Website - Accessibility

JCIT – Judicial Standards for

Website Presentation and Content

II. Website Accessibility

Website Accessibility Overview

For those unfamiliar with accessibility issues pertaining to Web page design, consider that many users may be operating in contexts very different from your own. They may:

not be able to see, hear, move, or process some types of information easily or at all.
have difficulty reading or comprehending text.
not have or be able to use a keyboard or mouse.
have a text-only screen, a small screen, or a slow Internet connection.
not speak or understand fluently the language in which the document is written.
be in a situation where their eyes, ears, or hands are busy or interfered with (e.g., driving to work, working in a loud environment, etc.).
have an early version of a browser, a different browser entirely, a voice browser, or a different operating system.

Texas Legislation specifically addresses Website accessibility. Senate Bill 801, 76th Legislative Session, Sec. 2001.006 states: (c) A state agency shall design the generally accessible Internet site so that it conforms to generally acceptable standards for Internet accessibility for people with disabilities.[1]

Section1. Subsection (b), Section 2157.005, Government Code states: (b) State funds may not be expended in the purchase of an automated information system unless the contract contains the following technology access clause. The clause must read as follows, "The vendor expressly acknowledges that state funds may not be expended in connection with the purchase of an automated information system unless that system meets certain statutory requirements relating to accessibility by persons with visual impairments. Accordingly, the vendor represents and warrants to (name of state agency) that the technology provided to (name of state agency) for purchase is capable, either by virtue of features included within the technology or because it is readily adaptable by use with other technology, of:

(1) providing equivalent access for effective use by both visual and nonvisual means;

(2) presenting information, including prompts used for interactive communications, in formats intended for both visual and nonvisual use; and

(3) being integrated into networks for obtaining, retrieving, and disseminating information used by individuals who are not blind or visually impaired. "For purposes of this clause, the phrase ‘equivalent access’ means a substantially similar ability to communicate with or make use of the technology, either directly by features incorporated within the technology or by other reasonable means such as assistive devices or services that would constitute reasonable accommodations under the federal Americans with Disabilities Act or similar state or federal laws. Examples of methods by which equivalent access may be provided include, but are not limited to, keyboard alternatives to mouse commands and other means of navigating graphical displays, and customizable display appearance."

Section 508 of the Rehabilitation Act requires access to electronic and information technology procured by Federal agencies. The Access Board developed accessibility standards for the various technologies covered by the law.

Review of the state and federal accessibility requirements revealed that the World Wide Web Consortium (W3C) accessibility guidelines meet current requirements. As a result, the accessibility standards will be based on the W3C Web Content Accessibility Guidelines 1.0 (see: http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505).

The W3C guidelines include the following Website content accessibility guidelines:

Provide equivalent alternatives to auditory and visual content.
Don't rely on color alone.
Use markup and style sheets, and do so properly.
Clarify natural language usage.
Create tables that transform gracefully.
Ensure that pages featuring new technologies transform gracefully.
Ensure user control of time-sensitive content changes.
Ensure direct accessibility of embedded user interfaces.
Design for device-independence.
Use interim solutions.
Use W3C technologies and guidelines.
Provide context and orientation information.
Provide clear navigation mechanisms.
Ensure that documents are clear and simple.

Accessibility Standards

Since accessibility is a requirement for all court Websites, the accessibility alternatives are based on the W3C’s defined priorities which are described below:

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.

	Alternative 1 – Basic Accessibility	Alternative 2 – Advanced Accessibility
Description	Require all Priority 1 checkpoints. Perform limited accessibility validation.	Require all Priority 1, Priority 2, and Priority 3 checkpoints. Perform extensive accessibility validation.
Benefits	The advantage to this approach is that it achieves basic accessibility with less cost.	The advantage to this approach is that all users easily access all content on the Website.
Disadvantages	One or more user groups might not be able to access your Web content.	The time and cost to develop and maintain the Website according to these advanced accessibility standards is higher.

The recommended Web content accessibility standards are described below:

1. Provide equivalent alternatives to auditory and visual content

Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content.

Although some people cannot directly use images, movies, sounds, applets, etc., they may still use pages that include equivalent information to the visual or auditory content. The equivalent information must serve the same purpose as the visual or auditory content. Thus, a text equivalent for an image of an upward arrow that links to a table of contents could be "Go to the Table of Contents".

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. [Priority 1]

For example, in HTML:

· Use "alt" for the IMG, INPUT, and APPLET elements, or provide a text equivalent in the content of the OBJECT and APPLET elements.

· For complex content (e.g., a chart) where the "alt" text does not provide a complete text equivalent, provide an additional description using, for example, "longdesc" with IMG or FRAME, a link inside an OBJECT element, or a description link.

· For image maps, either use the "alt" attribute with AREA, or use the MAP element with A elements (and other text) as content.

