
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Keeping web accessibility in mind, let’s gain
an appreciation of web accessibility by
understanding the user perspective.
The two given video’s in the next slide
provides an overview of the difficulties users
with disabilities face on the web and some of
the motivations for web accessibility.
How do people with disabilities access the web?
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A 11.5 minute video, interviewing various
disabled people struggling to use web as a
resource for their education.
How do people with disabilities access the web?
Windows Media
Flash
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This 2 min video is about disabled students
sharing their experiences with the web and
accessibility.
How do people with disabilities access the web?
Windows Media
QuickTime
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Legal Requirement
In United States, the applicable laws include
ADA - Americans with Disabilities Act,
IDEA - Individuals with Disabilities Education Act and
The Rehabilitation Act which are Section 504 & Section 508 – These two sections as
amended, have impact on accessible web design. Section 508 of the act, as now
amended, provides for us a blueprint of just what is intended in Section 504. Thus,
Section 504 provides the context of the law and Section 508 provides the direction.
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Legal Requirement
Section 508 - According to ‘Section508.gov’
In 1998, Congress amended the Rehabilitation Act to require Federal agencies to
make their electronic and information technology accessible to people with
disabilities.
Inaccessible technology interferes with an individual's ability to obtain and use
information quickly and easily.
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Legal Requirement
Section 508 - According to ‘Section508.gov’
Section 508 was enacted to eliminate barriers in information technology, to make
available new opportunities for people with disabilities, and to encourage
development of technologies that will help achieve these goals.
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Web Content Accessibility Guidelines
W3C.org
The Web Content Accessibility Guidelines provide an international set of guidelines.
They are developed by the Worldwide Web Consortium (W3C), the governing body
of the web. They were invented to make life easier for people with disabilities. Like
everyone else, people with disabilities want and need to access the kinds of
resources offered on the web. These guidelines are the basis of most web
accessibility law in the world.
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Web Content Accessibility Guidelines
W3C guidelines are based on four principles called POUR;
Perceivable – Available to the senses (vision and hearing) either through the
browser or through assistive technologies (e.g. screen readers, screen enlargers
etc.)
Operable – Users can interact with all controls and interactive elements using the
mouse, keyboard or an assistive device.
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Web Content Accessibility Guidelines
Understandable – Content is clear and limits confusion and ambiguity.
Robust – A wide range of technologies (including old and new user agents and
assistive technologies) can access the content.
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Check if Forms can be navigated with tab key.
Check for Alt tag in every image and graphics.
Check for text links for image maps and drop-
down menus.
Check if ‘pdf’ documents are easily accessibile.
Check if ‘skip to content’ link is provided.
Key Design Guidelines - For Visually Impaired
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Check if transcripts are provided for audio
clips.
Check for captions for video clips.
Check if all the multimedia clips have been
transcripted.
Key Design Guidelines - For Hearing Impaired
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Check if large area is provided to click
links.
Check if focus state for links are provided.
Check if ‘audio’ opt in is provided.
Check if ‘small buttons’ and ‘small text
links are avoided.
Check if ‘skip to content’ link is provided.
Key Design Guidelines - For Motor Impaired
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Check if background glare effect is avoided.
Check if content is in simple language, use of low vocabulary.
Check if document has clear and correct document structure.
Check if text are well illustrated.
Check if consistent navigational techniques are used.
Key Design Guidelines - For Cognitive Impaired
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It is a legal requirement for any University to maintain the accessibility of their
website. The QAA’s Code states: ‘The institution’s publicity, program details and
general information should be accessible to people with disabilities and describe the
opportunities for disabled students to participate. Institutions should consider
implementing arrangements which ensure that, electronic information, including
websites, is accessible to students with disabilities.’
Web Accessibility standards for any University Website
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Making information about the University accessible to a wider audience through an
accessible website helps to further widen access to the University, its research,
learning and teaching, and services.
Some accessibility techniques actually result in making web pages more easily
findable by search engines, both for the University's internal search and in the wider
World Wide Web, thereby also increasing the number of students to whom
University’s pages will be available.
