Web accessibility for writers

Web accessibility for writers Dey Alexander [email_address]

Agenda
Introduction to web accessibility
Design philosophy
Legal/policy
Standards
Disabilities and the web
Web writers and accessibility
Perceivable
Operable
Understandable

Design philosophy
Accessible design is not about ‘add ons’ or extra considerations for people with disabilities
It is about universal design “ … solution that produces buildings, products and environments that are usable and effective for everyone, not just people with disabilities”.
Wikipedia

My approach to accessibility
Aim to design (write) a good user experience
Understand the rules, don’t just follow blindly or dogmatically
Consider the impact on people when you make writing and content design decisions
Accessibility and usability are complementary
In all design fields
Especially when it comes to online content

Legal and policy requirements

Australian government policy

Victorian government policy

Design standards

Key differences between 1.0 and 2.0
Technology
WCAG 1.0 developed around HTML
WCAG 2.0 applies to all web technologies (e.g. HTML, CSS, JavaScript)
Notion of ‘accessibility supported’ technologies
Can only use technologies that can be accessible
Must use them in accessible ways
‘ Testable’ guidelines
Less reliance on interpretation and judgement

19 success criteria relevant to writers

Disabilities and the web
Vision impairment
Blindness, low vision, colour blindness
Cognitive impairment
Reading and learning difficulties, memory and attention problems, information processing problems
Hearing impairment
Hard of hearing, deafness, deaf as linguistic community
Mobility, motor impairment
No/limited movement, weakness, poor control, tremor
Seizures
In reaction to flashing or flickering content

Dyslexia

Disability and the web
Blindness: Braille reader, screen reader (video)
Low vision: screen magnification (video)
Mobility: assistive technology
Deafness: a linguistic community (video)

Principle 1
Information and user interface components must be presentable to users in ways they can perceive.

Perceivable content

1.1.1 Non-text content (A)
“ All non-text content that is presented to the user has a text alternative that serves the equivalent purpose …”
For writers: images are the key issue (1.1.2 covers time-based media)

Understanding 1.1.1
Disabled users benefit
Blind: Screen readers, Braille devices (can’t ‘read’ an image)
Low vision: Screen magnifiers (some images don’t magnify well)
Cognitive: Some imagery confusing (e.g. complex maps)
Others benefit
Older users
Slow connections, bandwidth limits
People using text-only browsers
Translation to other languages
Search engines can access text alternatives

3 considerations for images
Short text alternative
Options: ALT attribute, text on page
Long text alternative
Options: text on page, text on linked page or via LONGDESC attribute
No text alternative
Options: blank ALT attribute, via CSS styles

ALT=“ State Government Call Centre - 1300 366 356 - Local Call Cost ”

ALT=“Hume Volunteer Gateway”
ALT=“What’s on in July at Hume Libraries”

ALT=“Fire Danger Rating Chart”
Long text alternative is provided in the table, but could have the colour code added

Blank text alternative
ALT=“Orange_Book.png”
ALT=“Orange_Calendar.png”
ALT=“Graph”
Should all be ALT=“”

No text alternative
ALT=“ Image of Spencer Street Redevelopment ”
Should be ALT=“”

1.3.1 Info and relationships (A)
“ Information, structure, and relationships conveyed through presentation can be programmatically determined or are available in text.”
For writers: headings, tables, lists, semantic elements

Understanding 1.3.1
Blind: Screen readers access and ‘display’ structure
Low vision: Users can use CSS to restyle key elements
Others benefit
People using text-only browsers or devices that can’t use GUI presentation styles
Search engines can recognise key content (e.g. headings)

Semantic elements
Includes
blockquote, cite
strong, em*
code, sub, sup, q*
Limited or no screen reader support for groups marked with *

1.3.3 Sensory characteristics (A)
“ Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, size, visual location, orientation, or sound.”
[Colour is covered separately]

Understanding 1.3.3
Blind: Screen readers, Braille devices (cannot ‘see’ location, size, shape, etc. )
Others benefit
May help when layout is not rendered correctly or changes (e.g. on small mobile devices)

1.4.1 Use of colour (A)
“ Color is not used as the only visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element.”
Writers: references to colour in text; use of colour in text/images

Understanding 1.4.1
Blind: Screen readers, Braille devices (cannot ‘see’ colour)
Colourblind: Around 8% of males, 0.5% of females cannot identify some colours
Others benefit
Material printed in black and white is still usable

New provision shown in blue text

Labels associated with the colours

1.4.3 Contrast (minimum) (AA)
“ The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for … ”
Large text – 3:1
Logotype, text as decoration – no requirements

1.4.6 Contrast (enhanced) (AAA)
“ The visual presentation of text and images of text has a contrast ratio of at least 7:1, except for …”
Large text – 4.5:1
Logotype, text as decoration – no requirements

Understanding 1.4.3/1.4.6
Low vision: Screen magnifier users (hue, saturation and luminance)
Colour blind: Luminance contrast needs to be good
Others benefit
Older users
People with poorly adjusted contrast, old monitors
People using computers in poor lighting conditions, using mobile devices outside
For writers: images of text is key issue

1.4.5 Images of text (AA)
“ If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for …”
Customisable images of text
Essential images of text (e.g. logos)

1.4.9 Images of text (no exception) (AAA)
“ Images of text are only used for pure decoration or where a particular presentation of text is essential to the information being conveyed”
(Text in logos is considered essential)

Low vision: Screen magnification of images can be unreadable
Cognitive: cannot resize text, change line spacing, font face
Others benefit
Lower bandwidth use
For writers: work with designers/developers to use CSS solutions

Principle 2
User interface components and navigation must be operable.

