From 2fdc7417d1af84baec69b999179c5069d1c969b0 Mon Sep 17 00:00:00 2001 From: Momdo Nakamura Date: Thu, 22 Feb 2024 20:54:08 +0900 Subject: [PATCH] =?UTF-8?q?Understanding=202.2=202024=E5=B9=B42=E6=9C=8814?= =?UTF-8?q?=E6=97=A5=E7=89=88?= MIME-Version: 1.0 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: 8bit --- README.md | 17 +- wcag22/understanding/abbreviations.html | 888 +++++++ wcag22/understanding/about.html | 659 ++++++ .../accessible-authentication-enhanced.html | 645 +++++ .../accessible-authentication-minimum.html | 984 ++++++++ wcag22/understanding/adaptable.html | 223 ++ .../animation-from-interactions.html | 377 +++ wcag22/understanding/audio-control.html | 605 +++++ ...tion-or-media-alternative-prerecorded.html | 790 +++++++ .../audio-description-prerecorded.html | 681 ++++++ ...audio-only-and-video-only-prerecorded.html | 653 +++++ wcag22/understanding/audio-only-live.html | 440 ++++ wcag22/understanding/base.css | 17 + 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wcag22/understanding/img/target-large-small-touching.afdesign create mode 100644 wcag22/understanding/img/target-large-small-touching.png create mode 100644 wcag22/understanding/img/target-large-small-touching.svg create mode 100644 wcag22/understanding/img/target-size-basic.afdesign create mode 100644 wcag22/understanding/img/target-size-basic.png create mode 100644 wcag22/understanding/img/target-size-basic.svg create mode 100644 wcag22/understanding/img/target-size-bounding-boxes.afdesign create mode 100644 wcag22/understanding/img/target-size-bounding-boxes.png create mode 100644 wcag22/understanding/img/target-size-bounding-boxes.svg create mode 100644 wcag22/understanding/img/target-size-minimum-diagram.png create mode 100644 wcag22/understanding/img/target-size-minimum.png create mode 100644 wcag22/understanding/img/target-size-overlaps.jpg create mode 100644 wcag22/understanding/img/target-size-requirement.png create mode 100644 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create mode 100644 wcag22/understanding/meaningful-sequence.html create mode 100644 wcag22/understanding/media-alternative-prerecorded.html create mode 100644 wcag22/understanding/motion-actuation.html create mode 100644 wcag22/understanding/multiple-ways.html create mode 100644 wcag22/understanding/name-role-value.html create mode 100644 wcag22/understanding/navigable.html create mode 100644 wcag22/understanding/no-keyboard-trap.html create mode 100644 wcag22/understanding/no-timing.html create mode 100644 wcag22/understanding/non-text-content.html create mode 100644 wcag22/understanding/non-text-contrast.html create mode 100644 wcag22/understanding/on-focus.html create mode 100644 wcag22/understanding/on-input.html create mode 100644 wcag22/understanding/orientation.html create mode 100644 wcag22/understanding/page-titled.html create mode 100644 wcag22/understanding/parsing.html create mode 100644 wcag22/understanding/pause-stop-hide.html create mode 100644 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wcag22/understanding/status-messages.html create mode 100644 wcag22/understanding/target-size-enhanced.html create mode 100644 wcag22/understanding/target-size-minimum.html create mode 100644 wcag22/understanding/text-alternatives.html create mode 100644 wcag22/understanding/text-spacing.html create mode 100644 wcag22/understanding/three-flashes-or-below-threshold.html create mode 100644 wcag22/understanding/three-flashes.html create mode 100644 wcag22/understanding/time-based-media.html create mode 100644 wcag22/understanding/timeouts.html create mode 100644 wcag22/understanding/timing-adjustable.html create mode 100644 wcag22/understanding/understanding-act-rules.html create mode 100644 wcag22/understanding/understanding-metadata.html create mode 100644 wcag22/understanding/understanding-techniques.html create mode 100644 wcag22/understanding/understanding.css create mode 100644 wcag22/understanding/unusual-words.html create mode 100644 wcag22/understanding/use-of-color.html create mode 100644 wcag22/understanding/visual-presentation.html diff --git a/README.md b/README.md index 0b7004e..ea38cec 100644 --- a/README.md +++ b/README.md @@ -3,9 +3,22 @@ [ウェブアクセシビリティ基盤委員会 (WAIC) 翻訳ワーキンググループ (WG4)](http://waic.jp/committee/wg4/) が管理する、WCAG 2.x とその関連文書について、W3Cのソースファイルを保管しているレポジトリです。 +## WCAG 2.2 + +WCAG 2.2に関連する翻訳文書のレポジトリは、[waic/wcag22](https://github.com/waic/wcag22)になります。 + +### Understanding（解説書）のコミット + +[gh-pages](https://github.com/w3c/wcag/tree/gh-pages)ブランチより入手 + +- 原レポジトリの[8ce579b](https://github.com/w3c/wcag/commit/8ce579b703805fdc7523c733566d31b876a61b3c) + - Updated 14 February 2024. + +## WCAG 2.1 + WCAG 2.1に関連する翻訳文書のレポジトリは、[waic/wcag21](https://github.com/waic/wcag21)になります。 -## Understanding（解説書）のコミット +### Understanding（解説書）のコミット - 433b1cf Understanding WCAG 2.1 2019年3月6日版 (Editor's Draft) - 1a05939 Understanding WCAG 2.1 2020年12月2日版 (Official Version) @@ -14,7 +27,7 @@ WCAG 2.1に関連する翻訳文書のレポジトリは、[waic/wcag21](https:/ なお、[433b1cf](https://github.com/waic/w3c-wcag/commit/433b1cf74f0cde0592aa06b0b3215c0ba4fbe5ae)のコミットは、[w3c/wcag](https://github.com/w3c)のコミット[dfad86](https://github.com/w3c/wcag/tree/dfad867083e7137d27e472e3b85aaac8cd2c2c77/understanding)と同一のファイルです。 -## Techniques（達成方法集）のコミット +### Techniques（達成方法集）のコミット - 868b7ca Techniques for WCAG 2.1 2019年10月1日版 (Editor's Draft) diff --git a/wcag22/understanding/abbreviations.html b/wcag22/understanding/abbreviations.html new file mode 100644 index 0000000..77f8445 --- /dev/null +++ b/wcag22/understanding/abbreviations.html @@ -0,0 +1,888 @@ + + + + + + Understanding Success Criterion 3.1.4: Abbreviations | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.1.4:Abbreviations (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can identify and learn what abbreviations mean.
+ +
What to do
+
Provide the expanded form of abbreviations to users.
+ +
Why it's important
+
Some people, including those with cognitive disabilities, may not understand the shortened + form of words. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that users can access the expanded + form of abbreviations. + +

+
+
+

Benefits

+

This Success Criterion may help people who:

+
    + + +
  • have difficulty decoding words;
    • + + +
  • rely on screen magnifiers (magnification may reduce contextual cues);
    • + + +
  • have limited memory;
    • + + +
  • have difficulty using context to aid understanding.
    • + + +
+

+ Abbreviations may confuse some readers in different ways: + +

+
    + + +
  • Some abbreviations do not look like normal words and cannot be pronounced according + to the usual rules of the language. For example, the English word "room" is abbreviated + as "rm," which does not correspond to any English word or phoneme. The user has to + know that "rm" is an abbreviation for the word "room" in order to say it correctly. + +
    • + + +
  • Sometimes, the same abbreviation means different things in different contexts. For + example, in the English sentence "Dr. Johnson lives on Boswell Dr.," the first "Dr." + is an abbreviation for "Doctor" and the second instance is an abbreviation for the + word "Drive" (a word that means "street"). Users must be able to understand the context + in order to know what the abbreviations mean. + +
    • + + +
  • Some acronyms spell common words but are used in different ways. For example, "JAWS" + is an acronym for a screen reader whose full name is "Job Access with Speech." It + is also a common English word referring to the part of the mouth that holds the teeth. + The acronym is used differently than the common word. + +
    • + + +
  • Some acronyms sound like common words but are spelled differently. For example, the + acronym for Synchronized Multimedia Integration Language, S M I L, is pronounced like + the English word "smile." + +
    • + + +
+

It would also help people with visual disabilities who:

+
    + + +
  • Lose context when zoomed-in with a screen magnifier
    • + + +
+
+
+

Examples

+
+ +
An abbreviation whose expansion is provided the first time the abbreviation appears + in the content +
+ +
The name, "World Wide Web Consortium," appears as the first heading on the organization's + home page. The abbreviation, "W3C," is enclosed in parentheses in the same heading. +
+ +
A dictionary search form
+ +
A Web site includes a search form provided by an on-line acronym service. Users enter + an acronym and the form returns a list of possible expansions from the sources that + it searched. +
+ +
A medical Web site
+ +
A medical Web site provides information for both doctors and patients. The site includes + a set of cascading dictionaries; a very specialized medical dictionary is first, + followed by a second medical dictionary for the general public. The cascade also includes + a list of acronyms and abbreviations that are unique to the site, and finally there + is a standard dictionary as well. The standard dictionary at the end of the list provides + definitions for most words in the text. The specialized medical dictionary yields + definitions of unusual medical terms. Definitions for words that appear in more than + one dictionary are listed in the order of the cascade. The meaning of acronyms and + abbreviations is provided by the list of acronyms and abbreviations. +
+ +
Expanded forms of Abbreviations
+ +
The expanded form of each abbreviation is available in a programmatically determinable + manner. User agents that speak the text can use the expanded form to announce the + abbreviation. Other user agents might make the expanded form available as a tooltip + or as contextual help for the abbreviation. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+
    + + +
  • + + Acronym finder - You can search with the exact acronym, the beginning of the acronym, wildcards + and reverse lookup. + +
    • + + +
  • + + Abbreviations.com. + + +
    • + + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If the abbreviation has only one meaning within the Web page: + + +

+ + + + + +
+
+ + +

Situation B: If the abbreviation means different things within the same Web page: + + +

+ + + + + +
+
+
+
+
+ +

Key Terms

+ +
abbreviation
+
+ + + +

shortened form of a word, phrase, or name where the abbreviation has not become part + of the language + +

+ + +
+

Note

+

This includes initialisms and acronyms where:

+
+ + +
    + + +
  1. + + +

    + initialisms are shortened forms of a name or phrase made from the initial letters of words or + syllables contained in that name or phrase + +

    + + +
    +

    Note

    +

    Not defined in all languages.

    +
    + + + + + + + + +
    2. + + +
  2. + + +

    + acronyms are abbreviated forms made from the initial letters or parts of other words (in a + name or phrase) which may be pronounced as a word + +

    + + + + + +
    3. + + +
+ + +
+

Note

+

Some companies have adopted what used to be an initialism as their company name. In + these cases, the new name of the company is the letters (for example, Ecma) and the + word is no longer considered an abbreviation. + +

+
+ + + +
+
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/about.html b/wcag22/understanding/about.html new file mode 100644 index 0000000..b0803cc --- /dev/null +++ b/wcag22/understanding/about.html @@ -0,0 +1,659 @@ + + + + + + + + + + + + + + + + About WCAG Understanding Documents | WAI | W3C + + + + + + + + + + + + + Skip to content
+ +
+
+
+ +
+
+ + + +
+ + + + + +
+ + +

About WCAG Understanding Documents

+ + + + + +
+ + +

About WCAG

+ + +

Web Content Accessibility Guidelines (WCAG) provides requirements for making websites, + applications, and other digital content accessible to people with disabilities. For + an introduction to WCAG, supporting technical documents, and educational material, + see WCAG 2 Overview + + . + +

+ + +

There are additional resources that help you understand and implement WCAG. These + Understanding documents are one type of resource. Others are explained in the WCAG 2 Documents + + . + +

+ + +
+ + +
+ + +

About the Understanding Documents

+ + +

WCAG Understanding documents are guides to understanding and implementing WCAG. + They provide detailed explanations for + each guideline and each success criterion to help readers better understand the intent + of the success criteria. They include background information and technical details. + They include techniques that are examples of ways to meet the success criteria. Each technique is linked + to more details in a techniques page. Techniques are explained in Understanding Techniques for WCAG Success Criteria. + +

+ + +

WCAG Understanding documents are not introductory resources. They are for people + who want to understand WCAG more thoroughly. The WCAG Overview provides introductory information. + +

+ + +
+ + +

Structure of the Documents

+ + +

Understanding Guideline pages include: + +

+ + +
    + + +
  • The intent
    • + + +
  • Any advisory techniques that are related + to the guideline and not specifically related to any of its success criteria + +
    • + + +
+ + +

Understanding Success Criterion pages include: + +

+ + +
    + + +
  • The success criterion wording from WCAG
    • + + +
  • Intent of the success criterion
    • + + +
  • Benefits, how it helps people with disabilities
    • + + +
  • Examples
    • + + +
  • Related resources
    • + + +
  • Techniques + + +
      + + +
    • Sufficient techniques
      • + + +
    • Advisory techniques
      • + + +
    • Failures
      • + + +
    + + +
    • + + +
  • Key terms for this success criterion, from the WCAG Glossary
    • + + +
+ + +
+ + + +
+ + +
+ + +
+ + + + + +

Change Log

+ + + + + +

A list of significantly updated Understanding documents since WCAG 2.1 was published:

+ + +
    + + +
  1. + + + : Updated Understanding Non-text contrast, based on the changes from Pull request 550. + + +
    2. + + +
+ + +

For a more detailed view of recent changes to the informative documents see the github updates. + +

+ + + +
+ + +
+ + + +
+ + +
+ + + + +

Acknowledgements

+ + + +
+ +

Participants of the AG WG active in the development of this document:

+ +
    + +
  • Jake Abma (Invited Expert)
    • + +
  • Shadi Abou-Zahra (Amazon)
    • + +
  • Chuck Adams (Oracle Corporation)
    • + +
  • Amani Ali (Nomensa)
    • + +
  • Jim Allan (Invited Expert)
    • + +
  • Jon Avila (Level Access)
    • + +
  • Bruce Bailey (U.S. Access Board)
    • + +
  • Renaldo Bernard (University of Southampton)
    • + +
  • Dan Bjorge (Deque Systems, Inc.)
    • + +
  • Peter Bossley (Thomson Reuters)
    • + +
  • Rachael Bradley Montgomery (Library of Congress)
    • + +
  • Judy Brewer (W3C)
    • + +
  • Shari Butler (Pearson plc)
    • + +
  • Thaddeus Cambron (Invited Expert)
    • + +
  • Alastair Campbell (Nomensa)
    • + +
  • Laura Carlson (Invited Expert)
    • + +
  • Sukriti Chadha (Invited Expert)
    • + +
  • Rafal Charlampowicz (AccessibilityOZ)
    • + +
  • Michael Cooper (W3C)
    • + +
  • Jennifer Delisi (Invited Expert)
    • + +
  • Wayne Dick (Knowbility, Inc)
    • + +
  • Kim Dirks (Thomson Reuters)
    • + +
  • E.A. Draffan (University of Southampton)
    • + +
  • Eric Eggert (W3C)
    • + +
  • Michael Elledge (Invited Expert)
    • + +
  • Steve Faulkner (TPGi)
    • + +
  • David Fazio (Invited Expert)
    • + +
  • Wilco Fiers (Deque Systems, Inc.)
    • + +
  • Detlev Fischer (Invited Expert)
    • + +
  • John Foliot (Invited Expert)
    • + +
  • Matt Garrish (DAISY Consortium)
    • + +
  • Alistair Garrison (Level Access)
    • + +
  • Jaunita George (Navy Federal Credit Union)
    • + +
  • Michael Gower (IBM Corporation)
    • + +
  • Markku Hakkinen (Educational Testing Service)
    • + +
  • Charles Hall (Invited Expert)
    • + +
  • Katie Haritos-Shea (Knowbility, Inc)
    • + +
  • Dan Harper-Wain (HM Government)
    • + +
  • Shawn Henry (W3C)
    • + +
  • Sarah Horton (Invited Expert)
    • + +
  • Abi James (University of Southampton)
    • + +
  • Marc Johlic (IBM Corporation)
    • + +
  • Oliver Keim (SAP SE)
    • + +
  • Andrew Kirkpatrick (Adobe)
    • + +
  • John Kirkwood (Invited Expert)
    • + +
  • JaEun Jemma Ku (University of Illinois Chicago)
    • + +
  • Patrick H. Lauke (TetraLogical)
    • + +
  • Shawn Lauriat (Google, Inc.)
    • + +
  • Steve Lee (Invited Expert)
    • + +
  • Chris Loiselle (Invited Expert)
    • + +
  • David MacDonald (Invited Expert)
    • + +
  • Jan McSorley (Pearson plc)
    • + +
  • Rain Breaw Michaels (Google LLC)
    • + +
  • Neil Milliken (Unify Software and Solutions)
    • + +
  • Mary Jo Mueller (IBM Corporation)
    • + +
  • Jay Mullen (College Board)
    • + +
  • Brooks Newton (Thomson Reuters)
    • + +
  • Gundula Niemann (SAP SE)
    • + +
  • James Nurthen (Oracle Corporation)
    • + +
  • Lori Oakley (Oracle Corporation)
    • + +
  • Joshue O Connor (Invited Expert)
    • + +
  • Scott O'Hara (Microsoft)
    • + +
  • Sailesh Panchang (Deque Systems, Inc.)
    • + +
  • Kim Patch (Invited Expert)
    • + +
  • Melanie Philipp (Deque Systems, Inc.)
    • + +
  • Mike Pluke (Invited Expert)
    • + +
  • Ian Pouncey (TetraLogical)
    • + +
  • Ruoxi Ran (W3C)
    • + +
  • Stephen Repsher (Invited Expert)
    • + +
  • John Rochford (Invited Expert)
    • + +
  • Stefan Schnabel (SAP SE)
    • + +
  • Ayelet Seeman (Invited Expert)
    • + +
  • Lisa Seeman-Kestenbaum (Invited Expert)
    • + +
  • Glenda Sims (Deque Systems, Inc.)
    • + +
  • Avneesh Singh (DAISY Consortium)
    • + +
  • David Sloan (TPGi)
    • + +
  • Andrew Somers (Invited Expert)
    • + +
  • Jeanne Spellman (TetraLogical)
    • + +
  • Francis Storr (Intel)
    • + +
  • Poornima Badhan Subramanian (Invited Expert)
    • + +
  • Ben Tillyer (Invited Expert)
    • + +
  • Makoto Ueki (Invited Expert)
    • + +
  • Gregg Vanderheiden (Raising the Floor)
    • + +
  • Kathleen Wahlbin (Invited Expert)
    • + +
  • Léonie Watson (TetraLogical)
    • + +
  • Jason White (Educational Testing Service)
    • + +
  • White, Kevin (W3C Staff)
    • + +
  • Mark Wilcock (Unify Software and Solutions)
    • + +
+ +
+ + +
+ +

Other previously active WCAG WG participants and other contributors to WCAG 2.0, WCAG + 2.1, or supporting resources +

+ +

Paul Adam, Jenae Andershonis, Wilhelm Joys Andersen, Andrew Arch, Avi Arditti, Aries + Arditi, Tom Babinszki, Mark Barratt, Mike Barta, Sandy Bartell, Kynn Bartlett, Chris + Beer, Charles Belov, Marco Bertoni, Harvey Bingham, Chris Blouch, Paul Bohman, Frederick + Boland, Denis Boudreau, Patrice Bourlon, Andy Brown, Dick Brown, Doyle Burnett, Raven + Calais, Ben Caldwell, Tomas Caspers, Roberto Castaldo, Sofia Celic-Li, Sambhavi Chandrashekar, + Mike Cherim, Jonathan Chetwynd, Wendy Chisholm, Alan Chuter, David M Clark, Joe Clark, + Darcy Clarke, James Coltham, Earl Cousins, James Craig, Tom Croucher, Pierce Crowell, + Nir Dagan, Daniel Dardailler, Geoff Deering, Sébastien Delorme, Pete DeVasto, Iyad + Abu Doush, Sylvie Duchateau, Cherie Eckholm, Roberto Ellero, Don Evans, Gavin Evans, + Neal Ewers, Steve Faulkner, Bengt Farre, Lainey Feingold, Wilco Fiers, Michel Fitos, + Alan J. Flavell, Nikolaos Floratos, Kentarou Fukuda, Miguel Garcia, P.J. Gardner, + Alistair Garrison, Greg Gay, Becky Gibson, Al Gilman, Kerstin Goldsmith, Michael Grade, + Karl Groves, Loretta Guarino Reid, Jon Gunderson, Emmanuelle Gutiérrez y Restrepo, + Brian Hardy, Eric Hansen, Benjamin Hawkes-Lewis, Sean Hayes, Shawn Henry, Hans Hillen, + Donovan Hipke, Bjoern Hoehrmann, Allen Hoffman, Chris Hofstader, Yvette Hoitink, Martijn + Houtepen, Carlos Iglesias, Richard Ishida, Jonas Jacek, Ian Jacobs, Phill Jenkins, + Barry Johnson, Duff Johnson, Jyotsna Kaki, Shilpi Kapoor, Leonard R. Kasday, Kazuhito + Kidachi, Ken Kipness, Johannes Koch, Marja-Riitta Koivunen, Maureen Kraft, Preety + Kumar, Kristjan Kure, Andrew LaHart, Gez Lemon, Chuck Letourneau, Aurélien Levy, Harry + Loots, Scott Luebking, Tim Lacy, Jim Ley, Alex Li, William Loughborough, N Maffeo, + Mark Magennis, Erich Manser, Kapsi Maria, Luca Mascaro, Matt May, Sheena McCullagh, + Liam McGee, Jens Oliver Meiert, Niqui Merret, Jonathan Metz, Alessandro Miele, Steven + Miller, Mathew J Mirabella, Matt May, Marti McCuller, Sorcha Moore, Charles F. Munat, + Robert Neff, Charles Nevile, Liddy Nevile, Dylan Nicholson, Bruno von Niman, Tim Noonan, + Sebastiano Nutarelli, Graham Oliver, Sean B. Palmer, Charu Pandhi, evarshi Pant, Nigel + Peck, Anne Pemberton, David Poehlman, Ian Pouncey, Charles Pritchard, Kerstin Probiesch, + W Reagan, Adam Victor Reed, Chris Reeve, Chris Ridpath, Lee Roberts, Mark Rogers, + Raph de Rooij, Gregory J. Rosmaita, Matthew Ross, Sharron Rush, Joel Sanda, Janina + Sajka, Roberto Scano, Gordon Schantz, Tim van Schie, Wolf Schmidt, Stefan Schnabel, + Cynthia Shelly, Glenda Sims, John Slatin, Becky Smith, Jared Smith, Andi Snow-Weaver, + Neil Soiffer, Mike Squillace, Michael Stenitzer, Diane Stottlemyer, Christophe Strobbe, + Sarah J Swierenga, Jim Thatcher, Terry Thompson, Justin Thorp, David Todd, Mary Utt, + Jean Vanderdonckt, Carlos A Velasco, Eric Velleman, Gijs Veyfeyken, Dena Wainwright, + Paul Walsch, Daman Wandke, Richard Warren, Elle Waters, Takayuki Watanabe, Gian Wild, + David Wooley, Wu Wei, Kenny Zhang, Leona Zumbo. +

+ +
+ +
+ +

Enabling funders

+ +

This publication has been funded in part with U.S. Federal funds from the Health and + Human Services, National Institute on Disability, Independent Living, and Rehabilitation + Research (NIDILRR), initially under contract number ED-OSE-10-C-0067, then under contract + number HHSP23301500054C, and now under HHS75P00120P00168. The content of this publication + does not necessarily reflect the views or policies of the U.S. Department of Health + and Human Services or the U.S. Department of Education, nor does mention of trade + names, commercial products, or organizations imply endorsement by the U.S. Government. +

+ +
+ + + +
+ + +
+ + + +
+ + + Back to Top + + + +
+ + + + + + + + \ No newline at end of file diff --git a/wcag22/understanding/accessible-authentication-enhanced.html b/wcag22/understanding/accessible-authentication-enhanced.html new file mode 100644 index 0000000..07183a3 --- /dev/null +++ b/wcag22/understanding/accessible-authentication-enhanced.html @@ -0,0 +1,645 @@ + + + + + + Understanding Success Criterion 3.3.9: Accessible Authentication (Enhanced) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.9:Accessible Authentication (Enhanced) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Make logins possible with less mental effort.
+ +
What to do
+
Don't make people recognize objects or user-supplied images and media to login.
+ +
Why it's important
+
Some people with cognitive disabilities can't do puzzles, including identifying objects + and non-text information they previously supplied. +
+ +
+
+
+

Intent

+

The purpose of this Success Criterion is to ensure there is an accessible, easy-to-use, + and secure method to log in, access content, and undertake tasks. This criterion is + the same as Accessible Authentication (Minimum) but without the exceptions for objects and user-provided content. +

+

Any required step of the authentication process:

+
    + +
  • cannot display a selection of images, videos, or audio clips, where users must choose + which image they provided; +
    • + +
  • cannot display a selection of images, where users must choose the images which contain + a specific object, such as a car. +
    • + +
+
+
+

Benefits

+

The benefits of this Success Criterion are the same as Accessible Authentication (Minimum). +

+

People with cognitive issues relating to memory, reading (for example, dyslexia), + numbers (for example, dyscalculia), or perception-processing limitations will be able + to authenticate irrespective of the level of their cognitive abilities. +

+
+
+

Examples

+

The examples of this Success Criterion are very similar to the Accessible Authentication (Minimum) examples. +

+
    + +
  • A web site uses a properly marked up username (or email) and password fields as the + login authentication (meeting Success Criterion 1.3.5 Input Purpose and Success Criterion 4.1.2: Name, Role, Value). The user's browser or integrated third-party password manager extension can identify + the purpose of the inputs and automatically fill in the username and password. +
    • + +
  • A web site does not block paste functionality. The user is able to use a third-party + password manager to store credentials, copy them, and paste them directly into a login + form. +
    • + +
  • A web site uses WebAuthn so the user can authenticate with their device instead of + username/password. The user's device could use any available modality. Common methods + on laptops and phones are facial-scan, fingerprint, and PIN (Personal Identification + Number). The web site is not enforcing any particular use; it is assumed a user will + set up a method that suits them. +
    • + +
  • A web site offers the ability to login with a third-party provider using the OAuth + method. +
    • + +
  • A web site that requires two-factor authentication allows for multiple options for + the 2nd factor, including a USB-based method where the user simply presses a button + to enter a time-based token. +
    • + +
  • A web site that requires two-factor authentication displays a QR code which can be + scanned by an app on a user's device to confirm identity. +
    • + +
  • A web site that requires two-factor authentication sends a notification to a user's + device. The user must use their device's authentication mechanism (for example, user-defined + PIN, fingerprint, facial recognition) to confirm identity. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
cognitive function test
+
+ + + + + +

A task that requires the user to remember, manipulate, or transcribe information. + Examples include, but are not limited to: +

+ +
    + +
  • memorization, such as remembering a username, password, set of characters, images, + or patterns. The common identifiers name, e-mail, and phone number are not considered + cognitive function tests as they are personal to the user and consistent across Web + sites; +
    • + +
  • transcription, such as typing in characters;
    • + +
  • use of correct spelling;
    • + +
  • performance of calculations;
    • + +
  • solving of puzzles.
    • + +
+ + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/accessible-authentication-minimum.html b/wcag22/understanding/accessible-authentication-minimum.html new file mode 100644 index 0000000..61e38eb --- /dev/null +++ b/wcag22/understanding/accessible-authentication-minimum.html @@ -0,0 +1,984 @@ + + + + + + Understanding Success Criterion 3.3.8: Accessible Authentication (Minimum) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.8:Accessible Authentication (Minimum) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Make logins possible with less mental effort.
+ +
What to do
+
Don't make people solve, recall, or transcribe something to log in.
+ +
Why it's important
+
Some people with cognitive disabilities cannot solve puzzles, memorize a username + and password, or retype one-time passcodes. +
+ +
+
+
+

Intent

+

The purpose of this Success Criterion is to ensure there is an accessible, easy-to-use, + and secure method for users to authenticate when logging into an existing account. + As the most prevalent form of authentication, Web sites commonly rely on usernames + and passwords to log in. However, memorizing a username and password places a very + high or impossible burden upon people with certain cognitive disabilities, as do additional + steps often added to authentication processes. For instance, the need to transcribe + a one-time verification code or requiring a puzzle to be solved. +

+

While Web sites can use the recognition of objects or of non-text content provided + by the user to meet this Success Criterion, such techniques do not fully support the + cognitive accessibility community and should be avoided if possible. Refer to Accessible Authentication (Enhanced) for guidance to be more inclusive and accessible. +

+

This Success Criterion is focused on authentication of existing users. It does not cover creation of a username or initiation of an account. For many Web sites, establishing + an initial username and credentials may not differ greatly from logging in with that + username. The techniques used to satisfy this criterion (particularly allowing pasting + into inputs and not relying on transcription) can also reduce the cognitive burden + in account creation. However, the focus of the Success Criterion is on reducing the + ongoing need for users to recall previously supplied information each time they log + in or otherwise authenticate to an account. +

+
+ +

Cognitive Function Tests

+ + +

Remembering a site-specific password is a cognitive function test. Such tests are known to be problematic for many people with cognitive disabilities. + Whether it is remembering random strings of characters, or a pattern gesture to perform + on a touch screen, cognitive function tests will exclude some people. When a cognitive + function test is used, at least one other authentication method must be available + which is not a cognitive function test. +

+ + + +

Some CAPTCHA systems have an audio alternative of the visible text. If the user needs to transcribe + this audio, it cannot be used to meet the Alternative exception. +

+ + +

If there is more than one step in the authentication process, such as with multi-factor + authentication, all steps need to comply with this Success Criterion to pass. There + needs to be a path through authentication that does not rely on cognitive function + tests. +

+ + +

Being able to recover or change the email and password is an important part of authentication. + If the user is authenticating with alternative information in order to recover their + account, there needs to be a method that is not a cognitive function test. +

+ + +

Many organizations are required to use 2-factor authentication that combines independent + sources to confirm a user's identity. These sources can consist of combining authentication + through: +

+ + +
    + +
  • knowledge (e.g., password, letters in a passphrase or memorized swipe path);
    • + +
  • possession (e.g., a verification code generated or received on a device, or scanning + of a QR code on an external device); +
    • + +
  • biometrics (e.g., fingerprint scanning, facial recognition or keystroke dynamics).
    • + +
+ + +

Most knowledge-based authentication methods rely on a cognitive function test, so + mechanisms to assist users must be available. When authentication relies on performing + an action on a separate device, it should be possible to complete the action without + the need to transcribe information. It may not be possible to know what device-based + authentication methods are available to a user; offering a choice of methods can allow + them to choose the path that most suits them. +

+ +
+
+ +

Authentication Approaches

+ +

Web sites can employ username (or email) and password inputs as an authentication + method if the author enables the user agent (browsers and third-party password managers) + to fill in the fields automatically. Generally, if the login form meets Success Criterion 1.3.5 Input Purpose, and the form controls have an appropriate accessible name in accordance with Success Criterion 4.1.2 Name, Role, Value, the user agent should be able to reliably recognize the fields and automatically + fill them in. However, if the user agent is actively blocked from filling in the fields + (for instance, by a script), then the page would not pass this criterion because it + prevents the mechanism from working. +

+ +
+
+ +

Copy and paste

+ +

Copy and paste can be relied on to avoid transcription. Users can copy their login + credentials from a local source (such as a standalone third-party password manager) + and paste it into the username and password fields on a login form, or into a web-based + command line interfaces asking for a password. Blocking people from pasting into authentication + fields, or using a different format between the copied text and the input field (for + example, "Enter the 3rd, 4th, and 6th character of your password"), would force the + user to transcribe information and therefore fail this criterion, unless another method + is available. +

+ +
+
+ +

Two-factor authentication systems (verification codes)

+ +

Beyond usernames and passwords, some sites may use two-factor authentication, asking + the user to enter a verification code (also called a passcode or one-time password). + A service that requires manual transcription of a verification code is not compliant. As with usernames and passwords, + it must be possible for a user to at least paste the code (such as from a standalone + third-party password manager, text message application, or software-based security + key), or to allow user agents to fill in the fields automatically. +

+ +

There are scenarios where a verification code must be received or generated on a secondary + device. For example, authenticating in a web browser on a laptop requires a verification + code that is sent as an SMS text message to a mobile phone. However, in most cases, + it is possible for the code to then be sent directly to the primary device, where + it can then be copied and pasted (for example, by copying the code on the secondary + device and emailing it to the primary device, or through the use of a shared cross-device + clipboard where copying content on the secondary device makes it available to paste + on the primary device). Evaluating whether or not the code can be seamlessly transferred + from the secondary device to the primary device is outside of the scope for this Success Criterion. For the purpose of evaluating Web content that relies + on authentication using these types of secondary device systems, it is assumed that + provisions are in place that make the code available in the user's clipboard. Evaluating + this criterion therefore only requires verification that the web content does allow + pasting the clipboard content in the related authentication challenge field. +

+ +

Note that two-factor systems that do not rely on codes — including hardware authentication + devices (such as YubiKey), secondary applications (either on the same primary device, + or on a secondary device) that expect the user to confirm that it is indeed them trying + to log in, and authentication methods provided by the user's operating system (such + as Windows Hello, or Touch ID/Face ID on macOS and iOS) — are not a cognitive function test. +

+ +
+
+ +

Object Recognition

+ +

If a CAPTCHA is used as part of an authentication process, there must be a method that does not + include a cognitive function test, unless it meets the exception. If the test is based + on something the website has set such as remembering or transcribing a word, or recognizing + a picture the website provided, that would be a cognitive functional test. Recognizing + objects, or a picture the user has provided is a cognitive function test; however, + it is excepted at the AA level. +

+ + +

An object in this context means the general English definition ("a material thing + that can be seen and touched") and can include vehicles and animals. If the test goes + beyond recognition (e.g. multiply the number cats by the number of dogs), that does + not meet the exception. +

+ + +

Some forms of object recognition may require an understanding of a particular culture. + For example, taxis can appear differently in different locales. This is an issue for + many people, including people with disabilities, but it is not considered an accessibility-specific + issue. +

+ + +

Some CAPTCHAs and cognitive function tests used for authentication may only appear + in certain situations, such as when ad blockers are present, or after repeated incorrect + password entry. This criterion applies when these tests are used regardless of whether + they are used every time or only triggered by specific scenarios. +

+ + +

There are a number of technologies that can be employed to prevent scripted abuse + of the authentication process. +

+ + + + + +

None of these systems are 100% effective. However, they may reduce the likelihood + of a CAPTCHA being displayed. +

+ +
+
+ +

Personal Content

+ +

Personal content is sometimes used as a second factor for authentication. For example, + as part of account creation the user would upload a picture, and when logging in they + would be asked to select that picture from several possible alternatives. Care must + be taken to provide adequate security in this case, since non-legitimate users might + be able to guess the correct personal content when presented with a choice. +

+ + +

Text-based personal content does not qualify for this exception as it relies on recall + (rather than recognition), and transcription (rather than selecting an item). Whilst + picture-based personal content will still be a barrier for some people, text based + versions tend to be a much larger barrier. +

+ +
+
+ +

Hiding characters

+ +

Another factor that can contribute to cognitive load is hiding characters when typing. + Although this criterion requires that users do not have to type in (transcribe) a + password, there are scenarios where that is necessary such as creating a password + to be saved by a password manager. Providing a feature to optionally show a password + can improve the chance of success for some people with cognitive disabilities or those + who have difficulties with accurately typing. +

+ +
+
+
+

Benefits

+

People with cognitive issues relating to memory, reading (for example, dyslexia), + numbers (for example, dyscalculia), or perception-processing limitations will be able + to authenticate irrespective of the level of their cognitive abilities. +

+
+
+

Examples

+

The examples of this Success Criterion are the same as the Accessible Authentication (Enhanced) examples. +

+
    + +
  • A web site uses a properly marked up username (or email) and password fields as the + login authentication (meeting Success Criterion 1.3.5 Input Purpose and Success Criterion 4.1.2: Name, Role, Value). The user's browser or integrated third-party password manager extension can identify + the purpose of the inputs and automatically fill in the username and password. +
    • + +
  • A web site does not block paste functionality. The user is able to use a third-party + password manager to store credentials, copy them, and paste them directly into a login + form. +
    • + +
  • A web site uses WebAuthn so the user can authenticate with their device instead of + username/password. The user's device could use any available modality. Common methods + on laptops and phones are facial-scan, fingerprint, and PIN (Personal Identification + Number). The web site is not enforcing any particular use; it is assumed a user will + set up a method that suits them. +
    • + +
  • A web site offers the ability to login with a third-party provider using the OAuth + method. +
    • + +
  • A web site that requires two-factor authentication allows for multiple options for + the 2nd factor, including a USB-based method where the user simply presses a button + to enter a time-based token. +
    • + +
  • A web site that requires two-factor authentication displays a QR code which can be + scanned by an app on a user's device to confirm identity. +
    • + +
  • A web site that requires two-factor authentication sends a notification to a user's + device. The user must use their device's authentication mechanism (for example, user-defined + PIN, fingerprint, facial recognition) to confirm identity. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
ascii art
+
+ + + +

picture created by a spatial arrangement of characters or glyphs (typically from the + 95 printable characters defined by ASCII) + +

