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Towards Accessible ICT :
Promoting Accessible ICT :
Expert Group Meeting on Information and Communications Technologies (ICT)
for Persons with Disabilities
Beirut, 25-26 May 2004
Promoting Accessible Information and Communications Technologies with
Reasonable Adaptation:
learning from the Manila "Declaration" and "Design
Recommendations" on Accessible ICT*
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2, 3,
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Annex II
Accessible Information and Communications Technologies (ICT): selected
references
A. Selected definitions
1. International policy basis. Rule 5 (Accessibility) of the
United Nations Standard Rules on the Equalization of Opportunities for Persons
with Disabilities[1] currently is the
sole source of international policy guidance on environmental accessibility.
Rule 5 -- Accessibility -- states:
States should recognize the overall importance of accessibility in the
process of the equalization of opportunities in all spheres of society. For
persons with disabilities of any kind, States should (a) introduce programmes
of action to make the physical environment accessible; and (b) undertake
measures to provide access to information and communication.
a. Access to the physical environment
States should initiate measures to remove the obstacles to participation in
the physical environment.
Such measures should be to develop standards and guidelines and to consider
enacting legislation to ensure accessibility to various areas in society, such
as housing, buildings, public transport services and other means
of transportation, streets and other outdoor environments.
States should ensure that architects, construction engineers and others who
are professionally involved in the design and construction of the physical
environment have access to adequate information on disability policy and
measures to achieve accessibility.
Accessibility requirements should be included in the design and
construction of the physical environment from the beginning of the designing
process.
Organizations of persons with disabilities should be consulted when
standards and norms for accessibility are being developed. They should also be
involved locally from the initial planning stage when public construction
projects are being designed, thus ensuring maximum accessibility.
b. Access to information and communication
Persons with disabilities and, where appropriate, their families and
advocates should have access to full information on diagnosis, rights and
available services and programmes, at all stages. Such information should be
presented in forms accessible to persons with disabilities.
States should develop strategies to make information services and
documentation accessible for different groups of persons with disabilities.
Braille, tape services, large print and other appropriate technologies should
be used to provide access to written information and documentation for persons
with visual impairments. Similarly, appropriate technologies should be used to
provide access to spoken information for persons with auditory impairments or
comprehension difficulties.
Consideration should be given to the use of sign language in the education
of deaf children, in their families and communities. Sign language
interpretation services should also be provided to facilitate the
communication between deaf persons and others.
Consideration should also be given to the needs of people with other
communication disabilities.
States should encourage the media, especially television, radio and
newspapers, to make their services accessible.
States should ensure that new computerized information and service systems
offered to the general public are either made initially accessible or are
adapted to be made accessible to persons with disabilities.
Organizations of persons with disabilities should be consulted when
measures to make information services accessible are being developed.
2. Functional definition. The "Manila Declaration on Accessible
Information and Communications Technologies (ICT)"[2]
which was adopted at the United Nations Interregional Seminar and Regional
Demonstration Workshop on Accessible ICT and Persons with Disabilities, Manila,
Philippines (3-7 March 2003)[3]
recognized accessibility "as an essential component of broad rights-based
approaches to development".
The Declaration states "Access to the physical environment and access to
information and communications impact the full scope of social life and
development for all and can promote equality and opportunities for full
participation for everyone."
"Operationally, accessible ICT ...provides the flexibility to accommodate
the needs and preferences of the widest range of users.
"The value proposition of accessible ICT ...is equality through inclusive
solutions based on full and effective participation."
The Declaration notes "ICT is a member of the larger set of electronic and
information technology products, equipment systems and services that store,
process, transmit, convert, duplicate or receive digital information. Electronic
and information technology products include photocopiers, computers, personal
digital assistants (PDAs), facsimile machines, information transaction machines
or kiosks, automatic transaction machines (ATMs), voting machines, operating
systems, software (including application generators and development tools), Web
sites, public mass media (radio, television and cinema) and telecommunications
systems and devices" ... which should all "provide accessibility with
reasonable accommodation.."
3. Substantive
contributions to elaboration of an international convention to promote and
protect the rights and dignity of persons with disabilities.
(a) The "Bangkok Draft -- Proposed Elements for a Comprehensive and Integral
International Convention to Promote and Protect the Rights and Dignity of
Persons with Disabilities"[4] which
was formulated by the United Nations Regional Workshop towards a Comprehensive
and Integral International Convention on Protection and Promotion of the Rights
and Dignity of Persons with Disabilities (Bangkok, 14-17 October 2003)[5]
contains proposed text on "accessibility" for consideration in the elaboration
of the international convention:
"Article 16 -- Accessibility
"1. States Parties recognize the right of persons with disabilities to
access the physical environment, public transportation and information and
communication, including information, communication and assistive
technologies, and shall take progressive measures, including through the
development of detailed national standards, to ensure their freedom,
independence and full participation in all aspects of life, especially in
relation to access to:
- Public buildings, roads and facilities for public usage;
- Public transportation facilities and services;
- Public housing and facilities, or those built or renovated with public
funds. Private sectors shall be encouraged to take accessibility into
consideration when they build or renovate housing or facilities;
- Public and private sector services, particularly health and education
services;
- Employment and workplaces;
- Information and communication services including, for example,
telecommunications, electronic banking and the mass media;
"2. States Parties should encourage the research, development and promotion
of new technologies to assist in the promotion of persons with disabilities in
all aspects of life."
