Making your website accessible

AccessibilityAccessibility
 TheThe Web Content Accessibility Guidelines (WCAG)Web Content Accessibility Guidelines (WCAG) provide anprovide an
international set of guidelines. They are developed by the Worldwideinternational set of guidelines. They are developed by the Worldwide
Web Consortium (W3C), the governing body of the web. TheseWeb Consortium (W3C), the governing body of the web. These
guidelines are the basis of most web accessibility law in the world.guidelines are the basis of most web accessibility law in the world.
Version 2.0 of these guidelines, published in December 2008, are basedVersion 2.0 of these guidelines, published in December 2008, are based
on four principles:on four principles:
 PerceivablePerceivable: Available to the senses (vision and hearing primarily): Available to the senses (vision and hearing primarily)
either through the browser or through assistive technologies (e.g.either through the browser or through assistive technologies (e.g.
screen readers, screen enlargers, etc.)screen readers, screen enlargers, etc.)
 OperableOperable: Users can interact with all controls and interactive elements: Users can interact with all controls and interactive elements
using either the mouse, keyboard, or an assistive device.using either the mouse, keyboard, or an assistive device.
 UnderstandableUnderstandable: Content is clear and limits confusion and ambiguity.: Content is clear and limits confusion and ambiguity.
 RobustRobust: A wide range of technologies (including old and new user: A wide range of technologies (including old and new user
agents and assistive technologies) can access the content.agents and assistive technologies) can access the content.

 Screen readers are audio interfaces. Rather than displaying web contentScreen readers are audio interfaces. Rather than displaying web content
visually for users in a "window" or screen on the monitor, screenvisually for users in a "window" or screen on the monitor, screen
readers convert text into synthesized speech so that users can listen toreaders convert text into synthesized speech so that users can listen to
the content.the content.
 https://www.youtube.com/watch?v=o_mvO6EQ0tMhttps://www.youtube.com/watch?v=o_mvO6EQ0tM
 https://www.youtube.com/watch?v=IK97XMibEwshttps://www.youtube.com/watch?v=IK97XMibEws

 Interaction design:Interaction design:
 Design convention such as underlined linksDesign convention such as underlined links
should be followedshould be followed
 Scrolling and other mouse activities are aScrolling and other mouse activities are a
learned behaviour and becomes more difficultlearned behaviour and becomes more difficult
with age making pull-down menus, scrollingwith age making pull-down menus, scrolling
lists, and scrolling pages difficult for some userslists, and scrolling pages difficult for some users
 Understanding, and accessing, what is clickableUnderstanding, and accessing, what is clickable
can be problematic for some elderly userscan be problematic for some elderly users
 Feedback in multiple modes (visual andFeedback in multiple modes (visual and
auditory) may be beneficialauditory) may be beneficial

 Information architecture:Information architecture:
 Clear labeling (of links, headings and menuClear labeling (of links, headings and menu
items) seems to be more important for olderitems) seems to be more important for older
users than younger usersusers than younger users
 Breadth vs. depth - shallow informationBreadth vs. depth - shallow information
hierarchies seemed to work better for older usershierarchies seemed to work better for older users
 Redundant links – the studies they reviewedRedundant links – the studies they reviewed
leant both waysleant both ways

 Visual design:Visual design:
 Experienced older users can scan pages as well asExperienced older users can scan pages as well as
younger users, but newer elderly users can find busyyounger users, but newer elderly users can find busy
pages and pages with irrelevant material (such aspages and pages with irrelevant material (such as
adverts) distractingadverts) distracting
 Older users generally prefer larger text – naturallyOlder users generally prefer larger text – naturally
http://www.cnib.cahttp://www.cnib.ca
 Older adults with vision deficits need to beOlder adults with vision deficits need to be
accommodated with suitable contrast along withaccommodated with suitable contrast along with
headings to help them narrow their visual searchheadings to help them narrow their visual search

 Information design:Information design:
 Skimming and scanning is common across allSkimming and scanning is common across all
age groups and vision abilitiesage groups and vision abilities
 Content development, plain language andContent development, plain language and
‘writing for the web’ are critical‘writing for the web’ are critical