+ + + +
+
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
cognitive function test
+
+ + + + + +

A task that requires the user to remember, manipulate, or transcribe information. + Examples include, but are not limited to: +

+ +
    + +
  • memorization, such as remembering a username, password, set of characters, images, + or patterns. The common identifiers name, e-mail, and phone number are not considered + cognitive function tests as they are personal to the user and consistent across Web + sites; +
    • + +
  • transcription, such as typing in characters;
    • + +
  • use of correct spelling;
    • + +
  • performance of calculations;
    • + +
  • solving of puzzles.
    • + +
+ + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
non-text content
+
+ + + +

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language + +

+ + +
+

Note

+

This includes ASCII Art (which is a pattern of characters), emoticons, leetspeak (which uses character substitution), + and images representing text + +

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/adaptable.html b/wcag22/understanding/adaptable.html new file mode 100644 index 0000000..bf0916e --- /dev/null +++ b/wcag22/understanding/adaptable.html @@ -0,0 +1,223 @@ + + + + + + Understanding Guideline 1.3: Adaptable | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + Guideline 1.3:Adaptable +

+ +
+
+

Intent

+

The purpose of this guideline is to ensure that all information is available in a + form that can be perceived by all users, for example, spoken aloud, or presented in + a simpler visual layout. If all of the information is available in a form that can + be determined by software, then it can be presented to users in different ways (visually, + audibly, tactilely etc.). If information is embedded in a particular presentation + in such a way that the structure and information cannot be programmatically determined + by the assistive technology, then it cannot be rendered in other formats as needed + by the user. + +

+

The Success Criteria under this guideline all seek to ensure that different types + of information that are often encoded in presentation are also available so that they + can be presented in other modalities. + +

+
    + + +
  • + the way the parts of a Web page are organized in relation to each other; + and the way + a collection of Web pages is organized + + +
    • + + +
  • + rendering of the content in a form that can be perceived by users + + +
    • + + +
+
+
+

Success Criteria for this Guideline

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/animation-from-interactions.html b/wcag22/understanding/animation-from-interactions.html new file mode 100644 index 0000000..766baa3 --- /dev/null +++ b/wcag22/understanding/animation-from-interactions.html @@ -0,0 +1,377 @@ + + + + + + Understanding Success Criterion 2.3.3: Animation from Interactions | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.3.3:Animation from Interactions (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users are not harmed or distracted by motion.
+ +
What to do
+
Support user preferences for motion, and eliminate unnecessary motion effects.
+ +
Why it's important
+
People can get sick from motion effects.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to allow users to prevent animation from being + displayed on Web pages. Some users experience distraction or nausea from animated + content. For example, if scrolling a page causes elements to move (other than the + essential movement associated with scrolling) it can trigger vestibular disorders. + Vestibular (inner ear) disorder reactions include dizziness, nausea and headaches. + Another animation that is often non-essential is parallax scrolling. Parallax scrolling + occurs when backgrounds move at a different rate to foregrounds. Animation that is + essential to the functionality or information of a web page is allowed by this Success + Criterion. +

+

"Animation from interactions" applies when a user’s interaction initiates non-essential + animation. In contrast, 2.2.2 Pause, Stop, Hide applies when the web page initiates animation. +

+
+

Note

+

The impact of animation on people with vestibular disorders can be quite severe. Triggered + reactions include nausea, migraine headaches, and potentially needing bed rest to + recover. +

+
+

How can a website reduce the chances of triggering a vestibular disorder? Choose any one of the following solutions. Avoid using unnecessary animation. Provide + a control for users to turn off non-essential animations from user interaction. Take + advantage of the reduce motion feature in the user agent or operating system. +

+

What about movement caused by a user scrolling a page? Moving new content into the viewport is essential for scrolling. The user controls + the essential scrolling movement so it is allowed. Only add non-essential animation + to the scrolling interaction in a responsible way. Always give users the ability to + turn off unnecessary movement. +

+
+
+

Benefits

+
    + +
  • Vestibular Disorder + +
      + +
    • People with vestibular disorders need control over movement triggered by interactions. + Non-essential movement can trigger vestibular disorder reactions. Vestibular (inner + ear) disorder reactions include distraction, dizziness, headaches and nausea. +
      • + +
    • Persona Quote: "Stop that extra movement! You are making me so dizzy I cannot concentrate. + Now I have to turn off my computer and go lie down." +
      • + +
    + +
    • + +
+
+
+

Examples

+
    + +
  • Parallax scrolling with option to turn off unnecessary motion globally: + +
      + +
    • A site includes extra animations when the user scrolls. Decorative elements move in + and out of view horizontally when the essential page content is scrolled vertically. + A control at the top of each page allows the user to turn off unnecessary animations. + The ability to turn off non-essential animations is a site-wide setting. +
      • + +
    + +
    • + +
  • Transitions that support the reduce motion preference: + +
      + +
    • A site includes a non-essential transition when loading new content. The transition + is a page-flipping animation that respects the reduce-motion CSS media query. When + the user enables the reduce motion preference, the page-flipping animation is turned + off. +
      • + +
    + +
    • + +
  • Essential animation: + +
      + +
    • A web application provides a feature to author animated sequences. As part of this + tool the author needs to preview the animation. +
      • + +
    + +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+
+
+ +

Key Terms

+ +
essential
+
+ + + +

if removed, would fundamentally change the information or functionality of the content, + and information and functionality cannot be achieved in another way that would conform + +

+ + + +
+
motion animation
+
+ + + +

addition of steps between conditions to create the illusion of movement or to give + a sense of a smooth transition +

+ + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/audio-control.html b/wcag22/understanding/audio-control.html new file mode 100644 index 0000000..70a6679 --- /dev/null +++ b/wcag22/understanding/audio-control.html @@ -0,0 +1,605 @@ + + + + + + Understanding Success Criterion 1.4.2: Audio Control | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.2:Audio Control (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
A page that plays music or sounds doesn't disrupt people.
+ +
What to do
+
If you play audio content automatically, let people turn it down or off.
+ +
Why it's important
+
Sound distracts some people, and also interferes with screen readers.
+ +
+
+
+

Intent

+

Individuals who use screen reading software can find it hard to hear the speech output + if there is other audio playing at the same time. This difficulty is exacerbated when + the screen reader's speech output is software based (as most are today) and is controlled + via the same volume control as the sound. Therefore, it is important that the user + be able to turn off the background sound. + +

+

Having control of the volume includes + being able to reduce its volume to zero. Muting the system volume is not "pausing + or stopping" the autoplay audio. Both the "pause or stop" and control of audio volume + need to be independent of the overall system volume. + +

+
+

Note

+
+ + +

Playing audio automatically when landing on a page may affect a screen reader user's + ability to find the mechanism to stop it because they navigate by listening and automatically + started sounds might interfere with that navigation. Therefore, we discourage the + practice of automatically starting sounds (especially if they last more than 3 seconds), + and encourage that the sound be + started by an action initiated by the user after they reach the page, rather than requiring + that the sound be + stopped by an action of the user after they land on the page. + +

+ + +
+
+

See also + 1.4.7: Low or No Background Audio. + +

+
+
+

Benefits

+
    + + +
  • Individuals who use screen reading technologies can hear the screen reader without + other sounds playing. This is especially important for those who are hard of hearing + and for those whose screen readers use the system volume (so they cannot turn sound + down and screen reader up). + +
    • + + +
  • This Success Criterion also benefits people who have difficulty focusing on visual + content (including text) when audio is playing. + +
    • + + +
+
+
+

Examples

+
    + +
  • An audio file begins playing automatically when a page is opened. However, the audio + can be stopped by the user by selecting a "silent" link at the top of the page. + +
    • + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/audio-description-or-media-alternative-prerecorded.html b/wcag22/understanding/audio-description-or-media-alternative-prerecorded.html new file mode 100644 index 0000000..ba663a2 --- /dev/null +++ b/wcag22/understanding/audio-description-or-media-alternative-prerecorded.html @@ -0,0 +1,790 @@ + + + + + + Understanding Success Criterion 1.2.3: Audio Description or Media Alternative (Prerecorded) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.3:Audio Description or Media Alternative (Prerecorded) (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Prerecorded videos can be understood by more people.
+ +
What to do
+
Provide a description of the visual content in videos.
+ +
Why it's important
+
People who are blind or who cannot understand the visual content can have it described.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to provide people who are blind or visually + impaired access to the visual information in a synchronized media presentation. This + Success Criterion describes two approaches, either of which can be used. + +

+

One approach is to provide audio description of the video content. The audio description + augments the audio portion of the presentation with the information needed when the + video portion is not available. During existing pauses in dialogue, audio description + provides information about actions, characters, scene changes, and on-screen text + that are important and are not described or spoken in the main sound track. + +

+

The second approach involves providing all of the information in the synchronized + media (both visual and auditory) in text form. An alternative for time-based media + provides a running description of all that is going on in the synchronized media content. + The alternative for time-based media reads something like a screenplay or book. Unlike + audio description, the description of the video portion is not constrained to just + the pauses in the existing dialogue. Full descriptions are provided of all visual + information, including visual context, actions and expressions of actors, and any + other visual material. In addition, non-speech sounds (laughter, off-screen voices, + etc.) are described, and transcripts of all dialogue are included. The sequence of + description and dialogue transcripts are the same as the sequence in the synchronized + media itself. As a result, the alternative for time-based media can provide a much + more complete representation of the synchronized media content than audio description + alone. + +

+

If there is any interaction as part of the synchronized media presentation (e.g., + "press now to answer the question") then the alternative for time-based media would + provide hyperlinks or whatever is needed to provide the same functionality. + +

+
+

Note

+
+ + +

+ For 1.2.3, 1.2.5, and 1.2.7, if all of the information in the video track is already + provided in the audio track, no audio description is necessary. + + + +

+ + +

+ 1.2.3, 1.2.5, and 1.2.8 overlap somewhat with each other. This is to give the author + some choice at the minimum conformance level, and to provide additional requirements + at higher levels. At Level A in Success Criterion 1.2.3, authors do have the choice + of providing either an audio description or a full text alternative. If they wish + to conform at Level AA, under Success Criterion 1.2.5 authors must provide an audio + description - a requirement already met if they chose that alternative for 1.2.3, + otherwise an additional requirement. At Level AAA under Success Criterion 1.2.8 they + must provide an extended text description. This is an additional requirement if both + 1.2.3 and 1.2.5 were met by providing an audio description only. If 1.2.3 was met, + however, by providing a text description, and the 1.2.5 requirement for an audio description + was met, then 1.2.8 does not add new requirements. + +

+ + +
+
+

See also + 1.2.5 Audio Description (Prerecorded), + 1.2.7 Extended Audio Description (Prerecorded) and + 1.2.8 Media Alternative (Prerecorded). + +

+
+
+

Benefits

+
    + + +
  • This Success Criterion may help some people who have difficulty watching video or + other synchronized media content, including people who have difficulty perceiving + or understanding moving images. + +
    • + + +
+
+
+

Examples

+
+ +
A movie with audio description
+ +
+ +

+ Describer: A title, "Teaching Evolution Case Studies. Bonnie Chen." A teacher shows photographs + of birds with long, thin beaks. + +

+ + +

+ Bonnie Chen: "These photos were all taken at the Everglades." + +

+ + +

+ Describer: The teacher hands each student two flat, thin wooden sticks. + +

+ + +

+ Bonnie Chen: "Today you will pretend to be a species of wading bird that has a beak like this." + +

+ + +

+ Describer: The teacher holds two of the sticks to her mouth making the shape of a beak. + +

+ + +

Transcript of audio based on the first few minutes of "Teaching Evolution Case Studies, Bonnie Chen" (copyright WGBH and Clear Blue Sky Productions, Inc.) +

+ +
+ +
An alternative for time-based media for a training video
+ +
A company purchases a Training video for use by its employees and puts it on the companies + intranet. The video involves explaining use of a new technology and has a person talking + and showing things at the same time. Since there is no place to insert audio description + of the visual demonstrations during gaps in dialogue, the company provides an alternative + for time-based media that all employees, including those who cannot see the demonstrations, + can use to better understand what is being presented. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
alternative for time-based media
+
+ + + +

document including correctly sequenced text descriptions of time-based visual and + auditory information and providing a means for achieving the outcomes of any time-based + interaction + +

+ + +
+

Note

+

A screenplay used to create the synchronized media content would meet this definition + only if it was corrected to accurately represent the final synchronized media after + editing. + +

+
+ + + +
+
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio description
+
+ + + +

narration added to the soundtrack to describe important visual details that cannot + be understood from the main soundtrack alone + +

+ + +
+

Note

+

Audio description of video provides information about actions, characters, scene changes, on-screen text, and + other visual content. + +

+
+ + +
+

Note

+

In standard audio description, narration is added during existing pauses in dialogue. + (See also extended audio description.) + +

+
+ + +
+

Note

+

Where all of the video information is already provided in existing audio, no additional audio description is necessary. + +

+
+ + +
+

Note

+

Also called "video description" and "descriptive narration."

+
+ + + +
+
extended audio description
+
+ + + +

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description + +

+ + +
+

Note

+

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short. + +

+
+ + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
prerecorded
+
+ + + +

information that is not live + +

+ + + +
+
synchronized media
+
+ + + +

+ audio or video synchronized with another format for presenting information and/or with time-based + interactive components, unless the media is a media alternative for text that is clearly labeled as such + +

+ + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/audio-description-prerecorded.html b/wcag22/understanding/audio-description-prerecorded.html new file mode 100644 index 0000000..5d69ade --- /dev/null +++ b/wcag22/understanding/audio-description-prerecorded.html @@ -0,0 +1,681 @@ + + + + + + Understanding Success Criterion 1.2.5: Audio Description (Prerecorded) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.5:Audio Description (Prerecorded) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Videos can be played with audio descriptions.
+ +
What to do
+
Provide a synchronized spoken description of the visual content in videos.
+ +
Why it's important
+
People who cannot see or understand the visual content can hear about it while playing + videos. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to provide people who are blind or visually + impaired access to the visual information in a synchronized media presentation. The + audio description augments the audio portion of the presentation with the information + needed when the video portion is not available. During existing pauses in dialogue, + audio description provides information about actions, characters, scene changes, and + on-screen text that are important and are not described or spoken in the main sound + track. + +

+
+

Note

+
+ + +

+ For 1.2.3, 1.2.5, and 1.2.7, if all of the information in the video track is already + provided in the audio track, no audio description is necessary. + + + +

+ + +

+ 1.2.3, 1.2.5, and 1.2.8 overlap somewhat with each other. This is to give the author + some choice at the minimum conformance level, and to provide additional requirements + at higher levels. At Level A in Success Criterion 1.2.3, authors do have the choice + of providing either an audio description or a full text alternative. If they wish + to conform at Level AA, under Success Criterion 1.2.5 authors must provide an audio + description - a requirement already met if they chose that alternative for 1.2.3, + otherwise an additional requirement. At Level AAA under Success Criterion 1.2.8 they + must provide an extended text description. This is an additional requirement if both + 1.2.3 and 1.2.5 were met by providing an audio description only. If 1.2.3 was met, + however, by providing a text description, and the 1.2.5 requirement for an audio description + was met, then 1.2.8 does not add new requirements. + +

+ + +
+
+
+
+

Benefits

+
    + + +
  • People who are blind or have low vision as well as those with cognitive limitations + who have difficulty interpreting visually what is happening benefit from audio description + of visual information. + +
    • + + +
+
+
+

Examples

+
+ +
A movie with audio description
+ +
+ +

+ Describer: A title, "Teaching Evolution Case Studies. Bonnie Chen." A teacher shows photographs + of birds with long, thin beaks. + +

+ + +

+ + Bonnie Chen: "These photos were all taken at the Everglades." + +

+ + +

+ + Describer: The teacher hands each student two flat, thin wooden sticks. + +

+ + +

+ + Bonnie Chen: "Today you will pretend to be a species of wading bird that has a beak like this." + +

+ + +

+ + Describer: The teacher holds two of the sticks to her mouth making the shape of a beak. + +

+ + +

Transcript of audio based on the first few minutes of "Teaching Evolution Case Studies, Bonnie Chen" (copyright WGBH and Clear Blue Sky Productions, Inc.) +

+ +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio description
+
+ + + +

narration added to the soundtrack to describe important visual details that cannot + be understood from the main soundtrack alone + +

+ + +
+

Note

+

Audio description of video provides information about actions, characters, scene changes, on-screen text, and + other visual content. + +

+
+ + +
+

Note

+

In standard audio description, narration is added during existing pauses in dialogue. + (See also extended audio description.) + +

+
+ + +
+

Note

+

Where all of the video information is already provided in existing audio, no additional audio description is necessary. + +

+
+ + +
+

Note

+

Also called "video description" and "descriptive narration."

+
+ + + +
+
extended audio description
+
+ + + +

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description + +

+ + +
+

Note

+

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short. + +

+
+ + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
prerecorded
+
+ + + +

information that is not live + +

+ + + +
+
synchronized media
+
+ + + +

+ audio or video synchronized with another format for presenting information and/or with time-based + interactive components, unless the media is a media alternative for text that is clearly labeled as such + +

+ + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/audio-only-and-video-only-prerecorded.html b/wcag22/understanding/audio-only-and-video-only-prerecorded.html new file mode 100644 index 0000000..e9b0368 --- /dev/null +++ b/wcag22/understanding/audio-only-and-video-only-prerecorded.html @@ -0,0 +1,653 @@ + + + + + + Understanding Success Criterion 1.2.1: Audio-only and Video-only (Prerecorded) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.1:Audio-only and Video-only (Prerecorded) (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Audio and video-only content can be understood by more people.
+ +
What to do
+
Provide an alternative when content is perceivable with only one sense.
+ +
Why it's important
+
People who can’t fully see or hear content can understand it.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to make information conveyed by prerecorded + audio-only and prerecorded video-only content available to all users. Alternatives + for time-based media that are text based make information accessible because text + can be rendered through any sensory modality (for example, visual, auditory or tactile) + to match the needs of the user. In the future, text could also be translated into + symbols, sign language or simpler forms of the language (future). + +

+

An example of pre-recorded video with no audio information or user interaction is + a silent movie. The purpose of the transcript is to provide an equivalent to what + is presented visually. For prerecorded video content, authors have the option to provide + an audio track. The purpose of the audio alternative is to be an equivalent to the + video. This makes it possible for users with and without vision impairment to review + content simultaneously. The approach can also make it easier for those with cognitive, + language and learning disabilities to understand the content because it would provide + parallel presentation. + +

+
+

Note

+
+ + +

A text equivalent is not required for audio that is provided as an equivalent for + video with no audio information. For example, it is not required to caption video + description that is provided as an alternative to a silent movie. + +

+ + +
+
+

See also + 1.2.4: Audio-only (Live) + + +

+
+
+

Benefits

+
    + + +
  • This Success Criterion helps people who have difficulty perceiving visual content. + Assistive technology can read text alternatives aloud, present them visually, or convert + them to braille. + +
    • + + +
  • Alternatives for timed-based media that are text based may help some people who have + difficulty understanding the meaning of prerecorded video content. + +
    • + + +
  • People who are deaf, are hard of hearing, or who are having trouble understanding + audio information for any reason can read the text presentation. Research is ongoing + regarding automatic translation of text into sign language. + +
    • + + +
  • People who are deaf-blind can read the text in braille.
    • + + +
  • Additionally, text supports the ability to search for non-text content and to repurpose + content in a variety of ways. + +
    • + + +
+
+
+

Examples

+
+ +
An audio recording of a speech
+ +
The link to an audio clip says, "Chairman's speech to the assembly." A link to a text + transcript is provided immediately after the link to the audio clip. +
+ +
An audio recording of a press conference
+ +
A Web page includes a link to an audio recording of a press conference that identifies + the audio recording. The page also links to a text transcript of the press conference. + The transcript includes a verbatim record of everything the speakers say. It identifies + who is speaking as well as noting other significant sounds that are part of the recording, + such as applause, laughter, questions from the audience, and so on. +
+ +
An animation that illustrates how a car engine works
+ +
An animation shows how a car engine works. There is no audio and the animation is + part of a tutorial that describes how an engine works. Since the text of the tutorial + already provides a full explanation, the media is an alternative for text and the + text alternative includes only a brief description of the animation and refers to + the tutorial text for more information. +
+ +
A video-only file with an audio track
+ +
A silent movie includes an audio track which includes a description of the action + in the video. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If the content is prerecorded audio-only:

+ + + + + +
+
+ + +

Situation B: If the content is prerecorded video-only:

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
alternative for time-based media
+
+ + + +

document including correctly sequenced text descriptions of time-based visual and + auditory information and providing a means for achieving the outcomes of any time-based + interaction + +

+ + +
+

Note

+

A screenplay used to create the synchronized media content would meet this definition + only if it was corrected to accurately represent the final synchronized media after + editing. + +

+
+ + + +
+
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio-only
+
+ + + +

a time-based presentation that contains only audio (no video and no interaction) + +

+ + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
prerecorded
+
+ + + +

information that is not live + +

+ + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
video-only
+
+ + + +

a time-based presentation that contains only video (no audio and no interaction) + +

+ + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/audio-only-live.html b/wcag22/understanding/audio-only-live.html new file mode 100644 index 0000000..734c07a --- /dev/null +++ b/wcag22/understanding/audio-only-live.html @@ -0,0 +1,440 @@ + + + + + + Understanding Success Criterion 1.2.9: Audio-only (Live) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.9:Audio-only (Live) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Live audio can be understood by more people.
+ +
What to do
+
Provide a text equivalent for live audio-only content.
+ +
Why it's important
+
People who cannot hear or understand real-time audio can read an equivalent.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to make information conveyed by live audio, + such as web-based audio conferencing, live speeches and radio Webcasts, accessible + through the + use of a text alternative. A live text caption service will enable live audio to be + accessible to people who are deaf or hard of hearing, or who cannot otherwise hear + the audio. Such services use a trained human operator who listens in to what is being + said and uses a special keyboard to enter the text with only a small delay. They are + able to capture a live event with a high degree of fidelity, and also to insert notes + on any non spoken audio which is essential to understanding the event. A transcript + is sometimes a possibility if the live audio is following a set script; but a live + caption service is preferred because it plays out at the same pace as the audio itself, + and can adapt to any deviations from the script that might occur. + +

+

Using untrained operators, or providing a transcript which differs markedly from what + actually happens would not be considered meeting this Success Criterion. + +

+

This success criterion was intended to apply to broadcast of audio and is not intended + to require that two-way audio calls between two or more individuals through web apps + must be captioned regardless of the needs of users. Responsibility for providing captions + would fall to the content providers (the callers) or the “host” caller, and not the + application. + +

+
+
+

Examples

+
    + + +
  • A public relations firm uses Web based caption services to cover live events; the + output from the service is incorporated in a sub frame of the Web page which includes + the streaming audio control. + +
    • + + +
  • A live radio play of a fringe theatre group is being broadcast to the Web. As the + actors stick largely to a set script, and the budget for the program is small, the + producers provide a link (with the playwright's permission) to the script of the play. + +
    • + + +
  • A streaming audio server uses a technology which can also accommodate text and graphics, + such as HTML. A stenographer is used to create live captions at an + event, and these are mixed on the fly to produce live captions in the media stream + which can be viewed by the media player. + +
    • + + +
  • A CEO is to give a press release by telephone to the media in response to a breaking + news story, the audio is being recorded and streamed over the internet, but due to + time constraints a Web captioning service cannot be set up in time. As the press release + is a set statement which the CEO will be reading out, the company simultaneously provides + the transcript of the release. + +
    • + + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+
+
+ +

Key Terms

+ +
alternative for time-based media
+
+ + + +

document including correctly sequenced text descriptions of time-based visual and + auditory information and providing a means for achieving the outcomes of any time-based + interaction + +

+ + +
+

Note

+

A screenplay used to create the synchronized media content would meet this definition + only if it was corrected to accurately represent the final synchronized media after + editing. + +

+
+ + + +
+
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio-only
+
+ + + +

a time-based presentation that contains only audio (no video and no interaction) + +

+ + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/base.css b/wcag22/understanding/base.css new file mode 100644 index 0000000..b028c7b --- /dev/null +++ b/wcag22/understanding/base.css @@ -0,0 +1,17 @@ +.wcag21, .wcag22 { + background-color: #E9FBE9; + border-left: solid .5em #52E052; +} +span.wcag21, span.wcag22 { + margin-left: .25em; + padding-left: .25em; +} +div.wcag21, div.wcag22 { + margin: 1em auto; + padding: .5em; + page-break-inside: avoid; +} +.new-version { + font-size: smaller; + font-weight: bold; +} \ No newline at end of file diff --git a/wcag22/understanding/bypass-blocks.html b/wcag22/understanding/bypass-blocks.html new file mode 100644 index 0000000..59ba4f7 --- /dev/null +++ b/wcag22/understanding/bypass-blocks.html @@ -0,0 +1,820 @@ + + + + + + Understanding Success Criterion 2.4.1: Bypass Blocks | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.1:Bypass Blocks (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can more easily navigate by keyboard.
+ +
What to do
+
Provide a means of skipping repeating content.
+ +
Why it's important
+
Users reliant on the keyboard interface can move around pages efficiently.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to allow people who navigate sequentially + through content more direct access to the primary content of the Web page. Web pages + and applications often have content that appears on other pages or screens. Examples + of repeated blocks of content include but are not limited to navigation links, header + content, and advertising frames. Small repeated sections such as individual words, + phrases or single links are not considered blocks for the purposes of this provision. + +

+

Users who navigate sequentially through content will generally have to navigate through + repeated content on each page. This is in contrast to a sighted user's ability to + ignore + the repeated material either by focusing on the center of the screen (where main content + usually appears) or a mouse user's ability to select a link with a single mouse click + rather than encountering every link or form control that comes before the item they + want. + +

+

It is not the intent of this Success Criterion to require authors to provide methods + that are redundant to functionality provided by the user agent. Most web browsers + provide keyboard shortcuts to move the user focus to the top of the page, so if a + set of navigation links is provided at the bottom of a web page providing a "skip" + link may be unnecessary. + +

+
+

Note

+
+ + +

Although this Success Criterion deals with blocks of content that are repeated on + multiple pages, we also strongly promote structural markup on individual pages as + per Success Criteria 1.3.1. + + +

+ + +
+
+

Although the success criterion does not specifically use the term “within a set of + web pages”, the concept of the pages belonging to a set is implied. An author would + not be expected to avoid any possible duplication of content in any two pages that + are not in some way related to each other, and are not "Web pages that share a common + purpose and that are created by the same author, group or organization” (the definition + of set of web pages). + +

+
+

Note

+
+ + +

Even for web pages that are not in a set, if a web page has blocks of text that are + repeated within the page it may be helpful (but not required) to provide a means to + skip over them. + +

+ + +
+
+
+
+

Benefits

+

When this Success Criterion is not satisfied, it may be difficult for people with + some disabilities to reach the main content of a Web page quickly and easily: +

+
    + + + +
  • Screen reader users who visit several pages on the same site can avoid having to hear + all header content and dozens of navigation links on every page before the main + content is spoken. + +
    • + + +
  • People who use only the keyboard or a keyboard interface can reach content with fewer + keystrokes. Otherwise, they might have to make dozens of keystrokes before reaching + a link in the main content area. This can take a long time and may cause severe physical + pain for some users. + + +
    • + + +
  • People who use screen magnifiers do not have to search through the same header content + or + other blocks of information to find where the main content begins each time they enter + a new page. + +
    • + + +
  • People with cognitive limitations as well as people who use screen readers may benefit + when links are grouped into lists + +
    • + + +
+
+
+

Examples

+
    + + +
  • A news organization's home page contains a main story in the middle of the page, surrounded + by many blocks and sidebars for advertising, searching, and other services. There + is a link at the top of the page that jumps to the main story. Without using this + link, a keyboard user needs to tab through approximately 40 links to reach the main + story; the screen reader user has to listen to 200 words; and the screen magnifier + user must search around for the location of the main body. + +
    • + +
  • An e-commerce website includes a long list of filters prior to the search results + listing. + A link above the list enables users to skip the filters and get to the product results + quickly. +
    • + + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/captions-live.html b/wcag22/understanding/captions-live.html new file mode 100644 index 0000000..7dd25e6 --- /dev/null +++ b/wcag22/understanding/captions-live.html @@ -0,0 +1,881 @@ + + + + + + Understanding Success Criterion 1.2.4: Captions (Live) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.4:Captions (Live) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Live videos have captions.
+ +
What to do
+
Provide synchronized text for audio content in real-time videos.
+ +
Why it's important
+
People who are deaf or hard of hearing can understand audio in real-time video content.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to enable people who are deaf or hard of hearing + to watch + real-time presentations. Captions provide the part of the content available via the audio track. + Captions not only include dialogue, but also identify who is speaking and notate sound + effects and other significant audio. + +

+

This success criterion was intended to apply to broadcast of synchronized media and + is not intended to require that two-way multimedia calls between two or more individuals + through web apps must be captioned regardless of the needs of users. Responsibility + for providing captions would fall to the content providers (the callers) or the “host” + caller, and not the application. + +

+
+
+

Benefits

+
    + + +
  • People who are deaf or have a hearing loss can access the auditory information in + the synchronized media content through captions. + +
    • + + +
+
+
+

Examples

+
+ +
A Web cast
+ +
A news organization provides a live, captioned Web cast.
+ +
A music Web cast
+ +
An orchestra provides Communication Access Realtime Translation (CART) captioning + of each real-time Web performance. The CART service captures lyrics and dialog as + well as identifies non-vocal music by title, movement, composer, and any information + that will help the user comprehend the nature of the audio. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+

Note

+
+ + +

Captions may be generated using real-time text translation service. + + + +

+ + +
+
+
+
+
+
+ +

Key Terms

+ +
ascii art
+
+ + + +

picture created by a spatial arrangement of characters or glyphs (typically from the + 95 printable characters defined by ASCII) + +

+ + + +
+
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio description
+
+ + + +

narration added to the soundtrack to describe important visual details that cannot + be understood from the main soundtrack alone + +

+ + +
+

Note

+

Audio description of video provides information about actions, characters, scene changes, on-screen text, and + other visual content. + +

+
+ + +
+

Note

+

In standard audio description, narration is added during existing pauses in dialogue. + (See also extended audio description.) + +

+
+ + +
+

Note

+

Where all of the video information is already provided in existing audio, no additional audio description is necessary. + +

+
+ + +
+

Note

+

Also called "video description" and "descriptive narration."

+
+ + + +
+
captions
+
+ + + +

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content + +

+ + +
+

Note

+

Captions are similar to dialogue-only subtitles except captions convey not only the + content of spoken dialogue, but also equivalents for non-dialogue audio information + needed to understand the program content, including sound effects, music, laughter, + speaker identification and location. + +

+
+ + +
+

Note

+

Closed Captions are equivalents that can be turned on and off with some players.

+
+ + +
+

Note

+

Open Captions are any captions that cannot be turned off. For example, if the captions + are visual equivalent images of text embedded in video. + +

+
+ + +
+

Note

+

Captions should not obscure or obstruct relevant information in the video.

+
+ + +
+

Note

+

In some countries, captions are called subtitles.

+
+ + +
+

Note

+

+ Audio descriptions can be, but do not need to be, captioned since they are descriptions of information + that is already presented visually. + +

+
+ + + +
+
extended audio description
+
+ + + +

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description + +

+ + +
+

Note

+

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short. + +

+
+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
non-text content
+
+ + + +

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language + +

+ + +
+

Note

+

This includes ASCII Art (which is a pattern of characters), emoticons, leetspeak (which uses character substitution), + and images representing text + +

+
+ + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
synchronized media
+
+ + + +

+ audio or video synchronized with another format for presenting information and/or with time-based + interactive components, unless the media is a media alternative for text that is clearly labeled as such + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
text alternative
+
+ + + +

+ Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. + Programmatically associated text is text whose location can be programmatically determined + from the non-text content. + +

+ + + + + +
+

Note

+

Refer to Understanding Text Alternatives for more information. + +

+
+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/captions-prerecorded.html b/wcag22/understanding/captions-prerecorded.html new file mode 100644 index 0000000..5c02af5 --- /dev/null +++ b/wcag22/understanding/captions-prerecorded.html @@ -0,0 +1,1037 @@ + + + + + + Understanding Success Criterion 1.2.2: Captions (Prerecorded) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.2:Captions (Prerecorded) (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Videos can be played with captions.
+ +
What to do
+
Provide synchronized text for audio content in existing videos.
+ +
Why it's important
+
People who are deaf or hard of hearing can understand audio in videos.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to enable people who are deaf or hard of hearing + to watch synchronized media presentations. Captions provide the part of the content + available via the audio track. Captions not only include dialogue, but identify who + is speaking and include non-speech information conveyed through sound, including meaningful + sound effects. + +

+

It is acknowledged that at the present time there may be difficulty in creating captions + for time-sensitive material and this may result in the author being faced with the + choice of delaying the information until captions are available, or publishing time-sensitive + content that is inaccessible to the deaf, at least for the interval until captions + are available. Over time, the tools for captioning as well as building the captioning + into the delivery process can shorten or eliminate such delays. + + +

+

Captions are not needed when the synchronized media is, itself, an alternate presentation + of information that is also presented via text on the Web page. For example, if information + on a page is accompanied by a synchronized media presentation that presents no more + information than is already presented in text, but is easier for people with cognitive, + language, or learning disabilities to understand, then it would not need to be captioned + since the information is already presented on the page in text or in text alternatives + (e.g., for images). + + +

+

See also + 1.2.4: Captions (Live). + +

+
+
+

Benefits

+
    + + +
  • People who are deaf or have a hearing loss can access the auditory information in + the synchronized media content through captions. + +
    • + + +
+
+
+

Examples

+
    + +
  • + +

    A captioned tutorial

    + +

    A video clip shows how to tie a knot. The captions read,

    + +

    "(music)

    + +

    Using rope to tie knots was an important skill

    + +

    for the likes of sailors, soldiers and woodsmen.."

    + +

    From Sample Transcript Formatting by Whit Anderson.

    + +
    • + +
  • A complex legal document contains synchronized media clips for different paragraphs + that show a person speaking the contents of the paragraph. Each clip is associated + with its corresponding paragraph. No captions are provided for the synchronized media. +
    • + +
  • An instruction manual containing a description of a part and its necessary orientation + is accompanied by a synchronized media clip showing the part in its correct orientation. + No captions are provided for the synchronized media clip. +
    • + +
  • + +

    An orchestra provides captions for videos of performances. In addition to capturing + dialog and lyrics verbatim, captions identify non-vocal music by title, movement, + composer, and any information that will help the user comprehend the nature of the + audio. For instance captions read, +

    + +

    "[Orchestral Suite No. 3.2 in D major, BWV 1068, Air]

    + +

    [Johann Sebastian Bach, Composer]

    + +

    ♪ Calm melody with a slow tempo ♪"

    + +
    +

    Note

    +
    + +

    Style guides for captions may differ among different languages.

    + +
    +
    + +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+
+ + +

Guides to Captioning

+ + + + + +
+
+ + +

SMIL Resources

+ + + + + +
+
+ + +

Other Captioning Resources

+ + + + + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
ascii art
+
+ + + +

picture created by a spatial arrangement of characters or glyphs (typically from the + 95 printable characters defined by ASCII) + +

+ + + +
+
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio description
+
+ + + +

narration added to the soundtrack to describe important visual details that cannot + be understood from the main soundtrack alone + +

+ + +
+

Note

+

Audio description of video provides information about actions, characters, scene changes, on-screen text, and + other visual content. + +

+
+ + +
+

Note

+

In standard audio description, narration is added during existing pauses in dialogue. + (See also extended audio description.) + +

+
+ + +
+

Note

+

Where all of the video information is already provided in existing audio, no additional audio description is necessary. + +

+
+ + +
+

Note

+

Also called "video description" and "descriptive narration."

+
+ + + +
+
captions
+
+ + + +

synchronized visual and/or text alternative for both speech and non-speech audio information needed to understand the media content + +

+ + +
+

Note

+

Captions are similar to dialogue-only subtitles except captions convey not only the + content of spoken dialogue, but also equivalents for non-dialogue audio information + needed to understand the program content, including sound effects, music, laughter, + speaker identification and location. + +

+
+ + +
+

Note

+

Closed Captions are equivalents that can be turned on and off with some players.

+
+ + +
+

Note

+

Open Captions are any captions that cannot be turned off. For example, if the captions + are visual equivalent images of text embedded in video. + +

+
+ + +
+

Note

+

Captions should not obscure or obstruct relevant information in the video.

+
+ + +
+

Note

+

In some countries, captions are called subtitles.