(b) "Draft articles for a Comprehensive and Integral International Convention
on the Protection and Promotion of the Rights and Dignity of Persons with
Disabilities"[6] prepared by the
Working Group of the Ad Hoc Committee on a Comprehensive and Integral
International Convention on the Protection and Promotion of the Rights and
Dignity of Persons with Disabilities, which met in New York from 5-16 January
2004, provides the following text on accessibility:
"Draft Article 19 -- ACCESSIBILITY
"1. States Parties to this Convention shall take appropriate [66] measures
to identify and eliminate obstacles, and to ensure accessibility for persons
with disabilities to the built [67] environment, to
transportation, to information and communications, including information and
communications technologies, and to other services, [68] in order to ensure
the capacity of persons with disabilities to live independently and to
participate fully in all aspects of life. The focus of these measures shall
include, inter alia:
- the construction and renovation of public[69] buildings, roads and other
facilities for public use, including schools, housing, medical facilities,
in-door and out-door facilities and publicly owned workplaces;
- the development and remodelling of public transportation facilities,
communications and other services, including electronic services.
"2. States Parties shall also take appropriate measures to:
- provide in public buildings and facilities signage in Braille and easy
to read and understand forms;
- provide other forms of live assistance [70] and intermediaries, [71]
including guides, readers and sign language interpreters, to facilitate
accessibility to public buildings and facilities;
- develop, promulgate and monitor implementation of minimum national
standards and guidelines for the accessibility of public facilities and
services;
- encourage private entities that provide public facilities and services
to take into account all aspects of accessibility for persons with
disabilities;
- undertake and promote research, development and production of new
assistive technologies, giving priority to affordably
priced technologies;
- promote universal design and international cooperation in the
development of standards, guidelines and assistive technologies;
- ensure organisations of persons with disabilities are consulted when
standards and guidelines for accessibility are being developed;
- provide training for all stakeholders on accessibility issues facing
persons with disabilities.
"Footnotes:
"[66]: Some members of the Working Group preferred the word "progressive"
in this paragraph and in the chapeau of paragraph 2. Other members were
concerned with consistency with other articles of the
Convention. The Ad Hoc Committee may wish to consider alternative
formulations.
"[67]: The Ad Hoc Committee may wish to consider whether the term
"physical" should be used instead of "built", which is its near synonym in
this context.
"[68]: The Ad Hoc Committee may wish to consider further the issue of
attempting to list comprehensively the facilities and services covered in the
chapeau to this paragraph, including whether a reference to the
"communications environment" is desirable.
"[69]: The Ad Hoc Committee may wish to consider the scope of the
provisions in this draft article, in particular paragraphs 1(a) and (b), and
2(a), (b), (c) and (d). The Working Group questioned whether the concept of
public buildings, facilities and services should also extend to privately
owned or developed buildings, facilities and services intended for
public use, and what level of obligation States Parties should place on
private owners or developers to ensure access to persons with disabilities.
Some members of the Working Group were of the view that privately owned or
developed buildings, facilities and services should be covered by the
obligations in this draft Article, but other members wished to consider the
implications of this further.
"[70]: 'Live assistance' includes human assistance, such as guides and
readers, and animal assistance, such as guide dogs. The Ad Hoc Committee may
wish to consider whether there is a more self-explanatory term. The term is
also used in draft Article 20(a) [Personal Mobility].
"[71]: 'Intermediaries' means people who do not assist but who rather act
as a conduit for the transmission of information to certain groups of persons
with disabilities, for example, sign language interpreters for the hearing
impaired. The term is also used in draft Article 20(a) [Personal Mobility]."
The draft text of the convention prepared by the Working Group will be
considered by the Ad Hoc Committee from its third session scheduled for 24 May
to 4 June 2004 in New York.
B. Selected Standards
1. Web Content Accessibility Guidelines (WCAG) 2.0 (working draft).[7]
The Web Content Accessibility Guidelines, WCAG 1.0,[8]
were first published in 1999 by the World Wide Web Consortium (W3C),[9]
a private non-profit organization, as recommended design principles for creating
accessible Web content. The current draft, WCAG 2.0, provides a comprehensive
and extensive presentation of concepts that apply to all Web-based content.
Their design principles are not specific to HTML,[10]
XML,[11] or any other technology so
that they could be applied to a variety of situations and technologies,
including those that do not yet exist.
WCAG 2.0 (working draft) presents non-technology-specific guidelines, success
criteria (normative) and definitions, benefits and examples (non-normative) for
each guideline, and an appendix containing definitions, references and other
support information.
WCAG 2.0 (draft) is based on four design principles:
- Content must be perceivable;
- Interface elements in the content must be operable;
- Content and controls must be understandable;
- Content must be robust enough to work with current and future
technologies.
Since WCAG 2.0 has the status of "working draft", the W3C has not yet
published a technical checklist for design of accessible Web content; the
current checklist is based on WCAG 1.0.[12]
2. Section 508 of the Rehabilitation Act (29 U.S.C. 794d), as amended by
the Workforce Investment Act of 1998 (P.L. 105-220). Electronic and
Information Technology of the United States. Section 508 requires
United States Federal agencies to provide people with disabilities with access
to their electronic and information technologies access to information that is
comparable to access available to others. 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.