1. Choose a content management system that supports accessibility.1. Choose a content management system that supports accessibility.
 There are many content management systems available to help you build yourThere are many content management systems available to help you build your
website. Common examples include Drupal and Wordpress, but there arewebsite. Common examples include Drupal and Wordpress, but there are
many other options available.many other options available.
 Once you've chosen a CMS that suits your needs, make sure to choose aOnce you've chosen a CMS that suits your needs, make sure to choose a
theme/template that is accessible. Consult the theme's documentation fortheme/template that is accessible. Consult the theme's documentation for
notes on accessibility and tips for creating accessible content and layouts fornotes on accessibility and tips for creating accessible content and layouts for
that theme. Be sure to follow the same guidelines when selecting modules,that theme. Be sure to follow the same guidelines when selecting modules,
plugins, or widgets. http://chronicle.com/blogs/profhacker/accessibility-plugins, or widgets. http://chronicle.com/blogs/profhacker/accessibility-
ready-wordpress-themes/55683ready-wordpress-themes/55683
 For elements like editing toolbars and video players, make sure that theyFor elements like editing toolbars and video players, make sure that they
support creating accessible content. For example, editing toolbars shouldsupport creating accessible content. For example, editing toolbars should
include options for headings and accessible tables, and video players shouldinclude options for headings and accessible tables, and video players should
include closed captioning. The CMS administration options (such as creatinginclude closed captioning. The CMS administration options (such as creating
a blog post or posting a comment) should be accessible as well.a blog post or posting a comment) should be accessible as well.

2. Use headings correctly to organize the structure of your content.2. Use headings correctly to organize the structure of your content.
 Screen reader users can use heading structure to navigate content. By usingScreen reader users can use heading structure to navigate content. By using
headings (<h1>, <h2>, etc.) correctly and strategically, the content of yourheadings (<h1>, <h2>, etc.) correctly and strategically, the content of your
website will be well-organized and easily interpreted by screen readers.website will be well-organized and easily interpreted by screen readers.
 Be sure to adhere to the correct order of headings, and separate presentationBe sure to adhere to the correct order of headings, and separate presentation
from structure by using CSS (Cascading Style Sheets). Do not pick a header justfrom structure by using CSS (Cascading Style Sheets). Do not pick a header just
because it looks good visually (which can confuse screen reader users); instead,because it looks good visually (which can confuse screen reader users); instead,
create a new CSS class to style your text.create a new CSS class to style your text.
Examples of proper use of headings:Examples of proper use of headings:
 Use <h1> for the primary title of the page. Avoid using an <h1> for anythingUse <h1> for the primary title of the page. Avoid using an <h1> for anything
other than the title of the website and the title of individual pages.other than the title of the website and the title of individual pages.
 Use headings to indicate and organize your content structure.Use headings to indicate and organize your content structure.
 Do not skip heading levels (e.g., go from an <h1> to an <h3>), as screen readerDo not skip heading levels (e.g., go from an <h1> to an <h3>), as screen reader
users will wonder if content is missing.users will wonder if content is missing.

3. Include proper alt text for images. www.sfoautisme.ca3. Include proper alt text for images. www.sfoautisme.ca
 Alt text should be provided for images, so that screen reader users canAlt text should be provided for images, so that screen reader users can
understand the message conveyed by the use of images on the page.understand the message conveyed by the use of images on the page.
This is especially important for informative images (such asThis is especially important for informative images (such as
infographics). When creating the alt text, the text should contain theinfographics). When creating the alt text, the text should contain the
message you wish to convey through that image, and if the imagemessage you wish to convey through that image, and if the image
includes text, that text should also be included in the alt.includes text, that text should also be included in the alt.
 The exception to this rule is when an image is used purely forThe exception to this rule is when an image is used purely for
decoration; in this case, the alt text can be left empty so that the screendecoration; in this case, the alt text can be left empty so that the screen
reader user is not distracted from the more important content on thereader user is not distracted from the more important content on the
page.page.
 If an image is the only content of a link, the screen reader will read theIf an image is the only content of a link, the screen reader will read the
file name if alt text is not provided. Always provide alt text for imagesfile name if alt text is not provided. Always provide alt text for images
that are used as links.that are used as links.