+
+ + +
+

Note

+

+ Audio descriptions can be, but do not need to be, captioned since they are descriptions of information + that is already presented visually. + +

+
+ + + +
+
extended audio description
+
+ + + +

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description + +

+ + +
+

Note

+

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short. + +

+
+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
non-text content
+
+ + + +

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language + +

+ + +
+

Note

+

This includes ASCII Art (which is a pattern of characters), emoticons, leetspeak (which uses character substitution), + and images representing text + +

+
+ + + +
+
prerecorded
+
+ + + +

information that is not live + +

+ + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
synchronized media
+
+ + + +

+ audio or video synchronized with another format for presenting information and/or with time-based + interactive components, unless the media is a media alternative for text that is clearly labeled as such + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
text alternative
+
+ + + +

+ Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. + Programmatically associated text is text whose location can be programmatically determined + from the non-text content. + +

+ + + + + +
+

Note

+

Refer to Understanding Text Alternatives for more information. + +

+
+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/change-on-request.html b/wcag22/understanding/change-on-request.html new file mode 100644 index 0000000..3a0bbe1 --- /dev/null +++ b/wcag22/understanding/change-on-request.html @@ -0,0 +1,1048 @@ + + + + + + Understanding Success Criterion 3.2.5: Change on Request | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.2.5:Change on Request (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users have full control of major content changes.
+ +
What to do
+
Provide ways for users to trigger or turn off changes of context.
+ +
Why it's important
+
Content that behaves predictably is especially important to people with disabilities.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to encourage design of Web content that gives + users full control of changes of context. + This Success Criterion aims to eliminate potential confusion that may be caused by + unexpected changes of context such as automatic launching of new windows, automatic + submission of forms after selecting an item from a list, etcetera. + Such unexpected changes of context may cause difficulties for people with motor impairments, + people with low vision, people who are blind, and people with certain cognitive limitations. + + +

+

Some types of change of context are not disruptive to some users, or actively benefit + some users. For example, single-switch users rely on context changes that are animated + by the system, and the preferences of low-vision users may vary depending on how much + of the content they can see at once and how much of the session structure they can + retain in working memory. Some types of content, such as slide shows, require the + ability to change context in order to provide the intended user experience. Content + that initiates changes of context automatically only when user preferences allow can + conform to this Success Criterion. + + +

+
+

Note

+
+ + +

It is possible for more than one change of context to occur simultaneously. For example, + clicking on a link which automatically opens a new window is an example of two separate + changes of context related to the change in content and to the change in the viewport + (window). The change in the content in this case is initiated by user request when + they click on the link, but unless the user can be aware that the link will open in + a new window then that change of context cannot be regarded as user-initiated. + +

+ + +
+
+
+
+

Benefits

+
    + + +
  • + + +

    Individuals who are unable to detect changes of context or may not realize that the + context has changed are less likely to become disoriented while navigating a site. + For example: + +

    + + +
      + + +
    • individuals who are blind or have low vision may have difficulty knowing when a visual + context change has occurred, such as a new window popping up. In this case, warning + users of context changes in advance minimizes confusion when the user discovers that + the back button no longer behaves as expected. + + +
      • + + +
    + + +
    • + + +
  • Some individuals with low vision, with reading and intellectual disabilities, and + who have difficulty interpreting visual cues may benefit from additional cues in order + to detect changes of context. + +
    • + + +
  • People with certain + cognitive limitations do not get confused if automatic redirects are performed by the Web server instead + of the browser. + +
    • + + +
+
+
+

Examples

+
+ +
an "update now" button
+ +
Instead of automatically updating the content, the author provides an "Update now" + button that requests a refresh of the content. +
+ +
An automatic redirection
+ +
A user is automatically redirected from an old page to a new page in such a way that + he or she never realizes the redirect has occurred. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If the Web page allows automatic updates:

+ + + + + +
+
+ + +

Situation B: If automatic redirects are possible:

+ + + + + +
+
+ + +

Situation C: If the Web page uses pop-up windows:

+ + + + + +
+
+ + +

Situation D: If using an onchange event on a select element:

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
changes of context
+
+ + + +

major changes that, if made without user awareness, can disorient users who are not + able to view + the entire page simultaneously + +

+ + +

Changes in context include changes of:

+ + +
    + + +
  1. + user agent; + +
    2. + + +
  2. + viewport; + +
    3. + + +
  3. focus;
    4. + + +
  4. + content that changes the meaning of the Web page + +
    5. + + +
+ + +
+

Note

+

A change of content is not always a change of context. Changes in content, such as + an expanding outline, dynamic menu, or a tab control do not necessarily change the + context, unless they also change one of the above (e.g., focus). + +

+
+ + + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
content
+
+ + + +

information and sensory experience to be communicated to the user by means of a user agent, including code or markup that defines the content's structure, presentation, and interactions + +

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
presentation
+
+ + + +

rendering of the content in a form to be perceived by users + +

+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
structure
+
+ + + +
    + + +
  1. The way the parts of a Web page are organized in relation to each other; and + +
    2. + + +
  2. The way a collection of Web pages is organized + +
    3. + + +
+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
viewport
+
+ + + +

object in which the user agent presents content

+ + +
+

Note

+

The user agent presents content through one or more viewports. Viewports include windows, frames, + loudspeakers, and virtual magnifying glasses. A viewport may contain another viewport + (e.g., nested frames). Interface components created by the user agent such as prompts, + menus, and alerts are not viewports. + +

+
+ + +
+

Note

+

This definition is based on User Agent Accessibility Guidelines 1.0 Glossary [[UAAG10]]. + +

+
+ + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/character-key-shortcuts.html b/wcag22/understanding/character-key-shortcuts.html new file mode 100644 index 0000000..5cd6d83 --- /dev/null +++ b/wcag22/understanding/character-key-shortcuts.html @@ -0,0 +1,697 @@ + + + + + + Understanding Success Criterion 2.1.4: Character Key Shortcuts | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.1.4:Character Key Shortcuts (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Reduce accidental activation of keyboard shortcuts.
+ +
What to do
+
Ensure character-only shortcut keys can be turned off or modified.
+ +
Why it's important
+
Character-key shortcuts are easy to accidentally trigger, especially with speech input.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to reduce accidental activation of keyboard + shortcuts. Character key shortcuts work well for many keyboard users, but are inappropriate + and frustrating for speech input users — whose means of input is strings of letters + — and for keyboard users who are prone to accidentally hit keys. + To rectify this issue, authors need to allow users to turn off or reconfigure shortcuts + that are made up of only character keys. + +

+

Note that this success criterion doesn't affect components such as listboxes and drop-down + menus. Although these components contain values (words) that may be selected by one + or more character keys, the shortcuts are only active when the components have focus. + Other components such as menus may be accessed or opened with a single non-character + shortcut (e.g., Alt or Alt+F) before pressing a single character key to select an + item. This makes the full path to invoking a menu a two-step shortcut that includes + a non-printable key. Accesskeys are also not affected because they include modifier keys. +

+

Speech Input users generally work in a single mode where they can use a mix of dictation + and speech commands. This works well because the user knows to pause before and after + commands, and commands are usually at least two words long. So, for instance, a user + might say a bit of dictation, such as "the small boat", then pause, and say a command + to delete that dictation, such as "Delete Line". In contrast, if the user were to + say the two phrases together without a pause, the whole phrase would come out as dictation + (i.e., "the small boat delete line"). Although speech input programs often include + modes that listen only for dictation or only for commands, most speech users use the + all-encompassing mode all the time because it is a much more efficient workflow. It + could decrease command efficiency significantly if users were to change to command + mode and back before and after issuing each command. +

+

Speech users can also speak most keyboard commands (e.g., "press Control Foxtrot") + without any problems. If the website or app is keyboard enabled, the speech user can + also write a native speech macro that calls the keyboard command, such as "This Print" + to carry out Ctrl+P. +

+

Single-key shortcuts are the exception. While using single letter keys as controls + might be appropriate and efficient for many keyboard users, single-key shortcuts are + disastrous for speech users. The reason for this is that when only a single key is + used to trip a command, a spoken word can become a barrage of single-key commands + if the cursor focus happens to be in the wrong place. +

+

For example, a speech-input user named Kim has her cursor focus in the main window + of a web mail application that uses common keyboard shortcuts to navigate ("k"), archive + ("y") and mute messages ("m"). A coworker named Mike enters her office and says "Hey + Kim" and her microphone picks that up. The Y of "hey" archives the current message. + K in "Kim" moves down one conversation and M mutes a message or thread. And, if Kim + looks up and says "Hey Mike" without remembering to turn off the microphone, the same + three things happen in a different sequence. +

+

A user interacting with a webpage or web app that doesn't use single-character shortcuts + doesn't have this problem. Inadvertent strings of characters from the speech application + are not interpreted as shortcuts if a modifier key is required. A speech user filling + in a text input form may find that a phrase that is accidentally picked up by the + speech microphone results in stray text being entered into the field, but that is + easily seen and undone. The Resources section of this page contains links to videos + demonstrating these types of issues. +

+
+
+

Benefits

+
    + +
  • Speech users will be able to turn off single-key shortcuts so they can avoid accidentally + firing batches of them at once. This will allow speech users to make full use of programs + that offer single-key shortcuts to keyboard users. +
    • + +
  • Keyboard-only users who have dexterity challenges can also be prone to accidentally + hitting keys. Those users would be able to avoid problematic single character shortcuts + by turning them off or modifying them to include at least one non-character key. +
    • + +
  • Allowing all shortcut keys to be remapped can help users with some cognitive disabilities, since + the same shortcuts can be assigned to perform the same actions across different applications. +
    • + +
+
+
+

Examples

+
+ + +

Disable Shortcuts

+ +

A mechanism is provided to allow users to disable character-key shortcuts. The character + key shortcuts are not the only way to carry out these commands. A speech user disables + the shortcuts and can prevent words that are picked up by the microphone from triggering + single-key shortcuts. +

+ +
+
+ + +

Alternate Control

+ + +

A keyboard-only user is in a long issues thread. While reading the thread she accidentally + hits the S key, which moves focus to the search bar at the top of the document. This + causes her to lose her place and her train of thought. However, a mechanism is provided + to allow users to change character-key shortcuts. She changes the shortcut to include + another key so she can avoid future interruptions. +

+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+

Web apps that use character-key shortcuts and allow users to disable and/or change + these shortcuts: +

+
    + +
  • Gmail
    • + +
  • WordPress
    • + +
+

Videos of speech user trouble with single character key shortcuts:

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
keyboard shortcut
+
+ + + +

alternative means of triggering an action by the pressing of one or more keys

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/compatible.html b/wcag22/understanding/compatible.html new file mode 100644 index 0000000..1feb4b0 --- /dev/null +++ b/wcag22/understanding/compatible.html @@ -0,0 +1,193 @@ + + + + + + Understanding Guideline 4.1: Compatible | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + Guideline 4.1:Compatible +

+ +
+
+

Intent

+

The purpose of this guideline is to support compatibility with current and future + user agents, + especially assistive technologies (AT). This is done both by 1) ensuring that authors do not + do things that would break AT (e.g., poorly formed markup) or circumvent AT (e.g., + by using unconventional markup or code) and 2) exposing information in the content + in standard ways that assistive technologies can recognize and interact with. Since + technologies change quickly, and AT developers have much trouble keeping up with rapidly + changing technologies, it is important that content follow conventions and be compatible + with APIs so that AT can more easily work with new technologies as they evolve. + +

+
+
+

Success Criteria for this Guideline

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/concurrent-input-mechanisms.html b/wcag22/understanding/concurrent-input-mechanisms.html new file mode 100644 index 0000000..2b8772a --- /dev/null +++ b/wcag22/understanding/concurrent-input-mechanisms.html @@ -0,0 +1,340 @@ + + + + + + Understanding Success Criterion 2.5.6: Concurrent Input Mechanisms | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.5.6:Concurrent Input Mechanisms (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can choose different ways of inputting content.
+ +
What to do
+
Do not prevent users from switching their mode of input.
+ +
Why it's important
+
People may not be able to work using just one input method.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that people can use and switch between + different modes of input when interacting with web content. Users may employ a variety + of input mechanisms when interacting with web content. These may be a combination + of mechanisms such as a keyboard or keyboard-like interfaces and pointer devices like + a mouse, stylus or touchscreen. +

+

Even though a device may have a primary input mechanism, the user may choose to employ + alternative input mechanisms when interacting with the device. For example, the primary + mechanism for mobile phones and tablets is the touchscreen. The user of these devices + may choose to use a paired mouse or external keyboard as an alternative to using the + touchscreen. +

+

Users should be able to switch input mechanisms at any point should the user determine + that certain tasks and interactions are more easily accomplished by using an alternative + input mechanism. Content must not limit the user's interaction to any particular input + mechanism unless the restriction is essential, or is required to ensure the security + of the content or to respect user settings. +

+

Note: A touch-typing web application, which teaches users how to touch-type on a keyboard + and/or measures their proficiency and speed, would be an example of an essential limitation + to a particular input mechanism. +

+
+
+

Benefits

+
    + +
  • Users can interact with web content with whichever input mechanism is preferred and + available to them. +
    • + +
  • Users may switch between input mechanisms when they desire or the circumstances require + it. +
    • + +
  • Users are allowed to add and remove input mechanisms at any point, where supported + by the operating system. +
    • + +
+
+
+

Examples

+
    + +
  • A user with mobility impairment pairs a mouse and keyboard to her mobile phone with + a touchscreen. The phone can thereafter be operated by those input devices and the + content does not accept the touchscreen as the only input mechanism. +
    • + +
  • On a touch-enabled laptop with coarse precision, people who have difficulty activating + a small target because of hand tremors, limited dexterity or other reasons are still + able to interact with content using their keyboard and trackpad. +
    • + +
  • A user starts interacting with a page using a desktop keyboard, and then attaches + a secondary touch-enabled monitor. Content can be operated using this newly added + input mechanism and does not assume that the keyboard, the first input mechanism it + detected, is the only one in use. +
    • + +
  • A speech input user navigates content using voice commands which translate to simulate + mouse (and keyboard) commands. When talking with a colleague, however, the user turns + speech recognition off and uses the mouse instead. +
    • + +
  • A user opens a menu with a mouse, and then navigates between the menu items with arrow + keys. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  • Only using high-level, input-agnostic event handlers, such as focus, blur, click, in Javascript (Potential future technique). +
    • + +
  • Registering event handlers for keyboard/keyboard-like and pointer inputs simultaneously + in Javascript; see Example 1 in Pointer Events Level 2 (Potential future technique) +
    • + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
essential
+
+ + + +

if removed, would fundamentally change the information or functionality of the content, + and information and functionality cannot be achieved in another way that would conform + +

+ + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/conformance.html b/wcag22/understanding/conformance.html new file mode 100644 index 0000000..c7a51df --- /dev/null +++ b/wcag22/understanding/conformance.html @@ -0,0 +1,2003 @@ + + + + + + Understanding Conformance | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding Conformance

+
+ + + + +

All WCAG 2.0 Success Criteria are written as testable criteria for objectively determining + if content satisfies them. Testing the Success Criteria would involve a combination + of automated testing and human evaluation. The content should be tested by those who + understand how people with different types of disabilities use the Web. + +

+ + +

Testing and testable in the context refer to functional testing, that is verifying + that the content functions as expected, or in this case, that it satisfies the Success + Criteria. Although content may satisfy all Success Criteria, the content may not always + be usable by people with a wide variety of disabilities. Therefore, usability testing + is recommended, in addition to the required functional testing. Usability testing + aims to determine how well people can use the content for its intended purpose. It + is recommended that users with disabilities be included in test groups when performing + usability testing. + +

+ + +
+ + +

What does conformance mean?

+ + +

Conformance to a standard means that you meet or satisfy the 'requirements' of the + standard. In WCAG 2.0 the 'requirements' are the Success Criteria. To conform to WCAG + 2.0, you need to satisfy the Success Criteria, that is, there is no content which + violates the Success Criteria. + +

+ + +
+

Note

+
+ + +

This means that if there is no content to which a success criterion applies, the success + criterion is satisfied. + +

+ + +
+
+ + +

Most standards only have one level of conformance. In order to accommodate different + situations that may require or allow greater levels of accessibility than others, + WCAG 2.0 has three levels of conformance, and therefore, three levels of Success Criteria. + +

+ + +
+ + +
+ + +

Understanding Conformance Requirements

+ + +

There are five requirements that must be met in order for content to be classified + as 'conforming' to WCAG 2.0. This section provides brief notes on those requirements. + This section will be expanded over time to address questions that may arise or to + provide new examples of ways to meet the different conformance requirements. + +

+ + +
+ + +

Understanding Requirement 1

+ + +
+ +

Conformance Level: One of the following levels of conformance is met in full. +

+ +
    + +
  • For Level A conformance (the minimum level of conformance), the Web page + satisfies all the Level A Success Criteria, or a conforming alternate version is provided. +
    • + +
  • For Level AA conformance, the Web page satisfies all the Level A and Level AA Success + Criteria, or a Level AA conforming alternate version is provided. +
    • + +
  • For Level AAA conformance, the Web page satisfies all the Level A, Level AA and Level + AAA Success Criteria, or a Level AAA conforming alternate version is provided. +
    • + +
+ +
+

Note

+

Although conformance can only be achieved at the stated levels, authors are encouraged + to report (in their claim) any progress toward meeting success criteria from all levels + beyond the achieved level of conformance. +

+
+ +
+

Note

+

It is not recommended that Level AAA conformance be required as a general policy for + entire sites because it is not possible to satisfy all Level AAA Success Criteria + for some content. +

+
+ + +
+ + +

The first requirement deals with the levels of conformance. It basically says that + all information on a page conforms or has a + conforming alternate version that is available from the page. The requirement also explains that no conformance + is possible without at least satisfying all of the Level A Success Criteria. + +

+ + +

The note points out that authors are encouraged to go beyond conformance to a particular + level and to complete, and report if they desire, any progress toward higher levels + of conformance. + +

+ + +

See also + Understanding Conforming Alternate Versions which includes techniques for providing Conforming Alternate Versions. + +

+ + +
+ + +
+ + +

Understanding Requirement 2

+ + +
+ +

Full pages: Conformance (and conformance level) is for full Web page(s) only, and cannot be achieved if part of a Web page is excluded. +

+ +
+

Note

+

For the purpose of determining conformance, alternatives to part of a page's content + are considered part of the page when the alternatives can be obtained directly from + the page, e.g., a long description or an alternative presentation of a video. +

+
+ +
+

Note

+

Authors of Web pages that cannot conform due to content outside of the author's control + may consider a Statement of Partial Conformance. +

+
+ +
+

Note

+

A full page includes each variation of the page that is automatically presented by + the page for various screen sizes (e.g. variations in a responsive Web page). Each + of these variations needs to conform (or needs to have a conforming alternate version) + in order for the entire page to conform. +

+
+ +
+ + +

This provision simply requires that the whole page conform. Statements about "part + of a page conforming" cannot be made. + + +

+ + +

Sometimes, supplemental information may be available from another page for information + on a page. The longdesc attribute in HTML is an example. With longdesc, a long description + of a graphic might be on a separate page that the user can jump + to from the page with the graphic. This makes it clear that such content is considered + part of the Web page, so that requirement #2 is satisfied for the combined set of + Web pages considered as a single Web page. Alternatives can also be provided on the + same page. For example creating an equivalent to a user interface control. + + +

+ + +
+

Note

+
+ + +

Because of conformance requirement 5, a whole page may conform even if parts of the + page use non accessibility-supported content technologies as long as they do not interfere + with the rest of the page and all information and function is available elsewhere + on or from the page. + +

+ + +

It is possible to include non-conforming content. See + Understanding Conformance Requirement 5. + +

+ + +
+
+ + +
+ + +
+ + +

Understanding Requirement 3

+ + +
+ +

Complete processes: When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), + all Web pages in the process conform at the specified level or better. (Conformance + is not possible at a particular level if any page in the process does not conform + at that level or better.) +

+ +

An online store has a series of pages that are used to select and purchase products. + All pages in the series from start to finish (checkout) conform in order for any page + that is part of the process to conform. +

+ +
+ + +

This provision prevents a Web page that is part of a larger process from being considered + conforming if the process overall is not. This would prevent a shopping site from + being classified as conforming if the checkout or other features of the site that + are part of the shopping and buying process do not conform. + +

+ + +
+ + +
+ + +

Understanding Requirement 4

+ + +
+ +

Only Accessibility-Supported Ways of Using Technologies: Only accessibility-supported ways of using technologies are relied upon to satisfy the success criteria. Any information or functionality that is provided + in a way that is not accessibility supported is also available in a way that is accessibility + supported. (See Understanding accessibility support.) +

+
+ + +

This conformance requirement is explained below under + Understanding Accessibility Support. + +

+ + +
+ + +
+ + +

Understanding Requirement 5

+ + +
+ +

Non-Interference: If technologies are used in a way that is not accessibility supported, or if they are used in a non-conforming way, then they do not block the ability + of users to access the rest of the page. In addition, the Web page as a whole continues to meet the conformance requirements under each of the following + conditions: +

+ +
    + +
  1. when any technology that is not relied upon is turned on in a user agent, +
    2. + +
  2. when any technology that is not relied upon is turned off in a user agent, and
    3. + +
  3. when any technology that is not relied upon is not supported by a user agent
    4. + +
+ +

In addition, the following success criteria apply to all content on the page, including + content that is not otherwise relied upon to meet conformance, because failure to + meet them could interfere with any use of the page: +

+ +
    + +
  • 1.4.2 - Audio Control, +
    • + +
  • 2.1.2 - No Keyboard Trap, +
    • + +
  • 2.3.1 - Three Flashes or Below Threshold, and +
    • + +
  • 2.2.2 - Pause, Stop, Hide. +
    • + +
+ +
+

Note

+

If a page cannot conform (for example, a conformance test page or an example page), + it cannot be included in the scope of conformance or in a conformance claim. +

+
+ +
+ + +

This basically says that technologies that are + not accessibility supported can be used, as long as all the information is also available using technologies + that + are accessibility supported and as long as the + non-accessibility-supported material does not interfere. + +

+ + +

Technologies that are not accessibility supported can be used, or technologies that + are accessibility supported can be used in a non conforming manner, as long as all + the information is also available using technologies that are accessibility supported, + in a manner that does conform, and as long as the non-accessibility-supported material + does not interfere. + +

+ + +

There are four provisions that particularly deal with issues of interference with + use of the page. These four are included in a note here. A note on each of the provisions + indicates that these Success Criteria need to be met for all content including content + created using technologies that are not accessibility supported. + +

+ + +
+ + +

A Web page incorporates a new interactive graphic technology called "ZAP". Although + ZAP is not accessibility-supported, the information that is presented in ZAP is also + presented + on the page in HTML, so ZAP is not relied upon. So, this page would pass conformance + requirement #1. However, if the user tries to tab through the ZAP content, the focus + drops into the ZAP object and gets stuck there. Once inside, there is nothing the + user can do to get the focus back out. So keyboard users cannot use the bottom half + of the page. The ZAP content also is continually flashing brightly at different rates + and doesn't stop. So, people with attention deficit are distracted and those with + photosensitive seizure disorders may have seizures. Conformance requirement #5 prevents + situations like these from being possible on a conforming page. + +

+ + +
+ + +
+ + +
+ + +
+ + +

Understanding Conformance Claims

+ + +

It is not required to make any conformance claim in order to conform. If one does + make a claim, however, all the information required in a conformance claim must be + provided. There are a number of ways this information can be provided. + +

+ +

Schema.org provides one such option for including discovery metadata within a Web + page. A set of descriptive accessibility properties is available under the CreativeWork + type which, among other uses, provides the ability to include a summary of the overall + accessibility of the page (e.g., the WCAG conformance claim), describe the accessible + features of the content (e.g., availability of alternative text, extended descriptions + and captions), and alert users to potential hazards (e.g., flashing). This information + can be embedded in the page using any of RDFa, JSON and microdata. More information + about these properties and their expected values is also available on the Web Schemas + wiki. +

+ + +

Here is a claim which has been enhanced with schema.org metadata:

+ + 
+<div typeof="WebPage" vocab="http://schema.org/">
+    <p property="accessibilitySummary">On 23 March 2009, all content available on
+       the server at <a 
+         href="http://www.wondercall.example.com">http://www.wondercall.example.com</a>
+       conforms to Web Content Accessibility Guidelines 2.0 at <a 
+         href="https://www.w3.org/TR/2008/REC-WCAG20-20081211/"
+         >https://www.w3.org/TR/2008/REC-WCAG20-20081211/</a>.
+       Single-A conformance.</p>
+    <ul>
+        <li>The technology that this content "<a>relies upon</a>" is: 
+            HTML 4.01.</li>
+        <li>The technologies that this content "<strong>uses but does not rely 
+            upon</strong>" are: CSS2, and gif.</li>
+        <li>This content was tested using the following user agents and assistive 
+            technologies: Firefox 1.5 on Windows Vista with Screenreader X 4.0, 
+            Firefox 1.5 on Windows XP SP 2 with Screenreader X 3.5, IE 6.0 on Windows 
+            2000 SP4 with Screenreader Y 5.0, IE 6.0 on Windows 2000 SP4 with
+            Screenreader Z 2.0, and Firefox 1.5 on Windows XP SP2 with Screenreader
+            X 4.0, Safari 2.0 with OS X 10.4.</li>
+    </ul>
+    <p>This page includes both <span property="accessMode" content="textual">text</span>
+       and <span property="accessMode" content="visual">images</span>.
+       <span property="accessibilityFeature" content="alternativeText">Alternative 
+       text</span> is included for all image content and <span 
+         property="accessibilityFeature" content="longDescription">long 
+         descriptions</span> are also provided for images that require more 
+       than simple alternate text. All content is available in text, which 
+       can be accessed by assistive technology.</p>
+</div>
+
+ +

Sometimes, one may want to make a claim for just the content that was added after + a certain date. Or, one may want to claim WCAG 1.0 conformance for content up to a + date and WCAG 2.0 for content that was created or modified after that date. There + are no prohibitions in WCAG 2.0 to any of these practices as long as it is clear which + pages are claiming conformance to which version of WCAG. + +

+ + +
+

Note

+
+ + +

When talking about technologies that are "relied upon," we're talking about Web content + technologies (HTML, CSS, JavaScript, etc.), not user agents (browsers, assistive technologies, + etc.). + +

+ + +

Conformance claims are not usually located on each Web page within the scope of conformance.

+ + +
+
+ + +
+ + +

Partial conformance claims due to third party content

+ + +

When an author makes a decision to use a third party implementation, they should choose + products that meet WCAG requirements. If all content on a page, including third party + content, meets all WCAG success criteria then the page conforms to WCAG. However, + if the page does not conform to WCAG only for reasons that are legitimately outside + the author's control then the author can make a claim of partial conformance. It is + important to recognize that this is a statement of non-conformance and there are users + who may not be able to access some of the content this page. + +

+ + +

One reason that content may be outside the author's control is because it is being + provided by a third party (blogs, portals, news sites). Web pages may also include + content via third party libraries, plugins, or widgets. + +

+ + +

Be sure to monitor any content that can change without approval from the web page + author, as a page which once conformed may suddenly fail to conform. If it is not + possible to monitor and repair the third party content, it is necessary to identify + the non-conforming parts of the page for users. If the rest of the web page conforms + to WCAG, such a page qualifies for a statement of partial conformance, third party + content. + +

+ + +
+ + +
+ + +

Information about any additional steps taken that go beyond the Success Criteria

+ + +

One of the optional components of a conformance claim is "Information about any additional + steps taken that go beyond the Success Criteria to enhance accessibility." This can + include additional Success Criteria that have been met, advisory techniques that were + implemented, information about any additional protocols used to aid access for people + with particular disabilities or needs, etc. Any information that would be useful to + people in understanding the accessibility of the pages may be included. + +

+ + +
+ + +
+ + +

Use of metadata to report conformance claims

+ + +

The most useful way of attaching conformance claims to content would be to do so in + standard machine readable form. When this practice is widespread, search tools or + special user agents will be able to make use of this information to find and provide + content that is more accessible or so the user agents can adjust to the content. There + are a number of metadata based options under development for making claims, and authors + and tool developers are encouraged to support them. + +

+ + +

In addition, metadata can be used to report conformance to individual Success Criteria + once Level A conformance has been achieved. + +

+ + +

There are also programmatic reporting formats such as + Evaluation and Report Language (EARL) that are being developed that could provide machine readable formats for detailed + conformance information. As the reporting formats are formalized and support for them + develops, they will be documented here. + +

+ + +
+ + + + +
+ +

Techniques for Conformance Claims

+ +
+ + + +
+ + +
+ + +

Advisory Techniques for Conformance Claims

+ + +
    + + +
  • Expressing a conformance claim to WCAG 2.0 in Dublin Core elements (future link)
    • + + +
+ + +
+ + +
+ + +
+ + +
+ + +

Understanding Levels of Conformance

+ + +

First, there are a number of conditions that must be met for a Success Criterion to + be included at all. These include: + +

+ + +
    + + +
  1. All Success Criteria must be + important access issues for people with disabilities that address problems beyond the usability problems that might be faced by all users. + In other words, the access issue must cause a proportionately greater problem for + people with disabilities than it causes people without disabilities in order to be + considered an accessibility issue (and covered under these accessibility guidelines). + +
    2. + + +
  2. All Success Criteria must also be testable. This is important since otherwise it would + not be possible to determine whether a page met or failed to meet the Success Criteria. + The Success Criteria can be tested by a combination of machine and human evaluation + as long as it is possible to determine whether a Success Criterion has been satisfied + with a high level of confidence. + +
    3. + + +
+ + +

The Success Criteria were assigned to one of the three levels of conformance by the + working group after taking into consideration a wide range of interacting issues. + Some of the common factors evaluated when setting the level included: + +

+ + +
    + + +
  • whether the Success Criterion is + essential (in other words, if the Success Criterion isn't met, then even assistive technology + can't make content accessible) + +
    • + + +
  • whether it is possible to satisfy the Success Criterion for + all Web sites and types of content that the Success Criteria would apply to (e.g., different topics, types of content, + types of Web technology) + +
    • + + +
  • whether the Success Criterion requires skills that could + reasonably be achieved by the content creators (that is, the knowledge and skill to meet the Success Criteria could be acquired + in a week's training or less) + +
    • + + +
  • whether the Success Criterion would impose limits on the "look & feel" and/or function + of the Web page. (limits on function, presentation, freedom of expression, design + or aesthetic that the Success Criteria might place on authors) + +
    • + + +
  • whether there are no workarounds if the Success Criterion is not met
    • + + +
+ + +
+ + +
+ + +

Understanding Accessibility Support

+ + +

Many of the Success Criteria deal with providing accessibility through assistive technologies + or special accessibility features in mainstream user agents (for example, a 'show + captions' option in a media player). That is, the Success Criteria require that something + be done in the Web content that would make it possible for assistive technologies + to successfully present the content's information to the user. For example, a picture + that you were supposed to click on to go to a topic would not be accessible to a person + who was blind unless text alternatives for the picture were provided in a way that + user agents including assistive technologies can find and display them. The key here + is that the text alternative must be included in a way that user agents including + assistive technologies can understand and use – in a way that is "Accessibility Supported." + +

+ + +

Another example would be a custom control that is included on a Web page. In this + case, a standard user agent would not ordinarily be able to present an alternative + to the user. If, however, information about the control including its name, role, + value, how to set it etc. are provided in a way that assistive technologies can understand + and control them, then users with assistive technologies will be able to use these + controls. + +

+ + +

When new technologies are introduced, two things must happen in order for people using + assistive technologies to be able to access them. First, the technologies must be + designed in a way that user agents including assistive technologies could access all + the information they need to present the content to the user. Secondly, the user agents + and assistive technologies may need to be redesigned or modified to be able to actually + work with these new technologies. + +

+ + +

"Accessibility Supported" means that both of these have been done and that the technology will work with user + agents and assistive technologies. + +

+ + +
+ + +

Level of Assistive Technology Support Needed for "Accessibility Support"

+ + +

This topic raises the question of how many or which assistive technologies must support + a Web technology in order for that Web technology to be considered "accessibility + supported". The WCAG Working group and the W3C do not specify which or how many assistive + technologies must support a Web technology in order for it to be classified as accessibility + supported. This is a complex topic and one that varies both by environment and by + language. There is a need for an external and international dialogue on this topic. + Some notes to help in understanding and exploring this topic are: + +

+ + +
    + + +
  1. + + +

    Accessibility support of Web technologies varies by environment

    + + +
      + + +
    • Web technologies may only need to be supported by those specific user agents and assistive + technologies deployed at a company. (These may be older versions of user agents and + assistive technologies or the very newest versions). + +
      • + + +
    • Content posted to the public Web may need to work with a broader range of user agents + and assistive technologies, including older versions. + +
      • + + +
    + + +
    2. + + +
  2. + + +

    Accessibility support of Web technologies varies by language (and dialect)

    + + +
      + + +
    • There are different levels of older assistive technologies support in different languages + and even countries. Some environments or countries may provide free assistive technologies. + +
      • + + +
    + + +
    3. + + +
  3. + + +

    New technologies won't be supported in older assistive technologies

    + + +
      + + +
    • Clearly, a new technology cannot be supported by all past assistive technologies, + so requiring that a technology be supported by all assistive technologies is not possible. + +
      • + + +
    + + +
    4. + + +
  4. + + +

    Support for a single older assistive technology is usually not sufficient

    + + +
      + + +
    • Support by just one assistive technology (for a given disability) would not usually + be enough, especially if most users who need it in order to access content do not + have and cannot afford that assistive technology. The exception here would be information + distributed to company employees only where they all have one assistive technology + (of that type). + +
      • + + +
    + + +
    5. + + +
  5. + + +

    Currently assistive technology that is affordable by the general public is often very + poor + +

    + + +
      + + +
    • Creating content that can't be used by the general public with disabilities should + be avoided. In many cases, the cost of assistive technologies is too high for users + who need it. Also, the capabilities of free or low cost AT is often so poor today + that Web content cannot be realistically restricted to this lowest (or even middle) + common denominator. This creates a very difficult dilemma that needs to be addressed. + +
      • + + +
    + + +
    6. + + +
+ + +

The Working Group, therefore, limited itself to defining what constituted support + and defers the judgment of how much, how many, or which AT must support a technology + to the community and to entities closer to each situation that set requirements for + an organization, purchase, community, etc. + +

+ + +

The Working Group encourages more discussion of this topic in the general forum of + society since this lack of generally available yet robust assistive technologies is + a problem that affects users, technology developers and authors negatively. + +

+ + +
+ + +
+ + +

Technical Definition of "Accessibility Support"

+ + +

Basically, a Web content technology is "accessibility supported" when users' assistive + technologies will work with the Web technologies + AND when the accessibility features of mainstream technologies will work with the technology. + Specifically, to qualify as an accessibility-supported technology, the following must + be true for a technology: + +

+ + +
accessibility supported
+
+ +

supported by users' assistive technologies as well as the accessibility features in browsers and other user agents

+ +

To qualify as an accessibility-supported use of a Web content technology (or feature + of a technology), both 1 and 2 must be satisfied for a Web content technology (or + feature): +

+ +
    + +
  1. + +

    The way that the Web content technology is used must be supported by users' assistive technology (AT). This means that the way that the technology is used has been tested for interoperability + with users' assistive technology in the human language(s) of the content, +

    + +

    AND

    + +
    2. + +
  2. + +

    The Web content technology must have accessibility-supported user agents that are + available to users. This means that at least one of the following four statements is true: +

    + +
      + +
    1. + +

      The technology is supported natively in widely-distributed user agents that are also + accessibility supported (such as HTML and CSS); +

      + +

      OR

      +
      2. + +
    2. +

      The technology is supported in a widely-distributed plug-in that is also accessibility + supported; +

      + +

      OR

      +
      3. + +
    3. +

      The content is available in a closed environment, such as a university or corporate + network, where the user agent required by the technology and used by the organization + is also accessibility supported; +

      + +

      OR

      +
      4. + +
    4. +

      The user agent(s) that support the technology are accessibility supported and are + available for download or purchase in a way that: +

      + +
        + +
      • does not cost a person with a disability any more than a person without a disability + and
        • + +
      • is as easy to find and obtain for a person with a disability as it is for a person + without disabilities. +
        • + +
      + +
      5. + +
    + +
    3. + +
+ +

The Accessibility Guidelines Working Group and the W3C do not specify which or how much support by assistive + technologies there must be for a particular use of a Web technology in order for it + to be classified as accessibility supported. (See Level of Assistive Technology Support Needed for "Accessibility Support".) +

+ +

Web technologies can be used in ways that are not accessibility supported as long + as they are not relied upon and the page as a whole meets the conformance requirements, including Conformance Requirement 4 and Conformance Requirement 5. +

+ +

When a Web Technology is used in a way that is "accessibility supported," it does not imply that the entire + technology or all uses of the technology are supported. Most technologies, including + HTML, lack support for at least one feature or use. Pages conform to WCAG only if + the uses of the technology that are accessibility supported can be relied upon to + meet WCAG requirements. +

+ +

When citing Web content technologies that have multiple versions, the version(s) supported + should be specified. +

+ +

One way for authors to locate uses of a technology that are accessibility supported + would be to consult compilations of uses that are documented to be accessibility supported. + (See Understanding Accessibility-Supported Web Technology Uses.) Authors, companies, technology vendors, or others may document accessibility-supported + ways of using Web content technologies. However, all ways of using technologies in + the documentation would need to meet the definition of accessibility-supported Web + content technologies above. +