Section 508 includes technical standards and performance-based requirements
related to various technologies, which include:
- software applications and operating systems;
- Web-based information or applications;
- telecommunication products;
- video and multimedia products;
- self contained, closed products (e.g., information kiosks, calculators,
and fax machines);
- desktop and portable computers.[13]
3. "Manila Accessible Information and Communications Technologies (ICT)
Design Recommendations".[14]
The Manila Accessible ICT Design Recommendations were formulated by the United
Nations Interregional Seminar and Regional Demonstration Workshop on Accessible
ICT and Persons with Disabilities, Manila, Philippines (3-7 March 2003) with the
aim of providing countries with a critical minimum checklist for the design and
development of accessible Web content.
The normative basis of the Manila Accessible ICT Design Recommendations is
Rule 5 (Accessibility) of the Standard Rules.
The conceptual basis of the Manila Accessible ICT Design Recommendations is
Universal Design[15] in the light
of its focus on designs that meet the needs of diverse users through inclusive
solutions and open and democratic participation. Accessible ICT designs based on
universal concepts provide for flexibility to accommodate those who operate in
low bandwidth settings, use cell phones to synthesize text and may access the
Internet or use other electronic appliances by means of alternative devices.
The Manila Accessible ICT Design Recommendations identify five considerations
when designing for accessibility with reasonable accommodation:
- Content is organized and presented appropriate to the interests, needs and
preferences of end users;
- Aesthetics of the design accommodate the needs and preferences of diverse
users;
- Accessibility of the design benefits all users as well as users with
special needs;
- Usability[16] of the design
allows users to access, navigate, search and leave the information resource
easily, intuitively and without barriers;
- Sustainability of the design is based on content management that affords
flexibility to accommodate needs and preferences of diverse users.
The "Manila Accessible ICT Design Recommendations" are based on the premise
that accessibility is achieved easily and efficiently with the application of
"first principles" of accessibility:
- Every visual element should be implemented with a textual element that
describes it. Alternative text <alt> allows for description of graphical
images.
- The structure and layout of the document should be dealt with separately.
Structure is defined by HTML (Hypertext Markup Language) elements and
attributes; and layout is defined by style sheets. Separation of layout
from content aids text browsers to extract easily the logical structure of the
document.[17]
The "Manila Accessible ICT Design Recommendations" address the issue of
barriers in Web-based information goods and services by identifying a select set
of "electronic curb cuts"[18] to
provide flexibility to accommodate each user's needs and preferences.
Seven points are identified:
- Provide an Access Instruction page for visitors (explaining the
accessibility features of the Web site and providing an e-mail hyperlink for
visitors to communicate problems with Web page accessibility);
- Provide support for text browsers and descriptive hyperlinks (links such
as "this" and "click here" do not alone convey the nature of the target link);
- Attach ALT<alt> (alternative) text to graphic images so that assistive
computer technology such as screen readers can reach the content;
- For each photographic image that contributes meaningful content to the
page, provide a "D" hyperlink to a page that provides descriptive text of the
image;
- Provide text transcriptions or descriptions for all audio and video clips;
- Provide alternative mechanisms for online forms since forms are not
supported by all browsers (such as e-mail or voice/TTY phone numbers);
- Avoid access barriers, such as the posting of documents in Adobe ® PDF
(Portable Document Format), non-linear format, Frame format or requiring
visitors to download software to access the content. If posting in Adobe ®
PDF, accessible HTML (Hypertext Markup Language) or ASCII text must also be
posted by the Web master converting the document.[19]
In the light of the rapid changes in the field of information and
communications technologies, the Manila Accessible ICT Design Recommendations
are "under construction" better to promote accessibility for all.
C. Selected Online Resources to Test and Evaluate Accessible ICT
Two types of validation tools are available online: those which validate
Hypertext Markup Language (HTML) and those which do automated accessibility
checks.
"HyperText Markup Language (HTML) validators are Standard Generalized
Markup Language (SGML) Parsers that check the mark-up language of a Web page
against its document-type definition (DTD). A DTD for a Web page is listed
before the <html> tag in the source code and defines the type of HTML being
used and the mark-up tags that can be employed within the page. HTML
validators can tell users whether or not their code is valid or invalid.
"In contrast to HTML validators, accessibility tools cannot tell
users whether or not their Web pages are completely accessible or
inaccessible. All accessibility tools scan the source code of a Web page using
interpretations of either the United States Rehabilitation Act Section 508
standards and/or the World Wide Web Consortium's Web Content Accessibility
Guidelines 1.0 (WCAG). These tools help can help individuals spot glaring
accessibility errors and remind users of accessibility issues that require
manual checks."[20]
1. WorldEnable Accessibility Validator <
http://www.worldenable.net/wevalidator.htm>
The WorldEnable Validator is a technical
implementation of the Manila Accessible ICT Design Recommendations (March 2003),
which represents the first set of threshold level functional specifications that
may be used as a basis for accessibility standards in countries. The
Validator provides guidance on making a Web design accessible as set forth in
the Manila Design Recommendations.
2. CynthiaSays® Section 508 Validator <
http://www.icdri.org/test_your_site_now.htm>.
The CynthiaSays® Validator is a Web content
accessibility validation solution, which is designed to identify errors in
design related to Section 508 standards as well as the WCAG guidelines.
3. W3C MarkUp Validation Service <
http://validator.w3.org/>.