Web Accessibility standards for any University Website
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Web Content Accessibility Guidelines (WCAG 1.0), published in May 2000, has
become the accepted international standard for ensuring accessibility of websites for
people with various disabilities, regardless of the technology they are using to
access the web. Most institutions worldwide that are legally required to make their
websites accessible base their guidelines on this standard.
Web Accessibility standards for any University Website
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The full WAI (Web Accessibility Initiative) guidelines are very detailed and extensive.
They are, however, broken down into individual checkpoints which are prioritized
according to their impact on accessibility.
Priority 1
Priority 2
Priority 3
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Priority 1 - checkpoints are those which MUST be satisfied, otherwise one or more
groups of web users will find it IMPOSSIBLE to access information on our pages.
Satisfying these checkpoints is a basic requirement to removing the most obvious
barriers to accessibility.
Priority 2 - checkpoints are points which SHOULD be satisfied, or one or more
groups of users will find it DIFFICULT to access information on our pages. Satisfying
these removes significant barriers to accessibility.
Web Accessibility standards for any University Website
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Priority 3 - checkpoints are points which MAY be satisfied, or one or more groups of
users will find it SOMEWHAT DIFFICULT to access information on our pages.
Satisfying these improves accessibility.
The WAI Team recommends that we aim for our pages to comply as far as
possible with the Priority 1 and 2 checkpoints.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Basics
A text equivalent for every non-text element; images, graphics should be available –
‘alt’ tag.
The information conveyed with color should be also available without color, for
example from context or markup.
Check for organized documents so they may be read without style sheets.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Check that equivalents for dynamic content are updated when the dynamic content
changes.
Screen flickering should not be available.
Check for clearest and simplest language appropriate for a site's content.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Images and image maps
Check for client-side image maps wherever available.
Check for ALT text for linked areas of the image map.
Check if a separate text-based list of links are provided to accompany the image
map.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Tables
For data tables, identify row and column headers, and if they have two or more
logical levels, check for markup to associate data cells and header cells.
Complex nested table layouts should not be provided.
Documents should be organized so they may be read without style sheets.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Frames
Each frame has to be facilitated with frame identification and navigation.
Documents should be organized so they may be read without style sheets.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Applets and Scripts
Check pages that are usable when scripts, applets are turned off or not supported.
Multimedia
Text transcriptions for audio and video clips, captions for video should be available.
Web Accessibility standards for any University Website
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Priority 1 Checkpoints
Documents that just a particular group of people should be able to print, for example,
minutes of University committee meetings, should be published in PDF format only,
as long as it is an accessible version of the document to anyone who may request it
(e.g. a Word version for use with screen reading software). A link has to be available
to the Adobe download page for the Acrobat Reader so that users can easily get the
latest version if required.
Web Accessibility standards for any University Website
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Priority 2 Checkpoints
Basics
Check for foreground and background color combinations, as the provided colors
should be sufficient contrast when viewed by someone having color deficits or when
viewed on a black and white screen.
Identify for the appropriate markup language and check for markup rather than
images to convey information.
Web Accessibility standards for any University Website
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Priority 2 Checkpoints
Basics
Check for documents that validate to published formal grammars.
Style sheets to control layout and presentation.
Header elements should be used to convey document structure and use them
according to specification.
Web Accessibility standards for any University Website
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Priority 2 Checkpoints
Basics
Lists and list items should be properly marked.
Mark up quotations. Do not use quotation markup for formatting effects such as
indentation.
Dynamic content should be accessible or an alternative presentation or page should
be provided.
Web Accessibility standards for any University Website
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Priority 2 Checkpoints
Basics
The content shouldn’t be clinking or flickering.
The user should be able to stop, refresh pages.
User should get the ability to stop auto-redirect.
Pop-ups or other windows should not appear or change the current window without
informing the user.
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Priority 2 Checkpoints
Basics
Deprecated features of W3C technologies should be avoided.
Target of each link should be clearly identified.
Proper meta data has to be available in each pages.
Site map is a must in all the web sites.