+ +
+
+ + +
+ + +
+ + +

Understanding Accessibility-Supported Web Technology Uses

+ + +

Individual authors will not usually be able to do all of the testing necessary to + determine which ways of using which Web technologies are actually supported by which + versions of assistive technologies and user agents. Authors may therefore rely on + publicly documented compilations that document which assistive technologies support + which ways of using which Web technologies. By public, we do not mean that the compilation + and its documentation are necessarily generated by a public agency, only that they + are available to the public. Anyone can create publicly documented compilations of + "Web Technology Uses and their Accessibility Support." People may create compilations + and give them names that authors can refer to them by. As long as they are publicly + documented, authors or customers etc. can easily select uses that meet their needs. + Customers or others can pick technologies that fit their environment or language at + any point in time and specify those to be used in creating their content. Authors + are strongly encouraged to use sources that have an established reputation for accuracy + and usefulness. Technology developers are strongly encouraged to provide information + about the accessibility support for their technologies. The Working Group anticipates + that only documents that provide accurate information and benefit both authors and + users will achieve market recognition in the long term. + +

+ + +

There is no requirement in WCAG that a publicly documented compilation be used or + that only technology uses from such a compilation be used. The publicly documented + compilations are described only as a method to make an otherwise critical, but somewhat + complicated, aspect of conformance easier for authors who are not themselves experts + on assistive technology support (or who just don't have the time to keep up with advances + in mainstream and assistive technology support for each other). + +

+ + +

Authors, companies or others may wish to create and use their own compilations of + accessibility-supported technology uses and this is allowed in meeting WCAG. Customers, + companies or others may, however, specify that technology uses from a custom or public + compilation be used. See + Documenting Accessibility Support for Uses of a Web Technology. + + +

+ + +
+ + +
+ + +

Accessibility Support Statements

+ + +

Examples of ways in which a conformance claim might document its accessibility support + include: + +

+ + +
    + + +
  1. This conformance claim meets the accessibility support requirement based on testing + content in language(s) of the content with User Agents A, B, and C, and Assistive + Technologies X, Y, and Z. This means that we were able to pass all of the success + criteria for level A of WCAG 2.0 using these products. + +
    2. + + +
  2. This conformance claim meets the accessibility support requirement for the language(s) + of the content based on the use of techniques and user agent notes documented in Techniques + for WCAG 2.0. It is also based on the accessibility support documentation for the + technologies (that we relied upon for conformance), which is available in " XYZ Organization's + Documentation of Accessibility Support." + +
    3. + + +
  3. This conformance claim meets the accessibility support requirement for the language(s) + of the content based on the use of technology Z as documented in "Technology Z accessibility + supported techniques for WCAG 2.0." + +
    4. + + +
  4. This conformance claim meets the accessibility support requirement for the language + of the content based on the use of Accessibility Guidelines for Technology A and Accessibility + Guidelines for Technology B. User agent and assistive technology support information + can be found in "Product XYZ Accessibility Support Requirements", which are documented + in these guidelines. + +
    5. + + +
+ + +
+ + +
+ + +
+ + +

Understanding "Programmatically Determined"

+ + +

Several Success Criteria require that content (or certain aspects of content) can + be "programmatically determined." This means that the content is authored in such + a way that user agents, including assistive technologies, can access the information. + +

+ + +

In order for content created with Web technologies (such as HTML, CSS, PDF, GIF, MPEG, + etc.) to be accessible to people with different types of disabilities, it is + essential that the technologies used work with the accessibility features of browsers + and other user agents, including assistive technologies. In order for something to + meet a Success Criterion that requires it to be "programmatically determined," it + would need to be implemented using a technology that has assistive technology support. + +

+ + +

Content that can be "programmatically determined" can be transformed (by user agents + including AT) into different sensory formats (e.g., visual, auditory) or styles of + presentation need by individual users. If existing assistive technologies cannot do + this, then the information cannot be said to be programmatically determined. + +

+ + +

The term was created in order to allow the working group to clearly identify those + places where information had to be accessible to assistive technologies (and other + user agents acting as accessibility aids) without specifying exactly how this needed + to be done. This is important because of the continually changing nature of the technologies. + The term allows the guidelines to identify what needs to be "programmatically determined" + in order to meet the guidelines, and then have separate documents (the How to Meet, + Understanding, and Technique documents), which can be updated over time, list the + specific techniques that will work and be sufficient at any point in time based on + user agent and assistive technology support. + +

+ + +
+ + +

"Accessibility Supported" vs. "Programmatically Determined"

+ + +

"Accessibility supported" relates to support by user agents (including assistive technologies) + of particular ways of using Web technologies. Uses of Web technologies that are accessibility + supported will work with assistive technologies and access features in mainstream + user agents (browsers and players etc.). + +

+ + +

"Programmatically determined" relates to the information in Web Content. If technologies + that are accessibility supported are used properly, then assistive technologies and + user agents can access the information in the content (i.e., programmatically determine + the information in the content) and present it to the user. + +

+ + +

The two concepts work together to ensure that information can be presented to the + user by user agents including assistive technologies. Authors must rely only on uses + of technologies that are accessibility-supported — and must use them properly in order + for the information to be programmatically determinable — and hence presentable, by + assistive technologies and user agents to users with disabilities. + +

+ + +
+ + +
+ + +
+ + +

Understanding Conforming Alternate Versions

+ + +

Conformance requirement #1 allows non-conforming pages to be included within the scope + of conformance as long as they have a "conforming alternate version". The conforming + alternative version is defined as: + +

+ + +
conforming alternate version
+
+ +

version that

+ +
    + +
  1. conforms at the designated level, and
    2. + +
  2. provides all of the same information and functionality in the same human language, and +
    3. + +
  3. is as up to date as the non-conforming content, and
    4. + +
  4. +

    for which at least one of the following is true:

    + +
      + +
    1. the conforming version can be reached from the non-conforming page via an accessibility-supported + mechanism, or +
      2. + +
    2. the non-conforming version can only be reached from the conforming version, or
      3. + +
    3. the non-conforming version can only be reached from a conforming page that also provides + a mechanism to reach the conforming version +
      4. + +
    + +
    5. + +
+ +

In this definition, "can only be reached" means that there is some mechanism, such + as a conditional redirect, that prevents a user from "reaching" (loading) the non-conforming + page unless the user had just come from the conforming version. +

+ +

The alternate version does not need to be matched page for page with the original + (e.g., the conforming alternate version may consist of multiple pages). +

+ +

If multiple language versions are available, then conforming alternate versions are + required for each language offered. +

+ +

Alternate versions may be provided to accommodate different technology environments + or user groups. Each version should be as conformant as possible. One version would + need to be fully conformant in order to meet conformance requirement 1. +

+ +

The conforming alternative version does not need to reside within the scope of conformance, + or even on the same Web site, as long as it is as freely available as the non-conforming + version. +

+ +

Alternate versions should not be confused with supplementary content, which support the original page and enhance comprehension. +

+ +

Setting user preferences within the content to produce a conforming version is an + acceptable mechanism for reaching another version as long as the method used to set + the preferences is accessibility supported. +

+ +

See Understanding Conforming Alternate Versions

+ +
+
+ + +

This ensures that all of the information and all of the functionality that is on the + pages inside of the scope of conformance is available on conforming Web pages. + +

+ + +

Authors relying on conforming alternate versions must make end users aware that a + conforming alternate version is available. This may be accomplished by providing a + link to a more accessible version, identified clearly by link text. Alternatively + a link to instructions may be provided which documents how to access a more accessible + version as well as the specific ways the alternate version is more accessible (e.g. + a "high contrast version"). +

+ + +
+ + +

Why permit alternate versions?

+ + +

Why does WCAG permit conforming alternate versions of Web pages to be included in + conformance claims? That is, why include pages that do not satisfy the Success Criteria + for a conformance level in the scope of conformance or a claim? + +

+ + +
    + + +
  • Sometimes, pages use technologies that are not yet accessibility supported. When a + new technology emerges, assistive technology support may lag behind, or may only be + available to some target audiences. So authors may not be able to rely on the new + technology for all users. However, there may be other benefits to using the new technology, + e.g., better performance, a wider range of modalities available, etc. The alternate + version requirement allows authors to include such Web pages in their Web site by + providing an accessible alternative page in technologies that are accessibility supported. + Users for whom the new technology is adequately supported get the benefits of the + new version. Authors who look ahead to future accessibility support can satisfy the + Success Criteria now with the alternate version page, and also work with the other + page to build in future access when assistive technology (AT) support is available. + +
    • + + +
  • + + +

    For a variety of reasons, it may not be possible to modify some content on a Web page. + For instance, + +

    + + +
      + + +
    • It may be critical to include an exact visual copy of a document for legal or historical + reasons + +
      • + + +
    • The Web page may be included in a site but the site owner may not have the legal rights + to modify the content on the original page + +
      • + + +
    • The company may not legally be able to remove, or alter in any way, something that + was previously posted. + +
      • + + +
    • An author may not have permission to alter a document from another department, agency, + or company + +
      • + + +
    + + +
    • + + +
  • Sometimes, the best experience for users with certain types of disabilities is provided + by tailoring a Web page specifically to accommodate that disability. In such a situation, + it may not be possible or practical to make the Web page accommodate all disabilities + by satisfying all of the Success Criteria. The alternate versions requirement permits + such specialized pages to be included within a conformance claim as long as there + is a fully conformant 'alternate version' page. + +
    • + + +
  • Many sites which are committed to accessibility have large quantities of legacy documents. + While the information has been made available in accessible formats, there would be + significant institutional resistance and procedural obstacles to removing these files + en mass. Some organizations, especially governmental bodies, give precedence to traditional + print-oriented processes. Even as these organizations have adapted to Internet publishing + and embraced the need for accessible formats, they still retain a paper mindset and + often insist on formats designed for hard copy as the "primary" version (even for + documents that are only ever "published" electronically). Although the Working Group + feels these approaches should be deprecated it does not feel they can be forbidden + so long as accessible versions are readily available. + +
    • + + +
+ + +

A concern when permitting Web pages that do not satisfy the Success Criteria is that + people with disabilities will encounter these non-conforming pages, not be able to + access their content, and not be able to find the “conforming alternate version." + A key part of the Alternate Versions provision, therefore, is the ability to find + the conforming page (the alternate version) from the non-conforming page when it is + encountered. The conformance requirement that permits alternate pages, therefore, + also requires a way for users to find the accessible version among the alternate versions. + +

+ + +

Note that providing an alternate version is a fallback option for conformance to WCAG + and the preferred method of conformance is to make all content directly accessible. + +

+ + +
+ + +
+ + +

Techniques for Providing a Conforming Alternate Version

+ + +

The most important part of providing a conforming alternate version is providing a + mechanism to find it from the non-conforming version. A number of different methods + for doing this have been identified since particular techniques may not always be + possible for specific technologies or situations. For example, if the author has control + of the server there are some powerful techniques that will allow users to always have + the choice up front. In many cases however the author may not have control of the + services on their Web server. In these cases other techniques are provided. A link + on the non-conforming page is another powerful technique but not all non-conforming + technologies support hypertext links. + +

+ + +

Below are the techniques that have been identified to date. We expect that additional + techniques will also be developed over time and they will be added here as they arise + and the support for these approaches by user agents including assistive technologies + can be demonstrated. For example a developer of a new technology that some assistive + technologies cannot access might build in a feature that would allow those technologies + to automatically present a link to users that could take them to an alternate version. + +

+ + +
+ +

Sufficient Techniques for Providing Conforming Alternative Versions of Web pages

+ + +

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is + not necessary to use these particular techniques. For information on using other techniques, + see + , particularly the "Other Techniques" section. + +

+ + +
    + + +
  1. + + G136: Providing a link at the beginning of a nonconforming Web page that points to a conforming + alternate version + + +
    2. + + +
  2. + + G190: Providing a link adjacent to or associated with a non-conforming object that links + to a conforming alternate version + + +
    3. + + +
  3. + + C29: Using a style switcher to provide a conforming alternate version + + +
    4. + + +
  4. + + SCR38: Creating a conforming alternate version for a web page designed with progressive enhancement + + +
    5. + + +
  5. + + SVR2: Using .htaccess to ensure that the only way to access non-conforming content is from + conforming content + + +
    6. + + +
  6. + + SVR3: Using HTTP referer to ensure that the only way to access non-conforming content is + from conforming content + + +
    7. + + +
  7. + + SVR4: Allowing users to provide preferences for the display of conforming alternate versions + + +
    8. + + +
+ + +
+ + +
+ +

Common Failures Identified by the Working Group

+ + + + + +
+ + +
+ +

Additional Techniques (Advisory) for providing conforming alternative versions of + Web pages + +

+ + +
    + + +
  • Providing reciprocal links between conforming and non-conforming versions (future + link) + +
    • + + +
  • Excluding non-conforming content from search results (future link)
    • + + +
  • Using content negotiation (future link)
    • + + +
  • Not displaying content that relies on technologies that are not accessibility-supported + when the technology is turned off or not supported. (future link) + +
    • + + +
  • Using metadata to allow location of a conforming alternative version from the URI + of a non-conforming page (future link) + +
    • + + +
+ + +
+ + +
+ +

Examples of Conforming Alternate Versions

+ + +
    + + +
  • + + +

    + + An intranet site with multiple versions. + + +

    + + +

    A large company was concerned that the use of emerging Web technologies on an intranet + site might limit their ability to address the needs of diverse office locations that + have different technology bases and individual employees who use a wide variety of + user agents and assistive technologies. To address these concerns, the company created + an alternate version of the content that met all Level A Success Criteria using a + more limited set of uses of accessibility-supported content technologies. + The two versions link to each other. + + + +

    + + +
    • + + +
  • + + +

    + + An informational site ensuring backward compatibility. + + +

    + + +

    An information site covers a wide variety of subjects and wants to enable visitors + to quickly find the topics they are looking for. To do this, the site has implemented + an interactive menu system that is only supported in the most recent version of two + popular user agents. To ensure that visitors who do not use these specific user agents + are still able to effectively use the site, a navigation mechanism that does not depend + on the interactive menu system is presented to user agents that do not support the + newer technology. + +

    + + +
    • + + +
+ + +
+ + +
+ + +
+ + +
+ + +

Understanding "Web Page"

+ + +

The definition of a Web Page is:

+ + +
Web page
+
+ +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent

+ +

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. +

+ +

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. +

+ + + + + + + + + +
+
+ + +

It is important to note that, in this standard, the term "Web page" includes much + more than static HTML pages. The term 'Web Page' was used in these guidelines to allow + the guidelines to be more understandable. But the term has grown in meaning with advancing + technologies to encompass a wide range of technologies, many of which are not at all + 'page-like'. It also includes the increasingly dynamic Web pages that are emerging + on the Web, including "pages" that can present entire virtual interactive communities. + For example, the term "Web page" would include an immersive interactive movie-like + experience that you find at a single URI. + +

+ + +
+ + +
+ + +

Understanding "Text Alternatives"

+ + +

A text alternative is text that is used in place of non-text content for those who + cannot view the non-text content. Non-text content includes such things as pictures, + charts, applets, audio files, etc. People who cannot see for example would not be + able to see information presented in a picture or chart. A text alternative is therefore + provided that allows the user to be able to convert the information (the text) into + speech. In the future, having the information in text also makes it possible to translate + the information into sign language, into pictures, or into a simpler form of writing. + +

+ + +

In order for people with disabilities to be able to use this text - the text must + be "programmatically determinable." This means that the text must be able to be read + and used by the assistive technologies (and the accessibility features in browsers) + that people with disabilities use. + +

+ + +

It must also be possible for people using assistive technologies to find these text + alternatives when they encounter non-text content that they cannot use. To accomplish + this, we say that the text must be "programmatically associated" with the non-text + content. This means that the user must be able to use their assistive technology + to find the alternative text (that they can use) when they land on the non-text content + (that they can't use). + +

+ + +
+ + + +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/consistent-help.html b/wcag22/understanding/consistent-help.html new file mode 100644 index 0000000..c16df9e --- /dev/null +++ b/wcag22/understanding/consistent-help.html @@ -0,0 +1,875 @@ + + + + + + Understanding Success Criterion 3.2.6: Consistent Help | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.2.6:Consistent Help (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Make it easier to find help and support.
+ +
What to do
+
Put help in the same place when it is on multiple pages.
+ +
Why it's important
+
People who need help can find it more easily if it's in the same place.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure users can find help for completing + tasks on a Web site, when it is available. When the placement of the help mechanism + is kept consistent across a set of pages, users looking for help will find it easier + to identify. This is distinct from interface-level help, such as contextual help, + features like spell checkers, and instructional text in a form. +

+

Locating the help mechanism in a consistent location across pages makes it easier + for users to find it. For example, when a mechanism or link is located in the header + of one Web page, it will be easier to find if it is in the header of other pages. + The help mechanism, such as a contact phone number, may be provided directly on the + page, or it may also be a direct link to a contact page. Regardless of which approach + is used, the mechanism must be located in the same relative order on each page within + the set of pages. +

+

When testing this Success Criterion, it is the help item which is relative to the + rest of the content. When testing a page, other content that is present across the + set of web pages and is before the help item should be before the help item on this + page. Items which are after the help item on other pages should be after the help + item on this page. +

+

If the help item is visually in a different location, but in the same serial order, + that is not helpful from a user's point of view, but it would not fail this criterion. +

+

When having problems completing a task on a Web site (or part of a Web site, what + we call a set of Web pages), people with some types of disabilities may not be able to work through the issue + without further help. Issues could include difficulty: + completing a form, or finding a document or page which provides information required + to complete a task. +

+

Without help, some users may abandon the task. They may also fail to correctly complete + a task, or they may require assistance from people who do not necessarily keep private + information secure. +

+
+ +

Limitations and Exceptions

+ + +

It is not the intent of this Success Criterion to require authors to provide help + or access to help. The Criterion only requires that when one of the listed forms of help is available across multiple pages that it be in + a consistent location. It does not require authors to provide help information on + PDFs or other static documents that may be available for viewing/download from the + Web pages. PDFs and other static documents are not considered part of the "set of web pages" from which they are downloaded. +

+ + +

It is also not the intent of this Success Criterion to require a human be available + at all times. Ideally, if the human contact is not available during certain hours + or certain days then information would be provided so the user can tell when it will + be available. +

+ + +

This Success Criterion only requires help mechanisms to be consistent within a particular set of web pages. Some complex Web sites consist of multiple different sets of web pages with different + purposes. For example, a web-based spreadsheet application might have one set of pages + for editing spreadsheets and a separate set of pages for marketing the application. + This Success Criterion would allow the different sets of web pages to use different + help mechanism locations. However, it is best if help mechanisms are located as consistently + as possible even among different related sets of web pages. +

+ + +

This Success Criterion contains an exception when "a change is initiated by the user." + This exception is intended to cover cases where a user performs an action with the + intent of changing the display or layout of a page, such as changing the zoom level, + orientation, or viewport size. Help mechanism locations may change in response to + such a user-initiated change; as the criterion's second note clarifies, "this criterion + is concerned with relative order across pages displayed in the same page variation + (e.g., same zoom level and orientation)." +

+ + +

This exception allows the location in a smaller viewport to be different than in a + larger viewport. However, it is best if the mechanism or link is consistent across + a set of web pages. A consistent location, both visually and programmatically, is + the most usable. +

+ + +

This exception is not intended to treat every action that a user might initiate as a "change"; to qualify + for the exception, the user must be initiating an action that would reasonably be + expected to change the relative order of components within a page. For example, merely + navigating between pages within a set of web pages is not a "change initiated by the + user" for the purposes of this exception. Similarly, logging into or out of a page + would not typically qualify, unless logging in would present the user with a distinct + set of web pages. +

+ +
+
+ +

Help Mechanisms

+ + +

Typical help mechanisms include:

+ +
    + +
  • Human contact details such as a phone number, email address, hours of operation.
    • + +
  • Human contact mechanism such as a messaging system, chat client, contact form, social + media channel. +
    • + +
  • Self-help option such as an up-to-date Frequently Asked Questions, How Do I page, + Support page. +
    • + +
  • A fully automated contact mechanism such as a chatbot.
    • + +
+ + +

The order of the types of help listed in the Success Criterion does not imply priority.

+ +
+
+ +

Support for people with cognitive and learning disabilities

+ + +

This section is not required by the Consistent Help success criterion, but provides + advice related to Making Content Usable for People with Cognitive and Learning Disabilities. +

+ + +

The human contact details enable users to connect with the organization or the part + of the organization that can assist with the content. For example, an online jobs + / recruitment portal may provide a contact method for the team that supports the recruitment + portal and not a catch-all for the entire company. Each layer of contact added prolongs + the time before the user will receive help. +

+ + +

The human contact mechanism enables a person to express what they are looking for + using their own words. For some with cognitive disabilities, this may be the best + way for them to find an answer to their problem. +

+ + +

For pages for which no human support is available it helps if a self-help option says + that no human support is available. Self-help options can go beyond allowing the user + to search within the site. Contextual help is still recommended (see Success Criterion 3.3.5 for more information), but a self-help option provides a single location that makes + it easier for people with cognitive disabilities to understand what help is available + without having to hunt for it. While some people may easily be able to identify that + no support would be available for a particular type of Web site, this may not be apparent + to some users with disabilities. +

+ + +

Chatbots can work for many people, and particularly for people with cognitive disabilities + if they: +

+ + +
    + +
  • recognize misspelled words,
    • + +
  • provide human contact details if the chatbot is unable to provide a satisfactory response + after 3 attempts, and +
    • + +
  • can be dismissed with a single interaction, and recalled using a link or button.
    • + +
+ + +

This criterion does not require that a site provide a help mechanism. However, when + help is available: +

+ +
    + +
  • People who may have difficulty locating help are more likely to find it and complete + their task. +
    • + +
  • Users that experience cognitive fatigue or cognitive shut down will be able to reserve + their energy for the task, instead of using it to find support. +
    • + +
  • Enabling users (especially those with cognitive disabilities) to find solutions while + expressing their question using their own words (for example by interacting with a + chatbot) increases their chances of success for completing a task. +
    • + +
+ + +

Self help methods beyond the site, such as using internet search to find the contact + information for an organization, can be too difficult. Further, the user's disability + may make it more difficult to find the help available (such as a "contact us" link, + phone number, or support page) if the information is not consistently present within + a few interactions (e.g., displayed in the header, or via a menu). In addition, for + some users with disabilities, struggling to complete a task on a site may cause additional + cognitive challenges when searching for help within the site. +

+ + +

When a user is quickly able to find help, they are able to complete the task even + if they encounter challenges. +

+ +
+
+
+

Benefits

+
    + +
  • People who may have difficulty locating help are more likely to find it when it is + consistently located. +
    • + +
+
+
+

Examples

+
    + +
  • On-line job application: Some of the application questions may be hard for new job + seekers to understand even after reading the contextual help. For example, the form + may request their identification number, but they may have several and not know which + one to enter. Consistently located contact information will enable them to use phone + or email so they can get an answer to their question. +
    • + +
  • Medical appointment scheduling form: When the service a patient is trying to book + is not easily findable within the interface, they may need human help. A consistently + located messaging option (chat client) enables them to quickly interact with a staff + person that can help, without requiring them to manage a second interface. +
    • + +
  • Finding a specific policy or procedure: An employee who needs to complete a work task + may have difficulty locating the specific policy or procedure document on their employer's + Web site. A consistently located "How Do I" page may include the information that + enables them to independently complete this task. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. G220: Provide a contact-us link in a consistent location
    2. + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+
    + +
  • Inconsistent Help Location + +
    • + +
+
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
set of web pages
+
+ + + +

collection of web pages that share a common purpose and that are created by the same author, group or organization + +

+ + + + + +
+

Note

+

Different language versions would be considered different sets of Web pages.

+
+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/consistent-identification.html b/wcag22/understanding/consistent-identification.html new file mode 100644 index 0000000..c788bfd --- /dev/null +++ b/wcag22/understanding/consistent-identification.html @@ -0,0 +1,665 @@ + + + + + + Understanding Success Criterion 3.2.4: Consistent Identification | WAI | W3C + + + + Skip to content
+ +
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+ +
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+ +
+

Understanding + SC 3.2.4:Consistent Identification (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Actions are more predictable across pages.
+ +
What to do
+
Identify repeating functions consistently.
+ +
Why it's important
+
Consistently identified actions are especially important to people with disabilities.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure consistent identification of functional + components that appear repeatedly within a set of Web pages. A strategy that people + who use screen readers use when operating a Web site is to rely heavily on their familiarity + with functions that may appear on different Web pages. If identical functions have + different labels (or, more generally, a different accessible name) + on different Web pages, the site will be considerably more difficult + to use. It may also be confusing and increase the cognitive load for people with cognitive + limitations. Therefore, consistent labeling will help. + +

+

This consistency extends to the text alternatives. If icons or other non-text items + have the same functionality, then their text alternatives should be consistent as + well. + +

+

If there are two components on a web page that both have the same functionality as + a component on another page in a set of web pages, then all 3 must be consistent. + Hence the two on the same page will be consistent. + +

+

While it is desirable and best practice always to be consistent within a single web + page, 3.2.4 only addresses consistency within a set of web pages where something is + repeated on more than one page in the set. + +

+
+
+

Benefits

+
    + + +
  • People who learn functionality on one page on a site can find the desired functions + on other pages if they are present. + +
    • + + +
  • When non-text content is used in a consistent way to identify components with the + same functionality, people with difficulty reading text or detecting text alternatives + can interact with the Web without depending on text alternatives. + +
    • + + +
  • People who depend on text alternatives can have a more predictable experience. They + can also search for the component if it has a consistent label on different pages. + +
    • + + +
+
+
+

Examples

+
+ +
Example 1: Document Icon
+ +
A document icon is used to indicate document download throughout a site. The text + alternative for the icon always begins with the word “Download," followed by a shortened + form of the document title. Using different text alternatives to identify document + names for different documents is a consistent use of text alternatives. +
+ +
Example 2: Check Mark
+ +
A check mark icon functions as "approved", on one page but as "included" on another. + Since they serve different functions, they have different text alternatives. +
+ +
Example 3: Consistent references to other pages
+ +
A Web site publishes articles on-line. Each article spans multiple Web pages and + each page contains a link to the first page, the next page and the previous page of + the article. If the references to the next page read "page 2", "page 3", "page 4" + etcetera, the labels are not the same but they are consistent. Therefore, these references + are not failures of this Success Criterion. +
+ +
Example 4: Icons with similar functions
+ +
An e-commerce application uses a printer icon that allows the user to print receipts + and invoices. In one part of the application, the printer icon is labeled "Print receipt" + and is used to print receipts, while in another part it is labeled "Print invoice" + and is used to print invoices. The labeling is consistent ("Print x"), but the labels + are different to reflect the different functions of the icons. Therefore, this example + does not fail the Success Criterion. +
+ +
Example 5: Save icon
+ +
A common "save" icon is used through out the site where page save function is provided + on multiple Web pages. +
+ +
Example 6: Icon and adjacent link to same destination
+ +
An icon with alt text and a link are next to each other and go to the same location. + The best practice would be to group them into one link as per + H2: Combining adjacent image and text links for the same resource. However if they are visually positioned one above the other but separated in the + source, this may not be possible. To meet the Success Criterion, the link text for + these two links need only be consistent, not identical. But best practice is to have + identical text so that when users encounter the second one, it is clear that it goes + to the same place as the first. +
+ +
Example 7: Example of a Failure
+ +
A submit "search" button on one Web page and a "find" button on another Web page both + have a field to enter a term and list topics in the Web site related to the term submitted. + In this case, the buttons have the same functionality but are not labeled consistently. +
+ + +
Example 8: Failure primarily impacting assistive technology users
+ +
Two buttons with the same functionality visually have the same text, but have been + given + different aria-label="..." accessible names. For users of assistive technologies, + these two buttons will be announced differently and inconsistently. +
+ +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+

Note

+
+ + +

Text alternatives that are "consistent" are not always "identical." For instance, + you may have a graphical arrow at the bottom of a Web page that links to the next + Web page. The text alternative may say "Go to page 4." Naturally, it would not be + appropriate to repeat this exact text alternative on the next Web page. It would be + more appropriate to say "Go to page 5". Although these text alternatives would not + be identical, they would be consistent, and therefore would satisfy this Success Criterion. + +

+ + +

A single non-text-content-item may be used to serve different functions. In such + cases, different text alternatives are necessary and should be used. Examples can + be commonly found with the use of icons such as check marks, cross marks, and traffic + signs. Their functions can be different depending on the context of the Web page. + A check mark icon may function as "approved", "completed", or "included", to name + a few, depending on the situation. Using "check mark" as text alternative across all + Web pages does not help users understand the function of the icon. Different text + alternatives can be used when the same non-text content serves multiple functions. + +

+ + +
+
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
same functionality
+
+ + + +

same result when used

+ + + + + + +
+
set of web pages
+
+ + + +

collection of web pages that share a common purpose and that are created by the same author, group or organization + +

+ + + + + +
+

Note

+

Different language versions would be considered different sets of Web pages.

+
+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/consistent-navigation.html b/wcag22/understanding/consistent-navigation.html new file mode 100644 index 0000000..8c5edc8 --- /dev/null +++ b/wcag22/understanding/consistent-navigation.html @@ -0,0 +1,638 @@ + + + + + + Understanding Success Criterion 3.2.3: Consistent Navigation | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.2.3:Consistent Navigation (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Content can be navigated more predictably.
+ +
What to do
+
Consistently order navigation that repeats across multiple pages.
+ +
Why it's important
+
Content that behaves predictably is especially important to people with disabilities.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to encourage the use of consistent presentation + and layout for users who interact with repeated content within + a set of Web pages and need to locate specific information or functionality more than + once. + Individuals with low vision who use screen magnification to display a small portion + of the screen at a time often use visual cues and page boundaries to quickly locate + repeated content. + Presenting repeated content in the same order is also important for visual users who + use spatial memory or visual cues within the design to locate repeated content. + + +

+

It is important to note that the use of the phrase "same order" in this section is + not meant to imply that subnavigation menus cannot be used or that blocks of secondary + navigation or page structure cannot be used. Instead, this Success Criterion is intended + to assist users who interact with repeated content across Web pages to be able to + predict the location of the content they are looking for and find it more quickly + when they encounter it again. + + +

+

Users may initiate a change in the order by using adaptive user agents or by setting + preferences so that the information is presented in a way that is most useful to them. + + + + +

+
+
+

Benefits

+
    + + +
  • Ensuring that repeated components occur in the same order on each page of a site helps + users become comfortable that they will able to predict where they can find things + on each page. This helps users with + cognitive limitations, users with + low vision, users with + intellectual disabilities, and also those who are + blind. + + +
    • + + +
+
+
+

Examples

+
+ +
A consistently located control
+ +
A search field is the last item on every Web page in a site. Users can quickly locate + the search function. +
+ +
An expanding navigation menu
+ +
A navigation menu includes a list of seven items with links to the main sections of + a site. + When a user selects one of these items, a list of sub-navigation items is inserted + into the top-level navigation menu. +
+ +
Consistently positioned skip navigation controls
+ +
A "skip navigation" (or "skip to main content") link is included as the first link + on every page in a Web site. The link allows users to quickly bypass heading information + and navigational content and begin interacting with the main content of a page. +
+ +
Skip to navigation link
+ +
Navigational content is consistently located at the end of each page in a set of Web + pages. A "skip to navigation" link is consistently located at the beginning of each + page so that keyboard users can easily locate it when needed. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
same relative order
+
+ + + +

same position relative to other items

+ + +
+

Note

+

Items are considered to be in the same relative order even if other items are inserted + or removed from the original order. For example, expanding navigation menus may insert + an additional level of detail or a secondary navigation section may be inserted into + the reading order. + +

+
+ + + +
+
set of web pages
+
+ + + +

collection of web pages that share a common purpose and that are created by the same author, group or organization + +

+ + + + + +
+

Note

+

Different language versions would be considered different sets of Web pages.

+
+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/content-on-hover-or-focus.html b/wcag22/understanding/content-on-hover-or-focus.html new file mode 100644 index 0000000..c7f2db7 --- /dev/null +++ b/wcag22/understanding/content-on-hover-or-focus.html @@ -0,0 +1,880 @@ + + + + + + Understanding Success Criterion 1.4.13: Content on Hover or Focus | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.13:Content on Hover or Focus (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
More users can perceive and dismiss non-persistent content.
+ +
What to do
+
If hover or focus causes content changes, ensure interaction is predictable.
+ +
Why it's important
+
Unpredictable temporary content can be hard for some to consume and may disrupt others.
+ +
+
+
+

Intent

+

Additional content that appears and disappears in coordination with keyboard focus + or pointer hover often leads to accessibility issues. Reasons for such issues include: +

+
    + +
  1. the user may not have intended to trigger the interaction
    2. + +
  2. the user may not know new content has appeared
    3. + +
  3. the new content may intefere with a user's ability to do a task
    4. + +
+

Examples of such interactions can include custom tooltips, sub-menus and other nonmodal + popups which display on hover and focus. The intent of this success criterion is to + ensure that authors who cause additional content to appear and disappear in this manner + must design the interaction in such a way that users can: +

+
    + +
  • perceive the additional content AND
    • + +
  • dismiss it without disrupting their page experience.
    • + +
+

There are usually more predictable and accessible means of adding content to the page, + which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover + and keyboard focus, this success criterion specifies three conditions that must be + met: +

+
    + +
  • dismissable
    • + +
  • hoverable
    • + +
  • persistent
    • + +
+

Each of these is discussed in a separate section.