The W3C MarkUp Validation Service checks documents
like HTML and XHTML for conformance to W3C Recommendations and other standards.
The following governmental sites are based on W3C WCAG 1.0 Recommendations:
- Australia -- Guide to Minimum Web Site Standards -- Accessibility
(3/04/04)
<http://www.agimo.gov.au/practice/mws/accessibility>.
The Australia Guide states "the standard for web content accessibility is the
Web Content
Accessibility Guidelines, which were devised by the World Wide Web
Consortium (W3C) <www.w3.org/tr/wai-webcontent>.
- Canada -- Common Look and Feel (CLF) for the Internet resources page
<http://www.cio-dpi.gc.ca/clf-nsi/index_e.asp>.
The CLF standards are designed to ensure that all Canadians, regardless of
ability, geographic location or demographic category, are given equal access
to information on Government of Canada (GoC) Web sites. The CLF
standards provide that all GoC Web sites comply with W3C Priority 1 and
Priority 2 checkpoints to ensure sites can be easily accessed by the widest
possible audience <http://www.cio-dpi.gc.ca/clf-nsi/stndrds-normes/stndrds-normes_e.asp>
.
- European Commission: e-Accessibility: Web and People with
Disabilities
<http://europa.eu.int/information_society/topics/citizens/accessibility/web/index_en.htm>
EC Communication "eEurope 2002: Accessibility of Public Web Sites and their
Content", adopted on 25 September 2001, states that ensuring availability of
accessible public Web sites and their content will be furthered by adoption by
the 15 EU member states of the Web Accessibility Initiative (WAI) Guidelines (WCAG
1.0) for public Web sites by the end of 2001.[21]
- United Kingdom of Great Britain and Northern Ireland: Guidelines for
Government Web Sites:
<
http://www.e-envoy.gov.uk/Resources/WebGuidelines/fs/en>.
The Handbook states that Government Web sites should be user focused,
engaging, accessible and usable; reference is made to W3C WAI guidelines and
"Level A" compliance is recommended.[22]
The Handbook further states that WAI compliance does not ensure usability,
i.e. ease of use by intended audiences.
4. Non-governmental sites using W3C WCAG 1.0 and/or Section 508
Recommendations
- WAVE 3.0 <
http://www.wave.webaim.org/wave/index.jsp>
WAVE 3.0 tests for bothWCAG 1.0 and Section 508 compliance. It was produced
and supported by WebAim (Web Accessibility In Mind), a private
non-profit organization located at Utah State University (Utah) with the
mission of improving accessibility to online learning opportunities for all
people; in particular to improve accessibility for individuals with
disabilities who currently may experience difficulties in obtaining access to
online learning opportunities.
- Web Design Group HTML Validator <http://www.htmlhelp.com/tools/validator/>
The WDG is a private non-profit organization concerned with promoting the
creation of non-browser Specific, non-resolution Specific, Creative and
informative Web sites that are accessible to all users worldwide.
- Juicy Studio <http://www.juicystudio.com/index.asp>
Juicy Studio is a private site with the mission of promoting best practice for
Web developers, and programmers. It provides references to a number of
online Web quality assurance tools:
- Torquemada [Italian and English] <
http://www.webxtutti.it/testa_en.htm>.
Torquemada provides an online methodology for accessibility analysis
that uses a tool for page checking so that it is possible to quickly identify
which parts of a page are in error and the HTML code corresponding to these
parts.
- WebXACT <
http://webxact.watchfire.com/>
WebXACT, supported by Watchfire, a private-sector corporation located at
Kanata, Ontario (Canada),
provides free online analyses of single pages of Web content for quality and
accessibility in
accordance with WCAG 1.0 and Section 508 recommendations; it can test for
privacy issues as well.
- Web Page Analyzer 0.82 <http://www.websiteoptimization.com/services/analyze/>
Web Page Analyzer, supported by Web Site Optimization, LLC a private-sector
firm located at Ann Arbor MI (USA), is a free online
quality assurance tool that tests Web site complexity and load
speeds over a variety of connection options from dialup modem to high-speed
Internet connections.
D. Selected Online Technical Resources
1. Internet Accessibility; a primer: Accessibility on the Internet <http://www.un.org/esa/socdev/enable/disacc00.htm>.
The Internet Accessibility primer was produced
in connection with the Internet accessibility pilot project of the Division for
Social Policy and Development of the United Nations Secretariat during the
period 1999-2000. The primer is maintained and updated periodically by the
WorldEnable consortium[23] in line
with its mission of promoting Internet Accessibility for all.
2. Microsoft Accessibility: technology for everyone <http://www.microsoft.com/enable/
>.
3. Microsoft Developers Network: resources on accessibility
<http://msdn.microsoft.com/library/default.asp?url=/nhp/default.asp?contentid=28000544>.
Microsoft ® Active Accessibility 2.0 is a
COM-based technology that improves the way accessibility aids work with
applications running on Microsoft Windows operating systems.
4. Apple Computer Corporation: Accessibility technologies in MAC OS X
<http://www.apple.com/accessibility/>.
5. Linux: Accessibility Issues <http://www.linux.org/>.
Linux is a free Unix-type operating system --
also called GNU General Public License Linux[24]
- which is being used on servers and on an increasing number of desktop
computers. Researchers have noted a lack of accessibility tools and
infrastructure for graphical user interfaces (GUI) and graphical desktops on
Linux.[25]
- GNOME Accessibility Project <http://developer.gnome.org/projects/gap/>.