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Priority 2 Checkpoints
Tables
Tables for layout should not be used unless the table makes sense when linearized.
If however the table does not make sense, then check for an alternate equivalent.
If a table is used for layout, any structural markup should not be allowed for the
purpose of visual formatting.
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Priority 2 Checkpoints
Frames
If the title is not available for frames then at least purpose of frames or how they
relate to each other should be mentioned.
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Priority 2 Checkpoints
Forms
The user agents should support explicit associations between labels and form
controls, for all form controls with implicitly associated labels, if not check if the label
is properly positioned.
Associate labels explicitly with their controls.
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Priority 2 Checkpoints
Applets and Scripts
For scripts and applets, ensure that event handlers are input device-independent.
Programmatic elements such as scripts and applets should be directly accessible or
compatible with assistive technologies.
Ensure that any element that has its own interface can be operated in a device-
independent manner.
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Priority 3 Checkpoints
Basics
The expansion of each abbreviation or acronym in a document should be specified
in the first occurrence.
Primary natural language of a document should be identified.
Keyboard shortcuts to important links (including those in client-side image maps),
form controls, and groups of form controls should be provided.
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Priority 3 Checkpoints
Basics
Users (including assistive technologies) should be able to render adjacent links
distinctly, including non-link, printable characters (surrounded by spaces) between
adjacent links.
Information should be provided so that users may receive documents according to
their preferences (e.g., language, content type, etc.)
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Priority 3 Checkpoints
Basics
Navigation bars should be provided to highlight and give access to the navigation
mechanism.
If search functions are provided, check for different types of searches for different
skill levels and preferences.
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Priority 3 Checkpoints
Basics
Check for distinguishing information are placed at the beginning of headings,
paragraphs, lists, etc.
Information about document collections (i.e., documents comprising multiple pages.)
should be provided.
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Priority 3 Checkpoints
Basics
Means to skip over multi-line ASCII art has to be provided.
Check for supplement text with graphic or auditory presentations where they will
facilitate comprehension of the page.
A style of presentation that is consistent across pages should have created.
Web Accessibility standards for any University Website
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Priority 3 Checkpoints
Images and Image Maps
Users should be able to render text equivalents for client-side image map links,
redundant text links should be provided for each active region of a client-side image
map.
Web Accessibility standards for any University Website
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Priority 3 Checkpoints
Forms
User should be able to handle empty controls correctly, include default, place-
holding characters in edit boxes and text areas.
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Priority 3 Checkpoints
Tables
Summaries for tables should be provided.
Abbreviations for header labels are provided.
Users (including assistive technologies) should be able render side-by-side text
correctly. A linear text alternative (on the current page or some other) for all tables
that lay out text in parallel, word-wrapped columns should be available.
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Web Aim's WAVE 4.0 - http://wave.webaim.org/
WAVE is a free web accessibility evaluation tool provided by Web AIM. It is used to
aid humans in the web accessibility evaluation process. Rather than providing a
complex technical report, WAVE shows the original web page with embedded icons
and indicators that reveal the accessibility information within your page.
Website Assessment Tool
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Morrison, Ross. (2007). Designing Effective Instruction (5th ed.). John Wiley & Sons
Inc.
Dan Cederholm. (2004). Web Standard Solutions. Friends of.
Michael G. Paciello. Web Accessibility for People with Disabilities. Berkeley, CA:
CMP Books.
. (nd.). W3 org. Retrieved from http:/ / www.w3.org/ WAI/ Resources/
. (nd.). Web Aim. Retrieved from http:/ / www.webaim.org/ intro/
References
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(http:/ / wave.webaim.org/ , December 8, 2008)
.(n.d.). How to Evaluate A Web Site's Accessibility Level. Retrieved December 8,
2008, from http:/ / www.ukoln.ac.uk/ qa-focus/ documents/ briefings/ briefing-12/ html/
.(n.d.). Checklist for checkpoints of priorities of web accessibility. Retrieved
December 8, 2008, from www.W3.org Web site: http:/ / www.w3.org/ TR/ WCAG10/ full-
checklist.html#wc-priority-1
References