+
+ +

Dismissable

+ +

The intent of this condition is to ensure that the additional content does not interfere + with viewing or operating the page's original content. When magnified, the portion + of the page visible in the viewport can be significantly reduced. Mouse users frequently + move the pointer to pan the magnified viewport and display another portion of the + screen. However, almost the entire portion of the page visible in this restricted + viewport may trigger the additional content, making it difficult for a user to pan + without re-triggering the content. A keyboard means of dismissing the additional content + provides a workaround. +

+ +

Alternatively, low vision users who can only navigate via the keyboard do not want + the small area of their magnified viewport cluttered with hover text. They need a + keyboard method of dismissing something that is obscuring the current focal area. +

+ +

Two methods may be used to satisfy this condition and prevent such interference:

+ +
    + +
  1. Position the additional content so that it does not obscure any other content including + the trigger, with the exception of white space and purely decorative content, such + as a background graphic which provides no information. +
    2. + +
  2. Provide a mechanism to easily dismiss the additional content, such as by pressing + Escape. +
    3. + +
+ +

For most triggers of relatively small size, it is desirable for both methods to be + implemented. If the trigger is large, noticing the additional content may be of concern + if it appears away from the trigger. In those cases, only the second method may be + appropriate. +

+ +

The success criterion allows for input error messages to persist as there are cases + that require attention, explicit confirmation or remedial action. +

+ +
+
+ +

Hoverable

+ +

The intent of this condition is to ensure that additional content which may appear + on hover of a target may also be hovered itself. Content which appears on hover can + be difficult or impossible to perceive if a user is required to keep their mouse pointer + over the trigger. When the added content is large, magnified views may mean that the + user needs to scroll or pan to completely view it, which is impossible unless the + user is able to move their pointer off the trigger without the additional content + disappearing. +

+ +

Another common situation is when large pointers have been selected via platform settings + or assistive technology. Here, the pointer can obscure a significant area of the additional + content. A technique to view the content fully in both situations is to move the mouse + pointer directly from the trigger onto the new content. This capability also offers + significant advantages for users who utilize screen reader feedback on mouse interactions. + This condition generally implies that the additional content overlaps or is positioned + adjacent to the target. +

+ +
+
+ +

Persistent

+ +

The intent of this condition is to ensure users have adequate time to perceive the + additional content after it becomes visible. Users with disabilities may require + more time for many reasons, such as to change magnification, move the pointer, or + simply to bring the new content into their visual field. Once it appears, the content + should remain visible until: +

+ +
    + +
  • The user removes hover or focus from the trigger and the additional content, consistent + with the typical user experience; +
    • + +
  • The user dismisses the additional content via the mechanism provided to satisfy the + Dismissable condition; or +
    • + +
  • The information conveyed by the additional content becomes invalid, such as a 'busy' + message that is no longer valid. +
    • + +
+ +
+
+ +

Additional Notes

+ +
    + +
  • This criterion does not attempt to solve such issues when the appearance of the additional + content is completely controlled by the user agent. A prominent example is the common + behavior of browsers to display the title  attribute in HTML as a small tooltip. +
    • + +
  • Modal dialogs are out of scope for this criterion because they must take keyboard + focus and thus should not appear on hover or focus. Refer to Success Criterion 3.2.1, On Focus. +
    • + +
  • Content which can be triggered via pointer hover should also be able to be triggered + by keyboard focus. Refer to Success Criterion 2.1.1, Keyboard. +
    • + +
+ +
+
+
+

Benefits

+
    + +
  • Users with low vision who view content under magnification will be better able to + view content on hover or focus without reducing their desired magnification. +
    • + +
  • Users who increase the size of mouse cursors via platform settings or assistive technology + will be able to employ a technique to view obscured content on hover. +
    • + +
  • Users with low vision or cognitive disabilities will have adequate time to perceive + additional content appearing on hover or focus and to view the trigger content with + less distraction. +
    • + +
  • users with low pointer accuracy will be able to more easily dismiss unintentionally-triggered + additional content +
    • + +
+
+
+

Examples

+
+ +

Example 1: Dismissable Tooltip

+ +
+ Screenshot of a button with a mouse pointer over it, and a tooltip displayed below the button + Screenshot of a button with a mouse pointer over it, and no tooltip + +
Figure 1 A tooltip is displayed below a LVTF button on hover so as not to obscure the button + itself. It does however obscure content below the button (the next red button, called + ~comment-zoom-content). To meet the Dismissible requirement, a user can press the + Escape key to clear the tooltip without moving the mouse, as demonstrated in the second + image. +
+ +
+ +
+ Screenshot of a button with a focus indicator on it, and no tooltip + +
Figure 2 The button's tooltip also appears on focus and can be removed with the Escape key. + The screen shot shows the same LVTF button with focus, but the tooltip has been dismissed + and is no longer visible. +
+ +
+ +
+
+ +

Example 2: Hoverable Tooltip

+ +
+ Screenshot of a button with a large mouse pointer over it, and a tooltip displayed below the button which is obscured by the large pointer + Screenshot of a button with a tooltip below it, and a large mouse pointer at the bottom of the tooltip + +
Figure 3 A button's tooltip is displayed directly below it on mouse hover which can easily + be obscured by a large pointer. The tooltip itself is able to be hovered so the mouse + pointer can be moved down to its bottom edge in order to view the tooltip text. +
+ +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
input error
+
+ + + +

information provided by the user that is not accepted

+ + +
+

Note

+
+ +

This includes:

+ + +
    + + +
  1. Information that is required by the Web page but omitted by the user + +
    2. + + +
  2. Information that is provided by the user but that falls outside the required data + format or values + +
    3. + + +
+ +
+
+ + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/contrast-enhanced.html b/wcag22/understanding/contrast-enhanced.html new file mode 100644 index 0000000..a0fb9a6 --- /dev/null +++ b/wcag22/understanding/contrast-enhanced.html @@ -0,0 +1,1362 @@ + + + + + + Understanding Success Criterion 1.4.6: Contrast (Enhanced) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.6:Contrast (Enhanced) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Text can be seen by people who need strong contrast.
+ +
What to do
+
Strongly contrast text against its background.
+ +
Why it's important
+
Some people cannot read text with minimum contrast.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to provide enough contrast between text and + its background so that it can be read by people with moderately low vision (who do + not use contrast-enhancing assistive technology). For people without color deficiencies, + hue and saturation have minimal or no effect on legibility as assessed by reading + performance (Knoblauch et al., 1991). Color deficiencies can affect luminance contrast + somewhat. Therefore, in the recommendation, the contrast is calculated in such a way + that color is not a key factor so that people who have a color vision deficit will + also have adequate contrast between the text and the background. + +

+

Text that is decorative and conveys no information is excluded. For example, if random + words are used to create a background and the words could be rearranged or substituted + without changing meaning, then it would be decorative and would not need to meet this + criterion. + +

+

Text that is larger and has wider character strokes is easier to read at lower contrast. + The contrast requirement for larger text is therefore lower. This allows authors to + use a wider range of color choices for large text, which is helpful for design of + pages, particularly titles. 18 point text or 14 point bold text is judged to be large + enough to require a lower contrast ratio. (See The American Printing House for the + Blind Guidelines for Large Printing and The Library of Congress Guidelines for Large + Print under + Resources). "18 point" and "bold" can both have different meanings in + different fonts but, except for very thin or unusual fonts, they should be sufficient. + Since there + are so many different fonts, the general measures are used and a note regarding thin + or unusual + fonts is included in the definition for large-scale text. + +

+
+

Note

+
+ +

When evaluating this Success Criterion, the font size in points should be obtained + from the user agent or calculated on font metrics in the way that user agents do. + Point sizes are based on the CSS pt size as defined in + CSS3 Values. The ratio between + sizes in points and CSS pixels is 1pt = 1.333px, therefore 14pt + and 18pt are equivalent to approximately 18.5px and 24px. + +

+ +

Because different image editing applications default to different pixel densities + (e.g., 72ppi or 96ppi), specifying point sizes for fonts from within an + image editing application can be unreliable when it comes to presenting text at a + specific size. + When creating images of large-scale text, authors should ensure that the text in the + resulting image is roughly equivalent to 1.2 and 1.5 em or to 120% or 150% of the + default size for body text. For example, for a 72ppi image, an author would need + to use approximately 19pt and 24pt font sizes in order to successfully present images + of large-scale text to a user. + +

+ +

The 7:1 and 4.5:1 contrast ratios referenced in this Success Criterion are intended + to be + treated as threshold values. When comparing the computed contrast ratio to the Success + Criterion + ratio, the computed values should not be rounded (e.g., 4.499:1 would not meet the + 4.5:1 threshold). +

+ +
+
+
+

Note

+
+ +

Because authors do not have control over user settings for font smoothing/anti-aliasing, + when evaluating this + Success Criterion, refer to the foreground and background colors obtained from the + user agent, or the underlying + markup and stylesheets, rather than the text as presented on screen. +

+ +

Due to anti-aliasing, particularly thin or unusual fonts may be rendered by user agents + with a much fainter + color than the actual text color defined in the underlying CSS. This can lead to situations + where text has + a contrast ratio that nominally passes the Success Criterion, but has a much lower + contrast in practice. + In these cases, best practice would be for authors to choose a font with stronger/thicker + lines, + or to aim for a foreground/background color combination that exceeds the normative + requirements + of this Success Criterion. + +

+ +
+
+

The contrast requirements for text also apply to images of text + (text that has been rendered into pixels and then stored in an image format) - see + Success Criterion 1.4.5: Images of Text. + +

+

This requirement applies to situations in which images of text were intended to be + understood as text. Incidental text, such as in photographs that happen to include + a street sign, are not included. Nor is text that for some reason is designed to be + invisible to all viewers. Stylized text, such as in corporate logos, should be treated + in terms of its function on the page, which may or may not warrant including the content + in the text alternative. Corporate visual guidelines beyond logo and logotype are + not included in the exception. + + +

+

In this provision there is an exception that reads "that are part of a picture that + contains significant other visual content,". This exception is intended to separate + pictures that have text in them from images of text that are done to replace text + in order to get a particular look. + +

+
+

Note

+
+ + +

Images of text do not scale as well as text because they tend to pixelate. It is also + harder to change foreground and background contrast and color combinations for images + of text, which is necessary for some users. See 1.4.5: Images of Text. + + +

+ + +
+
+

This Success Criterion applies to text in the page, including + placeholder text and text that is shown when a pointer is hovering over an object + or when an object has keyboard focus. If any of these are used in a page, the text + needs to provide sufficient contrast. + +

+

Although this Success Criterion only applies to text, similar issues occur for content + presented + in charts, graphs, diagrams, and other non-text-based information, which is covered + by + Success Criterion 1.4.11 Non-Text Contrast. + +

+
+ + +

Rationale for the Ratios Chosen

+ + +

A contrast ratio of 3:1 is the minimum level recommended by [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] + for standard text and vision. The 4.5:1 ratio is used in Success Criterion 1.4.3 to + account + for the loss in contrast that results from moderately low visual acuity, congenital + or acquired color deficiencies, or the loss of contrast sensitivity that typically + accompanies aging. + +

+ + +

The rationale is based on a) adoption of the 3:1 contrast ratio for minimum acceptable + contrast for normal observers, in the ANSI standard, and b) the empirical finding + that in the population, visual acuity of 20/40 is associated with a contrast sensitivity + loss of roughly 1.5 [[ARDITI-FAYE]]. A user with 20/40 would thus require a contrast + ratio of + 3 * 1.5 = 4.5 to 1. Following analogous empirical findings and the same logic, + the user with 20/80 visual acuity would require contrast of about 7:1. This ratio + is used in + this Success Criterion. + +

+ + +

Hues are perceived differently by users with color vision deficiencies (both congenital + and acquired) resulting in different colors and relative luminance contrasts than + for normally sighted users. Because of this, effective contrast and readability are + different for this population. However, color deficiencies are so diverse that prescribing + effective general use color pairs (for contrast) based on quantitative data is not + feasible. Requiring good luminance contrast accommodates this by requiring contrast + that is independent of color perception. Fortunately, most of the luminance contribution + is from the mid and long wave receptors which largely overlap in their spectral responses. + The result is that effective luminance contrast can generally be computed without + regard to specific color deficiency, except for the use of predominantly long wavelength + colors against darker colors (generally appearing black) for those who have protanopia. + (We provide an advisory technique on avoiding red on black for that reason). For more + information see [[ARDITI-KNOBLAUCH-1994]] + [[ARDITI-KNOBLAUCH-1996]] + [[ARDITI]]. + +

+ + +
+

Note

+
+ + +

Some people with cognitive disabilities require color combinations or hues that have + low contrast, and therefore we allow and encourage authors to provide mechanisms to + adjust the foreground and background colors of the content. Some of the combinations + that could be chosen may have contrast levels that will be lower than those + specified here. This is not a violation of this Success Criterion, provided + there is a mechanism that will return to the required values set out here. + +

+ + +
+
+ + +

The contrast ratio of 4.5:1 was chosen for level AA because it compensated for the + loss in contrast sensitivity usually experienced by users with vision loss equivalent + to approximately 20/40 vision. (20/40 calculates to approximately 4.5:1.) 20/40 is + commonly reported as typical visual acuity of elders at roughly age 80. [[GITTINGS-FOZARD]] + + +

+ + +

The contrast ratio of 7:1 was chosen for level AAA because it compensated for the + loss in contrast sensitivity usually experienced by users with vision loss equivalent + to approximately 20/80 vision. People with more than this degree of vision loss usually + use assistive technologies to access their content (and the assistive technologies + usually have contrast enhancing, as well as magnification capability built into them). + The 7:1 level therefore generally provides compensation for the loss in contrast sensitivity + experienced by users with low vision who do not use assistive technology and provides + contrast enhancement for color deficiency as well. + +

+ + +
+

Note

+
+ +

Calculations in [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] are for body text. A relaxed + contrast + ratio is provided for text that is much larger. +

+ +
+
+ + +
+
+ + +

Notes on formula

+ + +

Conversion from nonlinear to linear RGB values is based on IEC/4WD 61966-2-1 [[IEC-4WD]].

+ + +

The formula (L1/L2) for contrast is based on [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] standards. +

+ + +

The ANSI/HFS 100-1988 standard calls for the contribution from ambient light to be + included in the calculation of L1 and L2. The .05 value used is based on Typical Viewing + Flare from [[IEC-4WD]]. + +

+ + +

This Success Criterion and its definitions use the terms "contrast ratio" and "relative + luminance" rather than "luminance" to reflect the fact that Web content does not emit + light itself. The contrast ratio gives a measure of the relative luminance that would + result when displayed. (Because it is a ratio, it is dimensionless.) + +

+ + +
+

Note

+
+ +

+ Refer to + related resources for a list of tools that utilize the contrast ratio + to analyze the contrast of Web content. + +

+ +

See also + 2.4.7: Focus Visible for techniques for indicating keyboard focus. + +

+ +
+
+ + +
+
+ +

Inactive User Interface Components

+ + +

User Interface Components that are not available for user interaction (e.g., a disabled + control in HTML) are not required to meet contrast requirements. An inactive user + interface component is visible but not currently operable. An example would be a submit + button at the bottom of a form that is visible but cannot be activated until all the + required fields in the form are completed. +

+ +
+ Grey button with non-contrasting grey text. + +
Figure 1 An inactive button using default browser styles
+ +
+ +
+
+
+

Benefits

+
    + + +
  • People with low vision often have difficulty reading text that does not contrast with + its background. This can be exacerbated if the person has a color vision deficiency + that lowers the contrast even further. Providing a minimum luminance contrast ratio + between the text and its background can make the text more readable even if the person + does not see the full range of colors. It also works for the rare individuals who + see no color. + +
    • + + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: text is less than 18 point if not bold and less than 14 point if bold

+ + + + + +
+
+ + +

Situation B: text is as least 18 point if not bold and at least 14 point if bold

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
contrast ratio
+
+ + + +

(L1 + 0.05) / (L2 + 0.05), where

+ + + + + +
+

Note

+

Contrast ratios can range from 1 to 21 (commonly written 1:1 to 21:1).

+
+ + +
+

Note

+

Because authors do not have control over user settings as to how text is rendered + (for example font smoothing or anti-aliasing), the contrast ratio for text can be + evaluated with anti-aliasing turned off. + +

+
+ + +
+

Note

+

For the purpose of Success Criteria 1.4.3 and 1.4.6, contrast is measured with respect + to the specified background over which the text is rendered in normal usage. If no + background color is specified, then white is assumed. + +

+
+ + +
+

Note

+

Background color is the specified color of content over which the text is to be rendered + in normal usage. It is a failure if no background color is specified when the text + color is specified, because the user's default background color is unknown and cannot + be evaluated for sufficient contrast. For the same reason, it is a failure if no text + color is specified when a background color is specified. + +

+
+ + +
+

Note

+

When there is a border around the letter, the border can add contrast and would be + used in calculating the contrast between the letter and its background. A narrow border + around the letter would be used as the letter. A wide border around the letter that + fills in the inner details of the letters acts as a halo and would be considered background. + +

+
+ + +
+

Note

+

WCAG conformance should be evaluated for color pairs specified in the content that + an author would expect to appear adjacent in typical presentation. Authors need not + consider unusual presentations, such as color changes made by the user agent, except + where caused by authors' code. + +

+
+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
large scale
+
+ + + +

with at least 18 point or 14 point bold or font size that would yield equivalent size + for Chinese, Japanese and Korean (CJK) fonts + +

+ + +
+

Note

+

Fonts with extraordinarily thin strokes or unusual features and characteristics that + reduce the familiarity of their letter forms are harder to read, especially at lower + contrast levels. + +

+
+ + +
+

Note

+

Font size is the size when the content is delivered. It does not include resizing + that may be done by a user. + +

+
+ + +
+

Note

+

The actual size of the character that a user sees is dependent both on the author-defined + size and the user's display or user agent settings. For many mainstream body text + fonts, 14 and 18 point is roughly equivalent to 1.2 and 1.5 em or to 120% or 150% + of the default size for body text (assuming that the body font is 100%), but authors + would need to check this for the particular fonts in use. When fonts are defined in + relative units, the actual point size is calculated by the user agent for display. + The point size should be obtained from the user agent, or calculated based on font + metrics as the user agent does, when evaluating this success criterion. Users who + have low vision would be responsible for choosing appropriate settings. + +

+
+ + +
+

Note

+

When using text without specifying the font size, the smallest font size used on major + browsers for unspecified text would be a reasonable size to assume for the font. If + a level 1 heading is rendered in 14pt bold or higher on major browsers, then it would + be reasonable to assume it is large text. Relative scaling can be calculated from + the default sizes in a similar fashion. + +

+
+ + +
+

Note

+

The 18 and 14 point sizes for roman texts are taken from the minimum size for large + print (14pt) and the larger standard font size (18pt). For other fonts such as CJK + languages, the "equivalent" sizes would be the minimum large print size used for those + languages and the next larger standard large print size. + +

+
+ + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
pure decoration
+
+ + + +

serving only an aesthetic purpose, providing no information, and having no functionality

+ + +
+

Note

+

Text is only purely decorative if the words can be rearranged or substituted without + changing their purpose. + +

+
+ + + + + + +
+
relative luminance
+
+ + + +

the relative brightness of any point in a colorspace, normalized to 0 for darkest + black and 1 for lightest white + +

+ + +
+

Note

+
+ +

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 + * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as: + +

+ + +
    + + +
  • if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
  • if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
  • if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
+ + +

and RsRGB, GsRGB, and BsRGB are defined as:

+ + +
    + + +
  • RsRGB = R8bit/255
    • + + +
  • GsRGB = G8bit/255
    • + + +
  • BsRGB = B8bit/255
    • + + +
+ + +

The "^" character is the exponentiation operator. (Formula taken from + [[SRGB]].) + +

+ + +
+
+ + +
+

Note

+

Before May 2021 the value of 0.04045 in the definition was different (0.03928). It + was taken from an older version of the specification and has been updated. It has + no practical effect on the calculations in the context of these guidelines. +

+
+ + +
+

Note

+

Almost all systems used today to view Web content assume sRGB encoding. Unless it + is known that another color space will be used to process and display the content, + authors should evaluate using sRGB colorspace. If using other color spaces, see Understanding Success Criterion 1.4.3. + +

+
+ + +
+

Note

+

If dithering occurs after delivery, then the source color value is used. For colors + that are dithered at the source, the average values of the colors that are dithered + should be used (average R, average G, and average B). + +

+
+ + +
+

Note

+

Tools are available that automatically do the calculations when testing contrast and + flash. + +

+
+ + +
+

Note

+

A separate page giving the relative luminance definition using MathML to display the formulas is available. + +

+
+ + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/contrast-minimum.html b/wcag22/understanding/contrast-minimum.html new file mode 100644 index 0000000..68f23cb --- /dev/null +++ b/wcag22/understanding/contrast-minimum.html @@ -0,0 +1,1411 @@ + + + + + + Understanding Success Criterion 1.4.3: Contrast (Minimum) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.3:Contrast (Minimum) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Text can be seen by more people.
+ +
What to do
+
Provide sufficient contrast between text and its background.
+ +
Why it's important
+
Some people cannot read faint text.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to provide enough contrast between text and + its background, so that it can be read by people with moderately low vision or impaired + contrast perception, without the use of contrast-enhancing assistive technology. + +

+

For all consumers of visual content, adequate light-dark contrast is needed between + the relative luminance of text and its background for good readability. + Many different visual impairments can substantially impact contrast sensitivity, requiring + more light-dark contrast, regardless of color (hue). + For people who are not able to distinguish certain shades of color (often referred + to as color blindness) hue and saturation have minimal or no effect on legibility as assessed by reading + performance. + Further, the inability to distinguish certain shades of color does not negatively + affect light-dark contrast perception. + Therefore, in the recommendation, contrast is calculated in such a way that color + (hue) is not a key factor. + +

+

Text that is decorative and conveys no information is excluded. For example, if random + words are used to create a background and the words could be rearranged or substituted + without changing meaning, then it would be decorative and would not need to meet this + criterion. + +

+

Text that is larger and has wider character strokes is easier to read at lower contrast. + The contrast requirement for larger text is therefore lower. This allows authors to + use a wider range of color choices for large text, which is helpful for design of + pages, particularly titles. 18 point text or 14 point bold text is judged to be large + enough to require a lower contrast ratio. (See The American Printing House for the + Blind Guidelines for Large Printing and The Library of Congress Guidelines for Large + Print under + Resources). "18 point" and "bold" can both have different meanings in + different fonts but, except for very thin or unusual fonts, they should be sufficient. + Since there + are so many different fonts, the general measures are used and a note regarding thin + or unusual + fonts is included in the definition for large-scale text. + +

+
+

Note

+
+ +

When evaluating this Success Criterion, the font size in points should be obtained + from the user agent or calculated on font metrics in the way that user agents do. + Point sizes are based on the CSS pt size as defined in + CSS3 Values. The ratio between + sizes in points and CSS pixels is 1pt = 1.333px, therefore 14pt + and 18pt are equivalent to approximately 18.5px and 24px. + +

+ +

Because different image editing applications default to different pixel densities + (e.g., 72ppi or 96ppi), specifying point sizes for fonts from within an + image editing application can be unreliable when it comes to presenting text at a + specific size. + When creating images of large-scale text, authors should ensure that the text in the + resulting image is roughly equivalent to 1.2 and 1.5 em or to 120% or 150% of the + default size for body text. For example, for a 72ppi image, an author would need + to use approximately 19pt and 24pt font sizes in order to successfully present images + of large-scale text to a user. + +

+ +

The 3:1 and 4.5:1 contrast ratios referenced in this Success Criterion are intended + to be + treated as threshold values. When comparing the computed contrast ratio to the Success + Criterion + ratio, the computed values should not be rounded (e.g., 4.499:1 would not meet the + 4.5:1 threshold). +

+ +
+
+
+

Note

+
+ +

Because authors do not have control over user settings for font smoothing/anti-aliasing, + when evaluating this + Success Criterion, refer to the foreground and background colors obtained from the + user agent, or the underlying + markup and stylesheets, rather than the text as presented on screen. +

+ +

Due to anti-aliasing, particularly thin or unusual fonts may be rendered by user agents + with a much fainter + color than the actual text color defined in the underlying CSS. This can lead to situations + where text has + a contrast ratio that nominally passes the Success Criterion, but has a much lower + contrast in practice. + In these cases, best practice would be for authors to choose a font with stronger/thicker + lines, + or to aim for a foreground/background color combination that exceeds the normative + requirements + of this Success Criterion. + +

+ +
+
+

The contrast requirements for text also apply to images of text + (text that has been rendered into pixels and then stored in an image format) - see + Success Criterion 1.4.5: Images of Text. + +

+

This requirement applies to situations in which images of text were intended to be + understood as text. Incidental text, such as in photographs that happen to include + a street sign, are not included. Nor is text that for some reason is designed to be + invisible to all viewers. Stylized text, such as in corporate logos, should be treated + in terms of its function on the page, which may or may not warrant including the content + in the text alternative. Corporate visual guidelines beyond logo and logotype are + not included in the exception. + + +

+

In this provision there is an exception that reads "that are part of a picture that + contains significant other visual content,". This exception is intended to separate + pictures that have text in them from images of text that are done to replace text + in order to get a particular look. + +

+
+

Note

+
+ + +

Images of text do not scale as well as text because they tend to pixelate. It is also + harder to change foreground and background contrast and color combinations for images + of text, which is necessary for some users. Therefore, we suggest using text wherever + possible, and when not, consider supplying an image of higher resolution. + + +

+ + +
+
+

This Success Criterion applies to text in the page, including + placeholder text and text that is shown when a pointer is hovering over an object + or when an object has keyboard focus. If any of these are used in a page, the text + needs to provide sufficient contrast. + +

+

Although this Success Criterion only applies to text, similar issues occur for content + presented + in charts, graphs, diagrams, and other non-text-based information, which is covered + by + Success Criterion 1.4.11 Non-Text Contrast. + +

+

See also + 1.4.6: Contrast (Enhanced). + +

+
+ + +

Rationale for the Ratios Chosen

+ + +

A contrast ratio of 3:1 is the minimum level recommended by [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] + for standard text and vision. The 4.5:1 ratio is used in this Success Criterion to + account + for the loss in contrast that results from moderately low visual acuity, congenital + or acquired color deficiencies, or the loss of contrast sensitivity that typically + accompanies aging. + +

+ + +

The rationale is based on a) adoption of the 3:1 contrast ratio for minimum acceptable + contrast for normal observers, in the ANSI standard, and b) the empirical finding + that in the population, visual acuity of 20/40 is associated with a contrast sensitivity + loss of roughly 1.5 [[ARDITI-FAYE]]. A user with 20/40 would thus require a contrast + ratio of + 3 * 1.5 = 4.5 to 1. Following analogous empirical findings and the same logic, + the user with 20/80 visual acuity would require contrast of about 7:1. This ratio + is used in + Success Criterion 1.4.6. + +

+ + +

Hues are perceived differently by users with color vision deficiencies (both congenital + and acquired) resulting in different colors and relative luminance contrasts than + for normally sighted users. Because of this, effective contrast and readability are + different for this population. However, color deficiencies are so diverse that prescribing + effective general use color pairs (for contrast) based on quantitative data is not + feasible. Requiring good luminance contrast accommodates this by requiring contrast + that is independent of color perception. Fortunately, most of the luminance contribution + is from the mid and long wave receptors which largely overlap in their spectral responses. + The result is that effective luminance contrast can generally be computed without + regard to specific color deficiency, except for the use of predominantly long wavelength + colors against darker colors (generally appearing black) for those who have protanopia. + (We provide an advisory technique on avoiding red on black for that reason). For more + information see [[ARDITI-KNOBLAUCH-1994]] + [[ARDITI-KNOBLAUCH-1996]] + [[ARDITI]]. + +

+ + +
+

Note

+
+ + +

Some people with cognitive disabilities require color combinations or hues that have + low contrast, and therefore we allow and encourage authors to provide mechanisms to + adjust the foreground and background colors of the content. Some of the combinations + that could be chosen may have contrast levels that will be lower than those those + specified here. This is not a violation of this Success Criterion, provided + there is a mechanism that will return to the required values set out here. + +

+ + +
+
+ + +

The contrast ratio of 4.5:1 was chosen for level AA because it compensated for the + loss in contrast sensitivity usually experienced by users with vision loss equivalent + to approximately 20/40 vision. (20/40 calculates to approximately 4.5:1.) 20/40 is + commonly reported as typical visual acuity of elders at roughly age 80. [[GITTINGS-FOZARD]] + + +

+ + +

The contrast ratio of 7:1 was chosen for level AAA because it compensated for the + loss in contrast sensitivity usually experienced by users with vision loss equivalent + to approximately 20/80 vision. People with more than this degree of vision loss usually + use assistive technologies to access their content (and the assistive technologies + usually have contrast enhancing, as well as magnification capability built into them). + The 7:1 level therefore generally provides compensation for the loss in contrast sensitivity + experienced by users with low vision who do not use assistive technology and provides + contrast enhancement for color deficiency as well. + +

+ + +
+

Note

+
+ +

Calculations in [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] are for body text. A relaxed + contrast + ratio is provided for text that is much larger. +

+ +
+
+ + +
+
+ + +

Notes on formula

+ + +

Conversion from nonlinear to linear RGB values is based on IEC/4WD 61966-2-1 [[IEC-4WD]].

+ + +

The formula (L1/L2) for contrast is based on [[ISO-9241-3]] and [[ANSI-HFES-100-1988]] standards. +

+ + +

The ANSI/HFS 100-1988 standard calls for the contribution from ambient light to be + included in the calculation of L1 and L2. The .05 value used is based on Typical Viewing + Flare from [[IEC-4WD]]. + +

+ + +

This Success Criterion and its definitions use the terms "contrast ratio" and "relative + luminance" rather than "luminance" to reflect the fact that Web content does not emit + light itself. The contrast ratio gives a measure of the relative luminance that would + result when displayed. (Because it is a ratio, it is dimensionless.) + +

+ + +
+

Note

+
+ +

+ Refer to + related resources for a list of tools that utilize the contrast ratio + to analyze the contrast of Web content. + +

+ +

See also + 2.4.7: Focus Visible for techniques for indicating keyboard focus. + +

+ +
+
+ + +
+
+ +

Inactive User Interface Components

+ + +

User Interface Components that are not available for user interaction (e.g., a disabled + control in HTML) are not required to meet contrast requirements. An inactive user + interface component is visible but not currently operable. An example would be a submit + button at the bottom of a form that is visible but cannot be activated until all the + required fields in the form are completed. +

+ +
+ Grey button with non-contrasting grey text. + +
Figure 1 An inactive button using default browser styles
+ +
+ +
+
+
+

Benefits

+
    + + +
  • People with low vision often have difficulty reading text that does not contrast with + its background. This can be exacerbated if the person has a color vision deficiency + that lowers the contrast even further. Providing a minimum luminance contrast ratio + between the text and its background can make the text more readable even if the person + does not see the full range of colors. It also works for the rare individuals who + see no color. + +
    • + + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: text is less than 18 point if not bold and less than 14 point if bold

+ + + + + +
+
+ + +

Situation B: text is at least 18 point if not bold and at least 14 point if bold

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
contrast ratio
+
+ + + +

(L1 + 0.05) / (L2 + 0.05), where

+ + + + + +
+

Note

+

Contrast ratios can range from 1 to 21 (commonly written 1:1 to 21:1).

+
+ + +
+

Note

+

Because authors do not have control over user settings as to how text is rendered + (for example font smoothing or anti-aliasing), the contrast ratio for text can be + evaluated with anti-aliasing turned off. + +

+
+ + +
+

Note

+

For the purpose of Success Criteria 1.4.3 and 1.4.6, contrast is measured with respect + to the specified background over which the text is rendered in normal usage. If no + background color is specified, then white is assumed. + +

+
+ + +
+

Note

+

Background color is the specified color of content over which the text is to be rendered + in normal usage. It is a failure if no background color is specified when the text + color is specified, because the user's default background color is unknown and cannot + be evaluated for sufficient contrast. For the same reason, it is a failure if no text + color is specified when a background color is specified. + +

+
+ + +
+

Note

+

When there is a border around the letter, the border can add contrast and would be + used in calculating the contrast between the letter and its background. A narrow border + around the letter would be used as the letter. A wide border around the letter that + fills in the inner details of the letters acts as a halo and would be considered background. + +

+
+ + +
+

Note

+

WCAG conformance should be evaluated for color pairs specified in the content that + an author would expect to appear adjacent in typical presentation. Authors need not + consider unusual presentations, such as color changes made by the user agent, except + where caused by authors' code. + +

+
+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
large scale
+
+ + + +

with at least 18 point or 14 point bold or font size that would yield equivalent size + for Chinese, Japanese and Korean (CJK) fonts + +

+ + +
+

Note

+

Fonts with extraordinarily thin strokes or unusual features and characteristics that + reduce the familiarity of their letter forms are harder to read, especially at lower + contrast levels. + +

+
+ + +
+

Note

+

Font size is the size when the content is delivered. It does not include resizing + that may be done by a user. + +

+
+ + +
+

Note

+

The actual size of the character that a user sees is dependent both on the author-defined + size and the user's display or user agent settings. For many mainstream body text + fonts, 14 and 18 point is roughly equivalent to 1.2 and 1.5 em or to 120% or 150% + of the default size for body text (assuming that the body font is 100%), but authors + would need to check this for the particular fonts in use. When fonts are defined in + relative units, the actual point size is calculated by the user agent for display. + The point size should be obtained from the user agent, or calculated based on font + metrics as the user agent does, when evaluating this success criterion. Users who + have low vision would be responsible for choosing appropriate settings. + +

+
+ + +
+

Note

+

When using text without specifying the font size, the smallest font size used on major + browsers for unspecified text would be a reasonable size to assume for the font. If + a level 1 heading is rendered in 14pt bold or higher on major browsers, then it would + be reasonable to assume it is large text. Relative scaling can be calculated from + the default sizes in a similar fashion. + +

+
+ + +
+

Note

+

The 18 and 14 point sizes for roman texts are taken from the minimum size for large + print (14pt) and the larger standard font size (18pt). For other fonts such as CJK + languages, the "equivalent" sizes would be the minimum large print size used for those + languages and the next larger standard large print size. + +

+
+ + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
pure decoration
+
+ + + +

serving only an aesthetic purpose, providing no information, and having no functionality

+ + +
+

Note

+

Text is only purely decorative if the words can be rearranged or substituted without + changing their purpose. + +

+
+ + + + + + +
+
relative luminance
+
+ + + +

the relative brightness of any point in a colorspace, normalized to 0 for darkest + black and 1 for lightest white + +

+ + +
+

Note

+
+ +

For the sRGB colorspace, the relative luminance of a color is defined as L = 0.2126 + * R + 0.7152 * G + 0.0722 * B where R, G and B are defined as: + +

+ + +
    + + +
  • if RsRGB <= 0.04045 then R = RsRGB/12.92 else R = ((RsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
  • if GsRGB <= 0.04045 then G = GsRGB/12.92 else G = ((GsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
  • if BsRGB <= 0.04045 then B = BsRGB/12.92 else B = ((BsRGB+0.055)/1.055) ^ 2.4 + +
    • + + +
+ + +

and RsRGB, GsRGB, and BsRGB are defined as:

+ + +
    + + +
  • RsRGB = R8bit/255
    • + + +
  • GsRGB = G8bit/255
    • + + +
  • BsRGB = B8bit/255
    • + + +
+ + +

The "^" character is the exponentiation operator. (Formula taken from + [[SRGB]].) + +

+ + +
+
+ + +
+

Note

+

Before May 2021 the value of 0.04045 in the definition was different (0.03928). It + was taken from an older version of the specification and has been updated. It has + no practical effect on the calculations in the context of these guidelines. +

+
+ + +
+

Note

+

Almost all systems used today to view Web content assume sRGB encoding. Unless it + is known that another color space will be used to process and display the content, + authors should evaluate using sRGB colorspace. If using other color spaces, see Understanding Success Criterion 1.4.3. + +

+
+ + +
+

Note

+

If dithering occurs after delivery, then the source color value is used. For colors + that are dithered at the source, the average values of the colors that are dithered + should be used (average R, average G, and average B). + +

+
+ + +
+

Note

+

Tools are available that automatically do the calculations when testing contrast and + flash. + +

+
+ + +
+

Note

+

A separate page giving the relative luminance definition using MathML to display the formulas is available. + +

+
+ + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/distinguishable.html b/wcag22/understanding/distinguishable.html new file mode 100644 index 0000000..5594d67 --- /dev/null +++ b/wcag22/understanding/distinguishable.html @@ -0,0 +1,206 @@ + + + + + + Understanding Guideline 1.4: Distinguishable | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + Guideline 1.4:Distinguishable +

+ +
+
+

Intent

+

While some guidelines are focused on making information available in a form that can + be presented in alternate formats, this guideline is concerned with making the default + presentation as easy to perceive as possible to people with disabilities. The primary + focus is on making it easier for users to separate foreground information from the + background. For visual presentations this involves making sure that information presented + on top of a background contrasts sufficiently with the background. For audio presentations + this involves making sure that foreground sounds are sufficiently louder than the + background sounds. Individuals with visual and hearing disabilities have much greater + difficulty separating foreground and background information. + +

+
+
+

Success Criteria for this Guideline

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/documenting-accessibility-support.html b/wcag22/understanding/documenting-accessibility-support.html new file mode 100644 index 0000000..3441379 --- /dev/null +++ b/wcag22/understanding/documenting-accessibility-support.html @@ -0,0 +1,306 @@ + + + + + + Documenting Accessibility Support for Uses of a Web Technology | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Documenting Accessibility Support for Uses of a Web Technology

+
+ + +

The documentation of accessibility support for uses of a Web technology provides the + information needed to determine whether it is possible to satisfy the WCAG 2.1 Success + Criteria for a particular environment. +

+ +

Accessibility Support documentation for uses of a Web technology includes the following + information: +

+ +
    + +
  • + +

    The version or versions of the technology

    + +
    • + +
  • + +

    For each user agent or plug-in that supports this version of the technology:

    + +
      + +
    • + +

      The version of the user agent or plug-in, including the operating system or platform + +

      + +
      • + +
    • + +

      Ways of using the technology that are supported by the user agent; ideally, there + are ways to meet all of the success criteria, but exceptions should be noted. +

      + +
      • + +
    • + +

      Known limitations of the user agent support for uses of the technology to meet Success + Criteria +

      + +
      • + +
    + +
    • + +
  • + +

    For each assistive technology that supports the Web technology:

    + +
      + +
    • + +

      The version of the assistive technology, including the operating system or platform + +

      + +
      • + +
    + +
    • + +
  • + +

    For each host user agent that is supported by this version of the assistive technology:

    + +
      + +
    • + +

      Ways of using the technology supported by the assistive technology for this user + agent +

      + +
      • + +
    • + +

      Known limitations in the support of uses of the technology to meet success criteria + when using the assistive technology with this user agent +

      + +
      • + +
    + +
    • + +
+ +

Target environments are defined by the user agents and assistive technologies available + to its users. Documentation of accessibility support involves detailed understanding + of the ways to use functionality of a technology to meet success criteria, and also + of user agents and assistive technology. Because of this, vendors and developers of + Web technologies and user agents are encouraged to provide this information about + the accessibility support of their products. Similarly, developers and vendors of + assistive technology are encouraged to provide this information about the ways to + use Web technologies that are supported by their products. Authors should need to + document the accessibility supported ways to use a technology only when there is not + reliable documentation available from vendors or testing groups for those uses. +

+ +

For a controlled environment, such as a corporate workplace, the user agents and assistive + technologies available may be a specific set of versions of user agents on a specific + set of platforms. To determine whether uses of a Web technology are accessibility + supported in a target environment, an author checks that the user agents and assistive + technologies available are in the set of supported user agents and assistive technologies + listed for those uses in the Accessibility Support documentation. +

+ +

For a target environment like the Internet, authors may need to consider a much larger + set of user agents, including older versions, and on a wider variety of platforms. + +

+ +

Environments that use different natural languages are different target environments. + For example, the accessibility-supported ways of using technologies for an English + language environment may differ from those for an Arabic language environment, since + there may be different user agents and assistive technologies that support these languages. +

+ +

The documentation includes version-specific information about all the assistive technologies + and all the user agents and the ways that they interact with one another. If support + in these user agents is similar, it will be straightforward for an author to decide + if a documented way of using a technology is accessibility supported. If the uses + supported are different in different versions, authors can only rely on the uses that + are supported in the versions available to their users in determining accessibility + support. +

