1. University Web Accessibility Standards An Instructional Training Unit Prepared by Priya Gopalakrishnan IDT Graduate Student Emporia State University, Kansas

2. University Web Accessibility Standards 2 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.

3. University Web Accessibility Standards 3 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.

4. University Web Accessibility Standards 4 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

5. University Web Accessibility Standards 5 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.

6. University Web Accessibility Standards 6 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.

7. University Web Accessibility Standards 7 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.

8. University Web Accessibility Standards 8 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.

9. University Web Accessibility Standards 9 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.

10. University Web Accessibility Standards 10 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.

11. University Web Accessibility Standards 11 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.

12. University Web Accessibility Standards 12 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?

13. University Web Accessibility Standards 13 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

14. University Web Accessibility Standards 14 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

15. University Web Accessibility Standards 15 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.

16. University Web Accessibility Standards 16 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.

17. University Web Accessibility Standards 17 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.

18. University Web Accessibility Standards 18 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.

19. University Web Accessibility Standards 19 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.

20. University Web Accessibility Standards 20 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.

21. University Web Accessibility Standards 21 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

22. University Web Accessibility Standards 22 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

23. University Web Accessibility Standards 23 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

24. University Web Accessibility Standards 24 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

25. University Web Accessibility Standards 25 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

26. University Web Accessibility Standards 26 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

27. University Web Accessibility Standards 27 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

28. University Web Accessibility Standards 28 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 Web Accessibility standards for any University Website

29. University Web Accessibility Standards 29 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

30. University Web Accessibility Standards 30 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

31. University Web Accessibility Standards 31 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

32. University Web Accessibility Standards 32 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

33. University Web Accessibility Standards 33 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

34. University Web Accessibility Standards 34 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

35. University Web Accessibility Standards 35 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

36. University Web Accessibility Standards 36 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

37. University Web Accessibility Standards 37 Priority 1 Checkpoints PDF 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

38. University Web Accessibility Standards 38 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

39. University Web Accessibility Standards 39 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

40. University Web Accessibility Standards 40 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

41. University Web Accessibility Standards 41 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. Web Accessibility standards for any University Website

42. University Web Accessibility Standards 42 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. Web Accessibility standards for any University Website

43. University Web Accessibility Standards 43 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. Web Accessibility standards for any University Website

44. University Web Accessibility Standards 44 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. Web Accessibility standards for any University Website

45. University Web Accessibility Standards 45 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. Web Accessibility standards for any University Website

46. University Web Accessibility Standards 46 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. Web Accessibility standards for any University Website

47. University Web Accessibility Standards 47 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. Web Accessibility standards for any University Website

48. University Web Accessibility Standards 48 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.) Web Accessibility standards for any University Website

49. University Web Accessibility Standards 49 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. Web Accessibility standards for any University Website

50. University Web Accessibility Standards 50 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. Web Accessibility standards for any University Website

51. University Web Accessibility Standards 51 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

52. University Web Accessibility Standards 52 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

53. University Web Accessibility Standards 53 Priority 3 Checkpoints Forms User should be able to handle empty controls correctly, include default, place- holding characters in edit boxes and text areas. Web Accessibility standards for any University Website

54. University Web Accessibility Standards 54 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. Web Accessibility standards for any University Website

55. University Web Accessibility Standards 55 Web Aim's WAVE 4.0 - http://wave.webaim.org/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

56. University Web Accessibility Standards 56 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/ ​http:/ ​ / ​ www.webaim.org/ ​ intro/ References

57. University Web Accessibility Standards 57 (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