The Project focuses on improving accessibility features of the Unix-based
GNOME Linux desktop environment,[26]
which includes creating a screen reader, Braille output software, and
on-screen keyboard. The project also has created the GNOME Accessibility
Architecture,[27] which
integrates these three tools and many other pre-existing third party ones.
- Linux Accessibility Resources Site (LARS) <http://trace.wisc.edu/linux/
>.
LARS was established by the Trace Research and
Development Center at the University of
Wisconsin (USA) to provide an overview of Linux / Unix accessibility issues and
resources.
E. Selected Online Training and Educational Resources
1. Access IT -- National Center on Accessible Information Technology in
Education of the University of Washington (USA) <
http://www.washington.edu/accessit/about.php>.
The Access IT mission is to increase the
access of individuals with disabilities to information technology in educational
institutions at all academic levels. Access IT maintains an online knowledge
base on accessible information technology in education and provides a range of
training and related activities.
2. BrailleNet.Org <http://braillenet.org/
>
Mission: une porte sur le Web pour les
personnes handicapées visuelles.
- L'accessibilit้ du Web <
http://braillenet.org/accessibilite/> [French / English].
- Livreblanc du BrailleNet -- Le WEB plus accessible pour les aveugles
et malvoyants <http://braillenet.org/accessibilite/livreblanc/index.html>
[French / English / German / Spanish] .
- VoirPlus -- Le portail au service des personnes handicapées
visuelles. <http://www.voirplus.net/>.
- Inova -- Interfaces Non Visuelles et Accessibilit้ <http://www.snv.jussieu.fr/inova/>.
- Accessiweb -- Centre de ressources et de recherche sur
l'accessibilit้ du Web <http://www.accessiweb.org/fr/Accessibilite_du_web/>.
3. Accessibility guide <http://www.usablenet.com/accessibility_usability/accessibility.html>
4. Usability guide <http://www.usablenet.com/accessibility_usability/usability.html>.
5. AnyBrowser.Com <http://www.anybrowser.com/>.
Mission: provide online Web design
resources, tutorials and quality assurance tools.
6. AWARE Center of the HTML Writers Guild <http://www.hwg.org>
- AWARE: Accessible Web Authoring Resources and Education Center <http://aware.hwg.org/>.
Mission: serve as a resource for Web authors
who want learn about Web accessibility. The HTML Writers Guild established AWARE
Center in 1999 to promote awareness of the importance of designing for universal
accessibility and provide resources for Web authors for the design of accessible
Web sites.
7. Dive Into Accessibility -- Online guide to accessible Web design <http://diveintoaccessibility.org/>.
The online training guide addresses two
issues: (1) why should one make a web site moreaccessible; and (2) how can one
make a web site more accessible. The guide is based on the premise that
designing an accessible site does involve complex technical issues or introduce
design constraints. Accessible Web design increases the clarity of Web content
and browsing becomes easier and more intuitive. For instance, the use of style
sheets[28] improves Web
accessibility by efficiently separating layout from content issues, which also
allows for more time to devote to design, development and maintenance of a Web
site."
8. WebAIM -- Web Accessibility in Mind of the Center for Persons with
Disabilities at Utah State University (USA) <
http://www.webaim.org/>.
N.B. References to products and registered trademarks, which are the
property of the respective owner(s), are for information purposes only and do
not constitute endorsement.
© 2004 AIMS / Vision Office
(version 5a.05.2004)
Notes
[1] United Nations General
Assembly resolution 48/96, annex, of 20 December 1993 <http://www.un.org/esa/socdev/enable/dissre00.htm>.
[2] <http://www.worldenable.net/manila2003/declaration.htm>.
[3] <http://www.worldenable.net/manila2003/Default.htm>.
[4] <http://www.worldenable.net/bangkok2003a/bangkokdraftrev.htm.>
[5] <http://www.worldenable.net/bangkok2003a/>.
[6] Report of the Working Group to
the Ad Hoc Committee (A/AC.265/2004/WG/1) <http://www.un.org/esa/socdev/enable/rights/ahcwgreport.htm>.
[7] <http://www.w3.org/TR/2004/WD-WCAG20-20040311/
>.
[8] <http://www.w3.org/TR/WCAG10/>
.
[9] <http://www.wec.org>.
[10] Hypertext Markup Language
is lingua franca for publishing hypertext content on the World Wide Web;
the current standard is HTML 4.01 <http://www.w3.org/TR/html4/>.
[11] Extensible Markup Language
is lingua franca for data representation on the World Wide Web. The XML
Core Working Group publishes recommendations, some of which are still drafts, on
XML, which include XML 1.0 (Third Edition) and XML 1.1 <http://www.w3.org/XML/Core/#Publications>.
[12] List of Checkpoints for
Web Content Accessibility Guidelines 1.0 <http://www.w3.org/TR/WCAG10/checkpoint-list.html>.
Priorities
Each checkpoint has a priority level assigned by the Working Group based on
the checkpoint's impact on accessibility.
[Priority 1]
A Web content developer must satisfy this checkpoint. 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.
[Priority 2]
A Web content developer should satisfy this checkpoint. 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.
[Priority 3]
A Web content developer may address this checkpoint. 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.