+ +

If a way of using a technology is not relied upon for conformance, the absence of + accessibility support for that use does not prevent conformance of the Web page. So + if the unsupported use does not occur in the content, or if there is a conforming + version of that content available, the Web page still conforms. For instance, lack + of accessibility support for interactive controls in a Web technology would not prevent + uses of the Web technology for non-interactive content that are accessibility supported. + +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/dragging-movements.html b/wcag22/understanding/dragging-movements.html new file mode 100644 index 0000000..a68aebe --- /dev/null +++ b/wcag22/understanding/dragging-movements.html @@ -0,0 +1,626 @@ + + + + + + Understanding Success Criterion 2.5.7: Dragging Movements | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.5.7:Dragging Movements (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Don’t rely on dragging for user actions.
+ +
What to do
+
For any action that involves dragging, provide a simple pointer alternative.
+ +
Why it's important
+
Some people cannot use a mouse to drag items.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure functionality that uses a dragging + movement has another single pointer mode of operation without the need for the dexterity required to drag elements. +

+

Some people cannot perform dragging movements in a precise manner. Others use a specialized + or adapted input device, such as a trackball, head pointer, eye-gaze system, or speech-controlled + mouse emulator, which may make dragging cumbersome and error-prone. +

+

When an interface implements functionality that uses dragging movements, users perform + four discrete actions: +

+
    + +
  1. tap or click to establish a starting point, then
    2. + +
  2. press and hold that contact while...
    3. + +
  3. performing a repositioning of the pointer, before...
    4. + +
  4. releasing the pointer at the end point.
    5. + +
+

Not all users can accurately press and hold that contact while also repositioning + the pointer. An alternative method must be provided so that users with mobility impairments + who use a pointer (mouse, pen, or touch contact) can use the functionality. +

+

This requirement is separate from keyboard accessibility because people using a touch + screen device may not use a physical keyboard. Keyboard specific interactions such + as tabbing or arrow keys may not be possible when encountering a drag and drop control. + Note, however, that providing a text input can be an acceptable single-pointer alternative + to dragging. For example, an input beside a slider could allow any user to enter a + precise value for the slider. In such a situation, the on-screen keyboard that appears + for touch users offers a single-pointer means of entering an alphanumeric value. +

+

This criterion does not apply to scrolling enabled by the user-agent. Scrolling a + page is not in scope, nor is using a technique such as CSS overflow to make a section of content scrollable. +

+
+ + +

Relationship to other requirements

+ + +

Success Criteria 2.1.1 Keyboard and 2.1.3 Keyboard (No Exception) require dragging + features to be keyboard accessible. However, achieving keyboard equivalence for a + dragging operation does not automatically meet this Success Criterion. It is possible + to create an interface that works with dragging and keyboard controls that does not + work using only clicks or taps. While many designs can be created for a dragging alternative + which address both keyboard accessibility and operability by single pointer operation, + the two requirements should be assessed independently. +

+ + +

This Success Criterion applies to dragging movements as opposed to pointer gestures, + which are covered in Success Criterion 2.5.1 Pointer Gestures. Pointer gestures include directional path-based as well as multi-point gestures. + In contrast, for dragging movements, only the start and end point of the movement + matters, not the actual path. +

+ + +

Additional examples are selection rectangles that set the first x/y rectangle coordinate + at the pointer position via a pointer down-event, and the second x/y coordinate, after + a dragging movement, at the next up-event. A similar example is a connecting line + drawn between two different items on the screen, as in an allocation test where users + are required to draw a line between questions and corresponding answers. In these + cases, the dragging movement requires an alternative way to accomplish the same action + that does not rely on the dragging movement. For example, two separate single tap + or click actions may define the rectangle coordinates or the start and end points + of a connecting line. +

+ + +
+
+ +

Alternatives for dragging movements on the same page

+ + +

Where functionality can be executed via dragging movements and an equivalent option + exists that allows for single-pointer access without dragging, this Success Criterion + is passed. It does not have to be the same component, so long as the functionality + is equivalent. An example is a color wheel where a color can be changed by dragging + an indicator. In addition, text fields for the numerical input of color values allow + the definition of a color without requiring dragging movements. (Note that a text + input is considered device agnostic; although the purpose is to enter characters, + text entry can take place through voice, pointer or keyboard.) +

+ + +
+
+ +

Distinguishing dragging movements from path-based pointer gestures

+ + +

Dragging movements covered in this Success Criterion are pointer interactions where + only the start- and endpoints matter. Once the pointer engages with a target, the + direction of the dragging movement does not factor into the interaction until the + pointer disengages the target. Since the dragging movement does not have an intermediate + point, the dragging movement can go in any direction. Path-based gestures are covered + in Success Criterion 2.5.1 Pointer Gestures. For more details, refer to Understanding Success Criterion 2.5.1 Pointer Gestures

+ + +
+
+
+

Benefits

+
    + +
  • Users who struggle with performing dragging movements can still operate an interface + with a pointer interface. +
    • + +
+
+
+

Examples

+
    + +
  • A map allows users to drag the view of the map around, and the map has up/down/left/right + buttons to move the view as well. +
    • + +
  • A sortable list of elements may, after tapping or clicking on a list element, provide + adjacent controls for moving the element up or down in the list by simply tapping + or clicking on those controls. +
    • + +
  • A taskboard that allows users to drag and drop items between columns also provides + an additional pop-up menu after tapping or clicking on items for moving the selected + element to another column by tapping or clicking on pop-up menu entries. +
    • + +
  • A radial control widget (color wheel) where the value can be set by dragging the marker + for the currently selected color to another position, also allows picking another + color value by tapping or clicking on another place in the color wheel. +
    • + +
  • A linear slider control widget, where the value can be set by dragging the visual + indicator (thumb) showing the current value, allows tapping or clicking on any point + of the slider track to change the value and set the thumb to that position. +
    • + +
  • A widget where you can drag a gift to one person in a photo of a group of people also + has a menu alternative where users can select the person that should receive the gift + from the menu. +
    • + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. + G219: Ensuring that an alternative is available for dragging movements that operate on content + +
    2. + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
down-event
+
+ + +

platform event that occurs when the trigger stimulus of a pointer is depressed

+ +

The down-event may have different names on different platforms, such as "touchstart" + or "mousedown". +

+ + +
+
dragging movement
+
+ + + + +

an operation where the pointer engages with an element on the down-event and the element (or a representation of its position) follows the pointer until an + up-event + +

+ + +
+

Note

+

Examples of draggable elements include list items, text elements, and images.

+
+ + +
+
essential
+
+ + + +

if removed, would fundamentally change the information or functionality of the content, + and information and functionality cannot be achieved in another way that would conform + +

+ + + +
+
functionality
+
+ + + +

+ processes and outcomes achievable through user action + +

+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
single pointer
+
+ + + +

pointer input that operates with one point of contact with the screen, including single + taps and clicks, double-taps and clicks, long presses, and path-based gestures +

+ + + +
+
up-event
+
+ + +

platform event that occurs when the trigger stimulus of a pointer is released

+ +

The up-event may have different names on different platforms, such as "touchend" or + "mouseup". +

+ + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/enough-time.html b/wcag22/understanding/enough-time.html new file mode 100644 index 0000000..522a570 --- /dev/null +++ b/wcag22/understanding/enough-time.html @@ -0,0 +1,196 @@ + + + + + + Understanding Guideline 2.2: Enough Time | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + Guideline 2.2:Enough Time +

+ +
+
+

Intent

+

Many users who have disabilities need more time to complete tasks than the majority + of users: they may take longer to physically respond, they may take longer to read + things, they may have low vision and take longer to find things or to read them, or + they may be accessing content through an assistive technology that requires more time. + This guideline focuses on ensuring that users are able to complete the tasks required + by the content with their own individual response times. The primary approaches deal + with eliminating time constraints or providing users enough additional time to allow + them to complete their tasks. Exceptions are provided for those cases where this is + not possible. + +

+
+
+

Success Criteria for this Guideline

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/error-identification.html b/wcag22/understanding/error-identification.html new file mode 100644 index 0000000..b6a592a --- /dev/null +++ b/wcag22/understanding/error-identification.html @@ -0,0 +1,768 @@ + + + + + + Understanding Success Criterion 3.3.1: Error Identification | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.1:Error Identification (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users know an error exists and what is wrong.
+ +
What to do
+
Provide descriptive notification of errors.
+ +
Why it's important
+
Flagging errors helps people with reduced sight and cognitive disabilities resolve + them. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that users are aware that an error + has occurred and can determine what is wrong. The error message should be as specific + as possible. + In the case of an unsuccessful form submission, re-displaying the form and indicating + the fields in error is insufficient for some users to perceive that an error has occurred. + Screen reader users, for example, will not know there was an error until they encounter + one of the indicators. They may abandon the form altogether before encountering the + error indicator, thinking that the page simply is not functional. Per the definition + in WCAG 2.0, an "input error" is information provided by the user + that is not accepted. This includes: + +

+
    + + +
  • information that is required by the web page but omitted by the user, or
    • + + +
  • information that is provided by the user but that falls outside the required data + format or allowed values. + +
    • + + +
+

For example:

+
    + + +
  • the user fails to enter the proper abbreviation in to state, province, region, etc. + field; + +
    • + + +
  • the user enters a state abbreviation that is not a valid state;
    • + + +
  • the user enters a non existent zip or postal code;
    • + + +
  • the user enters a birth date 2 years in the future;
    • + + +
  • the user enters alphabetic characters or parentheses into their phone number field + that only accepts numbers; + +
    • + + +
  • the user enters a bid that is below the previous bid or the minimum bid increment.
    • + + +
+
+

Note

+
+ + +

If a user enters a value that is too high or too low, and the coding on the page automatically + changes that value to fall within the allowed range, the user's error would still + need to be described to them as required by the success criterion. Such an error description + telling the person of the changed value would meet both this success criterion (Error + Identification) and + Success Criterion 3.3.3 (Error Suggestion). + +

+ + +
+
+

The identification and description of an error can be combined with programmatic information + that user agents or assistive technologies can use to identify an error and provide + error information to the user. For example, certain technologies can specify that + the user's input must not fall outside a specific range, or that a form field is required. + Currently, few technologies support this kind of programmatic information, but the + Success Criterion does not require, nor prevent it. + + +

+

It is perfectly acceptable to indicate the error in other ways such as image, color + etc, in addition to the text description. + + +

+

See also + 3.3.3: Error Suggestion. + +

+
+
+

Benefits

+
    + + +
  • Providing information about input errors in text allows users who are blind or colorblind + to perceive the fact that an error occurred. + +
    • + + +
  • + This Success Criterion may help people with cognitive, language, and learning disabilities + who have difficulty understanding the meaning represented by icons and other visual + cues. + + + +
    • + + +
+
+
+

Examples

+
+ +
Identifying errors in a form submission
+ +
+ +

An airline Web site offers a special promotion on discounted flights. The user is + asked to complete a simple form that asks for personal information such as name, address, + phone number, seating preference and e-mail address. If any of the fields of the form + are either not completed or completed incorrectly, an alert is displayed notifying + the user which field or fields were missing or incorrect. +

+ + +
+

Note

+
+ +

This Success Criterion does not mean that color or text styles cannot be used to indicate + errors. It simply requires that errors also be identified using text. In this example, + two asterisks are used in addition to color. + +

+ +
+
+ +
+ +
Providing multiple cues
+ +
The user fails to fill in two fields on the form. In addition to describing the error + and providing a unique character to make it easy to search for the fields, the fields + are highlighted in yellow to make it easier to visually search for them as well. +
+ +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If a form contains fields for which information from the user is mandatory.

+ + + + + +
+
+ + +

Situation B: If information provided by the user is required to be in a specific data + format or of certain values. + +

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
input error
+
+ + + +

information provided by the user that is not accepted

+ + +
+

Note

+
+ +

This includes:

+ + +
    + + +
  1. Information that is required by the Web page but omitted by the user + +
    2. + + +
  2. Information that is provided by the user but that falls outside the required data + format or values + +
    3. + + +
+ +
+
+ + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/error-prevention-all.html b/wcag22/understanding/error-prevention-all.html new file mode 100644 index 0000000..a930c06 --- /dev/null +++ b/wcag22/understanding/error-prevention-all.html @@ -0,0 +1,468 @@ + + + + + + Understanding Success Criterion 3.3.6: Error Prevention (All) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.6:Error Prevention (All) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can avoid submitting incorrect information.
+ +
What to do
+
Provide ways for users to confirm, correct, or reverse any submissions.
+ +
Why it's important
+
People with disabilities may be more likely to make mistakes, or not notice them.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to help users with disabilities avoid consequences + that may result from making a mistake when submitting form data. This criterion builds + on + Success Criterion 3.3.4 in that it applies to all forms that require users to submit information. + +

+

Users with disabilities may be more likely to make mistakes and may have more difficulty + detecting or recovering from mistakes. People with reading disabilities may transpose + numbers and letters, and those with motor disabilities may hit keys by mistake. Providing + the ability to reverse actions allows users to correct a mistake. Providing the ability + to review and correct information gives the user an opportunity to detect a mistake + before taking an action. + +

+
+
+

Benefits

+
    + + +
  • + Providing safeguards to avoid consequences resulting from mistakes helps users with + all disabilities who may be more likely to make mistakes. + + +
    • + + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/error-prevention-legal-financial-data.html b/wcag22/understanding/error-prevention-legal-financial-data.html new file mode 100644 index 0000000..c375415 --- /dev/null +++ b/wcag22/understanding/error-prevention-legal-financial-data.html @@ -0,0 +1,680 @@ + + + + + + Understanding Success Criterion 3.3.4: Error Prevention (Legal, Financial, Data) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.4:Error Prevention (Legal, Financial, Data) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can avoid submitting incorrect important information.
+ +
What to do
+
Provide ways for users to confirm, correct, or reverse important submissions.
+ +
Why it's important
+
People with disabilities may be more likely to make mistakes, or not notice them.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to help users with disabilities avoid serious + consequences as the result of a mistake when performing an action that cannot be reversed. + For example, purchasing non-refundable airline tickets or submitting an order to purchase + stock in a brokerage account are financial transactions with serious consequences. + If a user has made a mistake on the date of air travel, he or she could end up with + a ticket for the wrong day that cannot be exchanged. If the user made a mistake on + the number of stock shares to be purchased, he or she could end up purchasing more + stock than intended. Both of these types of mistakes involve transactions that take + place immediately and cannot be altered afterwards, and can be very costly. Likewise, + it may be an unrecoverable error if users unintentionally modify or delete data stored + in a database that they later need to access, such as their entire travel profile + in a travel services web site. When referring to modification or deletion of 'user + controllable' data, the intent is to prevent mass loss of data such as deleting a + file or record. It is not the intent to require a confirmation for each save command + or the simple creation or editing of documents, records or other data. + +

+

Users with disabilities may be more likely to make mistakes. People with reading disabilities + may transpose numbers and letters, and those with motor disabilities may hit keys + by mistake. Providing the ability to reverse actions allows users to correct a mistake + that could result in serious consequences. Providing the ability to review and correct + information gives the user an opportunity to detect a mistake before taking an action + that has serious consequences. + +

+

User-controllable data is user-viewable data that the user can change and/or delete + through an intentional action. Examples of the user controlling such data would be + updating the phone number and address for the user's account, or deleting a record + of past invoices from a website. It does not refer such things as internet logs and + search engine monitoring data that the user can't view or interact with directly. + + +

+
+
+

Benefits

+
    + + +
  • Providing safeguards to avoid serious consequences resulting from mistakes helps users + with all disabilities who may be more likely to make mistakes. + +
    • + + +
+
+
+

Examples

+
+ +
Order confirmation
+ +
A Web retailer offers on-line shopping for customers. When an order is submitted, + the order information—including items ordered, quantity of each ordered item, shipping + address, and payment method—are displayed so that the user can inspect the order for + correctness. The user can either confirm the order or make changes. +
+ +
Stock sale
+ +
A financial services Web site lets users buy and sell stock online. When a user submits + an order to buy or sell stock, the system checks to see whether or not the market + is open. If it is after hours, the user is alerted that the transaction will be an + after-hours transaction, is told about the risks of trading outside of regular market + hours, and given the opportunity to cancel or confirm the order. +
+ +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+ + + +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+ +
+ + + +

transactions where the person incurs a legally binding obligation or benefit

+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user-controllable
+
+ + + +

data that is intended to be accessed by users

+ + +
+

Note

+

This does not refer to such things as Internet logs and search engine monitoring data.

+
+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/error-suggestion.html b/wcag22/understanding/error-suggestion.html new file mode 100644 index 0000000..2df4626 --- /dev/null +++ b/wcag22/understanding/error-suggestion.html @@ -0,0 +1,697 @@ + + + + + + Understanding Success Criterion 3.3.3: Error Suggestion | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.3:Error Suggestion (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users get suggestions on how to resolve errors.
+ +
What to do
+
Where errors are detected, suggest known ways to correct them.
+ +
Why it's important
+
People can address errors faster and with reduced effort.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that users receive appropriate suggestions + for correction of an input error if it is possible. The definition of "input error" + says that it is "information provided by the user that is not accepted" by + the system. Some examples of information that is not accepted include information + that is required but omitted by the user and information that is provided by the user + but that falls outside the required data format or allowed values. + +

+

Success Criterion 3.3.1 provides for notification of errors. However, persons with + cognitive limitations may find it difficult to understand how to correct the errors. + People with visual disabilities may not be able to figure out exactly how to correct + the error. In the case of an unsuccessful form submission, users may abandon the form + because they may be unsure of how to correct the error even though they are aware + that it has occurred. + +

+

The content author may provide the description of the error, or the user agent may + provide the description of the error based on technology-specific, programmatically + determined information. + + +

+
+
+

Benefits

+
    + +
  • Providing information about how to correct input errors allows users who have learning + disabilities to fill in a form successfully. +
    • + +
  • Users who are blind or have impaired vision understand more easily the nature of the + input error and how to correct it. +
    • + +
  • People with motion impairment can reduce the number of times they need to change an + input value. +
    • + +
+
+
+

Examples

+
+ +
Additional Help for Correcting An Input Error
+ +
The result of a form that was not successfully submitted describes an + input error in place in the page along with the correct input and offers additional + help for the form field that caused the input error. +
+ +
Suggestions from a Limited Set of Values
+ +
+ +

An input field requires that a month name be entered. If the user enters "12," suggestions + for correction may include: +

+ + +
    + +
  • A list of the acceptable values, e.g., "Choose one of: January, February, March, April, + May, June, July, August, September, October, November, December." + +
    • + +
  • The conversion of the input data interpreted as a different month format, e.g., "Do + you mean 'December'?" + +
    • + +
+ +
+ +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Note

+
+ + +

+ In some cases, more than one of these situations may apply. For example, when a mandatory + field also requires the data to be in a specific format. + + + +

+ + +
+
+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If information for a field is required to be in a specific data format:

+ + + + + +
+
+ + +

Situation B: Information provided by the user is required to be one of a limited set + of values: + +

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+ + +

Client-Side Scripting Techniques (Advisory)

+ + + + + +
+
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
input error
+
+ + + +

information provided by the user that is not accepted

+ + +
+

Note

+
+ +

This includes:

+ + +
    + + +
  1. Information that is required by the Web page but omitted by the user + +
    2. + + +
  2. Information that is provided by the user but that falls outside the required data + format or values + +
    3. + + +
+ +
+
+ + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/extended-audio-description-prerecorded.html b/wcag22/understanding/extended-audio-description-prerecorded.html new file mode 100644 index 0000000..f16556a --- /dev/null +++ b/wcag22/understanding/extended-audio-description-prerecorded.html @@ -0,0 +1,553 @@ + + + + + + Understanding Success Criterion 1.2.7: Extended Audio Description (Prerecorded) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.2.7:Extended Audio Description (Prerecorded) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Videos can be played with more detailed audio descriptions.
+ +
What to do
+
Provide extended spoken descriptions of the visual content in videos.
+ +
Why it's important
+
People who are blind or who cannot understand the visual content can have it described + to them while playing videos. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to provide people who are blind or visually + impaired access to a synchronized media presentation beyond that which can be provided + by standard audio description. This is done by periodically freezing the synchronized + media presentation and playing additional audio description. The synchronized media + presentation is then resumed. + +

+

Because it disrupts viewing for those who do not need the additional description, + techniques that allow you to turn the feature on and off are often provided. Alternately, + versions with and without the additional description can be provided. + +

+
+
+

Benefits

+
    + + +
  • People who are blind, people with low vision who cannot see the screen, as well as + those with cognitive limitations who have difficulty interpreting visually what is + happening, often use audio description of the visual information. However, if there + is too much dialogue the audio description is insufficient. Extended audio description + can provide the additional information needed to understand the video. + +
    • + + +
+
+
+

Examples

+
    + + +
  • + Example 1. Video of a lecture. A physics professor is giving a lecture. He makes freehand sketches on the whiteboard, + speaking rapidly as he draws. As soon as he has finished discussing one problem, he + erases the drawing and makes another sketch while continuing to speak and gesture + with his other hand. The video is paused between problems, and extended audio description + of the professor's drawings and gestures is provided; the video is then resumed. + +
    • + + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
audio
+
+ + + +

the technology of sound reproduction

+ + +
+

Note

+

Audio can be created synthetically (including speech synthesis), recorded from real + world sounds, or both. + +

+
+ + + +
+
audio description
+
+ + + +

narration added to the soundtrack to describe important visual details that cannot + be understood from the main soundtrack alone + +

+ + +
+

Note

+

Audio description of video provides information about actions, characters, scene changes, on-screen text, and + other visual content. + +

+
+ + +
+

Note

+

In standard audio description, narration is added during existing pauses in dialogue. + (See also extended audio description.) + +

+
+ + +
+

Note

+

Where all of the video information is already provided in existing audio, no additional audio description is necessary. + +

+
+ + +
+

Note

+

Also called "video description" and "descriptive narration."

+
+ + + +
+
extended audio description
+
+ + + +

audio description that is added to an audiovisual presentation by pausing the video so that there is time to add additional description + +

+ + +
+

Note

+

This technique is only used when the sense of the video would be lost without the additional audio description and the pauses between dialogue/narration are too short. + +

+
+ + + +
+
live
+
+ + + +

information captured from a real-world event and transmitted to the receiver with + no more than a broadcast delay + +

+ + +
+

Note

+

A broadcast delay is a short (usually automated) delay, for example used in order + to give the broadcaster time to cue or censor the audio (or video) feed, but not sufficient + to allow significant editing. + +

+
+ + +
+

Note

+

If information is completely computer generated, it is not live.

+
+ + + +
+
media alternative for text
+
+ + + +

media that presents no more information than is already presented in text (directly + or via text alternatives) + +

+ + +
+

Note

+

A media alternative for text is provided for those who benefit from alternate representations + of text. Media alternatives for text may be audio-only, video-only (including sign-language + video), or audio-video. + +

+
+ + + +
+
prerecorded
+
+ + + +

information that is not live + +

+ + + +
+
synchronized media
+
+ + + +

+ audio or video synchronized with another format for presenting information and/or with time-based + interactive components, unless the media is a media alternative for text that is clearly labeled as such + +

+ + + +
+
video
+
+ + + +

the technology of moving or sequenced pictures or images

+ + +
+

Note

+

Video can be made up of animated or photographic images, or both.

+
+ + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/focus-appearance.html b/wcag22/understanding/focus-appearance.html new file mode 100644 index 0000000..075c191 --- /dev/null +++ b/wcag22/understanding/focus-appearance.html @@ -0,0 +1,1718 @@ + + + + + + Understanding Success Criterion 2.4.13: Focus Appearance | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.13:Focus Appearance (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Make it easier to spot the keyboard focus.
+ +
What to do
+
Use a focus indicator of sufficient size and contrast.
+ +
Why it's important
+
Many people can't see small changes in visual appearance, including older people.
+ +
+
+
+

Intent

+

The purpose of this Success Criterion is to ensure a keyboard focus indicator is clearly + visible and discernible. Focus Appearance is closely related to 2.4.7 Focus Visible and 1.4.11 Non-text Contrast. Focus Visible requires that a visible focus indicator exists while a component has + keyboard focus; Focus Appearance defines a minimum level of visibility. Where Non-text + Contrast requires a component to have adequate contrast against the background in + each of its states, Focus Appearance requires sufficient contrast for the focus indicator + itself. +

+

For sighted people with mobility impairments who use a keyboard or a device that utilizes + the keyboard interface (such as a switch or voice input), knowing the current point of focus is very important. + Visible focus must also meet the needs of users with low vision, who may also rely + on the keyboard. +

+

A keyboard focus indicator can take different forms. This Success Criterion encourages + the use of a solid outline around the focused user interface component, but allows + other types of indicators that are at least as large. +

+

This Understanding document will elaborate on the minimum area requirement, color + contrast requirements, and finally list some user agent exceptions. +

+
+ +

Minimum area

+ + +

The first part of the Success Criterion specifies a minimum area for the focus indicator:

+ + +
+ +
    + +
  • is at least as large as the area of a 2 CSS pixel thick perimeter of the unfocused component or sub-component +
    • + +
+ +
+ + +

This only specifies a minimum area for the focus indicator. It does not require that + the focus indicator literally be a 2 CSS pixel thick outline, only that the indicator + be at least that large. +

+ + +

However, the simplest way to meet the size requirement is to use a focus indicator + which is a solid 2 CSS pixel thick perimeter. +

+ + +
+

Note

+

A CSS pixel is what developers use in CSS declarations like “width: 200px”. It is device-independent + and not to be confused with device pixels which vary depending on the physical pixel + density.
+ The rest of this document notates CSS pixels as “px”. + +

+
+ + +
+ +

Using a solid outline

+ + +

The easiest and most common way to meet this requirement is to use a solid outline + around the component. The outline must be at least 2px thick. The following illustration + shows a minimally thick focus indicator, where a 2px thick band of white pixels making up the page + background around an example button have been altered to black. +

+ + +
+ 2 blue buttons with a dark 2 pixel thick offset focus rectangle around the second + +
Figure 1 Passes: The focus indicator is a solid 2px thick outline.
+ +
+ + +

For non-rectangular components, the "perimeter" definition allows authors to use either + of the following types of outline: +

+ + +
    + +
  • a line which solidly encloses a shape, or
    • + +
  • a line which solidly encloses the minimum bounding box of a shape +
    • + +
+ + +

For example, a star-shaped button may use either a focus indicator that follows the + shape of the star or a focus indicator that follows the bounding box of the star. + In the following examples, the same three stars have already been selected, and focus + is on the third star. The first example uses a focus indicator which matches the star + shape of the focused star. The second uses a rectangular indicator. +

+ + +
+ Three of 5 stars are selected with a solid-line focus indicator in the shape of a star outlining the third + +
Figure 2 Passes: a solid outline indicator surrounds the third of five stars.
+ +
+ + +
+ 3 of 5 stars are selected with a solid-line rectangular focus indicator around the third + +
Figure 3 Passes: a solidly bound focus rectangle encloses the third of five stars.
+ +
+ + +

Offsetting indicators slightly from the focused component, as in the examples above, + is not required to meet the minimum area requirement of the success criterion, but + it can help make indicators more visible. In CSS, the outline and outline-offset properties are commonly used to achieve this. +

+ + +

The smallest possible 2 CSS pixel thick indicator that is still a "perimeter" is a + solid line that appears inside the component against the component's outer edge, for + example by using a CSS border property. Indicators that are inset further within the component (not directly against + the component's outer edge) need to be thicker than 2 CSS pixels to meet the minimum + size requirement. +

+ + +
+ a button along with 4 examples of different 2px solid focus indicators for it: offset outside the component, an outline around the boundary of the component, a border inside the boundary of the component, and inset inside the component + +
Figure 4 All four of these example focus indicators are 2px solid lines. The "outset", "outline", + and "border" indicators pass. The "inset" indicator does not meet the minimum area + requirement and fails; it would need to be at least 3px thick to pass. +
+ +
+ + +

Note that different Non-text Contrast requirements may apply depending on whether + the focus indicator is offset from, inset into, or against the edge of the component. + See the Relationship with Non-text Contrast section below. +

+ +
+ +
+ +

Other indicator shapes

+ + +

This Success Criterion does not require that focus indicators be solid outlines. Other + shapes may be used so long as they meet the minimum area requirement. +

+ + +

The minimum area of the focus indicator for a control is the area of a 2 CSS pixel + thick perimeter of the control (or its minimum bounding box) in the control's unfocused + state. For example, if a control is a rectangle 90px wide and 30px tall, the area + of a 2 CSS pixel thick perimeter is difference between the areas of: +

+ + +
    + +
  • A 92px by 32px rectangle (1px larger on all sides), and
    • + +
  • A 88px by 28px rectangle (1px smaller on all sides)
    • + +
+ + +

This results in a minimum area of (92px * 32px) - (88px * 28px) = 480px2. +

+ + +

Some general formulas for 2 CSS pixel thick perimeters of common shapes are:

+ + +
+ +
Rectangle with width w and height h
+ +
4h + 4w
+ +
Circle with radius r
+ +
4𝜋r
+ +
Rounded rectangle with width w, height h, and border radius r
+ +
4h + 4w - (16 - 4𝜋)r
+ +
+ + +
+

Note

+

If you need to use complex mathematics to work out if a focus indicator is large enough, + it is probably a sign that you should use a larger indicator instead. The bigger the + visible change when an item receives focus, the easier it is for someone to see. +

+
+ + +

The following 2 examples use a 90px wide by 30px tall button, with a minimum area + requirement of 480px2: +

+ + +
+ Three 90 by 30 pixel buttons. The middle button has a focus indicator which is a 3px thick outline inset by 3px inside the button + +
Figure 5 Passes: the inner outline is inset slightly from the outer edge of the component, + but compensates for this by being 3px thick. It has an area of 612px2, which exceeds the 480px2 minimum. +
+ +
+ + +
+ Three 90 by 30 pixel buttons. The middle button has a focus indicator which is two rectangles inside the button, one on either side + +
Figure 6 Passes: the indicator rectangles on either side of the focused button are each 9px + wide by 28px tall. In total, they are 504px2, which just barely meets the 480px2 minimum. +
+ +
+ + +
+

Note

+

Prefer using focus indicator techniques that scale with both the width and height + of the focused control. Otherwise, if controls change size across different variations + of a page (for example, in a responsive design), the indicator might meet the area + requirement in some variations but not others. For example, in the above figure, if + the width of the two highlight rectangles did not scale as the button grew wider, + it would stop meeting the minimum area requirement if the button needed to grow any + wider to accomodate a longer button label. +

+
+ + +

Another way of achieving the area requirement is to alter the appearance of the entire + component, for instance by changing its color – provided that the new color has a + contrast ratio of at least 3:1 against the original color. This can be effective in + a set of closely placed buttons. The following example demonstrates this with 5 rating + stars; the center star is filled in with a darker color to indicate focus. However, + it is much more difficult to detect such a focus indicator when components are not + near each other and so cannot be easily compared. For users using magnification, even + components relatively close together may be difficult to compare, so it is not considered + a best practice. +

+ + +
+ 3 of 5 stars are selected with the whole third star altered in color to indicate focus + +
Figure 7 Passes: a color change applies to the whole third star to indicate focus.
+ +
+ +
+ + + +
+
+ +

Change of contrast

+ + +

The second part of the Success Criterion's indicator requirements states that an area + of the indicator: +

+ + +
+ +
    + +
  • has a contrast ratio of at least 3:1 between the same pixels in the focused and unfocused + states +
    • + +
+ +
+ + +

This requirement measures the change of contrast between the same pixels in different + states. This is different from the Text Contrast and Non-text Contrast Success Criteria, + which measure the contrast between different adjacent pixels in a single state at + a time. +

+ + +

3:1 is the minimum allowable change-of-contrast ratio, but the greater the change of contrast between + states, the easier it is for users to see the focus indicator. Authors are encouraged + to make the change-of-contrast ratio as great as possible. +

+ + +

The following illustration shows a minimally contrasting focus indicator, where some of the white pixels making up the page background + have been altered to a mid-grey that has a 3:1 contrast ratio with the original white. + Authors are encouraged to exceed the minimum focus appearance. For instance, the dark + blue lines in figures 2 and 3 are much more visible. +

+ + +
+ Two orange-yellow five-pointed stars, one with a mid-gray focus rectangle + +
Figure 10 Passes: Two buttons in the shape of a star, with the second surrounded by a focus + indicator whose pixels contrast 3:1 between focused (light grey) and unfocused (white) + states. +
+ +
+ + +

When a component changes to include a focus indicator, that change can be measured + as a change of color contrast. For example, if a yellow outline is added to a button + on a blue background, the change of color is from blue to yellow. This change can + be measured whether the focus indicator is on the background around the component, + or the background within the component. +

+ + +
+ Three dark blue buttons on a white background. The middle button has a yellow inner border. + +
Figure 11 Passes: adding a yellow outline to a link is a change of color from blue to yellow. + That change has a contrast ratio of 12:1. +
+ +
+ + +

If a control receiving focus changes its background (fill color) to a color that contrasts + less than 3:1 with the original background, that would not pass the change of contrast. +

+ + +
+ Three black buttons with a dark background. The middle button has a dark grey background. + +
Figure 12 Fails: the second link has a dark-grey (#555) which fails this Success Criterion because the change from black-background to dark-grey background + does not meet 3:1. +
+ +
+ + +

If the background change is sufficient, it is a method of passing the criterion.

+ + +
+ Three black buttons with a dark border and two have a dark background. The middle button has a white background. + +
Figure 13 Passes: the second link has a white background (#fff) which passes this Success Criterion because the change from black-background to white-background + meets 3:1. +
+ +
+ + +
+ +

Partially contrasting indicators

+ + +

It is not necessary for the entire focus indicator to have a 3:1 change of contrast. It is sufficient for just a part + of the indicator to meet the change of contrast requirement, so long as the contrasting + part of the indicator meets the minimum area requirement. +

+ + +
+ A button whose focus indicator is two nested outlines: an inner 2px thick light gray outline with low contrast against the background, and an outer 2px thick black outline with high contrast + +
Figure 14 Passes: The black part of the indicator meets 3:1 contrast with the white background, + but the gray part does not. The black part is 2px thick, so it meets the minimum area + requirement on its own and the gray part can be ignored. +
+ +
+ + +
+ A button whose focus indicator is two nested outlines: an inner 1px thick light gray outline with low contrast against the background, and an outer 1px thick black outline with high contrast + +
Figure 15 Fails: The indicator as a whole is 2px thick, but the part of it that has sufficient + change-of-contrast is only 1px thick. The part of the indicator with sufficient change-of-contrast + does not meet the minimum area requirement. +
+ +
+ + +

When calculating whether a focus indicator meets the minimum area requirement, only + the part of the indicator which meets the change-of-contrast requirement should be + included in the calculation. +

+ +
+ + +
+ +

Gradients

+ + +

If a focus indicator has a gradient, the principle is to measure the contrast of the + changed area, and ignore any part of the gradient which has less than a 3:1 change-of-contrast + ratio. +

+ + +
+ Three buttons, the middle with a heavy drop-shadow indicating focus. + +
Figure 16 When a gradient is used on a focus indicator, the measure of surface area should only + include the area that has changed enough to meet the 3:1 contrast ratio. +
+ +
+ + +

If you eliminate the area which has less than 3:1 change-of-contrast, you can calculate + the area of the remaining parts of the indicator to determine whether the indicator + meets the minimum area requirement. +

+ + +
+ The middle button with the drop-shadow included, but the subtle grey areas removed to only show the contrasting area. + +
Figure 17 Passes: the same focused button with the non-contrasting areas removed. The contrasting + area is 6px thick along most of the bottom edge and 3-4px thick on the left and right + edges, which is enough to meet the minimum area requirement. +
+ +
+ + +
+

Note

+

Some of the examples in this document are screen-captured images of elements. Due + to loss of resolution in these images, the actual pixel color may not match the original. + As such, they are intended to be used for illustrative purposes, and should not be + inspected on a pixel-by-pixel basis for sufficient contrast. +

+
+ + +

Some designs have pages with a non-solid background image covering the whole (or part) + of the page or make use of parallax scrolling effects which result in a near-infinite + number of color combinations if a page is scrolled and/or changes are made to the + viewport size. +

+ + +

If the contrast of background colors that change are close enough to need to be tested + for each combination then they would likely not meet the user need of people with + low vision in certain scroll combinations and would likely fail in certain combinations + as well. In these cases it would be an easy solution to use a two-color focus indicator or some other mechanism to indicate focus such as a solid box with a border to guarantee + there is sufficient contrast across variations of background images or background + gradients. +

+ + +

It is possible to use visual patterns such as strips switching places to disguise + a change of focus indicator. However, this is not considered a visible indicator. +

+ +
+ +
+
+ +

Relationship with Non-text Contrast

+ + +

Focus indicators are visual information required to identify a state of a user interface + component. That means that they are subject to 1.4.11 Non-text Contrast, in addition to 2.4.13 Focus Appearance. +

+ + +

In combination with 2.4.7 Focus Visible, 1.4.11 Non-text Contrast requires that the visual focus indicator for a component must have sufficient contrast + against the adjacent colors when the component is focused, except where the appearance + of the component is determined by the user agent and not modified by the author. +

+ + +

The difference between the contrast requirements in Focus Appearance and Non-text + Contrast is: +

+ + +
    + +
  • Focus Appearance requires that focus indicators have a change of contrast between focused and non-focused states. +
    • + +
  • Non-text Contrast requires that focus indicators have adjacent contrast between the indicator (in the focused state) and adjacent non-indicator colors. +
    • + +
+ + +
+ A light blue button with a 3px thick border. The border is black in the unfocused state and light gray in the focused state. + +
Figure 18 This example passes Focus Appearance but fails Non-text Contrast; there is insufficient + adjacent contrast between the focus indicator and the adjacent colors. +
+ +
+ + +
+ A light blue button with a 3px thick border. The border is black in the unfocused state and dark gray in the focused state. + +
Figure 19 This example passes Non-text Contrast but fails Focus Appearance; there is insufficient + change of contrast between the focused and unfocused states. +
+ +
+ + +

Additionally, Non-text Contrast does not establish any size requirement and has slightly + different rules for when exceptions are allowed. +

+ + +

See the Relationship with Focus Visible section of Understanding 1.4.11 Non-text Contrast for more details and examples. +

+ +
+
+ +

Component keyboard focus

+ +

The preamble to this Success Criterion is "When a user interface component has keyboard + focus..." The keyboard focus is the point of interaction for someone using a keyboard. For environments with a + keyboard-operable interface, the keyboard focus can be moved around the interface + in order to interact with different components. Whichever component is being interacted + with has focus. +

+ + +

WCAG defines user interface component as "a part of the content that is perceived by users as a single control for a distinct + function." Because different users may perceive controls differently, there is a potential + for some variation when interpreting what constitutes both a single control and a distinct function. This is particularly the case when something visually presents in a way that may + differ from how it is programmatically created under the covers. Where there is not + a native HTML component upon which to base designs, there can be great variations + in how the components and their focus indicators are portrayed. Further, some components + have sub-components that can take focus, such as the menu items on a menu. +

+ + +

Nonetheless, consistent results from different testers were obtained for this Success + Criterion by using the focus indicator itself as the gauge of what constitutes the + component being interacted with. For complex components, the three typical focus indicators + are as follows: +

+ + +
    + +
  • Focus indicator around only the whole component
    • + +
  • Focus indicators around both the component and subcomponent
    • + +
  • Focus indicator around only the subcomponent
    • + +
+ + +

Each of these will be discussed, using a tablist as a familiar complex component.