4. Give your links unique and descriptive names.4. Give your links unique and descriptive names.
 When including links in your content, use text that properly describesWhen including links in your content, use text that properly describes
where the link will go. Using "click here" is not considered descriptive,where the link will go. Using "click here" is not considered descriptive,
and is ineffective for a screen reader user.and is ineffective for a screen reader user.
 Just like sighted users scan the page for linked text, visually-impairedJust like sighted users scan the page for linked text, visually-impaired
users can use their screen readers to scan for links. As a result, screenusers can use their screen readers to scan for links. As a result, screen
reader users often do not read the link within the context of the rest ofreader users often do not read the link within the context of the rest of
the page. Using descriptive text properly explains the context of linksthe page. Using descriptive text properly explains the context of links
to the screen reader user.to the screen reader user.
 The most unique content of the link should be presented first, as screenThe most unique content of the link should be presented first, as screen
reader users will often navigate the links list by searching via the firstreader users will often navigate the links list by searching via the first
letter.letter.
 For example, if you are pointing visitors to a page called "About Us":For example, if you are pointing visitors to a page called "About Us":
 Try not to say: "Try not to say: "Click hereClick here to read about our company."to read about our company."
 Instead, say: "To learn more about our company, readInstead, say: "To learn more about our company, read About UsAbout Us."."

5. Use color with care.5. Use color with care.
 The most common form of color deficiency, red-green color deficiency,The most common form of color deficiency, red-green color deficiency,
affects approximately 8% of the population. Using ONLY colors suchaffects approximately 8% of the population. Using ONLY colors such
as these (especially to indicate required fields in a form) will preventas these (especially to indicate required fields in a form) will prevent
these individuals from understanding your message.these individuals from understanding your message.
 Other groups of people with disabilities, particularly users with learningOther groups of people with disabilities, particularly users with learning
disabilities, benefit greatly from color when used to distinguish anddisabilities, benefit greatly from color when used to distinguish and
organize your content.organize your content.
 To satisfy both groups, use color, but also be sure to use other visualTo satisfy both groups, use color, but also be sure to use other visual
indicators, such as an asterisk or question mark. Be sure to alsoindicators, such as an asterisk or question mark. Be sure to also
distinguish blocks of content from one another using visual separationdistinguish blocks of content from one another using visual separation
(such as whitespace or borders).(such as whitespace or borders).
 There are severalThere are several tools you can use to evaluate color contrasttools you can use to evaluate color contrast, which, which
will assist you in making your page as visually usable as possible towill assist you in making your page as visually usable as possible to
individuals with low vision or varying levels of color blindness.individuals with low vision or varying levels of color blindness.

 6. Design your forms for accessibility.6. Design your forms for accessibility.
 When form fields are not labeled appropriately, the screen reader user does not have the same cues available as theWhen form fields are not labeled appropriately, the screen reader user does not have the same cues available as the
sighted user. It may be impossible to tell what type of content should be entered into a form field.sighted user. It may be impossible to tell what type of content should be entered into a form field.
 Each field in your form should have a well-positioned, descriptive label. For example, if the field is for a person's name,Each field in your form should have a well-positioned, descriptive label. For example, if the field is for a person's name,
it should be labeled appropriately as either "Full Name" or have two separate fields labeled as "First Name" and "Lastit should be labeled appropriately as either "Full Name" or have two separate fields labeled as "First Name" and "Last
Name." Use the <label> tag or an ARIA property (see tip #9) to associate the label text with the form field.Name." Use the <label> tag or an ARIA property (see tip #9) to associate the label text with the form field.
 As you are going through a form field, a person should be able to tab through the form and fill out all the fields beforeAs you are going through a form field, a person should be able to tab through the form and fill out all the fields before
getting to the "Submit" button, or they may not even realize that additional fields exist. Essentially, the tab ordergetting to the "Submit" button, or they may not even realize that additional fields exist. Essentially, the tab order
should follow the visual order.should follow the visual order.
 If you have fields that are related or similar, consider grouping them together using fieldsets. For example, fields likeIf you have fields that are related or similar, consider grouping them together using fieldsets. For example, fields like
"Full Name" and "Date of Birth" could be grouped together as "Personal Information." This type of form"Full Name" and "Date of Birth" could be grouped together as "Personal Information." This type of form
organization can help a screen reader user keep track of progress, and can provide the context that might be lost whileorganization can help a screen reader user keep track of progress, and can provide the context that might be lost while
filling out the form.filling out the form.
 If certain form fields are required, the field should be labeled accordingly, and configured to alert the screen readerIf certain form fields are required, the field should be labeled accordingly, and configured to alert the screen reader
user. Commonly, required fields are noted as such with an asterisk, which will not be spoken by some screen readers.user. Commonly, required fields are noted as such with an asterisk, which will not be spoken by some screen readers.
Asterisks (or similar visual indications) should still be used for sighted users, people with learning disabilities or peopleAsterisks (or similar visual indications) should still be used for sighted users, people with learning disabilities or people
who speak English as a second language. Indicating that a field is required to a screen reader can be accomplished bywho speak English as a second language. Indicating that a field is required to a screen reader can be accomplished by
adding ARIA required="true" and ARIA required="false" for optional fields. After submitting the form, user will needadding ARIA required="true" and ARIA required="false" for optional fields. After submitting the form, user will need
to be alerted to submission confirmation and any submission errors. We recommend including any error counts in theto be alerted to submission confirmation and any submission errors. We recommend including any error counts in the
page title (after the user has submitted), so the user will immediately be informed that there are errors on the page. If apage title (after the user has submitted), so the user will immediately be informed that there are errors on the page. If a
user submits a form with errors, the user should be brought to a submission page that indicates what the errors are, anduser submits a form with errors, the user should be brought to a submission page that indicates what the errors are, and
provides an easy way to navigate to those errors.provides an easy way to navigate to those errors.
 Finally, the use of CAPTCHA is inaccessible and should not be used to validate submissions.Finally, the use of CAPTCHA is inaccessible and should not be used to validate submissions. WebAIMWebAIM
has a helpful summary of accessible alternatives (link is external)has a helpful summary of accessible alternatives (link is external) to CAPTCHA to keep forms free of spamto CAPTCHA to keep forms free of spam
submissions.submissions.