Priority 1 checkpoints
In General (Priority 1)
1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc",
or in element content). This includes: images, graphical representations of text
(including symbols), image map regions, animations (e.g., animated GIFs),
applets and programmatic objects, ascii art, frames, scripts, images used as
list bullets, spacers, graphical buttons, sounds (played with or without user
interaction), stand-alone audio files, audio tracks of video, and video.
2.1 Ensure that all information conveyed with color is also available without
color, for example from context or markup.
4.1 Clearly identify changes in the natural language of a document's text and
any text equivalents (e.g., captions).
6.1 Organize documents so they may be read without style sheets. For example,
when an HTML document is rendered without associated style sheets, it must still
be possible to read the document.
6.2 Ensure that equivalents for dynamic content are updated when the dynamic
content changes.
7.1 Until user agents allow users to control flickering, avoid causing the
screen to flicker.
14.1 Use the clearest and simplest language appropriate for a site's content.
And if you use images and image maps (Priority 1)
1.2 Provide redundant text links for each active region of a server-side
image map.
9.1 Provide client-side image maps instead of server-side image maps except
where the regions cannot be defined with an available geometric shape.
And if you use tables (Priority 1)
5.1 For data tables, identify row and column headers.
5.2 For data tables that have two or more logical levels of row or column
headers, use markup to associate data cells and header cells.
And if you use frames (Priority 1)
12.1 Title each frame to facilitate frame identification and navigation.
And if you use applets and scripts (Priority 1)
6.3 Ensure that pages are usable when scripts, applets, or other programmatic
objects are turned off or not supported. If this is not possible, provide
equivalent information on an alternative accessible page.
And if you use multimedia (Priority 1)
1.3 Until user agents can automatically read aloud the text equivalent of a
visual track, provide an auditory description of the important information of
the visual track of a multimedia presentation.
1.4 For any time-based multimedia presentation (e.g., a movie or animation),
synchronize equivalent alternatives (e.g., captions or auditory descriptions of
the visual track) with the presentation.
And if all else fails (Priority 1)
11.4 If, after best efforts, you cannot create an accessible page, provide a
link to an alternative page that uses W3C technologies, is accessible, has
equivalent information (or functionality), and is updated as often as the
inaccessible (original) page.
Priority 2 checkpoints
In General (Priority 2)
2.2 Ensure that foreground and background color combinations provide
sufficient contrast when viewed by someone having color deficits or when viewed
on a black and white screen. [Priority 2 for images, Priority 3 for text].
3.1 When an appropriate markup language exists, use markup rather than images
to convey information.
3.2 Create documents that validate to published formal grammars.
3.3 Use style sheets to control layout and presentation.
3.4 Use relative rather than absolute units in markup language attribute
values and style sheet property values.
3.5 Use header elements to convey document structure and use them according
to specification.
3.6 Mark up lists and list items properly.
3.7 Mark up quotations. Do not use quotation markup for formatting effects
such as indentation.
6.5 Ensure that dynamic content is accessible or provide an alternative
presentation or page.
7.2 Until user agents allow users to control blinking, avoid causing content
to blink (i.e., change presentation at a regular rate, such as turning on and
off).
7.4 Until user agents provide the ability to stop the refresh, do not create
periodically auto-refreshing pages.
7.5 Until user agents provide the ability to stop auto-redirect, do not use
markup to redirect pages automatically. Instead, configure the server to perform
redirects.
10.1 Until user agents allow users to turn off spawned windows, do not cause
pop-ups or other windows to appear and do not change the current window without
informing the user.
11.1 Use W3C technologies when they are available and appropriate for a task
and use the latest versions when supported.
11.2 Avoid deprecated features of W3C technologies.
12.3 Divide large blocks of information into more manageable groups where
natural and appropriate.
13.1 Clearly identify the target of each link.
13.2 Provide metadata to add semantic information to pages and sites.
13.3 Provide information about the general layout of a site (e.g., a site map
or table of contents).
13.4 Use navigation mechanisms in a consistent manner.
And if you use tables (Priority 2)
5.3 Do not use tables for layout unless the table makes sense when linearized.
Otherwise, if the table does not make sense, provide an alternative equivalent
(which may be a linearized version).
5.4 If a table is used for layout, do not use any structural markup for the
purpose of visual formatting.
And if you use frames (Priority 2)
12.2 Describe the purpose of frames and how frames relate to each other if it
is not obvious by frame titles alone.
And if you use forms (Priority 2)
10.2 Until user agents support explicit associations between labels and form
controls, for all form controls with implicitly associated labels, ensure that
the label is properly positioned.
12.4 Associate labels explicitly with their controls.
And if you use applets and scripts (Priority 2)
6.4 For scripts and applets, ensure that event handlers are input
device-independent.
7.3 Until user agents allow users to freeze moving content, avoid movement in
pages.
8.1 Make programmatic elements such as scripts and applets directly
accessible or compatible with assistive technologies [Priority 1 if
functionality is important and not presented elsewhere, otherwise Priority 2.]
9.2 Ensure that any element that has its own interface can be operated in a
device-independent manner.
9.3 For scripts, specify logical event handlers rather than device-dependent
event handlers.
Priority 3 checkpoints
In General (Priority 3)
4.2 Specify the expansion of each abbreviation or acronym in a document where
it first occurs.
4.3 Identify the primary natural language of a document.
9.4 Create a logical tab order through links, form controls, and objects.
9.5 Provide keyboard shortcuts to important links (including those in
client-side image maps), form controls, and groups of form controls.