1.2 Provide redundant text links for each active region of a server-side image map. [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. [Priority 1]

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. [Priority 1]

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. [Priority 3]

2. Don't rely on color alone

Ensure that text and graphics are understandable when viewed without color.

If color alone is used to convey information, people who cannot differentiate between certain colors and users with devices that have non-color or non-visual displays will not receive the information. When foreground and background colors are too close to the same hue, they may not provide sufficient contrast when viewed using monochrome displays or by people with different types of color deficits.

2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1]

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. Use markup and style sheets and do so properly

Markup documents with the proper structural elements. Control presentation with style sheets rather than with presentation elements and attributes.

Using markup improperly -- not according to specification -- hinders accessibility. Misusing markup for a presentation effect (e.g., using a table for layout or a header to change the font size) makes it difficult for users with specialized software to understand the organization of the page or to navigate through it. Furthermore, using presentation markup rather than structural markup to convey structure (e.g., constructing what looks like a table of data with an HTML PRE element) makes it difficult to render a page intelligibly to other devices.

3.1 When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2]

3.2 Create documents that validate to published formal grammars. [Priority 2]

3.3 Use style sheets to control layout and presentation. [Priority 2]

3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2]

3.5 Use header elements to convey document structure and use them according to specification. [Priority 2]

3.6 Markup lists and list items properly. [Priority 2]

3.7 Markup quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2]

4. Clarify natural language usage

Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

When content developers markup natural language changes in a document, speech synthesizers and braille devices can automatically switch to the new language, making the document more accessible to multilingual users. Content developers shall identify the predominant natural language of a document's content (through markup or HTTP headers). Content developers shall also provide expansions of abbreviations and acronyms.

4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). [Priority 1]

4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs. [Priority 3]

4.3 Identify the primary natural language of a document. [Priority 3]

5. Create tables that transform gracefully. Ensure that tables have necessary markup to be transformed by accessible browsers and other user agents.

Tables shall be used to markup truly tabular information ("data tables"). Content developers shall avoid using them to layout pages ("layout tables"). Tables for any use also present special problems to users of screen readers.

5.1 For data tables, identify row and column headers. [Priority 1]

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. [Priority 1]

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). [Priority 2]

5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting. [Priority 2]

5.5 Provide summaries for tables. [Priority 3]

5.6 Provide abbreviations for header labels. [Priority 3]

6. Ensure that pages featuring new technologies transform gracefully

Ensure that pages are accessible even when newer technologies are not supported or are turned off.

Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they shall know how to make their pages still work with older browsers and people who choose to turn off features.

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. [Priority 1]

6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. [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. [Priority 1]

6.4 For scripts and applets, ensure that event handlers are input device-independent. [Priority 2]

6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. [Priority 2]

7. Ensure user control of time-sensitive content changes

Ensure that moving, blinking, scrolling, or auto-updating objects or pages may be paused or stopped.

Some people with cognitive or visual disabilities are unable to read moving text quickly enough or at all. Movement can also cause such a distraction that the rest of the page becomes unreadable for people with cognitive disabilities.

7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. [Priority 1]

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). [Priority 2]

7.3 Until user agents allow users to freeze moving content, avoid movement in pages. [Priority 2]

7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. [Priority 2]

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. [Priority 2]

Note. The BLINK and MARQUEE elements are not defined in any W3C HTML specification and shall not be used.

8. Ensure direct accessibility of embedded user interfaces

Ensure that the user interface follows principles of accessible design: device-independent access to functionality, keyboard operability, self-voicing, etc.

When an embedded object has its "own interface", the interface -- like the interface to the browser itself -- must be accessible. If the interface of the embedded object cannot be made accessible, an alternative accessible solution must be provided.

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. Design for device-independence

Use features that enable activation of page elements via a variety of input devices.

Device-independent access means that the user may interact with the user agent or document with a preferred input (or output) device -- mouse, keyboard, voice, head wand, or other. If, for example, a form control can only be activated with a mouse or other pointing device, someone who is using the page without sight, with voice input, or with a keyboard or who is using some other non-pointing input device will not be able to use the form.

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. [Priority 1]

9.2 Ensure that any element that has its own interface can be operated in a device-independent manner. [Priority 2]

9.3 For scripts, specify logical event handlers rather than device-dependent event handlers. [Priority 2]

9.4 Create a logical tab order through links, form controls, and objects. [Priority 3]

9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls. [Priority 3]

10. Use interim solutions

Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly.

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

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. [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. [Priority 2]

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. [Priority 3]

10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas. [Priority 3]

10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links. [Priority 3]

11. Use W3C technologies and guidelines

Use W3C technologies (according to specification) and follow accessibility guidelines. Where it is not possible to use a W3C technology, or doing so results in material that does not transform gracefully, provide an alternative version of the content that is accessible.