Operable content

2.4.2 Page titled (A)
Web pages have titles that describe topic or purpose.
For writers: know which CMS field is for the title For site managers: check how your CMS handles titles

Understanding 2.4.2
Blind: Saves unnecessary reading
Mobility: Saves unnecessary clicking
Cognitive: Is less confusing, easier to understand/identify
Others benefit
Everyone who uses search, browser bookmarks/favourites, browser tabs, browser history
Important for search engine optimisation

What pages are these?
About us
About us
Publications
Publications
Forms
Forms

2.4.4 Link purpose (in context) (A)
The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general.

Explanation of context
“ programmatically determined link context”
Context can be in the same sentence, paragraph, list item or table cell, table header cell, or preceding heading
Better to put context before the link

2.4.9 Link purpose (link only) AAA
A mechanism is available to allow the purpose of each link to be identified from link text alone, except where the purpose of the link would be ambiguous to users in general.

Blind: 2.4.9 is better
Low vision: 2.4.9 usually better
Cognitive: 2.4.9 is better
Others who benefit (2.4.9 only)
Everyone who scans a page, notices a link and wants to know where it leads
Search engine optimisation

Screen reader’s view of those links

2.4.6 Headings and labels (AA)
Headings and labels describe topic or purpose.

Understanding 2.4.6
Disabled users
Blind: Scan-read pages jumping from heading to heading
Low vision: key words in headings easier to see
Cognitive: easier to understand content and structure
Others benefit
Everyone who scans a page, trying to make sense of it or to find the part of the content they want

What do these headings tell you?
Important information for Festivals in Hobson’s Bay?
Hobson’s Bay City Council website
Important information: Changes to the job application process
Department of Human Services

2.4.10 Section headings (AAA)
Section headings are used to organise the content.

Understanding 2.4.10
Blind: can use screen reader to jump through headings
Cognitive: can make sense of the content structure, makes longer text look less daunting
Others benefit
Everyone who scans a page, trying to make sense of the topic and its structure

Principle 3
Information and the operation of user interface must be understandable.

Understandable content

3.1.2 Language of parts (AA)
The human language of each passage or phrase in the content can be programmatically determined ....

Understanding 3.1.2
Blind: Screen readers will pronounce words properly
Cognitive: Text readers will pronounce words properly
Others benefit
Everyone who can see the text rendered correctly (with appropriate characters)

3.1.3 Unusual words (AAA)
A mechanism is available for identifying specific definitions of words or phrases used in an unusual or restricted way, including idioms and jargon.

Understanding 3.1.3
Cognitive: can look up or find meaning of the terms or phrases
Others who benefit
People from non-English speaking backgrounds
People from other English-speaking cultures
Anyone who is unfamiliar with the term/usage
(Play jargon video)

Jargon used
Revolving credit facility
Transfer station
Testamur
Reticulated water supply

Inline definition

Linked definition

Rewritten text

3.1.4 Abbreviations (AAA)
A mechanism for identifying the expanded form or meaning of abbreviations is available.

Understanding 3.1.4
Cognitive: aid memory, ability to decode words
Low vision: adds context where otherwise it may not be visible
Others who benefit
Anyone who is not familiar with the shortened form or who cannot remember it

Comment from user
“ Institutions and governments love acronyms. They live and breathe by acronyms, which mean everything to those who are used to them, but mean very little and they’re just a confusion for people who don’t use acronyms.
I will never use PPR again in my life…”

3.1.5 Reading level (AAA)
When text requires reading ability more advanced than the lower secondary education level after removal of proper names and titles, supplemental content, or a version that does not require reading ability more advanced than the lower secondary education level, is available.

Understanding 3.1.5
Cognitive: easier to process information
Blind: easier to listen to, especially at fast ‘reading’ rates
Low vision: less text on the screen (usually)
Others benefit
People with low levels of literacy (46% of Australians)
People who have English as a second language
Everyone: lower grade level improves usability

Write to reduce reading level
Use common, everyday words
Keep sentences short
Use active voice
Avoid nominalisations
Use personal pronouns

3.1.6 Pronunciation (AAA)
A mechanism is available for identifying specific pronunciation of words where meaning of the words, in context, is ambiguous without knowing the pronunciation.

Understanding 3.1.6
Cognitive: helps decode, understand words
Blind: screen reader can read correct pronunciation
Others benefit
Anyone who was unsure could check the pronunciation

3.2.4 Consistent identification (AA)
Components that have the same functionality within a set of Web pages are identified consistently.
For writers: consistent use of icons/text alts

Understanding 3.2.4
Cognitive: consistency helps reduce confusion
Blind: text alternatives for icons consistent
Others benefit
Older users
Anyone who might be unsure or confused by changes

Further discussion, training
My blog:
Upcoming series of posts on WCAG 2.0 for writers
deyalexander.com.au /blog
Writing for the web workshop:
Run in partnership with Vision Australia
deyalexander.com.au/services/web-writing-workshop.html

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Web accessibility for writers

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