10.5 Until user agents (including assistive technologies) render adjacent
links distinctly, include non-link, printable characters (surrounded by spaces)
between adjacent links.
11.3 Provide information so that users may receive documents according to
their preferences (e.g., language, content type, etc.)
13.5 Provide navigation bars to highlight and give access to the navigation
mechanism.
13.6 Group related links, identify the group (for user agents), and, until
user agents do so, provide a way to bypass the group.
13.7 If search functions are provided, enable different types of searches for
different skill levels and preferences.
13.8 Place distinguishing information at the beginning of headings,
paragraphs, lists, etc.
13.9 Provide information about document collections (i.e., documents
comprising multiple pages.).
13.10 Provide a means to skip over multi-line ASCII art.
14.2 Supplement text with graphic or auditory presentations where they will
facilitate comprehension of the page.
14.3 Create a style of presentation that is consistent across pages.
And if you use images and image maps (Priority 3)
1.5 Until user agents render text equivalents for client-side image map
links, provide redundant text links for each active region of a client-side
image map.
And if you use tables (Priority 3)
5.5 Provide summaries for tables.
5.6 Provide abbreviations for header labels.
10.3 Until user agents (including assistive technologies) render side-by-side
text correctly, provide a linear text alternative (on the current page or some
other) for all tables that lay out text in parallel, word-wrapped columns.
And if you use forms (Priority 3)
10.4 Until user agents handle empty controls correctly, include default,
place-holding characters in edit boxes and text areas.
[13] Guide to the Section 508
Standards for Electronic and Information Technology <http://www.access-board.gov/sec508/guide/index.htm>.
Overview of Technical Standards (Subpart B)
The standards provide criteria specific to various types of technologies,
including:
- software applications and operating systems
- web-based information or applications
- telecommunication products
- video and multimedia products
- self contained, closed products (e.g., information kiosks, calculators,
and fax machines)
- desktop and portable computers
Software Applications and Operating Systems (1194.21)
Most of the specifications for software pertain to usability for people with
vision impairments. For example, one provision requires alternative keyboard
navigation, which is essential for people with vision impairments who cannot
rely on pointing devices, such as a mouse. Other provisions address animated
displays, color and contrast settings, flash rate, and electronic forms, among
others.
Web-based Intranet and Internet Information and Applications (1194.22)
The criteria for web-based technology and information are based on access
guidelines developed by the Web Accessibility Initiative of the World Wide Web
Consortium. Many of these provisions ensure access for people with vision
impairments who rely on various assistive products to access computer-based
information, such as screen readers, which translate what's on a computer screen
into automated audible output, and refreshable Braille displays. Certain
conventions, such as verbal tags or identification of graphics and format
devices, like frames, are necessary so that these devices can "read" them for
the user in a sensible way. The standards do not prohibit the use of web site
graphics or animation. Instead, the standards aim to ensure that such
information is also available in an accessible format. Generally, this means use
of text labels or descriptors for graphics and certain format elements. (HTML
code already provides an "Alt Text" tag for graphics which can serve as a verbal
descriptor for graphics). This section also addresses the usability of
multimedia presentations, image maps, style sheets, scripting languages, applets
and plug-ins, and electronic forms.
The standards apply to Federal web sites but not to private sector web sites
(unless a site is provided under contract to a Federal agency, in which case
only that web site or portion covered by the contract would have to comply).
Accessible sites offer significant advantages that go beyond access. For
example, those with "text-only" options provide a faster downloading alternative
and can facilitate transmission of web-based data to cell phones and personal
digital assistants.
Telecommunications Products (1194.23)
The criteria of this section are designed primarily to ensure access to
people who are deaf or hard of hearing. This includes compatibility with hearing
aids, cochlear implants, assistive listening devices, and TTYs. TTYs are devices
that enable people with hearing or speech impairments to communicate over the
telephone; they typically include an acoustic coupler for the telephone handset,
a simplified keyboard, and a visible message display. One requirement calls for
a standard non-acoustic TTY connection point for telecommunication products that
allow voice communication but that do provide TTY functionality. Other
specifications address adjustable volume controls for output, product interface
with hearing technologies, and the usability of keys and controls by people who
may have impaired vision or limited dexterity or motor control.
Video or Multimedia Products (1194.24)
Multimedia products involve more than one media and include, but are not
limited to, video programs, narrated slide production, and computer generated
presentations. Provisions address caption decoder circuitry (for any system with
a screen larger than 13 inches) and secondary audio channels for television
tuners, including tuner cards for use in computers. The standards also require
captioning and audio description for certain training and informational
multimedia productions developed or procured by Federal agencies. The standards
also provide that display or presentation of alternate text or audio
descriptions shall be user-selectable unless permanent.
Self Contained, Closed Products (1194.25)
This section covers products that generally have imbedded software but are
often designed in such a way that a user cannot easily attach or install
assistive technology. Examples include information kiosks, information
transaction machines, copiers, printers, calculators, fax machines, and similar
types of products. The standards require that access features be built into the
system so users do not have to attach an assistive device to it. Other
specifications address mechanisms for private listening (handset or a standard
headphone jack), touchscreens, auditory output and adjustable volume controls,
and location of controls in accessible reach ranges.
Desktop and Portable Computers (1194.26)
This section focuses on keyboards and other mechanically operated controls,
touch screens, use of biometric form of identification, and ports and
connectors.