6. Design your forms for accessibility.6. Design your forms for accessibility.
 When form fields are not labeled appropriately, the screen reader userWhen form fields are not labeled appropriately, the screen reader user
does not have the same cues available as the sighted user. It may bedoes not have the same cues available as the sighted user. It may be
impossible to tell what type of content should be entered into a formimpossible to tell what type of content should be entered into a form
field.field.
 Each field in your form should have a well-positioned, descriptive label.Each field in your form should have a well-positioned, descriptive label.
For example, if the field is for a person's name, it should be labeledFor example, if the field is for a person's name, it should be labeled
appropriately as either "Full Name" or have two separate fields labeledappropriately as either "Full Name" or have two separate fields labeled
as "First Name" and "Last Name."as "First Name" and "Last Name."
 As you are going through a form field, a person should be able to tabAs you are going through a form field, a person should be able to tab
through the form and fill out all the fields before getting to thethrough the form and fill out all the fields before getting to the
"Submit" button, the tab order should follow the visual order."Submit" button, the tab order should follow the visual order.
 If form fields are required, it should be labeled accordingly. AsterisksIf form fields are required, it should be labeled accordingly. Asterisks
will not be spoken by some screen readers. Asterisks should still bewill not be spoken by some screen readers. Asterisks should still be
used for sighted users. Indicating that a field is required to a screenused for sighted users. Indicating that a field is required to a screen
reader is essential. If a user submits a form with errors, the user shouldreader is essential. If a user submits a form with errors, the user should
be brought to a submission page that indicates what the errors are, andbe brought to a submission page that indicates what the errors are, and
provides an easy way to navigate to those errors.provides an easy way to navigate to those errors.
 Finally, the use of CAPTCHA is inaccessible and should not be used toFinally, the use of CAPTCHA is inaccessible and should not be used to
validate submissions.validate submissions. WebAIMWebAIM
has a helpful summary of accessible alternatives (link is external)has a helpful summary of accessible alternatives (link is external) toto
CAPTCHA to keep forms free of spam submissions.CAPTCHA to keep forms free of spam submissions.