The current guidelines recommend W3C technologies (e.g., HTML, CSS, etc.) for several reasons:

· W3C technologies include "built-in" accessibility features;

· W3C specifications undergo early review to ensure that accessibility issues are considered during the design phase; and

· W3C specifications are developed in an open, industry consensus process.

Many non-W3C formats (e.g., PDF, Shockwave, etc.) require viewing with either plug-ins or stand-alone applications. Often, these formats cannot be viewed or navigated with standard user agents (including assistive technologies). Avoiding non-W3C and non-standard features (proprietary elements, attributes, properties, and extensions) will tend to make pages more accessible to more people using a wider variety of hardware and software. When inaccessible technologies (proprietary or not) must be used, equivalent accessible pages must be provided.

11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported. If non W3C formats must be used, ensure that accessibility features of the software are available and used. [Priority 2]

11.2 Avoid deprecated features of W3C technologies. [Priority 2]

11.3 Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.) [Priority 3]

11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies and that is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. [Priority 1]

12. Provide context and orientation information

Provide context and orientation information to help users understand complex pages or elements.

Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret.

12.1 Title each frame to facilitate frame identification and navigation. [Priority 1]

12.2 Describe the purpose of frames and how frames relate to each other, if it is not obvious by frame titles alone. [Priority 2]

12.3 Divide large blocks of information into more manageable groups, where natural and appropriate. [Priority 2]

12.4 Associate labels explicitly with their controls. [Priority 2]

13. Provide clear navigation mechanisms

Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc. -- to increase the likelihood that a person will find what they are looking for at a site.

Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users.

13.0 Websites that place common navigation links on every page (e.g., a list on the left side) shall place a skip navigation link at the top of the Web page. As visitors that use a text reader to access Web pages will hear the list of links on every page before they can access the content. The skip navigation link allows users to bypass navigation mechanisms to find important content. [Priority 1] Source DIR.

13.1 Clearly identify the target of each link. [Priority 2]

13.2 Provide metadata to add semantic information to pages and sites. [Priority 2]

13.3 Provide information about the general layout of a site (e.g., a site map or table of contents). [Priority 2]

13.4 Use navigation mechanisms in a consistent manner. [Priority 2]

13.5 Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3]

13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3]

13.7 If search functions are provided, enable different types of searches for different skill levels and preferences. [Priority 3]

13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3]

13.9 Provide information about document collections (i.e., documents comprising multiple pages). [Priority 3]

13.10 Provide a means to skip over multi-line ASCII art. [Priority 3]

14. Ensure that documents are clear and simple

Ensure that documents are clear and simple, so they may be more easily understood.

Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading.

14.1 Use the clearest and simplest language appropriate for a site's content. [Priority 1]

14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page. [Priority 3]

14.3 Create a style of presentation that is consistent across pages. [Priority 3]

Accessibility Validation

The courts will validate accessibility with automatic tools and human review. Automated methods are generally rapid and convenient but cannot identify all accessibility issues. Human review can help ensure clarity of language and ease of navigation. Begin using validation methods at the earliest stages of development. Accessibility issues identified early are easier to correct and avoid. Following are some important validation methods:

1. Use an automated accessibility tool and browser validation tool. Note that software tools do not address all accessibility issues, such as the meaningfulness of link text, the applicability of a text equivalent, etc. Several tools are available to test Web pages. One tool, Bobby, is a Website that will assist organizations identify Web page design problems and improve accessibility. The URL for Bobby is http://www.cast.org/bobby. An additional feature of Bobby is that it will also provide load time simulation numbers for Web pages. Load time simulation is the time required to display the contents of one page of a Website including text, graphic images, and server and/or network lag time using a 28.8k bits per second data modem. The standard load time for commercial Websites is 15 seconds using a 14.4k bits per second data modem.

2. Validate syntax (e.g., HTML, XML, etc.).

3. Validate style sheets (e.g., CSS).

4. Use a text-only browser or emulator.

5. Use multiple graphic browsers, with:

o sounds and graphics loaded;

o graphics not loaded;

o sounds not loaded;

o no mouse; and

o frames, scripts, style sheets, and applets not loaded.

6. Use several browsers, both old and new.

7. Use a self-voicing browser, a screen reader, magnification software, a small display, etc.

8. Use spelling and grammar checkers. A person reading a page with a speech synthesizer may not be able to decipher the synthesizer's best guess for a word with a spelling error. Eliminating grammar problems increases comprehension.

9. Review the document for clarity and simplicity. Readability statistics, such as those generated by some word processors, may be useful indicators of clarity and simplicity. Better still, ask an experienced (human) editor to review written content for clarity. Editors can also improve the usability of documents by identifying potentially sensitive cultural issues that might arise due to language or icon usage.

10. Invite people with disabilities to review documents. Expert and novice users with disabilities will provide valuable feedback about accessibility or usability problems and their severity.