+ + +

Focus indicator around only the whole component

+ +
+ Three tab buttons shown with a dark blue rectangle around all three tab buttons. + +
Figure 20 A tablist with a focus indicator around only the whole.
+ +
+ + +

When the focus indicator is shown only around the whole tablist, the user is guided + to considering the tablist as a single user component. The tab items within it are + visually distinguished between selected and unselected states (and visual indicators + of selection state must meet the criteria given in 1.4.11 Non-text Contrast). +

+ + +

Having a focus indicator only around the whole is possible where there is no need to have a selected sub-component + while another sub-component has focus. For a tablist which synchronizes its tab panel + content with whatever tab is active, only one tab item can be selected at a time, + and since whatever tab is selected is considered active, a separate focus indicator + is redundant. +

+ + +

Result: the group focus indicator must meet the requirements of this Success Criterion.

+ + +

A radio button group and a star-rating widget, which each use only a whole-component focus indicator, provide working examples + of different complex components that pass the primary requirements of this Success + Criterion. In the star ratings example, users can increment the rating by 1/2 stars. + Not only is a focus indicator for each 1/2 star unnecessary, but it would actually + be difficult to achieve without making the interaction confusing. +

+ + +

Focus indicators around both the component and subcomponent

+ + +
+ Three tab buttons shown with a dark blue rectangle around all three tab buttons, the first tab button also has a dark outline as well as a blue bar indicating it is selected. +
+ The same tab list showing except the first tab is selected, but the second has the focus outline. + +
Figure 21 The same tablist in two states. In the first, focus is around both the tablist and + the currently selected tab; in the second, focus is around both the tablist and an + unselected tab. +
+ +
+ + +

For a tablist which does not keep its tab panel content synchronized with whatever + tab is selected, there needs to be a focus indicator for the tab item subcomponent. + This is because the tab item with focus may be different than the selected item. +

+ +

The user can navigate to the tablist, which in this implementation has a focus rectangle + around the whole tablist as well as one around a tab item (conventionally the item + that is currently selected). The focus around the whole is helpful in cueing a keyboard + user that this is a complex component that has its own interaction. The user can then + move focus between the unselected and selected tab items -- each of which in turn + has its own focus indicator -- before activating one, which then makes it selected + as well as focused, and updates the tab panel to match. +

+ +

In this scenario, either the group focus indicator or the sub-component indicator + must meet the requirements of this Success Criterion. To avoid being overly prescriptive, + the Success Criterion allows authors to choose which makes the most sense. Generally, + if a sub-component focus is necessary, it should be assessed instead of the group + indicator. +

+ + +

Result: the focus indicator for the tab item meets the requirements of this Success + Criterion. The tablist focus indicator does not need to meet the requirements. +

+ + +

A slider to pick colors provides a working example of a different complex component that predominantly shows + focus for the subcomponent. In this case, the thumb slider sub-component has a focus + indicator of sufficient size and contrast to pass the sufficient area calculation. + There is also a subtle focus around the whole slider component, but it does not need + to be assessed to pass this Success Criterion. +

+ + +

Focus indicator around only the subcomponent

+ + +
+ Three tab buttons shown and the first button has a dark outline. + +
Figure 22 The same tabs as in the prior set, but the focus indicator around the whole is removed.
+ +
+ + +

The same unsynchronized tablist can also be implemented as something which only shows + focus on the tab items and not on the whole. The behaviour is the same as in the prior + example, but there is never a focus indicator placed around the tablist. This interaction + is acceptable, but it is not best practice since it demands more understanding from + the user with less information. For example, some visual cues for the tablist and + tab items (and tab panel) may not be clear. As well, keyboard users may not initially + understand the expected keyboard interaction. +

+ + +

Result: the focus indicator for the tab item must meet the requirements of this Success + Criterion, judging focus with both selected and unselected tab items. +

+ + +

A functional example of sub-component-only tab focus has an indicator that is large enough (at least four times the shortest side) with + sufficient contrast to pass the focus area language of this Success Criterion. +

+ + +

Where something with focus is not a user interface component

+ +

Some pages contain very large editing regions, such as web implementations of word + processors and code editors. Unlike a textarea element, which is a user interface component, these large editing regions do not + typically meet the definition of user interface components; they are not "perceived by users as a single control for a distinct function." Providing + focus indicators around such editing regions may still be beneficial to some; however, + where the region is not perceived as a single control, it is not covered by this Success + Criterion. The web page will still need to provide a insertion point (caret indicator) + in such editing regions in order to meet the requirements of 2.4.7 Focus Visible. +

+ + +

Some non-operable elements can take focus (such as a heading element that is the target + of a skip link). However, the preamble of this Success Criterion refers to user interface + components; it is only when the element with focus is operable by keyboard that this + Success Criterion applies. +

+ +
+
+ +

Exceptions

+ + +

There are two situations where the focus appearance does not need to be assessed:

+ + +
    + +
  • the focus indicator cannot be adjusted by the author
    • + +
  • the author has not modified the effects of the user agent default
    • + +
+ + +
+ +

First exception: the focus indicator cannot be adjusted by the author

+ + +
+

The focus indicator is determined by the user agent and cannot be adjusted by the + author +

+
+ + +

Some components or technologies may not allow the author to adjust the focus indicator. + This is the case with HTML select elements (both single and multi-select), where the visual treatments for selection + and focus cannot be adjusted by the author. In this case the Success Criterion does + not apply. +

+ + +
+ A country select element with Afghanistan selected and Albani with focus + +
Figure 23 Passes: The user agent's default select element presentation cannot be modified by the author, so it passes regardless of + the quality of the focus indicator +
+ +
+ +
+ + +
+ +

Second exception: the default indicator and background are not modified

+ + +
+

The focus indicator and the indicator's background color are not modified by the author

+
+ + +

If the focus indicator and the background behind the focus indicator are not modified + by the author, the Success Criterion does not apply. +

+ + +

The intent of this exception is to reduce burden on authors by allowing them to rely + on the default indicators provided by user agents (browsers). If all user agents provided + good focus indicators, authors would be able to concentrate efforts on other accessibility + considerations. Unfortunately, browser default focus indicators vary by component, + browser, and across devices and operating systems, and the default focus indicators + in some browsers can be difficult to see (such as a 1px dotted outline). For this + reason, most authors override browser defaults in order to overcome these deficiencies + and create a more uniform user experience, regardless of browser. +

+ + +

Some browser makers are improving their default focus indicators to make them more + visible. As more browsers adopt defaults that meet the primary bullets of this Success + Criterion, authors will be able to achieve improved focus indicators without customization. +

+ + +

Modifying the focus indicator background

+ + +

Browser default focus indicators can be made more difficult to see if the author modifies the pixels directly adjacent to the indicator + (commonly referred to as its background), such as by positioning a component on top + of an image or gradient background, or altering the page's default white background + color, for instance using a blue background in combination with a browser's blue default + indicator. For this reason, where the author alters the pixels directly adjacent to + the default focus indicator, the user agent exception does not apply, and the author + will need to verify they meet the size and contrast requirements of this Success Criterion. +

+ +
+

Note

+

Altering the body element's background-color attribute is one way of altering the pixels directly adjacent to the indicator in most implementations. + However, specifying a value of white (#FFFFFF) does not nullify this exception since, as established in the third note of the contrast ratio definition, the default ("unspecified") color is assumed to be white. +

+
+ + +

As well, if the browser provides an indicator within a component by default, then authors can potentially reduce the visibility by changing + the component color (which in such a scenario is the background color for the focus + indicator). For example, if the default indicator on a button uses a colored inner + border, authors can negatively affect the focus appearance by making the button or + its unfocused border color a similar-luminosity color. For this reason, this user + agent exception can only be met if the author both does not modify the default focus + indicator and does not modify its background. +

+ + +
+ A button with an author-customized blue border which looks very similar to the blue border used by a user agent default focus indicator + +
Figure 24 Fails: The middle button is focused using a browser's default focus indicator, but + it is very difficult to tell which button is focused because the custom blue border + on the unfocused button uses a similar color. +
+ +
+ +
+ +
+
+
+

Benefits

+
    + +
  • This Success Criterion helps anyone who relies on the keyboard to operate the page, + by letting them visually determine the component on which keyboard operations will + interact at any point in time. +
    • + +
  • People with attention limitations, short term memory limitations, or limitations in + executive processes benefit by being able to discover where the focus is located. +
    • + +
+
+
+

Examples

+
    + +
  • When links receive focus, an outline is displayed around the link that contrasts with + the background adjacent to the link. +
    • + +
  • When buttons receive focus, an outline is displayed within the button (around the + text) that contrasts with the button's background. +
    • + +
  • When text fields receive focus, an outline is displayed around the field, indicating + that the input has focus. +
    • + +
  • When radio buttons receive focus, an outline is displayed around the control, indicating + that the input has focus. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. + G195: Using an author-supplied, visible focus indicator + +
    2. + +
  2. + C40: Creating a two-color focus indicator to ensure sufficient contrast with all components + +
    3. + +
  3. + C41: Creating a strong focus indicator within the component + +
    4. + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+
    + +
  1. + Using a CSS border for inline text which can wrap (Potential future technique) + +
    2. + +
+
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
conformance
+
+ + + +

satisfying all the requirements of a given standard, guideline or specification

+ + + +
+
content
+
+ + + +

information and sensory experience to be communicated to the user by means of a user agent, including code or markup that defines the content's structure, presentation, and interactions + +

+ + + +
+
css pixel
+
+ + + +

visual angle of about 0.0213 degrees

+ + +

A CSS pixel is the canonical unit of measure for all lengths and measurements in CSS. + This unit is density-independent, and distinct from actual hardware pixels present + in a display. User agents and operating systems should ensure that a CSS pixel is + set as closely as possible to the CSS Values and Units Module Level 3 reference pixel [[css3-values]], which takes into account the physical dimensions of the display + and the assumed viewing distance (factors that cannot be determined by content authors). + +

+ + + +
+
focus indicator
+
+ + + + +

pixels that are changed to visually indicate when a user interface component is in a focused state + + +

+ + + +
+
mechanism
+
+ + + +

+ process or technique for achieving a result + +

+ + +
+

Note

+

The mechanism may be explicitly provided in the content, or may be relied upon to be provided by either the platform or by user agents, including assistive technologies. + +

+
+ + +
+

Note

+

The mechanism needs to meet all success criteria for the conformance level claimed.

+
+ + + +
+
minimum bounding box
+
+ + + +

the smallest enclosing rectangle aligned to the horizontal axis within which all the + points of a shape lie. For components which wrap onto multiple lines as part of a + sentence or block of text (such as hypertext links), the bounding box is based on + how the component would appear on a single line. +

+ + +
+
perimeter
+
+ + + +

continuous line forming the boundary of a shape not including shared pixels, or the + minimum bounding box, whichever is shortest. +

+ + + + +
+
presentation
+
+ + + +

rendering of the content in a form to be perceived by users + +

+ + + +
+
process
+
+ + + +

series of user actions where each action is required in order to complete an activity

+ + + + + + + + + +
+
relied upon
+
+ + + +

the content would not conform if that technology is turned off or is not supported + +

+ + + +
+
state
+
+ + + +

dynamic property expressing characteristics of a user interface component that may + change in response to user action or automated processes +

+ +

States do not affect the nature of the component, but represent data associated with + the component or user interaction possibilities. Examples include focus, hover, select, + press, check, visited/unvisited, and expand/collapse. +

+ + +
+
structure
+
+ + + +
    + + +
  1. The way the parts of a Web page are organized in relation to each other; and + +
    2. + + +
  2. The way a collection of Web pages is organized + +
    3. + + +
+ + + +
+
technology
+
+ + + +

+ mechanism for encoding instructions to be rendered, played or executed by user agents + +

+ + +
+

Note

+

As used in these guidelines "Web Technology" and the word "technology" (when used + alone) both refer to Web Content Technologies. + +

+
+ + +
+

Note

+

Web content technologies may include markup languages, data formats, or programming + languages that authors may use alone or in combination to create end-user experiences + that range from static Web pages to synchronized media presentations to dynamic Web + applications. + +

+
+ + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/focus-not-obscured-enhanced.html b/wcag22/understanding/focus-not-obscured-enhanced.html new file mode 100644 index 0000000..ce5dde5 --- /dev/null +++ b/wcag22/understanding/focus-not-obscured-enhanced.html @@ -0,0 +1,363 @@ + + + + + + Understanding Success Criterion 2.4.12: Focus Not Obscured (Enhanced) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.12:Focus Not Obscured (Enhanced) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Don't cover any part of the item with focus.
+ +
What to do
+
Ensure when an item gets keyboard focus, it is fully visible.
+ +
Why it's important
+
People who can't use a mouse need to see what has keyboard focus.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that the item receiving keyboard + focus is always visible in the user's viewport. For sighted people who rely on a keyboard + (or on a device that operates through the keyboard interface, such as a switch or + voice input), knowing the current point of focus is critical. The component with focus + signals the interaction point on the page. Where users cannot see the item with focus, + they may not know how to proceed, or may even think the system has become unresponsive. +

+

Typical types of content that can overlap focused items are sticky footers, sticky + headers, and non-modal dialogs. As a user tabs through the page, these layers of content + can hide the item receiving focus, along with its focus indicator. +

+

A notification implemented as sticky content, such as a cookie banner, will fail this + Success Criterion if it partially covers a component receiving focus. Ways of passing + include making the banner modal so the user has to dismiss the banner before navigating + through the page, or using scroll padding so the banner does not overlap other content. Notifications that do not require user + action could also meet this criterion by closing on loss of focus. +

+

Another form of obscuring can occur where light boxes or other semi-opaque effects + overlap the item with focus. This form of obscuring is not in scope for this Success Criterion. While less than 100 percent opacity is not causing + the component to be visually hidden, such semi-opaque overlaps may cause a failure of 2.4.11 Focus Appearance. When a focus indicator can be covered by a semi-opaque component, the the focus + indicator should be assessed against 2.4.11. The intention in both situations is that + the component receiving focus should never be obscured to the point a user cannot + tell which item has focus. +

+
+
+

Benefits

+
    + +
  • Sighted users who rely on a keyboard interface to operate the page will be able to + see the component which gets keyboard focus. Such users include those who rely on + devices which use the keyboard interface, including speech input, sip-and-puff software, + on-screen keyboards, scanning software, and a variety of assistive technologies and + alternate keyboards. +
    • + +
  • People with limited or low vision but who rely upon a pointing device (for viewport + orientation and repositioning) benefit from a clearly visible indication of the current + point of keyboard interaction, especially where magnification reduces the overall + useable portion of content. +
    • + +
  • People with attention limitations, short term memory limitations, or limitations in + executive processes benefit by being able to more easily discover where the focus + is located. +
    • + +
+
+
+

Examples

+
    + +
  • A page has a sticky footer (attached to the bottom of the viewport). When tabbing + down the page the focused item is not at all obscured by the footer because content + in the viewport scrolls up to always display the item with keyboard focus using scroll padding. +
    • + +
  • A page has a large (30% wide) cookie approval dialog. The dialog is modal, preventing + access to the other controls in the page until it has been dismissed. Focus is not + obscured because the cookie approval dialog (including the focus indicator) remains + on screen until selections are made and submitted. +
    • + +
  • A notification is implemented as a sticky header and the keyboard focus is moved to + the notification. The notification disappears when it loses focus, and does not obscure + any other controls (including the focus indicator visible prior to the notification). +
    • + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. C43: Using CSS scroll-padding to un-obscure content
    2. + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+
    + +
  • An interaction that causes content to appear over the component with keyboard focus, + visually covering part of the focus indicator. This behavior might be encountered + with advertising or promotional material meant to provide more information about a + product as the user navigates through a catalogue. +
    • + +
  • A page has a sticky footer (attached to the bottom of the viewport). When tabbing + down the page, a focused item is partially obscured by the footer because content + in the viewport scrolls without sufficient scroll padding. +
    • + +
+
+
+
+
+ +

Key Terms

+ +
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/focus-not-obscured-minimum.html b/wcag22/understanding/focus-not-obscured-minimum.html new file mode 100644 index 0000000..5dee54d --- /dev/null +++ b/wcag22/understanding/focus-not-obscured-minimum.html @@ -0,0 +1,647 @@ + + + + + + Understanding Success Criterion 2.4.11: Focus Not Obscured (Minimum) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.11:Focus Not Obscured (Minimum) (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Keep the focused item visible.
+ +
What to do
+
Ensure when an item gets keyboard focus, it is at least partially visible.
+ +
Why it's important
+
People who can't use a mouse need to see what has keyboard focus.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that the item receiving keyboard + focus is always partially visible in the user's viewport. For sighted people who rely + on a keyboard (or on a device that operates through the keyboard interface, such as + a switch or voice input), knowing the current point of focus is critical. The component + with focus signals the interaction point on the page. Where users cannot see the item + with focus, they may not know how to proceed, or may even think the system has become + unresponsive. +

+

In recognition of the complex responsive designs common today, this AA criterion allows + for the component receiving focus to be partially obscured by other author-created content. A partly obscured component can still be + very visible, although the more of it that is obscured, the less easy it is to see. + For that reason, authors should attempt to design interactions to reduce the degree + and frequency with which the item receiving focus is partly obscured. For best visibility, + none of the component receiving focus should be obscured. This preferred outcome is covered + by the AAA criterion Focus Not Obscured (Enhanced). +

+

Typical types of content that can overlap focused items are sticky footers, sticky + headers, and non-modal dialogs. As a user tabs through the page, these layers of content + can obscure the item receiving focus, along with its focus indicator. +

+

A notification implemented as sticky content, such as a cookie banner, will fail this + Success Criterion if it entirely obscures a component receiving focus. Ways of passing + include making the banner modal so the user has to dismiss the banner before navigating + through the page, or using scroll padding so the banner does not overlap other content. Notifications that do not require user + action could also meet this criterion by closing on loss of focus. +

+

Another form of obscuring can occur where light boxes or other semi-opaque effects + overlap the item with focus. While less than 100 percent opacity is not causing the + component to be entirely obscured, such semi-opaque overlaps may cause a failure of 1.4.11 Non-text Contrast. When a focus indicator can be covered by a semi-opaque component, the ability of + the focus indicator to pass 1.4.11 should be evaluated (and pass) while the focus + indicator is under the semi-opaque component. The intention in both situations is + that the component receiving focus should never be obscured to the point a user cannot + tell which item has focus. +

+
+ +

User-movable content

+ +

This SC contains a note regarding content that can be repositioned. If users can move + content regions, then they can potentially position the movable content such that + it obscures other content that may receive focus. In such a case, the author is only + responsible for ensuring that the movable content in its initial position does not obscure the item receiving focus. +

+ +

This note is intended to accommodate a common interaction in complex applications + such as authoring tools, where the main editing region (also called a canvas) can + be enhanced by displaying toolbars or other panels, which can be repositioned around + the canvas. It is possible to design such toolbars so they do not obscure focus. Authors are encouraged to do so, as well as pursue techniques which + ensure equitable keyboard use of such toolbars. However, in recognition of the complexities + involved in responsive design as well as in supporting the ability to transform the + text size and spacing of content, only the starting position of such movable panels + is assessed. +

+ + + +
+
+ +

User-opened content

+ +

This SC contains a note regarding content that is opened or disclosed by the user. + One example of such content is a menu button opened by a user that opens a list of + choices over pre-existing content on the screen. Such content can obscure other information + on the screen, but it does not obscure an item receiving keyboard focus, because the + new content doesn't stay open through a change of focus. However, authors may create + user-opened content that is intentionally designed to persist until closed by the + user, such as a chat window. Such persistent content has the potential to fail Focus + Not Obscured (Minimum). Various types are described in this section. All can be designed + so that they pass this Success Criterion. +

+ + +

This section only applies to content that the user actively discloses. Content pre-positioned + by the author (such as a sticky footer), or content that appears without direct user + initiation, such as system warnings, must not prevent the item receiving focus from + being immediately visible in the viewport. Also, this note is not intended to apply + to disclosures that are by convention non-persistent. As discussed in the following + sub-section, an open dropdown that does not close when no longer focused is not following + this convention. +

+ + +
+ +

Non-persistent opened information

+ +

A number of components on the web open (or disclose) additional content (on activation + or on focus) intended for immediate user interaction or information. This new content + is often on top of other content, obscuring it. Examples of such components are menu + items, select element items, combobox lists (and other dropdown items), date picker + calendars, and tooltips. The common trait of all these components is that they are + not expected to persist after being acted on or once they are no longer the primary + point of user interaction. Such non-persistent disclosures do not fail this SC since + they do not obscure the item with focus. However, if an author allows such components + to persist after the user has 1) activated one of the opened items or 2) moved the focus away + from the triggering item and the additional content, it is at risk of failing this + criterion by obscuring the item with focus. +

+ + + +
+ + +
+ +

User openable, persistent disclosures

+ +

Some disclosure patterns provide a mechanism for the user to open additional content + that remains open until intentionally closed by the user. Accordions are a simple + example of such a pattern. Chatbots and expandable side navigation are more complex + examples. All of these patterns can be implemented so they are not at risk of failing + this SC. Some possible approaches are: +

+ + +
    + +
  • When the additional content appears, it displaces existing content. An accordion is an example of this. When an accordion is opened, the disclosed content + shifts existing content further down the page. Since the new content does not obscure + existing content, it cannot obscure the item with focus. + + + +
    • + + +
  • When the additional content appears, existing content reflows. The popout sidebar on the WCAG standard is an example of this pattern. When the side menu is activated, it opens a new section + of information along the left side of the page. The main content area is reduced horizontally + to accommodate the new content, and the existing content reflows to fit in the thinner + space. As a result, there is no overlapping content between the two sections; the + item receiving focus, whether in the left navigation or in the main content, will + not be obscured by the other section. + + + +
    • + +
  • + When the additional content is opened, it takes focus and the tab ring is constrained + to the new content until it is dismissed. This modality is somewhat like a dialog, in that a user cannot navigate beyond the + opened content by keyboard without dismissing it first (typically by pressing Esc). + However, unlike in a modal dialog, in some implementations a pointer user may be able + to interact with content outside the opened section without dismissing it. Since this + pattern potentially creates an inequitable experience between keyboard and pointer + users, it should be used cautiously. That said, it does prevent the opened content + from obscuring the keyboard focus in the main content, and thus should pass this SC. + This is described and demonstrated in a short video in the Knowbility article in the + reference section, under the section heading Keep keyboard focus in the slide-out navigation until it's closed. + + + +
    • + +
  • + The disclosure expands into an area of the page containing no other content. Many pages are designed with wide margins, providing significant white space into + which new content can be opened. Many chatbots and toast notifications are designed + to 'slide up' into the right unpopulated side of a page. Where authors are careful + to ensure content is not obscured at each breakpoint in a responsive design, no obscuring + of other operable content need occur. + + + +
    • + +
  • + When focus leaves the additional content, the additional content is automatically + hidden or collapsed, or the content can be hidden or collapsed by use of a dedicated + keyboard command (for example, the Escape key.) This is very similar to patterns discussed previously under Non-persistent opened + information. A distinguishing factor can be that the user's last point of interaction + in the disclosure is preserved (it persists) even though it may be hidden until a + user returns. Some trees and left navigation patterns behave this way. + + + +
    • + +
+ + +

In recognition of more complex interfaces and user needs there is a note: Content opened by the user may obscure the component receiving focus. If the user can bring the item with focus into view using a method without having + to navigate back to the user-opened content to dismiss it, this criterion would be + passed. For example, keyboard actions that may allow the item with focus to be revealed + include: + +

+ + +
    + +
  • using the Escape key to dismiss the obscuring content; +
    • + +
  • using keys to scroll the content in the viewport to reveal the item with focus;
    • + +
  • issuing a key to move between overlays.
    • + +
+ + +

For example:

+ + +
    + +
  • A user opens a chat interface, which is a popover non-modal dialog. This results in + some content of the underlying page being fully obscured. The user navigates away + from the chat interface by use of the tab key, focusing onto a link that has been fully obscured by the dialog. The user presses + the Escape key to close the chat interface, which un-obscures the link. +
    • + +
  • A user expands a fixed-position page feedback component at the bottom of a Web page. + They then use their keyboard to navigate to a link that's fully obscured by the expanded + component and press the down arrow or space key on their keyboard to scroll the content on the page, un-obscuring the link. +
    • + +
  • A user opens a web-based multi-user authoring application. An overlay appears displaying + a list of people who have contributed to the document. The user tabs through the list + of contributors and activates one of them. The application displays a new overlay, + which obscures the first one, that displays that person's recent contributions. The + user presses the F6 key to toggle the stacking order of the two overlays. +
    • + +
+ + +
+ +
+
+ +

Modal dialogs

+ + +

A properly constructed modal dialog will always pass this SC. Even if it appears directly + on top of an item with focus, the dialog takes focus on appearance, and thus the item + receiving focus -- the dialog or one of its components -- is visible. A properly constructed + modal maintains that focus and prevents interaction outside the modal until it is + dismissed. +

+ +

A dialog-like overlay that does not take focus on appearance and does not either constrain + interaction to the overlay or dismiss itself on loss of focus (thus allowing focus + to exit into the content behind it) will be at risk of failing this SC, where it is + positioned such that it can obscure other focusable items. +

+ +
+
+
+

Benefits

+
    + +
  • Sighted users who rely on a keyboard interface to operate the page will be able to + see the component which gets keyboard focus. Such users include those who rely on + a keyboard or on devices which use the keyboard interface, including speech input, + sip-and-puff software, onscreen keyboards, scanning software, and a variety of assistive + technologies and alternate keyboards. +
    • + +
  • People with limited or low vision, who may primarily user a pointer for screen orientation + and repositioning, nonetheless benefit from a visible indication of the current point + of keyboard interaction, especially where magnification reduces the overall viewing + portion of the screen. +
    • + +
  • People with attention limitations, short term memory limitations, or limitations in + executive processes benefit by being able to discover where the focus is located. +
    • + +
+
+
+

Examples

+
    + +
  • A page has a sticky footer (attached to the bottom of the viewport). When tabbing + down the page the focused item is not completely visually obscured by the footer because + content in the viewport scrolls up to always display the item with keyboard focus + using scroll padding. +
    • + +
  • A page has a full-width cookie approval dialog. The dialog is modal, preventing access + to the other controls in the page until it has been dismissed. Focus is not obscured + because the major portion of the cookie approval dialog remains on screen (until selections + are made and submitted), and so the major portion of the keyboard focus indicator + remains visible. +
    • + +
  • A notification is implemented as a sticky header and the keyboard focus is moved to + the notification so at least part of the focus indicator is in view. The notification + disappears when it loses focus so it does not obscure any other controls, and part + of the prior keyboard focus indicator is visible. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. + C43: Using CSS scroll-padding to un-obscure content + +
    2. + +
+
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+
    + +
  1. + F110: Failure of Success Criterion 2.4.12 Focus Not Obscured (Minimum) due to a sticky footer + or header completely hiding focused elements + +
    2. + +
+
+
+
+
+ +

Key Terms

+ +
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/focus-order.html b/wcag22/understanding/focus-order.html new file mode 100644 index 0000000..dc9f967 --- /dev/null +++ b/wcag22/understanding/focus-order.html @@ -0,0 +1,768 @@ + + + + + + Understanding Success Criterion 2.4.3: Focus Order | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.3:Focus Order (Level A) +

+ +
+
+

In Brief

+
+ +
Goal
+
Keyboard users navigate content in a correct order.
+ +
What to do
+
Elements receive focus in an order that preserves meaning.
+ +
Why it's important
+
Navigating a site or application with only the keyboard will make sense.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that when users navigate sequentially + through content, they encounter information in an order that is consistent with the + meaning of the content and can be operated from the keyboard. This reduces confusion + by letting users form a consistent mental model of the content. There may be different + orders that reflect logical relationships in the content. For example, moving through + components in a table one row at a time or one column at a time both reflect the logical + relationships in the content. Either order may satisfy this Success Criterion. + +

+

The way that sequential navigation order is determined in Web content is defined by + the technology of the content. For example, simple HTML defines sequential navigation + via the notion of tabbing order. Dynamic HTML may modify the navigation sequence using + scripting along with the addition of a tabindex attribute to allow focus to additional + elements. If no scripting or tabindex attributes are used, the navigation order is + the order that components appear in the content stream. (See HTML 4.01 Specification, + section 17.11, "Giving focus to an element"). + +

+

An example of keyboard navigation that is not the sequential navigation addressed + by this Success Criterion is using arrow key navigation to traverse a tree component. + The user can use the up and down arrow keys to move from tree node to tree node. Pressing + the right arrow key may expand a node, then using the down arrow key, will move into + the newly expanded nodes. This navigation sequence follows the expected sequence for + a tree control - as additional items get expanded or collapsed, they are added or + removed from the navigation sequence. + +

+

The focus order may not be identical to the programmatically determined reading order + (see Success Criterion 1.3.2) as long as the user can still understand and operate + the Web page. Since there may be several possible logical reading orders for the content, + the focus order may match any of them. However, when the order of a particular presentation + differs from the programmatically determined reading order, users of one of these + presentations may find it difficult to understand or operate the Web page. Authors + should carefully consider all these users as they design their Web pages. + +

+

For example, a screen reader user interacts with the programmatically determined reading + order, while a sighted keyboard user interacts with the visual presentation of the + Web page. Care should be taken so that the focus order makes sense to both of these + sets of users and does not appear to either of them to jump around randomly. + +

+

For clarity:

+
    + + +
  • Focusable components need to receive focus in an order that preserves meaning and + operability only when navigation sequences affect meaning and operability. + +
    • + + +
  • In those cases where it is required, there may be more than one order that will preserve + meaning and operability. + +
    • + + +
  • If there is more than one order that preserves meaning and operability, only one of + them needs to be provided. + +
    • + + +
+
+
+

Benefits

+

These techniques benefit keyboard users who navigate documents sequentially and expect + the focus order to be consistent with the sequential reading order. + +

+
    + + +
  • People with mobility impairments who must rely on keyboard access for operating a + page benefit from a logical, usable focus order. + +
    • + + +
  • People with disabilities that make reading difficult can become disoriented when tabbing + takes focus someplace unexpected. They benefit from a logical focus order. + +
    • + + +
  • People with visual impairments can become disoriented when tabbing takes focus someplace + unexpected or when they cannot easily find the content surrounding an interactive + element. + +
    • + + +
  • Only a small portion of the page may be visible to an individual using a screen magnifier + at a high level of magnification. Such a user may interpret a field in the wrong context + if the focus order is not logical. + +
    • + + +
+
+
+

Examples

+
    + + +
  • On a web page that contains a tree of interactive controls, the user can use the up + and down arrow keys to move from tree node to tree node. Pressing the right arrow + key expands a node, then using the down arrow key moves into the newly expanded nodes. + +
    • + + +
  • A Web page implements modeless dialogs via scripting. When the trigger button is activated, + a dialog opens. The interactive elements in the dialog are inserted in the focus order + immediately after the button. When the dialog is open, the focus order goes from the + button to the elements of the dialog, then to the interactive element following the + button. When the dialog is closed, the focus order goes from the button to the following + element. + +
    • + + +
  • A Web page implements modal dialogs via scripting. When the trigger button is activated, + a dialog opens and focus is set within the dialog. As + long as the dialog is open, focus is limited to the elements of the dialog. When the + dialog is dismissed, focus returns to the button or the element following the button. + +
    • + + +
  • + + +

    An HTML Web page is created with the left hand navigation occurring in the HTML after + the main body content, and styled with CSS to appear on the left hand side of the + page. This is done to allow focus to move to the main body content first without requiring + tabIndex attributes or JavaScript. + +

    + + +
    +

    Note

    +
    + + +

    While this example passes the Success Criterion, it is not necessarily true that all + CSS positioning would. More complex positioning examples may or may not preserve meaning + and operability + +

    + + +
    +
    + + +
    • + + +
  • + + +

    The following example fails to meet the Success Criterion: +

    + + +

    A company's Web site includes a form that collects marketing data and allows users + to subscribe to several newsletters published by the company. The section of the form + for collecting marketing data includes fields such as name, street address, city, + state or province, and postal code. Another section of the form includes several checkboxes + so that users can indicate newsletters they want to receive. However, the tab order + for the form skips between fields in different sections of the form, so that focus + moves from the name field to a checkbox, then to the street address, then to another + checkbox. +

    + +
    • + + +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
keyboard interface
+
+ + + +

interface used by software to obtain keystroke input

+ + +
+

Note

+
+ +

A keyboard interface allows users to provide keystroke input to programs even if the + native technology does not contain a keyboard. +

+ + + + +
+
+ + +
+

Note

+

Operation of the application (or parts of the application) through a keyboard-operated + mouse emulator, such as MouseKeys, does not qualify as operation through a keyboard + interface because operation of the program is through its pointing device interface, + not through its keyboard interface. + +

+
+ + + +
+
navigated sequentially
+
+ + + +

navigated in the order defined for advancing focus (from one element to the next) + using a keyboard interface + +

+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/focus-visible.html b/wcag22/understanding/focus-visible.html new file mode 100644 index 0000000..297096f --- /dev/null +++ b/wcag22/understanding/focus-visible.html @@ -0,0 +1,367 @@ + + + + + + Understanding Success Criterion 2.4.7: Focus Visible | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.7:Focus Visible (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users know which element has keyboard focus.
+ +
What to do
+
Ensure each item receiving focus has a visible indicator.
+ +
Why it's important
+
Without a focus indicator, sighted keyboard users cannot operate the page.
+ +
+
+
+

Intent

+

The purpose of this success criterion is to help a person know which element has the + keyboard focus. + +

+

“Mode of operation” accounts for user agents which may not always show a focus indicator, + or only show the focus indicator when the keyboard is used. User agents may optimise + when the focus indicator is shown, such as only showing it when a keyboard is used. + Authors are responsible for providing at least one mode of operation where the focus + is visible. In most cases there is only one mode of operation so this success criterion + applies. The focus indicator must not be time limited, when the keyboard focus is + shown it must remain. +

+

Note that a keyboard focus indicator can take different forms. New in WCAG 22: While Focus Visible does not specify what that form is, 2.4.13 Focus Appearance (Level AAA) provides guidance on creating a consistent, visible indicator.