7. Use tables for tabular data, not for layout.7. Use tables for tabular data, not for layout.
 Using tables for page layout adds additional verbosity to screen readerUsing tables for page layout adds additional verbosity to screen reader
users. Whenever a screen reader encounters a table, the user isusers. Whenever a screen reader encounters a table, the user is
informed that there is a table with "x" number of columns and rows,informed that there is a table with "x" number of columns and rows,
which distracts from the content. Also, the content may be read in anwhich distracts from the content. Also, the content may be read in an
order that does not match the visual order of the page. Do not createorder that does not match the visual order of the page. Do not create
the layout of a website using a table; instead, use CSS for presentation.the layout of a website using a table; instead, use CSS for presentation.
 When a data table is necessary (i.e. you have a set of data that is bestWhen a data table is necessary (i.e. you have a set of data that is best
interpreted in a table format, such as a bank statement), use headers forinterpreted in a table format, such as a bank statement), use headers for
rows and columns, which helps explain the relationships of cells.rows and columns, which helps explain the relationships of cells.
Complex tables may have several cells within the table that have aComplex tables may have several cells within the table that have a
unique relationship to each other, and these should be identified byunique relationship to each other, and these should be identified by
using the "scope" attribute in HTML. Table captions (HTML5) canusing the "scope" attribute in HTML. Table captions (HTML5) can
be used to give additional information to users about how best to readbe used to give additional information to users about how best to read
and understand the table relationships.and understand the table relationships.

8. Ensure that all content can be accessed with the keyboard alone in a logical way.8. Ensure that all content can be accessed with the keyboard alone in a logical way.
 Users with mobility disabilities, including repetitive stress injuries, may not beUsers with mobility disabilities, including repetitive stress injuries, may not be
able to use a mouse or trackpad. These people are able to access contentable to use a mouse or trackpad. These people are able to access content
through the use of a keyboard by pressing the "tab" or "arrow" keys, orthrough the use of a keyboard by pressing the "tab" or "arrow" keys, or
through the use of alternative input devices such as single-switch input orthrough the use of alternative input devices such as single-switch input or
mouth stick. As a result, the tab order should match the visual order, somouth stick. As a result, the tab order should match the visual order, so
keyboard-only users are able to logically navigate through site content.keyboard-only users are able to logically navigate through site content.
 Long pages with lots of content should be broken up with anchor links (jumpLong pages with lots of content should be broken up with anchor links (jump
listslists http://webaim.org/techniques/screenreader/#linearizationhttp://webaim.org/techniques/screenreader/#linearization ), allowing), allowing
keyboard-only users to skip to relevant portions of the page without having tokeyboard-only users to skip to relevant portions of the page without having to
negotiate through other content. "Skip to main content" should be provided atnegotiate through other content. "Skip to main content" should be provided at
the top of each page, so keyboard-only users won't have to tab through thethe top of each page, so keyboard-only users won't have to tab through the
page navigation in order to get the main content.page navigation in order to get the main content.
 For pages with local menus and multiple levels and sub-items, the menusFor pages with local menus and multiple levels and sub-items, the menus
should be configured so that all menu items can be accessed with the keyboard.should be configured so that all menu items can be accessed with the keyboard.
Do not use elements that only activate when a user hovers over items with aDo not use elements that only activate when a user hovers over items with a
mouse, as keyboard-only or screen readers users will not be able to activatemouse, as keyboard-only or screen readers users will not be able to activate
them.them.
 Form exampleForm example
https://www.zoho.com/creator/online-form-builder/gallery.htmlhttps://www.zoho.com/creator/online-form-builder/gallery.html

9. Use ARIA roles and landmarks.9. Use ARIA roles and landmarks.
 ARIA (Accessible Rich Internet Applications) is an easy and powerful technicalARIA (Accessible Rich Internet Applications) is an easy and powerful technical
specification for ensuring your site structure is accessible. By assigning ARIAspecification for ensuring your site structure is accessible. By assigning ARIA
roles and landmarks to web elements, you enhance the ability of screen readerroles and landmarks to web elements, you enhance the ability of screen reader
users to navigate and interact with your content. ARIA roles and landmarks canusers to navigate and interact with your content. ARIA roles and landmarks can
be easily added to your HTML, in the same way that you add classes to HTMLbe easily added to your HTML, in the same way that you add classes to HTML
in order to load attributes from CSS.in order to load attributes from CSS.
 Examples of common ARIA usage include:Examples of common ARIA usage include:
 Roles of "navigation" and "menu": Used to identify the site's primaryRoles of "navigation" and "menu": Used to identify the site's primary
navigation and individual page menus.navigation and individual page menus.
 Landmarks of "banner" and "main content": Used to identify the header andLandmarks of "banner" and "main content": Used to identify the header and
main content sections of a webpage.main content sections of a webpage.
 Alerts of "live" and "atomic": Used to help screen reader users with dynamicAlerts of "live" and "atomic": Used to help screen reader users with dynamic
page changes, such as stock tickers and search filters.page changes, such as stock tickers and search filters.
 Forms: ARIA allows the addition of descriptive text to a form field ("describedForms: ARIA allows the addition of descriptive text to a form field ("described
by" or "labeled by") and the identification of buttons and required controlsby" or "labeled by") and the identification of buttons and required controls
(more information under tip #6).(more information under tip #6).