Functional Performance Criteria (Subpart C)
The performance requirements of this section are intended for overall product
evaluation and for technologies or components for which there is no specific
requirement under the technical standards in Subpart B. These criteria are
designed to ensure that the individual accessible components work together to
create an accessible product. They cover operation, including input and control
functions, operation of mechanical mechanisms, and access to visual and audible
information. These provisions are structured to allow people with sensory or
physical disabilities to locate, identify, and operate input, control and
mechanical functions and to access the information provided, including text,
static or dynamic images, icons, labels, sounds or incidental operating cues.
Information, Documentation, and Support (Subpart D)
The standards also address access to all information, documentation, and
support provided to end users (e.g., Federal employees) of covered technologies.
This includes user guides, installation guides for end-user installable devices,
and customer support and technical support communications. Such information must
be available in alternate formats upon request at no additional charge.
Alternate formats or methods of communication, can include Braille, cassette
recordings, large print, electronic text, Internet postings, TTY access, and
captioning and audio description for video materials.
[14] <
http://www.worldenable.net/manila2003/DesignRecommendations.htm>.
[15] Universal Design is based
on seven principles: (1) Equitable use -- the design is useful and
relevant to a wide group of users; (2) Flexibility in use -- the design
accommodates a wide range of individual preferences and abilities;
(3) Simple and intuitive use -- the design is easy to understand regardless of
the knowledge, experience, language skills or concentration level of the user;
(4) Perceptive information -- the design communicates information effectively to
the user regardless of the ambient condition or the sensory abilities of the
user; (5) Tolerance for error -- the design minimises the hazards and adverse
consequences of unintended actions of the user; (6) Low physical effort -- the
design can be used easily, efficiently and comfortably with a minimum of
fatigue; and (7) Size and space for approach and use -- the size and space for
approach, reach, manipulation and use should be appropriate regardless of the
body size, posture or mobility of the user. See "Report" of International
Seminar on Environmental Accessibility; planning and design of accessible urban
development in developing countries (Beirut, 30 November -- 3 December 1999) <http://www.un.org/esa/socdev/enable/disisea3.htm>.
The following premises are associated with Universal Design: (a) varying ability
is not a special condition of the few but a common characteristic of being human
and we change physically and intellectually throughout out lives; (b) if a
design works well for people with disabilities, it works better for everyone;
(c) at any point in our lives, personal self-esteem, identity, and well-being
are deeply affected by our ability to function in our physical surroundings with
a sense of comfort, independence and control; and (d) usability and aesthetics
are mutually compatible <
http://www.adaptenv.org/universal/index.php >.
[16] "Usability" refers to the
quality of a user's experience when interacting with a product or system --
whether a Web site, a software application, mobile technology, or any
user-operated device.
Several factors can affect the user's experience with a product or system,
which include:
- Ease of learning: How fast can a user who has never seen the user
interface before learn it sufficiently welll to accomplish basic tasks?
- Efficiency of use: Once an experienced user has learned to use the system,
how fast can he or she accomplish tasks?
- Memorability: If a user has used the system before, can he or she remember
enough to use it effectively the next time or does the user have to start over
again learning everything?
- Error frequency and severity: How often do users make errors while using
the system, how serious are these errors, and how do users recover from these
errors?
- Subjective satisfaction: How much does the user like using the system? See
Usability Basics <http://www.usability.gov/basics/index.html>.
[17] <
http://www.braillenet.org/accessiblite/livreblanc/english/accessibilite.html
>.
[18] Cynthia D. Waddell,
JD. "The Growing Digital Divide in Access for People with Disabilities:
overcoming barriers to participation" (1999), p. 2 at <
http://www.icdri.org/CynthiaW/the_digital-divide.htm >.
[19] Cynthia D. Waddell,
"Overview of Law and Guidelines," Chap. 2 in Jim Thatcher et al.,
Constructing Accessible Web Sites, (Birmingham (UK) Glasshaus, 2002),
republished July 2003 (San Francisco CA (USA) Apress) <http://www.apress.com/book/bookDisplay.html?bID=342>.
[20] Peter Blake, "A Review of
Free, Online Accessibility Tools" (February 2004) <http://www.webaim.org/techniques/articles/freetools/>.
[21] European Commission,
"Information Providers Guidelines" <
http://europa.eu.int/comm/ipg/index_en.htm>. "The EUROPA site must be
accessible to the largest possible number of users" in "7 -- Accessibility"
<http://europa.eu.int/comm/ipg/rule7/rule7_en.htm>.
[22] See UK Web Handbook,
Chapter 2 "Content of WebSites", section 2. 4 -- Building in universal
accessibility + checklist <http://www.e-envoy.gov.uk/Resources/WebHandbookIndex1Article/fs/en?CONTENT_ID=4000092&chk=XHiT3L>.
[23] <
http://www.worldenable.net/about.htm>.
[24] <http://www.linux.org/info/gnu.html
>.
[25] "Is Linux accessible?" <http://www.washington.edu/accessit/articles?13
>.
[26] <
http://www.gnome.org/about/>.
[27] <
http://developer.gnome.org/projects/gap/GNOME-Accessibility.html >.
[28] Web Design Group, "Guide to
Cascading Style Sheets" <http://www.htmlhelp.com/reference/css/
> [English / Chinese / Japanese / Spanish].
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