+
+
+

Benefits

+
    + +
  • This Success Criterion helps anyone who relies on the keyboard to operate the page, + by letting them visually determine the component on which keyboard operations will + interact at any point in time. + +
    • + +
  • People with attention limitations, short term memory limitations, or limitations in + executive processes benefit by being able to discover where the focus is located. + +
    • + +
+
+
+

Examples

+
    + +
  • When text fields receive focus, a vertical bar is displayed in the field, indicating + that the user can insert text, OR all of the text is highlighted, indicating that + the user can type over the text. + +
    • + +
  • When a user interface control receives focus, a visible border is displayed around + it. + +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/headings-and-labels.html b/wcag22/understanding/headings-and-labels.html new file mode 100644 index 0000000..d556168 --- /dev/null +++ b/wcag22/understanding/headings-and-labels.html @@ -0,0 +1,824 @@ + + + + + + Understanding Success Criterion 2.4.6: Headings and Labels | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 2.4.6:Headings and Labels (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
A page's content is described in headings and labels
+ +
What to do
+
Provide descriptive headings and labels
+ +
Why it's important
+
People can orient themselves, especially those with cognitive or visual disabilities.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to help users understand what information + is contained in Web pages and how that information is organized. When headings are + clear and descriptive, users can find the information they seek more easily, and they + can understand the relationships between different parts of the content more easily. + Descriptive labels help users identify specific components within the content. + +

+

Labels and headings do not need to be lengthy. A word, or even a single character, + may suffice if it provides an appropriate cue to finding and navigating content. + +

+

This Success Criterion does not require headings or labels. This Success Criterion + requires that if headings or labels are provided, they be descriptive. This Success + Criterion also + does not require that content acting as a heading or label be correctly marked up + or + identified – this aspect is covered separately by + 1.3.1: Info and Relationships. It is possible for content + to pass this Success Criterion (providing descriptive content that acts as headings + or labels) while failing + Success Criterion 1.3.1 (if the headings or labels aren't correctly marked up/identified). + Conversely, + it is also possible for content to pass Success Criterion 1.3.1 (with headings or + labels correctly + marked up or identified), while failing this Success Criterion (if those headings + or labels are not + sufficiently clear or descriptive). + +

+

Further, in the case of labels, this Success Criterion does not take into consideration + whether or not + alternative methods of providing an accessible name for form controls and inputs has + been + used – this aspect is covered separately by 4.1.2: Name, Role and Value. It is possible + for controls and inputs to have an appropriate accessible name (e.g. using aria-label="…") + and therefore pass Success Criterion 4.1.2, but to still fail this Success Criterion + (if the label is not + sufficiently clear or descriptive). + +

+

This success criterion does not require the use of labels; however, it does require + that if labels are present, they must be sufficiently clear or descriptive. Please + see 3.3.2: Labels or Instructions for more information on the use of labels. + +

+
+
+

Benefits

+
    + +
  • Descriptive headings are especially helpful for users who have disabilities that make + reading slow and for people with limited short-term memory. These people benefit when + section titles make it possible to predict what each section contains. +
    • + +
  • Form input controls with labels that clearly describe the content that is expected + to be + entered helps users know how to successfully complete the form. +
    • + +
  • When headings and labels are also correctly marked up and identified in accordance + with + 1.3.1: Info and Relationships, this Success Criterion + helps people who use screen readers by ensuring that labels and headings are clearer + when + presented in a different format – for example, in an automatically generated list + of + headings, a table of contents, or when jumping from heading to heading within a page. +
    • + +
+
+
+

Examples

+
+ +
A news site
+ +
The home page of a news site lists the headlines for the top stories of the hour. + Under each heading are the first 35 words of the story and a link to the full article. + Each headline gives a clear idea of the article's subject. +
+ +
A guide on how to write well
+ +
A guide on writing contains the following section titles: How To Write Well, + Cut Out Useless Words, Identify Unnecessary Words, and so on. + The section headings are clear and concise and the structure of the information is + reflected in the structure of the headings. +
+ +
Consistent headings in different articles
+ +
A Web site contains papers from a conference. Submissions to the conference are required + to have the following organization: Summary, Introduction, [other sections unique + to this article], Conclusion, Author Biography, Glossary, and Bibliography. + The title of each Web page clearly identifies the article it contains, creating a + useful balance + between the uniqueness of the articles and the consistency of the section headings. +
+ +
A form asking for the name of the user
+ +
A form asks for the name of the user. It consists of two input fields to ask for the + first + and last name. The first field is labeled First name, the second is labeled Last name. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+
    + +
  1. + G130: Providing descriptive headings + +
    2. + +
  2. + G131: Providing descriptive labels + +
    3. + +
+
+

Note

+
+ + +

+ Headings and labels must be programmatically determined, per + Success Criterion 1.3.1. + +

+ + +
+
+
+
+
+
+ +

Key Terms

+ +
ascii art
+
+ + + +

picture created by a spatial arrangement of characters or glyphs (typically from the + 95 printable characters defined by ASCII) + +

+ + + +
+
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
content
+
+ + + +

information and sensory experience to be communicated to the user by means of a user agent, including code or markup that defines the content's structure, presentation, and interactions + +

+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
label
+
+ + + +

+ text or other component with a text alternative that is presented to a user to identify a component within Web content + +

+ + +
+

Note

+

A label is presented to all users whereas the name may be hidden and only exposed by assistive technology. In many (but not all) cases + the name and the label are the same. + +

+
+ + +
+

Note

+

The term label is not limited to the label element in HTML.

+
+ + + +
+
name
+
+ + + +

text by which software can identify a component within Web content to the user

+ + +
+

Note

+

The name may be hidden and only exposed by assistive technology, whereas a label is presented to all users. In many (but not all) cases, the label and the name are + the same. + +

+
+ + +
+

Note

+

This is unrelated to the name attribute in HTML.

+
+ + + +
+
non-text content
+
+ + + +

any content that is not a sequence of characters that can be programmatically determined or where the sequence is not expressing something in human language + +

+ + +
+

Note

+

This includes ASCII Art (which is a pattern of characters), emoticons, leetspeak (which uses character substitution), + and images representing text + +

+
+ + + +
+
presentation
+
+ + + +

rendering of the content in a form to be perceived by users + +

+ + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
structure
+
+ + + +
    + + +
  1. The way the parts of a Web page are organized in relation to each other; and + +
    2. + + +
  2. The way a collection of Web pages is organized + +
    3. + + +
+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
text alternative
+
+ + + +

+ Text that is programmatically associated with non-text content or referred to from text that is programmatically associated with non-text content. + Programmatically associated text is text whose location can be programmatically determined + from the non-text content. + +

+ + + + + +
+

Note

+

Refer to Understanding Text Alternatives for more information. + +

+
+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
web page
+
+ + + +

a non-embedded resource obtained from a single URI using HTTP plus any other resources + that are used in the rendering or intended to be rendered together with it by a user agent + +

+ + +
+

Note

+

Although any "other resources" would be rendered together with the primary resource, + they would not necessarily be rendered simultaneously with each other. + +

+
+ + +
+

Note

+

For the purposes of conformance with these guidelines, a resource must be "non-embedded" + within the scope of conformance to be considered a Web page. + +

+
+ + + + + + + + + + + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/help.html b/wcag22/understanding/help.html new file mode 100644 index 0000000..b0a9abc --- /dev/null +++ b/wcag22/understanding/help.html @@ -0,0 +1,384 @@ + + + + + + Understanding Success Criterion 3.3.5: Help | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 3.3.5:Help (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can avoid making mistakes.
+ +
What to do
+
Provide help to users on the function currently being performed.
+ +
Why it's important
+
People with cognitive or other disabilities can complete their tasks more easily.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to help users avoid making mistakes. Some + users with disabilities may be more likely to make mistakes than users without disabilities. + Using context-sensitive help, users find out how to perform an operation without losing + track of what they are doing. + +

+

Context-sensitive help only needs to be provided when the label is not + sufficient to describe all functionality. The existence of context-sensitive help + should be obvious to the user and they should be able to obtain it whenever they require + it. + + +

+

The content author may provide the help text, or the user agent may provide the help + text based on technology-specific, programmatically determined information. + + +

+
+
+

Benefits

+
    + + +
  • Assistance for text input helps individuals with writing disabilities and people with + reading and intellectual disabilities who often have difficulty writing text in forms + or other places that need text input. + +
    • + + +
  • Additionally, these kinds of assistance help people who are aging and have the same + difficulty in text input and/or mouse operation. + +
    • + + +
+
+
+

Examples

+
+ +
on-line job application
+ +
Some of the questions may be hard for new job seekers to understand. A help link + next to each question provides instructions and explanations for each question. +
+ +
+
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+

Select the situation below that matches your content. Each situation includes techniques + or combinations of techniques that are known and documented to be sufficient for that + situation. +

+
+ + +

Situation A: If a form requires text input:

+ + + + + +
+
+ + +

Situation B: If a form requires text input in an expected data format:

+ + + + + +
+
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
context-sensitive help
+
+ + + +

help text that provides information related to the function currently being performed

+ + +
+

Note

+

Clear labels can act as context-sensitive help.

+
+ + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/identify-input-purpose.html b/wcag22/understanding/identify-input-purpose.html new file mode 100644 index 0000000..dc017fd --- /dev/null +++ b/wcag22/understanding/identify-input-purpose.html @@ -0,0 +1,523 @@ + + + + + + Understanding Success Criterion 1.3.5: Identify Input Purpose | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.3.5:Identify Input Purpose (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
It is easier to fill out forms.
+ +
What to do
+
Use code to indicate the purpose of common inputs, where technology allows.
+ +
Why it's important
+
Some people with cognitive disabilities may not understand the input's purpose from + the label alone. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that the purpose of a form input + collecting information about the user can be programmatically determined, so that + user agents can extract and present this purpose to users using different modalities. + The ability to programmatically declare the specific kind of data expected in a particular + field makes filling out forms easier, especially for people with certain cognitive + disabilities. +

+

Appropriate visible labels and instruction can help users understand the purpose of + form input fields, but users may benefit from having fields that collect specific + types of information be rendered in an unambiguous, consistent, and possibly customized + way for different modalities - either through defaults in their user agent, or through + the aid of assistive technologies. +

+

For some input fields, the type attribute already offers a way to broadly specify the intention of the input field, + for example, <input type="tel">, <input type="email">, or <input type="password">. However, these are only very broad categories, describing the type of input, but + not necessarily its purpose, especially as it relates to user-specific input fields. + As an example, type="email" indicates that the field is for an e-mail address but does not clarify if the purpose + is for entering the user's e-mail address or some other person's e-mail. +

+

This success criterion defines the types of user interface component input purposes, + found in Section 7 of the WCAG 2.1 Recommendation, that must be programmatically identifiable. When these user input purposes are present, + and if the technology supports doing so, the field purpose must be programmatically + identifiable. +

+

The HTML autocomplete attribute only accepts a certain number of specific well-defined fixed values. This + allows a more fine-grained definition or identification of purpose than the type attribute, + for example, by allowing the author to specify a specific type of name: Name (autocomplete="name"), Given Name (autocomplete="given-name"), Family Name (autocomplete="family-name"), as well as Username (autocomplete="username"), and Nickname (autocomplete="nickname"). +

+

By adopting and repurposing this predefined taxonomy of definitions, user agents and + assistive technologies can now present the purpose of the inputs to users in different + modalities. For example, assistive technologies may display familiar icons next to + input fields to help users who have difficulties reading. An icon of a birthday cake + may be shown in front of an input field with autocomplete="bday", or the icon of a telephone in front of an input field with autocomplete="tel". +

+

In addition to repurposing this taxonomy, when the autocomplete attribute technique + is used to meet this Success Criterion, browsers and other user-agents can suggest + and 'autofill' the right content by autocompleting these fields based on past user + input stored in the browser. By defining more granular definitions of common input + purposes, for example “Birthday” (autocomplete="bday"), browsers can store personalized values for each of these fields (the user's birthday + date). The user is relieved of having to type the information and can instead confirm + or, if needed, change the value of the field, a significant benefit for users with + memory issues, dyslexia, and other disabilities. Because the autocomplete values are independent of language, users that may not be familiar with the text + used to visually identify user input fields (the label) can still have that purpose + consistently identified to them due to the fixed taxonomy of terms. +

+

If an input field accepts two different types of input purpose (as in combined user + name/user email fields) and the technology used does not allow multiple purpose values + to be defined, it is valid to provide either one or the other value or leave out the + designation of input purpose altogether. +

+

When the user agent and assistive technology support for other metadata formats matures, + metadata schemes like the WAI-Adapt: Symbols Module may be used in addition or instead of the HTML autocomplete attribute to identify + the purpose of input fields. They can also support automated adaptations that identify + and match author-provided input labels to defined vocabularies or symbols that are + used instead for labelling inputs. +

+
+
+

Benefits

+
    + +
  • People with language and memory related disabilities or disabilities that affects + executive function and decision-making benefit from the browser auto-filling personal + information (such as name or address) when the autocomplete attribute is used to meet + this Success Criterion, which means information does not need to be remembered by + the user. +
    • + +
  • People with cerebral palsy, stroke, head injury, motor neuron disease or learning + disability sometimes prefer images for communication. They can employ assistive technology + which adds icons to input fields to communicate the purpose of the fields visually. +
    • + +
  • People with motor impairments also benefit from reducing the need for manual input + when filling out forms. +
    • + +
+
+
+

Examples

+
+ +
A contact form using autofill
+ +
A contact form auto-fills in the fields for name, street, post code, city, telephone + number and email address from autofill values stored in the user's browser. Assistive + technology can offer a customized way of identifying particular input fields, for + example drawing on a set of symbols / icons that is familiar to the user, to communicate + the purpose of the fields visually. +
+ +
An order form with separate billing and shipping address
+ +
A product order form fills in the address fields for billing address and a separate + set of address fields for the shipping address, using the autofill detail tokens 'billing' + and 'shipping' +
+ +
A contact form using icons
+ +
A browser plugin to add icons inserts icons representing the person's name, home address, + telephone number and email address to identify the input purpose visually. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Failures

+

The following are common mistakes that are considered failures of this Success Criterion + by the WCAG Working Group. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/identify-purpose.html b/wcag22/understanding/identify-purpose.html new file mode 100644 index 0000000..eb922c3 --- /dev/null +++ b/wcag22/understanding/identify-purpose.html @@ -0,0 +1,556 @@ + + + + + + Understanding Success Criterion 1.3.6: Identify Purpose | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.3.6:Identify Purpose (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
It is easier to operate and navigate content.
+ +
What to do
+
Use code to indicate the meaning of all controls and other key information, where + available. +
+ +
Why it's important
+
Some people with cognitive disabilities may not understand a control's purpose from + the name alone. +
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to ensure that the purpose of many elements + on a page can be programmatically determined, so that user agents can extract and + present that purpose to users using different modalities. +

+

Many users with limited vocabularies rely on familiar terms or symbols in order to + use the web. However, what is familiar to one user may not be familiar to another. + When authors indicate the purpose, users can take advantage of personalization and + user preferences to load a set of symbols or vocabulary familiar to them. +

+

This Success Criterion requires the author to programmatically associate the purpose + of icons, regions and components (such as buttons, links, and fields) so that user + agents can determine the purpose of each and adapt indicators or terminology to make + them understandable for the user. It is achieved by adding semantics or metadata that + provide this context. It is similar to adding role information (as required by 4.1.2) + but instead of providing information about what the UI component is (such as an image) + it provides information about what the component represents (such as a link to the + home page). +

+

Identifying regions of the page allows people to remove or highlight regions with + their user agent. +

+

Products for people who are non-vocal often use symbols to help users communicate. + These symbols are in fact people's language. Unfortunately, many of these symbols + are both subject to copyright and not interoperable. That means end users can only + use one device, and cannot use content, apps, or assistive technologies that have + not been made by a single company. +

+

This Success Criterion enables symbols to be interoperable so that symbol users can + understand different content that was not just made by one company. When users' symbols + are mapped to the same nodes, then user agents can load the user-understandable symbol. + People can then buy the symbols and use them across different devices or applications. + (Note that the symbols would still be proprietary, but they could then be interoperable.) +

+
+
+

Benefits

+

People who benefit have many different cognitive disabilities including:

+
    + +
  • Memory
    • + +
  • Focus and attention
    • + +
  • Language-related
    • + +
  • Executive function and decision making.
    • + +
+

Meeting this Success Criterion helps users who need extra support or a familiar interface, + including the need for: +

+
    + +
  • Symbols and graphics with which users are familiar
    • + +
  • Fewer features and less cognitive overload
    • + +
  • Keyboard shortcuts
    • + +
+
+
+

Examples

+
    + +
  • A website uses ARIA landmarks to identify the regions of the page, and users can hide areas that do not have a + role of main. +
    • + +
  • The links in the navigation of a website are marked up so that users can add their + own icons. +
    • + +
  • Icons on a website are marked up so that users can substitute their own icon sets + into the page. +
    • + +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+
    + +
  • Enabling user agents to find the version of the content that best fits their needs
    • + +
  • Using semantics to identify important features (e.g., coga-simplification="simplest") +
    • + +
  • Using aria-invalid and aria-required
    • + +
+
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
region
+
+ + +

perceivable, programmatically determined section of content

+ +
+

Note

+

In HTML, any area designated with a landmark role would be a region.

+
+ + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
user interface component
+
+ + + +

a part of the content that is perceived by users as a single control for a distinct + function + +

+ + +
+

Note

+

Multiple user interface components may be implemented as a single programmatic element. + "Components" here is not tied to programming techniques, but rather to what the user + perceives as separate controls. + +

+
+ + +
+

Note

+

User interface components include form elements and links as well as components generated + by scripts. + +

+
+ + +
+

Note

+

What is meant by "component" or "user interface component" here is also sometimes + called "user interface element". + +

+
+ + + + + + +
+
+
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/images-of-text-no-exception.html b/wcag22/understanding/images-of-text-no-exception.html new file mode 100644 index 0000000..0803944 --- /dev/null +++ b/wcag22/understanding/images-of-text-no-exception.html @@ -0,0 +1,739 @@ + + + + + + Understanding Success Criterion 1.4.9: Images of Text (No Exception) | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.9:Images of Text (No Exception) (Level AAA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can always adjust how text is presented.
+ +
What to do
+
Do not use pictures of text unless there is no other way to present information.
+ +
Why it's important
+
People cannot alter how text looks in images.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to enable people who require a particular + visual presentation of text to be able to adjust the text presentation as required. + This includes people who require the text in a particular font size, foreground and + background color, font family, line spacing or alignment. + +

+

This means implementing the text in a manner that allows its presentation to be changed + or providing a mechanism by which users can select an alternate presentation. Using + images of text is an example of an implementation that does not allow users to alter + the presentation of the text within it. + +

+

In some situations, a particular visual presentation of the text is essential to the + information being conveyed. This means that information would be lost without that + particular visual presentation. In this case implementing the text in a manner that + allows its presentation to be changed is not required. This includes text that demonstrates + a particular visual aspect of the text, such as a particular font family, or text + that conveys an identity, such as text within a company logo. + +

+

Text that is decorative does not require implementing the text in a manner that allows + its presentation to be changed. + +

+

The definition of image of text contains the note: Note: This does not include text + that is part of a picture that contains significant + other visual content. Examples of such pictures include graphs, screenshots, and diagrams + which visually + convey important information through more than just text. + +

+
+
+

Benefits

+
    + + +
  • People with low vision (who may have trouble reading the text with the authored font + family, size and/or color). + +
    • + + +
  • People with visual tracking problems (who may have trouble reading the text with the + authored line spacing and/or alignment). + +
    • + + +
  • People with cognitive disabilities that affect reading.
    • + + +
+
+
+

Examples

+
+ +
A quote
+ +
A Web page contains a quote. The quote itself is presented as italicized text, indented + from the left margin. The name of the person to whom the quote is attributed is below + the quote with 1.5x the line space and further indented from the left margin. CSS + is used to position the text; set the spacing between lines; as well as display the + text's font family, size, color and decoration. +
+ +
Navigation items
+ +
A Web page contains a menu of navigation links that have both an icon and text to + describe their target. CSS is used to display the text's font family, size and foreground + and background colors; as well as the spacing between the navigation links. +
+ +
A logo containing text
+ +
A Web site contains the organization's logo in the top left corner of each Web page. + The logo contains logotype (text as part, or all, of the logo). The visual presentation + of the text is essential to the identity of the logo and is included as a gif image + which does not allow the text characteristics to be changed. The image has a text + alternative. +
+ +
Representation of a font family
+ +
A Web page contains information about a particular font family. Substituting the font + family with another font would defeat the purpose of the representation. The representation + is included as a jpeg image which does not allow the text characteristics to be changed. + The image has a text alternative. +
+ +
A representation of a letter
+ +
A Web page contains a representation of an original letter. The depiction of the letter + in its original format is essential to information being conveyed about the time period + in which it was written. The letter is included as a gif image which does not allow + the text characteristics to be changed. The image has a text alternative. +
+ +
Symbolic text characters
+ +
A form allows users to enter blocks of text. The form provides a number of buttons, + including functions to style the text and check spelling. Some of the buttons use + text characters that do not form a sequence that expresses something in human language. + For example "B" to increase font weight, "I" to italicize the text and "ABC" to check + the spelling. The symbolic text characters are included as gif images which do not + allow the text characteristics to be changed. The buttons have text alternatives. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+ +
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
essential
+
+ + + +

if removed, would fundamentally change the information or functionality of the content, + and information and functionality cannot be achieved in another way that would conform + +

+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
pure decoration
+
+ + + +

serving only an aesthetic purpose, providing no information, and having no functionality

+ + +
+

Note

+

Text is only purely decorative if the words can be rearranged or substituted without + changing their purpose. + +

+
+ + + + + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
+ + + + + \ No newline at end of file diff --git a/wcag22/understanding/images-of-text.html b/wcag22/understanding/images-of-text.html new file mode 100644 index 0000000..30a2d3d --- /dev/null +++ b/wcag22/understanding/images-of-text.html @@ -0,0 +1,792 @@ + + + + + + Understanding Success Criterion 1.4.5: Images of Text | WAI | W3C + + + + Skip to content
+ +
+
+
+ +
+
+
+ +
+

Understanding + SC 1.4.5:Images of Text (Level AA) +

+ +
+
+

In Brief

+
+ +
Goal
+
Users can adjust how text is presented.
+ +
What to do
+
Use text instead of pictures of text.
+ +
Why it's important
+
People cannot alter how text looks in images.
+ +
+
+
+

Intent

+

The intent of this Success Criterion is to encourage authors, who are using technologies + which are capable of achieving their desired default visual presentation, to enable + people who require a particular visual presentation of text to be able to adjust the + text presentation as needed. This includes people who require the text in a particular + font size, foreground and background color, font family, line spacing or alignment. + +

+

If an author can use text to achieve the same visual effect, he or she should present + the information as text rather than using an image. If for any reason, the author + cannot format the text to get the same effect, the effect won't be reliably presented + on the commonly available user agents, or using a technology to meet this criterion + would interfere with meeting other criteria such as 1.4.4, then an image of text can + be used. This includes instances where a particular presentation of text is essential + to the information being conveyed, such as type samples, logotypes, branding, etc. + Images of text may also be used in order to use a particular font that is either not + widely deployed or which the author doesn't have the right to redistribute, or to + ensure that the text would be anti-aliased on all user agents. + +

+

Images of text can also be used where it is possible for users to customize the image + of text to match their requirements. + +

+

The definition of image of text contains the note: Note: This does not include text + that is part of a picture that contains significant + other visual content. Examples of such pictures include graphs, screenshots, and diagrams + which visually + convey important information through more than just text. + +

+

Techniques for satisfying this Success Criterion are the same as those for Success + Criterion 1.4.9, except that they only need to apply if the visual presentation can + be achieved with the technologies that the author is using. For Success Criterion + 1.4.9, the sufficient techniques would be applied only when the user can customize + the output. + +

+

See also + 1.4.9: Images of Text (No Exception). + +

+
+
+

Benefits

+
    + + +
  • People with low vision (who may have trouble reading the text with the authored font + family, size and/or color). + +
    • + + +
  • People with visual tracking problems (who may have trouble reading the text with the + authored line spacing and/or alignment). + +
    • + + +
  • People with cognitive disabilities that affect reading.
    • + + +
+
+
+

Examples

+
+ +
Styled Headings
+ +
Rather than using bitmap images to present headings in a specific font and size, an + author uses CSS to achieve the same result. +
+ +
Dynamically Generated Images
+ +
A Web page uses server-side scripting to present text as an an image. The page includes + controls that allow the user to adjust the font size and foreground and background + colors of the generated image. +
+ +
A quote
+ +
A Web page contains a quote. The quote itself is presented as italicized text, indented + from the left margin. The name of the person to whom the quote is attributed is below + the quote with 1.5x the line space and further indented from the left margin. CSS + is used to position the text; set the spacing between lines; as well as display the + text's font family, size, color and decoration. +
+ +
Navigation items
+ +
A Web page contains a menu of navigation links that have both an icon and text to + describe their target. CSS is used to display the text's font family, size and foreground + and background colors; as well as the spacing between the navigation links. +
+ +
A logo containing text
+ +
A Web site contains the organization's logo in the top left corner of each Web page. + The logo contains logotype (text as part, or all, of the logo). The visual presentation + of the text is essential to the identity of the logo and is included as a gif image + which does not allow the text characteristics to be changed. The image has a text + alternative. +
+ +
Representation of a font family
+ +
A Web page contains information about a particular font family. Substituting the font + family with another font would defeat the purpose of the representation. The representation + is included as a jpeg image which does not allow the text characteristics to be changed. + The image has a text alternative. +
+ +
A representation of a letter
+ +
A Web page contains a representation of an original letter. The depiction of the letter + in its original format is essential to information being conveyed about the time period + in which it was written. The letter is included as a gif image which does not allow + the text characteristics to be changed. The image has a text alternative. +
+ +
Symbolic text characters
+ +
A form allows users to enter blocks of text. The form provides a number of buttons, + including functions to style the text and check spelling. Some of the buttons use + text characters that do not form a sequence that expresses something in human language. + For example "B" to increase font weight, "I" to italicize the text and "ABC" to check + the spelling. The symbolic text characters are included as gif images which do not + allow the text characteristics to be changed. The buttons have text alternatives. +
+ +
Customizable font settings in images of text
+ +
A Web site allows users to specify font settings and all images of text on the site + are then provided based on those settings. +
+ +
+
+
+

Related Resources

+

Resources are for information purposes only, no endorsement implied.

+ +
+
+

Techniques

+

Each numbered item in this section represents a technique or combination of techniques + that the WCAG Working Group deems sufficient for meeting this Success Criterion. However, + it is not necessary to use these particular techniques. For information on using other + techniques, see Understanding Techniques for WCAG Success Criteria, particularly the "Other Techniques" section. +

+
+

Sufficient Techniques

+ +
+
+

Advisory Techniques

+

Although not required for conformance, the following additional techniques should + be considered in order to make content more accessible. Not all techniques can be + used or would be effective in all situations. +

+
+ + +

CSS Techniques

+ + + + + +
+
+
+
+
+ +

Key Terms

+ +
assistive technology
+
+ + + +

hardware and/or software that acts as a user agent, or along with a mainstream user agent, to provide functionality to meet the requirements + of users with disabilities that go beyond those offered by mainstream user agents + +

+ + +
+

Note

+

Functionality provided by assistive technology includes alternative presentations + (e.g., as synthesized speech or magnified content), alternative input methods (e.g., + voice), additional navigation or orientation mechanisms, and content transformations + (e.g., to make tables more accessible). + +

+
+ + +
+

Note

+

Assistive technologies often communicate data and messages with mainstream user agents + by using and monitoring APIs. + +

+
+ + +
+

Note

+

The distinction between mainstream user agents and assistive technologies is not absolute. + Many mainstream user agents provide some features to assist individuals with disabilities. + The basic difference is that mainstream user agents target broad and diverse audiences + that usually include people with and without disabilities. Assistive technologies + target narrowly defined populations of users with specific disabilities. The assistance + provided by an assistive technology is more specific and appropriate to the needs + of its target users. The mainstream user agent may provide important functionality + to assistive technologies like retrieving Web content from program objects or parsing + markup into identifiable bundles. + +

+
+ + + + + +
+
essential
+
+ + + +

if removed, would fundamentally change the information or functionality of the content, + and information and functionality cannot be achieved in another way that would conform + +

+ + + +
+
human language
+
+ + + +

language that is spoken, written or signed (through visual or tactile means) to communicate + with humans + +

+ + +
+

Note

+

See also sign language. + +

+
+ + + +
+
image of text
+
+ + + +

text that has been rendered in a non-text form (e.g., an image) in order to achieve + a particular visual effect + +

+ + +
+

Note

+

This does not include text that is part of a picture that contains significant other visual content. + +

+
+ + + + + + +
+
programmatically determined
+
+ + + +

determined by software from author-supplied data provided in a way that different + user agents, including assistive technologies, can extract and present this information to users in different modalities + +

+ + + + + + + + + +
+
sign language
+
+ + + +

a language using combinations of movements of the hands and arms, facial expressions, + or body positions to convey meaning + +

+ + + +
+
text
+
+ + + +

sequence of characters that can be programmatically determined, where the sequence is expressing something in human language + +

+ + + +
+
user agent
+
+ + + +

any software that retrieves and presents Web content for users

+ + + + + + +
+
visually customized
+
+ + + +

the font, size, color, and background can be set

+ + + +
+
+
+
+

Test Rules

+

The following are Test Rules for certain aspects of this Success Criterion. It is + not necessary to use these particular Test Rules to check for conformance with WCAG, + but they are defined and approved test methods. For information on using Test Rules, + see Understanding Test Rules for WCAG Success Criteria. +

+ +
+ Back to Top +
+ +
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+

Figure source: Focus Indicator Browser Defaults

+
+

Unmodified indicator background

+ + + +
+
+

Blue indicator background

+ + + +
+
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    +

    Figure source: Focus Indicator Custom Shapes

    +

    All examples are 90px x 30px buttons, so have 480px2 minimum indicator area.

    +
    +

    Passes: 3px inset, 3px thick

    +

    Indicator area = (84 * 24) - (78 * 18) = 612px2 > 480px2

    + + + +
    +
    +

    Passes: 2 28px x 9px rectangles

    +

    Indicator area = 2 * 28 * 9 = 504px2 > 480px2

    + + + +
    +
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    +

    Figure source: Focus Indicator Relationship with Non-text Contrast

    +
    +

    Passes Focus Appearance, fails Non-text Contrast

    + + + +
    +
    +

    Passes Non-text Contrast, fails Focus Appearance

    + + + +
    +
    + + diff --git a/wcag22/understanding/img/focus-indicator-ntc-comparison1.png b/wcag22/understanding/img/focus-indicator-ntc-comparison1.png new file mode 100644 index 0000000000000000000000000000000000000000..fc0a1fa38f64bac15712e8cffd145758d2423617 GIT binary patch literal 4079 zcmds4c|6q77Pk~ep)rZ9MNMifV@(t#TbjWz%xLUFDLdH}jSz-XmXUplA)>5dGLg0H z`=GHlS+b28OT6j5zu!Oa{qsKWpWi+A-rv37bMHOpd(Me5G1BMZ7UpJQVd1%DpkvCy z!b)MvMqC`sub_WfI13A3^(~zn$bdI18NWS1`oe9S{tSc;~BUGtCrd_ zs;NaM;VEOZ?jW(AW%q76B-G|}(1i~gJy)m4#>OVW5ofp}&PbnBiL_>A3S2?fM?ue+ zL)nQ({`*!n5|78TtQ|e#1|AZqs0iR>F<0O(g2QtpIHNVeaJ6Me*1k5Z9qF^W9-9F8 zcnAxK2NP34t z3E+mkfWv3MdNWhG{=CsUO5r;Od5|-rYo`sRaIk|P*4QA_%k9}g+kCLvFgp_Wn0kkf zjs~CYI((D|c;1dwHL~<8pwqw9&8<;rcPEY;YJcbn()9b&^gCdpvK+GIBP{T*RjQp~ z)=vNs~fi+r)g>wYoSDu-K#GOR-^tj9LuMixA8To$)M5kVx4W( z3L&g!FF>m*%sRKpC9*exQ=NW zEqk8U(k>cv?w5tLtntJIf9LKA^X(BP^jsa{VmhQ(!*=Vm$AF#+1>NxU`|<8}#ir%7 z!D?Oo>Bi^Py;UW>`x~*(h336-x~!QBX3nF!((1h>3O)$X))noUO5tI$koZX?Z?Qg) z3+bC|#>Y3Z3EK-PwrXq$f`bVkz7+n%bjh=I-MHhoUPZ3b!6`KILILR3#abP8v-ohLfk4P-)eb?+<%L+ zC&6Iz&i5wYeOa?^S*SGB&*_ecU|QAHP~QdB)|vT|UrR}w-k2t|_p8P#nk2k1 zdHzxPo3w8NKY#21E#-Q2{hbBH_NXw1Cq0$y!n`z}wd7E19K-yZ-cT$+cNqJ}P@wm! zLgwjIFRRx@dLh^H5~2-4TP4{n&#BR+%?w_f1hkpG{#LUI@yR43X>RV+{3v6KnCN@% z7fY7a$mnXZ+H>p(6~+0*uxqx;nL==B?gVLSVRIRLUr(pJkhPH`q#__n^xQ9Jam_|g z)B$|*2aLJrA>y@cwaf5EXX;r~`URUTV|lXqu>MdMl06YkzAx;;=@MT}b%xp#O=&|b zZZX_uzz>pRRyhvUGbNA#9i;m)x@t4oG*Eq1Oi5A>IWWOAmr8L$<<2AP?}M#vOg`8V zIq>%bcgxo!>tfrA_tbv1Vuky$j$SSfC-YRzp{+Aw%G(d{m30w|zNM?&W(GCoCJuMM z`)FwKiYu=o@}FGzdRc3UR_dZZeQgJmIp~-1b&CW9J+B08j-^m{Tq=3QH7(yURwVci zqL_}IA5xLukRTeX0oq=j{nJ@%veH#k@-qFqvTo=ks$KL&QQgi`Cy4%}aX0Cmu4=qH zsiO9SR_s-Moxx$6Ppbz}B2*`>s$pBxTjrp%W%99cOQgGPMQDiJN}Y9zQm~%H{k^2x zpA;n@LMlbjs{UZkJS9jWrycLv*wd#{~1zV;3Ygc>RQ&693&G81$#Fx@ngT(#KpB(KQ^CGK8b zZIho7Ro>f|c}sXtWd)7SRk9zlBaCYoyMmYfAd(7-DBw-P#?*c(>L6>x4kw>G$aDNM z>F;ax0Ep`yPHus-KKJ#lA5cFqgGx@qcXA=qc^nb1zGMBIP)gOV;8J1b+JuCWTTZ0? zVcdv9tmsb_p)oG-NlTC_VruU#hf^TmDM-1Yng%bex3@cY(Sctw^!kuP1fzOjKvB4GUoc5jf# ziqy@_wxQ+Io3Ze2WjBx8y>w(%Vv%dzHPsyJTp zfEEBfJXyE}NWMAkB;<@A-Tk4XHsZ3q!jG;6ZbfSGDdW(!Z?Zf7~t+{93trjZky_<(8u_jbE=a;f)$2W(jo2UU))KG_T`Kd1AQTp zA3L$FW)e1a{b2B5BDlNUkQp5A1!J_QTzoF*OF^zTJ#dwY~%25 zr6IgBCQ=VcA)iMwQ?uoR!SlpPg;rF~Qs?Y3j|gQ7hA4AyDgVxm5{U7Z$^azm&zgGb zd-Nv-;(kQ+^3sMCm-L(;(H3UL=|-w&^j?e4RkWX?!^%Upp8{0!0kI`7X(0$X93>|H zuM&(|LD8^s`FkJ>IM1ejnQu?XMo`m^W%;6%(q9rPx;wnFRgU4y6)Xa(*lYfnRpQwX zG}2rv-j)_JCg?Qd-><#^PP&F#2mUcjn6Fqm^)^QE>DAE8JgsG-T`62-61$`P@g9UO zl|~R6IXzV|b#W&>8;%x~*gqW{7M_Daln3kK>3xx}RhZd`@=t|c@;`05Y#w5`-=(_W z>_!jeSBRM7tKUSRR8gK+yPN29@cP4mRVi3BojZt>AQXGB@U zN%`m#d6YXAG!Ee+AX@C*uB+f<^D|l=A)SfF#p|czItD8rMlth{pY8MO&s&vl;Gu~5 zE)b)Omwd|zB~Ii^v+NpZ-jwqGy#Dn<%Kdu_L&qdxkFoBKfls`d{SDOhmO!-0vch9aJ%nG!1C2waoTztD6 z(;(qUxDYj%$7CW|{`l7E!Mr=q%WlWn+GcFa95Vk*dpPOg1*{A_Uus%`G)<-sDG(Yj zDcH&&mi+zWYDxgQlq>dUD~Kac z$OdESHcw}e2SzsHEvuqMa3c>)cH)i`J&1=}iHl1Cf~etnSk_+ry=wUAgXSWQp06`g zJ;|Gw*$7CP*CATD!aBSZS8338PV2KF7%-XK zPh~v0*@VvRo8wYyCUz28A{NOtFZk5%`WzL;TMo+Az7qsJe+77|h}hS$ zx|W*A1LAPXW$bjt^P7V>%1^jrjn(ldU}_Pcv5=#nYEBsX-TQ%~7LaAf`$%Sa + + Figure source: Focus Indicator Offset Types + + +
    +

    Figure source: Focus Indicator Offset Types

    +
    + +
    +
    + + + + +
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