10. Make dynamic content accessible.10. Make dynamic content accessible.
 When content updates dynamically (i.e. without a page refresh), screenWhen content updates dynamically (i.e. without a page refresh), screen
readers may not be aware. This includes screen overlays, lightboxes, in-readers may not be aware. This includes screen overlays, lightboxes, in-
page updates, popups, and modal dialogs. Keyboard-only users may bepage updates, popups, and modal dialogs. Keyboard-only users may be
trapped in page overlays. Magnification software users might betrapped in page overlays. Magnification software users might be
zoomed in on the wrong section of the page.zoomed in on the wrong section of the page.
 These functions can easily be made accessible. Options include ARIAThese functions can easily be made accessible. Options include ARIA
roles and alerts, as well as front-end development frameworks thatroles and alerts, as well as front-end development frameworks that
specifically support accessibility.specifically support accessibility.
 Ensure that video players do not auto-play (non-consensual sound),Ensure that video players do not auto-play (non-consensual sound),
and that the players can be used with a keyboard. Additionally, alland that the players can be used with a keyboard. Additionally, all
videos must have options for closed captioning and transcripts for thevideos must have options for closed captioning and transcripts for the
hearing-impaired.hearing-impaired.
 If your site contains a slideshow, make sure that each photo has alt textIf your site contains a slideshow, make sure that each photo has alt text
and can be navigated via the keyboard. If you are using any uniqueand can be navigated via the keyboard. If you are using any unique
widgets (such as a calendar picker or drag-and-drops), be sure to testwidgets (such as a calendar picker or drag-and-drops), be sure to test
for accessibility.for accessibility.

Key Tips for Making Your WebsiteKey Tips for Making Your Website
Senior FriendlySenior Friendly
 Break information into short sections.Break information into short sections.
 Give instructions clearly and number each step.Give instructions clearly and number each step.
 Minimize the use of jargon and technical terms.Minimize the use of jargon and technical terms.
 Use single mouse clicks.Use single mouse clicks.
 Allow additional space around clickable targets.Allow additional space around clickable targets.
 Use 12- or 14-point type size, and make it easy for users to enlarge text.Use 12- or 14-point type size, and make it easy for users to enlarge text.
 Use high-contrast color combinations, such as black type against aUse high-contrast color combinations, such as black type against a
white background.white background.
 Provide a speech function to hear text read aloud.Provide a speech function to hear text read aloud.
 Provide text-only versions of multimedia content.Provide text-only versions of multimedia content.
 Minimize scrolling.Minimize scrolling.
 Choose a search engine that uses keywords and doesn't require specialChoose a search engine that uses keywords and doesn't require special
characters or knowledge of Boolean terms.characters or knowledge of Boolean terms.
 VisitVisit www.NIHSeniorHealth.govwww.NIHSeniorHealth.gov for an example of a website thatfor an example of a website that
incorporates these senior-friendly guidelines.incorporates these senior-friendly guidelines.

sourcessources
 http://webaccess.berkeley.edu/resources/tips/http://webaccess.berkeley.edu/resources/tips/
 http://www.webcredible.com/blog-reports/webhttp://www.webcredible.com/blog-reports/web

BADBAD
 http://majors.uat.edu/Game-Production/http://majors.uat.edu/Game-Production/
 http://www.alfredsung.com/eyewear/eyewear3http://www.alfredsung.com/eyewear/eyewear3

GOODGOOD
 http://community.sitepoint.com/t/list-of-http://community.sitepoint.com/t/list-of-
best-accessible-websites/1838best-accessible-websites/1838
 www.NIHSeniorHealth.govwww.NIHSeniorHealth.gov

Making your website accessible

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